Title: An Introduction to the History of Career or Vocational Guidance
1An Introduction to the History of Career or
Vocational Guidance
By David Agnew Arkansas State University
2Which is Correct?
Career Guidance or Vocational Guidance
Either, But it depends on who you are talking to
and when (Vocational is used less today)
3Career Guidance
- Career Guidance Developed in parallel to
Counseling. - Vocational Guidance came first
- Counseling grew out of Vocational Guidance
- Counseling is more than or career vocational
guidance. - People in Counseling tend to like the term
Career Guidance more than Vocational
Guidance. - The word vocational has even lost favor with the
professionals in Vo Ed. - One of the divisions of ACTE is Guidance
4Objectives
- Describe the historical development of career
education. - Identify the key people associated with career
education. - Identify the guiding principles of career
selection or guidance and how they have evolved. - State the purposes or goals of career education
in Arkansas.
5Thinking about Historical Events from the
Standpoint of
- Their impact on labor demands and trends
- Societys need for more and different workers
- Development of new Technology
- The Values of the society
- Mobility
- Education and the need to systematically approach
career education
6Career Education Before 1900s
- Not much help was available for someone wanting
to look at various careers. - Knowledge of what opportunities existed resulted
from contact with family, friends, church,
community, and school. - Very little literature on the subject.
- No organized effort to help people except thru
some schools after education was completed. - Our history was really more like of a cast
society in 1800s. Ex. Slaves, the wealthy could
afford school for their children to enter the
professions. - Education was seen by Horace Mann as the great
equalizer to mankind. It broke the old cycle.
7Related and Significant Historical Events
- Sabbath Schools for children to learn to read in
the early 1800s who were being over worked by
factories. Held on Sunday, sponsored by y
churches, wealthy people, in some cases taxes,
but mostly in larger cities Taught mostly 3 Rs - Population moving from rural to urban (agrarian
to industrial society), resulting in more diverse
work opportunities. - Worker unions became fairly common in the second
half of 1800s - Electricity of the 1880s led to lighted factories
and night schools. - 1872 National Labor Reform Party formed
- 1878 Socialist Labor Party founded
- Child labor laws begin to emerge mid to late 1800s
8Labor day becomes a HolidayFirst Monday of
September
- Research seems to support the contention that
Matthew Maguire, later the secretary of Local 344
of the International Association of Machinists in
Paterson, N.J., proposed the holiday in 1882
while serving as secretary of the Central Labor
Union in New York - Samuel Gompers, -- founder and longtime president
of the American Federation of Labor said. "All
other holidays are in a more or less degree
connected with conflicts and battles of man's
prowess over man, of strife and discord for greed
and power, of glories achieved by one nation over
another. Labor Day...is devoted to no man, living
or dead, to no sect, race, or nation."
9More on Labor Day
- The first Labor Day holiday was celebrated on
Tuesday, September 5, 1882, in New York City. - In l884 the first Monday in September was
selected as the holiday, as originally proposed,
and the Central Labor Union urged similar
organizations in other cities to follow the
example of New York and celebrate a "workingmen's
holiday" on that date. - In 1894, the federal government made Labor Day
(the first Monday in September) a federal public
holiday. - http//www.infinet.com/dzimmerm/Ld/links.html
- http//sea-man.com/laborday.html
- http//www.ptialaska.net/nstanley/LaborDay.htm
10MORE Significant Historical Events
- Immigration from Europe and other Countries
- Elimination of poverty
- Improving living conditions
- Living conditions and depersonalization during
industrial revolution - Concentration on children
11Movement toward education for purpose and
assessment
- 1890 James Cattell publishes article in which he
referred to mental tests as measures of
individual differences - John Dewey calls for social reform in education -
lead to more focus on individual motivations,
interests, and development
12VOCATIONAL GUIDANCE MOVEMENT
- 1907 Jesse Davis -- Started first Voc. Guid.
Program in schools (Grand Rapids Michigan) - not
very systematic. - 1907 Frank Parsons -- Credited with first system
or theory of career guidance, consistent with
social reform at time. Known as the founding
father to Vocational Guidance.
13Parsons Background
- Born in 1854, died in 1908.
- Trained in Civil Engineering at Cornell.
- Later taught Mathmatics, history, and French in
public schools. - Was on Faculty at Kansas State University in
1897-1899. - Later on faculty at Boston University.
14Frank Parsons-- founding fatherof Vocational
Guidance
- In 1908 Parsons opened the Vocational Bureau of
Boston with the purpose of helping people learn
of careers. - Wrote book called Choosing a Vocation. First
published in 1909. New York Agatha Press
(reprinted 1967).
15Parsons Motivation
- Parsons believed that immigration constituted a
drag on the advancement of society industrially.
Parsons and others observed that too many
individuals, especially European immigrants, were
being economically and socially wasted due to
the failure of the overly academic school system
to come to terms with the new industrial society,
which caused students to drop out into the world
of work. This not only hurt the individual, but
also made the factory inefficient. - From 1894 to 1904 parsons devoted much of his
effort to reforming industries, in terms of
occupational conditions. During this time period
he did not focus on the individuals vocational
needs. - He gained a positive view of vocational education
when he was professor at Kansas State University
(1897 and 99). - In 1905 Parsons turned from the reform of the
industry to the reform of the individuals who
worked within industry.
16Parsons Motivation continued.
- Parsons developed a scientific procedure for
helping people choose a vocation by helping them
become more aware of their needs, aptitudes, and
the demands of certain occupations. - Following self study, with the help of a
vocational counselor, people could make rational
and free decisions about the work for which they
were best suited and the education then needed. - Parsons argued that this approach would ensure
efficiency for both factory and the individual
and thus improve society.
17Vocational Bureau of Boston
- Formed in 1908, the Bureau was organized to deal
with occupational adjustment problems of youth
and adults. - Parsons found that people were greatly interested
in seeking advice on occupations. In time
individual counseling gave way to group
instruction about career options. - Parsons was the first to use the term "Vocational
Guidance" in his first report on the work of the
Bureau.
18National Conference on Guidance
- 1910 first National Conference on Guidance
sponsored by the Vocational Bureau of Boston, an
outgrowth of Parsons work. - At the 3rd National Conference (1913) the
National Association of Guidance was formed.
19PARSONS Book
- 1909 Frank Parsons publishes "Choosing a
Vocation - Printed after he died in 1908
- Reprinted in 1967 by Agatha Press
- Still in use today
- Example ARIZONA STATE UNIVERSITY
CPY 644 Psychology of Careers - Required and Supplemental Readings,
Fall 1996 - Class 1, Historical Perspectives
(8/26) Parsons, F. (1909). - Excerpts from Choosing a vocation.
New York Agatha Press - (reprinted 1967).
20In Parsons Book he Reveals 10 Principles
- It is better to choose a vocation than merely to
hunt a job - No one should choose a vocational without careful
self-analysis, that is thorough, honest, and
under guidance - The youth should have a large survey of the field
of vocations and not simply drop into the
convenient or accidental position - Expert advice (from persons having studied
vocations) must be better and safer for a young
person than the absence of it - Process the information on paper
21Parsons Principles continued.
- No person should decide for another what
occupation he should choose In the choice of
vocations, consider (1) understanding of self,
(2) knowledge of the requirements of the work,
and (3) true reasoning on the relations among
these two - Counselor should be frank and honest
- Special effort is made to develop analytic power
- One who would be a vocational counselor should
familiarize himself with a high degree of
industrial knowledge
22Three main points that have not changed much
since then.
- Awareness of self and personal strengths and
weaknesses - Awareness of the requirements of different kinds
of jobs/occupations - Making informed choices / matches of self with a
job.
23 Current Goals of Career Education in Arkansas
- Provide students with an opportunity for
self-analysis. - Provide students with experiences which allow
tentative selection of a career. - Provide students with a general knowledge of
careers. - Develop understanding of what is required to
enter a career. - Develop a plan of how to achieve that goal.
24Parsons Work is Sited
- At the beginning of the century, Parsons
emphasized the importance of helping young people
transition from school to work. After more than
eight decades, half of the nation's student
population is still beset with circumstances that
limit their prospects for a good life. - Original Source The William T. Grant Foundation
Commission on Work, Family, and Citizenship,
1988. - Secondary Source Career Guidance and
Counseling Recent Legislation Office of Special
Populations' Brief Volume 6, Number 3 (January,
1995)
25Choosing a Vocation Parsons, 1909, p. 4.
- There is no part of life where the need for
guidance is more empathic than in transition from
school to work--the choice of a vocation,
adequate preparation for it, and the attainment
of efficiency and success. The building of a
career is quite as difficult a problem as the
building of a house, yet few ever sit down with
pencil and paper, with expert information and
counsel, to plan a working career and deal with
the life problem scientifically, as they would
deal with the problem of building a house, taking
the advice of an architect to help them. - Secondary Source Career Guidance and
Counseling Recent Legislation Office of Special
Populations' Brief Volume 6, Number 3 (January,
1995)
26Charles Prosser and his Doctrine of Social
Efficiency
- Click on the address below to see these theorems.
- http//www.clt.astate.edu/dagnew/charles_prosser_T
heorems.htm
27Relevant Events of the Times
- Smith Lever Act, 1914
- WW I - military in need of placement specialists.
Focus shifts toward assessment - Smith Hughes Act, Vocational Education Act of
1917 - Vocational Rehabilitation Act of 1918
- Agricultural advancements (Mechanical, Chemical)
released workers from the farms. - The Great Depression 1930s
- 1938 Congress passes the Fair Labor Standards
Act, which establishes the forty-hour work week,
the minimum wage, and bans child labor in
interstate commerce
28Time Marched On!
- EK Strong - tried to upgrade interest assessment
to level of Binets IQ assessment - 1920s -- Minn. Mech. Abilities Project (later to
become Minn. Employment Stabilization Research
Institute) - 1927 -- Strong Vocational Interest Blank for Boys
- 1939 -- First Dictionary of Occupational Titles
- 1941 -- WWII, Gave us the GI Bill, and brought
women in large numbers out of the home and into
the factories.
29CHANGES IN THE EMPHASIS IN COUNSELING AFTER THE
1950'S
- It shifted away from an occupational choice to..
- An analysis of why and how a person chooses a
particular occupation.
30Time Marched On!
- More women in the work force
- Veterans training programs
- Fewer farmers needed
- Level of skill needed to work in industry was
increasing - More people were going to college
- Some states began building technical schools
31Related Historical Events
- 1954 -- Brown v. Board of Education of Topeka.
The Supreme Court unanimously agrees that
segregated schools are "inherently unequal" and
must be abolished. - 1955 -- The Vietnam War begins
- 1957 --Soviet Union launches Sputnik, a satellite
- 1958 -- National Defense Education Act - provided
assistance to state and local school systems for
strengthening instruction in science,
mathematics, foreign languages, and other
critical subjects improvement of state
statistical services guidance, counseling, and
testing services and training institutes higher
education student loans and fellowships
experimentation and dissemination of information
on more effective use of television motion
picture, and related media for education
purposes and vocational education for technical
occupations, such as data processing, necessary
to the national defense.
32Career Related GamesMilton Bradley -- 1955
33 "WHAT SHALL I BE" GAME EXCITING GAME OF CAREERS
FOR GIRLS 1966 Selchow Righter co.
34Time Marched On! continued.
- 1963 -- Manpower Development and Training Act -
provided training in new and improved skills for
the unemployed and underemployed. - 1963 -- Vocational Education Acts of 1963 -
increased federal support of vocational
education, including support of residential
vocational schools, vocational work study
programs, and research, training, and
demonstrations in vocational education.
35Time Marched On! continued
- 1963 -- Higher Education Facilities Act -
authorized grants and loans for classrooms and
laboratories in public community colleges and
technical institutes as well as for
undergraduate and graduate facilities in other
institutions of higher education. - 1964 -- Economic Opportunity Act - authorized
grants for college work-study programs for
students of low income families established a
Job Corps program and authorized support for work
training programs to provide education and
vocational training and work experience for
unemployed youth provided training and work
experience opportunities in welfare programs
authorized support of education and training
activities and community action programs
including Head Start, Follow Through, Upward
Bound authorized the establishment of the
Volunteers in Service to America (VISTA).
36Remember!
- Career Education is a sub-category of Vocational
Education (Career and Technical Education). - As Vocational Education grows so does Career
Education, but it is only a small part of the
total vocational program, Until
37Sidney J. Marland (Commissioner of
Education-1971)
- He proposed an emphasis on career education
- In a 1971 address to the convention of the
National Association of Secondary School
Principals, he proposed that persons completing
school programs at grade 12 would be ready to
enter higher education or to enter useful and
rewarding employment.
38MARLINS Four-Fold Planfor Career Development,
Components 1 and 2
- Major improvements and updating of occupational
education emphasizing newer vocational fields and
sound educational base underlying all specific
skills training - More flexible options for high school graduates
to continue on to higher education or to enter
the world of work
39MARLINS Plan, Continued Components 3 and 4
- A closer liaison of vocational education and
people from business, industry, and organized
labor with more work experience opportunities for
students - A new commitment at all levels -- federal, state,
and local -- toward developing leadership and
commitment to the concept of career education
40Experimental models for career education
developed by the U.S. Office of Education
- Four models
- School Based Model
- Employee-Experience-Based Model
- Rural-Residential-Based Model
- Home-Community-Based Model
- 1971
- 15 million
41School Based Model
- The object of Model 1 was to develop and test a
career education system (K-12) in six school
systems (representing varying sizes, geographic
locations, and cultural ethnic populations) that
would help students to develop (a) a
comprehensive awareness of career options (b) a
concept of self that is in keeping with a
work-oriented society, including positive
attitudes about work, school, and society, and a
sense of satisfaction resulting from successful
experience in these areas (c) personal
characteristics, such as self-respect,
initiative, and resourcefulness (d) a realistic
understanding of the relationships between the
work of work and education to assist individuals
in becoming contributing members of society and
(e) the ability to enter employment in a selected
occupational area and/or to go on for further
education.
42Employee-Experience-Based Model
- The objectives of Model 2, the employer-based
model (also called experience-based) (17), were
(a) to provide an alternative educational program
for students, aged 13-18, in an employer-based
setting (b) to unify the positive elements of
academic, general, and vocational curricula into
a comprehensive career education program (c) to
increase the relevance of education to the world
of work and (d) to broaden the base of community
participation, particularly by involving public
and private employers more directly in education.
43Rural-Residential-Based Model
- This experimental demonstration activity involved
various individuals, agencies, and other
resources in preparing adults and children of
rural unemployed and underemployed families in
Wyoming, Montana, Idaho, North Dakota, South
Dakota, and Nebraska for rewarding employment. - Goals (a) contribute to their own growth and to
the growth of their society and (b) make prudent
use of their personal as well as their society's
resources and energies. The ultimate goal of the
residential-based model was to determine whether
low-income rural residents could develop career
roles through specially adapted in-house
experiences.
44Home-Community-Based Model
- The fourth model, a home-community effort, used
television and radio programming to encourage
unemployed or underemployed adults to take
advantage of local retraining programs. Through
the use of the home-based model, the U.S. Office
of Education hoped to (a) enhance the quality of
the home as a learning center, (b) develop
educational delivery systems into the home and
community, (c) provide new career education
programs for adults, (d) establish a guidance and
career placement system to assist individuals in
occupational and related roles, and (e) develop
more competent workers
45 Time Marched On! continued
- 1973 Comprehensive Employment and Training Act -
consolidated previous labor and public service
programs authorized funds for employment
counseling, supportive services, classroom
training, training on the job, work experience,
and public service employment incorporated
essential principles of revenue sharing, giving
state and local governments more control over use
of funds and determination of programs.
46Terrel Bell was First Commissioner of Education
After MarlandNote President Carter make this a
Cabinet level position
- He continued the push for career education.
- Section 406, Title IV, Public Law 93-380
(Educational Amendments of 1974), made career
education a law of the land, establishing a
National Advisory Council on Career Education.
47Three Main Provisions of Title IV, Section 406
of P.L. 93-380 (1974)
- Every child should, by the time he has completed
secondary school, be prepared for gainful or
maximum employment and for full participation in
our society according to his or her ability.
48Provision 2
- It is the obligation of each local educational
agency to provide that preparation for all
children (including handicapped children and all
other children who are educationally
disadvantaged) within the school district of such
agency and
49 Provision 3
- Each State and local educational agency should
carry out a program of career education options
which are designed to prepare each child for
maximum employment and participation in our
society according to his or her ability.
50THE CAREER EDUCATION INCENTIVE ACT 95-207 (1977)
- Purpose of the Act
- to assist states and local educational agencies
and institutions of postsecondary education,
including collaborative arrangements with the
appropriate agencies and organizations, in making
education as preparation for work, and as a means
of relating work values to other life roles and
choices (such as family life), a major goal of
all who teach and all who learn by increasing the
emphasis they place on career awareness,
exploration, decision making, and planning, and
to do so in a manner which will promote equal
opportunity in making career choices through the
elimination of bias and stereotyping in such
activities, including bias and stereotyping on
account of race, sex, age, economic status, or
handicap.
51Career Opportunities Act
- 1998 -- Federal Legislation
- More on this later in semester
52CHANGES IN THEORIES UNDERLYING VOCATIONAL
GUIDANCE SINCE THE TURN OF THE CENTURYas noted
by Calhoun and Finch
- Once is not enough
- The single occupational-choice-at-a-point-in time
focus of the early practitioners of career
guidance has given way to a broader, more
comprehensive view of the individual and his or
her development over the life span.
53Age focus is out the window
- The specific age focus of traditional career
guidance is not valid. Instead of the notion
that a permanent occupational choice is made at
some point, usually during late adolescence, we
now understand that occupational choice is a
process which takes place over a period of time
and is a result of a combination of
interacting determinants.
54Work to understand who you are
- People at work are no longer seen only as objects
through which occupations are analyzed and
classified. Rather we now understand that a work
setting can be used as a medium to help people
better understand themselves.
55Continuous Process, Cradle to Grave
- Career guidance activities are important over the
life span of the individual therefore,
educational personnel at all level, kindergarten
through adult, have a part to play. When viewed
as a continuous process, career guidance is a
program in the mainstream of education rather
than an ancillary service.
56Human Development
- Career guidance is more than a simple process of
matching people to jobs it is a complex process
of human development and should be treated as a
major educational goal.
57Career Education in Arkansas
- Since the mid 1970s (ASU involved from the start)
- Workshops/Projects developing Objectives
Curriculum - Workshops and projects to develop Materials to
support the teacher (posters, materials for
hands-on activities). - ACOTA Arkansas Career Orientation Teachers
Association. - 1991 -- AR adopted a statewide text for the
course (Your Career Adventure) - Threat to CO as a course 1996, but survived with
great support. - 1998 -- AR dropped the text for the course
58In Summary
- Describe the historical development of career
education. - Who were the key people associated with career
education? - What are the guiding principles of career
selection or guidance and how have they have
evolved? - State the purposes of career education in
Arkansas.
59Review of Parsons Principles
- It is better to choose a vocation than merely to
_____ for a job - No one should choose a vocational without careful
_____ -____, and with guidance - The youth should have a large survey of the field
of vocations and not simply drop into the
__________ or accidental position - Expert advice (from persons having studied
vocations) must be better and _____ for a young
person than the absence of it - Process the information on ______.
60Review of Parsons Principles Cont..
- No person should decide for _____ what occupation
he should choose - In the choice of vocations, consider (1)
understanding of self, (2) knowledge of the
requirements of the work, and (3) true reasoning
on the ________ among these two - Counselor should be frank and __________.
- Special effort is made to develop analytic power
- One who would be a vocational counselor should
____________ himself with a high degree of
industrial knowledge
61Time Marches On...
Any Questions?