1. WED 466-3 Foundations of Workforce Education & Development
Module 1
Historical, Philosophical, and
Ethical Foundations

2. Learning Objectives
Historical Development of Public Sector Workforce Education
. . . of Private Sector Workforce Education
Role and Contributions of the GI Bill
Philosophical and Ethical Issues
Sources of Education – Family and Churches, Apprenticeships, Universal Education, Academies, Mechanics Institutes, American Lyceum Movement, early Technical Schools.

3. Early Career and Technical Education in America
Family and Churches
Elementary education in reading writing and church doctrine
Churches conducted education because many parents illiterate
What could parents teach? Family subsistence
Apprenticeships
Voluntary (Agree to be ‘bound’ to a Master) (Involuntary were orphan or poor children) being educated to meet personal and occupational needs
Town government determine political, educational, economic and social needs
Apprenticeships declined in importance in colonial period and suffered mostly during factory system in nineteenth century. Why?

4. Early Career and Technical Education in America
Beginnings of Universal Education
Colonial Governments p. 2
Early apprenticeships were an educational institution, like liberal studies, not just to teach skilled craftsmanship
Many ‘masters’ could not read or write well enough to instruct so schools were developed in towns with at least 50 households to employ teachers to instruct. Began in Massachusetts in 1647
Benjamin Franklin – Franklin Academy of Philadelphia- 1751
Education for common people in common trades and include classics and religion. Later served only the elite. So early in American history the elite were more inclined to get better education
Franklin Academy became University of Pennsylvania in 1775

5. Early Career and Technical Education in America
Franklins experiment spread to other parts of the country
Led to Career academies to integrate academic and Career & Technical Education (CTE) curricula – occupation areas such as health, probably engineering, manufacturing, aerospace
Post Revolutionary War – after 1781 – common system of education as essential element of a democratic society
Important to promote nationalism and balance freedom and order
Develop moral character in citizens to promote a good society that would have social and political order. Understand everyone was equal. Government was organized and structured with set system of operation. Any problems???
Lancasterian system of instruction – moral character shaped by the way students interacted in schools. Get along in school transfers to society?

6. Early Career and Technical Education in America
Post-Revolutionary War
Formal education by Church schools or specialty (charity schools) established for poor and orphaned children by wealthy individuals or society
Another education process generated by: philanthropic, political, economic and social programs moved education from churches and private ownership to the ‘state’, government not specific states
Early 1800’s – Charity schools and reformatories were developed in the U.S. to reduce crime and poverty in urban areas due to parents working long hours at industrial jobs and not providing a nurturing family environment
This provided the later framework for public schools established to be a means of socializing children. Provide good moral character and keep children off the streets

7. Early Career and Technical Education in America
Church Schools and Academies for the Wealthy
1830’s and 1840’s school movement
Charity movement created working model to establish common schools that reinforced social class differences
Students from different social classes would be mixed together in the same school facility

8. Early Career and Technical Education in America
Felt Need
U.S. Constitution?
The constitution did not address education directly. Felt education was each state’s responsibility, like now!
Late 1700’s and early 1800’s church and private schools, including schools for the well-to-do, served families who desired education for children
No compulsory education laws; so, few children attended school. Education was left to parents or through apprenticeships
At this time many immigrants were coming from Germany, France and other European countries. What did they know about the American way of life? P. 8

9. Early Career and Technical Education in America
Boston: Primary School System and a H.S. p. 5
Establish universal public education at public expense
Public primary school in Boston 1818
Boston public high school in 1821
Massachusetts Law: Towns to fund H.S.s p. 6
Massachusetts law in 1827 establishing high schools in cities, towns and districts of 500 families or more
Early education efforts for adults
American labor force supported concept of free, public education for their children but labor also saw the education needs for employed adults

10. Early Educational Movements
Mechanical Institutes - p. 8 early 1800’s large town and cities, a number of societies for mechanics and tradesworkers developed to meet work preparation needs of members. Patterned after England’s mechanics institutes
Purpose to improve economic and social conditions of industrial and agricultural workers and provide a pool of educated and efficient workers for mechanics and manufacturing
American Lyceum – p. 8 created to serve towns in the country. Based on concept, “men may improve themselves through sharing their knowledge and expertise”
Speeches were given to increase the knowledge of the common person. People gathered in town, village or district and called upon members of the audience to contribute from their experience for the listener’s benefit

11. Early Educational Movements
Manual Labor – p. 9 In America manual labor movement, 1830 – 1845, was first introduced in order to integrate regular school subjects with agriculture training. Influence the health of the mind and body
Later was a means of physical activity and reduced the cost of education by selling student labor or products of that labor, promoting respect for honest work, building individual character, promote originality, stimulate intellectual development, increase wealth of the country
Technical Schools - p ’s mechanics institutes and Lyceums dealt with science and math applications to

12. Early Educational Movements
Technical Schools - p. 9 In 1820’s mechanics institutes and Lyceums dealt with science and math applications to agriculture, mechanical and manufacturing practices
These led to advanced scientific knowledge in agriculture, mechanical arts and engineering
Gardiner Lyceum in Maine (p. 10) – 1823 – full-time scientific and technical school at the college level. Closed after about 10 years due to lack of financial support from Maine legislature
Rensselaer technical school, Try, NY, 1824 (p. 10) – benefit sons & daughters of farmers and mechanics applying to experimental chemistry, philosophy, natural history, agriculture, domestic economy, and manufacturing
Worchester County Free Institute of Industrial Science in Mass. (p. 10) Organized to train engineers, designers of machinery, factory managers and other masters of both scientific principles and practical details

13. Early Educational Movements
Land-Grant Act 1862, p. 11 & p. 230 Jonathan Baldwin Turner & Senator Justin Morrill. Signed into law by Abraham Lincoln
One of the most important pieces of legislation concerning vocational and higher education
Best way to promote agricultural needs was bring together professors of science from higher education and practicing farmers
Turner conceived the idea of a state industrial university to educate all agricultural and industrial occupations in a state
Each state granted land to develop one university

14. Early Educational Movements
Trade Schools, post 1865, p. 11
Civil War reconstruction period – prepare people for employment in rapidly expanding industrial economy
Trade school movement provided a workable system of industrial education for all Americans, regardless of skin color
Hampton Institute in Virginia – p. 12 provide both liberal education and trade training to African-Americans to improve character and social status
Study a trade for three years or Academic courses for four years
Booker T. Washington one of first graduates. Later principal at Tuskegee Institute in Alabama. Philosophy – ‘uplift people’

15. Early Educational Movements
Corporate Schools, p. 12
1872 by R. Hoe and Company manufacturers of printing presses
They needed a more educated class of workers to produce improved machinery
Free to employees, not compulsory, but advancement opportunities were tied to participation
English, mechanical drawing, arithmetic, geometry and algebra
General Electric company combined shop and classroom instruction

16. Early Educational Movements
Corporate Schools….continued
Baldwin Locomotive Works – of Philadelphia
Three classes of workers:
Under 16 – math, mechanical drawing and shop work
Over 18 – chemistry, advanced math, mechanical drawing
College graduates and other advanced institutions read reports of technical journals

17. Early Educ Movements…. . . Continued
Educ. Reforms in the Elementary Schools
Teacher Training, textbooks and lesson planning (Normal Schools) p. 13
Oswego State Normal School in 1861, teaching method changes:
Memorization to reasoning and individual judgement
Book-centered to object-centered
Over dependence on words in text to oral instruction using objects and oral language lessons
Teachers teach with skill and teacher planned lessons

18. Early Educ Movements…. . . Continued
Child-Centered Curriculum , p. 14
Intended to be a miniature ideal society
Courtesy, helpful, educational, social, moral ends
Kindergarten, p. 14
Compensate for the supposed loss of socialization in slum families
Protect children from influence of the street
Prepare children for regular schools
Major goal was teach children habits to reform homes

19. Special Manual Training Schools Become Technical Schools
. . . Continued
Manual Training, p.16
Washington U (St. Louis)
M.I.T.
Both schools more versed in applying engineering principles using tools and machines
Four Instructional directives of Russian system
Special Manual Training Schools Become Technical Schools

20. . . . Continued Passage of Compulsory School Laws – H.S.
Douglas Commission of Massachusetts p
Report concluded the lack of industrial training increased the cost of production
Created nation’s attention of urgent need to introduce programs of vocational education into nation’s secondary schools
Led to passage of Smith-Hughes Act of 1917
1913 NEA Commission called for creation of the Comprehensive HS and Intermediate or Junior HS p

21. . . . Continued
1913 NEA Commission called for creation of the Comprehensive HS and Intermediate or Junior HS p
Basic Education
Classical for College-bound Students
Practical
Natl. Soc. for the Promotion of Indus. Educ. 1906

22. . . . Continued - Movements to Include Practical Subjects in H.S.
American Sloyd p
First Swedish models no appeal to American youth, replaced with models of interest to students
Students began working from teacher-prepared drawings
Individualized instruction broadened to group instruction
American Sloyd focus on development of learner not development of skill using hand tools, and use of trained teachers

23. Continued - Movements to Include Practical Subjects in H.S.
Arts & Crafts
Correspondence
Manual Arts

24. Continued - Movements to Include Practical Subjects in H.S.
Industrial Arts P.24 – Dean James Russell
Agricultural Education P.26 – Morrill Land-Grant Act 1862 established colleges and universities - agriculture
Home Economics P – female seminaries
General Business Educ. P. 32 -
Comm. On Natl. Aid to Voc. Education, P led to Smith-Hughes Act, 1917

25. Educational Philosophies of Dewey and Prosser – 20th Century
John Dewey
Democratic & Practical
Manner:
Equalize Individual Differences to Improve Rapidly Changing Society; Promote Personal Initiative & Adaptability
Charles Prosser
Democratic & Practical
Manner:
Develop Interest, Needs, & Aptitudes to Perpetuate Society
Basis of Smith-Hughes

26. Servicemens’ Readjustment Act of 1944
Role of the Federal Government?
Effects?
On Colleges and Universities?
Campus Living and Activities?
Individual Lives?
Society?
Vocational Education?

27. Philosophical Influences on Education
Idealism p. 53
Realism p. 56
Pragmatism p. 58
Existentialism p. 62
What should We Teach? How do each of this prepare for employment?
How Should We Teach?

28. Professionalism & Ethics
Four Ethical Obligations
Promote Learning p. 75
Ensure Health & Safety
Protect the Public or Private Trust
Promote the Transfer of Learning

29. . . . Continued
True or False? “Invariably, workforce education professionals will encounter ethical conflicts in their careers?”