If societies could get in safe harbour and rebuild one of the key functions they perform to keep being resilient, adaptive, and growing better and thereby realize the principle of human dignity, non-discrimination, and human development – skills development – they would probably feel relieved in fast-changing times as the Artificial intelligence (AI) era patently looks like. Yet, the horizon of governance both in the private and public sector is called to transform itself and to keep functioning throughout unpredictable processes of change associated with the outbreak of AI. Training is deemed to catalyze the preconized and praised changes. Moreover, the prior strategy of change is considered brought about by a comprehensive policy of training and skills development. This is the reason literacy is at the core of the normative framework adopted at the European level and, accordingly, represents the main target of investment across legal and institutional systems. This article makes a case to put training and skills development at the centre of all sector-based policies aiming to set up new capacities to manage and make the best out of the AI growth. It argues combining theoretical reflections with sector-driven insights in favour of a situated approach to learning. Instead of drawing knowledge from doctrine and abstract notions policy sectors feature an increasing need to have both abstract and concrete knowledge, combined in a cyclic, evolutive, and open process where people are always at the centre. Authors conclude with a practical proposal, that can be implemented easily in private and public organizations.