By John Klyczek
Back in February 2021, the American Federation of Teachers (AFT) and the National Education Association (NEA) lobbied the Centers for Disease Control (CDC) to extend COVID restrictions that perpetuate public education’s reliance on privatization, specifically from Big Tech companies, which have been raking in record profits by selling schools ed-tech products to deliver online instruction during lockdowns. While the AFT and the NEA appealed to public health and safety rationales, their CDC lobbying efforts were couched in their conflicts of interest with Big Tech companies, such as IBM; corporate philanthropies, including the Rockefeller Foundation; globalist non-governmental organizations, like the Trilateral Commission; and world governance institutions, such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
Lobbying the CDC to add COVID restrictions for in-person learning that perpetuate Big Tech privatization was just a pit-stop on the way toward these same teachers’ unions pushing mandatory coronavirus jabs for students and educators who will be required to verify their vaccination status with compulsory digital immunizations passports platformed on blockchain and other “distributed ledger technologies” (DLTs). Now that President Joe Biden has called on state governors to mandate COVID vaccination for all school employees and students, the AFT and the NEA are fully on board with the state and federal proclamations forcing their dues-paying teachers to get jabbed along with students. By backing government-mandated vaccinations for school employees and students, the AFT and the NEA are rolling out the red carpet for digital vaccine passports through blockchain DLTs that will be used to aggregate students’ electronic health records (EHRs), “learning analytics,” workforce competency algorithms, and criminal histories into “Social Credit” scores which will determine access to the public square and private markets – a technocratic system planned out in detail long before COVID-19 emerged.
The IBM-AFT-NEA Love Triangle Builds Big Databases for Social Credit
For at least sixty years, the AFT and the NEA have been collaborating with IBM to drive the evolution of automated “teaching machines” into digital ed-tech programmed with artificial intelligence (AI) engineered to psychologically condition students for corporate-government workforce compliance. Today, the AFT and the NEA are cheerleading for Biden’s vaccination mandates, which will kickstart a long-anticipated market boom for digital vaccine passports that can be platformed on DLTs, including IBM’s blockchain DLT. IBM’s DLT can be expanded to keep ledgers of students’ learning outcomes and job competences in order to extrapolate “predictive analytics” for Social Credit. At the same time, IBM is also on the front lines of the World Economic Forum’s Great Reset, which is calling for public-private ed-tech partnerships to “Reimagine Education” through AI algorithms that are programmed to data-mine students’ psychometrics for Social Credit algorithms. Those algorithms, in turn, track students into “career pathways” in order to fill job quotas for the global economy of the Fourth Industrial Revolution. Meanwhile, IBM is also teamed up with UNESCO’s Global Education Coalition, which is a consortium of Big Tech companies that facilitate virtual “distance education” through online adaptive-learning courseware and other “predictive” AI ed-tech that can feed student data into Social Credit surveillance grids.
IBM’s extensive ties to the NEA go back several decades. In 1960, the NEA’s “Educational Implications of Automation” was financed “with an unrestricted grant from IBM.” Later, IBM partnered with the NEA’s “Mastery in Learning Project” in 1986, at the tail end of UNESCO “Study 11,” which orchestrated international public-private partnerships between Big Tech corporations, including IBM, Microsoft, and Apple, along with national government agencies, such as the US Department of Ed, to set up the global “information technology” (IT) infrastructure necessary for the Fourth Industrial Revolution’s ed-tech panopticon. In 1988, the NEA-IBM partnership launched the “Mastery in Learning School Renewal Network,” which was “an asynchronous teleconferencing and messaging system using PCs [for] the first electronic network dedicated specifically to school reform.” Two years later, in 1990, UNESCO collaborated with the World Bank to hold the World Conference on Education for All, which was followed up by a conference hosted by the United State Coalition for Education for All (USCEFA) in 1991. According to the USCEFA “Conference Report” titled Learning for All: Bridging Domestic and International Education, USCEFA was sponsored by the NEA, the AFT, IBM, Apple, the US Department of Education, and USAID, which has a long history of fronting for CIA operations.
See: NEA, Today’s Education, “Special Edition” (Sep. 1985)
It is worth noting that, in a 1985 “Special Issue” of Today’s Education, which is the NEA’s journal, there are advertisements for ed-tech products, including an ad for IBM “computerized instruction” for “a single terminal or a whole school system.” This “Special Issue” also contains infographics, including two illustrated graphs titled “High-Tech Happy” and “School Computer Use Soars,” which chart the regional proliferation of computerized ed-tech across the United States from 1981 to 1985 during the rollout of the US Department of Ed’s Project BEST (Basic Education Skills through Technology), which was America’s domestic version of UNESCO Study 11.
This special edition of the NEA’s journal also included a collection of articles from trailblazers in the computerized ed-tech movement:
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America’s Largest Teachers’ Unions Push Vaccine Mandates That Will Usher in Technocratic Digital ID