The author argues that Australia's policy makers currently remain in the thrall of the Rudd/Gillard 'education revolution', which he believes has failed in any larger view of what reform should be and accomplish. He explores the strengths and weaknesses of four 'education revolution' strategies, and suggests how each can be changed and used to fashion a very different reform agenda for the future. He concludes that the focus may move from the quality of teaching towards the organisation of learning - specifically, the reorganisation of schooling around the continuous progress or growth of each student, and a very different student working day and 'learning career'
