- Below shows the connection between non-academic state
standards, School-to-Work (aka School-to-Careers), the U.S. Department
of Labor's SCANS, and United Nations' lifelong learning objectives -- paid
for with U.S. tax dollars.
-
- Included are examples from states nationwide to show
that School-to-Work is thriving. FYI -- I've finally come to the conclusion
that STW (aka workforce training, human resource development, etc) is merely
the slick marketing of the decades old U.N. social engineering objectives
-- it may be called lifelong learning by the U.N., but in reality its more
like lifelong socialist/communist indoctrination.
-
- I started this in response to John's comments in the
7/19/04 post "Ed Feds spend billions" but it took on a life as
it's own--so I've made this a separate post. (I meant to finish and send
this out weeks ago, but I had to shift gears -- my school district is putting
three questions on the November ballot that collectively would increase
secondary property taxes to around $190 per $110,000 assessed property
value. And, if the bond and two overrides pass, they will help further
embed STW reforms in the schools here.)
-
- But to John, I would add: Virginia's Standards of Learning
are not unlike what other states have. If Virginia's SOL seem to be improving
education, I suspect Virginia's assessments are being aligned more closely
with standards. This alignment is integral to "outcome-based education/mastery
learning." This is how the public will be misled to think [federal]
education reforms are working. But at the heart of the matter we would
be wise to look at the non-academic elements put into state standards.
Read on and find out what they are...
-
- Debbie
-
- [Please note the urls below worked at the time I collected
them over the past year -- haven't check them recently, so if you find
one that doesn't work, please let me know. --Debbie]
-
- Non-academic curriculum standards -- focusing on the
"affective domain" -- are central to federal/international education
reform and are listed under different titles in each state (or school district).
-
- Examples: Virginia's "Standards of Learning"
are similar to what was called "Profile of Learning" in Minnesota.
In Maine the label is Learning Results. In my school district in Arizona,
Profile of the 21st Century Graduate is the label used.
-
- You will find non-academic standards under titles like
life skills, workplace skills, soft skills, student profile, personal qualities,
and citizenship/character education, etc.,,. I've also found them in Career
Technical Education and Guidance and Counseling programs.
-
- Regardless of the label, the non-academic outcomes come
from the U.S. Department of Labor's SCANS as cited below (all red highlights
throughout have been added by me):
-
- Blueprint for Action: Building Community Coalitions
-
- Secretary1s Commission on Achieving Necessary Skills
(SCANS)
- U.S. Department of Labor, Washington, D.C.,
- http://wdr.doleta.gov/SCANS/blueprint/blueprint.pdf
-
-
- Excerpt pg 5 of pdf:
-
- WORKPLACE KNOW-HOW
-
- The know-how identified by SCANS is made up of five competencies
and a three-part foundation of skills and personal qualities needed for
solid job performance. These include:
-
- COMPETENCIES
-
- Effective workers can productively use:
-
- - Resources: allocating time, money, materials, space,
staff;
- - Interpersonal Skills: working on teams, teaching others,
serving customers, leading, negotiating, and working well with people from
culturally diverse backgrounds;
- - Information: acquiring and evaluating data, organizing
and maintaining files, interpreting and communicating, and using computers
to process information;
- - Systems: understanding social, organizational, and
technological systems, monitoring and correcting performance, and designing
or improving systems;
- - Technology: selecting equipment and tools, applying
technology to specific tasks, and maintaining and troubleshooting technologies.
-
- THE FOUNDATION
-
- Competence requires:
-
- - Basic Skills: reading, writing, arithmetic and mathematics,
speaking and listening;
- - Thinking Skills: thinking creatively, making decisions,
solving problems, seeing things in the mind's eye, knowing how to learn,
and reasoning;
- - Personal Qualities: individual responsibility, self-esteem,
sociability, self-management and integrity.
-
-
- NORTH DAKOTA | Fargo Public Schools
- http://www.fargo.k12.nd.us/schooltowork/info.htm
-
-
- What Is School To Work?
- Excerpt: "In schools across America, students involved
in school-to-work, in addition to their core and advanced academic studies,
are taught teamwork, communications, problem solving, critical thinking,
and other skills. .... " [Emphasis added]
-
-
- KENTUCKY | Kentucky Department of Education
- Skill Standards Documents | Last updated on 2/26/04
- http://www.education.ky.gov/KDE/Instructional
- +Resources/Career+and+Technical+
Education/Skill+Standards+and+Assessments
- /Skill+Standards+Documents.htm
-
-
- Excerpt: "The skill standards document describes
skill standards to be assessed in the certification process. Current curriculum
offered in schools should align to these standards. A crosswalk is provided
to show the relationship between skill standards, Kentucky academic expectations,
and the Secretary's Commission on Achieving Necessary Skills (SCANS)."
[Emphasis added]
-
-
-
- Virginia's Standards of Learning incorporate non-academic
U.S. Department of Labor's SCANS skills mentioned in the preceding section:
-
-
- Virginia Department of Education
- Standards of Quality --2003 General Assembly Session
- Attachment B to Info Memo No. 117
- http://www.pen.k12.va.us/VDOE/VA_Board/Standards/soq.pdf
-
-
- Excerpt p3 of pdf: The Board of Education shall establish
educational objectives to implement the development of the skills that
are necessary for success in school and for preparation for life in the
years beyond. The current educational objectives, known as the Standards
of Learning, shall not be construed to be regulations as defined in §
2.2-4001; however, the Board of Education may, from time to time, revise
these educational objectives to maintain academic rigor. ...
-
- The Board shall seek to ensure that any revised educational
objectives are consistent with the world's highest educational standards.
These objectives shall include, but not be limited to, basic skills of
communication, computation and critical reasoning including problem solving,
decision making, and proficiency in the use of computers and related technology
and the skills to manage personal finances and to make sound financial
decisions, and the development of personal qualities such as self-esteem,
sociability, self-management, integrity, and honesty.
-
- With such funds as are made available for this purpose,
the Board shall regularly review and revise the competencies for career
and technical education programs to require the full integration of English,
mathematics, science and social studies Standards of Learning. Career and
technical education programs shall be aligned with industry and professional
standard certifications, where they exist.
-
- The Standards of Learning in all subject areas shall
be subject to regular review and revision to maintain rigor and to reflect
a balance between content knowledge and the application of knowledge in
preparation for eventual employment and lifelong learning. ... [Emphasis
added]
-
-
-
- Examples of non-academic SCANS skills in other states:
-
-
-
- MINNESOTA | Minnesota Graduation Standards
- http://www.winona.edu/education/gs
- /Components/History/GS%20History.htm
-
-
- Excerpt: 1992 "...After reviewing of recommended
standards from professional organizations, process and content statements
are separated. Large processes to be used with content chosen by the teacher.
Exit outcomes are
- -constructive thinker
- -self-directed learner
- -effective communicator
- -collaborative producer
- -community contributor." [Emphasis added]
-
-
- FLORIDA | Pinellas County Schools | August 18, 1998
- http://www.pinellas.k12.fl.us/planning/CHAPTERS/CHPTR_5.pdf
-
-
- Excerpt p5-3: "(a) Curriculum defines what students
should know and be able to do. Pinellas County Schools curriculum reflects
community/workplace expectations, the Florida Sunshine State Standards
(SSS) and the Pinellas County Schools Student Expectations (PCSSE). The
overriding goal of the curriculum is to provide a balance between a firm
foundation in basic skills and lifelong learning skills. The goal of Pinellas
County Schools' graduates is that they will be a(n):
- 1. knowledgeable, lifelong learner
- 2. responsible individual
- 3. effective communicator
- 4. problem solver
- 5. collaborative team worker
- 6. self-directed learner " [Emphasis added]
-
-
- IOWA | Denver
- http://www.denver.k12.ia.us/about_school.htm
-
- Excerpt:
- Student Performance Goals:
- Works collaboratively
- Knowledgeable Person
- Problem Solver
- Self Directed Learner
- Quality Producer
- Effective Communicator [Emphasis added]
-
-
- ILLINOIS | Lake Park High School
- http://www.lphs.dupage.k12.il.us/Sch_docs/rept_crd/repcrd97.htm
-
- Excerpt:
- The Characteristics of the Ideal Lake Park Graduate
- As a result of learning experiences at Lake Park High
School, a student will acquire the knowledge and skills to become...
- A Complex Thinker
- An Effective Communicator
- A Responsible Citizen
- An Ethical Person
- A Self-Directed Individual
- A Quality Worker [Emphasis added]
-
-
- MAINE
- http://www.midcoastreview.com/Issues/JanFeb2002/janfeb02a2.html
-
-
- Excerpt: "Today in Maine we have the Learning Results
which 'are based on six guiding principles describing what an educated
Maine citizen in the 21st century should know and be able to do.' Each
graduating student will theoretically be,
- 1. A Clear & Effective Communicator;
- 2. A Self-directed & Lifelong Learner;
- 3. A Creative & Practical Problem-solver;
- 4. A Responsible & Involved Citizen;
- 5. A Collaborative & Quality Worker; and finally,
- 6. An Integrative & Informed Thinker. " [Emphasis
added]
-
-
- MICHIGAN | Holly Area Schools Student Profile
- http://www.hollyareaschools.com/cur/profile.html
-
-
- The Student Profile was established through an extensive
participation process involving staff, students, parents, and community.
The Education Council engaged in extensive reading of research regarding
future national needs. The Student Profile is a composite picture of the
broad student standards to which the school district is dedicated. The
Profile provides a focus for the development of instructional practices
that deliver the curriculum. The Student Profile ultimately supports the
District Mission. [Emphasis added]
- Critical Thinker
-
- Accesses information and applies knowledge using a variety
of resources. Analyzes information and arrives at informed conclusions.
Explores and integrates new ideas, using a wide variety of thinking strategies.
Identifies and defines problems; acts on decisions; and evaluates and reflects
on results. Defends opinions using facts.
-
- Effective Communicator
-
- Communicates effectively through reading, writing, speaking,
listening, viewing, movement, and the arts.Recognizes the importance of
own ideas and worth of communicating them.
-
- Respectful Responsible Citizen
-
- Evaluates and takes responsibility for own actions.Shows
respect for others regardless of differences.Is self-directed.Accepts challenges.Sets
goals and understands steps needed to meet goals.Strives to be a life-long
learner.
-
- Quality Worker
-
- Organizes time and resources effectively and efficiently.Takes
pride in quality workDemonstrates honesty, dependability and integrity.Strives
to achieve personal best
-
- Collaborative Worker
-
- Demonstrates ability to work cooperatively with others.Practices
effective negotiation skills.Appreciates, encourages and embraces individual
differences.
-
- Community Contributor
-
- Views self as integral part of community.Demonstrates
willingness to be an active member of the community through volunteer service.Commits
to improving quality of life for self, home, school, and community.Functions
as an informed citizen by exercising civic duties and responsibilities.
-
-
-
- NEW HAMPSHIRE | Allenstown School Board
- ARMAND R. DUPONT SCHOOL, 2/21/02
- http://www.sau53.org/sau53/minutes/al/020221.html
-
-
- Excerpt: "The Allenstown School District is committed
to graduating all its students prepared for success as effective communicators;
problem solvers; community contributors; and life-long, self-directed learners.
- District Mission Statement Adopted August, 2001"
-
-
- NEW JERSEY | Little Silver Public Schools
- District Technology Plan, July 1, 2001- June 30, 2004
- http://www.monmouth.com/~lsboe/newtechplan.htm
-
-
- Excerpt: Our vision sees the inclusion of technology
in the day-to-day operation, management of classrooms and schools, and
most importantly in the instruction of each child in the school district.
Technology should be viewed as an appropriate instructional strategy in
the delivery of all curricula.
-
- The federal government and current research is stating
that society wants students to be:
-
- Knowledgeable individuals who read with comprehension,
write will skill; communicate effectively and responsibly; and demonstrate
academic proficieny in the arts geography, mathematics, civics and history,
health and fitness, social sciences and physical and life sciences.
- Quality producers who successfully apply academic, intellectual,
artistic, and practical learning to create quality products and performances.
- Effective communicators who apply their communication
skills and processes effectively in a variety of ways and settings.
- Effective collaborators who can work successfully with
diverse individuals and groups.
- Responsible citizens who are informed and apply knowledge
to improve the quality of their lives and communities.
- Life Long learners who are self-directed and apply learning
confidently and successfully to new and different situations and tasks
in preparation for a changing world and workplace.
-
-
- PENNSYLVANIA | Ridley School District | Folsom, Pennsylvania
- http://www.ridleysd.k12.pa.us/Science/mission
-
-
- Excerpt: It is the mission of the Ridley School District
to create a caring environment that gives all students the opportunity
to achieve their fullest personal and academic potential in order to become
productive and responsible citizens.
- Effective Communicator
- Self-directed Learner
- Responsible Citizen
- Problem Solver
- Collaborative Performer [Emphasis added]
-
-
- TEXAS | Alice Independent School District
- http://www.aliceisd.esc2.net/
-
-
- Excerpt: "The mission of the Alice Independent School
District, as a total community educational system committed to excellence,
with primary emphasis on the pre-k to 12 program, is to graduate students
who, through participation in a quality instructional program, in innovative
and challenging educational experiences, and in creative partnerships with
the community, will develop self-esteem, moral values, problem-solving
abilities, and communication skills which will prepare them to become responsible,
productive citizens of the 21st century." [Emphasis added]
-
-
- TEXAS | Houston Independent School District
- The Vision and Guiding Principles For the 21st Century
High School Learning Community
- http://www.houstonaplus.org/HISD_Guiding_Principles.pdf
-
-
-
- Excerpt: "The Houston Independent School District
(HISD) pledges to support its high schools in the redesign and development
of new structures and processes that will optimize the performance of all
students, assuring them a seamless transition into higher education and
the 21 st Century workforce.
-
-
-
- The high school structure, as we currently know it, was
originally designed to meet the needs of the industrial economy. Since
that time, the economy has evolved into a technology-driven market, which
requires students to have new and more advanced knowledge and skills to
survive and compete in today1s global economy. To meet the challenges of
the 21 st Century, our high schools must change in order to graduate students
who are effective communicators, self-directed workers and thinkers, effective
team members, proficient problem solvers, efficient technology users, responsible
citizens and knowledgeable of world-wide issues." [Emphasis added]
-
-
-
- However, the U.S. Department of Labor SCANS is not the
point of origin for the non-academic standards in U.S. public education.
The student outcomes -- SCANS competencies and foundation skills -- are
simply the U.S. label for the United Nations' "lifelong learning"
outcomes for "global citizens.":
-
-
- 1972-YEAR OF AFFIRMATION FOR ADULT EDUCATION
- Gordon Selman | University of British Columbia
- http://www.oise.utoronto.ca/CASAE/cjsae
- /May_1989_3_1/GSELMAN.pdf
-
-
- Excerpt p6 of pdf: "The concepts of lifelong education
and lifelong learning undoubtedly have as long a lineage as that suggested
by Kallen. [23] In this century, the idea found eloquent expression in
the language of the well known 1919 Report [24] in the United Kingdom,
was coin-of-the-realm in adult education circles in subsequent decades,
and found a prominent place in the final declaration of the UNESCO (second)
World Conference on Adult Education which was held in Montreal in the summer
of 1960. [25] As documented by Parkyn and Alenen in their studies, [26]
lifelong education was the subject of particularly active development in
UNESCO committees from 1965 onwards with Paul Lengrand of the secretariat
being undoubtedly the key figure.
-
- Lengrand produced a working document for UNESCO's International
Committee for the Advancement of Adult Education in 1965 and at that time
urged that UNESCO endorse the concept of lifelong education. The first
version of his book, An Introduction to Lifelong Education, [27] was published
by UNESCO in 1970 and contained many of the basic ideas subsequently adopted
by the Faure panel and reflected in Learning To Be. A remarkable document,
Lengrand's small book reflects both the analytical detachment of social
science and a passionate commitment to human values. Learning To Be also
reflected the critique of educational systems which emerged from student
unrest in the late sixties and from the work of contemporary authors such
as Freire, Illich and Coombs. [28]" [Emphasis added]
-
-
-
- The following explain what a "lifelong learner"
is. Note how these overlap with the U.S. Department of Labor's SCANS competencies
and foundation skills:
-
-
- CALIFORNIA | Oak Park Unified Public Schools
- Technology Plan | Updated September 2001
- http://www.opusd.k12.ca.us/distoff/tech/Tech%20Plan.pdf
-
-
-
- COMPONENT 1: DEVELOPMENT OF LIFELONG LEARNERS
- These components assure skillful use of technology to
support the development of lifelong learning skills and process skills
such as: flexibility, adaptability, critical thinking, problem solving,
and collaboration, which are essential to success in our rapidly changing
information age.
- Lifelong Learners are:
- --Responsible for their own learning
- --Skilled in accessing & processing information
- --Confident in using technological tools
- --Able to solve complex problems alone or collaboratively
- --Capable of being creative and innovative
- --Able to communicate locally, nationally, and world-wide
[Emphasis added]
-
-
- MARYLAND | Montgomery County Public Schools
- Maryland High School Assessment, Core Learning Goals,
Skills for Success
- http://www.mcps.k12.md.us/curriculum/socialstd/MSPAP/SFS_Intro.html
-
-
- Introduction and Rationale
-
- What do high school students need to learn in addition
to the knowledge and skills identified in required subjects like mathematics,
English, science, and social studies?
-
- Maryland's high school graduates will face a very different
world in the 21st century. Gone will be many of the jobs that promised
a lifetime of employment. Many businesses and industries expect jobs to
appear and disappear rapidly as the demand for new products and services
comes and goes and as competition increases in a global economy. Change
will be the norm rather than the exception. Lifelong learning habits, flexibility,
and adaptability will define those high school graduates who remain gainfully
employed or successful in managing their own businesses in the next century.
-
- ... Employers from around the nation have been nearly
unanimous for more than a decade in asking high schools to produce graduates
who:
- - Know how to learn and continue to learn throughout
their lives,
- - Work effectively with others,
- - Adapt to and use constantly changing technologies effectively,
- - Solve problems routinely,
- - Think clearly and creatively, and
- - Communicate effectively. [Emphasis added]
-
-
- TENNESSEE | Tennessee High School Policy | Revised 8/23/02
- Tennessee State Board of Education
- http://www.state.tn.us/sbe/highschoolpolicy802.pdf
-
-
- Excerpt p3-6:
- VISION OF THE HIGH SCHOOL GRADUATE
- For students to be successful in the twenty-first century,
the high school experience must dramatically change. High schools must
be redesigned to prepare students to be lifelong learners and, more specifically,
to prepare them for either postsecondary university or technical training
and employment. Above all, the high school must be centered on student
learning.
-
- The following statements reflect what students should
know and be able to do as a result of their experience in high school.
These statements, developed by the High School Advisory Task Force, should
guide educators in making decisions about what and how to teach and also
provide policymakers a basis for making decisions about curriculum, textbooks,
and assessment.
-
- 1. Communications. ...
- 2. Critical Thinking and Problem Solving. ...
-
- [Skipped further down to the following. --Deb]
-
- 9. Personal Growth and Responsibility. Students will:
- a. Exhibit truthfulness, fairness, and respect for self
and others.
-
- b. Exhibit the self discipline and motivation needed
to be a self directed lifelong learner.
-
- c. Work cooperatively with others as a team leader, mentor,
or group member.
-
- d. Analyze conflict to discover methods of cooperative
resolution.
-
- e. Appreciate and cooperate with people of different
races, genders, abilities, and cultural heritages.
-
- f. Develop the capacity for responsible citizenship and
community service. [Emphasis added]
-
-
- WISCONSIN | Kenosha Unified School District No. 1
- Grade 1 Expectations, BENCHMARKS COVERING KINDERGARTEN-FIFTH
GRADE
- http://www.kusd.edu/district/departments
- /instruction/grade_expectations_brochures/grade_1.pdf
-
-
- Excerpt:
- A lifelong learner is a:
- Knowledgeable Person
- Complex Thinker
- Effective Communicator
- Self Directed Learner
- Quality producer
- Contributing Citizen [Emphasis added]
-
-
-
- These U.S. DOL "workplace skills" (aka U.N.
lifelong learner attributes) are being combined (integrated) with academics
(English, Math, Science, History, Government, etc). You can find the outcomes
listed in a school/district "Vision," "Mission," and/or
"Student outcomes/expections" statements and/or in state standards
for "workplace skills". I have also found these non-academic
criteria in school counseling programs and health education.
-
-
- INDIANA | Indiana State Board of Education
- Indiana Academic Standards for Health Education
- Adopted by the Indiana State Board of Education | 12/5/02
- http://ideanet.doe.state.in.us/standards/pdf_health/INHealthStandards120602.PDF
-
-
- Excerpt p4 of pdf:
- Goal of Health Education
- The goal of health education, and thus the health education
standards, is health literacy. Health literacy is the capacity of individuals
to obtain, interpret, and understand basic health information, products,
and services and the competence to use such information, products, and
services in ways that will enhance personal, family, school, and community
health. Additionally, the health literate person is:
-
- - a critical thinker and problem solver,
- - a responsible, productive citizen,
- - a self-directed learner, and
- - an effective communicator.
-
- These four essential characteristics are woven throughout
the National Health Education Standards and thus Indiana Academic Standards
for Health Education. [Emphasis added]
-
-
- KANSAS | Blue Valley USD #229 | Overland Park, Kansas
- Comprehensive K-12 Counseling and Guidance Program
- http://www.bluevalleyk12.org/BV_CounselingCenter/nav4.htm
-
-
- Excerpt: Scope of the Counseling and Guidance Program
-
- 1. Mental and Emotional Development
-
- A. Gaining Self-Awareness
-
- B. Developing Positive Attitudes
-
- C. Making Healthy Choices
-
- D. Gaining Responsibility
-
- E. Making Effective Decisions
-
- F. Adjusting to Change/Loss
-
- 2. Interpersonal Development
-
- A. Respecting Others
-
- B. Gaining Cultural Awareness and Appreciation
-
- C. Developing Relationship Skills
-
- D. Resolving Conflicts
-
- E. Cooperating, Collaborating, and Teaming with Others
-
- F. Developing Communication Skills
-
- 3. Educational Development
-
- A. Applying Strategies For Effective Learning and Test
Taking
-
- B. Setting Goals and Planning
-
- C. Understanding Relationship Between Educational and
-
- Career Life Development
-
- D. Taking Responsibility for Learning
-
- 4. Career - Life Development
-
- A. Exploring Skills, Interests, & Personal Values
-
- B. Exploring Career Options
-
- C. Planning for the Future
-
- D. Planning Healthy Leisure/Recreational Activities
-
- E. Understanding the Changing Family
-
-
-
- LOUISIANA | Louisiana Department of Education
- Louisiana Health Education -- Content Standards -- Bulletin
103
- Cecil J. Picard, Superintendent of Education
- http://www.louisianaschools.net/DOE/assessment/
- standards/PDFs/HEALTHContentStandards.pdf
-
-
- Excerpt page ii: "... The increasing complexity
of work that spans the entire workforce of today1s society demands that
education for all students be more relevant and useful to future careers.
In response to these demands, Louisiana educators and citizens collaborated
to develop an action plan to establish content standards that would raise
the academic expectations of students. Their mission was 3to develop rigorous
and challenging standards that will enable all Louisiana students to become
lifelong learners and productive citizens for the 21 st century.2 These
higher academic standards and their accompanying benchmarks, which further
define the standards, require students to extend the learning they have
acquired by applying knowledge and skills to real life and work situations."
[Emphasis added]
-
- Excerpt page 6: "In this era of educational reform,
health education standards are critical to improving quality of life through
student learning. .... Through competency of key concepts and skills outlined
in this document, students will become health-literate, effective problem-solvers,
self-directed learners, effective communicators, and responsible, productive
citizens. [Emphasis added]
-
- Health literacy is the capacity of an individual to obtain,
interpret, and comprehend basic health information and services and the
competence to use such information and services in ways that are health
enhancing for the individual, family, and community. Four characteristics
are identified as being essential to health literacy. The health-literate
person is:
- - a critical thinker and problem solver,
- - a responsible, productive person,
- - a self-directed learner, and
- - an effective communicator." [Emphasis added]
-
-
- MONTANA | Montana Standards and Guidelines
- for Career and Vocational/Technical Education | Updated
Summer 2002
- http://www.opi.state.mt.us/PDF/CTE/combinedguidelines.pdf
-
-
- Excerpt pg 4: "The Montana State Plan for Career
and Vocational/Technical Education is an agreement between the U.S. Department
of Education, the State Board for Career and Vocational/Technical Education,
known as the Board of Regents as the eligible agent for the federal career
and vocational/technical monies, and the Montana superintendent of public
instruction. It contains planning information and data relating to the
operation of the various aspects of federally funded career and vocational/technical
education programs at both the secondary and postsecondary levels in Montana."
-
- Excerpt pg 20: 3Family, Career and Community Resources2
is a basic program, which all students should take before entering the
pathways that provides an introduction to all curriculum phases of Family
and Consumer Sciences. It is important at this level that the Scans Competencies
listed in the FCCLA Star Event Manual is taught. The Scans Competencies
include: Resources, Interpersonal Skills, Information Systems, Technology,
Basic Skills, Thinking Skills and Personal Responsibility. It would be
appropriate for students in grades 7-8-9. If students receive this program
component in grades 7-8 they can start the pathways in high school. If
the program is not received in grades 7-8 the class should be taught in
high school. [Emphasis added]
-
-
- OHIO | Prevention from the Harm of Health Illiteracy
in Ohio
- by The Health Foundation of Greater Cincinnati | November
2000
-
- http://www.healthfoundation.org/thf/
- thf.nsf/114a175a853e065d8525687c00532762/8cedd0
- 408046a5de85256a020061b5e4?OpenDocument
-
- Excerpt: "According to the National Health Education
Standards developed by the Joint Committee on National Health Education
Standards (1997)Ðwhich included representatives from the Association
for the Advancement of Health Education, the American School Health Association,
the American Public Health Association and the American Cancer SocietyÐa
health literate person is one who is a critical thinker and problem solver;
a responsible, productive citizen; a self-directed learner; and an effective
communicator. These identified skills are much more complex than those
required for general literacy." [Emphasis added]
-
-
- SOUTH DAKOTA | South Dakota Health Education Standards
- A Resource Guide for Achieving Health Literacy | March
2000
- South Dakota Department of Education and Cultural Affairs
| Pierre, South Dakota
- http://www.state.sd.us/deca/TA/contentstandards/health/standards.pdf
-
-
- Excerpt p2:
- "A Vision for Health Education in South Dakota
- ...The health literate person is:
- - a critical thinker and problem solver
- - a responsible, productive citizen
- - a self-directed learner
- - an effective communicator" [Emphasis added]
-
-
-
- U.S. tax dollars (via ESEA (No Child Left Behind Act),
Carl Perkins, Wagner-Peyser Act, and the Workforce Investment Act, etc.)
are paying for the promotion of U.N. "lifelong learning" educational
objectives that include the promotion of socialist/communist values (ie,
exhibiting commitment to the concept of "greater social good"
which is often cited in CHARACTER EDUCATION objectives under the guise
of "honesty and integrity").
-
- Following are certification levels for "honesty/integrity"
-- as published in a 2000 U.S. Department of Education NCES document titled
"Workplace Essential Skills: Resources Related to the SCANS Competencies
and Foundation Skills":
-
-
- SCANS Scales [for HONESTY / INTEGRITY]:
- --------------------------------
- Level 4
- Exhibits behaviors of honesty and integrity out of commitment
to social ideals. Mentors others in issues of ethics and ethical behaviors.
Operates in the spirit of the greater social good when fulfilling work
and organizational responsibilities.
- --------------------------------
- Level 3
- Acts in accordance with the principles of civil law.
Promotes ethical behaviors in others. Accepts and completes work responsibilities
out of duty to the organization and its goals. Understands the consequences
of social and personal issues (i.e., confidentiality) and chooses a course
of action to the benefit and welfare of others.
- --------------------------------
- Level 2
- Abides by the rules of the workplace without being asked
or directly supervised. Exhibits behaviors of honesty and integrity from
personal sense of right and wrong. Completes personal work responsibilities
out of personal sense of duty and pride in one1s work.
- --------------------------------
- Level 1
- Conforms work behaviors to supervisory and peer culture
expectations. Simulates behaviors of honesty and integrity in employment
practices from observing the attitudes and behaviors of people with whom
they have direct contact. Completes work responsibilities out of personal
sense of duty to immediate co-workers or supervisor. (p. 249) [Emphasis
added]
- http://wdr.doleta.gov/opr/fulltext/00-wes.pdf
-
-
-
- Example of a teaching practice that addresses SCANS (U.N.)
objectives:
-
-
- Group work for group grades. This activity involves "team
work," "tolerance" and "diversity" (sociability,
getting along with others of different backgrounds and learning abilities).
It ties into certification rubrics for "honesty and integrity"
(which is a focal point of so-called "character education").
When students participating in "group work for a group grade"
do not protest if fellow team members are not pulling their weight, are
they not displaying the ability to "get along with others" and
operate in the spirit of the "greater social good" (of the diverse
group)?
-
-
-
- The million dollar question: Who defines "greater
social good" or what is "ethical behavior"?: Citizens? Federal
government (through legislation on social issues)? United Nations? ...
-
-
-
- U.S. tax dollars are being used to promote and pay for
values-based U.N. (UNESCO) lifelong learning objectives -- cleverly incorporated
into "workforce training" initiatives like school-to-work and
so-called character education programs.
-
-
- There are several other avenues that U.N. objectives
are entering U.S. schools/communities: 1) Programs that encourage adoption
of Mikhail Gorbachev's and Maurice Strong's The Earth Charter initiatives
(ie, the GLOBE program, Agenda 21 sustainable development, systems thinking,
etc), and 2) Universal Declaration for Human Rights (UDHR) curriculum.
Worth highlighting is the promotion of U.N. authority in Article 29 of
the UDHR:
-
-
- 1. Everyone has duties to the community in which alone
the free and full development of his personality is possible.
- 2. In the exercise of his rights and freedoms, everyone
shall be subject only to such
- limitations as are determined by law solely for the purpose
of securing due recognition and respect for the rights and freedoms of
others and of meeting the just requirements of morality, public order and
the general welfare in a democratic society.
- 3. These rights and freedoms may in no case be exercised
contrary to the purposes and principles of the United Nations. [Emphasis
added]
-
-
-
- If you are interested in what UN Human Rights activities
look like, there is a 124 pg pdf you can download:
-
-
- United Nations Decade for Human Rights Education (1995-2004)
N o 4
- ABC: TEACHING HUMAN RIGHTS
- Practical activities for primary and secondary schools
- United Nations | New York and Geneva, 2003
- http://www.ohchr.org/english/about/publications/docs/abc_text.pdf
-
- (Note that on p. 9-10 listed under "Practices"
are items similar to U.S. Department of Labor SCANS competencies/foundation
skills)
-
-
-
- Also see the following -- and be sure to check out Part
II: The Art of Facilitation" to read about practices/strategies for
promoting HR Education...and recommendations for how a facilitator can
handle pesky troublemakers who won't jump on the UDHR bandwagon (anyone
for a little Delphi?); and also be sure to look at the "Index of Methods,
Techniques and Activities."
-
-
- The Human Rights Education Handbook
- Effective Practices for Learning, Action and Change
- http://www.hrea.org/erc/Library/display_doc.php?
- url=http%3A%2F%2Fwww1.
umn.edu%2Fhumanrts%2Fedumat%2Fhreduseries
- %2Fhrhandbook%2Ftoc.html&external=N
-
-
- P.S. Examples from other nations that define "lifelong
learner".
-
-
- AUSTRALIA
- Teaching and Learning Forum 99
- Investigating views of stakeholders on lifelong learning
in higher education:
- Medical imaging case study
- http://cea.curtin.edu.au/tlf/tlf1999/sim.html
-
-
- Excerpt
- Lifelong learning and higher education in Australia
-
- In 1993, the Higher Education Council invited submissions
to conduct a study on the 'enabling characteristics of undergraduate education'
for lifelong learning capabilities (Candy, Crebert and O'Leary, 1994:5).
The main aim of the study was to define the concept of lifelong learning,
as well as to determine the characteristics of undergraduate education
that would help produce graduates with lifelong learning capabilities (Candy,
Crebert and O'Leary, 1994). This resulted in the Candy Report, Developing
Lifelong Learners through Undergraduate Education. The significance of
this report is that it placed the issue of lifelong learning back into
the higher education agenda.
-
- This was followed by the West Committee Report, Learning
for Life, which proclaimed lifelong learning as an entitlement of all Australians
(West et al. 1998). [Emphasis added]
-
- Characteristics of lifelong learners
- Candy et al (1994:43) defines a lifelong learner as one
who shows the following attributes:
-
- - an inquiring mind; a learner who is propelled by
- the love and curiosity for learning
- - helicopter vision; an ability to inter-relate fields
of knowledge together as opposed to compartmentalised learning
- - information literacy; awareness of where and how to
access information,
- plus the capacity to critically evaluate the data collected.
- - a sense of personal agency; a positive image of oneself,
coupled with the capacity to manage his or her own learning style
- - a range of learning skills; having a variety of learning
skills at his or her disposal
-
- Aside from the above literacy and learning skills, a
lifelong learner must also be motivated and willing to learn (Knapper and
Cropley, 1991, Laver et al. 1996). Thus, we are not only looking at equipping
students with the necessary learning skills, but also providing an environment
that is conducive to learning, that would result in the attainment of such
attitudes. As suggested by Longworth, lifelong learning is about the "development
of individual human potential" (1996:4). This involves putting into
place strategies that would assist in both the development and enhancement
of lifelong learning skills. [Emphasis added]
-
-
- BANGLADESH | American International School | Dhaka, Bangladesh
- http://www.ais-dhaka.net/high/fact.htm
-
-
-
- Excerpt: "The AIS/D high school provides a comprehensive
college preparatory program which focuses on developing young women and
men who are comfortable living and working in today1s global society. Students
are provided varied opportunities to develop intellectually, socially and
emotionally in the hope that upon graduation each will be a literate communicator,
self-directed learner, complex thinker, involved citizen, and collaborative
contributor." [Emphasis added]
-
-
- CANADA | Niagara Catholic District School | Welland,
Ontario, Canada
- http://www.niagararc.com/programs/prgm_initiatives.htm
-
-
- Excerpt: "In an era of on-going educational reform,
the Niagara Catholic District School Board's Program Department works with
schools to implement quality Catholic educational programs for all students.
The graduate of a Catholic school is expected to be;
- - a discerning believer
- - an effective communicator
- - a reflective, creative and holistic thinker
- - a self-directed, responsible, lifelong learner
- - a collaborative contributor, a caring family member
- - a responsible citizen. " [Emphasis added]
-
-
-
- EGYPT
- Outlook on Higher Education in Egypt: Vision for the
21st Century
- Dr. Mohsen Elmahdy Said
- Government Plans to Reform Higher Education contS.
-
- http://www.cainet99.com.eg/presentations/DAY
- %201/Session%20(4)%201630-1800/IT-EDU03.ppt
-
-
- Higher Education Goals for the 21st Century
- To improve quality of graduate profile which Egypt needs
to meet the challenges of the 21st century through:
- Improving self and long life learning capabilities
- Developing self confidence through career self-management
- Promoting communication and collaboration skills
- Promoting creative thinking and problem solving skills
- Developing leadership skills
- Emphasizing culture and language literacy
- Emphasizing Professional codes of ethics and honesty
[Emphasis added]
-
-
- SOUTH AFRICA
- Towards Indicators for a Lifelong Learning Higher Education
Institution
- Discussion paper
- From Division for Lifelong Learning, University of Western
Cape,
- Cape Town, South Africa
- http://www.uwc.ac.za/dll/conference/papers/indicators.htm
-
-
- Excerpt: The conference on 3Lifelong Learning, Higher
Education and Active Citizenship2 has as one of its aims to develop indicators
for a LLL higher education institution. We use our experiences at UWC to
engage participants before and during the conference to enable us to reach
this goal. In order to start this conversation we are sending you this
discussion document. The document explores five areas that we believe are
important in transforming an institute of higher education into a place
contributing to lifelong learning. ...
-
-
-
-
- NORTHERN IRELAND, UNITED KINGDOM
- Facilitating Work-Based Learning through IT
- Alan Sangster, Pauline Maclaran and Sarah Marshall
- The Queen1s University of Belfast
- http://www.business.ltsn.ac.uk/cti/
- conference/conf98/papers/Sangster.pdf
-
-
- Excerpt:
- Characteristics of work-based learning
- As requirements in a work situation are seldom reliant
on a single discipline, by examining the student1s learning needs in respect
of the current workplace, an interdisciplinary element is introduced. Consequently,
projects in the workplace will frequently need to draw on several theoretical
backgrounds to ensure success.
-
- The project1 nature of the workplace further implies
a strong co-operative dimension. Within the company, this is in the sense
of departmental teamwork and contributions from separate business functions.
Within the university, different disciplines may be required to co-operate
to inform the project. Finally and, perhaps, most significantly, links
between academic staff and the employer organisation will be required to
guide and facilitate individual learning. From a work-based learning perspective,
the important factor in this co-operation is that the knowledge from one
side is not privileged over that from the other as practice and theory
merge and support each other.
-
- The work-based programme of learning is orientated to
action. The emphasis is on process as opposed to output, with the opportunity
for self-development through reflection on the process elements of the
workplace experience. This allows new insights to emerge from the ongoing
learning cycle of theory - experience - reflection - theory ensuring that
the development of any new theory will be truly grounded1. It is important
to note that as theory is generated it is also tested.
-
- A particular benefit to industry is that within such
programmes of learning, company training schemes can also be accommodated,
thus maximising the potential of all sources of learning at and through
work. As this approach to learning within an organisation becomes normalised,
individuals begin to develop into what Portwood (1993) describes as learned
workers1 with the potential for lifelong learning.
-
- Table 1 gives a summary of the main characteristics of
work-based learning.
- · student-centred learning
- · inter-disciplinary
- · co-operative, relies on partnerships
- · process orientated activity-based learning
- · capable of producing new theoretical insights
- · encompasses both education and training
- · lifelong learners [Emphasis added]
-
-
- (Note: School-to-Work in the U.S. incorporates "work-based
learning")
-
- =======================
-
- [I'm including the below as a sidebar -- would be interested
in feedback. It seems this is about education restructuring in Virginia
as a part of an international study via the OECD (Organization for Economic
Cooperation and Development). --Debbie]
-
-
- Paris, April 1997
- THEMATIC REVIEW OF THE FIRST YEARS OF TERTIARY EDUCATION
- COUNTRY NOTE: COMMONWEALTH OF VIRGINIA, UNITED STATES
- http://www1.oecd.org/els/pdfs/EDSEPDOCA016.pdf
-
-
-
- Excerpt page 2: "As part of the OECD Thematic Review
of First Years of Tertiary Education, in the latter part of 1996 a review
team undertook an examination of tertiary education in Virginia. The primary
aim of the review activity in Virginia was to draw out key developments,
approaches and policy experience in this state for a comparative analysis
of the first years of tertiary education in ten OECD Member countries.
The other countries and systems participating in this stage of the review:
Australia, Belgium (Flemish Community), Denmark, Germany, Japan, New Zealand,
Norway, Sweden and the United Kingdom. The questions raised in the course
of the visit of the review team relate to the comparative exercise, and
it is against that framework and set of issues that the situation and experience
in Virginia is being reviewed. ..."
-
- Excerpt page 15: "In summary, programs, teaching
and learning in Virginia1s tertiary education institutions are being revitalised
to encourage and enable students to acquire the advanced knowledge, skills
and dispositions they will need in the course of their adult lives. In
a number of programs, students are being encouraged to become self-directed
and independent while also working with others; these dispositions situate
them to be continuous, lifelong learners. However, the links between schools
and tertiary education institutions -- and especially between the teaching
staff at the two levels -- are uneven, and care needs to be taken to ensure
that impressive articulation arrangements remain supple and responsive
to student choices and needs. Further, a continuing need is to provide
a curriculum which challenges all students, whether 1average1 or high ability.
Academic staff already seem disposed to ensure that all students feel welcomed
and accepted; there is evidence of this inclusive and responsive orientation
in the ways the teaching is delivered and learning is supported. This provides
an excellent basis on which to build and extend ways to accommodate diverse
learning interests and styles of students. [Emphasis added]
-
-
-
- Lifelong Learning Can Be A Myth
-
- Comment
From Ted Twietmeyer
8-13-4
-
- Having worked in the biomedical field, the UN belief
about "life long learning" is a clever statement, but not a completely
accurate one. And here is why. The human brain is well known to have a
characteristic called "plasticity." This means the ability to
be shaped and molded like hot plastic can be, hence the descriptive name.
-
- Our ability to learn, re-learn or rewire the brain is
a function of our plasticity, or how pliable we are to making new connections
(learning.) As we become older, it becomes more and more difficult. For
example, we can easily learn a language if this is done before about 2
years old. For each year after that, this becomes more and more difficult.
-
- For someone middle-aged for example, to return to college
will take a herculian effort to do well. We become set in our ways as we
get older, as most people know.
-
-
- With all that said- what of UN "life long learning
?" Just what is it that is to be learned, how and where ?
-
- What happens to those who have little plasticity left
? Are they to be taken out and shot, because they don't fall in line with
regimented UN standards ? For those that wave the UN flag, they should
think about this first before dusting it off.
-
- Ted
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