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99 ERC SES 07 D: Policy Studies and Politics of Education
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99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper The Role of Educational Administration for Inclusion in School Education – A Systematic Narrative Literature Review TU Braunschweig, Germany Presenting Author:Data as well as policy evaluation results indicate that the ratification of the CRPD – by Austria in 2007 and Germany in 2009 – can rarely make an impact on the implementation of the right to inclusive education in central European countries (EASNIE, 2020; KMK, 2022; Statistik Austria, 2022). A glance at the numbers shows that Germany represents the European average (7.02%) with 7.2% of students with SEN while Austria is below the average at 5.3%. This ranks both countries in the middle of the field regarding the percentage of students with SEN. Like all European countries, Austria and Germany operate with assessment strategies to categorize students according to their abilities. The local school authorities organize the procedure to examine and assign eight to nine different SEN labels. A consistent and coherent examination strategy, nevertheless, is missing, but international classification systems like ICD-10 guide the diagnostic procedure (Buchner & Proyer, 2020; Gasterstädt et al., 2021). Thus, the organization of education and learning is shaped by traditional disability categories rather than an inclusive understanding guided by fostering participation, empowerment, and self-determination (Florian, 2014; Prengel, 2022). Based on an inclusive understanding, scholars and practitioners proclaim the organization of assessments that consider environmental factors, are conducted by multi-professional teams, and include inclusive classifications like ICF (Moretti et al., 2012; Sanches-Ferreira et al., 2014). This requires shifting the focus from diagnostics to pedagogics and thus administration with bottom-up rather than top-down approaches. It results in the trilemmatic situation of administrating (inclusive) education regarding (1) the impact of (inter)national policies, (2) the bureaucratically top-down SEN assessment systems, and (3) attempts for inclusive bottom-up practices on the ground. This leads to the following question: What aspects constitute the research field of educational administration and inclusion in school education? The paper contributes to the scientific debate on policy-making to implement inclusion in school education with a special focus on the role of educational administration in fostering social inclusion and diversity. Methodology, Methods, Research Instruments or Sources Used The paper presents the central parts of my Ph.D. desk research consisting of a Systematic Narrative Literature Review (SNRL). The research field of inclusive education and its nexus to educational administration has rarely been researched so far. Thus, the SNLR as an innovative method in educational research combines a traditional systematic approach with a snowballing strategy (Baumeister & Leary, 1997; Halász, 2019). It aims to map the research field of inclusion in school education and educational administration rather than limiting it to one specific aspect. The methodological focus of the SNLR helps to identify the theoretical implications and narratives that shape the highly interdisciplinary research topic. For the first research cycle, I used the three databases [Scopus, Jstor, and FIS Bildung] to start the review procedure with the following keywords »inclusive education OR inclusion OR special education«. The entry of »AND primary school OR secondary school OR school system« narrowed down the area of education. The terms »organizational education OR organisation OR administration OR bureaucracy ” finalized the search strategy intending to review the nexus of inclusion and educational administration across all school system levels. The German database was fed with the equivalent terms “Inklusion”, “Schule”, “Organisation”, “Administration” and “Bürokratie”. The search presented 292 papers. Following the research purpose, the selection criteria included a) English or German language, b) publishing date < 2007, c) theoretical, empirical, and methodological approaches on inclusion in school education and educational administration, and d) abstract. 57 papers met the inclusion criteria and were scanned by their abstract and full availability. Then, nine papers suit the research purpose. The second research cycle switched to snowballing to identify further literature, which was not considered by the first cycle because the SNLR is not limited to scientific literature but includes working papers, grey literature, etc. (Boyle et al., 2014). 105 documents expanded the literature corpus and finally included 114 relevant pieces. Conclusions, Expected Outcomes or Findings The results show that the research activities in the field of inclusion in school education and educational administration are very promising in terms of understanding the implementation of inclusion holistically. The SNRL revealed three main narratives: the policy narrative, the steering narrative, and the assessment narrative. All narratives vary from different ontological, epistemological, and methodological origins. They reveal different (practical) approaches with overlapping top-down and bottom-up characteristics to implement inclusion on the ground. The SNLR pictures the interplay of politics and individuals as key for successful implementation. All three narratives appear in the Austrian and German school context and describe the systematical interplay between education policies and the individuals’ practices to implement inclusion on the ground. The second narrative referred to as the steering narrative can be defined as predominately in Austria and Germany. Thereby, the Special Educational Needs Assessment constitutes the governance of inclusive education. The administration of inclusion seems to have pure steering characteristics rather than explicit pedagogical implications for students´ education and learning processes as the assessment narratives promote. The underresearched policy narrative points to the relevance of education policies and their impact but also their reproduction on the ground. As the systematical interplay between education policies and individual practices seems to be key for the implementation of inclusion on the ground, the talk shed light on the policy narrative. Using a traditional systematic review approach emerged as insufficient due to the little high-impact research and resulting from the gap in the research topic of inclusion in school education and educational administration. Thus, the extension towards an SNRL proved to be a suitable method for an overview of a wide range of interdisciplinary research. References Baumeister, R. F.; Leary, M. R. (1997). Writing narrative literature reviews. In Review of General Psychology 1 (3), p. 311-320. DOI: 10.1037//1089-2680.1.3.311. Boyle, E. A.; MacArthur, E. W.; Connolly, T. M.; Hainey, T.; Manea, M. Kärki, A. & van Rosmalen, P. (2014). A narrative literature review of games, animations and simulations to teach research methods and statistics. In Computer & Education 74, 1-14. DOI: 10.1016/j.compedu.2014.01.004. Buchner, T. & Proyer, M. (2020). From special to inclusive education policies in Austria – developments and implications for school and teacher education. In European Journal of Teacher Education 43 (1), S. 83–94. DOI: 10.1080/02619768.2019.1691992. EASNIE (2020). European Agency Statistics on Inclusive Education: 2018 Dataset Cross-Country Report. Odense, Denmark. Florian, L. (2014). What counts as evidence of inclusive education? In European Journal of Special Needs Education 29 (3), p. 286–294. DOI: 10.1080/08856257.2014.933551. Gasterstädt, J.; Kistner, A. & Adl-Amini, K. (2021). Die Feststellung sonderpädagogischen Förderbedarfs als institutionelle Diskriminierung? Eine Analyse der schulgesetzlichen Regelungen. In: Zeitschrift für Inklusion (4). Under https://www.inklusion-online.net/index.php/inklusion-online/article/view/551 Halász, G. (2019). Doing Systematic Literature Review - `Net Fishing´ or `Whale Hunting´? In M. Honerød Hoveid, L. Ciolan, A. Paseka & S. Marques Da Silva (eds.). Doing educational research. Overcoming challenges in practice (p. 91-113). London: SAGE Publications Ltd. KMK (2021). Sonderpädagogische Förderung an Schulen. Berlin. Under https://www.kmk.org/dokumentation-statistik/statistik/schulstatistik/sonderpaedagogische-foerderung-an-schulen.html Moretti, M.; Alves, I. & Maxwell, G. (2012). A systematic literature review of the situation of the International Classification of Functioning, Disability, and Health and the International Classification of Functioning, Disability, and Health-Children and Youth version in education: a useful tool or a flight of fancy? In American Journal of Physical Medicine & Rehabilitation 91 (13), 3-17. DOI: 10.1097/PHM.0b013e31823d53b2. Prengel, A. (2022). Schule inklusiv gestalten. Eine Einführung in die Gründe und Handlungsmöglichkeiten. Opladen; Berlin; Toronto: Budrich. Sanches-Ferreira, M.; Silveira-Maia, M. & Alves, S. (2014). The use of the International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY), in Portuguese special education assessment and eligibility procedures: the professionals’ perceptions. In European Journal of Special Needs Education 29 (3), S. 327-343. DOI: 10.1080/08856257.2014.908025. Statistik Austria (2022). Schulstatistik ab 2006. Wien. Under https://statcube.at/statistik.at/ext/statcube/jsf/dataCatalogueExplorer.xhtml 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Compulsory Schooling in Sweden - The Legal Responsibility When Children do not Attend School Umeå universitet, Sweden Presenting Author:In Sweden compulsory education means that children must participate in education from the age of six, which includes one mandatory preschool year followed by nine years of compulsory school (The Education Act (2010:800) chapter 7 section 4). Children are also entitled, but not obligated, to take part in education, in for example preschool from ages 1-5 and upper secondary school.
Children who do not attend school is an increasing concern, both in Sweden and in other countries (Gren-Landell et al, 2015; Kreitz-Sandberg and Fredriksson, 2023; prop. 2017/18:182). There is a lot of focus on how to get children back to school but there is a lack of research about school´s legal responsibility in this area. In the general debate the school is highlighted as an important actor for children’s well-being. Research has shown that children with a history of problematic school attendance are at risk of early school leaving and run increased risks of weak connections to the labor market and poor health (Sundelin et al, 2023). To leave school with incomplete grades can also lead to social vulnerability and exclusion (prop. 2017/18:182). The project takes its starting point in these societal issues and investigates and analyses the legal responsibility for various actors regarding children´s fulfillment of compulsory schooling.
The right to education is a fundamental right which is protected by the Swedish constitution (The Swedish Instrument of Government), the European Convention on Human Rights and the Convention on the Rights of the Child. There is a potential conflict when children with a right to education do not participate in school. In most cases it is not possible to opt out of the right to education when the child is also subject to compulsory schooling and therefore has an obligation to attend school. On the other hand, there is a risk that the right to education will not be upheld if the child does not participate in school.
The legal responsibility for children’s non-attendance at school is shared across several actors. For example, teachers, principals, the education providers, and municipalities. Except for the actors’ mentioned, student health also has a central role in the work with school absences. my goal is to elucidate the legal responsibilities of each party, examining both preventive and reactive measures. I will also investigate the legal regulations and analyse if the legal responsibility is clear as to when it starts and how extensive it is. One part of the study is the focus in recent years on cooperation between schools and other authorities (prop. 2017/18:182; förordning (2023:179) om statsbidrag för personalkostnader för skolsociala team). When a child has problems with school absenteeism many authorities can be involved, not only internal cooperation with teachers, principals, municipalities, and students’ health. External cooperation with for example healthcare, social service and the police can also be relevant. There might also be a conflict between different actors concerning the purpose of preventive and reactive actions; Is the purpose for example, to focus on children’s long-term well-being or knowledge development? (Strandler and Harling, 2023). Depending on what role the actor has, it might affect the type of responsibility they have. The legal conditions for cooperation will therefore be investigated. Methodology, Methods, Research Instruments or Sources Used To answer the aims of the project, a legal-dogmatic method is used. This method involves drawing conclusions about the content of law based on the hierarchy of legal sources. These sources include legislation, above all the Swedish Education Act, preparatory works, court decisions and legal literature (Pescenik, 1995). Here, this method is used to assess content and the extent of compulsory schooling as well as regarding the responsibilities of compulsory school attendance and school absenteeism, through mapping of different pieces of legislation and identification of gaps in relation to the societal problems. One part of the project is historical, where I will identify the government’s objectives of compulsory education from when it started in year 1882. To understand the legal meaning with compulsory schooling over time, legislation and preparatory works have primarily been analysed. The actors of focus of my project are principals, teachers, the education providers, municipalities, and student health. The analysis includes an examination of how wide mandates the legislators have given the actors in relation to problematic school attendance. This is analysed to find the roles and legal responsibilities of the actors in both preventive and reactive measures. Some challenges have been identified in the legal material. Since not many decisions from principals or other authorities can be appealed, there is a shortage of case-law. Instead, there is extensive guidance material and decisions from school authorities; the Swedish National Agency for Education and the Swedish Schools Inspectorate, which will investigated. This kind of material is not a traditional legal source. However, since fundamental principles, as equivalent education (Education Act chapter 1 section 9), governs the application of law this kind of material serves a purpose and will be used in the project (Pescenik, 1995.) The definitions of absenteeism or truancy are not consistent (Forsell, 2020; SOU 2016:94). Terms frequently used are for example absenteeism or problematic absenteeism or school attendance problems (Kreitz-Sandberg and Fredriksson, 2023). In my project I will focus on both attendance and absenteeism and at this stage in the project I am not only using one term to address the problem. Later on, it might be necessary to define and problematize terms relevant for a legal definition. Conclusions, Expected Outcomes or Findings One of my preliminary results concerns the scope of compulsory schooling in a legal context. The fact that the compulsory schooling requirement may met in different ways, means that students may fulfill this obligation through a variation of educational arrangements that may not always align with the legislator's original intended purposes behind the requirement. For example, there is a clearly stated objective of children to be educated, which in long term are expected to contribute to the higher and even more long-term goal of supporting future participation in the labor market and in social life in general. These goals are closely linked to the legal requirements for participation and an important factor is therefore how the requirements for attendance at school should be interpreted based on the legal rules. That compulsory schooling exists according to the Education Act is clear, after investigation and analysis of the legal rules in the Education Act it has become clear that compulsory schooling can be fulfilled in different ways, not only in school. After assessments in the individual case based on the individual children´s needs, for example, certain education can be obtained at home or in another location. The analysis of current legal regulations can therefore form the basis for discussing whether it is possible to talk about different types of compulsory schooling and problematize the attendance requirement. The next step in my project is to investigate the different actor’s role in relation to the fulfillment of the school obligation when the children is not in school. What the actors can, should and must do based on the legal material. References Forsell, Tobias ”Man är ju typ elev, fast på avstånd”: problematisk skolfrånvaro ur elevers, föräldrars och skolpersonals perspektiv. Umeå: Umeå Universitet, 2020 Gren-Landell Malin, Ekerfelt Allvin Cornelia, Bradley Maria, Andersson Maria and Andersson Gerhard Teachers’ views on risk factors for problematic school absenteeism in Swedish primary school students.. Educational Psychology In Practice, volume 31(4), 2015, p. 412-423. Kreitz-Sandberg Susanne and Fredriksson Ulf. Comparative Perspectives on School Attendance, Absenteeism, and Preventive Measures in Europe and Beyond. European education 2023, Vol. 55, Nos. 3–4, 137-147. Pescenik Aleksander, Vad är rätt? : om demokrati, rättssäkerhet, etik och juridisk argumentation, Stockholm: Fritze, 1995. Prop. 2017/18:182 Samling för skolan. SOU 2016:94 Saknad! Uppmärksamma elevers frånvaro och agera. Strandler Ola and Harling Martin. The Problem of “Problematic School Absenteeism” – On the Logics of Institutional Work with Absent Students’ Well-Being and Knowledge Development. European education 2023, Vol. 55, Nos. 3–4, 172–185. Sundelin Åsa, Lindgren Joakim and Lundahl Lisbeth: Young People’s Stories of School Failure and Remedial Trajectories – Clues to Prevention of School Absenteeism and Early School Leaving. European Education, Volume 55, 2023 - Issue 3-4 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Navigating Citizenship, Competitiveness, and Societal Dynamics：A Policy Analysis of International School Policies in the Global South University of Vienna, Austria Presenting Author:topic： International schools in policy discussions face complexity within the network of globalization and national development strategy interests (Ball, 2012). Global South (GS) countries engage in the international education market to enhance international competitiveness with globalization, aligning with the 'competition state' concept that emphasizes economic performance and increased marketization within national borders (Cerny, 1997). However, GS governments find themselves at a crossroads, as global capital's ascendancy challenges sovereign states' authority (Held & McGrew, 2007). Also, citizenship and national identity issues complicate the formulation of internationalized education policies (Hansen, 2012). Moreover, international school policies’ implementation simultaneously faces a democratic deficit, as noted by Brown (2000), where citizens are excluded from decisions on credential competition rules when international schools operate outside national systems. Regulations on international schools delineate national education system boundaries (Komljenovic & Robertson, 2017), determining who can opt out of mainstream education for a market-oriented educational environment. One current international school policies’ primary objective is to manage market participation. Allowing local students access to international schools enables departure from the conventional education system and circumventing socialization’s significant aspects. This access may constitute a covert form of educational marketization, facilitating a quiet process that directly influences critical issues such as citizenship, inequality, national identity, and the country's strategy and position on talent in economic globalization context. The convergence of economic globalization, Southern economic development, and middle-class growth, coupled with IB’s increasing popularity, marks a significant epoch. Through international school policies, GS nations strive to reconcile citizenship and stratification concerns with competitiveness. This confluence of economic forces and educational trends demands careful scholarly examination to comprehend global education’s evolving dynamics and its far-reaching societal implications.
Research questions & objectives： Using evidence from four GS countries (China, India, Mexico, South Africa)，the research will compare and analyse their international school policy from following aspects: Evolution of International School Policies Over Time:
Strategic Positioning and Talent Development:
Impact on Education Systems and National Identity:
Theoretical Framework： Policy Process Model (Sabatier & Jenkins-Smith, 1993) provides a robust theoretical framework for effective policy analysis of this research. This model is suitable for exploring policy evolution’s multifaceted dimensions, formulation, and implementation. Emphasizing the dynamic and complex nature of policy development, the Policy Process Model considers stages like agenda setting, policy formulation, adoption, implementation, and evaluation. Several scholars argue for the Policy Process Model’s applicability in education policy analysis (Ball, 1994; McLaughlin, 1987). Sabatier (2007) emphasizes the model's capacity to adapt to changing economic, social, and political contexts influencing policy development. Using this model, researchers can systematically investigate the historical trajectory of international school policies in the GS, identifying patterns, trends, and influential factors at each stage of the policy process. Methodology, Methods, Research Instruments or Sources Used 1. Data Collection: Policy Documents: • Laws, regulations, guidelines, and official reports related to international education. • Systematic collection of policy documents related to international school policies in the global South from relevant government agencies, education ministries, and international organizations. • Inclusion of historical and current policy documents to trace the evolution of international school policies over time. multimedia materials: • Statements and speeches of policymakers, views of experts and stakeholders, media coverage, public feedback and comments, relevant research, and academic literature • By collecting and analysing these diverse materials, researchers can gain a more holistic understanding of the formation and evolution of policy discourse. This comprehensive approach allows for a deeper analysis of the policy context, influencing factors, and societal responses. 2. Data Analysis: Thematic Analysis Thematic analysis stands as the chosen approach to scrutinize the collected data from policy documents and materials. This method involves a multi-step process, beginning with familiarization through repeated readings/watching to gain a profound understanding of the content (Braun & Clarke, 2006). Initial coding will identify key themes and patterns, followed by systematic searching for additional themes and their subsequent review. The final step involves defining and naming these themes to accurately represent the policy documents' content. This thematic analysis provides a structured and nuanced approach to uncovering the complexities within the policies (Nowell, Norris, White & Moules, 2017). 3. Coding Framework Development The development of a coding framework is crucial for organizing and interpreting the data effectively. The codebook, which serves as the guide for the analysis, will include clearly defined codes corresponding to the themes and patterns identified during the thematic analysis (Saldaña, 2015). The hierarchical structure of the codebook ensures that the complexity and interrelation of themes are appropriately represented (Huberman，2014). 4. Data Interpretation Following the coding process, the interpretation of the data involves placing the identified themes within their historical, social, and economic context. This contextualization is essential for understanding the nuanced aspects of policy decisions. Comparative analysis across different policy documents and time frames will be employed to discern patterns and shifts within the policies (Huberman，2014). The aim is to construct a coherent and comprehensive narrative that captures the evolution of international school policies in the global South, highlighting key turning points, challenges, and underlying motivations. This interpretative phase contributes to the depth and richness of the qualitative analysis (Elliott, Fischer, & Rennie, 1999). Conclusions, Expected Outcomes or Findings With assistance of the Policy Process Model, the findings revel the evolving mechanisms of international school policies in the global South in response to changing economic, social, and political contexts. The comparison and analysis of policy documents and multimedia materials from different global south government reveals various patterns of strategic positioning, driven by aspirations for international competitiveness and economic growth. The growth of the middle class and its increasing access to international education underscore the transformative role of international schools in shaping both domestic and global policies and institutions. Furthermore, the study highlights the complex interplay between international school policies, marketization pressures, and challenges related to citizenship, inequality, and national identity. Policies promoting international education often intersect with broader economic development strategies, reflecting the tension between citizenship concerns and competitiveness imperatives. The democratic deficit observed in the implementation of international school policies raises critical questions about inclusivity and public participation in education governance. Overall, the findings underscore the importance of international school policies as key instruments for managing participation in the global education market. By allowing local students access to international schools, governments in the global South seek to leverage education as a strategic tool for talent development and economic growth. However, these policies also raise concerns about equity, social cohesion, and national identity, highlighting the need for careful policy design and implementation. The research contributes to a deeper understanding of the multifaceted dynamics of international school policies in the global South, offering insights into their historical evolution, policy trajectories, and societal implications. By elucidating the complex interplay between economic globalization, education policies, and national development strategies, the study provides a valuable foundation for future research and policy discussions in this area. References Ball, S. (1994). Education reform. McGraw-Hill Education (UK). Ball, S. J. (2012). Global education inc.—New policy networks and the neo-liberal imaginary. Oxon: Routledge. Belfield, C. R., & Levin, H. M. (Eds.). (2007). The price we pay: Economic and social consequences of inadequate education. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Brown, E. (2000). Socrates the cosmopolitan. Stanford Agora (1): 74–87. Cerny, Philip G. 1997. “Paradoxes of the Competition State: The Dynamics of Political Globalization.” Government and Opposition 32 (2): 251–274. Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British journal of clinical psychology, 38(3), 215-229. Hansen, D. T. (Ed.). (2012). John Dewey and our educational prospect: A critical engagement with Dewey's democracy and education. State University of New York Press. Held, D., and A. McGrew. 2007. Globalisation Theory. Cambridge: Polity Press. Huberman, A. (2014). Qualitative data analysis a methods sourcebook. Komljenovic, Janja, and Susan Lee Robertson. 2017. “Making Global Education Markets and Trade.” Globalisation, Societies and Education 15 (3): 289–295. McLaughlin, M. W. (1987). Learning from experience: Lessons from policy implementation. Educational evaluation and policy analysis, 9(2), 171-178. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International journal of qualitative methods, 16(1), 1609406917733847. Sabatier, P. (2000). Theories of the policy process. Sabatier, P. A., & Jenkins-Smith, H. C. (1993). Policy change and learning: An advocacy coalition approach. Saldaña, J. (2021). The coding manual for qualitative researchers. The coding manual for qualitative researchers, 1-440. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper The Anticipatory Governance of Global Agendas in Education 1King's College London, United Kingdom; 2University of Bristol, United Kingdom; 3University of Bristol, United Kingdom Presenting Author:This paper explores the rise of anticipatory governance by international organizations (IOs) and global technology corporations through the deployment of global agendas to govern education futures (Berten & Kranke, 2022; Miller, 2018; Poli, 2018). In recent years, international organizations have taken up the role of ‘guardians of the future’ through their work on education visions (Robertson, 2022). Simultaneously, the Covid-19 crisis not just accelerated global technology corporations to embed educational technology (EdTech) in the classroom but also to bypass national laws and security concerns (Williamson & Hogan, 2020). Thus, taken together, education visions and EdTech are global agendas that play an influential role in contemporary education policies and practice, particularly in the governing of futures in education. Global agendas are a broad term, and I follow the definition of Elfert and Ydesen (2023) that global agendas act “as a key instrument of the global governance of education and are global targets that aim at uniting all relevant actors – national governments, IOs, non-governmental organizations, and other non-state actors behind a supposedly universal agenda of critical significance” (p. 200). Therefore, in such scenario, global agendas in education can include agenda-setting initiatives such as Education for All (EFA), international large-scale assessments, Sustainable Development Goals 4 (Bandola-Gill et al., 2022), accountability mechanisms and other relevant agendas that function through the ‘politics of convergence’ (Elfert & Ydesen, 2023, p. 103). In a time of uncertainty, IOs as well as technology corporations have resorted to imbue anticipatory mechanisms within their global agendas to exert their authority and gain dominance in the complex architecture of the global education landscape. In the spirit of the conference theme, this paper will investigate Google For Education (an EdTech service from global technology giant – Google) and the Program for International Student Assessment (PISA), an international large scale assessment launched by the Organization of the Economic Cooperation and Development (OECD) to understand how anticipation methods and tools are utilized in order to steer education futures. Therefore, this paper seeks to understand how anticipatory governance in global agendas in education attempt to influence contemporary education policies and practice (Flyverbom & Garsten, 2022). In order to understand this, I employ a combination of qualitative content analysis and technography, to capture the anticipatory practices imbued in both Google For Education (Solomon, 2023) and PISA. I also deploy the key concepts of ‘sustainable futures’ and ‘techno-solutionism’ as conceptual frameworks to further tease out how PISA and Google For Education leverage on these two key concepts to steer education policies and practices. Initial findings suggest that the anticipatory practices in both Google For Education and PISA have considerable influence in the reorganization of education policies and practices (Gulson et al., 2021). For example, Google For Education relies on micro-credentialing professional development courses rooted in the discourse ‘preparing teachers for the future of learning’ to perpetually expand itself within teacher organisations. As for PISA, the ranking of nation-states in a vertical table creates anticipation for future rankings. Therefore, this research concludes that anticipatory governance in global agendas is on the rise as international organizations and global technology corporations seek for authority in the global education space. Methodology, Methods, Research Instruments or Sources Used This paper uses an innovative conceptual framework of two key conceptual vocabulary in a time anticipatory governance - sustainable futures and techno-solutionism. Sustainable futures are associated with the humanistic-emancipatory agenda and techno-solutionism is related to the ‘economics of education’ movement and represents the unwavering belief that technology will save us all. Based on these key words, I construct a conceptual framework that attempts to capture how global agendas leverage on these two key concepts through anticipation processes. In terms of method, I will apply “technography”, which can be described as a “descriptive social science of technology that examines human and machine/ tool interaction” (Jansen & Vellema, 2011). Simultaneously, “technography” also involves a close analysis of technical documentation and secondary sources (Perotta et al., 2021). Drawing on a close analysis of technical documentation, relevant media articles, and official guidelines from technology corporations, I will make the case for Google For Education. In terms of exploring anticipatory governance in PISA, I deploy a qualitative content analysis which involves a documentary analysis of PISA publications. This also involves concept notes, trend reports, extended reports and videos. Conclusions, Expected Outcomes or Findings Initial findings suggest that the anticipatory practices in both Google For Education and PISA have considerable influence in the reorganization of education policies and practices (Gulson et al., 2021). For example, Google For Education relies on micro-credentialing professional development courses rooted in the discourse ‘preparing teachers for the future of learning’ to perpetually expand itself within teacher organisations. As for PISA, the ranking of nation-states in a vertical table creates anticipation for future rankings. Therefore, this research concludes that anticipatory governance in global agendas is on the rise as international organizations and global technology corporations seek for authority in the global education space. References Bandola-Gill, J., Grek, S., & Tichenor, M. (2022). Governing the sustainable development goals: Quantification in Global Public Policy (p. 165). Springer Nature. Berten, J., & Kranke, M. (2022). Anticipatory global governance: International Organisations and the politics of the future. Global Society, 36(2), 155-169. Elfert, M., & Ydesen, C. (2023). Global governance of education: The historical and contemporary entanglements of UNESCO, the OECD and the World Bank (Vol. 24). Springer Nature. Flyverbom, M., & Garsten, C. (2021). Anticipation and organization: Seeing, knowing and governing futures. Organization Theory, 2(3), 26317877211020325. Gulson, K., Perrotta, C., Williamson, B. & Witzenberger, K. (2021). Should We be Worried about Google Classroom? The Pedagogy of Platforms in Education. Journal of Professional Learning. Retrieved from https://cpl.asn.au/journal/semester-2-2021/should-we-be-worried-about-google-classroom-the-pedagogy-of-platforms-in Miller, R. (2018). Transforming the future: Anticipation in the 21st century (p. 300). Taylor & Francis. Morris, J., Couture, J. C., & Phelan, A. M. (2023). Riding Fences: Anticipatory Governance, Curriculum Policy, and Teacher Subjectivity. Canadian Journal of Education, 46(3), 517-544. OECD. (n.d.). Technology governance. Retrieved from https://www.oecd.org/sti/science-technology-innovation-outlook/technology-governance/ Perrotta, C., Gulson, K. N., Williamson, B., & Witzenberger, K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1), 97-113. Poli, R. (2017). Introduction to anticipation studies (Vol. 1). Springer. Robertson, S. L. (2022). Guardians of the future: International organisations, anticipatory governance and education. Global Society, 36(2), 188-205. Solomon, J. (2023, March 23). New tools for more collaborative, personal and accessible learning. Google Blog. Retrieved from https://blog.google/outreach-initiatives/education/bett-2023-google-for-education-updates-/ Williamson, B., & Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. | ||