Welcome to the Global Food School!  Please explore and participate!


The Global Food School (GFS) is a career and technical education (CTE) curriculum integration (CI) and work-based learning (WBL) project focused on modernizing the foundation of the youth workforce development system.
As envisioned when complete, this site will provide a CTE curriculum-integration wiki; a multi-language, lesson-plan repository; a WBL portal; and a knowledge-base for everything from legislation and innovative initiatives to scientifically valid research and resources to enact change.
Collaboration and open-access are core values.
Why all this for food?  Universal relevance.

Global Challenge

As the hub of life, food connects to everything and everything connects through food.
Math, science, history, social studies, language, geography, economics, politics, and physical education -- all are embedded and easily identified, mapped, and enhanced in the practical occupational curricula for the cultivation, marketing, distribution, preparation, presentation, and consumption of food.  Through food-centric classroom instruction and work-based learning experiences, theoretical merges with practical and what was abstract is now concrete.  It clicks!
In addition to facilitating curriculum integration, food-focused programs of study (POS) connect to a wide array of career clusters (e.g. Human Services, Health Science, Manufacturing, Transportation, Distribution & Logistics), thus allowing young people unsure of their abilities/ interests to explore vertical, horizontal, and diagonal pathways.  When the time comes to commit -- no acquired knowledge or skills are wasted.

The Carl D. Perkins Career and Technical Education Act of 2006; the National Research Center for Career and Technical Education (NRCCTE); the States’ Career Clusters Initiative (SCCI); the National Association of State Directors of Career Technical Education Consortium (NASDCTEc); California Department of Education (CDE); New York State Education Department (NYSED); Big Picture Learning; the National Academy Foundation (NAF); New Visions For Public Schools (NVPS); the Pearson Foundation; George Lucas' Edutopia; the Gates Foundation; WestEd; New York City’s Mayoral Task Force on CTE; the Center for an Urban Future; the U.S. Chamber of Commerce; Columbia’s Institute on Education and the Economy (IEE) at Teachers College; and The National School-to-Work Opportunities Act of 1994, et al.:  all agree -- relevance is the key to unlocking adolescent curiosity and engaging them in voluntary/active learning.
Without it, many young people ask: "Why bother?"
Seeing no value in education, they fail to acquire the knowledge and skills needed to succeed in a global economy or worse yet -- drop out -- give up.
In terms of required remediation and unemployability, the numbers are staggering.


National Research Center for Career and Technical Education (NRCCTE)
Carl D. Perkins Career and Technical Education Act of 2006
States' Career Clusters Initiative (SCCI)


California Department of Education - Report - Career Technical Education Courses Meeting University of California a-g Admission Requirements for 2008-09
National Association of State Directors of Career Technical Education Consortium (NASDCTEc)
New York State Education Department - Career and Technical Education

Big Picture Learning - Article - Perspectives On Relevance and the Quest For Rigorous Student Learning
Relevance is the Key!
The National Academy Foundation (NAF)
New Visions For Public Schools (NVPS)
The Pearson Foundation
Edutopia - Article - It's All About the Curricula:  Designing a Student-Centered Program
The Gates Foundation (B&MGF)

WestEd - Report - Rethinking High School:  Inaugural Graduations at New York City's New High Schools - 2006
New York City's Mayoral Task Force on CTE - Report - Next Generation Career & Technical Education in New York City
Center for an Urban Future -  Report - Schools That Work


U.S. Chamber of Commerce - Report - The Skills Imperative: How Career and Technical Education Can Solve the U.S. Talent Shortage
U.S. Department of Labor - Report - Evaluating the Net Impact of School-to-Work:  Proceedings of a Roundtable
Columbia University - Institute on Education and the Economy (IEE) at Teachers College - Report - School-to-Work: Making a Difference in Education - 2001


States' Career Clusters Initiative (SCCI) - 15 Components for Success - Restructured  Diagram

Unfortunately, SCCI's simple sequential implementation diagram Career Clusters: Implementation Diagramfails to convey the complexity of their widely-embraced, Perkins IV-funded education reform strategy.  Of its fifteen critical components, CI and WBL require the most coordination and cooperation between stakeholders.

Technology can facilitate the development/implementation process, but it can't turn mandated learning standards into relevant knowledge and skills without multi-level human engagement.  Nor can it replace patient adult exemplars willing to transfer those 21st century capabilities through mutually beneficial partnerships (i.e. internships and apprenticeships).  And finally, it can't upgrade the image of CTE and WBL without the approbation of peers, teachers, parents, employers, and community leaders.

Research has been conducted; studies disseminated; models designed; software engineered; websites built; partnerships established; communities formed; professional development provided, but progress is slow and time is running out for Generation Z.  Critical mass is required.

Why global?  Again – universal relevance.
From micro to macro, Atomic Forcethe task is the same: youth workforce development is the worldwide challenge of the new millennium.
Without the knowledge and skills needed to function in the 21st century -- billions of young people (under-25) face a bleak future plagued by mass unemployment, chronic instability, and persistent conflict.
DETAILS  Enlarge
Educating half the world's population sounds impossible, but no more so than walking on the moon or operating rovers on Mars.
With a goal of this magnitude, the question is:  Where do we begin?

Global Challenge

The answer is:  New York City.

As the largest, most culturally and linguistically diverse city on the planet, NYC is a perfect microcosm in which to launch this social engineering experiment.  With over 160 languages spoken in the homes of its students; 17 modern languages taught in its schools; and nine languages into which it translates all its published materials, the New York City school system is a natural laboratory for developing and testing project-driven, integrated CTE curricula in multiple languages for global distribution through the United Nations.

Where better to tackle this global problem than the capital of the world?

In the coming months, with the help of students, teachers, administrators, parents, and employers, we'll be bringing you new, research-based ways to teach, learn, experience, and appreciate the central aspect of life that connects us all.

Please visit periodically to explore, participate, provide feedback, and benefit from this cooperative endeavor.




(Translation: "To Be Or Not To Be . . .")


Would you like the CI Wiki?  Please click here.
Would you like the LP Repository?  Please click here.
Would you like the WBL Portal?  Please click here.
Would you like the Knowledge-Base?  Please click here.

Your input is needed to trigger a butterfly effect!!
We need your feedback to stay on track!!!