Index
Alison Taysum
(University of Leicester, UK)
Education Policy as a Roadmap for Achieving the Sustainable Development Goals
ISBN: 978-1-83909-298-5, eISBN: 978-1-83909-297-8
Publication date: 6 December 2019
This content is currently only available as a PDF
Citation
Taysum, A. (2019), "Index", Education Policy as a Roadmap for Achieving the Sustainable Development Goals, Emerald Publishing Limited, Leeds, pp. 299-302. https://doi.org/10.1108/978-1-83909-297-820191016
Publisher
:Emerald Publishing Limited
Copyright © 2020 Alison Taysum
INDEX
A Blueprint for Character Development for Evolution (ABCDE)
, 1, 3, 14, 23–37, 62, 85–86, 164, 246, 257
Assessment for Personal and Social Learning (APSL)
, 130–132, 210–213
Bell Canada Enterprises (BCE)
, 124
Black–White achievement gap
, 199, 221
economic systems
, 117–126
education policies
, 115–117
education transition to work
, 115
embedded economy
, 130–132
Empower Young Societal Innovators for Equity and Renewal (EYSIER)
, 130–132, 202–205
fragile and conflict-affected countries (FCACs)
, 197, 199
General Financial Crisis (GFC)
, 123, 127
Intended Learning Outcomes (ILOs)
, 116
Level 7 EQF training course
, 197–217
leveraged buyouts
, 121–124
multicultural inter- and intra-generational learning communities
, 117–122
neo-liberalism
, 124–126
Private Equity (PE) Funds
, 122
Professional Educators and Administrators Committees for Empowerment (PEACE)
, 130, 131, 134–135, 143, 171, 205
Small and Medium Enterprises (SMEs)
, 114
social change, young people for
, 126–130
social contracts
, 80, 113–137
Sustainable Development Goals (SDGs)
, 69, 127, 129, 164
World War II (WWII)
, 13, 33, 94, 114
young people
, 69
Youth Employment Package
, 114
Academic Nostalgic (AN)
, 175, 181, 191, 192, 276
African American slaves
, 23
American Educational Research Association ethical protocols
, 164, 173, 246
‘Artificial human being,’ 77
Assessment for Personal and Social Learning (APSL)
, 130–132, 210–213
‘Assessment for Segregation,’ 61
, 201, 268
Assessment Of Learning System
, 200
Association for School Leaders (ASCL)
, 5, 44
Autonomous citizens
, 78, 91–109
Bell Canada Enterprises (BCE)
, 124
Benchmarking international data
, 16, 199
Black African American slaves
, 10, 23
‘Black Papers,’ 46
, 48
British citizens
, 24, 55
British education system
, 48
Classrooms
, 25, 108, 206, 262
‘Cognitive capitalism,’ 28
Committee Infrastructures
, 74
Commonwealth
, 77
Contemporary culture
, 23–37
Corporate Social Responsibility
, 118, 123, 124, 126, 130, 133
Corps Member Advisors
, 42
Critically Analyse and Reflect for Emancipation (CARE)
, 6, 10, 46, 109, 272
Data
analysing
, 240
collection tools
, 233–240
reliability
, 240
sources
, 31–35
trustworthiness
, 240
validity
, 240
Delivery mechanisms
, 213–214
Democratic deliberation
, 6, 7, 9, 23, 35, 266
Democratic identities
, 69–86
Descriptions
, 226–227
methods to collect
, 230–231
Dis-equilibrium
, 75
Doctorate in Education
building leadership capacity
, 189–191
building networks
, 188–189
critical research
, 187–188
equity and renewal learning
, 189–191
ethical research
, 187–188
Doctorates for Professional Educators
, 173
Early Career Academics
, 83
Early Career and Mid-Career Professional Educators and Administrators
, 209, 222
Economic systems
, 117–122
Educational Entrepreneurship (EE)
, 154, 177, 180, 192, 276
Educational leaders
educational doctorate
, 163
programme providers
, 162
Education governance systems
, 6, 24, 35, 119, 203, 267
Education policies
, 13, 107, 109, 115, 159, 272
Eliminating poverty
, 81
Embedded economy
, 130–132, 179–181
Empower Young Societal Innovators for Equity and Renewal (EYSIER)
, 4, 14, 37, 92, 130–132, 202–205
English Baccalaureate
, 5, 44
Ethics of Trust
, 179–181
European Union (EU)
, 114, 115, 282
General Financial Crisis (GFC)
, 123, 127, 273
Global Achievement Gap
, 51
‘Globalisation,’ 28
Governing boards
, 118
GPE member countries
, 198, 203, 210, 215–217
Gross Domestic Product (GDP)
, 6, 8, 10, 43, 49, 69, 119, 144, 267
Habituation
, 255–256
‘Half our Future,’ 41
, 45, 46
Hegelian dialogic approach
, 160
Hierarchical master
, 91–108
Higher Education Act (2017)
, 83, 150
Higher Education Institutions (HEIs)
, 8, 29, 83, 210, 227
Higher Education Policy
, 153–160
Hypotheses
, 69, 231, 233, 246, 265
Information Technology
, 120
Innovative strategy
, 34
Intended Learning Outcomes (ILOs)
, 1, 16, 55, 71, 94, 199
International Assessment industries
, 44, 51
International Baccalaureate Diploma Programme (IBDP)
, 4, 57
The International Monetary Fund
, 13, 114
International Testing Agencies
, 27
Interstate Leadership Licensure Consortium and the Educational Leadership Constituent Council (ISSLC/ELLCC)
, 150, 178
Irrational number
, 144, 258
Key Performance Indicators
, 9, 207, 266, 280
Knowledge production
, 149–153, 173
Leveraged buyouts
, 121–124, 132
Local Education Authorities
, 80
Managing knowledge
, 151
Marginalisation
, 27, 203, 256
‘Marketisation,’ 28
Meritocracy
, 6, 35, 209, 276
Mobilise SDG 4
, 3
Multi-Academy Trusts
, 80
Multicultural inter- and intra-generational learning communities
, 117–126
Narrative capital
, 152, 153, 272
National and local socio-historical policy context
, 224
National Association of Head Teachers (NAHT)
, 96
National Council for Accreditation of Teacher Education (NCATE)
, 150, 178
Neo-liberalism
, 28, 97, 124–126, 252, 266
Neo-liberal market systems
, 4, 70, 156, 277
Not in Employment, Education or Training (NEET)
, 81
Paris Declaration
, 210
Pensions Funds
, 132, 273
Personal learning
, 52, 54, 221, 235
Personal position
, 242–246
Policy context
, 23–37
Popularism
, 23–37
Post traumatic slave disorder
, 265
Post Traumatic Slave Syndrome (PTSS)
, 31
Prime number
, 258
Private Equity (PE) Funds
, 122–123, 273
Privatisation
, 2, 42, 134, 276
Professional challenge
, 3, 59, 141–142
aims
, 225–226
research questions
, 225–226
SDG
, 224–225
Professional context
, 143–149
Professional Educators and Administrators Committees for Empowerment (PEACE)
, 15, 61, 130, 173, 214, 269
Professional Educators and Administrators of Doctorates in Education
, 181–187
Programme Providers
, 162
Progressive education systems
, 93
Psychologies
, 3, 149, 179–181
Public corporations
, 14, 82, 114, 119, 124, 275
Rationalisation
, 254–256
Redemptive Educational Consumerism (REC)
, 175, 276
Research Excellence Framework (REF)
, 143
Research methodology
, 160–164
Scaling approaches
, 213–214
Science, Technology, Engineering and Maths (STEM)
, 103
Senior, Seasoned Credentialed Educational Leaders
, 14, 15, 185, 190, 210
‘Separatism,’ 45
Sexual orientation
, 79
Small and Medium Enterprises (SMEs)
, 114, 198, 279
Social change, young people for
, 126–130
Social contract
, 4, 69–86, 91–109
Social contract theory
, 71
Social learning
, 41–62
Socio-economic context
, 43–44
Sociologies
, 179–181
Socratic Dialogues
, 257
Statutory Assessment Tests (SATs)
, 5
STEM research
, 158
Sustainable Development Goal 4 (SDG) 4
, 1–18, 23–37, 141, 194
Sustainable Development Goals (SDGs)
, 221–247
ABCDE (See ABCDE)
Sustainable social contract
, 105–108
Teach For America (TFA)
, 41, 42
Transferable skills
, 55
Unit Labour Costs (ULC)
, 8, 48, 82, 97, 201, 267
Universal principles
, 37, 74–75, 133, 215
Violence, Uncertainty, Chaos and Ambiguity (VUCA)
, 7, 9, 29, 97, 266, 268
issue
, 27
The Wall Street Banks
, 13, 114
Whole Government Accounts
, 29
Work Package
, 212
World Bank
, 114, 129, 274
The World Trade Organisation
, 13, 114
World War II (WWII)
, 13, 33, 43, 94, 114
Youth Employment Package
, 114, 117, 128, 133, 274
Zero-hour contracts
, 121, 144
- Prelims
- Chapter 1 Sustainable Development Goal 4 Quality Education, Inclusion and the Philosophies of Trust
- Chapter 2 The Policy Context: Challenging the Crisis of Contemporary Culture and Popularism with ABCDE to Achieve SDG 4
- Chapter 3 Assessment for Personal and Social Learning: A Deweyan Perspective for Education and Inclusion
- Chapter 4 Creating Democratic Identities for a Social Contract
- Chapter 5 Replacing the Hierarchical Master in a Social Contract with Autonomous Citizens Actively Participating within the Force of the Common Whole
- Chapter 6 Educational Leaders Using ABCDE to Explore Human Behaviours in Social Contracts in Relation to Embedded and Disembedded Economies
- Chapter 7 Groundwork Case Study of Universities' Building Capacity for Education, Inclusion and Philosophies of Trust through Doctoral Study: The Literature and Methodologies
- Chapter 8 Case Studies of Higher Education Building Capacity for Education, Inclusion, Identity and Philosophies of Trust through the Doctorate: The Findings
- Chapter 9 A Masters ‘Level 7 EQF’ Training Course to Deliver ABCDE through APSL to EYSIER
- Chapter 10 Step-by-Step Application of A Blueprint for Character Development for Evolution (ABCDE) and a Framework for Assessment for Learning and Progress towards Sustainable Development Goals
- Chapter 11 To Rationalise a Priori or Not to Rationalise a Priori: Is That an Empirical Question?
- Chapter 12 Conclusions to Education Policy as a Road Map for Achieving the Sustainable Development Goals
- Professional Educators and Administrators' Committees for Empowerment (PEACE)
- Index