Psy. 2030 Agenda - The WEF's Vision for a Global Education System

Of the 16 skills the World Economic Forum (WEF) deems necessary for “the future of education” , 12 are social and emotional learning (SEL) skills with “lifelong learning” to build their future workforce. Why focus on academic skills when the goal is to train and take over the mind so that it becomes a lifelong, obedient slave to the system by connecting it to an endless array of technologies and intelligent devices that carry data evaluate and train AI for the virtual world that you want to create for all of humanity? Much of this has already been explained and covered in detail in several reports by Corey’s Digs, includingthe four-part series on the global Vaccine ID Passports landscape . The UN has forecast that artificial intelligence will add nearly $ 4 trillion in value to global markets by 2022.

Items 6-16 are SEL-based skills, and it is likely that the other two that the World Economic Forum is calling SEL-based are items 4 and 6 to account for all 12. Your goal is to integrate the technology into all facets of the subject.

This is a 9-part series on the psychological agenda of obedience training systematically unleashed across the entire population from preschool to adulthood in a lifelong learning journey to bring everyone into a one-mind, one-belief system and Develop a global citizenship with a digital citizen workforce working under tyrannical conditions for its fourth industrial revolution – and billions are pouring into it, with advances already in 110 countries. It is important to read the first three parts to understand the overall agenda, as well as the subsequent chapters.

Read:
Part 1: Introduction
Part 2: The Programming Part 3: Spirituality in Educational Programming

The World Economic Forum’s vision for global lifelong obedience training

World Economic Forum White Paper on “New Vision for Education: Fostering Social and Emotional Learning through Technology” - March 2016

Created in collaboration with The Boston Consulting Group

According to WEF research, private investment in educational technology rose from $ 1.5 billion in 2011 to $ 4.5 billion in 2015. According to research firm The Learning Counsel, the K-12 counties in the US alone are in the 2020 35.8 billion US dollars for hardware, software, curriculum resources and networks spend . Consulting firm Grand View Research has forecast that the ed-tech market will reach $ 285.2 billion by 2027; In 2019 it was already 76.4 billion dollars.

The abstract of the study suggests that “social and emotional skills are critical to the workforce of the future” and it is estimated that 65% of children who go to primary school will work in professions that are not available today are. They go on to say that “SEL will prepare today’s students for this developing workplace … it can be very effective to introduce SEL early and embed it in the core curriculum throughout a child’s school life“And that technology can be invaluable in enabling SEL. You keep saying that parents should be involved and develop SEL both at home and in school, and that all teachers and staff should complete “Adult SEL programs”. In other words, it is about a complete change of consciousness among all children, parents and teachers so that they think differently and behave differently – the way “they” want it to be. The details of these behaviors are documented in this report.

Page 5:The Education Technology section explains that “Technologies such as virtual, augmented and mixed reality, robots, video chats on mobile devices and virtual tutors enable a much less passive and more interactive experience,” which will play a crucial role in promoting SEL. You have three technological goals in mind for SEL: 1) Leverage what works. 2) Embedding SEL in basic educational tech products. 3) Expanding the realm of what is possible by incorporating wearable devices, virtual reality and apps for “mastering key social and emotional skills”. The WEF conducted a survey of more than 2,000 educators and parents in five countries, including China and South Korea, who reportedly all agreed on the importance of SEL.

Page 6: The report speaks of the 1960s Perry Preschool Study, which “explores the effects of social and emotional skills introduced early in a child’s upbringing.” The study included one group with a traditional pre-school curriculum and another group that incorporated SEL into the curriculum. Allegedly, these children were persecuted up to the age of 40 to show that the children in the SEL group had better paid jobs and committed fewer crimes.

Page 7: According to Columbia University researchers, they found in 2015 that SEL programs have a high return on investment (ROI) over long periods of time . They said the programs produced an average return of $ 11 per dollar invested. Here is the full study , funded by the NoVo Foundation, a foundation controlled by Peter Buffet with an initial donation from his father Warren of 350,000 shares (valued at $ 1 million) in Berkshire Hathaway.

This is a global agenda - a worldwide plan for your “vision” of a new education system for a future “workforce”. SEL programs are already being carried out in the USA, Afghanistan, Pakistan, sub-Saharan Africa and in 20 other “post-conflict zones” around the world. According to the company “Emotional ABCs”, which was founded in 2010 by Ross Brodie and Cynthia Sikes in California, their SEL curriculum is used in 110 countries . The Lions Club International Foundation runs Lions Quest, a preschool through secondary school program in 90 countries that focuses on social and emotional skills. The scouts have also integrated SEL into their programs.

Page 8: “SEL should not be viewed only as a tool in the classroom, it can take place in many effective environments, both inside and outside the classroom. “You say it clearly and put everything on the table. Don’t forget the key words: outside the classroom, parent, community, adult, future economy, workplace, embedded, personality traits, identity, digital citizen, adaptability. This is a whole system of mindsets for everyone, not just children. ”This is how you think. This is how you act. This is what you do. Obey.”

They refer to the work of Carol Dweck, a professor of psychology at Stanford University, on “growth thinking”. Coincidentally, there is a note from Bill Gates on the back of her book.

Page 9: You point out that Facing History and Ourselves (funded by Bill Gates) combines lessons and activities about identity and community with traditional history lessons and how they have incorporated the SEL content and vocabulary into the programs . You cite another example from EL Education, which is also funded by Bill Gates.

Pay very close attention to the wording in the section on SEL outside the classroom:

These skills can and should be taught at home, especially in younger children. To do their part, parents need to have the same social and emotional knowledge and skills that teachers need to make SEL more effective … Direct interventions teach parents the techniques and skills to promote SEL in their children … Parents are taught to exemplify, support and promote certain social skills. Holistic programs help parents become more effective by addressing a range of issues that affect a family. One such program is the Nurse-Family Partnership, which uses home visits by nurses (during pregnancy and infancy) to help parents make decisions about health care,

My goodness, you don’t even have to decipher it, it’s that crazy.

Pages 10-13: You want SEL to be rolled out worldwide. Group programming, interventions, and mind manipulation tactics can be found on this page.

In ‘The Incredible Years’, discussion groups and hands-on interventions with other parents are important parts of the SEL program. It comprises a range of complementary and comprehensive group training programs for parents , children and teachers, with an emphasis for parents on training age-appropriate skills that are known to promote interpersonal skills, emotional regulation and academic skills in children and reduce behavior problems. In this direct parental intervention, the groups are led by social workers, psychologists and doctors.

The global market for education technologies is expected to reach a volume of more than 285 billion dollars by 2027. You want to embed SEL in existing educational technology products, e.g. B. in online courses, tutoring, common core programs and multimedia products, and of course in a “virtual world” with intelligent devices and data mining. ”Web-based Inquiry Science Environment” (WISE) and “ThinkCERCA” are already doing this.

Pages 14-15:

They want to “expand the realm of the possible”.

• Wearable devices (wristbands, smartwatches, headsets, intelligent clothing)
• State-of-the-art apps (data acquisition, training and control of emotional skills)
• Virtual reality (EON Reality, Oculus VR from Facebook and Google Cardboard for virtual excursions)
• Advanced analytics and machine learning (machines that learn how to be like children and at the same time assess how children should change their character traits based on SEL competencies)
• Affective data processing (interpreting and simulating human emotions)

“These nascent technologies include features that embrace and expand on proven ways of promoting SEL, but also offer the potential for exciting new learning strategies. However, some early offers hold great promise in promoting SEL and ushering in a new era of technology-enhanced learning. … The Empatica Embrace watch is a wearable device that records physiological stress and activity. It can be programmed to vibrate when the stress reaches a certain level, giving someone time to switch to a more positive response before the stress gets out of hand. The combination of the functions of the Embrace watch with coaching from parents and teachers can further enhance the ability to develop a child’s social and emotional intelligence. “

Affectiva’s “Affdex” is used to build the transhumanism agenda, with the webcam and algorithms capturing and analyzing human emotions and reactions. It uses eye tracking data and evaluates the differences in facial expressions based on nationality, age, gender and other characteristics. Of course, it can already differentiate between fear, happiness, surprise and confusion. Researchers at Carnegie Mellon University’s ArticuLab are developing interactive learning environments to show how artificial intelligence and multimodal social computing could improve cognitive, social, and emotional skills.

Children have been addicted to technical games and apps for years. In fact , 97% of teenagers play video games in their spare time. What kid wouldn’t want to try VR and escape the Covid madness that the globalists have created on this planet? For two years they have been covered with masks that cover their faces. So what harm can it do to put a device over your eyes and step into an alternate reality where your mind can be drained and sown?

Pages 24-25: In this 2016 paper, the WEF notes that the OECD, UNESCO and the World Bank are well positioned to advance the international agenda. In March 2021, the World Bank, UNESCO and UNICEF started a joint mission called “Recovering Education 2021”, which aims to bring children back to school, to make up for learning losses and to prepare teachers. With the help of a new instrument developed by Johns Hopkins University, UNICEF and the World Bank called “Covid-19 Global Education Recovery Tracker”the planning efforts of schools in over 200 countries are to be monitored. By the end of this year, the federal states should report that their schools have integrated socio-emotional learning into their lessons … and … “All teachers should be prepared for remedial teaching, socio-emotional learning and distance learning by the end of this year.”

They expect all schools to improve their technology in order to prepare children for future digital classes. They intend to work with governments in countries to prioritize their education funding and will fund countries that join this agenda. They are building a national real-time data warehouse that will collect data and analysis on school reopenings, learning losses, school dropouts, the transition from school to work, and certainly other data points they don’t list, such as: B. a single digital identity with all records to control all movements, access, expenses, health care, work, bank accounts and livelihood.

The OECD PISA study , which measures educational progress in the countries using numerous data points, recently updated its system and now also measures the creative solving of problems related to SEL. The UNESCO and Microsoft have teamed up to develop programs that use the technology for the education of children. The World Bank launched STEP (Skills Toward Employment and Productivity), a survey that collects data on social and emotional skills by interviewing employees. More about data mining in part 8.

On page 26 there is an overview of how they want to promote, advance, manipulate and embed SEL into the everyday life of every person, from preschool through to adulthood and in companies. The diagram shows how policymakers, educators, parents, researchers, corporations, technology developers, and investors all need to play a role.

World Economic Forum White Paper on “Schools of the Future: Defining New Educational Models for the Fourth Industrial Revolution” - January 2020

Its aim is to form a coalition of stakeholders that will develop new models, new standards and new impulses to “change the future of education” and turn it into a “lifelong learning” project . This new “Education 4.0″ system will identify everyone as a global citizen or digital citizen with global citizenship in a global community. They propose a global framework with “eight critical changes in learning content and experiences to redefine quality learning in the new economy”. This is a one world agenda.

In their own words:

It is vital that schools also promote human-centered skills – collaboration, empathy, social awareness, and global citizenship – that enable children to shape future societies that are inclusive and equitable.

As “global citizens”, they want children to promote sustainability and bring about positive change. They want to bring this to the level of protests and civic engagement in schools. They want virtual and augmented reality to move learners into new environments and incorporate climate change into curricula. They also talk about how school enrollment and classrooms should be organized taking into account gender, race, ethnicity, skills, sexual orientation and language.

Of course, CASEL and “social and emotional learning” are also mentioned again and again. Among all the illusory feel-good aspects, this white paper is about diversity, inclusion, a virtual world and global citizenship with lifelong learning (obedience). It is a psychological program that aims to manipulate the consciousness of all people while masterfully showing the opposite of their intentions and deceiving millions of educators and parents alike.

On page 13, it is claimed that by 2022 everyone will need 101 additional learning days just to keep up with the changing world of work. Their solution is to create a new system “in which people practice lifelong learning to cope with future disruptions in the world of work” and that this “love of learning” must be taught to children from an early age. Of course, they understand that this new way of thinking requires brainwashing of the entire world population, but they are fully engaged.

The “Schools of the Future” section of the newspaper gives 16 examples of programs in different countries and describes the programs in detail.

The “Learning 4.0 Community” is thanked under “Acknowledgments”, and apparently there is already a “Global Future Council on the New Education and Work Agenda” (there are “Global Future Councils” for many agendas). They would also like to thank all schools and organizations that took part in the “Schools of the Future” campaign and the “Platform for Shaping the Future of the New Economy and Society – Business Partners”.

The World Economic Forum published an article on December 10, 2021with the headline “We need to connect every school to the Internet. You can read here how it works”. Under the guise of the “Covid-19 pandemic”, they argue that every school in the world must be connected to the Internet by 2030. They promote digital inclusion, the development of a digital infrastructure and hybrid teaching models. In 2019 UNICEF and the International Telecommunication Union (ITU) launched Giga to do just that and are in the process of launching a $ 5 billion connectivity bond to fund it and attract additional investors . Ericsson has partnered with UNICEF to map schools and assess their connectivity in 35 countries by the end of 2023.

If a parent or educator is reading these white papers and still believes that they are trying to create a better future for children, families, and communities, then they should look long and hard in the mirror before thinking of their souls and those of their children sell tyrannical evil that requires everyone to do so. Hard paragraph. They want every child to be hooked up while they are data mining and siphoning off every last identifiable trait of character to be transferred to artificial intelligence and tracked down the blockchain. Much of this was covered in Part 4 of Corey’s Digs’ report on the global vaccination passport landscape.