Project Baseline
Historiographic Foundations for Vocational Education Statistics
Bibliographic Data
| ID | 9732165 |
|---|---|
| Authors | Arthur Lee (0000-0002-4969-3632, Northern Arizona University, corresponding author), ARTHUR M LEE (Northern Arizona University, corresponding author) |
| Year | 1977 |
| Volume | 6 |
| Issue | 7 |
| Pages | 3 |
| Publication date | 1977-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1174544 |
| OpenAlex | W4251177631 |
| Language | EN |
| References cited | 2 |
A frequently overlooked need in education is simply to know what is happening. When the need is overlooked in a research context, the risk is that conclusions will reference non-events (Charters and Jones, 1973). When the need is overlooked in a statistical context, the certainty 'is that decisions will influence events in total ignorance of the events or the influence of decisions. No one would advocate such a situation, of course. Yet it is naive to think that finding out what is in a complex program of national proportions is an easy straightforward accomplishment. For the 'last five years, Project Baseline has sought to establish a sound foundation for knowledge about what is happening in vocational education. A brief account of that experience may be instructive for the investigators currently concerned with matters of policy and program implementation. Until the middle of the 1950s vocational education was a welldefined activity in the schools carrying out well-established programs in four instructional fields —vocational agriculture, home economics, trade and industrial education, and distributive education. The Health Amendments Act of 1956 added training in practical nursing and other health occupations. Another Act that same year added vocational education in the fishery trades. In 1958 the National Defense Educa-. tion Act added technical education. The Manpower Development and Training Act of 1962 established an entirely new set of federally supported training programs administered through the Department of Labor, with provisions for coordination with vocational education. Then a major revision in federal policy took place in the enactment of the Vocational Education Act of 1963. The emphasis in vocational education up to this time had been on the support of a few instructional programs which were easily identified. Vocational students were those enrolled in programs receiving federal support. Now the emphasis was shifted to assist students in acquiring a wide variety of employment skills. There was no limit to the number of instructional programs which could be supported with federal funds, as long as they required less than a baccalaureate degree. Not all vocational programs would necessarily receive federal support, and the identity of persons receiving vocational education was soon lost in a confusion of terms among state agencies and local schools
Baseline (sea · Context (archaeology · Ignorance · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Vocational education · Diverse Educational Innovations Studies · Education Systems and Policy · Educational Theory and Curriculum Studies · History · Law · Psychology · Public Administration
| Citation velocity | historical |
|---|---|
| Highly cited | No |