History of Career and Technical Education in the United States

1
History of Career and Technical Education in the
United States

• 1776 - Present

2
Awakening Years (1776-1826)

• Apprenticeships trades passed from father to
  son
• Declined due to Emerging industry and Westward
  expansion
• Transition in Education
• From control by church to support by state

3
Awakening Years (cont.)

• Support for Schools
• Labor groups began support
• Public, tax supported schools emerged
• Education for women emerged (private)
• Pestalozzi (Swiss educator)
• Educational theory borrowed by voc. ed.
• Impression resulted in expression
• Learning by doing

4
Years of Independent Action (1826-1876)

• Manual Labor Movement
• Mechanics Institutes-combine science practice
• Lyceums-added liberal arts to vocational
  education
• Manual Labor Academies--added student work
• Means of paying for education
• Dignified Labor

5
Independent Action (cont)

• Several Independent Actions, such as
• Homemaking education for girls began
• Leadership in business education assumed by
  private schools
• Beginning of trade schools-Hampton Institute
• First teacher training classes (1839)
• Kalamazoo Case (1874)
• Favored taxation to support local schools
• Legal basis for public high schools
• Helped establish location of vocational education
  in public schools

6
Vocational Education Age (1876-1926)

• Sloyd System-Scandinavian handwork (wood)
• Instill love and respect for honest labor
• Instruction from easy to difficult
• Interest in home economics as a domestic science
• In public school curriculum by 1900
• Lake Placid Conferences led to development of
  home economics education and teacher training
• National Society for Promotion of Industrial
  Educ.
• Goal was to obtain federal support
• Foundation for American Vocational Association

7
Coming of Age (1926-1976)

• WWII pushed expansion of vocational education
• National defense training
• Opened doors to work and education for women
• Characterized by increased federal support
  through federal legislation
• (see vocational education legislation)

8
Vocational Education Today(1976-present)

• Career Education was introduced as a reform for
  general education (mid-70s)
• Movement to less specific training as educational
  reform
• Reduced enrollments in 1980s
• Increased high school graduation requirements
• Decrease in number of high school students
• Integration of academic and vocational education
  in 1990s
• Increase in enrollments in 1990s

9
Vocational Education Legislation

• Federal Legislation Impacts Local Vocational
  Education Programs

10
Morrill Act (1862)

• Established Land-Grant Universities in each state
  for the purpose of discovering new knowledge in
  agriculture and mechanization
• In 1890, a similar act was passed to establish
  land-grant universities for African-American
  students in the segregated South

11
Examples of Land Grant Universities--1862

• Alabama
• Oklahoma
• Georgia
• Iowa
• South Carolina
• Texas
• Montana
• Indiana
• Kansas

• Auburn
• Oklahoma State
• Georgia
• Iowa State
• Clemson
• Texas AM
• Montana State
• Purdue
• Kansas State

12
1890s Land Grant Universities

• Alabama
• Arkansas
• Delaware
• Florida
• Georgia
• Kentucky
• Louisiana
• Maryland

• Mississippi
• Missouri
• North Carolina
• Oklahoma
• South Carolina
• Tennessee
• Texas
• Virginia

13
Answers

• Alabama AM and
• Tuskegee Institute
• Arkansas-Pine Bluff
• Delaware State
• Florida A M
• Fort Valley State
• Kentucky State
• Southern

• Maryland-Eastern Shore
• Alcorn State
• Lincoln
• North Carolina AT
• Langston
• South Carolina State
• Tennessee State
• Prairie View AM
• Virginia State

14
Hatch Act (1887)

• Established Agricultural Experiment Stations
• Funded applied research in agriculture aimed at
  addressing problems faced by farmers

15
Smith-Lever Act (1914)

• Established the Cooperative Extension Service
• Function Disseminate information developed at
  the land-grant universities and at agricultural
  research stations.
• Originally called Agricultural Extension Service.

16
Smith-Hughes Act (1917)

• Provided continuing funding to establish
  secondary programs in agriculture, home
  economics, and trade and industry.
• Also included adult education in agriculture and
  home economics
• Specifically required SAE programs
• Original funding 3 million
• Maximum funding 7.9 million

17
George Acts (1929-1942)

• Provided more federal money and extended the
  provisions of the Smith-Hughes and subsequent
  acts.
• George-Reed (1929)
• George-Ellzey (1934)
• George-Deen (1936) Added distributive education
  funding (marketing education)
• George-Barden (1946) Administration, youth
  programs, counseling, teacher ed.

18
Vocational Education Act of 1963

• Expanded existing programs (agriculture had
  previously been only production ag)
• funding for vocational education research
• Work study programs for students
• Construction of area vocational centers
• New equipment and facilities for existing
  programs
• Provided that Supervised Experience Programs
  could be less than 6 months and off-farm.

19
Amendments to the Vocational Education Act (68,
72, 76)

• Special needs access
• Elimination of sex-biased stereotyping
• Required formal planning (5-year plans)
• Required citizen advisory councils
• Expanded facilities
• Established cooperative vocational education
  programs (Co-op)
• More accountability-measured performance

20
Carl Perkins Vocational Education Act (1984)

• Provided funding for specialized programs in
  vocational education
• Special needs
• Retraining adults
• Basic skills
• Innovative programs
• 3-year evaluation plans
• Established National Advisory Council

21
Perkins II (1990)

• Changed name of vocational education to Applied
  Technology
• Eliminated program improvement funds at the state
  level (sent funds directly to local schools)
• Shift of power from federal and state to local.
• Established block grants to fund vocational
  programs

22
Perkins III (1998)

• Current federal legislation provides funding for
  CTE programs
• Eliminates continuing appropriations
  (Smith-Hughes funding)
• No major policy shifts from earlier Perkins Acts.

23
Perkins IV (2006)

• Authorization is for 6 years, until 2012.
• Another name change Career and Technical
  Education
• Other major changes include a section on local
  accountability that did not exist in the 1998 law
• The separation of performance indicators for
  secondary and postsecondary programs,
• Requirements for Career and Technical Programs
  of Study

24
Major Provisions of Perkins IV

• (1) building on the efforts of States and
  localities to develop challenging academic and
  technical standards and to assist students in
  meeting such standards, including preparation for
  high skill, high wage, or high demand occupations
  in current or emerging professions
• (2) promoting the development of services and
  activities that integrate rigorous and
  challenging academic and career and technical
  instruction, and that link secondary education
  and postsecondary education for participating
  career and technical education students
• (3) increasing State and local flexibility in
  providing services and activities designed to
  develop, implement, and improve career and
  technical education, including tech prep
  education

25
Perkins IV Provisions (cont)

• (4) conducting and disseminating national
  research and disseminating information on best
  practices that improve career and technical
  education programs, services, and activities
• (5) providing technical assistance that promotes
  leadership, initial preparation, and professional
  development at the State and local levels and
  that improves the quality of career and technical
  education teachers, faculty, administrators, and
  counselors
• (6) supporting partnerships among secondary
  schools, postsecondary institutions,
  baccalaureate degree granting institutions, area
  career and technical education schools, local
  workforce investment boards, business and
  industry, and intermediaries
• (7) providing individuals with opportunities
  throughout their lifetimes to develop, in
  conjunction with other education and training
  programs, the knowledge and skills needed to keep
  the United States competitive.