It is not possible or economically, environmentally sustainable to generate enough data to process a value judgement about contextualised quality teaching. It’s easier to standardise education to generate data which shows quality.
A “what works” agenda makes it easier to program pedagogy onto a computer.
Standardised national curriculum makes it easier to program tasks onto a computer.
Standardised testing makes it easier to program grading onto a computer.
Computers are cheaper than teachers.
Artificial intelligence is not going to take teacher’s jobs, human’s are – computer programmers.
Computer programmers are not educated in understanding the social context of students.
Computer programmers are often employed by private transnational companies (platforms) so if schooling is automated it is also most likely privatised.
Platforms bank their money in tax havens, valorise the casualisation of the workforce, and are not easily regulated by governments.
Tax havens mean governments are being squeezed in their ability to fund public services like education, increasing the need to privatisation.
Casualisation means less dissent.
Lack of government regulation means tax dodging, discrimination and unethical practices go unchecked.
Platforms dictate what counts as future skills.
Government policy has carved future skills as the sole reason for school into stone. Employment skills are standardised and valorised above all others. Employment is essentialised as the purpose of schooling.
Future employment skills are impossible to accurately predict so cannot be standardised – the attention on them is a logical fallacy.
How to standardise a fallacy becomes a contentious debate – education as a house becomes divided.
By keeping the focus on employment skills, the true purpose of democratic schooling, participation in society, which includes employment, becomes an afterthought.
Politicians are excused for their poor choices through lack of public participation, so it is in their best interests to standardise and valorise employment skills that can be automated.
Those who participate are those less concerned about making ends meet so a homogeneous agenda becomes standardised and what can eventually become automated.
Automated schooling is sold transnationally and that homogenous agenda becomes neo-colonial.