This is the fourth in a countdown series of introductions, a list of the top ten scariest people leading education in America. For number 8, number 9 and number 10, click here.
Sir Michael Barber of England, Chief Education Advisor at Pearson and Common Core promoter extraordinare, is also a global education standards promoter.
Did you catch that? Global standards. Barber wants every child in every country learning the same thing at the same time. Barber talks about “sustainable reform” as “irreversible reform” and he directs education policy makers to “make it so it can never go back to how it was before.”
Talk about scary. So, freedom advocates (including me) are regularly labeled “misinformed” by state school boards and governors. We jump up and down, shouting at the top of our lungs that Common Core creates irreversible damage to traditional education and to local autonomy. But our leaders assure us –I even heard the legislative lawyer advise our Senate Education Committee say that ”We can get out of Common Core anytime we like.”
But you see, Sir Michael Barber, CEA of the world’s largest educational sales company, is openly selling “irreversible reform.”
“If you want irreversible reforms, work on the culture and the minds of teachers and parents.” Otherwise, he says, people might repeal what’s been done because of their “wish for the past.”
Barber is praised and even quoted by the U.S. Secretary of Education. And Barber’s famous book, Deliverology 101, is dedicated “specifically for leaders of American Education reform.” (Yes, the reformers who listen to those who are on this “Scariest People” list.)
At a recent British Education Summit, Barber gave a speech entitled “Whole System Revolution: The Education Challenge For the Next Decade“. http://youtu.be/T3ErTaP8rTA He likes the word “revolution” and he uses it a lot. Just check out his twitter stream.
Meanwhile, another British management guru, the president of Vanguard, John Seddon, says Barber is wrong. Check out Seddon’s speech entitled “Why Deliverology Made Things Worse in the UK.” Seddon says, ”I don’t go around the world bashing Deliverology, but I think I should.” Why?
Seddon says that Barber’s “deliverology” imposes arbitrary targets that damage morale. He explains that Deliverology works because it’s merciless. Deliverology, says Seddon, is “a top-down method by which you undermine achievement of purpose and demoralize people.” http://youtu.be/2sIFvpRilSc
Barber uses his Deliverology method to push global education reform because, in Barber’s view, education reform is a “global phenomenon,” no longer to be managed by individuals or sovereign countries. Education reform has “no more frontiers, no more barriers,” he said at the August summit on education.
But as we all know, under the U.S. Constitution, education is to be state-led, not a federal and especially not an internationally-determined, issue.
Sir Michael Barber has not been dubbed “a control freak’s control freak” for nothing. Barber promotes global data collection and “whole system revolution” . See the chart during his summit speech, displayed at 12:06 minutes, and pinpointed as:
Systemic innovation + Sameness of standards + Structure + Human capital
(Whenever anyone uses the term “human capital” I run screaming from the room. It sounds like somebody owns the humans. It sounds like slavery. But add Barber’s passion for Mcstandardization and top-down structuring of systems and what do you envision? Not self-determination. Not freedom. Not local control.)
“We want data about how people are doing. We want every child on the agenda,” he says. At minute 6:05 (above) he specifies that “every child” means every “global citizen.” –What’s wrong with being a global citizen, you ask? Well, for starters, when you give yourself to the globe rather than to your nation, you lose your constitutional and property rights as they are swallowed up in a global governance system.
Absurdly, this British Pearson sales advisor, Barber, praises Common Core in American interviews. He says, “Can I congratulate the CFR for getting into this issue? I think it’s great to see education as an issue of national security…”
Pearson “invests,” says Barber, by purchasing cheap schools in developing countries in partnership with governments. Pearson works hand in hand with both nongovernmental agencies (NGA and CCSSO) and with governmental agencies (U.S. Department of Education) to promote global education and Common Core. Because he sees global control of education and U.S. Common Core as one and the same.
Barber says that every country should have exactly the same definition of what it “means to be good at maths”. At 4:00 he says that “citizens of the world” including every single child, “all 9 billion people who will be alive in 2050″ must know E(K+T+L) –which stands for (Knowledge + Thinking + Leadership) multiplied by the “ethical underpinnings” of environmentalism.
Barber explains that the “ethical underpinning” is “shared understanding” of earth “sustainability” that every child in every school around the world will learn.
Ethics, to Barber is all about global collectivism. So is he a communist? He certainly doesn’t use the word. But he does talk about the need for America to remove its gun rights, to remove diversity to replace it with standardization, to install top-down control of systems, and to promote thinking as citizens of the world rather than as citizens of nations. You do that math.
It wouldn’t be so bad if he was a loony bin off in a cabin. But this man directs curriculum production for the largest curriculum producer on earth. His company, Pearson, is everywhere. Pearson textbooks and technologies are in virtually every school and university in America. Pearson does teacher professional development. Pearson runs EnVision math. Pearson does early childhood education assessment. Pearson pushes millions to implement Common Core.
Common Core is very big business for Pearson. In fact, Pearson has long been partnered with Achieve Inc., a co-author of Barber’s “Deliverology 101.” And Achieve also helped write the Common Core. Achieve says the company joined “with NGA and CCSSO on the [Common Core] Initiative, and a number of Achieve staff and consultants served on the [Common Core] writing and review teams.” It’s BIG business.
The Wall Street Journal quotes Pearson’s CEO on Common Core as a gold mine:
“‘It’s a really big deal,’ says Peter Cohen, CEO of Pearson’s K-12 division, Pearson School, ‘The Common Core standards are affecting literally every part of the business we’re involved in.’”
When the BBC interviewer accused Sir Barber of leading Pearson to take over nations’ sovereign educational systems, Barber said, in defense, “I worked for government. I love government. I think government is a really important, a big part of the solution.” Of course he does. It’s all about Public Private Partnerships, the collusion of business and government under the guise of improving education.
Advising governments from the U.S. to Pakistan on how to implement nationalized education is Barber/Pearson’s specialty, according to the UK Guardian:
“… he has set up a US Education Delivery Unit (albeit as a private sector rather than government venture), co-authored books that claim to identify what makes national education systems successful, and taken the joint chairmanship of a taskforce in Pakistan to establish “national standards” in basic subjects. Now he’s becoming chief education adviser to Pearson, owner of Penguin Books and the Financial Times and also, in its own description, “the world’s leading learning company”, with interests in 70 countries…”
If Pearson were siphoning off American taxpayers’ money to sell books and technologies that would teach American to value America and to learn traditional math and other good things, I would not be writing this article; this is not a criticism of corporate greed.
It is a criticism of the American school boards, teachers and taxpayers who allow ourselves to blindly purchase countless Pearson technologies and teacher trainings when that organization and its curricular content is led by Sir Michael Barber, advocate of globally standardized education, of irreversible reforms, of global data collection, and of the dismissal of individual voices of representation through the promotion of public private partnerships.
Hot off the press– a NASBE press release that lets us know Common Core science standards are on their way to local schools –unless parents, teachers and legislators rise up and say no.
FOR IMMEDIATE RELEASE
CONTACT: Steve Berlin
March 7, 2013
703-684-4000 , ext. 1118
NASBE Launches Next Generation Science Standards Policy Initiative
Arlington, VA — As states work to implement new math and English standards, policymakers from 26 lead state partners are participating in the development of the voluntary Next Generation Science Standards (NGSS) for K-12 education, which are now nearing completion. The National Association of State Boards of Education (NASBE) is embarking on a yearlong initiative to provide state board members with information, analysis, and resources about the new standards so they are fully prepared to make the best, evidence-based decisions for their states. The project is supported by a $319,000 grant from Carnegie Corporation of New York.
NASBE has been a leader in the effort to assist states as they adopt and implement the Common Core State Standards, and it will apply that experience to help state board members understand the development, history, and future of the Next Generation Science Standards. The development of the science standards – now in their second draft, with a final version expected in March – is being spearheaded by Achieve in conjunction with the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science.
“State education policymakers, like many others, are working hard to answer the national call for greater emphasis on science, and the Next Generation Science Standards will provide them with a critical tool to do this,” said NASBE Deputy Executive Director Brad Hull. “But the existence of the NGSS is just a first step. The state board members who must adopt them need targeted resources and opportunities to discuss the meaning, content, and policy implications of the standards in order to effectively do their jobs. NASBE, in partnership with other education stakeholders, including those involved in the NGSS development as well as other state-level policy organizations, is uniquely positioned to provide this assistance to state boards.”
The NGSS are focused on four areas: physical science; life science; earth and space science; and engineering, technology, and practical applications of science. The standards, which were built upon on a vision for science education established by the Framework for K-12 Science Education, published by the National Academies’ National Research Council in 2011, seek to move science instruction from an inch-deep, mile-wide approach to one that is centered on deeper learning and helping students grasp concepts that stretch across traditional scientific disciplines.
During the year, NASBE will host regional symposia at which state board of education members can develop adoption plans and conduct policy audits to identify other policy areas affected by the NGSS, such as assessments, teacher professional learning, and educator licensure. In addition, NASBE staff will provide state board members with online and print resources, webinars, and toolkits – all with a special emphasis on communications – to help inform policymakers and other local, district, and state-level stakeholders.
***
The National Association of State Boards of Education represents America’s state and territorial boards of education. NASBE exists to strengthen State Boards as the preeminent educational policymaking bodies for citizens and students. For more, visitwww.nasbe.org.
After learning that some very popular home school curricula have aligned their programs with Common Core, I decided to do some research. I will be keeping a running list of those who have and have not aligned with Common Core. I would appreciate your input.
After learning that some very popular home school curricula have aligned their programs with Common Core, I decided to do some research. I will be keeping a running list of those who have and have not aligned with Common Core. I would appreciate your input.
Having curricula that meet (or exceed) Common Core standards is not the same as aligning a program with Common Core. And having elements of Common Core in a program does not make it all bad. What is important in choosing any study materials is that you are aware of what your child is learning.
While we are on the topic of curricula: Many people come into home schooling thinking that they must have a completely planned curriculum and follow it exclusively. Not so. You have much more flexibility to address the needs and interests of individual children if you are willing be creative. While there are benefits to having a standard curriculum for the basics, it’s okay to create your own by picking and choosing materials from any source that suits your needs. Don’t get stuck in a box. Be flexible. Embrace your instincts. And actively choose to be your child’s guide.
Here is what I have found, so far:
Common Core-Aligned or Receiving Funding from Common Core Proponents:
Khan Academy (Khan Academy is funded by some of the same people who fund and promote Common Core, but the videos are pre-CC and not likely to be re-made to align with CC. )
This is not an exhaustive list. I will add to it as I find more information. Please feel free to give input.
If you are using one of the programs that has aligned with Common Core I encourage you to write to or call the publisher and let them know how you feel about it.
California Republicans and Democrats are coming together to fight a common problem: the Common Core takeover of education.
At the Californians United Against Common Core website (CUACC) you can purchase Orlean Koehle’s book, “Common Core: A Trojan Horse for Education Reform” and see the growing list of Californian individuals and organizations opposing the Obama-backed initiative:
Eagle Forum of California – Orlean Koehle, President
Eagle Forum of Long Beach – Jeanne Goodin, President
Eagle Forum of Sonoma County – Carol Pascoe, Vice President
Pacific Justice Institute – Brad Dacus, President
Pacific Research Institute – Lance T. Izumi
David Geer – City Council Member Modesto
Redding Tea Party – Erin Ryan
Angela Weinzinger – President of Travis Unified School Board
Rosa Koire – Director of postsustainabilityinstitute.org – democratsagainstUNAgenda21.com
Nina Pellegrini – Californians For Property Rights
Heather Gass – President CitizensTownHall.org and East Bay Tea Party
My fourth grader saw this poster. He asked me what a carbon footprint was.
I told him that some scientists think carbon hurts our earth, while other scientists say that is not actually true. Some people think that the government wants to tax people so much that they use, as an excuse, the idea of carbon footprints. They will tax people more if they do an activity that increases carbon on earth.
I told him that I have not studied it enough yet to have an opinion of my own. I do not know which scientists are closer to the truth, but because it’s not settled, schools should not be teaching it as if it were a fact.
And people should not be hanging posters like this where children will see and assume one side of the argument is the only true side.
This anecdote is just a forward to the reason I’m writing today. The original reason is this link:
If you click on that top link, you’ll find a powerpoint presentation entitled: “EPA Region 3 Sub-Award Update.”
So what?
EPA means Environmental Protection Agency. And Region 3 refers to a region –not a state– that the US Dept. of Education is now recognizing (moving away from the concept of states which can be such a pesky reminder of Constitutional rights). ”Sub-Award update” means that money is being accounted for, having been awarded by the federal government to “region 3″ to alter local education to align with EPA goals –rather than previously held academic priorities for schools, which were previously determined by local entities like school boards and principals.
Yes, it’s creepy. It is propaganda, pure and simple. And the head of all public schools in our country, Arne Duncan, has promised us he’s going to push for more and more of it.
US Sec. of Education Arne Duncan announced, “Education plays a vital role in the sustainability movement… education must be part of the solution… This week’s sustainability summit represents the first time that the Department is… educating the next generation of green citizens and preparing them to contribute to the workforce through green jobs… Educators have a central role in this… teach students about how the climate is changing… explain the science behind climate change and how we can change our daily practices…. prepar[e] students for jobs in the green economy… the Department of Education hasn’t been doing enough in the sustainability movement. Today, I promise you that we will be a committed partner…”
You’re kidding, right, Arne? You are saying that you will use schools to promote green propaganda despite the fact that millions of scientists, teachers, students and parents don’t believe a word of the “global warming” and “climate change” science?
It’s interesting that “Green Schools” are being promoted by the U.S. Department of Education. On the surface, greening schools sounds a little bit boring but not bad. Students learn wonders like “turn off the lights when you leave the room” and “eat healthy food”.
But along with that, they also learn things that are not science, not high-quality, uncontroversial, settled science. Teachers are being told to teach sustainable propaganda and call it science. Controversial points will be taught as if they were absolutes. It goes against the whole spirit of what education is about: students are not told to weigh information, study empirical evidence from many sources, and judge truth from fiction, fact from opinion.
They are just told that the sustainablility movement is true.
Schools will get grants if they push the green curriculum.
