Tag Archives: Global Education Monitoring Report

Ed’s Epic “Fail”

Anti Fed Ed Warriors, in my last article, we went over the Winter 2018 Brussels Education Declaration. In closing up that article, I shared with you the importance of taking a second (or for some, their first) look at this information. Why? Because the Declaration backed up the GEM Report for 2019. GEM is short for Global Education Monitoring.

This is worth looking at again (or may be for the first time) due to the fact that the UN/UNESCO will be using education as the vehicle to drive immigration changes to our nation. 

Woven into these massive changes will be the epic failure of ‘climate change’. Also lumped in, will be what’s taught in formal and non-formal education settings. The GEM Report for 2019 (Titled: Education on the Move) is close to 440 pages. Broken down over 20 chapters, this Report is entirely subjective from the viewpoint of migration and immigration. Also included are displaced citizens (either by force or choice). (*Note: the document will take a few minutes to open, due to its size.)

Lots of other educratic moves are being planned, thanks to this GEM Report. Is America planning on participating? You bet. No one asked We the People if this is what WE wanted, but nevertheless, we’ve been committed to shifting education to this global ‘tune’.
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****It’s my suggestion that you take the last article (Brussels) and this one to compare and share with your leaders of authority. If they do not know what we face, as a nation, then how can we expect them to use their authority to help us?****

For the remainder of this article, I’ll share the most ‘need to know’ epic fails for American education ‘hidden’ within this massive global movement we’re ‘signed up’ for.

GEM 2019 Notes:

1) The Report claims itself to be ‘timely’ and the international community finalizes 2 pacts (Global Compact for Safe, Orderly and Regular Migration and the Global Pact on Refugees). *Note: Both were adopted or signed in Dec. 2018.
In the Executive Summary portion of the Report, the very first line you read contains “Leave no one behind”. UN/UNESCO feels it’s one of the most globally encompassing statements of all time.


Educratic Epic Fail #1:
The Report also states it combines these with SDG #4, Quality Global Education for All.

Educratic Epic Fail #2: By combining both pacts to the SDGs (Sustainable Development Goals), no one, anywhere will be ‘left behind’. Warriors, where have we heard this sentiment before? The ESEA (Elementary and Secondary Education Act) re-authorization called “No Child Left Behind”.

2) The Report serves as a ‘reminder’ that it’s our (collective) moral obligation to provide education, especially to those who are displaced locally or internationally, immigrating, or, migrating. If we don’t we are all squandering human potential. How? Because no centralized, streamlined system for education and training is firmly in place, these are the people most likely to ‘fall through the cracks’. By investing in education, economies will be developed and boosted.

Educratic Epic Fail #3: Education is a privilege. It’s not a moral obligation. Education has pigeonholed millions of Americans into workforce tracks. By forcing education to become a shell of itself, the globalization has ruined academics.

3) The Report goes on to wax elegant about teachers needing to be trained to handle all diversity, cultural, multilingual, and psychology needs. That well designed curriculum should positively address diversity, critical skills, challenge existing prejudices, and, cause ‘positive ripples’ across the world.

Educratic Epic Fail #4: Warriors, how many of us have seen the overloading of our teachers with everything EXCEPT academics? Teachers were licensed to teach, not to be counselors, mental health professionals, or ‘jacks/jills of all trades’.

4) Because so many people are on the move (so the GEM claims), we must design education to fit them, not just host locations or host nations. Because education is such a global moral obligation the Education Cannot Wait Fund (ECW) is going to be used to create this change in ‘mobile’ education. (*Note: the ECW was created in 2016 at the World Humanitarian Summit. To date, the US has given $21 million. ECW is hosted by UNICEF and is a mix of P3s (public private partnerships), corporate foundations, philanthropists, and public funds.)

Educratic Epic Fail #5: It’s been proven by so many folks in America, that no amount of funds has ‘fixed’ education. Why are we still pretending it does?

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GEM 2019 Helpers:

Warriors, the GEM Report did give us some clues as to which CCSS Machine member groups are helping further this educratic epic fail. They are the OECD (Organization for Economic Co-operation and Development), The University of PA (for their cumulative childhood behavior and diversity), Strength Through Diversity Project, Institution for International Education (based in NY), the William and Flora Hewlett Foundation, and the MasterCard Foundation. Are there other CCSS Machine member groups not named but involved? Yes, you know there are.

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GEM 2019 Themes:

Warriors, the authors of the Report used the immigration/displacement/refugee status in some overall themes. They are: deprivation causes need; order/disorder; will vs coercion; welcome vs rejection. The overall message to these themes? Since no everyone can adapt well, we must ‘level’ education/training.

GEM 2019 Money:

Funding global education is big business. Denmark leads the world ($73 million). America is 8th with $21 million. Warriors, below is a screen shot of Chapters 1-4. Notice how the ESSA (Every Student Succeeds Act) can be tied into the GEM 2019 Report as an educratic epic fail:

GEM2019first
(*Note: next time you hear someone say we should be like Denmark in education, show them this article.)

GEM 2019 Assimilation Strategies:

Warriors, according to the Report, migration (regardless of why) and displacement intersect with education and training. Because the intersect, definite impact is also experienced.

Assimilation is the goal.

HOW to assimilate is broken down in several ways. For example, we must globally accommodate education by a commitment to fulfill the internationally accepted human right to educate. By adjusting education in this way, social cohesion is achieved. Governments increasing their education ‘responsibilities’ can see more inclusion and less conflict. To meet everyone’s needs ALL forms of educating will be accepted, formal, non-formal, community based, and privately.

GEM2019secondMore assimilation tactics include funding for education as well as humanitarian efforts and development efforts which will connect to education. One way this will play out is in updating resources like outdated textbooks (filled with bad attitudes). Other ways? Financial literacy, recognizing competencies in work skills and education (better access to the job market), and, assessments tied to data mining.

GEM2019third Below is an older visual I made to help you see the progression to cause American education to ‘epically fail’. With the new GEM Report changes, look at how they will use that old system:

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International Community (includes the US) Sharpening Tools for SDG #4:

Warriors, how does the GEM for 2019 lay out these tools? Power and money are the biggest two. Then there’s the assessments and tests which will use data trails to the UN to monitor us all. Turning the agenda to shift education toward immigration and displacement has shoved the issue to a ‘high level political item’. This ‘item’ is the key focus on an upcoming forum (July 2019).

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Other sharpening tools include ‘beefing up’ graduation rates; starter education younger (aka early childhood education); turning education into CTE (Career Tech Education) and STEM (Science, Technology, Engineering, and Math) exclusively; using OBE (Outcome Based Education aka CBE, Competency Based Education) for education/training for work; global citizenship; safe schools; embedding the SDGs; scholarships provided for education/training by P3s, corporations, and the government;
globally trained teachers; and, using education in all the other SDGs for ‘decent work’.

The biggest ‘sharpening tool’? Legislation and policy moves for immigration, migration, and refugees. Warriors, sitting in Congress, right now are over 200 immigration related bills! From my quick search, only 2 fit the GEM Report of 2019 to a ‘tee’.

Those are HR 1044 (Rep. Lofgren, CA is the sponsor, 224 co-sponsors) and S 386 ( Sen. Lee, UT is the sponsor, 21 co-sponsors) These Bills are related, but not exact copies of each other. HR 1044 is  the “Fairness for High-Skilled Immigrants Act of 2019”; S 386 has the same name.

GEM Report Pages For The USA:

Warriors, below, all the pages from the GEM Report for 2019, where the US is mentioned:

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Warriors, I urge you to open this image in a new screen, access the GEM Report (near the top of this article) and read for yourselves. If you want to access that early childhood upcoming meeting, go here. To learn about the IAEG-SDGs group, go here.

Closing:

Warriors, if ever there was a time to be concerned about our nation, I’d say this is it.
Immigration/migration/displacement come from within our shores and from outside ALL our borders.
However, education IS the change agent we should be focusing on. Walls, or lack of them, have NOT stopped this UN led takeover of our schools! Walls, or in spite of them; education will continue to shift to workforce unless WE stop it.

*****Warriors, in my next article, how UN-led climate change is rampant in D.C.****

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Calling Mother!

Anti Fed Ed/CCSS Warriors, have you heard of “International Mother Language Day”?!

If not, here is what we really need to know:

UNESCO (United Nations Educational, Scientific, and Cultural Organization) established this annual awareness day back in 1999. The goal is to promote ‘linguistic diversity and multilingualism’.

Our current Congress has a Resolution setting Feb. 21st aside for “International Mother Language Day”. It is House Resolution 141.  It was introduced on 2/16/17 and is currently in the Committee on Oversight and Government Reform.

From the text, an excerpt, “Whereas according to the UNESCO Atlas of the World’s Languages in Danger, out of the over 6,000 existing languages in the world, more than 200 have become extinct during the last three generations, and 2,279 other languages are classified as “endangered”; Whereas the United States Census Bureau has identified at least 381 languages spoken in the United States, 169 of which are distinct Native American languages; Whereas according to the UNESCO Atlas of the World’s Languages in Danger, 145 languages in the United States are classified as “endangered”. “

The Resolution goes on to tell us the House of Representatives supports the goals and ideals of “International Mother Language Day”.

So, why is our Congress creating these types of actions? Look below at the screen shot for what could be the exact answer we’ve been searching for, Warriors!

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The screen shot is from a 20 page brochure published by the EI (Education International). EI is a global organization with strong ties to UNESCO. It also is the largest global teachers union. The United States of America’s  NEA and AFT are members of EI. Access the document here. ei2016_sdgs_brochure_final_facing_en

From the language in Point #1, it appears our Congress members are puppets in a global theatre of education reform. From the language of House Resolution 141, it appears full support is backing up Point #1, as well.

Warriors, did you notice Resolution 141 from the U.S. House of Representatives is in the Committee where Government Reform is happening? Does this Committee have any influence on education? If so, how does all this tie back to the CCSS Machine? Will this point back to ESSA (Every Student Succeeds Act), WIOA (Workforce Innovation and Opportunity Act) , or,  the HEA (Higher Education Act)?

Committe on Oversight and Government Reform:

The website: https://oversight.house.gov/subcommittee/full-committee/

What they do: Basically (after a quick glance at the latest Committee Rules, 2015), the Committee makes sure the federal government and all its agencies and activities  run smoothly. There are several subcomittees of the overall Committee. While I did not see the Dept. of Education specifically mentioned, it is included by default.

The Oversight/Government Reform Committee also makes sure the federal laws are carried out without too much fuss and bother. Some of the agencies the Dept. of Education works with ARE specifically mentioned in the Committee Rules.

I did also see the Committee has quite a bit of interaction pertaining to what happens digitally (technological), across America. Warriors, with the shift to a global education comes ‘connectivity’. Connectivity is a direct issue in education reform. ESSA has massive amounts of funding earmarked for all students being connected through the internet for digital access to anywhere, anytime learning.

We Have Our Answers!

Above, I asked if all this somehow tied back to the CCSS Machine and/or the federal education/workforce laws.

Included in the Oversight/Reform Committee are Task Forces. One such Force is called the
“Task Force to Build a Better America”. On the website page, you’ll see Rep. Paul Ryan displaying his bold agenda called “Better Way”. Included in Better Way is education, mainly through Career Tech Education (CTE). CTE is what I have referred to as ‘adult Common Core’ for years. CTE IS the arm of Common Core which streamlines education to a workforce result.
CTE is embedded in all 3 federal laws I mentioned above. (WIOA, HEA, and ESSA)
CTE ties many federal agencies to the CCSS Machine, as well. For example, The U.S. Dept. of Education, U.S. Dept. of Labor, U.S. Dept. of Health and Human Services, the State Dept., and more!

So, we’ve answered the questions about the ties, but what about International Mother?

A ‘Global Mama’ For Us All:

imld

Above is the announcement for the Day. A symposium for International Mother Language Day (IMLD) is to be held in France. IMLD’s official website reveals this quote, “On the occasion of this Day, I launch an appeal for the potential of multilingual education to be acknowledged everywhere, in education and administrative systems, in cultural expressions and the media, cyberspace and trade.”  Irina Bokova, UNESCO Director-General

Warriors, if you have no idea how the UNESCO Director-General is tied to Communism, please refer to my friend and anti CCSS Warrior Journalist, Alex Newman’s article for New American News Magazine. Alex also followed up on how the UNESCO is overshadowing America when it comes to textbooks. The Global Education Monitoring Report Alex featured in the textbook article is mentioned below in another Report by UNESCO.

unescoimld

There’s an infographic promoting International Mother Language Day 2017. Here is the top portion’s main point.

imldgoaltop

Here is the bottom portion. Note the main point featured.

imldgoalbottom

Don’t Forget the IB Schools Are UNESCO’s!

Warriors, if you have been reading my blog for a long time, you know how I’ve tied the International Baccalaureate Schools to UNESCO and the global agenda for education. You also may recall I was able to find in ESSA how IB Schools are included in the mandates.

Below is a screen shot from the IB’s Common Core English Language Arts document for dual language learning.

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You can find the IB Schools in ESSA. Also, keep in mind many of ESSA’s pages are devoted to English Language Learners. You can find both of these groups in my previous article.

Closing:

So, Warriors, who decides what the International Language is to be? Will it be up to any of us who have the biggest ‘stake’ in the educational realm (parents)? So far, those types of decisions have been taken away from us. Will it be our federal government which is creating UNESCO supportive legislation? Or, will we soon see our government usurped by the United Nations and thus have UNESCO dictate our schools?