Download - History of Agricultural Education
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History of Agricultural Education
What has brought us to where we are today in Agricultural Education?
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The Worlds Oldest Professions
EducationAgriculture
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Before Governmental Support
Father/family teaches sons(daughters) not much to teach in early times not much opportunity to do much other than
gather food or farm. Records do show that farming/agriculture was
being taught in Ancient times Several references to farming and knowledge
of what to do in the Bible
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Up until modern times
In the dark ages the monks studied and learned about agriculture
few experiments on what worked best Mostly related to technology of tools,
seed, and some simple chemistry Also some breeding or genetics Few thesis were commissioned in the
1700s
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In 1700s to 1900s
Ben Franklin did some experiments Agricultural Societies began to grow
and flourish -- Phili Ag Society As schools became more common
some taught agriculture early 1800s (1837)
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The Land Grant Act or the Morrill Act of 1862
Purpose- provide land in the amount of 30,0000 / representative from each state. Land to be sold and interest off the money was to support the development and maintenance of Agricultural and Mechanical Arts College. The colleges were know as Land Grant College.
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Background of the Act
– Justin Morrill from Vermont – Previous attempts
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The Homestead Act of 1862
Its affect on the sale of land The timing was bad
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The Civil War
Its affect on the sale of land. Its affect on Money and other
resources.
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Establishment of Ag College
Progress was slow due to the war and to cheap land out west, progress was much slower in the south.
University of Arkansas started in 1872 Mississippi State University 1868
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Land Grant Act (Morrill Act) 1862 -- Established the Land Grant College System1890 – Established Colleges for Blacks
1996 -- For Native Americans, western states
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After the first Act they learned...
You can only teach what you know. Many new questions arose
– Like what seed works best in a given soil– What happens when crossing two breeds
of hogs How do you answer those questions?
CONDUCT RESEARCH
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The Hatch Act of 1889
Provided funds to conduct research Much new information was being gained But two new problems arose
– Research was limited to the site of the university/colleges
– people who could use it best were not in college
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Bit of history about the times.
Most people did not go to college in 1880s. Who could afford to have sons going off to
college? Farm work was labor intensive. Roads were bad 1887 Agriculture gained importance in the
federal government; went from being headed by a commissioner in a department to being headed by a secretary as a cabinet level position.
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History continued…..
Industrial movement needed more workers
new information and technology in farming released people from the farm.
Agricultural Yearbooks were started in 1862 and continued to be a source of information for farmers and teachers.
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Publications to distribute in the 1880s Another possibility of getting the
information out to people was to send out publications.
These were short publications on a specific topic
these were cheaper to print than books.
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Booker T Washington had a plan
He was head of the well known College for blacks in the south call the Tuskegie Institute
Very few blacks could go to college He started a traveling school in the
1890s
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Society was changing by 1900s
The Gay 1890s South was recovered from the war for
the most part Getting information to the people who
needed it was still a problem New legislation was proposed.
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Smith-Lever Act 1914
It created the Cooperative Extension Service as we know it today
It placed an ag agent in every county in every state.
This approach had been tried in some Texas counties before this legislation.
Seaman Knapp --the father of the Cooperative Extension Service
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History of the Cooperative Extension
Service
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Needs Beyond Agriculture
Well what is the result of all this information?
What does that mean? So who else needs to be educated? Home Economics was added
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The next step for the expansion of the CES
All this information was available and helping build the knowledge base.
What could they do to bring about the changes even faster? Who could they teach?
The YOUTH -- 4-H
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Commodity Clubs
Clubs were already common– Corn, Tomatoes, Garden, Pig, etc
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Extension Service in Arkansas
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Next Legislation that directly affect the teaching of Agriculture
Smith Hughes Act of 1917 This created Ag Ed in the Public schools
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Vocational Education
in the
20th Century
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NSPIE
National Society for the Promotion of Industrial Education
1906 Formed specifically to secure federal
aid to industrial education Eventually became the American
Vocational Association
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Douglas Commission
1905-06 Recommended formation of vocational
schools in Massachusetts (Douglas was
governor’s name)
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Nelson Amendment
1907 Increased federal support for l-g colleges One provision: “the colleges may use a
portion of this money for the preparation of instuctors for teaching the elements of agriculture and mechanic arts in the grade and high schools.”
By 1910, 46 l-g colleges had teacher preparation programs in agriculture.
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Dolliver-Davis
1908, 1910 First bill to propose federal support federal
support of secondary vocational education AFL had endorsed federal support at its 1908
convention NSPIE does not favor the bill-- the need for
federal support had not been carefully studied
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Dolliver-Davis 1910
1910 bill was identical to 1908 version Senator. Dolliver died and the bill lost
its champion in the Senate Became the Page Bill
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Page Bill --1911
Senator Carroll S. Page, Vermont Essentially the same as the Dolliver-
Davis Bill Purpose included federal support for
both extension and vocational education Referred to the Senate committee on
Agriculture and Forestry
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Charles A. Prosser
Named secretary of NSPIE in 1912 Famous for “Prosser’s 16 Theorems of
Vocational Education” Guided Page’s action in the Senate--
Leading advocate of vocational education
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Commission on National Aid to Vocational Education Recommended federal support for vocational education Sen. Hoke Smith(GA) - chair Sen. Carroll S. Page(VT) Rep. D. M. Hughes(GA) Rep. S. D. Fess(OH) Charles A. Prosser John A. Lapp Florence M. Marshall Agnes Nestor Charles H. Winslow
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Dudley Hughes
Representative from Georgia Chair of the House Committee on
Education The Hughes in Smith-Hughes
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Smith-Hughes Act of 1917
1915 - Smith introduces in Senate 1916 - Hughes introduces in House
(added provisions for home economics) Preparation for World War I Provided for federal funding for
agricultural education; trade, home economics, and industrial education; and the training of teachers of these subjects.
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Vocational Rehabilitation Act of 1918 What had just happened to prompt this
legislation?
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Subsequent Vocational Education Acts
George-Reed Act --1929-1934 George-Ellzey Act --1934 -1937 George-Deen Act -- 1936 (1938)
– increased $ ($14.5 million total) – also funded distributive education ($1.2 million) – 1st to U.S. Territories– Distributive Education funded
George-Barden Act (1946) – increased $ ($28.8 mil) – provided for veteran’s training
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Vocational Education Act of 1963 This was a MAJOR piece of federal
legislation. It replaced the Smith-Hughes Act. Categorical funding for specific vocational
disciplines such as agricultural education was abolished.– Funding went to states on the basis of their
population in certain age categories– States decided how to spend the money
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Vocational Education Act of 1963
increased $ ($225 mil) repealed back to Smith-Hughes funding based on population and per
capita income removed supervised farming
requirement; placement in agribusiness eliminated categorical support (except
from Smith-Hughes)
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Vocational Education Act of 1963
Expanded the scope of agricultural education to include all areas of agriculture, not just farming.– No longer required “supervised practice on a
farm”. The idea was to expand the scope of SAE, not do away with it, but that is what some states did.
Expanded the scope of home economics education to include all areas of home economics, not just homemaking.
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Vocational Education Act of 1963 Established work study programs for
vocational students to provide financial support
States had to submit plans for what they planned to do
Eliminated federal supervision/control of vocational programs
Funding for vocational education was substantially increased
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Educational Amendments (1968)
Amended the 1963 Vocational Education Act– Increased funding for vocational education– Funds could be used for high school programs,
people who have left school, retraining, special needs students, construction of area vocational schools, vocational guidance, contracting vocational education with private institutions, ancillary services (research, teacher training) and administering the state plan.
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Educational Amendments (1968)
Did not categorically fund specific vocational programs, with one exception– Specifically allocated money to Consumer and
Homemaking Education
Of the general appropriations to each state• 25% had to be spent on disadvantaged populations• 25% had to be spent on out-of-school
individuals seeking employment• 10% had to be spent on handicapped
individuals
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Educational Amendments (1968)
Authorized money for:– Curriculum development (this is the only place
agricultural education is mentioned in the act)– Residential vocational schools (schools with
dorms)– Research (National Center for Vocational
Education Research was established)– Leadership development (selected vocational
leaders could get advanced degrees)
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Vocational Education Acts 1976 amendments Eliminate sex discrimination & bias Serve special populations Build area vocational schools Cooperative programs Vocational guidance and counseling Required 5-year state plans Homemaker retraining
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Educational Amendments (1976)
The Educational Amendments of 1976 have five Titles, Title II is concerned with vocational education
Authorized more money for vocational education
Purpose of the act was to – extend, improve and maintain programs– overcome come sex discrimination/bias– develop new programs
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Educational Amendments (1976)
Monies could be spent on vocational education programs, work study, energy education, area school facilities, support sex equity positions, placement services, Industrial Arts (now Technology Education), support services for females in non-traditional programs, day careservices, displaced homemakers, residential vocational centers.
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Educational Amendments (1976)
There were special appropriations for the disadvantaged
Consumer and Homemaking received special funding
Every vocational program had to be evaluated every five years
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Career Education Incentive Act -- 1977
assisted states and local education agencies and institutions of postsecondary education in making preparation for work a major goal of all who teach and all who learn.
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Subsequent Vocational Education Acts Carl D. Perkins Vocational Education
Act -- 1984 Amendment to 1963 act individuals
who are inadequately served are assured access to programs – 57% of basic grant for handicapped – 43% given based on age categories & per
capita income
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Carl D. Perkins Vocational Education Act -- 1984 provided “tech prep” transition from school to work integration of academic and vocational
subject matter
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Carl Perkins Act (1984)
This was the most significant rewrite of vocational education legislation since 1963.
Two broad themes– Accessibility to all persons– Improve the quality
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Carl Perkins Act (1984)
Fifty-seven (57) percent of state funds were allocated to special populations - vocational education was to be accessible to everyone– handicapped (10%)– disadvantaged (10%)– adult retraining (12%)– single parents & homemakers (8 1/2%)– sex bias & stereotyping (3 1/2%)– incarcerated (1%)
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Carl Perkins Act (1984)
Forty-three (43) percent of state funds were allocated for program improvement– funds were not to be used to maintain existing
programs
Consumer and Homemaking received special funding but 1/3 had to be spent in economically depressed areas
There will be a full time sex equity coordinator and $60,000 is allocated to that
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Perkins II (1990)
The Carl Perkins Act is rewritten Special populations is still a major focus, Money can be used to support existing
programs Academic and vocational
education was to be integrated Articulation between secondary and post-
secondary institutions
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School-to-Work Opportunities Act (1994)
A variety of programs were established for students to get them more involved with the world of work and post-secondary education
Grants were given to some states to develop programs
This is for all students Funding is temporary
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Perkins III (1998)
This is the legislation vocational education is currently operating under
The purpose of this Act is to develop more fully the academic, vocational, and technical skills of secondary students and post-secondary students who elect to enroll in vocational and technical education programs (little emphasis on special populations)
Perkins
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Perkins III (1998)
At the local levels funds can be spent on:– strengthening the academic, and vocational and
technical skills of students– providing students with strong experience in
and understanding of all aspects of an industry– developing, improving, or expanding the use of
technology in vocational and technical education
– providing professional development programs to teachers, counselors, and administrators
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Perkins III (1998)
– conducting evaluations of the vocational and technical education programs ...including how the needs of special populations are being met
– initiating, improving, expanding, and modernizing quality vocational and technical education programs
– linking secondary vocational and technical education and post-secondary vocational and technical education, including implementing tech-prep programs.
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Workforce Investment Act of 1998 (WIA– –P.L. 105–220)
Reforms Federal employment, adult education, and vocational rehabilitation programs to create an integrated, "one–stop" system of workforce investment and education activities for adults and youth. Entities that carry out post-secondary vocational and technical education activities assisted under the Perkins Vocational and Technical Education Act are mandatory partners in this one–stop delivery system.
Title I of WIA authorizes workforce investment programs and activities that are administered by the Employment and Training Administration of the U.S. Department of Labor. Learn more about the implementation of Title I of WIA.
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Perkins IV 2006
http://www.ed.gov/policy/sectech/leg/perkins/index.html
The President signed the Carl D. Perkins Vocational and Technical Education Act of 2006 into law on August 12, 2006. The new Act will provide:– an increased focus on the academic achievement
of career and technical education students,– strengthen the connections between secondary
and postsecondary education, and – improve state and local accountability.
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Key Legislation
Vocational Education Act of 1963– Educational Amendments 1968 and 1976
Carl Perkins Act I (1984) Carl Perkins Act II (1990) School-to-Work, Opportunities Act (1994) Carl Perkins Act III (1998) Carl Perkins Act IV (August 12, 2006)
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Conclusion
Legislation for Vocational Education during the past 50 years has been influenced greatly by changing societal and environmental concerns.
Federal legislation has often mandated what we are to do.
The focus has shifted to helping certain groups of people.
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Development of Vocational Education The Smith-Hughes Act of 1917 In Fall 1915, 90,708 students were enrolled in
agriculture classes in 4,665 high schools. In 1885, there were very few.
In the thirty years prior to Smith-Hughes, why was there such growth in agricultural education in elementary and secondary schools?