As we demonstrated in our 2015 analysis of the Common
Core debate on Twitter, the dispute about the standards was largely a proxy war over other politically - charged issues, including opposition to a federal role in
education, which many believe should be the
domain of state and local
education policy; a fear that the Common
Core could become a gateway for access to data on children that might be used for exploitive purposes rather than to inform educational improvement; a source for the proliferation of testing which has come to oppressively dominate
education; a way for business interests to exploit public
education for private gain; or a belief that an emphasis on standards reform distracts from the deeper underlying causes of low educational performance, which include poverty and social inequity.
Consensus is emerging across
education systems around the need for both subject centric learning in schools (knowledge
domains such as maths and english and science) and also interdisciplinary instruction which develops
core skills and competencies for the future.
* Promote
education and training for 21st - century digital preservation (
domain - specific skills, curatorial best practices,
core competencies in relevant science, technology, engineering, and mathematics knowledge) * Raise awareness of the urgency to take timely preservation actions