If education w'ere all about imparting content knowledge, developing and evaluating pedagogy would be all about establishing the best methods to promote memorisation and understanding of knowledge and concepts. But discipline-centric pedagogies cover only part of what a teacher, school or system might want to develop in students and there has been a concerted shift towards pedagogies which develop higher-level personal and social competences, driven by at least four factors. Second, societies and industries founded on digital technologies require people to manage and use a more complex array of information and increase the value of social skills. Third, societal changes have increased the complexity of choices and tasks young people face as they transition from adolescence to adulthood. Finally, in some quarters there has been a pushback against the intensified focus on standardised assessments of cognitive skills.