Using School Societies As A Means Of Vocational Development
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Using School Societies As A Means Of Vocational Development
INTRODUCTION
Vocational education in Nigeria is the result of an extensive developmental process. Economic, educational, and societal challenges have consistently influenced the concept of vocational education, as well as how, when, where, and to whom it will be delivered.
There are numerous legal definitions for vocational education. These legislative definitions are crucial because they clarify how, why, and to what degree federal funds can be used for vocational education.
All too often, state and municipal officials view this legal term as the exclusive meaning of vocational education.Vocational Development
For the purposes of this article, vocational education is defined as hands-on instruction in work or career skills. Vocational education encompasses a wide range of components, including agriculture education, business education, family and consumer sciences, health occupations education, marketing education, technical education, technology education, and trade and industrial education.
The vocational curriculum consists of classroom instruction, hands-on laboratory work, and on-the-job training, supplemented by an active network of student organisations. Vocational preparation must always be assessed in the context of societal and individual demands.
Individual abilities must be maximised in order to meet economic demands. Meeting people’s internalised employment needs is an important goal of vocational education.Vocational Development
The first formalised vocational education system in America dates back to colonial apprenticeship arrangements. The Old Deluder Satan Act of the Massachusetts Bay Colony was America’s first education law, and it required masters to educate apprentices both intellectual and vocational skills.
During the colonial period, the colonies typically provided for orphans, underprivileged children, and delinquents by requiring them to perform apprenticeships. As apprenticeships dropped, other organisations emerged to care for these young people.
By the mid-1880s, vocational education, specifically industrial education, had become synonymous with institutional programs for these kids. The offspring of defeated Native American chiefs were transported to Carlisle Pennsylvania Indian School, where they received job training.Vocational Development
Following the Civil War, Samuel Chapman Armstrong, the founder of Hampton Institute and the intellectual father of African-American vocational education, attempted to address the racial dimensions of the freed slaves’ social and economic relationships with the white South. His vocational education programs emphasised the necessity for African Americans to be decent, submissive workers.
Armstrong’s prize student, famed educator Booker T. Washington, shared his old mentor’s ideals and philosophical views. Washington truly believed that vocational education was the best option for the majority of African Americans. W. E. B. Du Bois, another renowned African-American educator, was firmly opposed to Washington’s educational approach.
He criticised Washington of instilling labour and money values in African Americans, potentially leading them to lose sight of life’s most important goals.
On July 2, 1862, the United States Congress passed the First Morrill Act, which established land-grant colleges. In 1860, the statute established a system for allocating public lands to states based on their congressional representation. The Morrill Act was among the earliest legislative actions to profit from post-constitutional revisions.
By the late 1860s, Morrill Act money were being allocated to states with the purpose of improving educational opportunities for all pupils. Following the Civil War, the land-grant college system expanded further, emphasising educational opportunities.
However, as the army’s occupancy of the old South came to an end, monies under the Morrill Act began to flow methodically to schools that only provided instruction to white students. Congress endeavoured to enforce racial equality through numerous pieces of legislation, including equal educational opportunities.
However, the United States Supreme Court launched a series of interpretations of post-Civil War constitutional amendments, ultimately defeating these numerous legislative initiatives. The Supreme Court, culminating in its 1882 ruling declaring the first Civil Rights Act unconstitutional, ruled that the Fourteenth Amendment only protected against direct discriminatory action by state government.
What followed was nearly 75 years of only modest increases in higher education opportunities for minorities. Congress did adopt a second Morrill Act (1890), requiring states with dual educational systems (all-white and all-nonwhite) to provide land-grant universities for both.
Congress acted to prohibit direct state-sponsored discrimination, citing the Supreme Court’s 1882 decision. Eventually, nineteen African American higher education schools became land-grant institutions.
These institutions were established to enhance the expectations of a generation of former slave children while also ensuring that Americans of all races had access to high-quality higher education.
Despite efforts to reduce support for these colleges in the late nineteenth and early twentieth century, the schools continued to operate on land-grant funds.
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