5. Exploiting Children for socioeconomic Agendas
Exploiting Children for Socioeconomic Agendas is the fifth category of public education pedagogies, programs, and policies that are overwhelming students, families, and schools featured in Higher Ground’s Tsunami of Systems series.
College & Career Readiness (CCR)
Who benefits from conveyor belt schools, with kids as the standardized products?
Bureaucrats and counselors steering children into college and career pathways before they've matured is a tactic reminiscent of mid-20th century communist governments, with far-reaching implications as to the rights of the individual to life decisions free of state-driven centralized planning.
College and Career Readiness programs advance the profit motives of corporate and post-secondary institutions in public schools. Although billed as “student-centered” the systemic models for college and career readiness promote student goals only as far as those goals align with the equity and ESG goals of outside interests.
- CCR programs are also referred to as:
- P20W or Education Pipeline
- Workforce Pathways
- Cradle to Career/Grave
- K to Gray
- Womb-to-Tomb
Don't ask what the world needs. Ask what makes you come alive and go do it. Because what the world needs is more people who have come alive.
In a CCR framework, K-12 graduates are expected to master the career and academic “competencies” imposed by accreditation institutions such as Cognia, organizational visions such as Portrait of a Graduate, instructional approaches such as PCBL, and so on. This means “woke” skills become the new work skills.
More alarming is the comprehensive integration of school counseling programs intended to screen students’ psychosocial “fitness” for various career pathways, and then direct them accordingly using data collected through personality and competency assessments.
In the end, parents are treated as token participants in this process, as schools build pre-selected college or career pathways into the student’s progression requirements through junior high and high school.
school choice
Why would government pay you to escape the indoctrination it has worked so hard to embed in schools?
Vouchers, Education Scholarship Accounts, and other public funding of private and home school "choice" programs are only the illusion of choice, as government ultimately controls that which it pays for.
The idea of school choice was originally championed by mid 20th century conservative economist Milton Friedman, who wanted education services to be opened up to competition in the free market.
Since then, the educational-industrial complex has grown exponentially, and has been co-opted by third-parties and outside commercial and social interests—the window for truly free market solutions has been effectively sealed shut, with the purposeful & strategic partnering of government with private sector organizations, associations, and experts.
Real school choice exists when parents can choose to send their kids to:
A) Government funded and regulated schools (public or charter), or
B) Non-government funded and regulated schools (private or home-based).
Choice B involves a trade-off — government doesn’t pay for these options, but parents have the freedom to choose exactly how and what they want their children to learn. Private and home school options offer parents true autonomy from government intervention, regulation, and interference.
.And that's really what's happening in this country is a violation of the First Commandment. We have become a country entrenched in idolatry, and that idolatry is the dependency upon our government. We're supposed to depend upon God for our protection and our provision and for our daily bread, not upon our government.
Anytime there are government funds, there are always explicit or implicit strings, or accountability for those dollars, attached.
To ensure accountability for learning, School choice will require the use of technology and the earning of competencies, resulting in the surveillance of “anytime, anywhere learning” that has no respect for the private boundaries of the home and the personal values of the family. Data backpacks, learning portfolios, and comprehensive psychosocial profiles are some of the most visible manifestations of this in-progress tech tracking.
School choice only accomplishes the state’s goals of having children become a means to economic ends of the global elite, and not be seen as an end in and of themselves.
First the government uses carrots, then it uses sticks.
School Choice programs, or vouchers, siphon homeschoolers and private school students back into government funded systems, creating a single, single-payer socialized education system.
the future of education
How will your child’s unique talents be exploited or eliminated in a dystopian education future?
Social engineers have long had their sights on irreversibly transforming society's foundational institutions through systems of education. Simply teaching traditional academics will not advance the ruling elite's sweeping social change agenda which depends on controlling lifelong learning outcomes to force compliance with collectivized, global goals.
In 21st Century schools, learning shifts from an industrial factory model to a digitized factory model on steroids, in which students are still treated as products.
Their production is facilitated and controlled by wherever technology reaches, anytime and anywhere, and is governed by global standards and metrics like the United Nations’ Education SDG 4.
The Future of Education is marked by a few significant indicators and guideposts:
- Global and digital citizenship
- Schools as community and learning centers
- “Personalized,” “student- led and student-centered” learning (PCBL)
- Government-funded School Choice
- Stakeholder governance
- AI-driven systems integrated into all aspects of education
- Education centered on Employment, Enrollment, and Enlistment
- Competency-based social credit profiles and transcripts, like the Mastery Transcript
- Universal distribution and 1-to-1 use of tech-delivered instruction, curriculum, and assessments
- Universal Design for Learning (UDL)
- “Consensus-informed” speech codes like the Unite’s Dignity Index and Disagree Better.
If you want a picture of the future, imagine a boot stamping on a human face—for ever.
The achievement of this dystopian future will be supported by Anticipatory Intelligence, which will increase the education system’s, not students’, resiliency to destabilizing factors. Anticipatory Intelligence will ensure that the system has built-in layers of protective redundancy to assure attempts to dismantle it are met with sufficient resistance.
In the Future of Education, global competencies will serve as the new social currency in a student’s comprehensive learning profile.
Competencies will be critical to the centralized plan to shape “good global citizens” to compliantly jump through the proper hoops to fulfill their economic destiny. Global Education champions a society in which the family’s primacy has been effectively replaced by an unelected, cross-sector collaborative consisting of government, NGOs, corporations, and other stakeholders.
21st Century Learning is lifelong, aligned to education-related sustainable development goals (SDGs), corporate social responsibility (CSR) initiatives, and social, racial, sexual, economic & environmental justice efforts, all of which smother the nurturing of liberty and meritocracy essential to individual autonomy.