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History and Growth of CTE

History and Growth of CTE. Source: Gordon, H. R. D. (2003). Think About This. Historically, who did vocational education serve? What historical events promoted vocational education? Why is vocational education separate from academic education? How did this develop?. Purpose of CTE.

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History and Growth of CTE

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  1. History and Growth of CTE Source: Gordon, H. R. D. (2003).

  2. Think About This • Historically, who did vocational education serve? • What historical events promoted vocational education? • Why is vocational education separate from academic education? How did this develop?

  3. Purpose of CTE • Practical and applied instruction • Match students with work positions

  4. European Influence • During 1800s schools divided by social class • Manual training ~ lower classes • Germany encouraged apprenticeships

  5. Apprenticeship in America • Oldest type of CTE in U.S. • Main form of industrial training • For poor, only educational opportunity • Not part of curriculum

  6. Apprenticeship Process • Formal agreement • Covers definite period of time • Binds employer to provide training • Gains work of apprentice

  7. Apprenticeship Decline • Industrial revolution • Training for specific task • Industries became centralized • Trades became overcrowded • Wages kept low • Free public elementary schools

  8. Apprenticeship Today • Government credential system • Developing and recognizing specific skills, competencies, and accomplishments • Registration is documented • Progress is recorded • Approved, written training outline describes functions to be learned, how long, and where • Earn a certificate of completion

  9. Apprenticeships Today • Usually high school graduates • About 2/3 in construction and manufacturing • Minimum term is one year • Training with skilled craft worker • Wages are half of full trained workers • Different groups must coordinate programs

  10. Industrial Revolution • Applied technology to manufacturing • Increased accidents • Poor working conditions • Layoffs • Blacklisting protestors • Economic chaos • Charitable groups and societies of mechanics initiated efforts to establish schools to replace apprenticeships – lack of money to continue

  11. Manual Labor School • Hampton Institute (1868) • Work for school to earn tuition • Theory classes with lab production work • Project based learning • Increase availability to all • In favor, stressed general skills and relationship to academics • Opposed, vocationally oriented, limit to separate schools

  12. CTE Today • Prepare students for work and further education • Combine preparation for both college and careers • Integrate academic and vocational programs

  13. CTE Leaders • Booker T. Washington, educator • David Snedden, administrator • Charles Prosser, lawyer • John Dewey, philosopher

  14. Booker T. Washington • Learning is more than memorization • Defined educated person as one possessing: • cognitive and problem-solving skills • self-discipline • moral standards • a sense of service • Emphasized learning by doing

  15. Snedden & Prosser • Prosser was Snedden’s student • Schools should prepare students for occupations at which they excel • Successful CTE required two elements: • Practice & thinking about the practice • Doing & thinking about the doing • Practice and theory must go hand in hand • Be like actual workplace

  16. John Dewey • Occupations central to education activity • Vocational education could induce change to improve education • Best prepare students to: • Understand science of tools & processes used to work • Develop appreciation for evolution of industry • Instill favorable group dynamics of shared discovery and communal problem solving • Plan and reflect on entire process

  17. Factors Influencing Development • War • Training of inexperienced masses • Study Panels • Appointed by presidents • American Vocational Association (ACTE) • Mission – provide educational leadership in developing a competitive workforce

  18. Legislation • Smith-Hughes Act (1917) • Contributed to isolation • Required state vocational board • Promoted segregated curriculum • George-Reed Act (1929) • Expanded vocational education in agriculture and home economics

  19. Legislation (cont.) • George-Ellzey Act (1934) • Increased funding for agriculture, home economics, trade, and industrial education • Replaced temporary George-Reed Act • George-Deen Act (1936) • Increased funding for agriculture, home economics, trade, and industrial education • Recognized marketing education • Authorized money for teacher education

  20. Legislation (cont.) • George-Barden Act (1946) • Increased funding • Provided for veterans of WWII • George-Barden Amendments (1956) • Added practical nursing • Added fishery occupations

  21. Legislation (cont.) • National Defense Education Act (1958) • Funded technical occupations necessary to national defense • Response to Sputnik I • Manpower Development Training Act (1962) • Eased dislocated workers • Assisted economically disadvantaged

  22. Legislation (cont.) • Vocational Education Act (1963) • Maintain, extend, and improve programs • Provide part-time employment for youth who needed earnings to continue school • Funds for particular types and ages of persons • Vocational Education Amendments (1968) • Emphasized post-secondary schools

  23. Legislation (cont.) • Comprehensive Employment Training Act (1973) • Replaced Manpower Development Training Act • Transferred decision making from DC to local and state governments • Vocational Education Amendments (1976) • Improve planning by involving agencies • Overcome sex discrimination and stereotyping

  24. Legislation (cont.) • Job Training Partnership Act (1982) • Establish programs to prepare youth and unskilled adults for entry into labor force • Afford job training to economically disadvantaged facing critical barriers to employment

  25. Legislation (cont.) • Carl D. Perkins Vocational Education Act (1984) • Economic goal – improve skills of labor force and prepare adults for job opportunities • Social goal – provide equal opportunities for adults in vocational education • Switched from expanding programs to improving programs and addressing at-risk populations

  26. Educational Reform • Two waves of reform since 1980 • Academic Reform • Increased effort from current education system • More academic course requirements for graduation • More stringent college entrance requirements • Longer school days and years • Emphasis on standards and testing for students and teachers

  27. Educational Reform • Restructuring • First reform was not thorough enough to improve education for all students • Impetus was A Nation at Risk • Reported U.S. was losing ground in international economic competition • Attributed decline to low standards and poor performance of educational system

  28. Educational Reform • America’s Choice: High Skills or Low Wages, Workforce 2000, SCANS • Shifted debate away from narrowly defined set of academic or general competencies, technical and specific job skills, interpersonal abilities and behavioral traits • Lifted vocational education from relative obscurity to a place of prominence

  29. Legislation (yes, more) • Carl D. Perkins Vocational and Applied Technology Education Act (1990) • Emphasizes: • Integration of academic and vocational education • Articulation between segments of education • Closer linkages between school and work • Requires states to develop systems of performance measures and standards

  30. Legislation (still more) • School-to-Work Opportunities Act (1994) • Addressed national skills shortage • Emphasized preparing students with knowledge, skills, abilities and information about occupations and labor market to help make transition from school to employment • Elements include: collaborative partnerships, integrated curriculum, technological advances, adaptable workers, career guidance, work-based learning

  31. Legislation • Carl D. Perkins Vocational and Technical Education Act (1998) • Strengthen academic, vocational and technical skills • Provide students with strong experience in and understanding all aspects of an industry • Develop, expand, or improve use of technology • New accountability measures - performance

  32. Legislation (last) • Carl D. Perkins Career and Technical Education Improvement Act (2006) • Uses CTE rather than vocational education • Programs of study that link academic and technical content • Strengthened local accountability provisions • Must have valid and reliable measures

  33. Source Gordon, H. R. D. (2003). The history and growth of vocational education in America. Prospect Heights, IL: Waveland Press.

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