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How Big Brother Plans Your Career

Monday, 13 May 2002 12:00 AM

William L. Shirer, in his book "The Rise and Fall of the Third Reich,” cites this phenomenon in Nazi Germany:

"[The workbook was introduced] and eventually no worker could be hired unless he possessed one. In it was kept a record of his skills and employment. The workbook not only provided the State and the employer with up-to-date date on every single employee in the nation, but was used to tie a worker to the bench. If he desired to leave for other employment, his employer could retain his workbook, which meant that he could not be legally employed elsewhere.”

Robert Holland, author of "Not With My Child, You Don’t,” says the similarities of the Hitler’s "full employment” system and the School to Work Law "snapping into place” right here in the United States are "quite eerie and disturbing.”

The system won’t develop overnight, of course. For such a program to be imposed on a freedom-loving public, there must be stealth and gradualism. But the machinery for it has been written into law.

As Holland points out in a study prepared for Free Republic, School to Work legislation repeatedly makes it clear its provisions are for "all students” and "all schools.”

Many of us grew up with dreams and aspirations as to what career path we wished to follow. We may even have changed our minds or careers along the way. We followed our ambitions, often taking hard knocks and learning life’s lessons along the way.

School to Work (STW) will have none of that. Some power elites will determine your children’s careers, and see that they are trained to follow a predetermined paths. School to Work is not about educating boys and girls so they can make their own career decisions. It is about training your children to fit into whatever narrow scheme the elites have decided.

This plan can be traced to "the usual suspects,” i.e., wealthy, powerful establishment foundations and left-wing politicians with a statist complex. State-directed skills training would fit the "national good,” as determined by the elites.

In the mid-1980s, there was a raging debate as to whether the U.S. should embark on a "national industrial policy” program. The Reagan administration had rejected the idea, much to the chagrin of left-wing politicians who felt that because many of our trading partners were making such top-down decisions for their people, obviously we couldn’t compete in a global economy unless we did likewise.

So planners did what planners always do. If the bumpkins elected by the people don’t follow the wisdom of their betters, well, the planners will simply have to work around them.

A Carnegie Corp. forum on education and the economy resulted in a Carnegie spinoff, National Center for Education and the Economy (NCEE). This entity was led by educrat Marc Tucker, who designed the grandiose Human Resource Development Plan. In 1990, NCEE unveiled the first national report boosting the "necessity” of School to Work.

In the forefront of those boosting the plan were Arkansas lawyer Hillary Clinton and industrial consultant Ira Magaziner. This duo would later push for a national health system that went down in flames when exposed to the light of day. Those pesky voters again!

This was followed by a series of reports from the U.S. Department of Labor in the first Bush administration. One can speculate that if Ronald Reagan had been around for another term, he would have given this meddling short shrift.

These reports declared that, quoting Holland, "all schools must bend single-mindedly to the task of socializing a skilled workforce.” The plan "even offered a model electronic resume to be kept for all students, K through 12, wherein their ‘workforce competencies’ would be rated and recorded for the benefit of their future employers. It had a line identifying each child according to Social Security number.”

When the Clintons came to Washington and took the reins of power, the agenda was front and center. What followed were the 1994 School-to-Work Opportunities Act and the reauthorized Elementary and Secondary Education Act.

From all of this emerged a National Skill Standards Board, which has divided the economy into 15 sectors. The machinery for the state determining your child’s future was in place.

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William L. Shirer, in his book The Rise and Fall of the Third Reich," cites this phenomenon in Nazi Germany: [The workbook was introduced] and eventually no worker could be hired unless he possessed one. In it was kept a record of his skills and employment. The workbook...
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2002-00-13
Monday, 13 May 2002 12:00 AM
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