Many have already called for a move that would take the educational establishment beyond the outdated oppositions between the arts and sciences, vocational and academic, liberal and conservative inherited from the post-war years. Instead, it is proposed to focus on identification and nurture of individual competences expressed in terms of new assessment criteria and methodological steps constitutive of what a student could achieve having progressed through a given course. This is also a call for a new approach to the curriculum structure and delivery in which the competences are the outcomes supported rather than led by subject knowledge. One way to proceed is to develop personalised learning as an project-based context driven-inquiry. This genesis of narratives is about 'meaning making' and it is a central part of the personal learning power. A degree programme based on these principles has so far led to encouraging results.