Tag Archives: prek to adult

“The HC Police”

**Author’s Note: An in-depth report on S 406, the White House, Congress, and globalizing education expressly for workforce needs in a nanny controlled environment.**
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Anti Fed Ed Warriors, have you heard of S 406? It’s a federal Senate Bill which just passed the Senate floor. This means the next stop is in the House. What does S 406 do?

It isn’t what the Bill ‘does’, it’s what it creates..more federal control over us.


S 406 “Federal Rotational Cyber Workforce Program Act of 2019”:

This “Act” will create an executive agency filled with a “Chief Human Capital Officers Council”. The ‘cyber’ portion refers to the federal employees overseeing cyber security, data collection, and all that intersects them.

S 406 also embeds 2 previous laws.

The Chief Human Capital Officers were ‘created’ in an Act from 2002. 

hcpolice
(Source)

Warriors, what do these Officers do? (I’m calling them the ‘HC Police’ or “Human Capital Police”.)
Basically: set a workforce development strategy; assess people and plan their future in the ‘policing’; align human resources to meet the ‘outcomes’ of the strategy; use ‘best practices’ and ‘benchmarked standards’; ‘measure the police’s intellectual capital’ and link data to performance and growth of their position.

If that sounds a bit confusing, think of it this way, those who are policing us have to be just as aligned and tested as our students. The biggest attraction for the “HC Police”? A love of data and computers. Which leads to ‘coding’. Cybersecurity thrives on coding.

Warriors, ‘coding’ is a tool of the CCSS Machine for students as young as preschool:

codebabies
(Original source, added emphasis is mine)
If you cannot read what’s in the red box, “Preschoolers are digital natives, they don’t know a life without smartphones, tablets, and computers; or cartoons on demand.” This website goes on to state that ‘coding’ isn’t just for older kids, and introduces the subject as a game.

Since coding exists to breed all kinds of workers who will track us to no end (aka ‘cybersecurity’, “IT”, etc.) there had to be a law for this special arm of the CCSS Machine’s agenda.

The Cyber Workforce? A 2015 Law ‘created’ that.

cyberwork

(Source)

Warriors, what does the existence of this law do? First, it was embedded in a budget (appropriations) law. Secondly, it set up a national initiative for cybersecurity education.
Third, because it’s a federal law which hasn’t been repealed, it’s active in 2019.

It embedded ‘coding’ as a way of life in education AND jobs. You’ll find ‘cyber’ is embedded in the budget law 428 times. ‘Education’ is embedded 280 times. Where the two intersect is in Section N. Pages 695-797 will show you the 14 ways in which education and the U. S. Dept. of Education were mandated.  

But, wait, don’t we need protection from hackers? Isn’t that the main goal of cybersecurity? Warriors, protecting us from hackers is a goal, but not as much of the main goal as we’ve been told. Here’s what else this Cyber Workforce Assessment Act set us up for:

a) Cyber Corps Scholars (and scholarship programs) Ties it to the NSF (National Science Foundation) and the National Intelligence agencies.
b) Funds for cyber (on line) upgrades under ‘school improvement’, ‘school safety’, ‘education tech support’, redesigned schools, ‘safe schools’ and Project SERV
c) Will use SSI funds (tied to Title 1 and IDEA funds/programs)
d) Will use funds for health care (also ties to ‘c’)
e) Will track and involve the IES (Institute for Educational Sciences)
f) Impacts the Information and Education Exchange Act. This 1948 law is still in existence and set the framework for international information partnerships. Those partnerships in 2019? Data sharing across the globe! (See the section below for more information)
g) Forces all federal agencies directly involved in security or related to security to be involved in data sharing and collection. Said data will be available to third parties and private contractors of the agencies choosing.

UNdatatrack

So, since all this was previously set up, how will the 116th’s Congress Bill (S 406) increase any or all of the  laws above?

From the ‘HC Police’ stand point:
a) Rotates who’s watching us and tracking us.
b) Spreads the HC Police across all fed agencies.
c) The agencies determine position for HC Police within their domain.
d) All involved determine the level of watching/tracking.
e) U.S. Dept. of Homeland Security dictates all policies and procedures (updates as needed, if needed). Parts of the policies and procedures are Career Tracks in education (all levels).
f) Uses ‘accountability’ (tracking and assessments) to be transparent.
g) Fed agencies can partner HC Police and set policies/procedures.
h) Locks in merit based employment for each rotation (180-365 days).
i) Reports activities to GAO (Gen. Acct. Office). If GAO deems program a ‘success’ HC Police rotations may be extended.
j) Will assess HC Police for proficiency in IT and skill levels completed.
k) Gives a ‘sunset’ of 5 years from time of the Act becoming law. (Means ending in 2024)

Okay, Warriors, ask yourselves this: the U.S. Government has already set us up to be spied upon via the Patriot Act, FEPA (most recently). It’s been proven that the government is a TERRIBLE privacy keeper when it comes to our data, so HOW will having national HC Police improve our privacy?  Quite frankly, it won’t improve our privacy at all. It WILL confine us even more..and it’s in the House of Representatives for their tweaking or approval!

Think how the AI and 5G technologies are already ruining education, as well as our nation. 
datagaps

A Blast From Our Past:

The 1948 Information and Education Exchange Act (aka the Smith-Mundt Act). If you do a general internet search for the S-M Act, you’ll see that it’s basically a propaganda law for public diplomacy. However, knowing what we know about global education overreach, look what I found from the “Information and Education Exchange Act”:

1948

“Information service to disseminate abroad information about the US”
“Educational exchange”
“Interchange of persons, knowledge, and skills”
“Rendering of technical and other services”
NOTICE Section 3!!!

Warriors, the Information and Ed Exchange Act (S-M Act) was updated in 2012. The amendments made to the 1948 version only impacted broadcasting and free speech. Section 3 remains; as do the information and knowledge combined with technology. Section 402 is also still as it was from the original.

So, the S 406 (116th Congress) gives us a window of 5 years, which means 2024. Is there a global education significance involved?

Below is a screen shot from one of my 2017 articles about the US being ‘graded’ on their adherence to the SDGs.

Warriors, SGD #8 is ‘decent work for all’. You won’t see ‘work’ or ‘jobs’ below, but jobs and work are woven into what you do see:

globalcitizeninitiative
(Source)

A Crystal Ball Future?

From the AP and Business Wire, this 2018 article lays out for you that yes, by 2024, the global data giants will have complete control of the ‘information sharing’. Yes, Warriors, these global data giants already have a great deal of control, but it will only increase. How and why? Innovations and coders to implant the innovations. The US is among the regions included in the research.

Those data giants included (not limited to) in the Research Report the article tell you about are:
Microsoft
Apple, Inc
IBM
Google
EdX (on-line colleges/universities and their courses) Features Harvard and MIT.
Byju’s (ties to Chan Zuckerburg’s Initiative) An on-line learning system for higher education high stakes assessments.
(*Note: the Research company wants you to purchase the entire Report. Prices start at $3,500.00 and go up. You can read a general overview for free. Be sure to click on “Table of Contents”. All the education alignment is in Chapter 6.)

On the AI (artificial intelligence) spectrum for the future:

aied
(Original source, emphasis is mine)

We can’t leave out the U.S. Dept. of Education’s forecast for education by 2024:

ed2024

By the way, Warriors, IHS Global, Inc. is mentioned 21 times in this Report.
If you’d like to see the 2018’s U.S. Dept. of Ed predictions for education by 2026, go here.


Briefly, by 2026-27 school year: 2 percent increase nationwide in school enrollment for PreK to 8th grade; 8% increase in high school; 33 million teachers; 5% increase in high school graduates; cost of education (taxpayer burden) $670 billion (19% increase); and the cost per pupil: $12,900.00.

The PISA (Program for International Skills Assessment) for 2024 is already in the planning stages, Warriors. The focus? Science and digital technology.

What about NAEP (National Assessment of Educational Progress)? Here’s their assessment area focus.
You can see the National Governor’s Board NAEP focus areas for every year up to 2024, here.

The Human Capital “Forecast”:

Well, we’ve seen what Congress is up to, read what the CCSS Machine is predicting about education and the all encompassing aspect of the UN’s SDGs in it all, so what’s the future of ‘human capital’?

2009humancapital

(Source; note that this 2015 article laid out the 4 pillars used to measure ‘human capital’.)
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SHRM (Society of Human Resources Management) is a US/global group founded in 1948 (same year as the Information and Education Exchange Act/S-M Act). While I couldn’t find evidence of a direct connection, it’s not hard to see how ‘human resources’ and ‘human capital’ are intertwined.

shrm
(Source for event sponsors )
(Source for scholarship sponsors)

The Forecast you see in the screen shot is from 2013 and was predicting workforce and human capital up until 2024. There is a more recent Report, as well. However, I wanted you to see a few things in the 2013 Report.
1) look at the title highlighted in red (‘behavioral competencies’)
2) most of us will have to work well past the accepted retirement age
3) there’s a huge skills gap and jobs are being filled; most jobs are replacement positions (meaning when one person ages out, another, younger person steps in)
4) STEM (Science, Technology, Engineering, and, Math) in America isn’t stacking up to global counterparts
5) our economy will suffer tremendously if we don’t address 1-4.

As far as SHRM’s view on ‘workforce readiness’? You can find an entire tool kit for globally competitive skilled based workers here. If you’d like to see their 2017 State of the Society Report, go here.

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Another Report (Deloitte Review) from 2017 states that we are aging, but we’re also learning more and spending more time being educated. Warriors, this is a subjective view. No, we are not seeing students learn more, we are seeing them forced to have education become workforce readiness!

The stark reality, is that ‘human capital’ is part of ‘lifelong learning’!

lifelong

From 2010, this book detailed the vast amount of globalism America plans for and buys. You won’t see the U.S. Dept. of Education mentioned, but you will see the U.S. Dept. of Labor and its international membership. If you read the acknowledgements, you’ll see a few CCSS Machine member groups. Read the list of acronyms and you’ll find several more CCSS Machine member groups.

buyplan

So, seeing that the U.S. Dept. of Labor is a member of the ILO (International Labor Organization), how connected to the UN/Global ed/labor agenda are we?

ilo
Warriors, the DW4SD (Decent Work for Sustainable Development) will impact American legislation AND policy. After all, the UN’s aim to indoctrinate workforce based education depends on policy changes. What are the changes? Have we already seen this put in place or will we see soon, especially with S 406?

1) better jobs
2) internationally aligned labor standards
3) social protection
4) sustainable enterprises
5) rural economy
6) informal economy
7) labor inspections
8) what’s unacceptable work
9) labor migration
10) employer/worker organizations

These 10 ‘planks’ fit within the 17 Sustainable Development Goals. Warriors, education is Goal #4.
laborplank
(Source)

Closing:

What are we to do, Warriors? Contact the House of Representatives and demand a ‘no’ to S 406!

We cannot settle on simply shutting down the U.S. Dept. of Education. The U.S. Dept. of Labor is JUST as unconstitutional!

DeVos’s G20 agreement calls for ed/labor to be merged. DC has also made plans to merge the two UNCONSTITUTIONAL departments.

***THIS fits precisely with, not only the UN’s SDGs, BUT the S 406 plans!***

From 1995:
Look at the previous plans for an ed/labor merger.  Obviously,  the  GAO(Gov.  Acct.  Office)  didn’t  see  a true  ‘savings’,  or  otherwise,  the  merger  would  have  happened.(Source)

From 2018, The ‘new’ ed/labor merger plan in visual form. NPR reported it as a money saving move. The White House sold it as a way to help the country improve.


Warriors, this still doesn’t END federal (or global) overreaches in education, it simply shuffles the deck. Instead of 2 unconstitutional federal agencies, one MASSIVE one.
Just after that White House news, Warriors stepped into action. There was a petition to halt merger plans! There was push-back!!
The image below is from that push-back:

Do you like that America is planning AND paying for globalization? Do you like seeing Acts like S 406 or other Administrative moves to ruin education?
If not, speak up, speak out! 4kusa

 

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Weekend News: The IES and the ESSA

cookie-cutter-people27
ESSA molding education to become less than what it should be.

In yesterday’s ‘Tech Thursday’ article, I gave you plenty of information about the CCSS Machine’s efforts via the ESSA (Every Student Succeeds Act) and digital education. In the ‘Closing’, I assured you we would look at the IES (Institute of Education Sciences) next.
Why? Section 9210 of the ESSA discusses the IES’s role in federal overreach into not only education, but our homes as well.

 

Section 9210, Bottom of Page 943:

In the ESSA Final Conference Report (that is the 1,059 page document; the Final Law Version is 391 pages long), this section is titled “Report on Student Home Access to Digital Learning Resources”. (Lines 14 and 15)
Beginning on Line 16 and ending on Line 20, is the General Statement for this Report. “In General-not later than 18 months after the date of enactment of this Act, the Director of the Institute of Education Sciences shall complete a study on the educational impact of access to digital learning resources outside the classroom.” So what does this mean? Anytime between December 9, 2015 and July 9, 2017 this Study will be conducted!
Lines 21-24 of Page 943 begin the Contents that will be studied. (The Contents description ends near the bottom of Page 944) Below is a summary of these Contents:

1) Analysis of student habits related to digital learning resources outside the classroom.
2) Location of where the resources are.
3) The types of devices and technology used for educational purposes.
4) Barriers students face in accessing digital learning resources outside the classrooms will be identified.
5) Descriptions of challenges students without home internet access face daily.
6) Related challenges to #5 will encompass a student’s ability to complete homework as well as how engaged in the classrooms they are. It will also measure their participation in class.
7) How the challenges of #5 and 6 impact a student’s educator and their instructions.
8) How SEAs and LEAs (State Education Agencies and Local Education Agencies), schools, P3s (Public, private partnerships), and others can develop ways to break down the challenges and barriers of digital learning access outside the classroom.

What follows the Contents of the Study? How the Director of the IES will include the general public in results of the Study. What other groups get the results? The Committee on Education and Workforce (U.S. House) and the HELP (Health, Education, Labor, and Pensions) of the U.S. Senate. Finally, all this data will be shared electronically with the U.S. Dept. of Education and posted to their website.

 

Warriors Against the Core: Do you see the process? Do you realize the implications? Do you recognize the 2 main parties receiving the results (Congress and the Dept. of Ed) are the same ones who help plot and plan the HR5 and the S1177 which were combined to give us the ESSA?!
The HELP, the Ed/Workforce also have their hands on the SLDS (Student Longitudinal Data System from the U.S. Dept. of Ed); are helping oversee the re-authorization of the HEA (Higher Education Act); have access to  the WQDI (Workforce Quality Data Initiative from the U.S. Dept. of Labor); and will now be measuring our students OUTSIDE the schools! So where does this usually point? Homes! After school programs! Will this include their trips to Grandma’s or a favorite hang out location where they meet friends, too? While not specified, the descriptions in the language are so opened ended, it does make you wonder.

If you are a number cruncher, here is what all this looks like in our tax dollars:

ESSAedtech

IES, Up Close:

Well, if the IES will be measuring our students and homes so up close and personal, maybe we should be looking at THEM rather closely.
The website: http://www.ies.gov
The Director: Ruth Neild (her  bio:
https://www.nagb.org/content/nagb/assets/documents/what-we-do/quarterly-board-meeting-materials/2015-08/06-Ruth-Curran-Neild-Bio.pdf)
To see her requirements in conducting research: https://ies.ed.gov/director/sro/legislative.asp

From what I have been able to find, the Study mentioned in the ESSA is not available on the IES website. However, I have been able to find some related documentation which may help us in our War Against CCSS.

For example, the IES is great about granting large sums of money to others in the name of research. I was able to find one such grant given to UCLA back in 2008. The sum? Over 9 million dollars. The name of the grantee, specifically? National Research and Development Center on Instructional Technology: Center for the Advanced of Technology in Schools (NCATS). The money was good for 5 years.
See: https://ies.ed.gov/funding/grantsearch/details.asp?ID=630
Another one was a slightly over one million dollars given to the CAST, Inc. back in 2011 (good for 3 years) and combined technology with the Universal Design for Learning, struggling readers, and more digital learning. See:
https://ies.ed.gov/ncer/projects/results.asp?ProgID=18&InvID=129

I  was also able to find a pdf document where activities for social, emotional, and behavior competencies; student outcomes in school and in life for PreK to Adults are in need of studying, measuring, and researching, especially for virtual learning. See the document:
https://ies.ed.gov/funding/pdf/2016_84305C.pdf

Want to access the ‘Future of Education Technology’ the IES has published?IESfutureedtech
One thing I noticed in relation to this publication was the E-Rate legislation. I wrote about how that is also tied to Common Core in the past (2014). See:  http://preventcommoncore.com/?p=1223
(*Note: This is a huge piece of ‘ammo’ for our cause!)

Want to access the ‘National Education Technology Plan (2016)’ which aligns to the ESSA’s “Effective Use of Technology”? It is from the U. S. Dept. of Education, so no wondering what alignment there may be there, right? See: http://tech.ed.gov/netp/
(*Note: the ESSA language about outside the classroom can best be described in a picture. To see what the U.S. Dept. of Ed has put together:
http://tech.ed.gov/netp/infrastructure/)

If you are curious as to the picture I included showing the dollar amounts for technology in the ESSA, please see the rest of the article, you won’t be disappointed.
http://americanactionforum.org/insights/education-technology-in-the-every-student-succeeds-act

6edtech

Lastly, the recent announcement of the White House Initiative for Computer Science for All? Yep, same agenda, same players from the CCSS Machine, and our tax dollars are joined together to continue the grinding down of our educational system and all those involved!
See: https://www.whitehouse.gov/blog/2016/01/30/computer-science-all