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Period: 469 BCE to 399 BCE
Socrates
In Socrates' Opportunity Theory, he delved into the question of who should acquire knowledge and who should participate in any educational institution. He opposed the notion of acquiring knowledge solely for its own sake and advocated for individuals to acquire knowledge that they could directly apply to their daily lives or careers. -
Period: 428 BCE to 348 BCE
Plato
Plato groups knowledge development into three stages – Knowledge of one's own job, self-knowledge and knowledge of the Idea of the Good. Plato believes that education should be state controlled. Every individual in the state must have access to free and quality education. -
Period: 384 BCE to 322 BCE
Aristotle
Aristotle acknowledged the significance of early childhood as a crucial phase in human development. He categorized education into three distinct phases: primary, secondary, and higher learning. -
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Technological Revolution
Every technological revolution has ushered in fresh societal perspectives, enhanced educational accessibility, and provided more effective means of learning. Personally, I believe that the digital revolution has had the most profound impact on Career and Technical Education (CTE) and education in general. The nearly limitless digital access to information places learning within our reach, allowing us to research virtually anything within seconds. -
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Industrial Revolution
Subsequent to the First Industrial Revolution, there emerged a need for a wider array of degree programs and a broader selection of courses, mirroring the postgraduate research model seen in German universities. -
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Thomas Jefferson
Thomas Jefferson held the belief that the success of the American experiment in self-governance relied on an educated citizenry. He put forth a progressive vision of widespread, cost-free, public education accessible to both men and women, which was considered groundbreaking in his era. His establishment of the University of Virginia played a role in advancing his overarching objectives. -
Publication of Rousseau’s Émilie
Jean-Jacques Rousseau's treatise explores the essence of education and human nature. Rousseau's aim is to outline an educational system that could empower the "natural man" he characterizes in The Social Contract to endure within a corrupt society. This work is considered by certain scholars to be the inaugural comprehensive philosophy of education in Western culture and one of the earliest examples of a Bildungsroman novel. -
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Horace Mann
Horace Mann led the Common School Movement, championing the concept of providing every child with a fundamental education funded through local taxes. His impact extended beyond Massachusetts, as an increasing number of states embraced the notion of universal education. -
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John Swett
John Swett is recognized as the progenitor of public school education in California. He assumed the role of California's fourth Superintendent of Public Instruction in 1863 when he was just 33 years old. -
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Women's Suffrage
Women's suffrage positively impacted enrollment rates in schools and on average increased local education expenditures by 13.9 percent within five years. -
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Ellen H. Richards
Ellen H. Swallow Richards, among America's initial female professional chemists and the inaugural woman to gain acceptance into a scientific institution, is most renowned for her pioneering contributions to the field of sanitary engineering. -
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Booker T. Washington
Booker T. Washington established the Tuskegee Institute in 1881 with a charter granted by the Alabama legislature. Its primary mission was to educate teachers in the state of Alabama, offering a comprehensive curriculum that encompassed both academic and vocational instruction. -
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John Dewey
John Dewey advocated for the philosophical perspective called Democratic Humanism, which opposed the concept of dual education tracks. He contended that vocational education should be accessible to all students rather than limited to specific groups, with the primary goal being to teach subjects by incorporating vocational elements, rather than exclusively teaching a particular vocation. -
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Alice P. Norton
Alice Norton collaborated with Ellen Swallow Richards to deliver home economics education to the New England community. Furthermore, she served as an editor for the Journal of Home Economics, while simultaneously engaging in teaching and pursuing a career in dietetics. -
Morrill Act
The Morrill Act marked the initial legislative effort to back vocational education, offering states the opportunity to sell land for the financing of agricultural and mechanical colleges. -
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Martha Van Rensselaer
Martha Van Rensselaer played a pivotal role as one of the founding co-directors of the College of Home Economics, a significant step in the creation of the New York State College of Human Ecology situated in Ithaca, New York. In her capacity as an educator and advocate, Van Rensselaer championed the practical application of knowledge to enhance the quality of life within households. She referred to this area of study as "domestic science" and concentrated on fundamental aspects of homemaking. -
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David Snedden
The inaugural Commissioner of Education in Massachusetts, he departed from this role to join the faculty of Teachers College, Columbia University. Snedden was an early leader in the realm of educational sociology and the social efficiency movement, which advocated for vocational education. -
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Rufus Stimson
Rufus Stimson, an American educator, assumed the role of the third president of the Connecticut Agricultural College. Proficient in public relations, Stimson promptly restored ties with the state's agricultural communities, which had deteriorated during the tenure of his predecessor, Flint. In stark contrast to Flint's unpopular focus on classical education, Stimson asserted that the primary objective of the College was to prepare students for practical farming. -
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W.E.B. DuBois
DuBois is most notably associated with the notion of the "talented tenth." He maintained that achieving complete citizenship and equal rights for African Americans hinged on the endeavors of an intellectual elite. Consequently, he championed a comprehensive liberal arts education at the collegiate level, a stance that directly contradicted Washington's emphasis on industrial education. -
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Charles A. Prosser
Charles A. Prosser played a pivotal role in crafting and advancing the Smith-Hughes Act, which established federal support for Vocational Education. Dr. Prosser, in his capacity as an author, sanctioned and supervised the production of numerous textbooks on Vocational Education, many of which continue to be utilized in universities to this day. -
Hatch Act
The Hatch Act places limitations on the political involvement of individuals primarily employed by state, District of Columbia, or local executive agencies, particularly those engaged in programs funded either wholly or partially through federal loans or grants. -
Second Morrill Act
The Second Morrill Act of 1890 was designed to address the prior discrimination against former Confederate states. It mandated that states either create distinct land-grant institutions for Black students or prove that admissions were not racially restricted. -
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Major Dennis Mobley
Major Dennis Mobley, an agricultural educator from Georgia who also held the position of associate professor of agriculture at the University of Georgia, played a crucial role in the ACTE. In 1928, he was the driving force behind the establishment of the Future Farmers of America. -
Smith-Lever Act
The 1914 Smith–Lever Act, a federal law in the United States, set up a cooperative extension services system linked to land-grant universities. Its purpose was to educate the public about the latest advancements in agriculture, home economics, government and public policy, leadership, 4-H, economic development, and related topics. The Act facilitated the dissemination of new agricultural methods, often through home-based instruction, to benefit farmers. -
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World War I
The initial widespread embrace of career and technical education occurred in the aftermath of World War I, and the movement gained momentum in the subsequent years. Career and technical education broadened its scope to encompass adult education and the retraining of individuals seeking to rejoin the workforce. -
Smith-Hughes Act
The Smith-Hughes Act, also known as the National Vocational Education Act, is a U.S. law established in 1917. It aimed to offer federal assistance to states with the objective of advancing vocational education in areas such as agricultural and industrial trades, as well as home economics, at the pre-collegiate level. -
American Vocational Association Developed
The American Vocational Association served as a platform for vocational educators across the nation to articulate their ideas within the realm of vocational education. Additionally, it functioned as a means through which educators endeavored to elucidate the goals, purposes, and importance of a nationwide vocational education initiative to the general public. In 1934, the organization transitioned into the Association of Career & Technical Education. -
George Reed Act
The George-Reed Act exclusively centered on agriculture and home economics, segregating home economics from the trade and industrial components of the Smith Hughes Act. Although it didn't provide direct funding and had a finite five-year duration, it did grant the authority for annual appropriations. -
American Vocational Association becomes Association of Career and Technical Education
In 1934, the American Vocational Association underwent a name change, becoming the Association of Career and Technical Education (ACTE). ACTE's mission revolves around offering educational leadership for the cultivation of a competitive workforce. The organization is dedicated to enabling educators to administer top-tier Career and Technical Education (CTE) programs, ensuring that all students are well-prepared for prosperous careers. -
George-Deen Act
The George-Deen Act of 1936 allocated an annual federal funding of $14 million and expanded its scope to encompass teacher education and training in marketing occupations. -
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World War II
Following World War II, higher education in the United States experienced rapid growth and evolved into a beacon of opportunity, serving as an exemplar for the global stage. The GI Bill provided enlisted men and women with the means to afford college education, simultaneously offering a financial lifeline to colleges and universities that had endured economic hardships during the war. -
George-Barden Act
The George Barden Act introduced changes to the George-Deen Act, earmarking $34 million for the programs outlined in the George-Deen Act. These funds could be allocated for various purposes, including state director salaries and expenses, vocational counselor salaries and expenses, training initiatives, and work experience programs. Additionally, they could be utilized for out-of-school youth programs and to facilitate travel related to the FFA and NFA organizations. -
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Civil Rights Movement
The Civil Rights Movement led to the Civil Rights Act.. The Act led to greater equality for women, LGBTQ persons, individuals with a disability and immigrants. The Civil Rights Act also influenced the implementation of educational policies that emphasized equity in education such as the Elementary and Secondary Education Act of 1965 and later, the 2015 reauthorization of every Student Succeeds Act. -
Sputnik
The Sputnik launch ignited the Space Race, a Cold War rivalry between the United States and Russia for supremacy in space exploration. This competition prompted increased funding for STEM Education and made it a central focus in schools, beginning with the enactment of the 1958 National Defense Education Act. -
National Defense Education Act
A $1-billion spending package to bolster high-quality teaching and learning in science, mathematics and foreign languages. -
Manpower Development and Training Act
The Manpower Development and Training Act of 1962 aimed to provide training and retraining opportunities for the many workers who had become unemployed due to automation and technological advancements. -
Vocational Education Act and Amendments
The Vocational Education Act replaced the Smith-Hughes Act. It established an advisory panel tasked with assessing existing vocational education initiatives and proposing significant reforms. This legislation introduced work-study programs, reduced federal oversight, and advocated for gender equity in vocational education. Additionally, it expanded the scope of vocational education beyond farming, allowing for a more diverse range of opportunities in the field. -
Educational Amendments (Title IX)
Title IX bars any form of discrimination based on sex, which includes pregnancy, sexual orientation, and gender identity, in all educational programs or activities that receive federal financial support. -
Comprehensive Employment and Training Act
The Comprehensive Employment and Training Act streamlined federal job training initiatives and allocated block grants to state and local authorities. Its purpose was to aid individuals who were unemployed, underemployed, and categorized as "economically disadvantaged." This legislation supported various programs, including youth summer employment, the Job Corps, and both public and private job training efforts. -
Job Training Partnership Act
The Job Training Partnership Act introduced additional initiatives for youth while extending its reach to include unskilled adult workers. Similarly, workforce development remained under the purview of state and local authorities. The program's business partnerships expanded, and it introduced new initiatives to support displaced and disadvantaged workers who had lost their jobs due to the decline in American manufacturing. -
A Nation at Risk Report
The Ronald Reagan administration issued the "A Nation at Risk" report in 1983, which highlighted the deficiencies in America's education system. The report emphasized the need for greater academic rigor and alignment with updated standards. Additionally, it advocated for enhanced oversight of teachers' training, skills, and compensation, with an emphasis on evaluating their pay in relation to their education and performance. -
Carl Perkins Vocational Education Act (Perkins 1)
The Carl Perkins Vocational Education Act, known as Perkins I, allocated $950 million over four years. A significant portion, 57%, was earmarked for special populations, encompassing individuals with disabilities, disadvantaged individuals, adults seeking training or retraining, single parents, homemakers, and those with criminal backgrounds. Additionally, 3.5% was allocated for addressing gender bias and stereotypes. -
New Directions Report
The New Directions Report outlines a fresh approach to high school CTE. It illustrates how shifts in economies, societal demands, research findings, and insights into learning can be harnessed to craft an improved high school CTE curriculum. The report's objective was to enhance CTE training, enabling students to explore various career paths, boost academic performance, foster student motivation, and equip them with skills essential for prosperous employment. -
Perkins Act (Perkins 2)
Perkins 2, a reauthorization of Perkins 1, raised funding by $600 million and introduced a revised federal definition of vocational education. It defined it as organized educational programs offering courses directly linked to preparing individuals for employment in current or emerging occupations, not requiring a baccalaureate or advanced degree. Perkins 2 mandated the establishment of standards and assessment for vocational programs. -
The Secretary’s Commission of Achieving Necessary Skills (SCANS) Report
In 1990, the Secretary of Labor established a commission tasked with identifying the skills necessary for young individuals to excel in the labor market. The primary objective of this commission was to promote a high-performance economy marked by well-paid employment reliant on advanced skills. Even though the commission concluded its efforts in 1992, its discoveries and suggestions remain a valuable resource for individuals and organizations engaged in education and workforce enhancement. -
School to work Opportunities Act
The School-to-Work Opportunities Act (STWOA), initiated during the Clinton Administration, distributed grants to states, including funds from both venture capital and federal government investments. This program served as an incentive for states and localities to develop an educational system focused on preparing students for a seamless transition from school to work, advanced training, or post-secondary education. -
Land-grant to Tribal Colleges
The USDA 1994 Tribal Land-Grant Colleges and Universities Program guarantees equitable participation in opportunities for tribally controlled colleges, the 1994 land-grant institutions, and the Native American communities they serve. This includes employment and access to USDA programs, services, and resources. Comprising 35 institutions, the 1994 institutions each contribute to research, education, and extension initiatives that bolster local agriculture and food production. -
Education Amendment Act (Perkins 3)
The Education Amendment Act made revisions to the 1990 Perkins Act, offering a comprehensive definition of vocational education and securing distinct funding, separate from Tech-Prep. This legislation placed its emphasis on "enhancing student performance and readying students for post-secondary education, continued learning, and careers." -
No Child Left Behind Act
NCLB resulted from a coalition of civil rights, business, bipartisan efforts, and the Bush administration aiming to boost American competitiveness and bridge the achievement gap. Since 2002, it has significantly influenced education but also sparked controversy among educators and the public. -
Carl D. Perkins Career and Technical Education Improvement Act (Perkins 5)
The Carl D. Perkins Career and Technical Education Improvement Act updates the federal definition to use "career and technical education" instead of "vocational education." It requires separate funding and evaluation for tech prep and post-secondary programs, both of which must meet specific performance targets. Local programs striving for a 90% target must enact improvement plans if they fall short.