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Period: 469 BCE to 399 BCE
🗣Socrates
Socrates was a Greek philosopher from Athens who is credited as the founder of Western philosophy and among the first moral philosophers of the ethical tradition of thought. -
Period: 428 BCE to 348 BCE
🗣Plato
Plato was a Greek philosopher who founded the school of thought and the Academy, which was the first institution of higher learning in Europe. -
Period: 384 BCE to 322
🗣Aristotle
Aristotle was a Greek philosopher and polymath during the Classical period in Ancient Greece. Taught by Plato, he was the founder of the Peripatetic school of philosophy within the Lyceum and the wider Aristotelian tradition. -
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📅Technological Revolution
Each technological revolution has brought new social viewpoints, better access to education, and improved ways to learn. In my own opinion, the digital revolution has had the most profound effect on CTE and education as a whole as digital access to almost anything puts learning at the tips of our fingers as we can research anything within in seconds. -
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🗣Thomas Jefferson
Thomas Jefferson believed only educated citizens could make the American experiment in self-government succeed. He proposed a system of broad, free, public education for men and women alike that was radical in his day and his founding of the University of Virginia partially achieved his larger goals. -
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📅Industrial Revolution
After the First Industrial Revolution, there was a demand for more diverse degree options and a greater range of courses to choose from (e.g. The New Education (Eliot, 1869)), as in the German university model for postgraduate research. -
📅Publication of Rousseau’s Émilie
A treatise by Jean-Jacques Rousseau on the nature of education and on the nature of man. Rousseau seeks to describe a system of education that would enable the natural man he identifies in The Social Contract (1762) to survive a corrupt society. It is regarded by some as the first philosophy of education in Western culture to have a serious claim to completeness, as well as being one of the first Bildungsroman novels. -
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🗣Horace Mann
He spearheaded the Common School Movement, ensuring that every child could receive a basic education funded by local taxes. His influence soon spread beyond Massachusetts as more states took up the idea of universal schooling. -
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🗣John Swett
Swett took a job as principal of San Francisco’s Rincon School, he immediately began organizing the city’s public schools, and in 1862 he was elected California superintendent of public instruction. He served in that post until 1867, during which time he organized teachers’ institutes, established a teacher-certification system, won legislative support for school taxes, wrote a revised school law, and provided for uniform textbooks throughout the California public school system. -
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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
One of America's first female professional chemists and the first woman to be accepted by a scientific school, Ellen H. Swallow Richards is best known for pioneering the field of sanitary engineering. Richards performed an unprecedented survey in 1890 that led to the first state water-quality standards in the nation. -
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🗣Booker T. Washington
Booker T. Washington established and developed the Tuskegee Institute for the education of African Americans to develop practical skills in education. It served as a laboratory school for Washington's philosophy of education. He realized that the farmers would need specific forms of assistance. To address this need, he developed two forms of education that exist and thrive today. These two concepts are adult and extension education. -
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🗣John Dewey
John Dewey was a leading proponent of the American school of thought known as pragmatism, a view that rejected the dualistic epistemology and metaphysics of modern philosophy in favor of a naturalistic approach. He is thought to be most famous for his role in what is called progressive education. Progressive education is essentially a view of education that emphasizes the need to learn by doing. Dewey believed that human beings learn through a 'hands-on' approach. -
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🗣Alice P. Norton
Alice Peloubet Norton attended Smith College, graduating in 1882. Norton organized the Sanitary Science Club within the Association of Collegiate Alumnae in 1883. She later became a teacher at the Brookline High School, and afterward at the Chicago Institute. Norton taught classes on home and family life when the Institute became the University of Chicago School of Education. -
📜Morrill Act
First proposed when Morrill was serving in the House of Representatives, the Morrill Land Grant College Act of 1862 set aside federal lands to create colleges to “benefit the agricultural and mechanical arts.” -
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🗣Martha Van rensselaer
Van Rensselaer served as an educator and proponent of the application of knowledge to improve quality of life in the home. She called the field of study “domestic science” and focused on key aspects of homemaking. Van Rensselaer was introduced to Cornell's small agricultural extension program, designed to educate farmers in the latest scientific advances. Although she supported the program's aims, Van Rensselaer recognized that there was no equivalent instruction for the farm wife. -
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🗣David Snedden
The first Commissioner of education in Massachusetts, he left the position to serve on the faculty of Teachers College, Columbia University (1916-1935). He believed in “social efficiency"--the notion that education could prepare youths for the particular niches they were destined to fill as adults. To that end, he argued, some high school students should receive vocational education, and others a general education. -
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🗣Rufus Stimson
Rufus Stimson was an American educator who served as the third president of the Connecticut Agricultural College. Adept at managing public relations, Stimson quickly repaired relations with the state's agricultural communities, which had unraveled during Flint's (the previous president) tenure. In contrast to Flint's unpopular emphasis on classical education, Stimson maintained that "preparation for practical farming ... is the principal aim of the College. -
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🗣W.E.B, DuBois
Du Bois may be best known for the concept of the “talented tenth.” He believed that full citizenship and equal rights for African Americans would be brought about through the efforts of an intellectual elite; for this reason, he was an advocate of a broad liberal arts education at the college level. This was in direct opposition to Washington’s emphasis on industrial education. -
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🗣Charles A. Prosser
An important figure in the vocational education movement, Charles Allen Prosser is particularly known as the architect of the 1917 Smith-Hughes Act and as the figurehead of the 1945 campaign for life adjustment education. -
📜Hatch Act
In 1887 Congress passed the Hatch Act, which provided for necessary basic and applied agricultural research to be conducted by the state colleges of agriculture in cooperation with the U.S. Department of Agriculture (USDA). -
📜Second Morrill Act
The Second Morrill Act of 1890 was aimed at the former Confederate states and sought to rectify this discrimination. It required states to establish separate land-grant institutions for Black students or demonstrate that admission was not restricted by race. -
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🗣Major Dennis Mobley
Served as the Executive Secretary for the ACTE for 15 years and held the thought that Vocational Education should be available for ALL people. -
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📅World War I
The first mass acceptance of career and technical education came after World War I and the movement spread in the years that followed. Career and technical education expanded to include adult education and retraining citizens to re-enter the workforce. -
📜Smith-Lever Act
The Smith–Lever Act of 1914 is a United States federal law that established a system of cooperative extension services, connected to land-grant universities, intended to inform citizens about current developments in agriculture, home economics, public policy/government, leadership, 4-H, economic development, coastal issues (National Sea Grant College Program), and related subjects. The Act helped farmers learn new agricultural techniques by the introduction of home instruction. -
📜Smith-Hughes Act
The Smith–Lever Act of 1914 is a United States federal law that established a system of cooperative extension services, connected to land-grant universities, intended to inform citizens about current developments in agriculture, home economics, public policy/government, leadership, 4-H, economic development, coastal issues (National Sea Grant College Program), and related subjects. The Act helped farmers learn new agricultural techniques by the introduction of home instruction. -
📅American Vocational Association Developed
The American Vocational Association is an organization
through which vocational educators throughout the
country seek to crystallize their thinking in the field of
vocational education and through which they attempt to
interpret to the public the aims and objectives and significance of a national program of vocational education. In 1934 the association became the Association of Career & Technical Education. -
📜George Reed Act
The George-Reed Act focused only on agriculture and home economics. It removed home economics from the trade and industrial sections of the Smith Hughes Act. It allotted no funding and had a five-year term limit. It did however authorize annual appropriations. -
📅American Vocational Association becomes Association of Career and Technical Education
The American Vocational Association became the Association of Career and Technical Education in 1934. ACTE's mission: To provide educational leadership in developing a competitive workforce. ACTE strives to empower educators to deliver high-quality CTE programs that ensure all students are positioned for career success. -
📜George-Dean Act
The George Deen Act allotted $12 million for agriculture, home economics, and trade and industrial education. It added distributive occupations which are referred to today as marketing programs. Of the $12 million, $1.2 million was allotted to vocational guidance and occupational information. For the first time, it included funding for supervisor travel. It was the beginning of a trend toward making vocational education more flexible. -
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📅World War II
After World War II, American higher education rapidly expanded and became an engine of opportunity and a model for the world. The GI Bill enabled enlisted men and women to access the funds necessary to attend college; it was also a windfall for colleges and universities financially hammered by the war. -
📜George-Barden Act
The George Barden Act amended the George-Deen Act, and allotted $34 million towards the programs specified in the George-Deen Act. It allowed for funds to be used for state director salary and expenses; vocational counselor salary and expenses; training and work experience programs. It could also be used for out of school youth programs, and to support travel associated with the FFA, and the NFA. -
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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 (ESEA) of 1965 and later, the 2015 reauthorization of every Student Succeeds Act (ESSA). -
📅Sputnik
The launch of Sputnik spurred the Space Race, which was a Cold War competition between America and Russia to lead space exploration. As part of the Space Race, STEM Education was given more funds and became a focus in schools, starting with the 1958 National Defense Education Act, or NDEA. -
📜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 endeavored to train and retrain thousands of workers unemployed because of automation and technological change. -
📜Vocational Education Act and Amendments
The Vocational Education Act was implemented by then President John F. Kennedy. It took the place of the Smith Hughes Act, and an advisory panel was formed to evaluate current vocational educational programs, and make recommendations for major changes. It also increased funding to $225 million, introduced work study programs, reduced federal control, and promoted gender equity. Agriculture was also no longer limited to just farming. -
📜Educational Amendments (Title IX)
Title IX prohibits sex (including pregnancy, sexual orientation, and gender identity) discrimination in any education program or activity receiving federal financial assistance. -
📜Comprehensive Employment and Training Act
The Comprehensive Employment and Training Act, also called CETA, consolidate federal job training programs and provided block grants on the state and local levels. It was designed to assist persons that were unemployed, underemployed and considered "economically disadvantaged." This was the first time that job training was delegate to states and localities. This act supported youth summer employment and the job corps programs, as was as both public and private job training. -
📜Job Training Partnership Act
The Job Training Partnership Act (JTPA) replaced the Comprehensive Employment and Training Act. It established yet more programs for youth, and expanded to unskilled adult workers. Once again, workforce development was overseen by states and localities. The business partnership expanded, and new programs were added for displaced and disadvantaged workers who were out of work due to America's reduced manufacturing. -
📅A Nation at Risk Report
A Nation at Risk report was presented by the Ronald Reagan administration in 1983. The report described how America's education system was failing to properly educate its students. The report called for schooling to be more rigorous and adapt to new standards. It also called for teachers to be more monitored in their preparation, abilities, and that their pay should be evaluated based on their own education and efforts. -
📜Carl Perkins Vocational Education Act (Perkins 1)
The Carl Perkins Vocational Education Act, also called the Perkins I, appropriated $950 million dollars to support vocational education for four years. 57% of that was dedicated to special populations, such as handicapped individuals and disadvantaged individuals; adults needed training or retraining; single parents and homemakers; and criminals. It also allotted 3.5% for the elimination of sex bias and stereotyping. -
📅New Directions Report (Ag Ed)
The New Directions Report describes the new route to be taken for CTE in high schools. It describes how changing economies, societal expectations, research, and understanding of how we learn can be used to create a better CTE program in high schools. The goal of the report was to provide better CTE training so that students could explore and plan for different careers, increase academic achievement, motivate students to succeed, and establish skills for successful employment. -
📜Perkins Act (Perkins 2)
Perkins 2 reauthorized Perkins 1 by increasing funding by $600 million and creating a new federal definition of vocational education: "organized educational programs offering a sequence of courses which are directly related to the preparation of individuals in paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree" Perkins 2 required vocational programs to have standards and be measured. -
📅The Secretary’s Commission of Achieving Necessary Skills (SCANS) Report
In 1990, the Secretary of Labor appointed a commission to determine the skills our young people need to succeed in the world of work. The commission's fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development. -
📜School to work Opportunities Act
The School-to-Work Opportunities Act (STWOA), was introduced by the Clinton Administration, and provided money to states in the form of grants. Some of this money came from venture capital and seed money from the federal government. It was established as an incentive to get states and localities to implement an education system that prepared students to 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 ensures that tribally controlled colleges and universities, the 1994 land-grant institutions, and the Native American communities served by these schools equitably participate in the USDA workforce as employees and have access to USDA programs, services, and resources. There are 35 1994 institutions, and each support research, education, and extension programs that enhance local agriculture and food production. -
📜Education Amendment Act (Perkins 3)
The Education Amendment Act amended the 1990 Perkins Act. It provided a finely detailed definition of vocational education, and received funding separate from Tech-Prep. This act focused on "improving student achievement and preparing students for post-secondary education, further learning, and careers. -
📜No Child Left Behind Act
NCLB was the product of a collaboration between civil rights and business groups, as well as both Democrats and Republicans on Capitol Hill and the Bush administration, which sought to advance American competitiveness and close the achievement gap between poor and minority students and their more advantaged peers. Since 2002, it’s had an outsized impact on teaching, learning, and school improvement—and become increasingly controversial with educators and the general public. -
📜Carl D. Perkins Career and Technical Education Improvement Act (Perkins 5)
Carl D. Perkins Career and Technical Education Improvement Act also replaces vocational education with career and technical education as the federal definition. It mandates that tech prep must be funded and measured separately from post-secondary programs. Both tech prep and post-secondary programs must meet performance targets. Local programs must meet a 90% target, and if it does not, it must implement an improvement plan.