Making our communities places where learning will happen.
The Trojan Triangle
I discovered quite by accident that if you look at the advance planning for the education system, you will find evidence of the treason against the American people and the United States. The international trade agreements were intentional torpedoes to our economy. They destroyed our economy for the purpose of "rebalancing world economic growth". In plain language, it was redistribution of wealth (your paycheck) to somebody else in some other country. It's international communism - a criminal enterprise of theft followed by collectivization and a police state of control. The evidence I'm referring to is a book titled, "Workforce 2000" published by the Hudson Institute in 1987. Workforce 2000 was a study commissioned by the U.S. Secretary of Labor William Brock who just prior to becoming Labor Secretary had been the U.S. Trade Representative.
The problem with what was written was that in 1987 it wasn't really true yet. But after NAFTA and the Marrakesh Agreement to create the World Trade Organization in 1993 and 1995 respectively, it became true. The reason they had to reveal their hand early was because they intended to change the education system and with a system as large and complex as ours, it required lead time.
The history of legislation for education from 1965 (LBJ's 'Great Society') reads like a Gantt Chart for nationalization and federal management of the schools - and ultimately to where we are now which is on the brink of federal management of the economy and population through the integrated systems of school and work. I haven't done a Gantt Chart but I have done a timeline where you can see the step by step, phased implementation of "human resource management". All of the rhetoric used by academics and politicians about excellence in education that they never achieve is because that wasn't the real goal. The real goal was to build the information systems for national management of "human capital" and with the national management systems - control of the economy in a socialist system of central planning and control. And the Trojan Triangles are the hubs of control for education and economy in the surrounding areas.
In 1989, George H. W. Bush convened a summit of Governors to discuss education "reform". The conference and a snapshot history of the education leading up to the summit was documented in a report titled, "The Road to Charlottesville" by Maris A. Vinovski. According to the report, the summit was a dog and pony show (my words) for "reforms" that were already occurring in Congress. The so-called reforms were the redesign of the education system to become a system for training workers rather than producing educated people.
B. New American Schools
C. America 2000 Communities
III. Transforming America into ``A Nation of Students''
The President believes that learning is a life-long challenge. Approximately 85 percent of America's workers for the year 2000 are already in the workforce. Improving schools for today's and tomorrow's students is not sufficient to ensure a competitive America in the year 2000. The President called on Americans to move from ``A Nation at Risk'' to ``A Nation of Students'' by continuing to enhance the knowledge and skills of all Americans.
B. Establishing Standards for Job Skills and Knowledge
C. Creating Business and Community Skill Clinics
E. Mobilizing ``A Nation of Students''
IV. Making our Communities Places Where Learning Will Happen
The SCANS Project was initiated by the Department of Labor to identify and codify the skill requirements for work to incorporate in the school curriculum.
"The Secretary's Commission on Achieving Necessary Skills", September 14, 1990
The SCANS system was the work product of a project to provide the code table definitions for jobs, the list of skills required for the job and the integration of the coding system into school information management systems as a preliminary step towards conversion of the schools to be training camps for work.
In a brief statement in a bibliography of SCANS Reports, I found a compact summary of SCANS that is a good introduction:
A more comprehensive history of SCANS was found on the National Research Center for Career and Technical Education. It was co-written by Dr. Arnold Packer - same guy that co-authored the Workforce 2000 Report mentioned above so when he gives the reason for the SCANS system, it is yet another "tell" on the strategic treasonous planning for the end of America as we knew it.
Much of the drive to teach and assess employability skills comes from concerns about this country’s ability to remain competitive in the world economy. Recent research (The Aspen Institute 2002) shows that, in addition to a changing economy, we are also facing many other challenges such as decreased growth in the native-born work force and an increase in foreign-born workers, a decrease in growth in both high school and college graduation rates (Barton 2002), and an ever-growing gap in the skill level and wages earned between the highest and lowest skilled workers (Krugman 2002).
The Aspen Institute report warns: “Without a dramatic change in the way we train and support workers, we will fall short of finding the highly skilled, adaptable, and technologically sophisticated labor force we need to compete in the future global economy” (p. 12). This research highlights the critical need for improved methods for teaching and assessing employability skills in the emerging work force.
...The commission’s signal contribution was a language that could be used at work and school. The language is enduring and useful at various stages in anyone’s career. Take the first workplace domain for example. The Pharaohs had some planning for resources when they built the pyramids, and the need for planning will exist for the foreseeable future. The domain of computers (C8 in Table 1) is more recent; acquiring, organizing, interpreting, and communicating information are old and enduring problems. The same is true of the technology problem domain even if the Pharaoh’s technology is not ours.
To change the relationship between school and work, the commission spoke to three audiences. The SCANS report asked students, teachers, and employers to look beyond the classroom, the schoolhouse, and the workplace and envision a system in which all participants are involved with learning a living. It recommended that—
In Bill Clinton's 1993 State of the Union speech before Congress, he laid out the agenda for his administration. The following are excerpts from the speech - emphasis added. But it should be noted that it was not easy to find an official transcript of the speech. Most copies of the speech are summarized leaving out some very important passages - especially in hindsight. The significance of the small business program, community development banks, enterprise zones and the reference to transportation will become apparent in sections following and in the other sides of the Trojan Triangle:
small business has created such a high percentage of all the new jobs in
our Nation over the last 10 or 15 years, our plan includes the boldest
targeted incentives for small business in history. We propose a
permanent investment tax credit for the smallest firms in this country,
with revenues of under $5 million. That's about 90 percent of the firms
in America, employing about 40 percent of the work force but creating a
big majority of the net new jobs for more than a decade. And we
propose new rewards for entrepreneurs who take new risks. We propose to
give small business access to all the new technologies of our time. And
we propose to attack this credit crunch which has denied small business
the credit they need to flourish and prosper.
Standing as we
are on the edge of a new century, we know that economic growth depends
as never before on opening up new markets overseas and expanding the
volume of world trade. And so, we will insist on fair trade rules in
international markets as a part of a national economic strategy to
expand trade, including the successful completion of the latest
round of world trade talks and the successful completion of a North
American Free Trade Agreement, with appropriate safeguards for our
workers and for the environment.
The average 18-year-old today will change jobs seven times in a lifetime. We have done a lot in this country on worker training in the last few years, but the system is too fractured. We must develop a unified, simplified, sensible, streamlined worker-training program so that workers receive the training they need regardless of why they lost their jobs or whether they simply need to learn something new to keep them.
Global System of Commodified Labor
In the international system that was designed to prevent wars, they have turned people into commodities and systems for mass production of these commodities are being designed and implemented. This is happening because the Internet has made possible, the hive mind working globally and horizontally within the narrow bands of intellectual disciplines. Intellectuals in Britain are thinking and writing the same things that are being thought and written in Canada, the U.S., Brazil, China. And they are all looking outward to serve a global community. But who are the customers for whom this system is being designed? It's certainly not to the benefit of people being trained.
Watching it has been like watching lemmings running hell bent for the edge of the cliff. But because the "governance system" is global, it seems that nobody has the power to stop it - except the people who are sucking up the world's wealth and resources like a vacuum cleaner sucks up dust. It's not in their interest to stop it and they hire armies of lemmings to produce propaganda to support it.
The voices of honest intellectuals are cries in the wilderness. For example, the research for this commentary turned up this article. The author identifies the contradiction but in 1997, it's safe to say that he wasn't yet aware of how the World Trade Organization provision for "trade in services" would turn labor into a commodity decreasing the value of labor to practically nothing.
Profits without people
Why - when
corporations are shedding employees and reducing job opportunities as
fast as they can - are business leaders demanding that educators produce
a world-class workforce? Could it be, Mr. Boutwell speculates, that one
way to keep wages and incomes low is to have a huge supply of highly
educated workers but a small demand for their services?
Contrast Boutwell's observations of IBM dumping of thousands of what was indisputably one of the best, most highly qualified workforces that any corporation could have with this article on "Knowledge Workers". The following are excerpts with emphasis added.
The globalization of work and continuing advances in technology are changing the nature of the work force. Blue-collar workers are being replaced by information specialists called "knowledge workers"--workers who are "equipped to maintain and expand our technological leadership role in the next century" (Kelly 1998, p. 89); workers who can think, work with ideas, and make decisions (Shea 1998). Also known as "gold-collar" workers, knowledge workers are sometimes identified by their professional specialty, e.g., lawyer, doctor, programmer, information system designer, information specialist librarians, teacher, and scientist (Bender 1998; Halal 1998;
What exactly do "knowledge workers" do? Knowledge workers use their intellect to convert their ideas into products, services, or processes (Miller 1998). They "own" their knowledge (Verespej 1999). They can "sell it, trade it, or give it away and still own it" (Allee 1997, p. 71). Their main value to an organization is their ability to gather and analyze information and make decisions that will benefit the company. They are able to work collaboratively with and learn from each other; they are willing to take risks, expecting to learn from their mistakes rather than be criticized for them (Rogoski 1999). Knowledge workers are continually learning, aware that knowledge has a limited shelf life (Allee 1997). In this information revolution, "brains have become more valuable than brawn" (Gordon 1997, p. 16).
What is the employment outlook for knowledge workers? Predictions are that the highly skilled will be the "creme de la creme" of white-collar workers. The U.S. Bureau of Labor Statistics projects "a net increase of more than 10,000 information professionals in the U. S. labor force by 2006" (Bender 1998, p. 35). However, the BLS also predicts that 700,000 manufacturing jobs will disappear by that same year due to automation ("Knowledge Workers" 1997). Reich believes that the greatest challenge will be to retrain these middle-class workers (McGinn and Raymond 1997-98). Workplace education that prepares individuals with information technology skills required for jobs in the knowledge sector must become a national priority in order to avoid growing inequalities
It was important to establish the fraud of the rhetoric concerning the U.S. labor market before continuing. You must look at what they are doing rather than listening to what they say - because what they say is a pack of lies. What they are doing and what they did reveals the real plans for the future labor market in America - and for other countries as well because the systems that are being implemented are global - harmonized systems from country to country.
In 1994, legislation creating the National Skill Standards Act passed. It is at this point that the concept of national system of vocational education takes shape - socializing workforce training costs, shifting away from academic learning and refocusing on vocations with defined skill sets and "certifications" for those vocations.
The Workforce Investment Act of 1998 (H.R. 1385) passed into law redefining the mission of state employment offices to be "One-Stop Shop Centers for Workforce Development". The following are excerpts from the Workforce Investment Act program information website produced by the Office of Career Transition Assistance, Employment and Training Administration of the Department of Labor presumably. The website is no longer active so the pages were extracted into pdfs.
Workforce Investment Act of 1998
The Workforce Investment Act of 1998
provides the framework for a unique national workforce
The new law makes changes to the current funding streams, target populations, system of delivery, accountability, long-term planning, labor market information system, and governance structure.
Title I authorizes the
new Workforce Investment System. State workforce investment boards will
Title III amends the Wagner-Peyser Act to
require that Employment Service/Job Service activities
The operators of "One-Stop" Centers are to be selected by the local workforce investment boards through a competitive process or designation of a consortia that includes at least three of the Federal programs providing services at the "One-Stop."
Empowerment Through Training Accounts
In cases where qualified customers receive intensive services, and are still not able to find jobs, they may receive training services which are directly linked to job opportunities in their local area. These services may include occupational skills training, on-the-job training, entrepreneurial training, skill upgrading, job readiness training, and adult education and literacy activities in conjunction with other training.
State and Local Workforce Investment Boards
Several new features are included in the law to ensure the full
involvement of business, labor, and
Each State will establish both State and local workforce investment boards. The State board will help the Governor develop a five-year strategic plan describing statewide workforce development activities, explaining how the requirements of the Act will be implemented, and outlining how special population groups will be served... The plan which must also include details about how local Employment Service/Job Service activities fit into the new service delivery structure must be submitted to the Secretary of Labor. The state board will advise the Governor on ways to develop the statewide workforce investment system and a statewide labor market information system. The state board will also help the Governor monitor statewide activities and report to the Secretary of Labor.
Local workforce investment boards, in partnership with local elected officials, will plan and oversee the local system. Local plans will be submitted for the Governor’s approval. Local boards designate "One-Stop" operators and identify providers of training services, monitor system performance against established performance measures, negotiate local performance measures with the state board and the Governor, and help develop the labor market information system.
Florida was the first state to implement the One-Stop Shop System. They have posted some good information about the system on their website. It will give you the base of information to look for on the website for your state.