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The Fraud of Education
Reform for Higher Skills
All the
rhetoric concerning education is merely propaganda to sell
the reform agenda. They use 'more math, science'; we
need more engineers; we need to compete in a global economy,
etc. The truth of the matter is that when George Bush
signed the trade agreement with
India on November 9, 2001 concerning trade in
technology, he killed the high technology industry in this
country. Since we already exported most manufacturing
to China and Mexico, that leaves us with no real economy
besides Walmart and agriculture and the financial industries
as the American middle class has to sell of assets to
survive. If they successfully complete the Doha Round
of trade talks... we won't even have an agriculture economy
because it will put domestic producers out of business
leaving us at the mercy of the multinational corporations
who find it cheaper to grow and produce in the third world
and import their products here.
The real goal
of education reform is to sovietize our schools - turning
them into vocational schools. Americans are far too
well educated for the economy they have planned for us in
the global economy. The attack on our economy was
planned for a long time. You can tell that by
following the plans for the 'reform' of our schools which
has really been to destroy our schools.
The
Roll of Career and Technical
Education in High school -
according to this
article,
a report was produced in 1990 by the Commission
on Skills of the American
Workforce (CSAW) which stated
that only 20% of America’s
future workforce would require
a college education.[9]
From an
article by
Lynn M. Stuter on the same report -
From
"America's Choice: high skills or low wages!," the
report of the Commission on the Skills of the
American Workforce (CSAW), a commission of the
National Center on Education and the Economy (NCEE)
[1], comes this statement,
"But
in a broad survey of employment needs across
America, we found little evidence of a
far-reaching desire for a more educated
workforce." (p 26)
It
stands to reason, if higher-paying jobs require a
more educated workforce, then the move to a less
educated workforce also means lower-paying jobs.
Testifying before Congress on October 23, 1989,
Thomas Sticht, president and senior scientist,
Applied Behavioral and Cognitive Science, Inc;
member of the Secretaries Commission on Achieving
Necessary Skills (SCANS), had this to say:
"Many companies have moved operations to places
with cheap, relatively poorly educated labor. What
may be crucial, they say, is the dependability of
a labor force and how well it can be managed and
trained--not its general educational level,
although a small cadre of highly educated creative
people is essential to innovation and growth.
Ending discrimination and changing values are
probably more important than reading and moving
low-income families into the middle class."
Listen to the audio clip by
Lynn Peters, Director of the Business-Education Partnerships
for the Fox Cities Chamber of Commerce and Industry.
And from an
education research in Arizona -
U.S.
governors
are
working
hard to
set up
CAREER /
INDUSTRY
CLUSTERS
in their
respective
kingdoms.
There is a
direct
relationship
between
CAREER /
INDUSTRY
CLUSTERS
and
"CAREER
PATHS"
(aka
interest
gateways,
themes,
etc.) that
K-12
schools
and higher
education
are
expected
to align
course
offereings
with.
The
National
Governors
Association
(NGA)
initiative
to
REDESIGN
AMERICAN
HIGH
SCHOOLS
is
currently
exerting
pressure
on school
districts
to
restructure
the
secondary
education
level
nationwide
--
wherever
reform has
not yet
been fully
implemented.
This is
connected
to
"School-to-Work"
(STW)
which is a
TOTAL
RESTRUCTURING
of the
U.S.
educational
system --
the
changes
are in
alignment
with
UNESCO
global
education
reform
schemes
that are
changing
the
purpose
and
content of
schooling
in the
U.S.
A key
change is
to
integrate
academics
with
vocational
education/training
for ALL
STUDENTS
and
require
children
to decide
on a
CAREER
PATH
anywhere
between
the end of
the 8th
grade . .
. or no
later than
the
beginning
of 11th
grade
(depending
upon what
is
established
in a
state's
education/workforce
strategic
plans).
LEARN
MORE:
Linkages: A Governor¹s Guide to Cluster-Based Economic Development and the States¹ Career Clusters Initiative (File creation date 9/17/2003)
See attached pdf or download: http://www.careerclusters.org/pdf/ccindcluster.pdf
Excerpt (highlights added):
Rationale: The National Governors Association (NGA) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) are two organizations representing all states. Based on the NGA¹s recommendations in ³A Governor¹s Guide to Cluster-Based Economic Development² and the goals of the State Directors¹ Career Clusters Initiative, there are some valuable linkages between the two that could be mutually beneficial. The education and training goals of the States¹ Career Clusters Initiative align with the workforce development recommendations of the Cluster-Based Economic Development Model. The content (knowledge and skills) identified in the States¹ Career Clusters Initiative is an excellent tool for meeting the recommendations in the Governor¹s Guide for contextualized instruction . . . .
Decipher
the jargon
with this
dictionary
from the
The
Oklahoma
Department
of Career
and
Technology
Education:
dictionary
Download pdf:
http://www.okcareertech.org/whoweare/dictionary.pdf
Excerpts:
Basic Skills: Basic academic and tutorial services designed to increase literacy levels, upgrade literacy, and improve listening and speaking skills. Also referred to as Pre-CareerTech skills.
Career Cluster: Occupations that are grouped together by common job duties and characteristics.
Career Counseling: Communication that takes place between counseling professionals and their clients concerning issues of preference, competency, achievement, self-esteem, and the array of factors that facilitate or inhibit personal planning.
Career Development: A lifelong process involving the development of work values, establishment of a career identity, learning about opportunities, and trying out plans. The process is designed to help individuals understand their relationship to the world of work. Career development is generally accepted as including a person¹s total lifestyle ‹ occupations, education, social responsibility, family life, leisure activities, etc.
Career Portfolio: A lifelong, student-managed collection of achievements that show progress toward career goals.
Career Practicum: A career practicum is a planned program of work-site learning experiences relevant to a student¹s chosen career major or plan of study. A career practicum is coordinated with the student¹s academic or school-based preparation.
Core Content: A set of competencies common to the occupations within a career cluster.
Idaho,
Missouri,
Montana,
New
Jersey,
Ohio,
and
Virgina
were
involved
in the
Next
Generation
of
Workforce
Policy
Academy
-- "a two
year,
intensive
technical
assistance
effort to
six
states in
developing
and
testing
new
policies
to address
the
challenges
of a
global,
knowledge-based
economy."
(Note:
global
economy =
planned
economy)
National Governors Association Center for Best Practices
The Next Generation of Workforce Development Project:
A Six-State Policy Academy to Enhance Connections Between
Workforce and Economic Development Policy
Final Project Report | December 2004
Report to: U.S. Department of Labor, Employment and Training Administration
http://preview.nga.org/Files/pdf/WorkforceAcademyReport04.pdf
Excerpt from p. 7:
Cluster-Based Economic Development Project
Underwritten by the U.S. Department of Labor, U.S. Department of Commerce, and the Ford Foundation, the economic development project was a yearlong effort to assist governors in developing strategies for a global economy. This project focused on building cluster-based economic development strategies, maximizing public leadership in promoting international trade, and strengthening science and technology capacity in states. . . .
Workforce
and
education
restructuring
activity
taking
place
nationwide:
National Association of State Workforce Board Chairs
MEETING SUMMARY
Annual Meeting
August 21-24, 2005 | The Benson, Portland, Oregon
http://www.subnet.nga.org/workforcecouncilchairs/Meeting%20Summary2005.pdf
Excerpt p. 4:
Washington Update
Dr. Susan Sclafani, Assistant Secretary Office of Vocational and Adult Education, USDOE
Before announcing her official resignation to OVAE, Dr. Sclafani reviewed the key priorities in the Department of Education around the K-12 and community college continuum. This included:
Selling the value of the work-readiness certificate in a way that assures the K-12 system that it is not meant to replace a high school diploma.
Continuing communication with the community college system is critical so that they collaborate on common philosophies, not just common funding. This includes providing an understanding of the importance of LMI as an on-going driver and feeder of their activities, and a way to ensure sustainable funding.
Data warehousing, such as Florida¹s model that has the potential to connect students from pre-k to graduate school, should be pushed in all states. This should be combined with OVAE¹s efforts to require testing at the 9 th grade level so that individual progress can be accurately measured through high school.
Strengthening the use of and access to up-to-date technology. . . .
Excerpt p. 6-7:
Staff Directors¹ Meeting - Round Robin Updates on Activities and Challenges
California is seeing success from a colloboration project that brought in local and stakeholder involvement in their 2-year plan. The plan is now being used as an implementation tool that frames outcomes and committees around each priority area.
Idaho re-designated into a single-state region and is looking at restructuring the state Board to fill gaps left by the change.
Oklahoma is seriously looking at aligning workforce and economic development activities; re-organizing around industry clusters; initiating skills panels; conducting a conference for all LWIB members; organizing a Workforce Development Initiative Conference for local elected officials and state K-20 leadership; and starting Work Keys pilots, using ACT.
Comment: Illinois started Work Keys pilots a few years ago and is abandoning the effort due to unsatisfied LWA¹s. They were approached by Profiles International to start a new program but turned them away. Louisana has been very successful with their pilots, and the programs are now statewide. Programs were originally rolled out via TANF in literacy labs in communicty and technical colleges, then to 1-stops, adult education, and high schools. Business has been receptive and the Chambers have acted as an intermediary. Louisiana went with ACT because they are well-known to college systems. Tennessee is searching for an alternative to Work Keys and will seek competitive bids. They cannot justify sole source contracting with ACT.
Missouri is working on restructuring their system to be more WIA-focused. Missouri¹s board was one of the few grand-fathered under JTPA.
Virginia received an economic development waiver from DOL that only prohibits spending on construction. This allows us to truly collaborate with economic development in ways that improve human capital. This includes a requirement that all 1-stops have at least 1 industry-specific certification staff member. Viriginia adopted the IPI measures and is really excited about them. This Association must develop common agreement on IPI in order to push DOL further.
North Dakota is focusing on the aging workforce and youth retention, as well as specific industry shortages in energy, exploration, manufacturing and healthcare. Also following IPI progress as ND has spent a lot of time coordinating cross-system measures.
Vermont is collaborating with the National Science Foundation for a $600,000 web design curriculum grant at technical colleges. NSF provides all operating costs and do not require performance measurements. Micro-technology curriculum is next on the agenda. VT also created a marketing document/power point to recruit more businesses to the workforce agenda.
New Hampshire is a single-designation state board and a 501-C-3, and as such experiences a constant fear of being ³the next meal² for bigger entities like Employment Services. NH is focusing on incumbent worker training, specifically honing in on what is should look like within the workforce development system.
New Mexico merged their economic security and economic development departments a year ago. The new department is holding a joint development conference with the state board. Collaboration around industry-customized post-secondary education among employer service specialists and customized training representatives are creating a buzz in the business community. The Board is sponsoring the state fair along with the NM Manufacturing Association in order to market mechanical and engineering career pathways.
Arizona is framing a statewide vision that includes the 15 LWB¹s, 19 tribal nations, and private sector partners. The Governor just created a P-20 Council. The state Board is designating committees, previously non-existent, including a marketing/branding committee.
Utah¹s new Governor moved economic development into his office and hired new staff. Workforce created a slide show that outlines how the system compliments the Governor¹s 10 economic development goals. UT will hold a conference in October bringing together education, post-secondary education, and workforce parners.
Iowa is focusing on high school reform as a result of NGA¹s initiative; statewide survey of over 10,000 businesses is in process; 4 ³New Iowan² centers offer newcomers to the state resources in housing, jobs, schools, business start-ups, and health; and industry clusters are marketed on public television.
Florida¹s Board financially controls TANF and WIA, which has ensured these partners at every board meeting. The shared development of a bio-science curriculum is in process.
Georgia¹s Commission for a New Georgia designated issue-specific task forces, each with businesses involved. The Workforce task force recommended 501-C-3 status. Incumbent worker pilots are in process, and the Georgia Works program funds on-the-job training for UI recipients for 24 hours a week for 8 weeks at no cost to businesses. ES offices were re-vamped into career centers including color coding and kiddy corners. Local areas can receive grants for long-range comprehensive plans to partner with business. Three local areas per year are given awards for success in youth work, collaboration, and outstanding individual employees.
Montana is waiting on the designation of their state board; wants to expand their number of 1-stops; will pursue IPI measures; and is linking education with healthcare apprenticeships.
Pennsylvania¹s state budget passed 90% of their requests, including funding local industry partnerships in the state¹s 9 priority industry clusters. Training will go to a group of employers as opposed to an individual employer. $23 million was added to community colleges; $10 million to adults over age 25 who do not qualify for Stafford loans; and up to $50,000 a year in loan forgiveness to nurses who commit to 4 years of teaching. Ten standards have been developed for all local boards, including compliance incentive funds. A Commission on College and Career Success was created to identify what students who did not get what they needed in high school need to succeed.
Kentucky is settling into a new governor, a new board, and a new chair. A major coal-mining training initiative started as a partnership with business and local boards. This was the first year for a ³Best Places to Work in Kentucky² report, which businesses like as an unbiased self-assessment.
Colorado is celebrating Workforce Development month in September with projects and events like business symposiums, and sponsorship from NBC and Jefferson Radio Company. CO set up a state-of-the-art nursing simulation center in partnership with community colleges, hospitals, and univerisities.
Wyoming is focusing on strengthened youth career guidance in the k-12 system; Work Keys pilots; and more businesss-responsive community college training. WY is also updating their Job Network system to capture more meaningful information from business clients and job seekers.
Missisippi also is adjusting to a new Governor and new board. The state WIA plan was written entirely via on-line meetings, which was highly efficient. MS has two priorities: accountability and business involvement in workforce training - recieving $20 million for 5 years.
Illinois is working with the first Democratic governor in 20 years. Virtual one-stops for busiensses are being installed, worknet.com. To address critical healthcare skills needs, the 26 local areas were put into 5 regions, each of which received a grant to implement a plan.
Louisiana¹s Board has authority over Title I, II, III, and IV, and is divided into 3 taskforces including adult learning, high school re-design, and workforce competitiveness. $6 million has been designated to meeting the healthcare shortage, and $50 million goes to incumbent worker training. An ³enterprise² team representing the multiple agency partners meets twice a month. The Louisiana Interagency Performance Integration Data System (LIPIDS) brings DOL together with the community and technical college system, and uses social security numbers as common identifiers.
Oregon is also working on the IPI initiative and is looking to expand to the K-20 systems. With the help of a consultant, the comliance plan will be widened and deepened.
Michigan underwent a major re-structuring that combined departments and re-constituted the board, now up to 75 members and 7 committees. The new Opportunities Partnership plans to put 30,000 to work this year, and 40,000 next year. An employer pledge drive to advance low-wage workers, partly funded by the Joyce Foundation, will use consultants to create opportunties for careers, not just jobs, including entrepreneurship programs.
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