In 2018 the Re-thinking Education basecamp team suggested: The work is to change the way we think, talk about, support and resource schools and those who function within them. The work is about building an agreed commitment to the purpose of public school (or higher education institutions).

We noted that:

• Some would like to see curriculum change - more emphasis on creativity and the arts, more focus on resilience and personal growth, more focus on skills…
• Some would like to see a change in how we train, develop, support and sustain teachers
• Some would like to refocus the work of schools on achieving more tangible outcomes that matter - ensuring that all students leave school with at least Level 3 literacy^[22] (or better).
• Some would like to see greater differentiation of instruction so that equitable outcomes can be achieved
• Some want to return to "old" math and get rid of "new math" - some would like to stop any personal kind of education (sex education, resilience, parenting, etc.) being part of the work of school, instead they want a focus on skills and competences needed for work.
• Some want financial literacy and life-skills to be a larger part of the curriculum..
• Some want teachers to be more accountable for outcomes
• and there are more voices.

We cannot address what schools should do in particular (processes) and how they should do it (tools) without first securing an agreement on purpose. It was our view that the purpose of school is now a highly contested space and that we are in danger of losing "public education" as its purpose is being corrupted and abducted by corporate interests. As well as eroded by chronic underfunding in many jurisdictions.

This is the real work:

If the work is to start a vigorous, robust conversation about the purpose of schools, who should we have this conversation with?

This is a key question if the intention is to mobilize, leverage and stimulate those who have real influence here.

Our conclusion: there are three groups we need to mobilize: (a) the student voice^[23]; (b) the power of parents as partners in education; and (c) teacher organizations around the world.

Our conclusion: student voices, parent partnership and unions are a route to shifting the context by which we understand the purpose of school^[24].

Since the November 2018 event, table members have convened or participated in union / parent / researcher meetings in Canada, US, Australia, Chile, Brazil and Paraguay. A European meeting will be held in Manchester in November (11-13th) 2019. Some of the team developed a course on foresight for leadership in education which has been taught at the University of Alberta and will be taught elsewhere in the coming years - aimed at ensuring that leaders who work in schools and school systems (or colleges and universities) can develop a futures literacy and change their leadership habits to reinforce what matters most to them.

The 2019 basecamp may arrive at different conclusions, but the 2018 basecamp team will continue to work on the agenda above and would welcome new colleagues or new suggestions. The future is not a straight line from the past and we intend to shape that future through our actions.