A NEW DEAL FDR SOCIAL DEMOCRATIC PROGRAM BEHIND THE GREAT NATIONAL WORKS PROJECT.
Eliminating funding for the Job Corps.Evolution of Federal Job-Training Programs
Federal programs that were intended to improve the lives of the economically disadvantaged through work initiatives, including the Works Progress Administration (WPA) and the Civilian Conservation Corps (CCC), were originally created during the 1930s.
Now, if you are a global corporation and their pols-------this coming great, national infrastructure works program will be filled with immigrant labor doing it on the cheap. They used this Job Corp funding to bring the international human capital distribution structure to the US preparing to fill all that trillion dollar infrastructure building with immigrant labor and if an American wants to work---you will work as they do. There is no doubt---all corporations tied to this build will be multi-national corporations able to work in the US as they do overseas.
Below you see what has existed for decades overseas as global institutions like Johns Hopkins who went into developing nations to educate and train people to work around the world----a cultural competence training. Human capital from Africa needed to be trained about culture in Vietnam and its International Economic Zones before being sent so an entire set of global training programs centered on cultural training have been built overseas and are now coming to the US. Montgomery County has cultural training centers for immigrants arriving here---and they are now building cultural training into community colleges et al for Americans to become prepared to be sent overseas.
THIS IS WHAT JOB TRAINING LOOKS LIKE TO GLOBAL CORPORATE NEO-CONS AND NEO-LIBERALS.
Cultural Competence in the Global Healthcare Industry
Tuesday, April 01, 2014 - by Neal R. Goodman
The increasing mobility of the global population and the changing demographics of many countries mean that nearly every industry requires some level of cultural competence. For the healthcare industry, this may be a matter of life and death, for both the institutions and the people they serve.
The need exits at every level, from a culturally competent and inclusive healthcare workforce to medication, medical products, and literature that are accepted and understood by consumers to mutual understanding between medical care providers and patients. Without appropriate cultural competences, patients and customers commonly complain about the way they are treated and experience a lack of respect.
As a basic starting point, employers in the healthcare industry need to create an inclusive environment where everyone feels welcome and respected and knows that their insights and contributions will be heard and considered. The emergence of global healthcare providers, such as hospitals forming relationships across borders, makes this need even more apparent. The establishment of an inclusive employee environment in the medical field is critical for both the recruitment and retention of the best professionals and the creation of a corporate culture of intercultural competence.
In some parts of the world, cultural competence in healthcare is a matter of public policy. Hospitals in the United States, for example, can lose funding and accreditation based on the requirements of the Affordable Healthcare Act and other regulations if they cannot demonstrate that they effectively serve multicultural and multilingual patients.
One hospital’s approach
Florida’s largest and highest-rated hospital leads by example in the acquisition of cultural intelligence at all levels. Their need was compounded by a significant increase of immigrants to that state combined with many medical tourists coming from Latin America. Together with an external consultant the hospital successfully implemented a multi-pronged training approach.
FLORIDA HAS ONE OF THE LOWEST PUBLIC HEALTH OUTCOME FOR THEIR US CITIZENS JUST AS BALTIMORE DOES.
Hospital leaders began with the end in mind and developed several measurable goals for staff development, patient outcomes, and community outreach. Interviews, as well as an electronic survey, were used to identify needs.
Once these needs were identified and goals were clearly defined, the team created a customized cultural competency training program with a train-the-trainer component. The training program was created for any staff member who would have contact with patients, including managers, dieticians, clergy, and others. Prior to delivery, all sectors reviewed the program to ensure their particular needs would be met.
The effectiveness of the training program was measured by a pre- and post-test of the participants’ cultural competences. All participants practiced ways of teaching what they learned and what they would like to implement for themselves, their teams, those they lead, and the broader organization.
The solution included a one year sustainability plan with support by their office of diversity and inclusion, as well as the delivery of supplementary written and e-learning materials and sharing of best practices through the hospital television and other communication channels. After a year, the hospital organized a reunion in which everyone had a chance to celebrate achievements and discuss struggles.
Ninety-eight percent of participants demonstrated measurable improvement in their cross-cultural competency. One hundred percent thought such training should be shared with others they lead. More than 240 distinct actions were identified for implementation. Among the plans that were most quickly implemented, the hospital:
- changed intake forms to include more demographic information
- expanded evaluation forms to include questions related to culturally competent healthcare delivery by staff
- translated prescriptions into six different languages
- created outreach programs to bring healthcare clinics to communities
- provided employees the opportunity to expand their skills and practice understanding different accents in team workshops
- instituted a policy for all new employees to complete cultural competency training as part of their onboarding process.
Social Democrats have pushed for decades multi-culturalism and sensitivity so that is not what the concern is in this global structure. As you saw below all this training is preparing US citizens who will not be able to access health care to treat the rich from around the world coming to the US----Baltimore's Johns Hopkins and other hospitals are advertising themselves as global tourism----and US citizens are being trained to be sent overseas to work in global corporate International Economic Zones as with partnerships of Johns Hopkins in India or Asia.
So, the idea of bringing immigrants to settle in the US to live an American lifestyle is being deconstructed to become-----work in the US as you do in your own nation.
Meanwhile, citizens in Baltimore have had two decades of job training being all the education they seem to get----
RE-EDUCATION AWAY FROM AN AMERICAN LIFE OF CHOICE, FREEDOM, DEMOCRATIC EDUCATION---TO CONSTANT FOCUS ON WHAT ONE NEEDS FOR A JOB.
This is why Baltimore has been an abyss for public education and the only access to higher education for most was the yet again filled-with-fraud----for profit higher education corporations.
Below you see one example in Kaplan-----so much fraud from American citizens tied to these for-profit higher education courses..... that went to building a global education network centered in International Economic Zone nations where all the hyper-neo-liberal education businesses were installed. Right here in Baltimore this was the path for our Baltimore citizens no doubt directed to these for-profit education venues by NON-PROFITS. Meanwhile, Baltimore citizens had very little opportunity for actual higher education exposure and are now loaded with this education debt.
Using fraud against Americans and our Federal Student Higher Education funding to grow a global education corporation that is now a multi-national corporation connected with the Race to the Top testing and evaluation process.
Kaplan College & University Scam Lawyer
Posted on January 24, 2014 by admin
For-profit colleges have been on the increase in recent years, as have unethical practices used by these colleges to increase student enrollment. Kaplan University, formally Kaplan College, is a leading example of a for-profit school recently under fire for fraud and misdirecting potential students – a practice that has left many former students very dissatisfied and even more in serious financial debt.
KAPLAN INTERNATIONAL COLLEGES
Our China office is a single point of contact for all queries regarding admission to our international colleges in the UK. Our counsellors have been fully trained to provide the latest and most accurate information. All our services are completely free of charge.
We aim to provide students, parents, agents and sponsors with professional help and advice. Our services include:Help with applicationsWe help future students to accurately complete their application to study in our colleges.
Help choosing the appropriate college
- Students can visit our office to discuss their future options. Based on their personal circumstances and aspirations, we will help them choose the most suitable university preparation course and university.
- We help students in a number of ways – we ensure that they are aware of the duration of their course, their accommodation options, tuition fees and much more.
- We have many Chinese students studying at our UK colleges. We can arrange a telephone call with an enrolled student for a ‘real life’ view of what it is like to study in the UK.
- Students can also speak to our colleagues from the London headquarters at seminars arranged throughout the year.
Washington Post-owned Kaplan offers tutors pitiful wages, no healthcare
October 21, 2013 9:46 AM
Kaplan Inc., which is owned by The Washington Post Company, which itself sold the actual Washington Post to billionaire Jeff Bezos, has a union problem on its hands.Last year, 90 Kaplan employees in New York City who teach English as second language (ESL) opted to unionize in the hope of obtaining more benefits and higher pay, reports CNN.
The nascent union wants an hourly rate of about $22 for actual teaching time and at least $13 for time spent checking students’ work and planning lessons. Currently, Kaplan’s ESL teachers make $7.25 an hour — New York’s minimum wage — for this non-classroom work.
As for benefits, instructors typically work only 30 hours each week. Consequently, they are considered part time and are eligible for little in the way of benefits. The union wants some kind of health insurance option — current there isn’t one — and paid time off.
The for-profit education giant — best known for standardized test prep — has rebuffed demands for higher hourly wages in New York City. Seventeen months after negotiations began, Kaplan’s unionized employees are exactly zero percent better off.
The Newspaper Guild of New York is the union representing the Kaplan teachers.
“These are people who have master’s degrees, who bring in a ton of money for Kaplan because the ESL courses are so expensive, and yet they’re getting minimum wage to grade essays and no benefits,” Guild president Bill O’Meara told CNN.
An unidentified Kaplan spokesman blamed labor laws for preventing the company from changing wages and benefits while it is in the midst of negotiations with a union.
Meanwhile, Kaplan employees in other cities have seen an increase in prep-time pay from the minimum wage to $12 per hour.
“We think they were trying to set an example and stop other Kaplan centers from organizing,” O’Meara said.
Emily Lessem, a Kaplan ESL teacher in New York, told CNN that she brings home about $23,000 annually.
“I’ve been really cheated out of a lot of money and benefits,” Lessem complained to CNN.
According to Bankrate.com, a person making $23,000 who lives in the New York City borough of Brooklyn earns the equivalent of a person making about $12,000 per year in St. Louis, Mo. and about $15,000 in Portland, Ore.
The next round of negotiations between Kaplan and its unionized ESL teachers is set for Oct. 25.
Kaplan, which operates a large number of online and traditional brick-and-mortar programs, has come under withering Congressional scrutiny for many questionable practices including sleazy recruiting tactics.
“Internal Kaplan documents indicate that Kaplan recruiters were expected to enroll as many students as possible, and that they were trained in high-pressure sales tactics to do so,” reads a typical quote from a 2012 Senate report. “An email from the president of Kaplan’s Davenport campus instructed, ‘Every lead is to be called a minimum of 3 times per day! Every day until contact is made!’ Kaplan especially encouraged contacting ‘impulse’ leads because ‘they may lose interest and move on to something else.’”
“Documents show that during sales calls or interviews, recruiters were told to find prospective students’ ‘pain and fears’ and to use those areas to convince them that a degree was the best way to alleviate them. A rubric given to recruiters told them to ask: ‘If you don’t make this change, how do you think your future looks?’”
Kaplan faded out of sight in the US once all the fraud was uncovered but we can be assured it continues in this teacher/student testing and evaluation being pushed in the US maybe now part of PEARSON.
Pearson and Kaplan were the drivers of the hyper-testing education format in China, South Korea, etc soaking Asian parents of all their disposable income
FOR NO REASON AT ALL OTHER THAN AN ARBITRARY SET OF STANDARDS NOT NEEDED AT ALL IN AN EDUCATION SYSTEM.
So, this is what Race to the Top and all those testing requirements are tied to-----it has nothing to do with quality education---it has everything to do with RE-EDUCATING Americans away from a love of learning for learning's sake to one of hyper-competition thinking only about vocational advancement.
THIS IS WHERE ALL OF US FEDERAL EDUCATION FUNDING THAT USED TO FILL OUR PUBLIC SCHOOLS AND PUBLIC UNIVERSITIES WITH WELL-RESOURCED CLASSROOMS WENT.
This was Clinton/Obama Wall Street global corporate neo-liberals and Republicans----ALL MARYLAND POLS ARE CLINTON/OBAMA NEO-LIBERALS AND BUSH/HOPKINS NEO-CONS----
This is why Maryland and especially Baltimore must move away from all this------it simply extends that tie to what was built overseas being brought back to the US.
The Arbitrary Albatross: Standardized Testing and Teacher Evaluation
May 15, 2013On Chicago's streets and Hollywood's silver screens, education reform has been cast as a false dilemma between students and teachers. Reputable actresses and liberal mayors have both fallen prey. At the center of this drama lie teacher evaluations. A linchpin of the debate, they weigh especially heavily around the necks of educators like me.
Think: Shaky Foundation
With the arrival of spring, testing season is now upon us: America's new national pastime. I believe student results from standardized tests should not be used to evaluate teachers because the data are imprecise and the effects are pernicious. Including such inaccurate measures is both unfair to teachers and detrimental to student learning.
As a large body of research suggests, standardized test data are imprecise for two main reasons. First, they do not account for individual and environmental factors affecting student performance, factors over which teachers have no control. (Think: commitment, social class, family.) Second, high-stakes, one-time tests increase the likelihood of random variation so that scores fluctuate in arbitrary ways not linked to teacher efficacy. (Think: sleep, allergies, the heartache of a recent breakup.)
High-stakes assessments are also ruinous to student learning. They encourage, at least, teaching to the test and, at most, outright cheating. This phenomenon is supported by Campbell's law, which states statistics are more likely to be corrupted when used in making decisions, which in turn corrupts the decision making process itself. (Think: presidential campaigns.)
As a teacher, if my livelihood is based on test results, then I will do everything possible to ensure high marks, including narrowing the curriculum and prepping fiercely for the test. The choice between an interesting project and a paycheck is no choice at all. These are amazing disincentives to student learning. Tying teachers' careers to standardized tests does not foster creative, passionate, skillful young adults. It does exactly the opposite.
Evaluation and Accountability
The Atlanta cheating scandal is a stark illustration. A dispositive result of the testing obsession, it's an outcome as predictable as it is tragic. When bonuses and continued employment are largely determined by a single test, there is a perverse incentive to manipulate the system. Teachers and administrators are charged as felons for doctoring answer booklets; educators face jail time. We don't just think high-stakes testing leads to cheating. We know it does.
Fortunately, this is not an issue in my district. It remains a wonderful place to teach. But over half the states and the District of Columbia now use high-stakes tests to evaluate teachers, and this national trend must be reversed.
Because standardized tests are an inexact estimate of a teacher's ability, they are also unfair. By focusing on a sliver of the curriculum -- often rote facts --standardized tests do not measure meaningful understanding. (Think: Who was the last French monarch? versus How much violence is justified in revolution?) And unless you believe bubbling the letter of the best answer is crucial in the 21st century, standardized tests exclude evidence of important skill development. Indeed, my students learn much more than can be measured on a Scantron, and I want to be held accountable for it all.
Instead, we should consider reforming the observation method of evaluation, preserving student input, and incorporating a range of student work. Ironically, a focus on observation in performance review aligns with many other professions. Nurses, lawyers, even investment bankers are judged in large part by what their peers and supervisors see them doing. Plus when results are used, they are the results themselves -- not contorted approximations. Consider how you yourself are evaluated at work. I bet it's most likely through feedback and observation.
So, occasionally videotape a lesson, observe my classes, evaluate my students' work. If peers and administrators find my performance less than effective, prescribe some additional training. But please don't judge me based on student scores on standardized tests. I'll suffer, and so will the students.
Beginning the Conversation
Rather than focusing on evaluations altogether, let's professionalize the profession. We should create a rigorous entrance exam, an educational bar, as a gateway to licensing. Once teachers demonstrate mastery, they should be allowed to instruct according to expert standards -- just like in medicine, law and finance. If teaching is seen as exclusive, with formidable barriers to entry, it will become a more respected career, and teachers will earn the right and the latitude to practice.
If this makes sense, or if you're slightly curious, there are a number of steps you can take. Check out Learning is More Than a Test Score, Opt Out National and FairTest: The National Center for Fair and Open Testing.
Best of all, begin a conversation. Talk with friends and neighbors about this important issue affecting our communities and our country. Education is a lifelong pursuit, and teaching is a beautiful career. Let's decouple high-stakes testing from teacher evaluations for the sake of students and teachers alike.
All of that revenue moved from our Federal Education funding through for-profit education industry fraud became these global education corporations and look what they are selling all over the world-----the exact online lessons-----privatized education structures they are trying to install in our US public schools-----there is global Common Core.
Now, one can imagine as Baltimore is pushed to being one of the most global corporate K-12 in the nation moving towards the cheapest format------we will see most all schools called public tied to this ONE WORLD Pearson online lesson. Add to that the school on global corporate campus-----you see children tied to this global online lesson followed by 'apprenticeship' free labor on that global corporate campus or global corporate factory. This is the goal of Clinton/Obama Wall Street global corporate neo-liberals and Bush/Hopkins neo-cons-----
THIS IS HOW YOU KILL ANY SIGN OF A WESTERN IDEAL OF DEMOCRATIC EDUCATION WITH BROAD CURRICULA AND THE GOAL OF DEVELOPING A WELL-ROUNDED CITIZEN READY FOR LIFE-LONG LEARNING.
PEARSON GLOBAL SCHOOLS
- Common Core
- Digital Learning
- History/ Geography/ Social Studies
- International Baccalaureate®
- International GCSE
- Professional Development
- World languages
It is so strange to live for decades to see such a transition in how our economy and workplace operates----as a baby boomer I know through modern history all of what is called JOB TRAINING---was simply what people did AFTER THEY WERE HIRED. On-the-job training was the norm-----corporations had corporate human resources training departments geared to train for each internal job category and that training may last a few weeks to several weeks. Then we had the union apprenticeship track where again----on-the-job training had workers paid while they learned and the unions and corporations paid the cost of this training.
All this was the norm until Clinton/Bush/Obama and this mess of job training we see today is simply all those structures dismantled and being thrown into public cost.
Taxpayers used to get the benefit of a strong public education and higher education with their tax dollars----now we are paying for what was always a corporate cost of doing business.
What is on-The-Job Training (OJT)?
On-the-job training (OJT) is a type of skill development where an worker learns how to do the work through hands-on experience. This is in contrast to skill formation that is purely cognitive or perceptual. OJT generally gives the trainee the opportunity to work in the same place and with the same equipment that will be used regularly which can make it an efficient approach to learning new things. It can also be a useful tool to helping unemployed people develop new job skills. Poor OJT, however, can result in the trainee developing poor work habits.
Unstructured and Structured Training
Training an employee on the job can be one of the most effective teaching methods because it gives the worker practical experience with the tools and equipment he or she will be working with each day. As such, on-the-job training is one of the most common types of training used in the workplace, especially for vocational jobs, such as those in manufacturing. Often, this type of training is unstructured: the new employee is assigned to an experienced worker or supervisor, who demonstrates how the job is done. The trainee may shadow the other worker or workers for several shifts, while learning the steps that make up the job and how to use all of the required equipment. Training is usually conducted one-on-one, and the new worker generally has the opportunity to perform the different parts of the job with direct supervision.
Structured on-the-job training requires more organization, and often involves the creation of a lesson plan and set objectives, a clear estimation of how long the training should take, and a method of measuring how effective the training is. This type of program tends to be more uniform, with all employees who do a specific job being taught the same things in the same ways. It also requires that the coaches be chosen carefully and trained to work with new employees who have different levels of skill and knowledge.
Both types of training are used for a range of jobs, from manufacturing, to retail sales, to office work. Many times, companies start with unstructured training methods and adapt them as needed. Most training experts recommend structured plans, however, because they make it much more likely that trainees are taught all aspects of the job in a clear and unbiased way. Structured training is also designed to measure how effective the training is so that it can be changed if required.
On-the-job training is often cost-effective for a business because no outside teachers or programs are needed, and the training is typically conducted as part of the actual work shifts. There is no need for the new worker to travel for the training, which could require paying for transportation. No extra equipment is needed either, as the new worker learns by using the tools that he or she will be using for the job.
By training in the workplace, a new employee also has the chance to get to know the people and the environment earlier. He or she often gets a chance to interact closely with new co-workers and get practical advice about doing the job. Many times, the person who will be doing the training and evaluation is the new worker's supervisor or manager, so this also establishes job expectations from the very beginning. The feedback during on-the-job training is also immediate, so the new employee may experience faster growth in the job than he would in other types of training situations.
One major drawback of OJT is that it can be time consuming; at least one experienced employee, coach, or supervisor has to take time out of his or her regular job to conduct the training. This can be challenging, especially if there are work deadlines that must be met on top of the person's training duties. In addition, structured training requires additional time for both planning and evaluation.
It can also be difficult to find the right person to conduct on-the-job training. The person doing the training must have the knowledge and skills with the same equipment the learner will be using, or he or she may not be able to teach effectively. If the trainer is too experienced, however, he or she may forget to explain important steps or use technical words that the trainee doesn't understand. Care must also be given not to pass on sloppy work habits or unintentionally teach irrelevant or inefficient work methods to the new worker.
Cross-Training On the Job
An employee may also receive OJT in various departments in order to learn about different jobs within one company and how each department's responsibilities are related. This type of learning is sometimes referred to as cross-training, interdepartmental training, or job rotation. Cross-training on the job can help an employee become more valuable to his company as he learns new skills and gains a better understanding of what different people in the business do. It can also help the employee to better understand how his job affects the work of people around him and how each department works in its own way toward the company's common goals.
Job Training for the Unemployed
On-the-job training can also be used to teach people with limited job skills new trades or to provide work experience for those who don't have it. In the US, for example, some government programs pay some or all of an inexperienced worker's salary for several months in exchange for a business training the employee and giving him or her the chance to gain experience in the job. While some critics argue that businesses are essentially getting work provided at little or no cost and there's no guarantee that the trainee will be hired, others say that it provides experience to the worker, who can use it to help get another job.