Educating for the future? Mapping the emerging lines of precision education governance

Managing the future has become one of the major focuses of global governance in education. In its current mode, education seems unable to answer the needs and interests of the market and future megatrends, such as globalisation and digitalisation. Calls for precision education to introduce the usage of digital platforms, artificial intelligence in education, and knowledge from the behavioural and life sciences are getting a foothold in widening powerful networks of strengthening global governance and EdTech business. By bringing together some of the emerging changes in education governance, in this article we argue for a new constitution of governance, precision education governance. Precision education governance combines three overlapping and strengthening lines of governance: (i) global governance of education, (ii) marketisation, privatisation and digitalisation, and (iii) behavioural and life sciences as the basis for managing the future education. In the article, we highlight the importance in bringing these so far separately studied lines together to understand how they shape the aims and outcomes of education, knowledge and understanding of human subjectivity more thoroughly than before.

The instrumental values of education in the Southern Cone

This chapter considers whether public policies impinge on the values of education by focusing on the experience of three Southern Cone countries: Argentina, Brazil and Chile. It first provides an overview of some theoretical arguments underpinning the impact of public policy on the instrumental values of education before discussing educational development in Argentina, Brazil and Chile. It then analyses the interrelationships between education and social, employment, urban and language policies. It also looks at the link between education and poverty alleviation in the three countries and concludes by outlining more concrete indications of the current challenges to the global governance of education. While prosperity and welfare expansion appear to have had a positive effect on the educational development of Argentina, Brazil and Chile, a number of contradictions has also consolidated inequality.