"In
the learning a living system all
students, at least through the second
year of high school, learn the SCANS
know-how in English, match science,
history and geography, in other classes
(e.g. art), and in extracurricular
activities. That is, all students follow
a common track until they are about 16,
some students are more likely to be
learning the SCANS know-how in the
context of work, perhaps by specializing
in the application" (i.e.job) p.
xx. It is not specifically stated here,
but the game plan in the redesign of
high schools is to move to 'smaller
learning communities'. Sounds nice
doesn't it? But 'smaller learning
communities' are simply breakout groups
for vocational training. As
Senator Michele Bachmann of Minnesota put it:
Smaller Learning
Communities
Preparing Workers for a
State Planned Economy
"School-To-Work/Smaller
Learning Communities (STW/SLC)
is actually the star and the
purpose of education reform,
and it is mandated for ALL
children and adults in the
public system. "It
is a philosophy, and it is the
focal point of the new
restructuring of American
society".
The age at which a 'Career Pathway'
must be selected varies with each
state. According to Bachmann,
South Carolina begins in 6th grade,
Texas is 10th grade, Minnesota children
submit their
application
for vocational track selections in the
8th grade.
In August, it was announced in the
Idaho Statesman that the
Meridian and
Mountain View School Districts received
a $1.8 million federal grant to
implement the STW/SLC. The children will make
their 'Career Pathway' selections at the
end of 8th grade and will begin their
vocational training in the 9th
grade.
In January of 1999, Johns-Hopkins
published a report titled,
"Smaller
Learning Communities Meet School-To-Work.
This report uses large urban schools and
disadvantaged students as the target
population for this program. This
report highlights the fraud and the
strategy of the federal Department of
Education. They choose a target
population for which a program might
make sense and they hire the consultants
to design the program. The real
agenda however, is to implement the
program across the board - for all
students (and families). In
Marc
Tucker's letter to Hillary, he
specifically states:
"Everything that
follows is cast in the frame
of strategies for bringing the
new system into being,
not as a pilot program, not as
a few demonstrations to be
swept aside in another
administration, but
everywhere, as a new way of
doing business....
"The proposal
reframes the Clinton
apprenticeship proposal as a
college program and
establishes a mechanism for
setting the standards for the
program.... Focus groups
conducted by JFF and others
show that parents
everywhere want their kids to
go to college, not to be
shunted aside into a
non-college apprenticeship
"vocational"
program. By requiring
these programs to be a
combination of classroom
instruction and structured
"OUT"; and creating
a standard-setting board that
includes employers and labor,
all the objectives of the
apprenticeship idea are
achieved,
while at the same
time assuring much broader
support for the idea.
[P. 1822]
"The
object is to create a single
comprehensive system for
professional and technical
education that meets
the requirements of everyone
from high school students to
skilled dislocated workers,
from the hard core unemployed
to employed adults who want to
improve their prospects..... Trying
to ram it down everyone's
throat would engender
overwhelming opposition....Our
idea is to draft legislation
that would offer an
opportunity for those
state--and selected large
cities--that are excited about
this set of ideas...The
legislation would require a
competitive grant.... as soon
as the first set of states is
engaged, another set would be
invited to participate, until
most or all of the states are
involved.
Now... go back and read the article
on the Meridian and Mountain View school
districts grant again. They were
'just thrilled to have won the
competitive grant'.