Celebrating the Chameleon Educational Policy Reforms of 2050

Autor/in	Clutterbuck, Jennifer
Titel	Celebrating the Chameleon Educational Policy Reforms of 2050
Quelle	In: Policy Futures in Education, 21 (2023) 6, S.657-665 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clutterbuck, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103211040312
Schlagwörter	Educational Policy; Policy Analysis; Educational Change; Cost Effectiveness; Outcomes of Education; Access to Education; Civil Rights; Algorithms; Policy Formation; Student Needs; Barriers; Educational History; Poverty; Global Education; Educational Finance; Educational Attainment; Students with Disabilities; Foreign Countries; Educational Improvement; Inclusion; Literacy; Numeracy; Citizen Participation; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsreform; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Bürgerrechte; Grundrechte; Zivilrecht; Algorithm; Algorithmus; Politische Betätigung; History of education; Bildungsgeschichte; Armut; Globales Lernen; Bildungsfonds; Bildungsabschluss; Bildungsgut; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Teaching improvement; Unterrichtsentwicklung; Inklusion; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Australien
Abstract	The Chameleon Educational Policy Reforms' (CEPR) 25th anniversary was celebrated at the Global General Assembly with the 2075 Decennial Analysis of Schooling (DecAS) announcement of the attainment of a benefit-cost ratio of >1.0. The attainment of a global positive net value of education is directly linked to the educational reforms established to 'provide the right access to the right education for all people' (CEPR, 2050). The Chameleon reforms, informed by The Algorithm, produce policies that instantly adapt to the learning environment and needs of students. Barriers that effect students' learning are removed, in stark contrast to historic processes that viewed students as the barrier to be removed from learning environments. The case studies presented in this paper are guided by three questions: 'Where are we now?', 'How did we get here?', and 'Are we there yet?'. Questioning the 'here and now', directs a look back from educational engagement currently governed by the CEPR to key moments and movements in the attainment of past grand policy announcements that no child be left behind to live in poverty. And 'yet', leads to critical consideration of the ongoing engagement with The Algorithm. Artifacts detailing the 2045 commencement of annual donations from the richest two percent to fully fund global education remain sealed. The results of the annual donations are, however, publicly available; and some would say exploited (Gerve, 2072). Achieving self-sustainable economic cost-benefit status for the CEPR may release the Donators from those agreements and untether society from the Donators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01