http://www.crossroad.to/text/articles/HumanResources.html
 Molding Human Resources for the Global Workforce
by Berit Kjos - 2001
Skip down to U.S. branch of UNESCO's education system

See also Workforce Development Means Life-Long Indoctrination

and An International Information System

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Brainwashing in America







These two books are the Electronic Infrastructure for California's One-
Stop Workforce System and the North Dakota School-to-Work
Implementation Plan.  Both show the essential steps toward a uniform
global workforce system.

---------------------------------------------------------------------------"...all of us, including the 'owners', must be subjected to a large
degree of social control... The major function of the school is the
social orientation of the individual. It must seek to give him
understanding of the transition to a new social order."1 (Willard
Givens, Executive Secretary, National Education Association, 1934)

"Our objective will require a change in the prevailing culture—the
attitudes, values, norms, and accepted ways of doing things."2 (Mark
Tucker, the mastermind behind school-to-work)


---------------------------------------------------------------------------Do you wonder who really plans your child’s education? What their true
motives are? Or why both Republicans and Democrats echo President
Clinton’s nice sentiments about high standards, accountability, and
school-to-work?

You can find some revealing answers at UNESCO's website on Worldwide
Action in Education. Ponder its network of globalist partners:

"UNESCO launched in 1992 a new International Project on Technical and
Vocational Education. The UNEVOC [UN Educational-Vocational] project
is designed to create more effective working relationships between
UNESCO and such UN specialized agencies as ILO [International Labor
Organization], regional organizations, NGOs (Non Governmental
Organizations), public and private funding sources and, last but
certainly not least, the private business community.... The overall
aim of the project is to network policy planners, teacher training and
technical institutes, teachers, schools and students throughout the
world, in a bid to assist in reducing the gap between North and South
in building human resources for development. UNEVOC is an example of
new thinking pointing towards the involvement of the 'wider civil
society.'"

The above partners include radical environmental and feminist groups
that want our children steeped in their ideology. As you might expect,
it also includes the mighty NEA (National Education Association), its
militant global sister IE (International Education), and other ruling
elites in the planned "civil society." These groups believe they can
best serve the new world community by conforming your child’s mind to
the collective thinking and values of the envisioned global village.

But more "conservative" international organizations support this
transformation as well. For example, Senator John McCain is Chairman
of the International Republican Institute (IRI), a non-profit
organization which is neither Republican nor partisan. The report
McCain Rocks the Vote gives insight into a program funded, in part, by
taxpayer.

The many global issues the IRI tackles include education -- the key to
developing, assessing, and monitoring human resources around the
world. An IRI project, the Global Information Infrastructure
Commission (GIIC), exposes a small portion of the immense human
resource development system already being established around the
world.  Working with UNESCO and the World Bank, it suggests that the
old American education system -- once the envy of the world -- is out.
A  new revolutionary system must take its place. Let's consider some
of its international aims, then compare these with UN goals and their
implementation in the United States.

Global Standards: "Bench marking for educational quality will be
global rather than local." >

Lifelong learning, a UNESCO plan involving continual assessments,
monitoring, and remediation: "Life-long learning by our people is the
engine for future national economic growth."

Cradle-to-grave transformation: "Recent developments in information
technology and telecommunications offer tools for redesign of
education at all levels."

Support for the UNESCO-World Bank system for indoctrinating, training,
monitoring and remediating human resources around the world: "In the
World Conference on Education for All, convened in Thailand in 1990,
all the governments of the world restated their obligation to ensure
basic education for permanent learning and human development."

Promote the concept of "local control" while holding local schools
accountable to assessed "outcomes" that meet global standards and
benchmarks: "...schools in local communities must be seen as the
fundamental action factor for change.... it is essential to accomplish
reinvention in the practices of teaching and learning in the
classroom."

 Replace individualism with collectivism through the dialectic
process: "Innovators in education must be committed to completely new
teaching methods... and cooperative learning among the students
themselves (UNESCO, 1991)."

 Plan politically correct strategies for transmitting the right
ideology: "The InterAmerican Development Bank (IDB), together with
other international organizations (OECD, UNESCO) and the ministries of
education from Latin America and the Caribbean, should establish a
central, virtual knowledge bank...."3

Keep in mind, it is easy to sympathize with the world's poor and
needy. We want to help those who hurt. But the planned solution will
create new and larger problems. It won't bring American freedom to the
third world. Instead, it will merge our great nation with a UN-led
system that punishes individualism, absolute truths, and the dreaded
"separatism" that clashes with socialist solidarity. (Our next
article, on the new chief of UNESCO, will explain this ideology)

Interactive computer programs can mold and manage minds around the
world like no former totalitarian system ever could. That's why the
Clinton-Gore administration has fought so hard for funds to rebuild or
rewire our nation's schools.  This technology will surely move poor
nations toward the planned social and economic equality. But it will
also force America into the same totalitarian mold.  The admission by
Thomas Sticht, a member of (the Labor) Secretary's Commission on
Achieving Necessary Skills (SCANS) exposed the threat to American
families:

"Many companies have moved operations to places with cheap, relatively
poorly educated labor. What may be crucial, they say, is the
dependability of a labor force and how well it can be managed and
trained -- not its general educational level, although a small cadre
of highly educated creative people are essential to innovation and
growth. Ending discrimination and changing values are probably more
important than reading in moving low income families into the middle
class."4

THE U.S. BRANCH OF THE UNESCO SYSTEM

  America leads the parade into this new world management system. Our
U.S. Departments of Education (DOE), Labor (DOL) and Health and Human
Services (DHHS) work with the corresponding UN agencies: UNESCO, WHO,
and ILO. Each national agency carries out the unconstitutional agenda
of its UN partner, yet all six work together within the new "seamless"
system -- the label both DHHS Secretary Donna Shalala and Marc Tucker
use to describe today's vast international and inter-agency system of
human resource management.

 DEPARTMENT
   UN
  U.S.

 Education
  UNESCO
   DOE

(Mental) Health
  WHO
   DHHS

 Labor (workforce)
   ILO
   DOL


Dr. Shirley McCune (see Star Wars Joins the United Religions at the
Presidio) gave us a glimpse of the planned changes when she spoke at
the 1989 Governor's Conference on Education, led by Governor Bill
Clinton. In her keynote address she said,

"What's happening in America ... is a total transformation of our
society. We have moved into a new era.… I'm not sure we have really
begun to comprehend . . . the incredible amount of… human resource
development.…"

By the end of the conference the governors had chosen six education
goals, starting with "by year 2000, every child will come to school
ready to learn."

The following year, UNESCO, UNICEF and the World Bank convened the
"World Conference on Education for All" (WCEFA) mentioned in the above
IRI report. It introduced the same six goals that our governors had
chosen the previous year. Do you wonder who chose the goals first –
UNESCO or the USA?

Actually, the answer has two sides. First, American foundations as
well as political and educational leaders were funding and pushing
this international program even before the United Nations was founded.
Second, the first head of UNESCO was Julian Huxley, the brother of
Aldous Huxley, author of Brave New World. He brought the socialist
education agenda into UNESCO, the UN agency responsible for human
resource development. Laying the foundation for worldwide training in
collectivism, he set the stage for the collapse of traditional Western
education and culture. Economic and ideological concerns would instead
steer the learning process.

In 1991, President George Bush introduced America 2000, the Republican
version of UNESCO's education system. It, too, would be built around
the familiar six UNESCO goals. "New schools for a new world...." he
told America. "Re-invent -- literally start from scratch and reinvent
the American school.... Our challenge amounts to nothing less than a
revolution in American education."

On October 30 of that same year, the U.S. Coalition for Education for
All (USCEFA) convened a conference titled Learning for All: Bridging
Domestic and International Education  with First Lady Barbara Bush as
the "honorary chair." It would provide a vital link between the UNESCO
plan and U.S. implementation.  Partners in this venture included
UNESCO, UNICEF, the World Bank, the NEA, and a long string of
organizations involved in education at every level, as well as such
innocuous organizations as World Vision.

The coalition was part of a 156-nation network working to reform
education worldwide by bridging the gap between individual nations and
UNESCO’s Education for All. Keynote speaker Elena Lenskaya, deputy to
the Minister of Education of Russia, spoke on the topic, "Education
for a New World Order."

This program became the law of our land when President Clinton signed
the Goals 2000: Educate America Act in March, 1994. The Clinton-Gore
administration had added two goals to the original six: parent
participation and teacher training. Both are vital to global
uniformity and were outlined in the original UNESCO plan.

Behind our backs, this secretive international coalition continues to
meet and make plans that are changing our lives. But the mainstream
media keeps silent. The apt title of the USCEFA’s 1994 conference
summarized its vision: "A Revolution in World Education: Toward
Systemic Change." The theme below highlights the move toward global as
well as community partnerships. Keep in mind, this was written two
years before Hillary Clinton released her book, It Takes a Village:

"The traditional African belief that 'it takes an entire village to
raise a child' is proving increasingly true. As we enter the next
century, it may well take an entire nation--or world--to educate our
children."

In case you wonder how far this movement has spread, read this
statement from the 1994 USCEFA conference brochure,

"Nearly five years ago the world came together at the "World
Conference on Education for All" in Jomtien, Thailand to ensure the
right to education for all people. Since then, education systems
around the world have embarked on significantly different programs of
systemic reforms...."

SCHOOL TO WORK

According to UNESCO's report on "Worldwide Action in Education," this
"seamless" education system "is aimed at two essential goals:"

1. Socialization: "Education… for all the world's citizens… is
essential because education is the principal means for preparing
people to participate effectively in the development of their
communities …."  (see " The U.N. Plan for Your Community")

2. Training for a global workforce: "Education must prepare the
citizens of today to live and work … in a world in which the only
constant will be change."

To meet these goals, UNESCO must work with governments around the
world to involve everyone in the consensus process. In the envisioned
world of social solidarity and economic equality, no one can be exempt
from participation. Every human resource must be continually assessed
for its value both to the community and to the global economy.
Solidarity implies conformity and compliance, while individualism and
traditional values imply conflict.

Adaptation to "a world where the only constant will be change" means
putting aside contrary beliefs that block conformity to an evolving
body of global beliefs and values. Total Quality Management may sound
good and practical when applied to manufactured products. But when the
product is human capital, the process becomes abhorrent to those who
value American freedom and personal convictions. In a 1996 letter to
his colleagues, U.S. Congressman Henry Hyde warned us of the danger:

“Children’s careers will be chosen for them by workforce development
boards and federal agencies ‘at the earliest possible age.’… All
children and adults will be forced to be retrained in order to qualify
for work certificates--home, Christian, privately-schooled children
included!"

Even so, President Clinton signed HR 1385 - The Workforce Investment
Act into law in 1998, thus establishing this hierarchical workforce
development system across the country. Like Goals 2000, it will reward
compliance and punish individual or contrary thinking. Yet, states
from coast to coast had already begun to implement their branch of
this massive national/international workforce system. Each individual
state plan reflects the uniform vision and revolutionary strategies of
the UNESCO framework.

Hard to believe? Just check your state's implementation plan for nice-
sounding buzzwords designed to win the consent of the masses. You
would find phrases such as lifelong learning, seamless system,
cooperative education, community service, high expectations, teacher
learning centers,  management teams, stakeholders, career awareness,
certificate of mastery, rigorous standards.... But the promising words
hide a monstrous international web of controls that violates
everything that made America great.

The North Dakota School-to-Work Implementation Plan tells us that
"success... is predicated on making fundamental changes to the
infrastructure and culture of schools...." It calls for full
participation:

"All stakeholders -- employers, students, parents, teachers,
counselors, labor and business leaders and community -- are accepting
responsibility for developing expectations, public awareness, system
components, and the content needed for life long learning and success
in the workforce and as citizens."5

"Adopt high national standards," said Clinton in his 1997 State of the
Union address. "Every state and school must shape the curriculum to
reflect these standards.... To help schools meet the standards and
measure their progress, we will... develop national tests...."

Well, his national tests didn't win the public's consent. But it
matters little. Every state and school knows that the needed federal
funds have strings attached. Therefore schools across the country are
"teaching to the tests" which already reflect the new global
ideology.  Since schools and educators will be held accountable for
their students' "success" on assessments that measure acceptance of
politically correct ideology, the promised "local control" has little
significance beyond administrative details and limited curriculum
choices.

The “high national standards” are high only to those who measure them
against achievements in third world countries and inner city schools.
Based not on academics but on affective standards (see Glossary) set
by the Department of Health and Human services and on work skills and
competencies set by the Department of Labor, they are low enough to
ensure success for anyone willing to conform to the new values.
Individual progress would be tracked through the monstrous national-
international information system (see EO #13011).

The new standards fit the “seamless web” of “cradle to grave” learning
designed by Marc Tucker. As chief of the National Center on Education
and the Economy, which began as an agency within the globalist
Carnegie Foundation, Tucker leads the nationwide school-to-work
program. In a jubilant 1992 post-election letter to Hillary Clinton,
he described the new education program:

“…regulated on the basis of outcomes… in which curriculum, pedagogy,
examinations, and teacher education and licensure systems are all
linked to the national standards… a system that rewards students who
meet the national standards with further education and good jobs….”6

Tucker’s “pedagogy” for developing “human resources”  follows the
school-to-work pattern developed in the former USSR. It’s not
surprising then, that the massive Goals 2000: Educate America Act
would parallel Soviet education in virtually all its details: early
childhood education, state-controlled child raising through community
“partnerships”, vocational training for all, mandated “parental
involvement” in government programs, indoctrination in the politically
correct ideology, lifelong monitoring of compliance, etc.  Vladimir
Turchenko summarized the Soviet education goals – and the new American
goals—in The Scientific and Technological Revolution and the
Revolution in Education:

"One of the most important functions of education today is… the
preparation of a skilled labor force for the national economy…. A
second task is to ensure the socialization of the younger generation….
[This] involves shifting the focus of instruction from memorization to
teaching how to think… The upbringing of the younger generation will
become the affair of all.”

That's Hillary's village and the United Nations' Sustainable
Community. But more conservative organizations such as the IRI have
joined the bandwagon toward global change and "democratic" solidarity.
Hopefully, IRI leaders such as Chairman John McCain don't understand
the world education system and didn't intend to use the World Bank,
UNESCO, and the conclusions of its World Conference on Education for
All as education partners or authorities.

HUMAN RESOURCES OR PERSONS WITH INHERENT WORTH

To the World Bank, humans are little more than raw material to be
developed for the global economy. They are pawns to be molded and
manipulated within planned slots in the envisioned "sustainable
community."

The World Bank has already established its own education program – one
that complements the UNESCO program. Its expertise in developing human
resources that raise the worth of a community’s "social capital" (the
assessed value of the community based on solidarity and citizen
participation) would serve globalist visionaries well.

It would not serve the Christian community. Unless churches awaken to
the changes ahead and trumpet a warning across America, we may soon
lose our God-given freedoms. Yet, all too many church leaders support
these changes. Few realize that the system our current candidates
promote will totally replace traditional facts and academics. It is
not what they want us to believe. Don't be deceived by the nice
rhetoric.

The high stakes in this year's elections should encourage all of us to
pray for God's guidance and to carefully consider the issues. The
immediate future of our nation, our children, and our grandchildren
may depend on our willingness to examine the threats, weigh the
alternatives, and make wise choices. May God lead us, and may we have
the grace and courage to listen and follow.



 “They will fight against you, but they shall not prevail against you.
For I am with you,' says the Lord, 'to deliver you.'"(Jeremiah 1:19)


---------------------------------------------------------------------------For practical information about the global education system and what
parents can do, you may want to read Brave New Schools.


---------------------------------------------------------------------------Endnotes:

1.Willard Givens, "Education for the New America," a report given at
the 72nd Annual Meeting of the NEA, Washington D.C., July 1934. Cited
by Dr. Dennis Laurence Cuddy, Chronology of Education (Highland City,
FL: Pro Family Forum, 1994), page 20.

2. Marc Tucker, "How We Plan to Do It," in Proposal to the New
American School Development Corporation,  National Center for
Education and the Economy, July 9, 1992.

3. To see the above quotes in context, you may want to read the GIIC
report yourself. [In 2006, it is no longer available.]

4. Thomas Sticht and Willis Harman, "Experts Say Too Much is Read Into
Illiteracy Crisis," The Washington Post, August 17, 1987. Cited by
Charlotte Iserbyt, "OBE Choice: the Final Solution,"

5.North Dakota School-to-Work Implementation Plan (August 26, 1996),
budget narrative and pages 2-3.

6. We have a copy of Marc Tucker's letter.




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