105 Peavey Rd, St 116
Chaska, MN 55318
SCHOOL-TO-WORK: ECONOMIC ECOSYSTEM
The graphic above is printed on the inside page of the "Making Connections: School-to-Work Resource Guide,"
published by Minnesota's STW Interagency Leadership Team, portrays the new system being rapidly
installed in Minnesota and across the United States. The three legs of the new system are Education Reform,
Workforce Preparation and Economic Development. STW is the intersection of all of these.
Underneath is the statement: "To create a seamless system of education and workforce preparation for all
learners, tied to the needs of a competitive marketplace."The next page states" "STW is a way of thinking;
a way of organizing learning; a way of connecting the community; and a way of linking education, economic
development, and workforce preparation systems."
President Yudof and Lawrence Perlman's recently released Working Group Report on Minnesota's Economy
lays out the strategy for the third leg of this STW system. The final leg is the partnership between government
The report is available at their web site: http://www1.umn.edu/summit/NewFiles/kit.html
Click on: "Building a Knowledge Economy for Minnesota's 21st Century."
Also, Questions & Answers regarding the Working Group recommendations are found at: http://www1.umn.edu/summit/NewFiles/Q&A.html
This radical new system is intended to transform our entire form of governance and it is already deeply in place.
Appointed boards bypass elected representatives in deciding educational curriculum, teacher training,
workforce training, and allocating federal money granted directly to appointed boards. This direction in
government is a fundamental threat to our system of self-government and educational freedom.
"It's important to look at the RECOMMENDATIONS AS A WHOLE [their emphasis], because
they build on and support the OVERALL "ECONOMIC ECOSYSTEM" that is needed to succeed."
"Many of the group's specific proposals relate to a BETTER ALIGNMENT BETWEEN EDUCATION,
R&D, innovation, TRAINING, and current and growing Minnesota INDUSTRIES."
What are the next steps?
"The Working Group has called for an enduring LEADERSHIP COALITION to implement
and guide the state's economic development strategy."
[We have referred to their "Leadership Coalition" as the Education Cartel. It always excludes the
parents and grassroots citizens, but involves working out private agreements between powerful
interests (partnerships) to then drive their decisions through the Legislature and Congress.
Parents, teachers and taxpayers are not consulted except in controlled "consensus building" situations
that are organized to produce pre-planned outcomes.]
"Getting businesses involved with educational systems to build worker training systems for specific high-growth fields."
"Conduct a supply-demand study, through Minnesota Planning, that will lead to tighter alignment between
industry needs and educational programs."
The above statements are descriptions of the School-to-Work system, a complete redefinition of the
purpose of education as training in specific job skills for market needs with minimum knowledge.
Our tried and true academic achievement model, on the other hand, under which all of us were educated,
provided a broad liberal arts education that prepared each of us to choose our own path as we matured
into adults. Most importantly, it gave us a basis for functioning as a free, self-governing people who
understand world and U.S. history, our literature, our science inventions, mathematical principles
beyond simply computation and the political principles upon which our great country was founded.
The "Economic Ecosystem" binds the curriculum to industrial needs, dissolving the independence of schools.
It dissolves the division of powers between government and business and education to become one tightly
controlled economy, labor force and education system.