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This chapter considers some of the limit points of contemporary relations between International Large-Scale Assessments, learning analytic platforms, and theories of mind circulating in contemporary comparative and transnational educational policy discourses. First, aspects of the rise of Big Data and predictive analytics are historicized, with particular attention to how emergent notions of concepts like an intelligent educational economy paradoxically seem to offer unprecedented opportunities for personalizing education that increasingly rely on efforts to construct, universalize, and predict transnational benchmarks. Then, the chapter pursues how such efforts to universalize measures and predict changes have located the mind as a primary target for solving social problems through educational reform. More specifically, the emergence and circulation of the perceptron in the United States during the 1950s and 1960s is suggested as one example of how efforts to model the human mind as a neuro-dynamic learning system became entangled with efforts to produce universal, mobile, and adaptive neuro-dynamic learning systems targeting the transnational optimization of human minds.

Educational intelligence can be considered a prized asset in political actors’ careful calculations in setting policy agendas for radical educational transformations in the age of the Fourth Industrial Revolution characterized by Big Data, Artificial Intelligence (AI), machine learning, and the Internet of Things (IoT). As an agent of globalization, the European Union (EU) is uniquely positioned to steer the direction of this new wave of digital technologies for two cardinal objectives in the EU’s rhetorical discourse: social cohesion and economic prosperity. Conversely, its complex governance architecture, which restricts its role in educational policy, tempers its ability to drive policy reforms in education for the strategic and coordinated deployment of Big Data in educational systems to support those twin objectives. This chapter examines this burgeoning policy arena in the European Union by interrogating the most recent policies on the “data economy” enacted at the EU-level and the positionality of education in this newest wave of policy formulation. A content and discourse analysis of policy documents on Big Data reveals that the EU is launching multiple initiatives to regulate these novel technologies across its socio-economic sectors. However, the amorphous nature and unpredictable impact of these technologies, along with the jurisdictional barriers in the education sector stemming from the delimitation of governance layers in the EU, pose difficulties in generating a coordinated approach to policy implementation to engender tangible results. Hence, the contours of an educational intelligent economy in the EU needs considerable policy attention and technical resources in its transition from the current ideational stage to its concrete manifestation.

This paper aims to present an impact analysis in the educational dimension of the European Institute of Innovation and Technology (EIT) and specifically on its “knowledge and innovation community” (KIC), focused on the information and communications technology sector named “EIT Digital” in the university field.

After reviewing the current situation on education in ICT-related engineering and the need to address new professional profiles and/or complement the current ones to increase the value of the new professionals in a globalised society, the principles behind the EIT model are analysed, taking the experience accumulated in EIT Digital as a basis for discussion at master level.

The conceptual framework on “what” and “how” of the EIT described from the educational perspective constituted sound bases for ensuring the value of the EIT KICs as drivers for institutional innovation and structural reform. As the practical experience of Universidad Politécnica de Madrid (UPM) shows, the policy experimentation space provided by EIT Digital has acted as an internal transformation driver for European universities. It has played a key role to accelerate structural reforms once partner universities assumed the need of modifying or reinterpreting “any internal regulation to participate better in the EIT”.

This analysis is used as a basis for the design of an institutional agenda of education transformation in the rest of the UPM where the innovation and entrepreneurship vision is inserted into the technical education to give future professionals the tools and capacities to serve as catalyser agents of the innovation system.

Improving the quality of madrasah in the digital era is a must. This can be committed by strengthening aspects of madrasah governance through implementing management strategies that refer more to the integration of technology and Islamic education. This research focuses on madrasah management strategies through the Madrasah Reform program.

This research uses a case study research design that focuses attention on strategic aspects of developing madrasah through the Madrasah Reform program. The informants in this study were 18 people consisting of three madrasah heads from Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA), five teachers and 10 students. Data collection in this study used in-depth and semi-structured interviews with madrasah heads and teachers regarding the implementation of the Madrasah Reform program and also regarding madrasah management strategies at three levels of education.

This study shows that the strategy of managing madrasahs through the Madrasah Reform program in three madrasahs in Indonesia has had a positive impact on improving the quality of madrasahs, although there are still aspects that require development.

This research implies that the quality of madrasah in the digital era is determined by management strategies based on the use of educational technology.

This program has implications for the development of the quality of human resources in educational institutions, especially in relation to digital literacy among students and teaching staff. The use of digital technology, which is one of the main projections of the Madrasah Reform program, is continuously able to change the face of education in a more modern direction, both in terms of governance and the learning process, so that the output of this program, especially what occurs at Madrasah Madani, is significant development in the aspects of digital literacy and technology. Which is the main criterion in facing a digital-based educational context.

For a policy aspect, the success of the Madrasah Reform program at Madrasah Madani can be used as a blueprint or model for implementing this program in Islamic educational institutions, specifically Madrasas in South Sulawesi and in general at Madrasas throughout Indonesia.

This proves that Madrasah Reform program is a program that can be implemented in madrasahs to improve the quality of madrasah management in the digital era while continuing to carry out simultaneous improvements and evaluations of the program.

With the advent of the fourth industrial revolution and the intelligent economy, this conceptual chapter explores the evolution of educational governance from one based on governing by numbers and evidence-based governance to one constituted around governance by data or data-based educational governance. With the rise of markets and networks in education, Big Data, machine data, high-dimension data, open data, and dark data have consequences for the governance of national educational systems. In doing so, it draws attention to the rise of the algorithmization and computerization of educational policy-making. The author uses the concept of “blitzscaling”, aided by the conceptual framing of assemblage theory, to suggest that we are witnessing the rise of a fragmented model of educational governance. I call this governance with a “big G” and governance with a “small g.” In short, I suggest that while globalization has led to the deterritorializing of the national state, data educational governance, an assemblage, is bringing about the reterritorialization of things as new material projects are being reconstituted.

This chapter reviews the changing contours of education governance in today’s global environment in which governments participate in different educational agreements across various levels (supranational and global) or what is identified as the rise of “educational multistakeholderism.” Methodologically it draws up discursive evidence from previous studies in the form of a content analysis to show how the expansion of international regimes (institutions) into new issue areas, such as education, creates an overlap between the elemental (core) regime and other regimes. In exploring how regime theory has been applied to comparative and international education, this chapter draws attention to how new regimes and institutions arise and coexist alongside two or more classes (civil society, nongovernmental, intergovernmental, businesses, and state) of actors and its consequences for education governance. It suggests that regime complex(es) in education, which aims to facilitate educational cooperation and are composed of assemblages from several other regimes, are responsible for governing, steering, and coordinating education governance activities through the use of agreements, treaties, global benchmarks, targets, and indicators. It concludes by suggesting that regimes and regime complex(es) in education are constituted by different types of multistakeholder governance.

Drawing on assemblage theory (Deleuze & Guattari, 1987; DeLanda, 2006), this conceptual chapter seeks to provide an analytical lens for examining the power and capacity of Big Data analytics to exercise territorializing and deterritorializing effects on compound polities and supranational organizations. More specifically, the modern massive agglomeration of data streams and the accelerated computational power available to sort and channel them in effecting actions, decisions, and reconfigurations in contemporary assemblages, necessitate new exploratory tools to examine the impact of such trends on educational phenomena from a comparative perspective. In the first part, the chapter builds an analytical instrumentarium useful in theoretically elucidating the effects of Big Data on complex assemblages and serves as a methodological extension in investigating the ramifications of these effects on educational systems, spaces, and policyscapes. The second part sets out to illustrate how assemblage theory can explain the tension between the formal use of large official statistical data sets as a type of “regulated” Big Data, and the informal use of social media, as a type of “unregulated” Big Data, to construct or deconstruct, respectively, interlacing/interlocking components of assemblages, such as supranational organizations or compound polities. The European Union (EU) and the Caribbean Community (CARICOM) are taken as examples of complex assemblages in which the long-standing utilization of EU’s Eurostat and CARICOM’s Regional Statistical Database have served as territorializing forces in consolidating policy logics and in legitimizing decision-making at the supranational level, while the emergence of “loose” social networking technologies appears to have deterritorializing effects when employed deliberately to delegitimize or subvert socio-political processes across supranational polities.

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.