The 50-year history of the Ohio Vocational Agriculture Teachers Association (OVATA) was prepared for the purpose of enabling members and others to gain a better understanding of the history, growth, and development of the OVATA, and to identify objectives, activities, and accomplishments of the organization. The history is organized into three…

Vocational education in the first fifty years of independence (1776-1826) was not perceived as a basic necessity in the education and training of the people. Rather, the focus was on expanding education and bringing it to the youth. (EC)

The author provides a historical review of the Snedden/Prosser Paradigm to enhance understanding of the social efficency philosophy that obviously influenced passage of the Smith-Hughes Act of 1917. This paradigm promoted a form of social control that mandated students' occupation and social position based on background and ability. (CH)

The records of the first manual-training high school in the world are still buried in the archives of Washington University, and yet this institution was of incalculable significance for the extension and influence of manual training. The scope of this bulletin from the beginning to the end consists of an extended historical comment on the…

Analyzes the concept of a liberal education from the time of Greece to the present and discusses the trend toward vocationalism in higher education. (RB)

Reviews the history of the community college and describes its present broad scope as it relates to vocational education. Today, community colleges offer many technical problems leading to associate degrees and immediate job entry. Becuase of the economy, many students are nontraditional, and there is a need for coordination of programs and…

Reviews the three basic principles of the Dewey School: social occupations curriculum, cooperative social effort, and principles of growth. (Author/DB)

Traces the historical threads that have been a part of the creation and evolution of technical education systems in a number of countries. Points out that philosophies developed centuries ago still influence technical education and that there is an increasingly important connection between education and entrepreneurship activities. (JOW)

Within the framework of Dewey's principles, cooperative education requires reconstruction of philosophy and practice with the goal of connecting academic and workplace learning to prepare fully educated, developed, and participating workers. (SK)

This history of the Federal Board for Vocational Education, established in 1917, reviews controversies over its constitutionality and control of education; criticism of its director, Charles Prosser; its contributions to vocational education; and reasons it was abolished in 1946. (SK)

Paul H. Hanus, founder of the Harvard Division of Education and chair of the Massachusetts Commission on Industrial Education (1906-09), believed that vocational education was the chief source of personal usefulness and catalyst for all academic achievement. He emphasized that vocational education can help students apply knowledge to solving…

A history of the development of education in Palau (Belau), the westernmost State in the Caroline Islands, is presented. The Caroline Islands were occupied in 1914 by Japan. The islands were devastated by World War II and 40 years of U.S. administration have not restored the islands to prosperity. Palau was declared a republic in 1986, but legal…

The authors examine the evolution of supervised occupational experience programs in agricultural education, provide an overview of their current status, and suggest the direction they will take in the future. Information was collected from a review of the literature. (CH)

The author attempts to identify the criteria and measures determining the early evolution of British governmental influence on the education of adults, particularly vocational education. He covers the period from the ending of Statutory Apprenticeship in 1814, to the role of the Science and Art Department by the 1860s. (CH)

The author examines British industrial schools. He explores their history, student characteristics, types of industries that students performed, followup of graduates, the schools' success rate, their problems, and how they influenced present-day vocational education. (CT)