Betsy DeVos: Best Villain EVER & Big Fan of the Swiss Model of Youth Apprenticeships & Career Connected Learning. Wait, What?

betsy

The horrible thing about the Two Minutes Hate was not that one was obliged to act a part, but that it was impossible to avoid joining in. Within thirty seconds any pretence was always unnecessary. A hideous ecstasy of fear and vindictiveness, a desire to kill, to torture, to smash faces in with a sledge hammer, seemed to flow through the whole group of people like an electric current, turning one even against one’s will into a grimacing, screaming lunatic. And yet the rage that one felt was an abstract, undirected emotion which could be switched from one object to another like the flame of a blowlamp. -George Orwell, Nineteen Eighty-four

No one makes a better villain than Secretary of Education, Betsy DeVos. She’s the enemy of public education that everyone – on a divided left  – can agree to hate.

DeVos is our very own Emmanuel Goldstein, great uniter of the democratic party and designated enemy; who continues to bring all of us together in our updated – dare I say innovative – version of Orwellian inspired two minutes of hate.

Hypocrisy is the Greatest Luxury

Since DeVos is the agreed upon villain and one woman wrecking ball of public education, it may come as a huge shock to people who view themselves as democrats that “the evil one” is a big supporter of the Swiss Model of youth apprenticeships and career connected learning.

Here’s a portion of her prepared remarks from June 7, 2018 before the International Congress on Vocational & Professional Training:

While I’m here in Switzerland I will meet with students, educators and business leaders to learn more about education in this country. I look forward to seeing first-hand how Swiss students pursue their passions through many different technical and vocational courses and in apprenticeship programs.

The Swiss approach is one from which we can all learn a great deal. It is so interesting that more than two-thirds of current students pursue their education through apprenticeships.

Of course apprenticeships include those for welders and carpenters – which, in my country, is more common. But apprenticeships here include many options in every sector of the economy, including healthcare, finance and law. I was so intrigued to learn from Switzerland’s Ambassador to the U.S. Martin Dahinden that the CEO of UBS, Sergio Ermotti, started his career as an apprentice. And Lukas Gähwiler, Chairman of UBS, Switzerland also started out his career as an apprentice. That’s not commonplace in America, but perhaps it should be!

President Donald Trump has made apprenticeship expansion a priority. He established a national Task Force on Apprenticeships, chaired by Secretary of Labor Alex Acosta and co-chaired by Secretary of Commerce Wilbur Ross and myself. We were joined by leaders from business, labor and education. Our charge was to explore ways to empower Americans with options to earn and learn. And ways to encourage the private sector and higher education to advance this important opportunity for our nation’s economic future.

There are many avenues to earn what individual students want and what employers need: industry-recognized certificates, two-year degrees, stackable credits, credentials, licenses, advanced degrees, badges, four-year degrees, micro-degrees, apprenticeships and so on.

All of these are valid pursuits. Each should be embraced as such. If it’s the right fit for the student, then it’s the right education. And importantly, no stigma should stand in the way of a student’s journey to success.

Proper credentials send important signals to employers. The question is whether those credentials match what employers need – and what employers think those signals mean.

Think about it this way: students seek out a credential – a bachelor’s degree, an associate’s degree, an advanced degree – because they think it will send a signal to employers that they are employable. But too often what they learn while earning that credential isn’t what they need to do the work they are hired to do.

The Swiss approach addresses that. Employers and educators work hand-in-hand to line up the skills required with those actually learned. It’s a bottom-up, self-defined solution. And it’s a solution we must better emulate in my country.

Additionally, the notion that education begins at age five and ends at age twenty-two must be retired. That posture suggests that education is merely transactional, with a finite beginning and end. But learning has no finish line.

Today’s students need something drastically different, something significantly better than what my own experience was. They need learning environments that are agile, relevant, exciting. Students need customized, self-paced, and challenging life-long learning journeys.

Let’s see, DeVos mentions: industry-recognized certificates, stackable credits and credentials, badges, micro-degrees, and apprenticeships, all of which – in my mind, add up to a nationwide K-12 badging program.

This is a dream come true for the Chamber of Commerce, business leaders, and social impact investors who are keen to limit public education to workforce development devoid of any time wasted on extraneous knowledge not directly beneficial to capital and the bottom line.

Really, if DeVos hadn’t mentioned Trump, her prepared remarks would be hard to distinguish from something Suzi LeVine, Washington State’s newly appointed Commissioner of the State’s Employment Security Department, would have delivered in a speech.

Who’s Suzi LeVine? You can learn more about her by reading Kids, Welcome to the Machine: Suzi Levine & Career Connected Learning.

So, this is a little awkward. Betsy DeVos  – the agreed upon enemy of public education- also endorsing the democrat approved initiative of career connected learning and youth apprenticeships.

Maybe the destruction of public education is a more bipartisan affair than our thought leaders would have us believe.

-Carolyn Leith

 

3 comments

  1. I think your last sentence pretty much sums it up since Democrats sold out to corporate and other big money/profit making interests long before the Citizen’s United decision in 2010. That includes former president Bill Clinton who took office in 1992 pretending to be a “man of the people” and proceeded to eliminate any restrictions on what banks could “invest” in, outdid the Republicans with his welfare “reforms” and, specifically related to this post, did everything possible to further the idea that government needed to be reinvented in accordance with the book Reinventing Government by David Osborne and Peter Hutchinson which promotes the contracting out, i.e. privatization, of public services. Not just public education, but anything private individuals or entities can convince our elected leaders to let them do instead of the government.Regardless of what Democrats say to get elected, with few exceptions, they are just as tied into the same business/private interests as the Republicans. So, yes, privatizing public education most definitely is a bi-partisan effort. But if knowledge is power, and we all know that both parties are beholden to the same ideology that America is about making money and nothing else, the question now is how are we going to use our power to stop that privatizing and maintain our government of, by and for the people?

  2. OK, it just hit me. UBS is a major force behind social impact bonds. In fact UBS was the backer of THE FIRST “Smart” social impact bond on the blockchain. They are financially supporting IXO Foundation in South Africa. Switzerland is home to most blockchain research in the crypto-valley in Zug. UBS has a paper on digital identity. The push for apprenticeships-it’s not the “old” variety, but a new gig-economy based one on the blockchain! https://avpn.asia/blog/the-first-smart-social-impact-bond-innovative-synergies-blockchain-and-sibs/

    https://www.ubs.com/magazines/innovation/en/into-the-future/2016/who-will-we-be-in-a-digital-world.html

    https://www.eventbrite.com/e/design-workshop-smart-impact-bonds-10-tickets-45333065419#

  3. Considering that the “top” 40% are the ones looking for higher ed, what are the rest to do, at least in the first two years of high school? Waste time? Drop out?
    Check out the British system.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s