While skilled workers are needed to build new infrastructure and for our expanding economy after the tax cuts, the reauthorization of the Carl Perkins Career and Technical Education (CTE) Act of 2006 tries to accomplish those goals via the wrong method – replacing capitalism with central planning. The new bill, called The Strengthening Career and Technical Education for the 21st Century Act, HR 2353, just passed Congress on voice votes and signed yesterday.
The increasingly centralized federal education and workforce system, of which Perkins is a part, is multifaceted: the Every Student Succeeds Act, the Workforce Innovation and Opportunity Act (WIOA), the proposed merger of the Departments of Labor and Education, Common Core for use with digital badges, computerized “personalized” learning (PL)/competency-based education (CBE), and older laws like No Child Left Behind, Goals 2000, and School to Work.
This longstanding, unconstitutional federal interference in education and labor markets, picking winners and losers, has not improved and will not improve academic or economic outcomes. Even worse, Perkins is the latest example of racing away from capitalism to embrace principles of government/corporate control found in European social democracies and failed command-and-control economies littering the 20th century.
The Perkins reauthorization contains multiple passages embracing central economic planning. The bill requires the use of “State, regional, or local labor market data to determine alignment of eligible recipients’ programs of study to the needs of the State, regional, or local economy, including in-demand industry sectors and occupations identified by the State board, and to align career and technical education with such needs…” What happened to individual students and free markets making those decisions?
The “State board” refers to government-appointed bureaucrats, including corporate bigwigs, on state workforce boards set up under the Workforce Investment Act (predecessor to WIOA) signed by President Clinton. This scheme elevates the needs of business over student desires, while playing Carnac to predict economic trends.
These boards were essential to Marc Tucker’s plan to centralize the entire U.S. education and workforce system, outlined in his now infamous 1992 letter to the Clintons. It was and remains Tucker’s plan to “to remold the entire American system” into “a seamless web that literally extends from cradle to grave and is the same system for everyone,” coordinated by “a system of labor market boards at the local, state and federal levels” where curriculum, including “national standards” and “job matching,” will be handled by counselors “accessing the integrated computer-based program.”
In 2001, former Congresswoman Michele Bachmann and policy analyst Michael Chapman described key components of Tucker’s system implemented via three federal laws signed by Clinton, including:
- Public/private [unaccountable] non-profits provide design, policy, and seed money as a catalyst for systemic change.
- The Federal Department of Labor chooses which private industry sectors are promoted in each state.
- K-12 and state colleges dump academics for job training in local “targeted” industries.
They used the following diagram to illustrate the system, which served as the foundation leading to the various other programs listed above. These others could then be added on appropriate sides of this triangle:
Billionaire busybodies like Bill Gates adopted the Tucker/Clinton vision, spending hundreds of millions of dollars on programs like Smaller Learning Communities that required students to choose career paths in eighth grade, Common Core, and other education/workforce/data mining debacles.
In Tucker’s recent letter to Secretary of Education DeVos praising Europe’s managed education-workforce systems, he continues the theme of government/business control of CTE, believing “business and labor” should “own it, period.” He giddily describes the Swiss system, in which business and labor “set the standards” for various system components, “define the progressions,” and “even examine the candidates seeking credentials.”
This idea of corporations examining candidates underlies Tucker’s 1992 desire for national standards that became Common Core. The Common Core standards are used as data tags to hold everyone accountable to the government system, including expansion of social-emotional learning. This concept also inspired Big Data’s push for constant assessment, data mining, and psychological profiling in PL/CBE, including use of Facebook-style student personality profiling being pushed globally.
Perkins contains numerous references to CBE, data collection, and the manipulative Positive Behavioral Intervention and Supports (a system of universal student behavioral screening and potential psychological modification). All this can ultimately feed into subjective, murky algorithms that will channel children into government/corporate-desired societal roles.
Yet – as history shows — government is utterly incapable of predicting economic trends and workforce needs. Five-year plans have failed spectacularly. Even Tucker, when recently discussing CTE, admitted his scheme’s great danger is to “condemn a large fraction of our youth to narrowly conceived training programs at the very time that advances in artificial intelligence and related disciplines are on the verge of wiping out entire industries…”
Although Tucker and colleagues tout European education-workforce systems, none have produced or will produce American levels of freedom and prosperity. Will America choose the Tucker/Gates/Clinton failed methods that view “human value only in terms of productive capability” or our children as “products” (per Rex Tillerson)? Or will we return to promoting, as framed by C.S. Lewis, education over training so that American civilization continues to produce the freedom, prosperity and generosity that have made it the greatest civilization in human history?