Anti Fed Ed Warriors, we’re closing out May 2019 with some updates on the SOSO(‘same ole same old’) educratic BS from the CCSS Machine.
In my last article, it was educratic BS in DC to ‘shut down’ the U.S. Dept. of Education by not really closing it, but scattering it like dust to the wind.
How so? Remember, that about the time DeVos was in Argentina with the G20 Education Summit, I showed you how the Y20 and L20 (Youth 20 and Labor 20) arms of the G20 (Group of 20 nations) had embedded the merging of education AND labor into one giant department? By ‘shutting’ U.S. Ed down, the merger would be one step closer to completion here in the U.S.
(*Note: the Y20 called the shift ‘innovation’. The GU (Generation Unlimited) calls the shift ‘quality education and training.)
How anyone in Congress thinks this type of innovation is getting rid of federal control of our education system is beyond me. How any citizen would choose to believe the SOSO, is also, beyond comprehension.
Self-Direction (AKA: Personalized Learning) is “Innovation”:
Warriors, we KNOWPL (Personalized Learning) is also a CCSS Machine farce. However, many parents are being deceived by State level leaders that self-directed learning is not only the best wave of innovation, it’s the best tool to guide their future.
The reality? Self-direction and personalized learning guide students (via massive data mining and algorithms) to a predestined track that a test/assessment lays out. NOT the personal choice of Johnny and/or Suzy.
So, if we KNOW this, how is the deception still being carried out?
The short answer: Global agenda in US legislation.
The longer answer: American parents and taxpayers are ignored and our freedoms muted.
Where will we find this deceptive agenda?
The short answer: All around us, especially in learning.
The longer answer: Hidden in our State’s plans at the federal government’s direction.
Warriors, let’s remember one key item about ESSA (Every Student Succeeds Act):“Innovation” in learning, teaching, measuring (testing), was part of the entire goal in having the law passed.
Basically, our Congress ‘bet the farm’ against our kids by passing this. They also betrayed us, as parents and taxpayers.
What’s Your State “Innovating”:
Chillingly, our States are taking the federal Congressional cue to use innovation to usurp a student’s entire life. No longer is the concern academics, but now, using innovation to micromanage mental health. So much so, you have States begging leaders within their borders to misuse Medicaid funds.* (* More about that in a moment.)
Why would your State ‘play such a harlot’? Well, several reasons.
A) Because the States have to answer to their master, the federal government and the global agenda. (We must be ’21st Century Ready for the global community/economy, after all.)
B) Because the States have become addicted to so much funding, the sheer amounts have blurred the vision of those in charge. (If your State is like mine, simple improved management of funds would prove federal funds are not needed, as well as adhere our actions to the legality of the U.S. Constitution and federal laws prohibiting ANY form of federal overreach.)
C) Because the leaders are either fully aware of their deceptions or have become so jaded, they no longer care for WE the People. (Can’t line your pockets with good intentions and get re-elected, nope, got to succumb to the campaign corporate donors.) D) Because your student/child is no longer respected as a human, but rather, a return on investment. (Can anyone say ‘indentured servitude’?)
From PA, long time Anti Fed Ed Warrior, Anita Hoge’s latest article lays out the cold hearted moves this type of Medicaid misuse looks like in the classroom. Anita ties the federal overreaches right back into the global agenda found in the UN (United Nations) and groups like the G20.
From NC, where I live, the Innovation Project (TIP) encompasses virtual education as well as homeschooling families. Words fail to express the disgust I feel for this blatant overreach into our families.
Now, my dear followers and Warriors, think about how all this misuse geared toward our student’s thinking and behavior will make them much more pliable. The more conforming they are, the easier it is to pigeonhole (more tests determine this) them into what the government thinks education is, not what you, the parent or taxpayer needs education to be.
All Education IS…
Warriors, as if what’s above isn’t terrible enough, my fellow Warrior, Alex Newman,just published an article where none other than Betsy DeVos has declared that “all education is public education”. In his article, he ties this back to the G20 Agreement DeVos signed.
But, wait, Warriors, Rep. Foxx from NC has also declared what ‘all education’ is, too!
Wait, though, my followers..is all education charter schools? Back in 2018, I showed you how the U.S. Dept. of Education was using the global workforce agenda (which CTE breeds) as an excuse to use charters to increase the levels of CTE and STEM (Science, Technology, Engineering, and, Math) in education.
In 2018, the comparison between the US idea of what ‘education’ should be and what the UN expects education to be. Warriors, this will impact the re-authorization of the HEA (Higher Education Act).
What does President Trump think ‘all education’ is? Apprenticeship based (CTE and STEM)!
Warriors, I’m sure about you, but all this ‘innovation’is not helpful for our nation. We are seeing everyone BUT teachers define what ‘education’ is or isn’t. We see our students facing a future that, frankly, a strait-jacket laced one. Be sure to look at the ‘innovation’ link directly above. It’s for a conference held in the past few months. It’s all about innovation in education. Once you’ve looked, contact your leaders in your State. Give them an earful!
Anti Fed Ed Warriors, Memorial Day Weekend is behind us. We’ve like to think the CCSS Machine’s overreaches in education are behind us, too. However, our 116th Congress has made it THEIR mission to undermine the Americans (in education, at least), yet again.
It wasn’t enough they mocked us in the 115th Congress with bills which supposedly were to help education go back to the States, or back to the Moms and Dads.
No, the 116th has ‘upcycled’ 2 bills for ending the federal grasp on education.
I imagine you are wondering what rock has hit me on the head. After all, isn’t ending the federal grasp on education what we’ve been fighting for? Dreaming of? Sure it is, HOWEVER, this bills are NO real solution. In fact, they BOTH extend the federal control!
Back during the 115th Congress I exposed how HR 899 and HR 1510 were NOT going to end Common Core or whatever it has been re-branded as in your State. Neither of these were going to end ESSA (Every Student Succeeds Act) or stop the high-stakes assessments. Neither was going to halt the student data rape or the teacher being free to teach as their students needed it.
Why were HR 899 and HR 1510 incapable of helping us as Anti Fed Warriors? The short answer: Neither repealed ESSA!
The longer answer: By closing the U.S. Dept. of EducationBEFORE a full repeal of federal educratic laws like ESSA, the problems in federal overreaches are TRANSFERRED to OTHER Federal agencies and the status quo continues!
(Below was a screen image I made for the article laying out HOW the problems of federally led education were to be split up (transferred).)
Warriors, I’ve stated this stark reality many times, both on air and here, on the blog. It’s not been taken very well. You must understand that the reality is based on research and the actual bills’ languageNOT personal opinion or personal attacks against those who supported HR 899 or HR 1510.
The same is true for the ‘upcycle’ versions of the 116th. HR 899 is STILL HR 899, HR 1510 is now HR 1930. While I did report on HR 899 earlier this year, I’ve not covered HR 1930.
To see HR 1930, go here. The Anti Fed Ed Warrior question you should be asking of these co-sponsors and sponsor: Where in federal law OR found within the U.S. Constitution do you see shell games as legal, responsible, or, in need of taxpayer support?
Throwing Insult To Injury:
Warriors, as if the 116th’s Congressional insults, as to how intelligent we must be to miss their ‘upcycling’ the same agenda, we have the U.S. Census claiming some news about the effect of federal overreaches in education for Americans. The claim? How many of our tax payer dollars go towards American education.
(Source) Warriors, according to the article, the most spending is on teachers. The cost of per pupil spending is nearing $13,000.00 per child. Yet, we have more and more teachers and students in worse shape NOW than ever before! Why? The CCSS Machine is grinding them down to injurious levels! With the next ‘big’Census set for 2020, we need to be asking tough questions of Congress on the financial strategy they are supporting here. Given that the U.S. Dept. of Commerce (Home of the U.S. Census Bureau) is set to receive funding to implement FEPA (Foundation of Evidence-based Policy-making Act) data mining activities, we also need to ask how this will play out for our families, come Census taking time.
If you missed my article in late April 2019 about the redesigned Census, I urge you to look at how it will impact your schools and redistricting them, as well as the ultra-personal questions to be answered by American citizens.
If you’ve not seen or heard how the Census measures our schools, you’ll want to read this from their email delivery system. Warriors, it isn’t ‘pretty’.
*Anti Fed Ed Warrior question: How will the Census play into HR 899 and/or HR 1930? In all the transferring of U.S. Dept. of Education programs, funds, and, all related activities, waves of injurious level insults will be visited upon Americans.
Warriors, much is being used against us, as parents and taxpayers. More is being planned to harm our students of ALL ages, backgrounds, and, current school status.
We, however, have a choice: Do we accept bills like HR 899 and/or HR 1930 and HOPE we can see an end to the abuse OR do we demand Congress does a better job for We the People and repeal ALL federal education laws?
If Congress wants ‘new’ and ‘improved’ education, then they need to get out of the way. Upcycling worn out bills and CCSS agenda is a waste of our time and energy, as well as our taxpayer dollars.
It is OUR job to hold Congress accountable. It is their job to create laws which represent OUR will, not the CCSS Machine’s mantra.
Otherwise, Congress members do not DESERVE to represent us. Remember THAT, my fellow Warriors, come election time.
Anti Fed Ed Warriors, I’d be remiss if I didn’t take my hat off to all the teachers out there who fight for our kids against the CCSS Machine. I don’t appreciate you for one week out of the year, I appreciate your spunk EVERY day!
I’d also like to give a shout out to all our Mom Warriors. Many of us have been at this for years, while we see newer Moms join us.
We win the daily battles in uniting against all that seeks to harm our kids, no matter if we actually gave birth to them or not. Our kids are OURS.
To all our Dads out there who’ve stepped up and had to fill Mom’s shoes for whatever reason, I salute you, too. Your presence in the War Vs the Core is vital.
My Wish For Every Parent, Everyday:
Warriors, with Mother’s Day Weekend, quickly approaching. I wanted to take the time to wish every Mom; every parent, and, every teacher to not give up. I know you hate the CCSS Machine and all that comes with it. You know I do, too.
If you’re like me, you know that even with the tough days we face, we have to keep protecting our kids.
While we are in a War Vs the Core, we also know the odds against us are steep. Steep or not, we choose every day, to pick up our ‘super hero cape’ and fight on. THANK YOU!
So, I’m not going to get sappy, Warriors.
You won’t get rosy speeches or flowers from me. We can shower each other with the spoils of this War later.
What I DO wish for you is the same thing I posted a few days ago on my Facebook wall: “*I wish for you to stand up for your kids and mine; I want you to stand strong for them when they are weak. You never know how many times I’ve stood for them while shielding my own. **I wish for you to crush ‘those boxes’ in front of you, so they can see boxes are not meant to define us or confine us. ***I wish for you to firm when needed, laugh largely EVERY chance you get, to love fiercely, and fight even moreso. ****I wish for you to know when one of us stumbles and falls, others are there to lift you up. *****Challenge each other to stay strong and stand the course.”
Why Do We Fight?
We want desperately to ‘win’ the War Vs the Core. A complete and total ‘win’, too. What would that even look like?
In a ‘perfect’ world? We’ve see ESSA (Every Student Succeeds Act) repealed. We see Congress respect the U. S. Constitution and remove every OTHER federally overreaching law into education. We’d see the UN (United Nations) run out of America faster than a speeding bullet. We’d see teachers freed from the mandates which hold them back and students who’s privacy and emotions were not manipulated. We’d also know that the constant testing and alignment to agendas which do not match our values would be history. We’d see school boards released from the bondage of conformity and work with parents for long than 3 minute timed speeches. We’d see every single participant from the CCSS Machine held criminally charged with child abuse. Lastly, we’d demand a full and total refund from every profiteer off our children and settle for no less than a public apology to accompany their checks.
We fight for freedom, respect, justice, and truth. Every child deserves that.
We fight to make ANY variation of our ‘complete win’ possible. Every blow against the CCSS Machine is a victory. Don’t discount ANY victory, Warriors!
What We Pass On Matters:
Warriors, I don’t have to tell you our kids learn what matters MOST from us.
As Anti Fed Ed Warriors, I trust your kids hate the overreaches as much as you do! I hope they are standing up beside us and fighting back.
I’ll leave you with this…
What do you think my daughters have learned from my actions? They, to this day, still ‘salute’ the CCSS Machine.
Warriors, go be awesome this weekend. Be fantastic every day! Why? Every day we fight for the right things is a GREAT day!
******* Blog notice: The from May 13th-May 20th, the “Best Of Common Core Diva”articles will recirculate. So, if you missed them the first time, you can catch up. Each of the articles will still be relevant to our War Vs the Core, especially as the 2020 elections approach.
Anti Fed Ed Warriors, I’m not sure how much nautical experience you have or don’t have. I’ll be using some of the terms today to illustrate the recent CIEB (Center for International Benchmarking) and NCEE(National Center for Education and Economics) Seminar featuring Marc Tucker’s latest book, “Leading High Performance School Systems (Lessons from the World’s Best). This seminar was held on the 23rd of April 2019 in DC. (*Notes: a) CIEB is an arm of NCEE. b) Here’s the Feb. 2019Press Releasefor the Tucker book. c) NCEE isfundedby the CCSS Machine and is considered a ‘go to resource for credibility.)
Yes, Warriors, THAT Marc Tucker (Mr.“Dear Hillary”). Don’t think he disappeared from the educratic scene after his “Dear Hillary” letter. (*Note, fellow Warrior, Dr. Young wrote about that infamous letter on her website, Crucial Voice of the People.)
The worst part of the “Tucker” ship upon education’s waters? It’s not the only ship!
Warriors, the entire event was just over 3 hours. I’ve embedded the YouTube link for you. What follows are notes and pictures to illustrate the churning waters which are about to drown our nation..if we let it.
**Start around the 14 minute mark. During that time, I noted the following CCSS Machine member groups/people praising Tucker’s new book as they flashed on the screen:
a) The U.S. Dept. of Education’s Under Secretary (Duncan Era)
b) Linda Darling Hammond (both as Learning Policy Institute and CA State Board of Education leader). *Note: LDH was a guest during the seminar, too. c) Representative of the Harrisburg, PA School District. *Note: the Superintendent for Harrisburg was a guest during the seminar. d) DE’s New Sussex Technical School
e) Mr. Driscoll, former MA Education leader
f) OECD, Organization for Economic Co-operation and Development’s Ex. Dir. for Education/Skills. *Note: much of Tucker’s stats are based off OECD data. OECD is also responsible for the ‘human capital’ phrase. g) Harvard Univ.’s School of Education *Note: They are big on school redesign, too. Harvard partnered with Pearson to help create the Pathways to Prosperity which ‘churned up’ CPs, Career Pathways. h) NEA President, Lily Garcia
i) Asia Society
From Tucker’s Speech (aka Remarks): Warriors, these are from the beginning of the seminar. Tucker will reappear a couple of times. If and when you watch the video, note his facial expressions from time to time. Very mean spirited looks (and words) are evident.
1) Tucker and his research team have been going to the top performing countries for the past 30 years and bringing back concepts to the US.
2) His book is geared to school superintendents and lays out how they are the biggest ‘wave walkers’. Superintendents can also bring folks with them to jump in the pool.
3) Other countries (in his ‘Did you know’ portion) have strong government supports in education, much more than the US. We must be like them. We must have more wrap around supportive services and CTE (Career Tech Education), or as it’s known in Europe VET (Vocational Education and Training).
4) America’s education system is so desperate we’ll take any teacher who can ‘fog a glass’. Other countries’ teachers are industry based top professionals.
5) Four steps we, as Americans must take to have education like the top performing countries: a) vision and plan that everyone can ‘buy in’ to; b) have powerful industries link to community colleges for CCR (College and Career Readiness) aka Common Core; c) the goal, all students CCR by 10th grade linked to a framework from 1st grade and up. Assessments to link all together. It appeared Tucker was suggesting that 10th grade wasn’t part of high school and/or that high school was any type of college filled with ‘real CTE’ and P3s (public private partnerships); and d) highly qualified, tenured K-12th grade teachers.
Warriors, what if a student is struggling to become CCR by any grade level in Language Arts and Math? Here was Tucker’s level of concern:
What about the teachers and students working together? According to the research Tucker has written about the teachers from other countries spend much less time being in front of their students and more time collaborating. Think ‘redesigning schools’ much like we’ve heard from DeVos and the CCSS Machine.
Just what is that ‘world class performance’? NWO or new work organization (could we also connect this to the NWO, New World Order? Sure sounds like it!) Why ‘new work organization’? We must streamline education for being more skill based and organized. Included in this ‘new organization’ must be more social webs of supports, especially for early learners and low-income families. We must have comprehensive wrap around services to close the equity gap.
One question comes to mind about the Constitution and Tucker’s comment. Where did the Constitution ‘assign’ education to the States? It didn’t. Education wasn’t ‘assigned’ at all! After laying out in Amendments 1-9 what was federal, the 10th Amendment gave everything else to the States to handle. At the time, education wasn’t even a State responsibility, but has since become one due to the wording of the 10th Amendment. Under certain parts of the 14th Amendment, free public education cannot be denied, but it is in the instance of undocumented immigrants, not natural born citizens or naturalized ones.
LDH’s Ship Of Indoctrination Sets Sail:
Warriors, yes, we really need to look at Linda Darling-Hammond’s part of this churning waters reform.
You’ll find her portion near the 58:22 time stamp.
LDH wrote the forward for Tucker’s new book (bait for the waters).
It was noted by LDH that many countries come to America to see how we’ve ‘innovated’ education. That’s good, she said, but we must scale up our innovations to meet THEIR high performance, organized systems. Part of those include national or state curriculum, philanthropy funded schools, government funded teacher prep or PD (Professional Development) which is aligned to a routine system.
Near the 1:09 time stamp, the moderator leads up to his question to LDH with this, “You’re deeply into the policy agenda in this country. So what’s your perspective as President of the CA State Board of Ed.” Her response? “Under ESSA (Every Student Succeeds Act) it returned a little to an idea called ‘think’. It increased flexibility and States re-investing in education. It’s systematic. How do we align all parts of this system? We have to come back to the 1990s (before NCLB, No Child Left Behind). We have to have funding and invest in our teachers and leaders.”
Warriors, let me pause here, if LDH really thinks ESSA allows us to dial back the 1990s, that would put us right smack dab in the vortex Tucker wrote Hillary about! When you get to today’s ‘related resources’, you’ll see the direct connection.
Near the 1:16:49 time stamp, the US will be compared to Finland in regards to teaching by LDH. She then launches into how we need to revolutionize the teaching profession (called ‘craft’ repeatedly by many in the seminar) to equal the revolution in healthcare (before Johns-Hopkins became the ‘benchmark’).
Near 1:25:00, Our need for centralized education ‘where locals dance to State support’s tune’. You’ll also hear how everything Gov. Brown started, she’ll extend. How CCSS and NGSS (Next Gen Science Standards) have allowed a framework to ‘center on top-down support for bottom-up reform’. Next, SEL (social emotional learning) and ‘collective efforts‘. Warriors, keep in mind, this is all AFTER Hammond professed ESSA’s greater flexibility.
Anybody Got A Bucket?
The next segment of the seminar was a round-table discussion:
Warriors, I want to focus on Fuhrman’s portion right here. You’ll see why, below. It’s what follows her comments above.
She followed these brilliant insights with, “US Legislators basically not performing like education ministers of other countries.”Fuhrman also pointed out that NCLB (No Child Left Behind) narrowed American Standards while RttT (Race to the Top) was a backlash to the standards.
I’m still trying to figure out just how this makes sense, Warriors.
As far as her working with Brazil, it’s ironic that the UN (United Nations) used Brazil’s STEAM and SEL (Science, Technology, Engineering, the Arts, Math and Social/Emotional Learning), open classrooms, IT (information technology), and CBE, Competency Based Education to infiltrate US schools.
Then, there’s Dan Domenech…
Warriors, Domenech went on to say that we need more ‘multi-age groups’, more “early childhood education”. We want ‘sustained change’. Then when asked how to get the nation’s attention, his response “Keep throwing out there how inferior we are, that’ll tick people off. Then, look at Tucker’s 9 Blocks (in his book). We need SEL and test scores, wrap around supports for families. We are doing this for the best interest of children.” One of the most surprising comments by Domenech, was he, along with these progressive minded reformers, were tickled that Pres. Trump has embraced and pushed CTE (Career Tech Ed) and apprenticeships. Because that’s exactly how and what the other countries are doing to prepare their students! He went on to say Americans really like this! (You’ll find these near the 2:09:30 time stamp. It is near the end of D’s comments he uses the Lord’s name in vain.)
If you cannot listen to Tucker by himself, go back and listen to the Round-table. There’s so much more, especially when these 3 ‘tackle’ politics in education.
The Final Buoy:
Warriors, near the 2:13:02 time stamp, two PA Superintendents were brought on stage to talk about their portion of the churning waters. I encourage to listen to their CCSS Machine rhetoric, there’s more than what you see below:
Setting An Anchor:
Warriors, at the 2:53:26 to the end, listen to the moderator, the 2 ‘we’re not plants in the audience’, and Marc Tucker. You’ll find CCSSO (Counsel of Chief State School Officers) was there, Great City Schools, and, New America Ed Policy were in the audience.
1) From NCEE, 2017: The “Prepare to Lead” Report. Geared for principles in schools to be globally aligned via ‘best practices’.
2) From the Women on the Wall, 2014, several Warriors gathered to discuss the ramped up shift from academics to workforce education. There were 21 ways in which CPs (Career Pathways) were embedded in WIOA (Workforce Innovation and Opportunity Act of 2014). WIOA was embedded in ESSA (Every Student Succeeds Act of 2015) when it stated on Page 17 that all education must be aligned to post-secondary readiness standards as laid out by WIOA.
3) From earlier this month, my expose on VET from Germany and how America’s kowtowing to it. Warriors, it’s THIS that Tucker’s entire platform for ruining American education is built upon.
4) Those “top countries” Tucker swears we need to be just like?
Warriors, that’s quite a bit of agenda from Tucker, but he gave us clues as to Maryland and its part in this sinking ship. I’ll be heading there in my next article.
Anti Fed Ed Warriors, in my last article, I showed you the at least 20 year old movement to ‘expand time’ in the name of ‘education’. If you read that article, you saw that the goal wasn’t a true academic advancement of oneself, it was more about a student/worker hurried up and churned out as a ‘competent’ skill based apprenticeship leading to a job.
However, what if I showed you, there’s a much more devious plan afoot?
Warriors, we once experienced history where Germany attempted to ‘rule the roost’. If you’re like me, you weren’t born then, so you didn’t live through those horrors.
Immediately after World War II, America was one of the 4 countries in control of the restructure. Many years later, the changes which were made, showed through in education. How? By way of the economic structure, the corporate structure, and, the government structure changes.
Yes, the US was involved in the German restructure by pushing for ‘democracy’. Since America’s a republic (by ourConstitution), I wonder what would be different today, had the push been for a ‘republic’.
So, imagine, that in 2019, in America, some of those very Germanic restructured roots showed up.What would you do? What has OUR government done? What has OUR economy done for education? What has OUR corporate structure accomplished?
******************************************************************** The educratic global shift we’ve seen is NOT the fault or total undoing of one country, it’s been a controlled and well financed group effort!
Enter the Word Game surrounding “Competence”:
Warriors, if you’re like me, every time you hear certain words, you cringe. Especially when you research items. You may also be like me, and see the larger picture looming in the background because you’ve seen so much. Case in point, “Competence”.
****If you choose to access the German/Latin roots, you may need to use your internet tool for an English translation.*****
My fellow Warriors, you know how I’ve shown you, over the years, the word games used against us. I’m not assuming every educrat in DC or your State knows the watered down English version of ‘competency’; but knowing it has more to do with other things than true academics, do you see how it’s been used to further the agenda?!
Look at it this way, ‘CBE, competency based education’: NOT ‘expert’ based education or ‘skill’ based, BUT ‘legally controlled and authoritatively carried out’ education!!
English speaking countries may mean ‘skill based’, but NOT“expert based” or ‘legally/authority based’. But, if the educrats did mean one version, and, assume you and I believe the other, then it’s the Latin meaning of ‘clashing’.
It’s also a ‘classic set up’, we’ve seen the CCSS Machine used repeatedly, you look one way, while I undermine the other way.
So why, in the context of ‘competent’, would the German version be more accepted and in 2019?
****Because it is the closest to align with the UNESCO/OECD* plan for authoritatively controlled workforce based training NOT academic prowess!!****
(*Note: OECD is short for Organization for Economic Co-operation and Development. UNESCO is short for the United Nations Educational, Scientific, and Cultural Organization.)
Warriors, why would it matter what the German usage and meaning of ‘competence’ really stands for? Because when it’s accepted as their nation sees it, it’s about a collective reflection of education interests of the society….not each student.
This is an approach DC has been taking for years. Especially since the Johnson Administration straight through to the Trump team.
Come with me, Warriors, as I show you the German model America has heartily set us up to embrace without hesitation. (How much of the current system is based off Hitler’s? Read and find out.)
Warriors, Germany still calls education which trains you for a job or a trade as vocational education. Americans called it ‘vo tech’.
Some Americans, to this day, believe ‘vo tech’ is not only still an option, but should be taught. In 2006, that term ‘died’ and was replaced. (Yes, Warriors, another word game.)
That’s when our US government changed what the definition of ‘vocational education’ was. The ‘training’ portion was also redefined. How? The government funding! However, even the CCSS Machine still uses ‘vo tech’ in America to confuse us!
Congress, at least, has finally stopped lying about how education is seen. Look below, this sentiment is readily spoken and shared by BOTH major political parties:
A German Commissioned Study:
Warriors, I found this undated (appears to be very recent, though) commissioned study by Bertelsmann Stiftung (an education based social change group. They heavily support a ‘school to work’* concept.) But, it’s WHERE I found it, you will be interested in. The American “National Career Pathways Network” website. (*Something we’ve seen DC embed for years now.)
The German Study features an ‘expert’ from Germany who is considered the ‘go to’ guy on vocational tech training. His name is Professor Dr. Dieter Euler. He’s known across the world as the specialist for reforming vocational tech systems.
Warriors, I’ll share some of the most troubling points from the Study. I trust you can see the ways in which our nation, our government, and, our corporate overreaches have set the same shift up in American education. I encourage you to read the Study on your own.
1) The shift to work based learning (also called dual enrollment) should be the main focus of vocational tech/training. The main target? Citizens under 25 years old. (Page 14 has a brief history of combining education and work.)
2) Many countries are looking at the success of Germany’s system because it’s been spun as a ‘win/win’. Students get fast tracked education, employers get trained workers.
3) America’s not as developed in dual vocational tech, yet. But, the shift is being increased with ESSA (Every Student Succeeds Act) and its embedding of STEM (Science, Technology, Engineering, and Math), WIOA (Workforce Innovation and Opportunity Act), and HEA (Higher Education Act).
HEA is currently the last national US law to receive the ‘school to work’ makeover. Congress is dead set on increasing the German based concepts. How? Increased CTE (Career Tech Education), which replaced ‘vo tech’, increasing apprenticeships andinternships, increasingdual enrollment, and anything connecting them all.
4) The 11 Vo-Tech Reform Components can best be accomplished in ‘incremented innovation’ programs and learning. The shift in education and work training is also metered out in ‘incremented segments’.
Switzerland’s cantons are in charge of all vocational based exams. (In America, we are divided into States, Swiss has cantons.) Cantons have their own government set-up, but they cannot contradict the federal confederation.
In the Netherlands, they are receiving lots of global attention in vo-tech education. Why? Their 1996 Adult and Vocational Technical Training Act* merged education and labor into 2 training tracks. One was/is school based, the other is dual workforce training (or vocational tech training). *See Point 2.4. Notice the regional vo-tech training centers.
All the countries mentioned above are using national credentialing systems. Why? The ‘big essential’ is ‘real life conditions’ can best be experienced in dual vo-tech training, not necessarily education (you’ll see that referenced on Page 30.)
Warriors, every ONE of these are things are either already in place in America, or the framework isbeinglaid out!! How?College and Career Readinessvia ESSA, WIOA, HEA, and more!
The screen shot below is from an old article of mine on apprenticeships in America, but notice the wrench and hammer symbol.
Study Warning Bells For Us:
1) By government and business ‘rule’ a ‘consensus principle’ will be put in place.
2) By government and business funding, education and training, especially for jobs will be ‘easier’. But at what cost of our freedoms will this be?
3) “Industry specific solidarity contributions”. What will these look like? Grants for apprenticeships!
4) A merger of economics, family, and youth via integrative vocational training (Norway has had this since the mid 90s). 5) A ‘flexible’ vocational education/training track for disadvantaged citizens.
6) “Quality standards” for vocational tech training and education mean laws, not scopes and sequences we’re used to.
7) Teachers and Trainers will have government controlled ‘hoops to jump through’. Their section begins on Page 52. Look for the “Ordinance on Trainer Aptitude”. Then, read what the UN (United Nations) has on this. 8) Class size changes will occur. Being done away with are the large, teacher led classes. What the shift to vo-tech training will produce (already in use in Denmark) is small ‘hubs’ or groups. These groups will spend 5 weeks at a time on one module, then switch to another. A large ‘completion logbook’ is kept on each person. This is their version of ‘personalized learning’.
9) Expect more ‘education research groups’ and ‘vocational analysis’. Germany’s model has been deemed so successful because all the reform is based off ‘in-depth’ research.
I was curious as to what other reforms this German ‘expert’ has been a part of. Here’s what I found:
A) From 2006, A Swiss paper on ‘E-Learning’. A mandate for vocational training/education to be including in the SVC(Swiss Virtual Campus).
B) From 2010, Euler’s paper on developing and transitioning vocational technical training and demographics. He predicted a labor shortage by 2025. Below is the screen shot for the 2013 Journal/Report in appeared in.
C) In this undated McMillian Publishingproof, Euler was a contributor. So was the Aspen Institute. Euler’s topic was ‘Reflective Executives: A Realistic Goal for Modern Management Education’. A brief summary (Page 11) of Euler’s work reveals that ‘management education’ is more of a control tool, than it sounds. Aspen Institute wrote on 2 different topics. One was on business and its relation to social and environmental issues, the other, “A Closer Look at Business Education: Sustainability in Curriculum”. This book was written exclusively for an audience of humanism followers. Warriors, it’s important to note that much of the UN’s overreach into education is rooted in humanism.
D) From 2013, The Routledge Companion to International Management Education had Euler write on “Reflective Leadership: A Vision for International Management Education”. As you can see (below) ‘international management education’ is tied to the UN’s design via the GRLI (Globally Responsible Leadership Initiative). This screen shot is a bit hard to see, so be sure to go to the link above and read it there. When you read the GRLI and related information, you’ll see international managed education is NOT about training or educating people for managerial employment, it’s about controlling education altogether!
Warriors, with the process for the HEA heating up before Sen. Lamar Alexander retires, we have got to inform our representatives and senators about what they are supporting and trying to further. We are America, not Germany 2.0! We are free Americans, not UN led-by-the-nose citizens!
With all that you’ve learned in this article about the words being used against us, you know the UN/UNESCO/GRLI attempts to fast track apprenticeships (like Citizen Schools and the German model) will be lumped in under ‘lobbyists’ and ‘special interests’.
Anti Fed Ed Warriors, have you ever had one of those items you knew you needed to address but thought it wouldn’t take too long? Yeah, right. That’s pretty much been my experience in education research. Today’s article is just one of those items. A mere 4 page document..no worries. Not much can be gleaned from those pages..Boy, was I mistaken! Find out how no matter which way the wheel spins, the schools of America lose.
A 2018 global education meeting. The goal? Another global declaration. As if we don’t have enough of those going around. However, look at the picture (below). This isn’t your every day global declaration, this is an EDUCATION declaration for globalization.
This particular Declaration reaffirmed the global takeover of education. But, wait, Lynne, the US pulled out of the UN and UNESCO (United Nations and United Nations Educational, Scientific, and Cultural Organization), so this won’t impact American education at all.
WRONG! American education is still 100% aligned to the UN’s SDGs (Sustainable Development Goals), no matter what small portions of the US government have ‘left’ the UN/UNESCO.
There’s more than enough evidence (here on my blog and other’s researched publications) to prove the US is still a UN member-state.
So what does the 2018 Brussels Declaration for Education state?
1) It reaffirms the call to transforming the world via education.
2) It decries the fact the global community is not on the 100% alignment track to the SDGs (Sustainable Development Goals), mainly #4: Quality Global Education for All 3) Pulls in the 2015 Incheon Declaration (where the WEF, World Education Forum adopted the ‘education for all by 2030’ agenda)
4) Sets out the Education for All by 2030 Framework for Action 5) The Framework is based off UN’s global regions consultations for SDG #4.
6) “Ensures inclusive and equitable quality education and promotes life-long learning opportunities for all.” (In spite of not being on track)
7) A reaffirmation to protect the UN’s declared ‘right to inclusive education’. This ‘right’ is a fundamental role in education AND training carried out by life-long learning and higher education.
8) Research on #7 is a key driver for Sustainable Development. Especially in climate change global adoption and mitigation (reducing the harm to the Earth).
9) Calls for a stronger collective effort for SDG #4.
10) Use formal and non-formal education to wipe out illiteracy.
11) Institute and strengthen legislation/policy/strategy so that all education and training is inclusive. Devote more funding to this end so that ‘no one is left behind’. (For example, in CongressHR 1453seeks to align more energy activities between the US and the European Union)
12) Tied to #11, those efforts need to include crises and humanitarian efforts.
13) Commit to include migrants, displaced people, and refugees in the host nation’s education and training system. Recognize their ‘qualifications’ (aka: competencies and skills) and ensure these are in line with national and international education agreements.
14) Commit to gender responsive quality education and training, especially for females.
15) Commit to strengthen global citizenship education, especially for the SDGs. This will promote values (respect for life, dignity, cultural diversity) and will help bring social cohesion for democracy, peace, and social justice. It will also improve accountability in education as a ‘public good’.
16) Commits to an open/flexible and responsive education and training system which will support a broader range of kindergarten, secondary, and, college students (aka: early child to adulthood; ‘cradle to grave’; ‘life-long learning’; birth to death tracking) By doing this, global contributions for sustainability, peaceful, inclusive, and just societies will occur. 17) Engages global ‘decent work for all’, especially for rapidly changing labor markets.
18) Calls for public funding to increase for relevant PD (professional development) and continuous PD.
19) Stronger domestic resources and mobilization of these for international co-operation. Once this is set in place, solidarity and increased improvement of education can occur.
Warriors, that’s not all. If you look at the notes for all these items, you’ll find that politics and legislation are to ‘beef up’ host nations for these activities.
You’ll also see that teachers are to be elevated to some ‘god-like’ status.
You are sure to see the economic changes, as well as the social, political, and environmental changes which each host nation will have to bare.
Then, the increase in technology is a ‘given’. Add to that the ‘democratic and sustainable societies and lifestyles’. We’re really talking a total reconfiguration of our nation.
Education costs are to be placed at 4-6% of of host nation’s GDPs (Gross Domestic Products) and use 15-20% of all public funds (aka: taxes).
If you look at the United States GDP for 2018 ($21.trillion) and figure what 4-6% is, that anywhere between $860 billion and $1.29 trillion). The recent FY 2020 Presidential Budget request was $62 billion, just for American education. Fifteen to 20% of ALLUS public funds? That’s outrageous!
P3s (Public private partnerships) are to be used to monitor and data track all the activities to ensure the plan is played out as this Declaration decrees.
Lastly, the Brussels Declaration reaffirms that education is a human right AND a public responsibility.
ICYMI: here’s the ‘catchy’YouTube video about the entire meeting, Dec. 3rd-5th, 2018.
Warriors, was the United States involved in the Brussels 2018 meeting? Yes. In October of 2018, the US and other North American countries, as well as Europe, put together their progress notes and ‘advice’ for meeting SDG #4 by 2030. You can access that information here. The official “Outcome Statement” is a bit more concise. It was used in the Brussels meetings as well.
That information was then forwarded on and used at the Brussels meeting to help create the Declaration.
To access the entire website from the Brussels meeting, go here. (*Note, since signing the 2015 Agenda 2030 Agreement, this is the first time global education for all has been addressed in this fashion.)
While I couldn’t easily identify (in the photos and videos section) any member of the US officials in attendance, some of the groups we are members of (World Bank, UNICEF, OECD) were there. Also, NGOs (Non governmental agencies) were in attendance, so it’s highly likely someone or some people from the US were there.
Warriors, why am I bringing up a meeting from 3 months ago? Because one of the resources from that meeting will definitely impact America and its education. The GEM Report for 2019. AKA: Global Education Monitoring Report.
That Report is close to 440 pages. My next article will dive right into what those pages reveal. Trust me, you’ll need a break between this article and THAT one.
Why is it good to go over the GEM Report 2019 again (if you’ve already read it)? With the national immigration issues we are facing in 2019, it is imperative. Remember, the Brussels Declaration has stated legislation and public money will be used for SDG#4.
Also, because so much of this involves displaced people, immigration, and humanitarian efforts, this will be ‘visited’ on ALL educational choicesdue to the fact it’s being implemented community wide! What will this do to our rights? Our Constitution? Rather than ask me what to do, ask those who are your authorities.
Anti Fed Ed Warriors, we’re not far from Halloween. As we’ve seen in previous years, many of us fed up with Common Core, used the season to make up flyers, treats, or similar items to raise awareness. While the awareness has been raised, it hasn’t been enough to stop Congress from continuing the overreaches into education.
However, this year, try something a bit different. Try a short video. No, you don’t have to create one (although you could, if you like). There’s a Monty Python skit from 1969 that will send a very vivid picture of what we are seeing in education. Wait, what? Monty Python?! Yes.
We know the shift in education is all about pigeon-holing us into jobs. Jobs some test said we’d be good at, regardless of the fact our desires may be somewhere else. Monty Python‘nailed’ this is their 6 minute skit. If you not seen it, here it is. It’s called “Vocational Guidance Counselor”. Start the video at the 51 second time mark.
If you can’t watch the clip or you can’t stand Monty Python, here’s my summary.
A grown man walks into the guidance counselor’s office. The counselor greets him with the news that his career test results have arrived. The counselor tells the man “Based on test, we have a clear picture of you. I can say without hesitation that the job for you is chartered accountant.” The man responds with “But I already AM an accountant. You’re not listening, that’s what I’ve been and I want something different.” He continues, “I want something new, something exciting–something that let’s me live!” The man then describes how bored he is as an accountant. He’s dissatisfied, feels stifled in life.
Basically he’s confined to a job he hates. Finally, the counselor asks what the man wants to do. Excitedly, the man answers with ‘lion tamer’. His eyes light up, his body language shows happiness.
Instead of finding the man a lion taming job, the counselor steers every bit of the conversation back to accounting. Systematically destroying the desire to tame lions.
The counselor is ‘slick’ with the dialogue. Tells the man he could get to lion taming via accounting, but it would be a long journey he may never complete. Telling the man “It’s a different path from A to B.” The counselor begins to patronize the man by saying, “If I call the experts and alert them to this change you want, they will challenge this into submission.” Finally, the counselor just tells the man he’s wrong in wanting to tame lions.
Warriors, this is what is happening every day in schools of all ages and in job placement centers. If it’s not the same scene, it’s very similar. What the Monty Python players hit on is sadly a stark reality in 2018.
Warriors, we’ve seen the workforce base shift ruin academics, we’ve seen kids burned out from all the confinement at schools. We’ve seen kids commit suicide over the dullness and sheer meanness existing in education. The ‘education’ is killing them from the inside.
Consider this, based on the skit, adults are facing this, too. Just as they are in 2018 when attending any institution where WorkKeys or similar types of career tracks are given. Why? They (the tests) force CTE (Career Tech Education), apprenticeships, internships, workforce credentials or certificates…not true diplomas!
Think about our teachers, principals, and guidance counselors. I would hope they would see this, stop and think, ‘what am I doing?’ and help us bring an end to all the CCSS Machine degradation and indoctrination.
Maybe, just maybe, it those helping spread this drab alignment could see through a truthful bit of banter that they are contributing to the demise of millions, they’d ‘get it’ and stop in their tracks.
Anti Fed Ed Warriors, did you know the National PTA (Parent Teacher Association) sold out to the CCSS Machine a while back? Did you know that they have a new program for parents? What CCSS Machine member group is funding it?
All that and more in today’s article.
The older National PTA researched articles and their topics: 1) 2014, the National PTA’sinvolvementwith the National School Social Work Association of America for behavior standards aligned to CCSS. (*Note: in 2018, you’ll see these woven into SEL, social emotional learning.)
2) Early 2016, I showed you (via the NC Candidates running for State Superintendent) how the National PTA is tied to the CCSS Machine’s “Schools of Excellence”. (*Note: in 2018, this will tie to not only the US Ed’s Blue Ribbon Schools, but those ESSA (Every Student Succeeds Act) whole school letter grades.)
3) Late 2016, the National PTA (and localPTOs, Parent Teacher Organizations) using family engagement incentives (coupons for rice) for digital badging and tracking. (*Note: this type of digital programs is increasing in 2018. Thanks to the CCSS Machine, ESSA, STEM (Science, Technology, Engineering, and Math), and the UN (United Nations).
National PTA’s Newest Alignment:
To learn more about the National PTA/Facebook Grants, visit here.
Warriors,Facebookisn’t the only CCSS Machine partner. LifeLock is also offeringgrantsto local PTAs for Safer Internet Day(2/5/19). (*Note: Safer Internet Day is a globally recognized event created by the European Commission. If you’d like to learn about the digital agenda behind this global festival, gohere.)
Lifelock uses ‘core data’ supported by ID Analytics. ID Analytics is an arm of the Symantec Corporation(Norton Anti Virus is also part of Symantec). Symantec partners with Microsoft, Inc. (among others). Symantec also calls itself the “Global Leader in Next-Generation Cyber Security”. If you’d like to see all Symantec does in our schools (from early ed to higher ed), gohere. (*Note: It’s important to stress that while groups like Symantec say they are protecting student data, let’s remember 2 things: a) these data miners are operating under a fully gutted version of FERPA (Family Education Rights to Privacy Act); b) all the ‘core data’ goes to cyber clouds where anyone from around the world can access your student’s data.)
Symantec alsosupportsthe EU’s (European Union’s) General Data Protection Regulations. Warriors, this matters because we know the student data ends up in the UN and OECD (Organization for Economic Cooperation and Development). Student data also goes to several other CCSS Machine member groups. (*Note: ironically, I never saw any Symantec language stating just as clearly that our 4th Amendment rights or that our U.S. Civil Rights to freedom and privacy were upheld.)
One other interesting ‘tidbit’ about Symantec and education: software is donated and tied to STEM. STEM, as we know is the UN’s tool in education to align everything to the SDGs (Sustainable Development Goals).
To learn about the donations, visithere. To learn about the Einstein Project, gohere. To see the ‘excellent STEM’Einstein offers, go here. Notice how the Microsoft Corporation is involved, too.
The National PTA and STEM:
Warriors, did you notice in the first PTA screen shot the heading for PTA and STEM? Notice how bright and colorful the logo is? There’s a reason. STEM (as part of the UN’s SDGs) usescolor psychology. (*Note: the links are about halfway through the article.)
Warriors, if you missed my“Under Our Noses” article, this would be a great place to do so. It’ll connect more dots between the UN’s STEM and our U.S. Congress in 2018.
If you’d like to see the National PTA grants for STEM families, read about thathere. (*Note: you should seeLittle BitsandMathnasiumamong the grant providers. Both of these are accessible to private schools and homeschools, as well as more traditional schools. Both of these companies are CCSS Machine member groups. When you access the Little Bits article, look at how STEM and STEAM (Science, Technology, Engineering, the Arts, and Math) have infiltrated churches, the Boy Scouts, the Girl Scouts and more. When you access the Mathnasium information look at the technicality surrounding Common Core. Supposedly some States didn’t adopt it. Gee, Warriors, where have we heard that lie before?)
Other grant providers to the National PTA and STEM are theThinkFunfolks, yes, they too are CCSS Machine members. Bayer Corporation (a huge SDG supporter) through their Making Science Make Sense Program. Warriors, while the facts remain about how awful this modern education reform is, it is truly ‘awesome’ when a CCSS Machine member group actually shows you the education reform agenda. Bayer has done that for us. In including thisinformation, we can see the ties lead us back to the NSF (National Science Foundation) and the Smithsonian Institute(yes, even the Smithsonian hassold out.). You’ll also see the State chosen to begin the reform program in. Pennsylvania! You’ll also see the other States which are involved now.
2018Partnersfor ASSET STEM include the Pittsburgh Penguins Foundation, PPG, Chevron, and Westinghouse.
To learn about the current ASSET STEM Bayer project, visithere. Note how the PPG Corporation is fully funding STEM education. If you’d like to meet the Chief Ambassador for ASSET STEM, gohere.
Warriors, the age range forBayer’s Making Science Make Sense? K-20 (Kindergarten to college). Here’s an excerpt: “Our company’s foundation in science, innovation and research, as well as our nation’s economic future and Bayer’s own global accomplishments, will rely heavily on a robust workforce pipeline of diverse STEM talent. Together with our Making Science Make Sense partners, Bayer is working to inspire the next generation of scientists, engineers, technologists and innovators. We strongly believe it is about making STEM education more accessible and less intimidating – to kids and adults. At Bayer, STEM education is vital to our ability to preserve human, animal and nutritional healthin the future. By educating and engaging the youth of today in STEM through our Making Science Make Sense initiative, we ensure that Bayer will continue to benefit society in innovative new ways for generations to come.“
Warriors, do you see the agenda in the excerpt? It is there, in plain sight. Contrast it with the overall STEM presence the National Science Foundation (along with the UN) has rammed down our throats. Notice, below, how humans are depicted.
‘STEM education for a STEM people in a STEM nation for a STEM economy of STEM jobs.’ (paraphrased slightly from the Obama era PCAST report)
Warriors, I hope you’ll revolt against this total indoctrination happening in America. We are Americans, not STEMs. We are people with free will, not bodies to be conformed to the corporate masters. Expose the links between globalism and the PTA/PTOs. Let parents know they are willfully being lied to about STEM and the education reform. We should be lashing out against this overreaching agenda to save our children! We must risk it all to save our nation and our freedoms!
The massive data tracking the National PTA is involved in; how will that cause any type of trust between schools and families? What about the fact this group is supposed to be on your side in the War Vs the Core? How will children react to their parents and teachers when they learn their personal private information has been shared and sold without permission or consent? If you’ve not read my April 2018 article about how the UN uses data tracking to combine SEL and the ‘good citizen/bad citizen’ (Chinese social credit system as an example), then you’ll need to see how activities like the National PTA and the data partners play into this.
Dressing indoctrination up and passing it off as fun, is horrible. The thin veil? Oh, it’s all about the jobs and the economy, not your child’s academics and free will in life. Operating under a gutted privacy law is equally horrible. The data controls and tracks you.
What about a real PTA where they fight against the CCSS Machine, not bow down before it?
Anti Fed Ed Warriors, if I’ve said it once, I’ve said it hundreds of times that STEM (Science, Technology, Engineering, and, Math) is a coined acronym in use to deceive us all.
Yes, I know, I’ve heard it before, “But, Lynne we’ve always had science and math. We’ve had engineering in the past and technology, too.”
HOWEVER, Warriors, the deception is that by creating an acronym with things we are familiar with, the agenda is easier to be implemented.
What do I mean? A few years ago, I wrote an article showing you how the NSF, National Science Foundation (a government funded agency of the USA), was tasked to come up with a marketing tool to ‘win’ the nation over with.
WHY? Evidence suggests their ties with the UN (United Nations). More to the point the UN’s damnable SDGs (Sustainable Development Goals). STEM was (and is) the vehicle to change the course of education. At least according to the UN SDG Toolkit (created here in America). (*Note: you can access and read the Toolkit for yourselves. Look for the link under the Paragraph “From 2002”. The sentence beginning with “Tool Kit” is where you’ll find the document.)
THEN, once the acronym was selected, the President (Obama) had to be influenced. I also revealed HOW he was influenced (a PCAST Report). (*Note: when you go back and read the embedded links, you’ll notice that the Presidential influence began well before President Obama, especially in regards to the NSF.)
So, what WAS the agenda and does it still survive under our current President?
Agenda: STEM ushered in about the same time as Common Core, so no one would notice. Use STEM to create a STEM people with a STEM education for STEM jobs and a STEM economy. In other words more mastery based education, or as it’s been sold to us, competency based education (CBE). Why CBE? Skilled workers. Skilled in STEM, that is.
Is the Agenda surviving? Absolutely! In fact, President Trump is a huge supporter of STEM because it means jobs. As we know, jobs means economy.
However, Warriors, the STEM economy is NOT for America, it’s for the global good and their economy.
U.S. Sec. DeVos has done an ‘outstanding’ job of promoting STEM, too. Since STEM is global and she has seen it as her duty to sell our nation out to global mastery based education, you can be assured STEM will be popping up in current proposed DC legislation.
STEM In Legislation for 2018 And Beyond:
Warriors, right now, we are nearing the end of Fiscal 2018. On October 1, 2018, our government begins FY 2019.Currently, STEM is woven into several of the FY 2019 Budget Bills. I shared with you, back in August, several of the ways in which, not only STEM would live on, but the top-down educratic control.
The biggest ways STEM will survive, as well as the educratic control are apprenticeships, CTE (Career Tech Education), College/Career Readiness, and P3s (public private partnerships).
STEM’s P3 Legislation:
Warriors, if you’ve not seen what a STEM P3 would look like, consider NASA.
More recently, there’s been concocted a lesser known legislative bill.
It’sHR 5119, simply titled The P3 Act. This Act was introduced back in February 2018 and hasn’t seen much action (if any) since then. However, what the Bill contains cannot be acted upon until there’s the money to bring its agenda to fruition!
So what does the P3 Act stand for, Warriors? After all, every DC Bill has some sort of acronym to it. “P3” in this instance stands for ‘‘Partnerships for Progress and Prosperity Act’’. It’s a fancy way to ‘dress up’ the regular P3 meaning (public private partnership). The Bill has one sponsor and 5 co-sponsors and is currently in the U.S. House of Representative’s Education and Workforce Committee. Rep. Bill Foster from IL is the sponsor. If you look at Foster’s campaign donations the U.S. Dept. of Energy contributed the most money. If you look at the committees Foster serves the nation in, Energy in among them. (*Note: in 2017, in Foster’s district, Joliet Junior College received a NSF Grant for STEM.)
Here’s how the P3s will play into STEM and ‘education’:
1) Requires the U.S. Dept. of Ed to award grants to LEAs (Local Education Agencies) for STEM, exclusively.
2) The grants MUST be used in the following ways:
a) to improve education in K-12 and higher education institutions
b) every awardee is required to partner with a STEM business or employer
c) internships and apprenticeships are mandated to be included
d) development of STEM curricula and metrics
e) dual credit courses are mandated
f) tutoring/mentoring in STEM, especially for underrepresented student groups
g) STEM activities and events outside the schools and in the communities are mandated for teachers and students
h) after-school STEM and summer STEM programs
i) purchase of STEM resources for STEM instruction
The U.S. Dept of Education (in these STEM grants) will pay special attention to any LEA who promotes STEM for students/teachers; uses tech based content; pairs mentors/tutors with students struggling to meet STEM benchmarks; and/or targets low-cost or free lunch eligible students.
One last mandate from the P3 Act for STEM: all grant award ‘winners’MUST match 50 % of their award. The fifty percent must be non-federal funds and can be in cash or ‘in kind’ (which means any type of support in exchange for work or other services like free food or free housing. (*Note: cash received in this manner is non-taxable. In kind can be claimed as a tax write off by the giver, but not the receiver unless otherwise advised.)
Warriors, when you read this 8 page Bill (HR 5119), you’ll see the familiar educratic buzzwords/phrases like ‘rigorous’, ‘evidence based’, ‘engagement’ (especially in the classroom), and my personal ‘favorite’: “high quality research”. Now the irony of this entire Bill is that is based of RECOMMENDATIONS, not objective facts.
The Bill also cites the PISA (Program for International Student Assessment), which is geared for not only CCR (College/Career Readiness) aka: Common Core, but the OECD’s (Organization for Economic Cooperation and Development) workforce based global system of CBE (Competency Based Education).
OECD is where the horrible label of ‘human capital’ comes from.
STEM In The U.S. State Department:
ICYMI: How the State Dept. has become a STEM disciple for targeting women. You’ll see UNESCO involved as well. Included will be both NASA and NSF, too.
STEM In Other U.S. Agencies/Departments:
ICYMI: NOAA (National Oceanic and Atmospheric Administration), EPA (Environmental Protection Agency) and others are STEMdisciples, too. (*Note: The State Dept. and all the agencies mentioned were/are CCSS Machine member groups, too.)
Warriors, if ever there’s a time to be bucking the system it’s now. Those chilling words (at least to me) about the STEM people for a STEM nation are playing out right under our noses. Are we so stuffed with compliance and apathy, we don’t smell the stench of agenda? The agenda TAKES our freedom! The agenda erodes our education!
Anti Fed Ed Warriors, our Nation has just been shoved further down the ‘river of the damned’ in education.
How? The U.S. Senate, by a voice vote, passed the U.S. House’s“Strengthening Career Tech Education (CTE) in the 21st Century Act”(HR 2353).
By this passage, HR 2353, now advances to our President. The ‘mad dash’ rushing we are seeing play out? Oh, that’s 100% on purpose. Why? Look at the recent events surrounding this: a “Made in the USA”exhibit, Ivanka’s main stream media blitz, the big showcase of CCSS Machine groups surrounding President as he signed a NEW executive order on July 19th.
So, WHY is all the activity hyping up? Think about the ESSA (Every Student Succeeds Act) mandate for ALL education to be ‘aligned to post-secondary readiness’. Then, consider the timeline which all was to be in place by: the beginning of the 2018-19 school year.
Warriors, we are quickly approaching the beginning of that ‘academic’ calendar!!
(To see the complete list of actions for HR 2353, visit this link.)
Think back, my fellow Warriors, we saw the same ‘rush’ job when it was time for ESSA to become law.
Here’s a timeline BEFORE I show you some of the latest information. The timeline will help you better ‘connect the dots’.
**************************************************************************** A Timeline:
If you’d like to see the ‘sales pitch’ from 2014, where CTE was being pumped up by Congress and the CCSS Machine (it’s the featured shot for this article), here it is in full form:
2014: Where the ‘career clusters’ and ‘career readiness’ supporters and their alignment to Common Core were beginning to surface.
2014: The ‘skills gap’ fallacy begins (so to speak.)
Important note: WIOA (Workforce Innovation and Opportunity Act) was made into law in 2014. It specifically tied work/labor to education.
2015: The ‘labor reform’ (aligning education to jobs) hits the HEA (Higher Education Act of 2008).
2015: This duo of articles tiesSTEM (Science, Technology, Engineering, and, Math) to the WIOA and HEA. As we know STEM is a tool of the United Nations to create global workforces.
(*Note: in 2010, the Obama Administration inserted STEM into education about the same time CCSS rolled into the classrooms. The point? A UN (via the NSF, National Science Foundation) directive: “STEM education for STEM people to have STEM jobs to create a STEM economy for greater global good.”)
2015: The career based high schools begin popping up. Dangerous CCSS Machine groups push them out nationally.
2015: This duo gives you a look at the career‘reassignments’ for adults. The workforce alignment isn’t simply for pre-K to 12th grade, Warriors: Even senior citizens are expected to be aligned!
Important note: ESSA was passed and signed into law by the end of 2015.
By August of 2016, WIOA was well in place, HEA was being discussed to be re-written, and ESSA was just getting off the ground, right? A look back at the truth.
2016: Before Rep. Kline left Congress, he got together with Sen. Alexander one last time to make sure their united efforts would live on in combining academics and workforce.
2016: By the end of 2016, the CCSS Machine was trying to convince us all “CCSS was dead”, that CCR, College and Career Readiness, was the ‘new’ kid on the scene and that our entire communities needed to get on the CCR/CTE ‘bandwagon’.
Back in 2016, the ‘sales pitch set-up’ for America was part of the “Better Way” scheming plan from Congress. Workforce globalism courtesy of Rep. Kline, Sen. Alexander, Rep. Ryan, and more.
To see a more recent Congressional view of CTE from Congress and the CCSS Machine, which shows how well the “Better Way”‘sales pitch’ has worked, look below. (*Note: look for “Better Way” in the “We Have Answers” paragraph.)
2017: The quest for searching out the roots of the UN-directed shift in US education hit ‘pay dirt’ when I uncovered the workforce shifting evidence from Minnesota which dated back to the 1990s! Since, then EVERY State in America has this plan for workforce based learning.
2017: While bills like HR 2353 were getting much attention, here were just a few of the other workforce/education bills designed for complete alignment between education and jobs.
How The Past Has Met The Present:
Warriors, in 2016, I gave you these words, “You CANNOT have CTE without Common Core! No matter who you are. The CCSS Machine has spent years embedding CCSS, CTE (and STEM: Science, Technology, Math, and, Science) into 2 and 4 year colleges, apprenticeships..”
These tentacles embrace EVERY school choice and every citizen.
HOW? The goal is ‘cradle to grave’ workforce. Warriors, we are seeing this play out in present day 2018!!
From the files, is a picture of (then) President-elect Trump’s Plan. Warriors, this is happening right now!
Warriors, the evidence that our President supports CTE is overwhelming. Regardless of how you feel about him personally, the truth is right before us.
As much as it appears the President is turning his back on us, the Vice President is probably doing some sort of happy dance over the CTE expansion. Why would I say that? Again, evidence speaks, NOT my opinion!
The horror and further shoving our nation done the ‘river of the damned’ is that by supporting and expanding CTE, the Trump Administration is supporting and expanding Common Core. Search the archives of campaign rhetoric and you’ll find that supporting and expanding CC wasn’t supposed to be what America got.
Coming To Fruition?!
In 2017, The U.S. Senate brought us a LADDER Act. This Bill was a huge ‘set up’ to globalism workforce AND socialism all in the same ‘place’. How’s that? My article detailed it well. The stark reality, is the most recent (July 19, 2018) Executive Order culled some of the same socialistic bullets from this LADDER! That EO is #13845.
Warriors, note, President Trump is only doing what every other President before him has done: Used his Administration togrease the wheels of progressiveness, socialism, and Marxism. The ‘selling out’ of our freedoms (via education) will also be furthered by future Presidents and their Administrations.
Thus proving what and WHY the CCSS Machine churns on..we are the cogs which they need to make the wheels turn!
(*Note: The Presidential ‘greasiness’ dates back to the 1930s (and further). See the trail.)
It hasn’t mattered who was President or what political party they represent when it comes to ruining real American education. Just look at the timelines which come with all the bogus educratic laws, mandates, and programs: 5 years, 10 years, etc.
For example, HR2353’s impact lasts until at least 2023.
********************************************************************* Sure, all jobs and skills sound and look great, but our freedom is the intended price we’ll be sacrificing. How? Along with all the CCSS Machine workforce based education (which is WHAT CTE is) comes predetermined career tracks, NOT free choice.
The shift being so championed is a UN (United Nations) led one, plain and simple. So, for everyone embracing the expansion of CTE and apprenticeships (which are another global tool in the CCSS Machine’s toolbox), this visual is for you! This is WHAT you are truly embracing.
An Older Trump EO Meets A New One:
In 2017, President Trump signed EO (Executive Order) #13801. This Order expanded apprenticeships, especially at the beck and call of P3s (public private partnerships). Ivanka Trump, during her recent press appearances, kept referring to P-Tech (part of the globally led CCSS Machine’s effort to redesign high schools into worker prep factories). Warriors, remember: ESSA mandated an increase in P3s in K-12 education for ALL school choices!
Warriors, the Task Force which #13801 put into action has been meeting up until recently (2018). It’s job was to come up with ways in which education and jobs were not only ‘joined at the hip’, but the only way to learn. (Remember, the ESSA mandate about ALL education being the same?!) The agenda from #13801 is being carried out in the new #13845 (see the link above).
Here are the 26 Agenda driven ‘suggestions’ from the #13801’s Task Force:
Warriors, #13845 establishes a nation-wide council to oversee and micro-manage not only education, but labor in all 50 States. Does anyone remember that BOTH these federal departments are unconstitutional and therefore ILLEGAL?! The proposed merging of these two as well as the relaxed child labor laws play directly into the expansion of CTE and the apprenticeships!
Lastly, #13845 brings about the shift of education, control, AND, continued loss of individual freedoms! It also brings all the actions of every other related law and program under the thumb of FEDERAL government, not LOCAL control! #13845 brings to life #13801! It INCREASES government!!
Warriors, we must note that the CTE overload, the apprenticeship rush, and the alignment intended for every single citizen is NOT only for students, but the teachers, too.
It’s for Johnny and Suzy, Johnny and Suzy’s parents, and, Johnny and Suzy’s grandparents. This shift is also for Johnny and Suzy’s children. I’ve lots more information I need to share, so watch for an upcoming Facebook Live video from me. I’ll be sure to give you all you need to know to resist this!