Wednesday, February 18, 2009

Below are some comments on Show-And-Tell Time: He's promised to bring change to Washington, but does Obama's calculus include D.C.'s awful schools? Written By Evan Thomas and Pat Wingert | NEWSWEEK Published Nov 22, 2008 From the magazine issue dated Dec 1, 2008
Original article please visit: http://www.newsweek.com/id/170362

These comments are intended to figure out whether school education either school teacher in USA are still facing problematic that required proper solution delivered by Obama's cabinet. That so, we can learn similar case within Indonesian School Education environment.

Posted By: thinker09 @ 01/11/2009 7:47:50 PM
Professions demand proof of knowledge; teaching does not. Once a teacher gets past "registration" teh tenure system is applied.
As a pre-service teacher educator, I'll tell you that even with all the "research" that goes on in education, the real trick is helping children become self-directed learners and moving "authoritive, controlling and power-seeking" teachers to the sidelines. Most researchers rivet on teachers because there is a the notion that a child cannot teach him/herself. I've seen 4 year olds teach themselves to read and to perform multi-digit division. I've seen children, working in the right conditions teach themselves an entire year's curriculum in 10 weeks; however the well-prepared adult on hand only guided interactions and showed students how to interpret natural feedback. This adult didn't relay on power, authority or control. The educator aided the child to teach him or herself. Schooling systems and processes have over-complicated the most innate homo sapien sapien traits - to observe, to symbolize, to abstract the event or findings and to apply them later--to learn.
Most children are natural learners and need little else than an intellectually-emotionally supportive and trusted environment. When adults start treating children like "knowledge entrepreneurs" (entrepreneur as defined by Robert W. MacDonald, the children can and will build their own human capital/capabilities. When textbooks and "cutsey, child-fun" websites and activities are replaced by authentic/practical items and ideas and fact-checked information, then children will learn what needs to be learned. Anyone who deals with an lower SES urban children knows they have figured out really fast how to survival and succeed in their "real" life.
Teachers need to discover in "pre-service" training to recognize the natural and powerful abilities to learn and not a list of pedagogical strategies, techniques, 'programs' and schooling processes. Watching children learn, watching an 18 month-old figure out how to climb stairs) is more useful to any adult assisting children to learn than sitting through 280 hours of lecture, "learning activities" and reading 'theory'. Get out of a child's way, set up a responsive support system and learning will occur.*

Posted By: munie200212533 @ 12/18/2008 10:10:22 PM Teaching is not a profession because teachers are members of a union. To be considered as a member of a profession, its members must hold paramount the interest of the public. Learned professions such as medicine, law, dentistry and engineering practice before the public and are accountable to the public for their performance --- and are subjected to professional discipline and removal from practice if they are incompetent.. Teachers unions protect their members regardless of their competence. Accountablity for performance is the main problem in our public school system.*


Posted By: munie200212533 @ 12/18/2008 9:57:23 PM
Teach*

Posted By: Academic Crusin @ 11/27/2008 2:36:26 AM
Hire,Train,Support and motivate ! Tone,vision,organization and team spirit. Coach and guide to develop higher level thinking skills and it's not about teaching to a test.School climate and listen to the ones that see it differently for objectivity and problem solving solutions.*

Posted By: seriousabouteducation @ 11/25/2008 6:32:55 PM
The fundamental question in this article is: what do teachers need to do a good job? No one is better equipped than Linda Darling-Hammond to provide national leadership on addressing this question and making serious change in our schools. Dr. Darling-Hammond knows that real accountability that promotes good teaching has to be based on high quality assessments of both students and teachers. She has developed these assessments and has studied them. Accountability has to have ???stakes??? and interventions that school staff will respond to. And Dr. Darling-Hammond knows that even the best accountability system cannot work if teachers are not first provided with the real skills and opportunities to plan and improve that good teaching requires. She knows how to build a system that not only can terminate those who are not qualified, but that can make sure that the vast majority of teachers are as prepared and qualified as our students deserve. I was saddened by some of the inaccurate representations in this article, and am very pleased that Linda Darling-Hammond has a significant role in planning the national direction for our schools.*

Posted By: seriousabouteducation @ 11/25/2008 6:02:28 PM
The fund*

Posted By: bdhotwheel @ 11/25/2008 2:04:13 PM
Obama will probably get some liberal fat cat to donate some money to fix up the school that his daughters will be going to and liberal sheep will say hooray! But what about the other schools in the area? I bet he leaves them out to dry like a typical polititian!*

Posted By: Gerrit Jones-Rooy @ 11/25/2008 12:36:33 PM ademeyer- It is true that teachers have difficult times because kids from uneducated families enter the school system far behind their peers. This does not mean however that they are a lost cause.
My classroom of 2nd graders started out on the kindergarten level in reading and left on the 3rd grade level. THE BIGGEST VARIABLE IN A CLASSROOM IS THE TEACHER. The simple fact is that some of the teachers in low income schools are miserable, and the data ins our DC schools reflects that. In order to produce real change and show real growth, new teachers are necessary and bad ones need to be shown the door. Michelle Rea's proposal to allows teachers to opt into a potential $130 dollars a year while removing the right of tenure could promote an influx of new teachers and the new ideas that come with them, while at the same time giving DC the much needed authority to fire those who cannot perform.
I know first hand that all kids CAN BE EDUCATED regardless of the family that they come from, and the idea that they are a lost cause because of who gave birth to them is simply finding a scapegoat for a problem that we have yet to find the guts to solve. We need to give Michelle Rea a chance, and I hope that our future President supports that.*

Posted By: Gerrit Jones-Rooy @ 11/25/2008 12:35:59 PM
ademeyer- It is true that teachers have difficult times because kids from uneducated families enter the school system far behind their peers. This does not mean however that they are a lost cause.
My classroom of 2nd graders started out on the kindergarten level in reading and left on the 3rd grade level. THE BIGGEST VARIABLE IN A CLASSROOM IS THE TEACHER. The simple fact is that some of the teachers in low income schools are miserable, and the data ins our DC schools reflects that. In order to produce real change and show real growth, new teachers are necessary and bad ones need to be shown the door. Michelle Rea's proposal to allows teachers to opt into a potential $130 dollars a year while removing the right of tenure could promote an influx of new teachers and the new ideas that come with them, while at the same time giving DC the much needed authority to fire those who cannot perform.
I know first hand that all kids CAN BE EDUCATED regardless of the family that they come from, and the idea that they are a lost cause because of who gave birth to them is simply finding a scapegoat for a problem that we have yet to find the guts to solve. We need to give Michelle Rea a chance, and I hope that our future President supports that.

Posted By: ademeyer @ 11/25/2008 4:27:11 PM
Bless you for having the talent to be a good teacher. If you had been my mentor or professor, I might have gone into teaching after finishing my certification. I interned in a middle class school system here in Maine and I still found it depressing. I think the system as a whole is broken, but I don't think firing individual teachers is necessarily the solution. I read another story in Time about the conditions these inner city teachers work in, and I think something needs to be done first to improve these general working conditions Thanks for reply, by the way. You probably know more than I do.*

Posted By: ademeyer @ 11/25/2008 11:53:00 AM
Who is hiring these bad teachers? Its just as easy to say Principals should be held accountable for hiring incompetent employees. Besides, new teachers in our state have a probationary period before they are actually hired - principals should be able to decide during that period if the teacher is competent. I don't think the biggest problem is bad teachers, the biggest problem is the dysfunctional families that produce these kids.

Posted By: reinadelaz @ 11/25/2008 1:45:52 PM
The biggest problem is the failure of administrators, teachers and parents to stop pointing fingers and start teaching what needs to be taught! Also, throwing money at the problem hasn't worked for 40 years, and it won't work now!

Posted By: bdhotwheel @ 11/25/2008 2:14:43 PM
Most of the blame also goes to parents that dump their children on the educators instead of being the real role models for their children. A lot of people are having children that are not fit to be parents!*

Posted By: Treyboy @ 11/25/2008 11:44:16 AM
Just remember that the goal is to educate these children and help them to be globally competitive. The goal of education is NOT to have a jobs program for adults. If the parent(s) don't care and the teacher is not qualified, there is no amount of money that will help.*

Posted By: sieg6529 @ 11/25/2008 10:59:08 AM
Teacher's unions are not always bad. In some of the more rural states, they're the only thing keeping the teachers' salary above the poverty line. My old high school just now raised the minimum starting salary for a college-educated teacher to $30K, and only because of union pressure. Trying to categorize unions as always bad or always good is a very simplistic way to look at the situation. It may be abused some of the time, or even most of the time, but they are necessary in certain areas.

Posted By: bdhotwheel @ 11/25/2008 2:11:54 PM
They suck here in California. Their liberal agenda almost brought gay marriage into the curriculum in our public schools. The stupid union poured money into the No on Prop 8 fund when they had no business choosing sides! So unions are a big problem and that is why many teachers here choose private schools. They pay better and are not tied to the liberal agendas.

Posted By: octola @ 11/29/2008 3:23:13 PM
No teacher in his/her right mind would choose private school in CA. The pay is MUCH worse, and they are often tied to conservative agendas because many are religious schools. ps. They had just as much business choosing sides on gay marriage as you did.*

Posted By: modanofan @ 11/25/2008 10:49:18 AM
I am sick and tired of hearing our educators claim "it's for the children'" when what they really are saying is that "it's better for our political and financial positions." This is the same group of people that have seen to it that college costs have risen over 50% in the last few years. Teachers are as greedy as everyone else and they do it all in the name of the children. Unions serve well only when the product they presume to create is continually improved. Don't think we can say that about our education system as a whole.*

Posted By: informedbyteachers @ 11/25/2008 7:47:41 AM
No doubt much needs to be done to transform the Washington DC public schools. President-elect Obama???s selection of Linda Darling-Hammond to head his education transition team sends a strong signal that he is serious about reforming the teaching profession in the District and across the nation. Counter to the perception of some Washington insiders, Darling-Hammond is one of the nation???s most accomplished education researchers who actually has designed and implemented important reforms in teaching and learning. She has created several charter schools in California that serve as professional development sites for preparing teachers for high need schools. She has called for the closing down of poor schools of education and streamlining teacher certification while helping create more rigorous 21st century teacher tests. She has led efforts to improve No Child Left Behind and the current, old-school, standardized tests in order to better measure higher-order skills that our students will need to compete in the global economy. When she has critiqued NCLB it has been to suggest improving its assessments and fixing its accountability provisions, not abandoning the law or its focus on student data and outcomes. For over 20 years she has been in the forefront of crafting new ways to pay teachers for performance while creating school working conditions that give teachers the opportunity to teach effectively. President-elect Obama can do no better by selecting Dr. Darling-Hammond to lead the transformation of teaching, the profession that makes all others possible.*

Posted By: informedbyteachers @ 11/25/2008 7:34:20 AM
No doubt much needs to be done to transform the Washington DC public schools. President-elect Obama???s selection of Linda Darling-Hammond to head his education transition team sends a strong signal that he is serious about reforming the teaching profession ??? in the District and across the nation. Counter to the perception of some Washington insiders, Darling-Hammond is one of the nation???s most accomplished education researchers who actually has designed and implemented important reforms in teaching and learning. She has created charter schools in California that serve as professional development sites for preparing teachers for high need schools. She has called for the closing down of poor schools of education and streamlining teacher certification while helping create more rigorous 21st century teacher tests. She has led efforts to improve No Child Left Behind and the current, old-school, standardized tests in order to better measure higher-order skills that our students will need to compete in the global economy. When she has critiqued NCLB it has been to suggest improving its assessments and fixing its accountability provisions, not abandoning the law or its focus on student data and outcomes. For over 20 years she has been in the forefront of crafting new, relevant, and valid ways to pay teachers for performance while creating school working conditions that give teachers the opportunity to teach effectively. President-elect Obama can do no better by selecting Dr. Darling-Hammond to lead the transformation of teaching ??? the profession that makes all others possible.*

Posted By: Dr. Write @ 11/25/2008 6:59:40 AM
What is amazing to me, as someone with a doctorate in education, is that reform and accountability are now synonomous with standardized testing. Standardized, fill-in-the bubble testing is not a reform and does not equate with either teaching OR learning. If this were the case, it would be more in evidence in the private schools to which Pesident-elect Obama and other members of the ruling class send their children for a fine edcuation. Linda Darling-Hammond knows and understands this, which is why she is so scary to "reformers" like Michelle Rhee. Testing is easy; teaching, learning and real accountability for them are hard, time-consuming and expensive, just like private school education! Denise Stavis Levine, PhD*

Posted By: blondelogic @ 11/25/2008 12:02:35 AM
"He my child but he problem not my fault. Dey you fault - you da teacha, right?"
Hmmmm.

Posted By: 40YearR @ 11/25/2008 1:12:33 AM
You might have revealed more problems than you intended.+

Posted By: Academic Crusin @ 11/27/2008 3:57:47 AM
Call Ringling Brothers and send in the clowns ! That one made me laugh ! Every survival kit needs a sense of humor. "I'm not doing this homework and you can't make me !" "I'll be at your mama's house before the bus pulls over the curb !" You think to long,you may think wrong. Mom and the teacher standing on the porch and the teacher had his books. Butter bing,butter bang and what a surprise ! Uh oh,it's a rodeo !*

Posted By: tfteacher @ 11/24/2008 10:28:36 PM
Just stop. Stop blaming the teachers. It's not our fault. Hell, the measures we use to compare the U.S. to the rest of the world are screwed up! You realize that we compare ALL our students to only the TOP students in other countries, right? The comparison is not apt.

Please, universal healthcare, preschool, and parental commitment to the education of their children is the fix; not firing all the teachers!*

Posted By: mlisman2 @ 11/24/2008 8:40:12 PM
If conservatives could craft a position (without standardized testing-which accomplishes nothing) whereby the good teachers themselves cannot be arbitrarily cast aside, then they may find the teachers joining their numbers.
This is drivel, and the kind of "adults-first" mentality that keeps the worst schools from improving. The only people that care about teachers' tenure is teachers, and it has nothing to do with kids' success. What other profession has "tenure" and is immune from performance reviews?*

Posted By: fmikieo @ 11/24/2008 8:25:59 PM
People, have we already forgotten the good that unions have brought every working man and woman? Because of them, we have fair working conditions, reasonable job protections and even the opportunity to retire if we plan wisely. Study your history-without unions, we'd work 100 hour workweeks in deplorable conditions until we dropped dead at the ripe old age of 50. These were the existing conditions that necessitated the people to come together and form a more direct method of political representation.
Besides, the greatest determinant to a child's success in school has never been either the school or the teacher, but rather the socioeconomic background from which he or she finds themselves.
What the right doesn't understand concerning the issue of tenure is how easily any teacher, good or bad, can be dismissed for either not placating the most powerful of parents or by unfortunate politics. If conservatives could craft a position (without standardized testing-which accomplishes nothing) whereby the good teachers themselves cannot be arbitrarily cast aside, then they may find the teachers joining their numbers.o

Posted By: reinadelaz @ 11/25/2008 1:49:48 PM
Unions? We also have a failed auto industry. If the test has the right questions, what is wrong with teaching the test?*

Posted By: mlisman2 @ 11/24/2008 8:02:50 PM
As much as Obama might want to support Rhee's experiment, it would be highly imprudent for him to publicly and squarely speak out against the teacher tenure, as Rhee calls it, the "holy grain of teachers' unions." Moreover, his support would be moral at best, which would not go that far in fighting what as already become a national union issue; a few ill-advised words from the new president would do much more harm than good.*

Posted By: neoconx @ 11/24/2008 4:15:19 PM
the government hires 3 people to do the work of every 1 person in the private sector, and we're still more efficient , even with the government taking half our money. the only things that tear down our efficiency are the unions, because they are as lazy and corrupt as the government. the new president is beholden to larger government and unions. it's simple arithmetic: subtraction from the middle class bank accounts.*

Posted By: Lee Holmes @ 11/24/2008 1:34:56 PM
Obama can only do this if he takes on the powerful Teachers Unions. After all,why does Detriot[especially CHRYSLER],build such ''awful''cars,while the non-union manufacturers get props for manufacturing a decent ,cheaper,more gas efficient product? Obama,as he sends his kids off to a glitzy DC private school,will have to ponder this.,lest he become another in the long line of ''For Me,But Not For Thee'' types of characters.*

Posted By: Dan_Sample @ 11/23/2008 11:51:39 PM
What about making students accountable? Oh no, we can't have too many dropouts or schools will be punished by NO CHILD LEFT BEHIND!! What about making families accountable for school attendance? The students of inner city schools have "NO HOPE" in the looks of their eyes. Offer them job and money for achievement. I have examined the resume and papers of Linda Darling-Hammond. She is exceptional.*

Posted By: Dan_Sample @ 11/23/2008 11:45:16 PM
What about making students accountable.?..oh oh be careful we cant increase dropouts!! What about making families accountable?....Kids today are more intrested in Entertainment than Achievement....I have examined the resume and papers of Linda Darling-Hammond. Exceptional!!*

Posted By: sarx478 @ 11/23/2008 9:44:11 PM
Let's clarify some issues, shall we?
First and foremost, I commend President and Mrs. Obama for taking the time to decide what school their daughters should attend while they reside at the White House. Caring parents do take the time to decide which school their children should attend, whether its public or private. Second, the educational system is regulated by the state not the federal government. The only obligations that the federal government has to the schools is provinding funds for the Title I and Special Education (IDEA) programs. Therefore, any school budget crisis is handled through the state and district level. Finally, I do understand Chancellor Rhee's position of trying to keep educators who are effective versus those who are not effective. Yet, we need to keep in mind that every state and school district has their own evaluation of the teaching profession. There isn't a universal teacher evaluation form. However, I do disagree in giving merit pay to educators based on students test scores. The reason being that there many students with different learning disabilities or health impairments, who receive instructions in the general education setting, may reach a plateau in their academic achievement and not meet the NCLB requirement for proficiency. Does the instructor deserve to be punish if the student with specific learning disabilites or health impairments doesn't meet NCLB requirements? If that's the case, why not punish the educational administrators who are paid the "big bucks" for their school or district for failing to meet the NCLB requirement. By the way, all educational administrators including Chancellor Rhee should walk through varies classrooms at least twice a week and speak to the instructors - especially around lunch time- to hear their concerns. They are in "trenches" day in and day out.
Chancellor Rhee's method of "Divide and Conquer" will eventually lead to her dismissal. I have seen it too many times with varies administrators whom I have worked for throughout my career. Its best to united your staff and community under a common goal. Division only causes more problems than provide solutions.
What we as Americans should focus is preparing our "future leaders of America" to compete on the world's stage. We are the most diverse nation in the world and yet we don't push for multiligualism and appreciation for multiculturalism. "UNITED WE STAND, DIVIDED WE FALL".o

Posted By: octola @ 11/29/2008 3:31:10 PM
If merit pay is instituted, teachers will fight for the highest students, and won't want to teach the average and low kids. The schools will be rewarded for pushing out the lower kids (sending them to the alternative school or letting them drop out )so they don't lower test scores. I received a bonus once as a 9th grade teacher. The money should have gone to the junior high teachers who taught the students for the 2 years before they came to me!+

Posted By: 40YearR @ 11/29/2008 6:14:49 PM
I'm all for merit pay. From the several I know who went into teaching because they knew they could never be fired, and two most conscientious administrators who worked up through classrooms, I think that weeding out the sloths would be more effective, and eliminate one of the legs of that failure system.
To all you good, conscientious ones, we're behind you and grateful.*

Posted By: Efav @ 11/23/2008 1:58:51 PM
The authors say, "If he backs Rhee's proposal, he will send a powerful signal to struggling inner-city schools that reform is possible. If he fudges or says nothing, it will be a signal that little will change for the poor and mostly black children in the capital's nearly dysfunctional apparatus."
It sounds like they've made up their minds that the Chancellor is right and anyone who disagrees is wrong and that Obama better get with the program if he wants to be successful.
Perhaps the authors are not familiar with how unpopular the Chancellor is becoming in DC for her heavy-handed ways that are not improving the situation and seem to be making it worse. Here are a few examples from recent Washington Post articles:

http://voices.washingtonpost.com/dc/2008/11/rhee_more_principals_facing_th.html

http://www.washingtonpost.com/wp-dyn/content/article/2008/11/21/AR2008112103222.html

http://www.washingtonpost.com/wp-dyn/content/article/2008/11/21/AR2008112103225.html?tid=informbox

Perhaps the authors also don???t know that Obama???s success comes from being a community organizer, bringing disparate people together, inspiring hope, mutual responsibility and mutual accomplishment.
Chancellor Rhee seems to be the opposite ??? a community disorganizer, who operates independently and imperiously, alienating people at all levels and inspiring fear and distrust.
Here is a classic Rhee quote: ???I think if there is one thing I have learned over the last 15 months it???s that cooperation, collaboration and consensus-building are way overrated,??? she told the Aspen Institute???s education summit at the Mayflower Hotel. http://voices.washingtonpost.com/dc/2008/09/rhee_who_needs_consensus.html
The same article points out that she has called herself a ???benevolent dictator???
Does any of this sound like something Obama would encourage?*

Posted By: nikki_smith @ 11/22/2008 4:30:18 PM
Only about 12 percent of DC 8th grader can read proficiently, while just 8 percent are proficient in math. About 60 percent of DC students finish their high school diploma. Impressive numbers for the capital of the Free World, don't you think? It's no surprise the Obamas selected a private institute for their girls - most DC parents probably would. I just hope the new president doesn't overlook the public school crisis in his new town. http://www.whgmag.com/index.php/377-obamas-choose-private-school-no-surprise-thereo

Posted By: Doc Howl @ 11/23/2008 3:18:35 PM
I was unaware that Obama had been elected mayor of Washington DC.+

Posted By: Floridave @ 11/23/2008 4:36:03 PM
He couldn't cut it as mayor of DC. They prefer the higher quality candidates like Marion Barry.#
Public Education, Then and Now
By Ben Boychuk
Posted July 14, 2000


America's struggle for freedom officially began with the shot heard 'round the world. But even before the muskets fired and cannons roared in Lexington, it was the education and learning of the Founders that helped guide America to the blessings of liberty.

Today, Americans know that education and learning are in danger. What Noah Webster called the "object of the first consequence" for all governments, routinely ranks at the top of voter concerns in poll after poll.

What to do? The conventional wisdom in Washington is that the myriad problems facing America's public schools today — from poor test scores to stopped-up toilets — are best solved by the federal government. For more than 30 years, centralizers and spenders have promised improvements.

Meanwhile, scores stagnate, curricula slide, and worst of all, entire generations of children fall behind. In the great tradition of America's free press and free speech, investor Ted Forstmann wants a renewed debate about the importance of education and the best ways to secure a better future for every child.

Forstmann is set to spend $20 million of his own money on television commercials to get this message out. For some, the truth will hurt. His message: "America's government-run public-school monopoly is failing our children."

Forstmann has already spent millions, with WalMart heir John Walton, to help the kids who have suffered most under that monopoly. When their Children's Scholarship Fund offered 40,000 private scholarships earlier this year for "at risk" kids, 1.25 million families applied.

Despite Forstmann's efforts, the education establishment has singled him out for savage criticism. Education Secretary Richard Riley accuses Forstmann of trying to "systematically downgrade and demonize" the schools. "A person who has a public voice ought to be using that voice to improve public education," Riley told the Associated Press.

Riley and his cohorts have it backward. In fact, Forstmann is giving voice to a public swamped by lies from special interests, educators, and politicians who see the system as a job protection racket only incidentally interested in children. Riley wouldn't be attacking Forstmann if he didn't fear the truth of his message.

Forstmann's effort to inspire debate and meaningful reform mirrors the Founding Fathers — every one of whom saw education as the real promise and bulwark of a free nation.

The ideals of that generation flowed directly from their learning and reading. Each and every founder raised his "public voice" to advocate universal education. From Washington and Franklin to Adams and Jefferson, every one offered his ideas about the state of education and the best ways to build an informed citizenry — from the lowliest mechanic's son to the most exalted Harvard grad.

As Jefferson wrote of his Virginia education plan in a letter to his friend George Wythe, "The tax which will be paid for the purpose of education is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance."

Jefferson was by no means alone. George Washington called for a national university in his First Inaugural Address. John Adams asked his son in Europe to collect books and ideas for republican schools. James Madison tracked the education efforts in Kentucky and praised innovations and challenging curricula there. They agreed with Noah Webster that, "Knowledge, joined with a keen sense of liberty and a watchful Jealousy, will guard our constitutions."

Even before there was a Constitution, the young republic passed the first national education law on July 13, 1787. The Northwest Ordinance was written to govern United States territory north of the Ohio River. It read, in part: "Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged."

Such language — so high in aspiration — welcomed debate, innovation, entrepreneurship and local efforts to educate the citizenry.

Contrast the Founders' view with more recent innovations, such as the Elementary and Secondary Education Act of 1965. A relic of the Great Society, the ESEA was intended to improve the education of poor and disadvantaged kids. What it did, in fact, was extend the web of federal law and the red tape of centralized bureaucracy with almost no accountability. After 35 years and more than $125 billion of federal aid, the poor and disadvantaged are still lagging behind.

It's finally dawning on people that almost a century of progressive educational theories and nearly four decades of federal meddling in the public schools is enough. But the answer is not to separate education from the control of the people. Our national interest in free government depends on an educated citizenry.

When Forstmann's ads hit the airwaves, remember their real purpose: An ignorant people cannot be free. It is the duty of every citizen to be vigilant and make sure government serves the people — not the other way around.

Original site please visit: https://www.claremont.org/publications/precepts/id.113/precept_detail.asp
Department of Education must be abolished
Posted: December 07, 2004
1:00 am Eastern

By Devvy Kidd
© 2009 WorldNetDaily.com



The federal Department of Education was made a part of the president's Cabinet by new world order facilitator Jimmy Carter. Prior to that, America had the finest education system in the world. In 1980, Ronald Reagan promised that, if elected, he would get this unconstitutional department abolished.

That promise was abandoned after his election. While campaigning for his doomed-to-lose bid for the presidency, Bob Dole said on Sept. 9, 1996, while in Georgia, "We're going to cut out the Department of Education." At that time, the GOP presidential platform read, in part:

Our formula is as simple as it is sweeping: The federal government has no constitutional authority to be involved in school curricula or to control jobs in the workplace. That is why we will abolish the Department of Education, end federal meddling in our schools, and promote family choice at all levels of learning.

We therefore call for prompt repeal of the Goals 2000 program and the School-To-Work Act of 1994, which put new federal controls, as well as unfunded mandates, on the States. We further urge that federal attempts to impose outcome- or performance-based education on local schools be ended.

Of course, just the opposite has taken place and, in fact, the goals for creating the "New Communist Man" was given a huge boost with President Bush's deceptive "No Child Left Behind" program. As for the repeal of the School-To-Work Act of 1994, Council of Foreign Relations kingpin Henry Hyde explained it this way:

When carried to its logical extreme, it chooses careers for every American worker. Children's careers will be chosen for them by Workforce Development Boards and federal agencies at the earliest possible age ...

Statewide Workforce Development Boards have formed to study which labor skills are needed in each state to determine "human resources" training requirements. Of course, this will decide also where these human resources will reside.

Chilling to say the least – and it gets worse when one reads President Bush's Executive Order, signed June 20, 2001, titled "21st Century Workforce Initiative." The blueprint for forced labor is now being implemented quietly while parents and politicians scream, "More money for education." Essentially they are asking to pay for the rope to hang their own children.

Most Americans believe "communism is dead," but nothing could be further from the truth and one of the major goals of the propagators of global communist tyranny has always been to get control of America's education system. What better way to reach "the unwashed masses" than through a federal department of education? The tenth plank of the "Communist Manifesto" reads: "Free education for all children in public schools," and this is one of the highest goals of communitarians. Jeri Lynn Ball, author of "Masters of Seduction" explains:

The communitarian efforts to take over the American education system began in 1918 after World War I. Early in the 20th century, John Dewey, "the father of Progressive Education," worked with internationalists to transform America into a communitarian society.

Dewey held that the basic goal of education is the eradication of the child's individualistic traits and "the development of a spirit of social cooperation and community life." Dewey did not want the child to think at all, but to learn to live and work within the narrow, primitive bounds of communitarian vocabulary and thought patterns.

According to the testimony of Norman Dodd, the staff director of the 1953 Congressional Special Committee to Investigate the Tax-Exempt Foundations, the minutes of the Carnegie Foundation revealed that the trustees of the Foundation decided right after World War I that they "must control education in the United States."

They joined together with the Rockefeller Foundation and created a plan to take control of domestic and international education. Dodd interviewed and Rowan Gaither, president of the Ford Foundation and discovered how he operated the foundation under strict instructions and orders "to the effect that we should make every effort to so alter life in the United States that we can be comfortably merged with the Soviet Union."

The federal Department of Education is unconstitutional. Article 1, Section 8 of the Constitution does not authorize Congress to legislate education within the independent, sovereign states who are themselves a "Republican form of government." There is only one solution to stopping the brainwashing of America's children and that is for the states of the Union to completely sever any relationship with the federal Department of Education.

Most Americans don't have the financial resources to put their children in private or Christian schools and because so many mothers have been forced into the workplace to basically work to pay taxes, they can't homeschool. However, the people of the states can do the same thing the great folks down in Tennessee did over their fight against a state income tax: Put the heat on the state house and their state legislatures.

The federal Department of Education must be booted out of the states. Public schools must return to educating children with the basics and stop all social engineering and communitarian indoctrination. To continue down the same path of tossing trillions of dollars at the federal Department of Education is to guarantee transforming America's precious children into the "New Communist Man." We the people must stop this madness.




Devvy Kidd authored the booklet, "Why A Bankrupt America and Blind Loyalty," which has over 2 million copies in distribution. She has been a guest more than 1,600 times on radio shows, run for Congress twice and is a highly sought after public speaker. To learn more about Devvy, please visit her website.

Further detail please visit: http://worldnetdaily.com/news/article.asp?ARTICLE_ID=41802

Thursday, January 22, 2009

Life Skill meanings

Definition of Terms

"Life skills-based education"
A term often used almost interchangeably with skills-based health education. The difference between the two is in the type of content or topics that are covered. Not all program content is considered ''health-related." For example, life skills-based literacy and numeracy, or life skills-based peace education, or human rights.

"Skills-based health education"
A combination of learning experiences that aim to develop not only knowledge and attitudes , but also skills (i.e., life skills) which are needed to make decisions and take positive actions to change behaviors and environments to promote health and safety and to prevent disease.

"Life skills"
This term refers to a large group of psycho-social and interpersonal skills which can help people make informed decisions, communicate effectively, and develop coping and self-management skills that may help them lead a healthy and productive life. Life skills may be directed toward personal actions and actions toward others, as well as actions to change the surrounding environment to make it conducive to health.

"Livelihood skills"
Capabilities, resources and opportunities to pursue individual and household economic goals. Livelihood skills relate to income generation and may include technical/vocational skills (carpentry, sewing, computer programming), job seeking skills such as interviewing, business management skills, entrepeneurial skills, and skills to manage money.

"Knowledge"
The terms "knowledge" and "information" will be used almost interchangeably in this site. In general, however, "information" may describe what is communicated about a particular fact or subject; something you receive or are told. "Knowledge" refers to the state or condition of understanding that fact or subject, and being able to apply it.

"Attitudes"
The term "attitudes" is used throughout this site to encompass the broad domain of social norms, ethics, morals, values, rights, culture, tradition, spirituality and religion, and feelings about self and others.

"Health"
WHO's broad view of health as "the state of complete physical, mental and social well-being" is assumed here. Using this definition, social and economic conditions and the broader environment are considered key determnants of health.

"Health Promotion"
The process of enabling people to increase control over and to improve their health. Health Promotion not only embraces actions directed at strengthening the skills of individuals, but also action directed towards changing social, environmental and economic conditions so as to alleviate their impact on public and individual health. (from WHO Health Promotion Glossary)

(pasted from: http://www.unicef.org/lifeskills/index_7308.html; 230109:10.50)

Monday, January 5, 2009

Mengenang kembali Pendidikan Masyarakat

Mentari kelak kan tenggelam,

Gelap kan datang dingin mencekam.

Harapanku bintang kan terang memberi sinar dalam hatiku

Kulihat di malam itu, kau beri daku senyum kedamaian,

mungkinkan akan tinggal kenangan, jawabnya tertiup di angin lalu”.

Dikutip dari syair ‘Melati dari Jayagiri’ gubahan Iwan ‘Abah’ Abdurahman.


Lirik lagu di atas 40 tahun lalu digubah oleh tokoh Wanadri dan sempat dinyanyikan menjadi terkenal oleh grup penyanyi Bimbo.

Menggali kembali catatan batin lagu ‘melati dari jayagiri’ saat didendangkan kembali lagu tersebut langsung oleh penggubahnya, mengajak penulis hadir di masa 40 tahun silam. Bahkan transformasi pesan batin lagu tersebut masih tetap dapat dirasakan khususnya bagi setiap praktisi Pendidikan dan Pembangunan dalam Masyarakat yang sempat mengenal Jayagiri.

Jayagiri adalah nama sebuah desa kecil yang terletak di atas bukit di kecamatan Lembang, sekarang menjadi wilayah kabupaten Bandung Barat ini, sama seperti dengan tipologi desa lain di wilayah lain. Jalan desa ini menjadi ‘track’ bagi penjelajah dan oencinta alam menuju kaki gunung Tangkuban Perahu. Beberapa tahun terakhir, lintasan ini tak lagi menantang untuk dilalui, ditandai dengan kegiatan ‘hiking’ dan ‘camping’ yang sudah tidak menjadi trend, juga banyak penikmat lokasi gunung tangkuban perahu lebih memilih berkendaraan hingga puncak. Padahal, ada pengalam batin untuk menyatu dengan alam saat menyusuri jalan desa dan jalan setapak di antara tegakan pinus dan belukar menuju kawah gunung tangkuban perahu.

Pengalaman batin di atas tak lagi bisa dirasakan, penataan oleh pengelola kawasan pemangku hutan bandung utara pun seakan mengabaikan hal ini. Seperti halnya, diabaikannya sejarah dan jasa jaringan pipa besi peninggalan belanda dari penampungan di atas bukit yang mengalirkan air bersih untuk kawasan lembang. Perlahan semakin pupus makna tempat bernilai sejarah di Lembang, bahkan Taman Junghun pun hanya terpana dikepung dan sebagian lahannya digerogoti oleh pemukiman padat maupun aktifitas penduduk setiap hari.

Pengalaman yang dirasakan sekarang saat berada di Jayagiri seperti syair lagu di atas, seperti merasakan mentari kelak kan tenggelam.


Jayagiri: Makna sebuah keyakinan

Menyusur jalan desa dari Lembang sepanjang delapan ratus meter kea rah bukit Jayagiri, di bagian sisi kiri jalan empat puluh tahun silam sebuah bangunan menjadi saksi sejarah bagi Pendidikan Masyarakat. Sekarang bangunan tersebut telah dipugar menjadi Balai Pengembangan Pendidikan Luar Sekolah (BP-PLS) Regional I. Di tempat yang sama, empat puluh tahun silam seumur dengan lagu “Melati dari Jayagiri” didirikan Pusat Penjelidikan dan Latihan Nasional Pendidikan Masyarakat (PPLNPM).

Pusat latihan ini merupakan kelanjutan upaya Divisi Pendidikan Masyarakat yang sejak 1 Juni 1946 merupakan bagian Kementrian Pendidikan, Pengajaran dan Kebudayaan untuk menangani tugas (a) memberantas buta huruf (b) mengelola pendidikan pengetahuan umum dan (c) mengembangkan ‘sistem perpustakaan umum’.

Sebagai negara baru merdeka yang berupaya mewujudkan amanat UUD 1945 memberikan kesempatan pendidikan bagai semua warga negara, saat itu dipilih tiga pendekatan peningkatan taraf pendidikan (a) menambah jumlah sekolah rakyat (SR), (b) memperpanjang waktu SR dari tiga tahun menjadi enam tahun, dan (c) meningkatkan standar dan kualitas pendidikan. Ternyata jumlah peserta didik usia SD, SLP dan SLA tahun 1950 meningkat seratus kali lipat dibandingkan 1945, sementara untuk peserta didik perguruan tinggi melonjak hingga dua ratus kali lipat pada periode sama. Pendidikan dianggap mampu menyediakan kesempatan menguasai pengetahuan dan meningkatkan taraf hidup.

Dihadapkan pada kenyataan tingkat pendidikan masyarakat masih rendah, dan diperlukan peningkatan peningkatankehidupan intelektual bangsa melalui pendidikan masyarakat. Mangunsarkoro meminta Badan Pekerja Komite Nasional Indonesia Pusat (KNIP) memperhatikan pendidikan masyarakat. Permintaan ini membuahkan dibentuknya Divisi Pendidikan Masyarakat di bawah kementrian Pendidikan, Pengajaran dan Kebudayaan.Perubahan menjadi Departemen Pendidikan Masyarakat dilakukan 1 Agustus 1949 dengan tugas:

  • Mengembangkan, menyempurnakan dan mememnuhi kebutuhan pendidikan masyarakat di luar sekolah formal, sehingga seluruh anggota masyarakat memperoleh kesadaran dan kecerdasan, mencapai kehidupan yang berguna dan menambah nilai bagi bangsa dan dunia;
  • Diantara peran paling penting adalah program pemberantasan buata huruf secara berkelanjutan, menyelenggarakan kursus pengetahuan umum, A, B, dan C, menyiapkan dan membantu penyelenggaraan “Sistem Perpustakaan Nasional” serta penyediaan buku petunjuk dan bacaan. Sejalan dengan peran ini adalah membimbing secara berkelanjutan penyelenggara program pemberatasasn buta huruf, dan penyelenggara program pengetahuan umum mengenai ekonomi, dan tata negara, serta menyediakan buku, layanan dan majalah untuk umum, dsb.

Dalam perkembangan berikutnya, Jayagiri tetap menjadi saksi bisu penyelenggaraan pendidikan masyarakat yang di awal bertajuk pada peningkatan intelektual masyarakat bagi pembangunan dan pengembangan ‘kapital’ masyarakat. Di kemudian hari, pendidikan masyarakat hanya sekedar menggawangi kegiatan pendidikan ‘berbasis manajemen sekolah’ seperti Pendidikan Anak Usia Dini, Pendidikan Kesetaraan, Pendidikan Kursus.

Beberapa tindakan dan upaya pembangunan dan pengembangan ‘kapital’ masyarakat pun tidak lagi dianggap sebagai bagian dari upaya pendidikan dalam mengembangkan kesadaran, peningkatan intelektual menuju kehidupan yang lebih berdaya guna serta bernilai guna bagi pembangunan bangsa dan dunia.

Penyusutan makna ini semakin jelas dengan melihat, keberadaan PPLNPM (1960-1978) yang berubah sebagai Balai Pengembangan Kegiatan Belajar (BPKB) (1978-2003), kemudian Balai Pengembangan Pendidikan Luar Sekolah dan Pemuda (BP-PLSP) (2003-2007) sebelum Balai Pengembangan Pendidikan Non Formal dan Informal (BP-PNFI) (2007-2008). Sekarang PLNPM itu menjadi Pusat Pengembangan Pendidikan Non Formal dan Informal (P2-PNFI) (2008-…) sementara syair lagu ‘melati dari jayagiri’ semakin nyaring dalam ruang kedap batin anak manusia yang tersenyum getir. Kegetiran akibat perkembangan dan pertumbuhan intelektual masyarakat yang disemai melalui pendidikan masyarakat menjadi hampir niscaya dan pendidikan masyarakat tak lagi dipandang membangun dan mengembangkan ‘kapital’ masyarakat sejajar dengan marjinalisasi pendidikan non formal. Pendidikan Non Formal adalah sebuah strategi pendekatan yang dijadikan acuan instansi Pendidikan di luar jalur sekolah.


Bacaan Lebih Lanjut:


Balai Pengembangan Pendidikan Luar Sekolah dan Pemuda. (2004). The Profile of Balai Pengembangan Pendidikan Luar Sekolah dan Pemuda (Centre of Development for Nonformal Education and Youth). Bandung: Centre of Development for Nonformal Education and Youth.

Djojonegoro, Wardiman (1997) Fifty Years of Indonesian Education National Development.