Principles of Vocational

Education Education
The Historical Context
First decade of the 20
th
century schools held
based on elements of liberal education
School play a role in preparing a few of them for
college. college.
To those who see little value in further schooling -
-- work opportunities were more attractive.
A large number of them chose to leave schools
and enter the work force --- but have little or no
preparation for work.
Typically, youth left the public schools at
fourteen --- school attendance laws for
persons older than fourteen not yet fully
introduced. introduced.
Schools did not adequately serve the needs of
youth --- planned for only the few who were
preparing for college rather than the large
number who would go into industry.
Roles of Vocational Education
To make the school more democratic --- we
learn to train all kinds of men, all kinds of
ways, for all kinds of things (Prosser,
1913:406)
Extend general education --- continuing school Extend general education --- continuing school
attendance for those who fourteen and above
To provide greater efficiency in production
To increase the wage ability --- move from
non-educative workers to skills workers.
Roles of Vocational Education
To encourage better teaching processes ---
children who did not respond to book
instruction might be reached and educated
through learning by doing. through learning by doing.
Reason to why Vocational
Education emerged
Vocational education emerged due to the real
concern for youth and of the failure of the
schools to provide an educational program
that was both --- attractive and fitted to their that was both --- attractive and fitted to their
needs.
Vocational education was intended to help
change the schools inability to hold students.
Vocational Education in National
Education Agenda (US context)
Barlow (1967) proposed seven principles:
Vocational education is a national concern;
Vocational education provides for the common
defense and promotes the general welfare; defense and promotes the general welfare;
Vocational preparation of youth and adults is a
public responsibility;
Vocational education requires a sound basic
education;
Vocational education is planned and conducted in
close cooperation with business and industry;
Vocational education provides the skills and
knowledge that are valuable in the labour market; knowledge that are valuable in the labour market;
and
Vocational education provides continuing
education for youth and adults.
These principles if adopted helped to shape
the policies and practices of the profession.
TVET in UNESCO Perspective
(UNESCO, 2001: 2)
Principles
Defined as generalizations that state preferred
practices and serves as guidelines for program
and curriculum construction, selection of
instructional practices, and policy instructional practices, and policy
development.
Principles for Vocational Education
In 1985, Melvin Miller established a set of
principles which contributes towards the
adoption of a guiding set to develop policies
and practices for Vocational Education. and practices for Vocational Education.
His framework was one that focused upon the
categories of people, programs, and
processes.
Principles in TVET