HERITAGE FOUNDATION EXPOSE
THE
HERITAGE FOUNDATION DRAFTED NAFTA (THE NORTH AMERICAN FREE TRADE
AGREEMENT} - AMERICAN JOBS AND COMPANIES HAVE MOVED TO FOREIGN
COUNTRIES RENDERING AMERICAN WORKERS JOBLESS, NAFTA HAS ALSO IMPACTED
AMERICAN EDUCATION. THOSE IN THE HERITAGE FOUNDATION CALL THEMSELVES
"CONSERVATIVES".
DOCUMENTATION
Upon receiving a solicitation for financial support from the Heritage Foundation, education expert, Charlotte Isberyt, forwarded the following documentation, including the solicitation email from Heritage:
"Let's
hope tax-exempt Heritage Foundation (HF) is very, very
hungry...starving. Pass this documentation on to everyone with a note
that Heritage Foundation drafted the North American Free Trade Agreement
(NAFTA). Donald Trump, when he says he opposes the free trade
agreements, should let Americans know that HERITAGE FOUNDATION drafted
NAFTA!
Very
few Americans know that HF, the No. 1 tax-exempt research and policy
foundation in the United States, while garnering support from American
conservatives due to its opposition to much of leftist agenda,
SUPPORTS tax-funded school choice/charters with unelected boards AND the
North American Free Trade Agreement that has robbed Americans of
hundreds of thousands of jobs? It also supported the U.S.-Soviet and
Carnegie-Soviet education agreements signed in 1985.
Documentation for Heritage's positions is found in the deliberate dumbing down of america, which is a FREE download.
Just type in deliberatedumbingdown.com. The original 3D, fro which
below quoted entries is taken, is now out of print, but the
updated/abridged version is available at Amazon.com.
Here are 3D [the deliberate dumbing down of america] Index entries on Heritage, NAFTA, education, etc:
North American Free Trade Agreement (NAFTA), 279, 291–292, 304
impact on education, 315–316
impact on education, 315–316
“The Educational Implications of NAFTA,” 321
******************************************
To make it easier for you, I have cut and pasted the text of all the above entries:
3D, page 304. THE 1993 ANNUAL REPORT OF THE HERITAGE FOUNDATION OF WASHINGTON, D.C., DEDIcated to
The idea of the North American Free Trade Agreement (NAFTA) originated with Heritage Fellow Richard Allen and has long been advocated by Heritage policy analysts.... The idea of creating a North American free trade zone from the Yukon to the Yucatan was first proposed by Heritage Distinguished Fellow Richard Allen in the late 1970s, refined by then Presidential
candidate Ronald Reagan, and further developed in a major 1986 Heritage Foundation study. (p. 4)
[Ed. Note: The Free Trade Agreement got the ball rolling for the development of skills standards by the newly formed National Skills Standards Board, endorsed by the U.S. Labor Department Secretary’s Commission on Achieving Necessary Skills (SCANS) study originated under Labor Secretary Elizabeth Dole, and eventually led to the School-to-Work Opportunities
Act and the dumbing down of American education curriculum for workforce training. With all of this emphasis on “standards” it should be pointed out that NAFTA allows exchanges of
all categories of professionals, with those coming from Mexico and Canada having met their own countries’ standards, not necessarily equal to those required in the United States. If this process evolves the way most of these exchange processes have in the past, that disparity will be addressed in one of two ways—by changing U.S. standards to match foreign standards, or
by altering both NAFTA nations’ standards to align with international standards like ISO 9000or ISO 1400 monitored by UNESCO. This should be of concern to professional organizations in the United States.]
3D, page 315-316. THE IMPACT ON EDUCATION OF THE UNITED STATES SIGNING THE NORTH AMERICAN FREE Trade Agreement was discussed in an article entitled “USIA’s Grants Go to Schools in NAFTA Nations” published in the September 12, 1993 edition of The Washington Times. Some excerpts follow:
American three-way university affiliation grants to involve exchanges of faculty and staff among Canadian, Mexican and U.S. universities for teaching, lecturing, research and curriculum
development. “We often have university affiliation grants,” Mr. Duffey said in an interview before he left for Vancouver. “This is the first time we’ve decided to start awarding three or four a
year that involved three countries in North America.”… Each USIA award will carry about $100,000, plus travel and per diem expenses, for exchanges of faculty, administrators and educational materials. The agreement, part of the broadened dialogue that has come out of the North American Free Trade Agreement, will support an array of projects focused on history, economic development, international trade and the environment. “What we seek to do is, among other things, nothing less than dismantling barriers to academic mobility,” Mr. Duffey said in a speech at the conference. Mr. Duffey said he expects the North American countries to succeed in achieving a sense of regional community where the quest for a common community of nations in Western Europe has foundered. “We’re trying to reverse the tradition of nationalism and people, who in looking to their identity, look backwards to the past,” he said. “Instead, we want them to look to the
future.” (p. A–5)
3D, page 321
1994
U.S. COALITION FOR EDUCATION FOR ALL: A HISTORY WAS PUBLISHED IN 1994 BY THE U.S. Coalition for Education for All based in Washington, D.C. Excerpts from that publication follow:
U.S. delegates from government agencies and non-governmental organizations participated in the 1990 World Conference and helped to prepare the Education for All (EFA) goals and action plan. In February 1991 the U. S. Coalition for Education for All (USCEFA) was created to promote EFA awareness and activities in the United States and to serve as a link to the global EFA movement.… In 1991, USCEFA held its first major conference, “Learning for All: Bridging Domestic and International Education.”……From this conference the USCEFA’s agenda unfolded. USCEFA organized a symposium entitled “Integrating Social Services and Education: A Look at Collaboration and Delivery.”
At the first meeting of the International Consultative Forum on EFA, U.N. sponsors singled out USCEFA as a model for national initiatives supporting basic education worldwide. This forum selected USCEFA to lead an international task force to explore the involvement of media in education....
USCEFA’s 1994 main events included: a symposium entitled “The Educational Implications of NAFTA” [North American Free Trade Agreement] that addressed educational issues
emerging in the wake of the signing of the NAFTA agreement; co-sponsorship of a global teleconference entitled “Global Interdependence: the United States and the Third World.”
USCEFA’s most prominent 1994 event is its December conference; “The Revolution in World Education: Toward Systemic Change.” This conference explores systemic change in education and the achievement of educational goals and outcomes around the world.... USCEFA will continue to cooperate internationally to keep the spirit of the Jomtien Conference alive and to make Education for All a reality at home and abroad.
U.S. COALITION FOR EDUCATION FOR ALL: A HISTORY WAS PUBLISHED IN 1994 BY THE U.S. Coalition for Education for All based in Washington, D.C. Excerpts from that publication follow:
U.S. delegates from government agencies and non-governmental organizations participated in the 1990 World Conference and helped to prepare the Education for All (EFA) goals and action plan. In February 1991 the U. S. Coalition for Education for All (USCEFA) was created to promote EFA awareness and activities in the United States and to serve as a link to the global EFA movement.… In 1991, USCEFA held its first major conference, “Learning for All: Bridging Domestic and International Education.”……From this conference the USCEFA’s agenda unfolded. USCEFA organized a symposium entitled “Integrating Social Services and Education: A Look at Collaboration and Delivery.”
At the first meeting of the International Consultative Forum on EFA, U.N. sponsors singled out USCEFA as a model for national initiatives supporting basic education worldwide. This forum selected USCEFA to lead an international task force to explore the involvement of media in education....
USCEFA’s 1994 main events included: a symposium entitled “The Educational Implications of NAFTA” [North American Free Trade Agreement] that addressed educational issues
emerging in the wake of the signing of the NAFTA agreement; co-sponsorship of a global teleconference entitled “Global Interdependence: the United States and the Third World.”
USCEFA’s most prominent 1994 event is its December conference; “The Revolution in World Education: Toward Systemic Change.” This conference explores systemic change in education and the achievement of educational goals and outcomes around the world.... USCEFA will continue to cooperate internationally to keep the spirit of the Jomtien Conference alive and to make Education for All a reality at home and abroad.
3D, pages 291-292
BRITISH COLUMBIA TEACHERS’ FEDERATION IN 1991 PUBLISHED “WHAT IS THE MARKET Model?”
Excerpts from this interesting flyer made available to Canadian teachers follows: AIMS: The Market Model aims to reduce learning to an instrument serving social power. More specifically public education is enlisted in the Market Model to serve the needs of corporate capital in an information age of global production.
FEATURES:
1. In Canada the market model started in higher education, and is now moving tosecondary schooling.
2. Cuts in government funding, with corporate funding targeted to particular projects.
3. Purpose of education—to compete economically in the international marketplace.
4. Demands that public education be redesigned to serve as a knowledge producer forprivate corporations in the national economic competition.
5. Textbook production and distribution under control of private corporations.
6. Academic teachers are conceived as “business persons” who provide goods and services under Free Trade Agreement and NAFTA.
RHETORIC:
“New Reality”
Competition, Market Discipline
“The Campus as Corporation” (Strangeway, 1984)
Curriculum Products
Resource Units or Resource Packages
Uniform Standards Skills
MAIN SOURCE: McMurtry, John, Journal of Philosophy of Education, Vol. 25, No. 2, 1991.
PD95–0016
[Ed. Note: Many of McMurtry’s tongue-in-cheek ideas are to be found in so-called “conservative” think tanks’ papers on education restructuring. Number 6 under “Features” is particularly
offensive in that the idea of teachers becoming “private contractors” instead of school system employees is being discussed and proposed around many a policy maker’s table in
this country. What a peculiar thing. If teachers are being trained not to concentrate on subject matter or “lower level skill development,” what would they have to market? The ability to
“train” students to perform certain tasks in a certain way in a certain period of time? Market Model Maniacs?] "
Excerpts from this interesting flyer made available to Canadian teachers follows: AIMS: The Market Model aims to reduce learning to an instrument serving social power. More specifically public education is enlisted in the Market Model to serve the needs of corporate capital in an information age of global production.
FEATURES:
1. In Canada the market model started in higher education, and is now moving tosecondary schooling.
2. Cuts in government funding, with corporate funding targeted to particular projects.
3. Purpose of education—to compete economically in the international marketplace.
4. Demands that public education be redesigned to serve as a knowledge producer forprivate corporations in the national economic competition.
5. Textbook production and distribution under control of private corporations.
6. Academic teachers are conceived as “business persons” who provide goods and services under Free Trade Agreement and NAFTA.
RHETORIC:
“New Reality”
Competition, Market Discipline
“The Campus as Corporation” (Strangeway, 1984)
Curriculum Products
Resource Units or Resource Packages
Uniform Standards Skills
MAIN SOURCE: McMurtry, John, Journal of Philosophy of Education, Vol. 25, No. 2, 1991.
PD95–0016
[Ed. Note: Many of McMurtry’s tongue-in-cheek ideas are to be found in so-called “conservative” think tanks’ papers on education restructuring. Number 6 under “Features” is particularly
offensive in that the idea of teachers becoming “private contractors” instead of school system employees is being discussed and proposed around many a policy maker’s table in
this country. What a peculiar thing. If teachers are being trained not to concentrate on subject matter or “lower level skill development,” what would they have to market? The ability to
“train” students to perform certain tasks in a certain way in a certain period of time? Market Model Maniacs?] "
Heritage Foundation's fundraising email to Charlotte Iserbyt:
|
Charlotte,
I
want to thank you for your commitment to conservative principles. And
though you’ve never wavered, you might wonder: why don’t more
conservatives—though they share your principles—stand up against liberal
policies and big government?
Some
of it's because liberals love to make conservatives feel like they are
the only ones who stand for limited government, free enterprise and
traditional values. (It's simply not true!) Liberals are effective at
keeping conservatives silent, isolated, and home from the polls.
That’s why it’s so crucial to unite conservatives right now.
We’re launching an ambitious campaign to unify conservatives all across America. Find out more about the Conservative Census today >>
This
project will reveal just how strong the conservative base is in America.
It'll show liberals who they are messing with. And it'll make us more
effective in defending our conservative principles than ever before.
We need your help to succeed. Learn more about the Conservative Census project >>
It’s time to unite conservatives.
Sincerely,
Jim DeMint
President |
 |
|
The Heritage Foundation | 214 Massachusetts Avenue, NE | Washington, D.C. 20002 | (800) 546-2843
You are subscribed to Heritage Foundation e-mails . If you want to change your e-mail preferences, please click here to update your subscription.
----- Forwarded Message -----
From: Jim DeMint <info@heritage.org> To: (Charlotte's email) Sent: Friday, April 29, 2016 6:40 PM Subject: Thank you |
Excerpt:
"You can help unite the conservative base
You can power this Conservative Census with your generous donation to The Heritage Foundation today. In order to launch this project, we must raise $250,000 by midnight on May 6.
Your gift will bring conservatives together around the principles that will restore our country to prosperity." [emphasis, ed.]
Resources for Iserbyt books, reports, etc.
Charlotte Thomson Iserbyt
Former Senior Policy Advisor
U.S. Department of Education
http://www.deliberatedumbingdown.com
http://www.americandeception.com
http://www.abcsofdumbdown.blogspot.com
Former Senior Policy Advisor
U.S. Department of Education
http://www.deliberatedumbingdown.com
http://www.americandeception.com
http://www.abcsofdumbdown.blogspot.com