History and Growth of CTE

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 Sneddens 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

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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

• Americas 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.