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The Land-Grant College Act of 1862, more commonly known as the Morrill Act of 1862, was introduced by Justin Smith Morrill of Vermont. The Morrill Act sought to create Vocational college programs most notable focused on agriculture and mechanics. Signed into law in the early part of the civil war, the Morrill act sought to promote agricultural advancements that, it can be surmised, would be used to offset the dramatic decline of young men able to work on farms due to the war. From the Morrill act, states were granted land from the federal government to sell and put the profits toward endowments for the vocational programs. Students over 150 years later can still attend schools set up by the Morrill act, those with the name A&M. The most famous of which is quit probably Texas A&M.

Lightcap, B. (n.d.) The Morrill Act of 1862. Retrieved from

http://www3.nd.edu/~rbarger/www7/morrill.html

Sen. Hoke Smith and Rep. D.M. Hughes, from the Commission on National Aid to Vocational Education introduced the National Vocational Education Act that later became known as the Smith Hughes act. The Act created some of the first federal grant programs for Vocational education in schools. The Smith Hughes act was passed in response to the Douglas commission’s findings that states needed to expand vocational education. Vocational education was viewed by the public, Union leaders, and Industry leaders as the answer to a shortage of skilled workers needed to keep up with the rapid industrialization of production. The Smith-Hughes act was vital in introducing vocational education as a curricular norm for schools across the country. However, due to its emphasis on separating students into different fields of study, some historians feel the act lead to an increase in student tracking, especially due to gender and the breakdown of a common education for all.

Steffes, T.L.,(n.d.). Smith-Hughes Act. In Encyclopedia Britannica online. Retrieved from https://www.britannica.com/

topic/Smith-Hughes-Act

With the passing of the Smith Hughes act of 1917 vocational agriculture programs became an integral part of many high school student’s education. To support the efforts of these agriculture programs, 33 students from 18 states meet at the American Royal Livestock Show in Kansas City, Missouri and formed the Future Farmers of America (FFA). The organization was originally for white males only, but in 1965 merged with the New Farmers of American, a similar organization for African American agriculture students. In 1969 the FFA allowed female membership. In 1988 The FFA changed its name to the National FFA Organization as a reflection of the diversifying needs of the agriculture industry. The FFA has served as an integral part of agriculture and therefor vocational education since its inception. Currently the organization serves over 600,000 members, providing leadership and agriculture skills training and competitions. Separating the FFA from agriculture curriculum is almost impossible. FFA history and values are taught as part of most agriculture program curriculums and serves as a vital part of many rural communities.

FFA History. (n.d.) Retrieved from https://www.ffa.org/about/what-is-ffa/ffa-history

In 1937, in the midst of the Great Depression, Hamden L. Forkner of Columbia University suggested that a national organization for business students be formed. By the end of 1942, two years after the Great Depression ended, there were 39 chapters of The Future Business Leaders of America (FBLA) established at high schools across the country. While no direct link is stated, it can be surmised that on the heels of one of the worst economic devastations of the modern era, educating the youth in strong business and investment practices may have been seen as a preventative measure to entering another depression. The FBLA of today seeks to build strong business leaders through the collaboration of vocational business education, leadership activities, and skill competitions. The FBLA is recognized by the Association for Career and Technical education. The FBLA currently has over 230,000 members at the middle, high school, and collegiate levels. The FBLA provides co-curricular education programs and curriculum for business teachers to integrate into their classroom curriculum.

About the FBLA-PBL. (2009). retrieved from http://www.fbla-pbl.org/about-fbla/#history

Family, Career, and Community Leaders of America (FCCLA) was founded in 1945 as the Future Homemakers of America or FHA. The Smith-Hughes act of 1917 allotted federal funding for vocational education including education in homemaking for women. From this the FHA and later FCCLA was born, as an adjunct organization to the vocational education efforts. The FCCLA currently serves over 160,000 students in Family and Consumer Sciences courses. The FCCLA, like the FFA and FBLA, is integrated into the educational curriculum of most schools hosting vocational education. The FCCLA provides student support, programing, and competition event to promote its goal of personal growth and leadership.

About Us. (2015). Retrieved from http://fcclainc.org/about-us/

Vocational Education Act of 1963

The Vocational Education and Applied Technology Act of 1984, commonly referred to as the Perkins act, after it's sponsor Carl. D. Perkins, replaced the Smith-Hughes act of 1917. The Perkins Act expanded on the work of the Vocational Education Act of 1963 to include disabled and under served students in Vocational Education Courses. The Perkins act allotted federal funding that states could apply for grants from to match state wide vocational education goals. The Perkins act further worked to remove sexual bias from Vocational education programs.

LAFOLLETTE, A. M. (2011). An Historical policy analysis of the Carl D. Perkins legislation:

Examining the history, creation, implementation, and reauthorization of the law.

Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/26060/

LaFollette_Aimee.pdf?sequence=1

The 1998 Amendment to the Carl D. Perkins Vocational and technical Education Act, commonly referred to as the Perkins III accounted for some administrative issues found in the original Perkins Act. Sponsored by Rep. Frank Riggs, The Perkins II required stricter state performance measures and guidelines for vocational education. The Perkins III also allowed for the Secretary of Education to create a national level entity to oversea vocational education. The act no longer allows for grant money to be applied to vocational education for students in grades earlier than 7th grade. The Perkins III act approved vocational education funding through the year 2003.

H.R.1853 - Carl D. Perkins Vocational and Applied Technology Amendments of 1998. (n.d.)

Retrieved from https://www.congress.gov/bill/105th-congress/house-bill/1853

The Workforce Investment Act of 1998, seeks to increase the ease of access for adults to vocational education services. The Act creates a one stop system for individuals who are unemployed or underemployed and seeking job training and workforce skills. Workforce skills include job seeking assistance, career counseling, and classroom and on the job training. The Workforce Investment Act designated federal funding of $4.9 billion dollars annually through the year 2012.

Bradley, D.H. (2013, June 14). The workforce investment act and

the one-stop delivery system. Retrieved from https:www.fas.org/

sgp/crs/misc/R41135.pdf

Introduced by Rep. Mike Castle, The Perkins Career and technical education act of 2006, commonly referred to as the Perkins IV built upon it's previous iterations to build quality vocational education programs. Notably the Perkins IV changed the terminology of vocational education to that of career and technical education. The Perkins IV strengthens state accountability for Career Tech programs and allocates over $1.5 billion dollars a year toward it. As a rapidly diversifying job market has emerged with technological advancement leading the way, Career Tech education is seeing a new wave of strong support from both public and government sectors.

Carl D. Perkins Career and Technical Education Act. (n.d.) http://

www.aypf.org/documents/PerkinsActFactSheet.pdf

Timeline of Vocational Education

FCCLA 1945

The Smith Hughes Act of 1917

Carl D. Perkins Vocational and Technical Education Act of 1998

Carl D. Perkins Career and Technical Education Improvement Act of 2006 - Public Law 109-270

The Vocational Education act of 1963 was used to provide further funding to vocational education after President Kennedy called for updates to curriculum. Funding was allotted to help states improve and grow current vocational education programs as well as build new facilities and create co-op and work study style programs. Funding was designated for the creation of vocational programs serving disabled and under served students. States were also pushed to spend on programs considered in demand at the time. An amendment to the act in 1968 earmarked funds for states meeting specific goals outlined in the first act to promote states’ participation in the expanded vocational education.

De Moura Castro, C. (2002). Vocational and technical education. Retrieved from

http://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/vocational-education

1925

1950

1975

2000

1900

The Morrill Act of 1862

Workforce Investment Act of 1998

FBLA 1942

Carl D. Perkins Vocational Education and Applied Technology

Act 1984

The FFA 1928

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