STW, SCANS, UN Lifelong Learning

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STW, SCANS, UN
Lifelong Learning
By Debbie Niwa
8-11-4

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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