SHED 479

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SHED 479 579
HISTORY and PRINCIPLES of CAREER and
TECHNOLOGY EDUCATION
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Dr. Charles A. Prosser

• Dr. Prosser helped to shape polices and
  procedures that led to progressive vocational
  programs better known as Career Technology
  (CT) today.
• Born in New Albany, Indiana in September 1872.
• Graduated from high school and went on to receive
  his B.S. degree in 1897 a rare occasion at that
  time.
• He received his Doctorate in 1925.

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Dr. Prossers Accomplishments

• 1912 He became secretary of the National
  Society for the Promotion of Industrial Education
  through which he helped legislation be passed to
  promote a national vocational education program.
• 1917 Appointed the director on the Federal
  Board for Vocational Education which distributed
  money to the states to bolster vocational
  education nationwide.
• 1945 The Prosser Resolution helped to create
  a study by the U.S. Commissioner of Education of
  the educational needs of students who were not
  planning to enter an institution of higher
  learning.

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Dr. Prossers Accomplishments

• As a direct result of his efforts vocational
  education/CT became an important part of the
  American education system.

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PROSSERS SIXTEEN THEOREMS

• 1. Career Technology (CT) education will be
  efficient in proportion as the environment in
  which the learner is trained is a replica of the
  environment in which he must subsequently work.
• 2. Effective CT training can only be given where
  the training jobs are carried on in the same way,
  with the same operations, the same tools, and the
  same machines as in the occupation itself.
• 3. CT will be effective in proportion as it
  trains the individual directly and specifically
  in the thinking habits and the manipulative
  habits required in the occupation itself.

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PROSSERS SIXTEEN THEOREMS

• 4. CT education will be effective in proportion
  as it enables each individual to capitalize his
  interests, aptitudes, and intrinsic intelligence
  to the highest degree.
• 5. Effective CT education for any profession,
  trade, occupation, or job can only be given to
  the selected group of individuals who need it,
  want it, and are able to profit by it.
• 6. CT training will be effective in proportion
  as the specific training experiences for forming
  right habits of doing and thinking are repeated
  to the point that these habits become fixed to
  the degree necessary for gainful employment.

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PROSSERS SIXTEEN THEOREMS

• 7. CT education will be effective in proportion
  as the instructor has had successful experiences
  in the application of skills and knowledge to the
  operations and processes he undertakes to teach.
• 8. For every occupation there is a minimum of
  productive ability which an individual must
  possess in order to secure or retain employment
  in that occupation.
• 9. CT education must recognize conditions as
  they are and must train individuals to meet the
  demands of the market even though it may be
  true that more efficient ways for conducting the
  occupation may be known and better working
  conditions are highly desirable.

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PROSSERS SIXTEEN THEOREMS

• 10. The effective establishment of process habits
  in any learner will be secured in proportion as
  the training is given on actual jobs and not on
  exercises or pseudo jobs.
• 11. The only reliable source of content for
  specific training in an occupation is in the
  experiences of masters of that occupation.
• 12. For every occupation there is a body of
  content which is peculiar to that occupation and
  which practically has no functioning value in any
  other occupation.

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PROSSERS SIXTEEN THEOREMS

• 13. CT education will render efficient social
  services in proportion as it meets the specific
  training needs of any group at the time that they
  need it and in such a way that they can most
  effectively profit by the instruction.
• 14. CT education will be socially efficient in
  proportion as in its methods of instruction and
  its personal relations with learners it takes
  into consideration the particular characteristics
  of any particular group which it serves.

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PROSSERS SIXTEEN THEOREMS

• 15. The administration of CT education will be
  efficient in proportion as it is elastic and
  fluid rather than rigid and standardized.
• 16. While every reasonable effort should be made
  to reduce per capita cost, there is a minimum
  level below which effective CT education cannot
  be given, and if the course does not permit this
  minimum of per capita cost, CT education should
  not be attempted.

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M.D. Mobley

• Mr. Mobley also had great influence on Vocational
  Education.
• Born in May, 1900 in rural Georgia.
• 1919 - Graduated from high school.
• 1923 Graduated from college with B.S. in
  Agriculture and went on to teach vocational
  agriculture at the high school level.
• 1924 Made Associate Professor of Agricultural
  Education at the University of Georgia.
• 1926 Named Assistant State Supervisor of
  Agricultural Education
• 1930 Received his Masters Degree.
• 1934 - Became Assistant State Director of
  Vocational Education
• 1936 Named State Director.

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M.D. Mobley

• Was known as a humanitarian with a great desire
  to help people achieve an improved economic
  stature in a changing social structure.
• He believed that CT students should have the
  right to a well-rounded education and a chance to
  absorb teachings that would help them form basic
  values.
• He was a master at public relations and believed
  in always telling the truth.

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M.D. Mobley

• He believed that CT education programs could
  not flourish without the support of the community
  in general.
• He felt that CT education would expand and
  improve in direct proportion to the job we were
  doing in keeping people informed about what we
  were doing.
• He was involved in the activities that surrounded
  the preparation and passage of every piece of CT
  education legislation for 30 years.

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M.D. Mobley Philosophy

• C T education must be a part of the total
  education program.
• CT education must be available to all people.
• CT education must be everyones concern.
• Professionalization of CT must continue.
• Student organizations must be considered part of
  the total CT program.

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In Summary

• There were many great people who influenced the
  advancement of CT education. Dr. Prosser and
  M.D. Mobley were two.
• These men wanted to make a difference and did.
• CT education has been strengthened and a
  countless number of people have been able to live
  and work with dignity because of these two men.