Local Control:  The Great American Scam
 

Who would have thought that the ‘education establishment’ would turn out to be scam artists of the highest order?   They’ve been purpetrating a fraud on parents, taxpayers and others by pretending that there is still local control of schools when all the while - under the radar, they’ve been puppets passing through federal programs to nationalize our schools.   

 

The National Governor’s Association is the source for agenda for schools.  Read down through the list and you’ll see the programs - which are presented as local - that are really national. 

 

In particular, the following two documents warrant a closer look. 

 

“The American High School Crisis and State Policy Solutions”   12/3/2003

 

In the section on Denmark’s Folkeskole, it mentions a report written by Marc Tucker of the National Center for Education and the Economy. 

 

NCEE website, Marc Tucker:  See “High School and Beyond: The System Is The Problem--and the Solution”   A proposal for a New American Secondary Education System.

 

Why is it an issue that Marc Tucker is providing the proposal for the redesign of our high schools?  If it weren’t for the efforts of whistleblower Charlotte Iserbyt, we might never have known:

Text Box:   "These radical international socialists are writing, designing, and implementing the federal and state 'reform' programs that are being adopted all over the nation," warned Mrs. Iserbyt, who was an official in the U.S. Department of Education during the Reagan Administration. "And what is most infuriating about it all," she said, "is that it is Republican congressmen, governors, and state legislators who are enacting many of these dreadful programs. It is a bipartisan betrayal. We should remember that it was George Bush, Lamar Alexander, Chester Finn, Diane Ravitch, Bill Bennett, the Hudson Institute, and the Committee for Economic Development that got the America 2000 'reforms' rolling. And it was George Shultz in the Reagan Administration who signed the Carnegie-drafted U.S.-Soviet education agreements with Gorbachev. That was in 1985, the same year Carnegie brought Mark Tucker on board."   William Jasper, “Orwellian Education”

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

In the most recent proposal for high school redesign, they are beginning the process of internationalizing the schools. 

 

“As a symbol of our commitment to human dignity, the United State will return to UNESCO…. and participate fully in its mission to advance human rights and tolerance and learning”.  President George W. Bush, September 12, 2002

 

One of the proposals by the National Governor’s Association (let’s drop the pretense that this is an Idaho program), is that the International Baccalaureate (IB) program be offered to Idaho Students.  The IB program is a UNESCO system of international education that has the UN agenda embedded in the curriculum. 

 

From the IB website:

http://www.ibo.org/partnerships/governments/ 

 

UNESCO
The IBO has the status of “formal consultative relations as a network” with UNESCO. IBO representatives participate regularly in UNESCO meetings and comment on UNESCO proposals in education. Some projects have received UNESCO funding—see Cambodia and Nigeria in the list of partnerships [PDF] and exchanges with governments and inter-governmental organizations (IGOs).

Government support for IB World Schools - See USA at the bottom

United Nations, New York
 The Global Teaching and Learning Project division of the UN in New York accepted an IBO tender to produce two teaching booklets about UN global issues: one each for primary and secondary years. This project has been undertaken by the International Baccalaureate Curriculum and Assessment Centre in Cardiff using experienced curriculum writers from around the world, principally in IB World Schools, and having UN input and approval as each of the 20 units is completed. The booklets are expected to be published in English early in 2006 and will eventually be available in all six UN languages. They will be copyrighted by the UN, with acknowledgement to the IBO for its work, and disseminated to the governments of all member states for use in schools. The content of the booklets reflects the structure and philosophy of the IB programmes and includes the following sample units.

  • A safe place (refugees)
  • For all the world's children (children's rights)
  • The busy marketplace (global trade)
  • Water for life (sustainable development)
  • Indigenous people
  • Stereotypes and discrimination.

 

UNESCO - embeded political agenda in the school curriculum

 

Chapter 36 of Agenda 21, on Education, Awareness and Training states:

Education is critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective public participation in decision-making. Both formal and non-formal education are indispensable to . . . sustainable development.  

 

To achieve this vision, Chapter 36 called on governments, international agencies, businesses and civil society groups to:

• ensure that basic education for all is achieved
• make environmental and development education available to people of all ages
• integrate environmental and development concepts into all educational programmes
• involve schoolchildren in studies on environmental health, including safe drinking water, sanitation, food and the various impacts of resource use.

 

 

Following the Earth Summit, the Commission on Sustainable Development appointed UNESCO to be its Task Manager for Chapter 36. UNESCO’s roles were to accelerate reforms of education and coordinate the activities of all stakeholders in education through a wide-ranging Work Programme whose objectives included:

• clarifying the concept and key messages of education for sustainable development
• incorporating education into national strategic and action plans for sustainable development
• educating to promote sustainable consumption and production patterns
• identifying and sharing innovative practices.


 

 

All that is being done with the schools is on the pretense that it will allow Idaho’s children - America’s children to ‘compete’ in the global economy - the information economy.  But that is a lie too.  

 

On November 9, 2001   11-9    George Bush signed a trade agreement with India using terrorism as the reason for the agreement.  That makes no logical sense.  The result has been that the U.S. economy is being drained of our knowledge jobs and knowledge economy.... Silicon Valley is now in India.  How did the U.S. benefit?  Answer... we didn't.  India and China hit the jackpot.  The multinational corporations hit the jackpot.  America and America’s children lost. 

 

Lou Dobbs Transcript of January 18, 2006

 

“And as we've been warning here for three years now, the Bush administration's so-called free trade policy has come at a high price. The United States is no longer the number one exporter of information technology.“

 

And that’s why our schools are being redesigned.  It’s because America’s knowledge economy is being exported and the future for America’s children is that they will be lucky to have a job of any kind in a third world country with a planned economy and a highly controlled labor force.

 

"a power over a man's support is a power over his will"  Alexander Hamilton, Federalist Papers No. 73

 

“Fascism is capitalism in decay”.   Lenin