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This paper aims to examine technical education in various types of secondary schools, and suggests three levels of technical courses to be taught in secondary schools.
Abstract
Purpose
This paper aims to examine technical education in various types of secondary schools, and suggests three levels of technical courses to be taught in secondary schools.
Design/methodology/approach
The paper discusses the differences between technical schools and colleges, and vocational technical courses taught in “academic” secondary schools; it recognizes that technical schools also attract students of a high academic quality. With a wider range of abilities, there need to be courses offered in secondary technical schools that suit a range of levels. Three technical courses are suggested here, which are aimed at the different levels of education parallel to secondary schools – for the potential craftsman, for the potential technician, and for the potential technologist.
Findings
It is suggested that great care must be taken to ensure that the vocational subjects develop naturally from more general academic studies – the aim of the courses outlined in this paper is to provide a fundamental general education alongside an understanding of vocational studies. The course for the potential craftsman takes the student towards suitable City and Guilds certificates, and involves some designated time for industrial visits. The course for the potential technician aims for four “O” level subjects in the General Certificate of Education (GCE), and the course for the potential technologist aims for pupils to gain two subjects at “A” level.
Originality/value
The paper suggests a hierarchy of technical courses for integration into secondary schools in the 1950s.
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This is the first in a series on technical education in the various types of secondary school. Technical and scientific subjects have for some time been receiving increasing…
Abstract
This is the first in a series on technical education in the various types of secondary school. Technical and scientific subjects have for some time been receiving increasing attention in secondary education and the recent White Paper “Secondary Education for All — a new drive” foreshadows an acceleration in this process as well as an attack on shortcomings of the secondary education system. The articles will relate the experience already gained in some schools to this increasing technical emphasis and, in particular, will study those factors on which the success of present plans depends. In the present article Mr Howard gives his personal views on the place of technical subjects in secondary education as a whole.
At Shepparton in the Murray electorate of Victoria in 2007, the Federal Liberal Member, Sharman Stone, announced that under a returned Coalition Government, Shepparton ‘would get…
Abstract
At Shepparton in the Murray electorate of Victoria in 2007, the Federal Liberal Member, Sharman Stone, announced that under a returned Coalition Government, Shepparton ‘would get a stand‐alone technical college’. One year earlier, the Victorian Minister for Education, Lynn Kosky claimed that ‘We lost something when technical schools [the ‘techs’] were closed previously. Yes, the facilities were not great but we lost something that was important to young people’. This article explores the development and demise of ‘South Tech’, Shepparton South Technical School, 1966‐86 to identify the ‘something’ that Kosky claimed was lost, and to argue that technical education is essential in a reconstituted system.
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Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and…
Abstract
Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.
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Technical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is…
Abstract
Purpose
Technical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.
Design/methodology/approach
Drawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.
Findings
The two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.
Originality/value
This article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.
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Peter Rushbrook and Lesley Preston
In the late 1960s the Victorian vocational education sector was in crisis. The federal Martin Report into tertiary education excised many of the sector’s university‐level courses…
Abstract
In the late 1960s the Victorian vocational education sector was in crisis. The federal Martin Report into tertiary education excised many of the sector’s university‐level courses and relocated them into new Colleges of Advanced Education (CAEs), leaving many ‘middle‐level’ and technician vocational courses in limbo. Junior technical schools also offered apprenticeship and middle‐level courses, further confusing where courses were, or should be situated, suggesting an overall ‘gap’ in program provision. This challenge came when the Technical Schools Division (TSD), the smallest of Victoria’s three division structure (primary, secondary and technical) continued its struggle to maintain sectoral identity through courting acceptance from private industry and the public sector for its credentialed programmes. With significant others, TSD Director Jack Kepert, followed by Director Ted Jackson, responded by designing policy to reshape the TSD’s structure and functions and its reporting relationships within a new technical college and junior technical school system. Jackson’s policy statement, The future role of technical schools and colleges (1970) facilitated these changes. The paper narrates the events constituting this period of policy innovation and evaluates their contribution to the creation of a more seamless
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This book chapter uncovers the black box of PreK-12 African American male students’ experiences and outcomes as a result of their participation in career and technical education…
Abstract
This book chapter uncovers the black box of PreK-12 African American male students’ experiences and outcomes as a result of their participation in career and technical education. Theoretical and scientific literature – related to benefits and challenges of African American male students’ educational experiences in career and technical education and school reform initiatives that may contribute to their educational outcomes – is discussed. Additionally, recommendations for educational research, practice, and policy are summarized providing future directions for educational and noneducational stakeholders to consider on how career and technical education may serve the unique needs of African American males.
Technical education in Poland has a relatively long history. The first craft school was established in Opole in 1761 and, by the end of the 19th century, at least a dozen…
Abstract
Technical education in Poland has a relatively long history. The first craft school was established in Opole in 1761 and, by the end of the 19th century, at least a dozen technical schools had been opened in various parts of the country. In 1937/38 there were some 110 000 pupils in craft schools and over 7000 in secondary technical schools.
John Pardy and Lesley F. Preston
The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the…
Abstract
Purpose
The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling.
Design/methodology/approach
The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works.
Findings
As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail.
Originality/value
This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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The purpose of this paper is to investigate the link between technical school building conditions and student satisfaction with the school buildings. Learning more about the…
Abstract
Purpose
The purpose of this paper is to investigate the link between technical school building conditions and student satisfaction with the school buildings. Learning more about the relationship between the measures will be useful for researchers who are studying the effect from physical work conditions on student achievement.
Design/methodology/approach
The paper aims to study the correlation between technical condition and user satisfaction with school buildings using two different data sources. The first source is administrative data, where the local governments have reported the condition of their school buildings to a national investigation of school building conditions. The second source is survey data where students in Norwegian primary schools report their satisfaction with their learning environment, including the school buildings. Combining the two data sources provides a unique data set for a large number of Norwegian primary schools.
Findings
The measures of technical and subjective condition are significantly correlated, but the correlation is far from 100 percent. Hence, it will be of great interest for researchers to look more into potential effects from subjective measures of building condition.
Originality/value
The paper provides an investigation of the link between two different measures of building conditions that can both be relevant to use in studies of how school buildings affect student performance.
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