In the context of the main challenges that educational systems across the world are facing, the paper analyses the conception of personalised education in prevalent approaches to lifelong-learning, as per OECD. It shows that, at heart, it fails to provide an adequate framework when it comes to achieve leadership, innovation and self-realisation. The current approach, on one hand, emphasises personalised education, highlighting principles such as student-centred, self-directed, innovation and diversification; on the other, when it comes to real life (as in academic programmes, practices and experiences), it over-emphasises the social dimension and accordingly diminishes the personal, individual dimension. Next, the paper suggests a different perspective for a personalised education, so as to reinforce leadership, innovation and self-realisation. In doing so, it brings back key educational issues underlying Western education, namely: education is not only about 'building a work-force and citizenship education' (i.e. social dimension) but mainly and basically about 'personal education'. The paper finally indicates how this approach is more consistent and useful in our time.