This History of CTE PowerPoint presentation was prepared by Dale Moon, CTE Regional Coordinator for...

This History of CTE PowerPoint presentation was prepared by Dale Moon, CTE Regional Coordinator for Region 4 (Linn & Benton

counties).

Dale presented it during the Thursday, October 6, 2011, CTE Statewide Network meeting.

The CTE Network requested copies of this PowerPoint.

Prepared by Dale Moon, CTE Regional Coordinator, Region 4 (Linn & Benton counties)

OrCTE Through the Ages

Or(What goes round, comes

round)


Jean-Jacques Rousseau (1712-1778) Advocated that manual arts

could serve as a means of mental training


His teachings became the basisof the manual arts movement in America.

Philosophy - Mental training should be the major emphasis rather than a mere knowledge of facts.


Private tutor in one of Pestalozzi's schools.

Recommended that all students should learn to use their hands


Father of the Sloyd system of education.


Sloyd differed from other forms of manual training in its adherence to a set of distinct pedagogical principles.

These were: that instruction should move from the known

to the unknown, from the easy to the more difficult,


• from the simple to the more complex, • from the concrete to the abstract • and the products made in sloyd should be

practical in nature and build the relationship between home and school.

(sound like rigor and relevance?)


Apprenticeships (Borrowed from Europe) Adult Education

Mechanics Institute Movement (1800’s)• Manual Labor Movement (1845)• Manual Training becomes Technical Training

(1898)


Arts and Crafts Movement (1880) Manual Arts (1895) Industrial Arts (1904)


Also known as the Land Grant Act. States were given land that could be

either sold or leased to raise money for establishing at least one college in the state.

(Think Oregon State University)


SMITH, Hoke (1855 - 1931) Senator from Georgia

HUGHES, Dudley (1848 - 1927) Congressman from Georgia laid the foundation of the Future

Farmers of America (FFA)


Created the Federal Board for vocational education

Designated money to states for vocational programs in agriculture, T&I, and FACS

Mandated the creation of state boards Required the development of state plans


Provided annual appropriations for: Teacher salaries Supervisor salaries Directors of vocational education Teacher preparation Activities of the Federal board for Voc. Ed.


aka Perkins-Morse Bill Vocational education for high school Vocational education for re-training Vocational education for disadvantaged Construction of vocational schools Creation of advisory committees Work study programs were created And much, much more………


Authorized the largest amount of funds ever for vocational education

Ear-marked for poor and handicapped students

Career guidance & counseling

Carl Dewey Perkins (October 15, 1912 - August 3, 1984), from Kentucky


Bilingual vocational education Business/labor education partnerships Community education Required LEA’s to provide training for

special populations


A direct response by Congress to the national concern that high school graduates lack the basic skills necessary to succeed in the global market.

1. strong basic and advanced academic skills

2. computer and other technical skills 3. theoretical knowledge and

communicationPrepared by Dale Moon, CTE Regional Coordinator,

Region 4 (Linn & Benton counties)

4. problem solving, teamwork, employability skills

5. life long learning


Greater flexibility to develop voc. ed. programs.

Greater accountability for student performance

School to work Gender equity Students with disabilities


From a teachers stand point………


The Carl D. Perkins Career and Technical Education Improvement Act of 2006

Passed the Senate by unanimous consent on 7/29/2006

Passed by the House, 399-1 on 7/29/2006President Bush signed the bill on 8/12/2006

$1.3 Billion


Accountability For results Program improvement at all levels


Increased coordination Stronger academic integration Connections between secondary and

postsecondary Links to business and industry


A major part of the Act are Programs of Study


Perkins IV sunsets in 2012-2013

Congress is currently discussing what Perkins V will look like……….

Merge with ESEA?Competitive Grants?WIA?


The most recent Report to Congress on the Carl D. Perkins Career and Technical Education Act revealed that approximately 14 million students participated in secondary and postsecondary CTE programs during the 2007-2008 school year.


According to the U.S. Department of Education’s Office of Vocational and Adult Education (OVAE), almost all high school students take at least one CTE course, and one in four students take three or more courses in a single program area. One-third of college students are involved in CTE programs, and as many as 40 million adults engage in short-term postsecondary occupational training.


A ratio of one CTE class for every two academic classes minimizes the risk of students dropping out of high school. (Plank et al, “Dropping Out of High School and the Place of Career and Technical Education,” 2005.)


81 percent of dropouts said that “more real-world learning” may have influenced them to stay in school. (Bridgeland et al, “The Silent Epidemic,” 2005.)


The more students participate in CTSO activities, the higher their academic motivation, academic engagement, grades, career self-efficacy and college aspirations. (Alfeld et al, “Looking Inside the Black Box: The Value Added by Career and Technical Student Organizations to Students’ High School Experience,” 2007.)


Students who complete a rigorous academic core coupled with a career concentration have test scores that equal or exceed “college prep” students. These dual-concentrators are more likely to pursue postsecondary education, have a higher grade point average in college and are less likely to drop out in the first year. (Southern Regional Education Board, “Facts About High School Career/Technical Studies.”)


A person with a CTE-related associate degree or credential will earn an average of between $5,000 and $15,000 more a year than a person with a humanities or social sciences associate degree—and those with credentials in high-demand fields such as healthcare can average almost $20,000 more a year. (Jacobson et al, “Pathways to Boosting the Earnings of Low-Income Students by Increasing Their Educational Attainment,” 2009.)


According to the state of Washington, for every dollar spent on secondary CTE students, federal and state governments will receive seven dollars back in social security, Medicare, and federal and state taxes. (Washington State Workforce Training and Education Coordinating Board, Workforce Training Results-2006, January 2007.)


THANK YOU


This History of CTE PowerPoint presentation was prepared by Dale Moon, CTE Regional Coordinator for...

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