Professional Documents
Culture Documents
Vocational Education and The Employed Youth
Vocational Education and The Employed Youth
1. Ascendancy of the part time general continuation school. The assumed obligation
of the continuation schools was to promote the civic and vocational intelligence of those
who leave school early to go to work.
2. Called by numerous names. (1) part time schools (2) general part time schools (3)
continuation Schools
3. Waning of the general continuation schools. The depression of the late twenties and
thirties caused the disappearance of this school because of wide spread unemployment.
4. In the Place of the general continuation school. Different types of part time schools
for young workers over sixteen and under twenty-one years of age; all these part time
schools divide the working time of the worker on some basis between work and
attendance upon instruction. Time taken from the working day to attend school makes an
arrangement a part time scheme. The types of part time training schedule are as follows:
(1) indentured apprenticeship (2) apprenticeship under union auspices (3) part time
classes for young workers not indentured and (4) diversified cooperative training, the
most recently organized.
6. Why the old apprenticeship failed? The reason are as follows: (1) immigration shut
off the source (2) we developed the subdivision of tasks, the specialized machine and the
machine worker (3) Constant controversies between the employer and organized labor (4)
rising public vocational school (5) employers did not employ even the quota allowed
them (6) lack of efficient organization, administration, supervision, and instruction both
on the job and in the related training class.
8. The operation of the new apprenticeship system in the states. A serious difficulty in
the state administration of this apprenticeship act arises when a federal agent, instead of
confining his efforts to the promotion of apprenticeship standards, undertakes in any way
to administer the act and infringes on the autonomy of the state in the management of its
own affairs.
9. Other schemes and influences of apprenticeship. Many divide the apprentice’s time
between the employer’s establishment and the school. In the small communities better
result will be gained if the apprentices were given time off during the working day and
required to attend evening extension classes. Then workmen who know the trades instead
of by teachers of high school mathematics or science could teach them. Most devoted
perhaps of all to keeping alive the apprenticeship tradition are the members of organized
labor in the mechanical trades. There are signs that both employers on their own and
employers cooperating with unions are increasing numbers joining the federal and state
plan of indentured apprenticeship.
10. Conditions of Efficient Apprenticeship. What in your opinion are the most vital
things in which apprenticeship needs improvement? (1) Apprenticeship and vocational
schools have much to learn from each other if they will have closer cooperation, with
loose rivalry and more mutual help. (2) The entire success of any vocational training
scheme including apprenticeship depends upon functioning subject matter suitably
taught.
I. The success of any training program for apprenticeship is in direct proportion to
the efficiency of the instructor
a. No instructor can successfully teach any apprentice to understand what he
himself does not understand or to apply practical knowledge to a job that he
himself cannot apply. Tradesmen should not only teach trades but they should
be all around mechanics.
b. Keep up constantly to changing processes and demands on workers.
c. Must know how to teach. There are not many but at the most few, best ways to
teach anything whatever it may be. Learning those few best ways require
practice in the art under competent supervision. All the rest of us must learn
and practice the art under someone who knows it and can impart it to us.
II. The success of any training program also calls for the careful selection of
trainees. No consideration should be given to relatives, friends, political influence,
or any other favoritism in hiring apprentices.
a. The avowed purpose of apprenticeship is to provide industry with competent
mechanics. This call for the impersonal selection of trainees without fear or
favor. Brains, character, industry, and ambition in the apprentice insure with
certainty a competent mechanics.
b. The surest way to select promising youth for training is to rely on previous
school records and neighborhood opinion. Intelligence test and aptitude tests,
if adequate and intelligently administered and interpreted, may be of some use
in selection.
Ph.DTE 805: Theories, Problems, and Issues in Technology Education 3
Professor : Dr. Alfonso G. Pacquing
Student : Antonio P. Antonio, Summer 2006
III. Apprentice be given experiences in all the production work needed to make
him all-around mechanic in his trade.
a. Job analysis of the trade in the firs step in determining the fundamental skills
he should inculcate in the learner.
b. Experience shows that many good mechanics do not know how to make such
an analysis of their own trade. As this ability is vital to the success of the
training, they should be taught how to do it.
IV. The real needs of apprentices will not met by classroom instruction under
academic schoolmasters who had no experience in the trade.
a. The usual class instruction is confined to 144 hours per year for four or more
years.
b. Certainly this service cannot be rendered by anyone else than instructor who
knows the trade and can teach.
c. It goes without saying that the last situation means also an instructor in the
classroom who is not able to help the apprentice with his real problems.
d. Employer pays for four hours, apprentice gives four hours.
e. Even with only one apprentice in a trade, it would be better if he were
provided with an approved correspondence course which would give practical
related training to be checked by his employer or his foreman, than to resort
to college preparatory subjects.
V. At least 144 hours of related class instruction annually-for four hours per week
for 36 weeks.
a. 144 hours of such instruction annually has become standard.
b. Not less than 300 hours of related training annually should be given to
apprentices per year. American apprenticeship pins to much faith on mere
spending of time on the job and too little on the related knowledge that the
apprentice vitally needs to make him an expert mechanic.
VI. The value of class instruction will always be in direct proportion to the extent
to which it is derived from analysis of the specific needs of the apprentice in that
particular trade or occupation.
a. Made by the instructor.
b. Adapted to local and changing conditions and needs.
c. No instructor should be left free to teach content not derived as in (1) and (2).
VII. Unless the foreman and his crew are sold on the apprenticeship program, the
results will be disappointing.
a. Place final responsibility on the foreman.
b. The foreman’s workmen should be sympathetic and cooperative with him in
their common task of developing the trade possibilities of the new recruit.
11. Insuring the success of the national apprenticeship scheme. Depending upon the way
in which the program is carried out. These wounds in the heel of Achiles include all such
grave injuries as the following:
12. For high school youth who must learn their living upon graduation or before.
These high school youth work half days and attend school for about three periods. The
scheme is not college preparatory, but strictly life preparatory. Diversified because it
strives to give training to the few youth needed in each of the diverse occupations
characteristic.
14. Values of the diversified cooperative training scheme to high school pupils.
1. select the types of education.
2. select occupations
3. earn while they learn
4. opportunity to graduate
5. learn chosen occupation
6. practice learning
7. learn good business practices
8. acquire respect for honest work
9. acquire standard
10. master jobs.
16. Values of the diversified cooperative training program to the community, state
and nation.
1. The diversified cooperative training scheme is redeeming the
mounting tide of delinquency among idle youth.
2. Stabilizing employment by conserving the youth of the community
3. Democratizing public education by meeting the real needs of those not
going to college.
4. Bringing home to employers their responsibility.
5. Bringing home to the schools the truth that it is their duty to prepare
all youth for the more efficient performance of life, each according to
his interests.
6. It gains itself and for the school hearty approval and support by
parents, students, employers, and workers.
Ph.DTE 805: Theories, Problems, and Issues in Technology Education 7
Professor : Dr. Alfonso G. Pacquing
Student : Antonio P. Antonio, Summer 2006
17. The acid test of efficiency. The acid test of efficiency in the production game is not
whether the required product or article is made, but whether it is made at minimum cost
inversely with the amount of time, energy and money expended in its performance,
getting it done properly with human beings under reduced cost. Improving the technique
of instruction in any occupation is an efficiency device and better teaching to give better
results.
18. Special efficiency devices. Other things being equal, any scheme of instruction for
any occupation will be more efficient in results and cost which selects and trains only
those who need the service want it, are willing to take it, and are able to profit by it. Other
things being equal that scheme will be more efficient which employs an occupationally
trained instructor to give real experience on real jobs in a real occupational environment.
Other things being equal, that scheme will produce the best results which teaches usable
information to improve doing ability instead of wasting its efforts in the teaching of non-
usable knowledge. Trains its students to meet real occupational standards by subjecting
their work to real performance. Other things being equal, any scheme will be better which
recognizes and adapts its policies and objectives to the age, abilities and traits of the
group it serves.
19. Comparing Plant and Outside School as Training Agencies. When the plant does
undertake to train any group of employees, it will usually be strong in everything that
furthers production because that is it job. The plant tends to choose workers for fitness
while the school tends in a generous spirit to admit all who apply. Because it is primarily
interested in doing ability, the company is much more likely than the school system:
1. to use an instructor a workman who is a master of the occupation.
2. to train on the real job and in the working environment to give timely
help for meeting immediate demands.
3. to instruct workers individually more than by groups.
4. to measure their progress by performance tests.
5. to advance them as individuals not as student groups.
While the school is on the whole probably more sympathetic with the adolescent
and his problems, the plants is much more insistent upon training him thoroughly in
occupational habits, at this, the habits forming stage in his physical and mental
development.
20. Efficiency of the two schemes. The purpose of the chart brings out sharply the
tendencies toward strength and weakness in the use each makes of recognized efficiency
devices for the instruction of workers.
21. What the table says. The plant tends to be strong on those efficiency devices which
further the production of goods; the efficiency points in which the plant is not familiar in
its production work; the school tends to be efficient on these points which have to do with
teaching; both are weak and need strengthening on the personal or human side of all their
dealings with learners.
22. GETTING THE JOB DONE. There are only three ways of getting vocational
education: 1. through the isolated school alone; 2. through the job alone and 3. through
some combination of school job. Three period in his career as new recruit, wage-
earning learner, and as qualified employed worker. If his needs were met, as they
should be at every stage of his working career, training as a new recruit, training as a
continuous learner on the job and training for advancement as a qualified employed
workman.
24. The mass problem. The worker, doing everything for himself by the pick up method,
ranks first because in theory every worker has a chance according to his ability and
ambition to learn. From the standpoint solely of its use for the mass training of beginners,
the pick up method is theoretically the best and the national school the poorest scheme.
The pick up method rated first theory as a universal training device, ranks last as an
actual scheme for reasons just given. The foreman instructor schemes are rated first in
both columns.
Ph.DTE 805: Theories, Problems, and Issues in Technology Education 9
Professor : Dr. Alfonso G. Pacquing
Student : Antonio P. Antonio, Summer 2006
25. The trend in agriculture. The trend in agriculture is decidedly toward a recognition
of the value of educational service to the adult farmer through the extension work of land
grant colleges, carried on by county agents and short courses.
26. The trend in home economics. The trend in vocational homemaking education is
toward more and better educational service for girls and women who make immediate
use of it.
27. The trend in business. The adaptation of its service to the real situations and needs
of the commercial world, and has therefore been the most isolated and least democaratic
in its policies and practices.
28. A prophecy for agriculture. In the agriculture education of the future, all the present
drifts toward mass training will continue.
29. A prophecy for home economics. Vocational training in home economics will
continue to develop only as it gives increasing attention to home projects intimately
linking the problems of the home with the instruction in school and to older girls out of
school to adult women. The home economics instruction is intensely practical.
What is needed is not formal technical knowledge, but functioning information
for use under actual conditions, taught by demonstration and fixed by practice in real
home jobs. S
30. A prophecy for business education. The high school training still lacks the
directness and thoroughness of the work done by private business colleges with students
of comparatively less native ability and education.
As in all other fields, however the mass problem can only be met by training
subsequent to employment, the part time diversified cooperative training is natural for the
training of high school boys and girls. Only those who are occupationally competent and
abreast of current practice and needs will be employed as instructors.