scholarly journals The Appeal of Technical Education in Tough Times: A Comparison of the Toronto and Windsor Experiences, 1890–1930

2011 ◽  
Author(s):  
Kathleen Yolande Sharman ◽  
Larry A. Glassford
Keyword(s):  
Public Education ◽  
Economic Geography ◽  
Technical Education ◽  
Historical Context ◽  
Historical Period ◽  
Technical School ◽  
Technical Schools ◽  
Primary Documents ◽  
Technical High Schools ◽  
Interpretive Perspective

This paper examines the establishment of two pioneering technical schools in Ontario - the Toronto Technical School in the 1890s, and Windsor-Walkervile Technical School in the 1920's - in a comparative perspective. Though separated by geography and chronological era, there are significant similarities in their development, from idealistic schemes in the minds of a few visionaries to bricks-and-mortar reality as thriving stand-alone technical high schools. The analysis, while based on primary documents from the historical period, utilizes both the classical interpretation of Robert Stamp and the work of subsequent revisionists. An examination of evolving educational policy and changes in regional economic geography helps to situate this comparative institutional study in a broader interpretive perspective. The conclusion, that each school in its time was innovative, popular and respected, will provide valuable historical context for current debates about the appropriate role, if any, of technical schools in public education.

scholarly journals Translation: pedagogical action for innovation in industrial technical education: an ethnographic approach

2021 ◽  
Vol 25 (3) ◽  
pp. 210-230
Author(s):  
Johnny Ramón Antiche Valera ◽  
María Lourdes Piñero Martín ◽  
María Giuseppina Vanga Arvelo ◽  
Jessica Vicenta Sáenz Gavilanes ◽  
Carmen Auxiliadora Lucas Mantuano
Keyword(s):  
Technical Education ◽  
Participant Observation ◽  
Pedagogical Practice ◽  
Technical School ◽  
Technical Schools ◽  
Pedagogical Action ◽  
Ethnographic Approach ◽  
Depth Interview ◽  
The City ◽  
Hermeneutic Process

The objective was to interpret the meaning of the pedagogical practice that teachers carry out to carry out an industrial technical education oriented toward innovation, in the context of the Industrial Technical School “La Carucieña” in the city of Barquisimeto, Venezuela. The interpretive ethnographic method was used in the qualitative methodological perspective; participant observation was used in classrooms and workshops, and the in-depth interview of five teachers was used. The coding and categorization procedure resulted in two guiding categories: (a) Innovation in the pedagogical act of the Industrial Technical Schools, and (b) Pedagogy of Learning for Innovation, to which the hermeneutic process was carried out. As a final reflection it is necessary that the essence of the innovative being in the pedagogical act is the teacher, because his students will be the reflection of the attitude towards the need to improve, to incorporate changes and the dedication to overcome the education of routine and inertia.

scholarly journals Pengembangan pendidikan teknologi dan kejuruan dan hubungan dunia kerja

2011 ◽  
Vol 1 (1) ◽  
pp. 25
Author(s):  
Nizwardi Jalinus
Keyword(s):  
Vocational Education ◽  
Technical Education ◽  
Government Policies ◽  
Symbiotic Relationship ◽  
Technical Schools ◽  
The World ◽  
Entire Country ◽  
Work World ◽  
The Common

DEVELOPMENT OF TECHNOLOGY AND VOCATIONAL EDUCATION AND WORK WORLD RELATIONSBased on universal issues in the era of globalization, this article describes some phenomena how essential the role of Vocational and technical education in recent year to support the development of work forces in Indonesia. The wise government policies are needed to run various program of Vocational and technical educationin entire country, which is based on world-work needs. The common problem appeared is how to build the "mutual symbiotic" relationship between vocational and technical schools and the world of work.

scholarly journals Book Review: Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman

2019 ◽  
Vol 58 (4) ◽  
pp. 267
Author(s):  
Arianne A. Hartsell-Gundy
Keyword(s):  
Literary Criticism ◽  
Historical Context ◽  
Primary Documents ◽  
To Kill A Mockingbird ◽  
Key Topics ◽  
And Gender ◽  
Harper Lee

Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman by Claudia Durst Johnson is meant to assist students studying the work of Harper Lee by providing context for her life and work and examining key topics such as race, class, and gender. It functions in some ways as an update to Johnson’s Understanding To Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents (Greenwood, 1994) since it includes analysis of Go Set A Watchman. Rather than being a replacement for the 1994 reference work, it functions as a great complement for a student studying Harper Lee. While Understanding To Kill a Mockingbird provides numerous primary documents to help a student understand the historical context, Reading Harper Lee provides a more concise analysis of themes, which potentially makes it more accessible to a student new to literary criticism.

Introduction

2019 ◽  
pp. 1-5
Author(s):  
Larry E. Morris
Keyword(s):  
American History ◽  
Historical Context ◽  
First Person ◽  
Book Of Mormon ◽  
Primary Documents ◽  
Representative Selection ◽  
Selection Of

Ever since the summer of 1829, when newspapers began announcing the forthcoming publication of the Book of Mormon, that text has been the object of both praise and ridicule, a situation that shows no signs of easing almost two hundred years later. Scholars agree, however, that understanding the primary documents surrounding the origin of the Book of Mormon is essential to understanding its significance in American history. This volume presents a representative selection of those source documents, emphasizing first-person accounts produced close to the time of the events in question. Embracing such values as balance, fairness, openness, integrity, and the willingness to be self-critical, the introductions and annotation accompanying each document set the events in their historical context.

Transforming skin, changing caste: Technical education in leather production in India, 1900–1950

2018 ◽  
Vol 55 (3) ◽  
pp. 307-343 ◽  
Author(s):  
Shahana Bhattacharya
Keyword(s):  
Social Status ◽  
Technical Education ◽  
Historical Context ◽  
The Other ◽  
Leather Industry ◽  
History Of ◽  
Colonial Economy ◽  
The One ◽  
Traditional Industry ◽  
Pedagogical Methods

State-organised technical education focusing on leather production was introduced in India in the early 1900s. One of its key objectives was to change the entrenched notions about the leather industry—as a ‘traditional’ industry associated with low caste and social status. This article traces the history of this endeavour, locating it within a wider account of the history of technical education in leather production. While some common concerns affected the project in both Europe and India, there were important points of difference, as technical education in leather production in India had to negotiate factors such as the extreme stigma of hides and skins mandated by caste on the one hand, and on the other, their integration within the capitalist colonial economy and their concomitant high profitability. Decisions of who or what were to be taught, and by which pedagogical methods, were produced through these negotiations. The article explores this history through a study of two leading institutions that provided technical education in this field. It highlights how official initiatives of skilling and technical education were, in complex ways, closely mediated by, and in turn mediated their historical context, its social and economic structures, prevailing ideologies and notions of skill.

Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth?

2020 ◽  
Vol 53 (1) ◽  
pp. 3-22
Author(s):  
Danielle A. Rathey
Keyword(s):  
Public Education ◽  
School Choice ◽  
Historical Context ◽  
Attendance Rates ◽  
Neighborhood Schools ◽  
Achievement Orientation ◽  
Achievement Data ◽  
Research Article ◽  
Alternative Facts ◽  
The Right

This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of students in a low performing district has similarly aligned attitudes and self-reported behaviors related to achievement and success as a neighboring affluent district. Differences appear when students reflect upon safety and resources. This article demonstrates that public education works when the right resources are in place; so why push minorities out of their neighborhood schools toward charters and magnets rather than bolster and make equitable the existing system?

scholarly journals Analysis of the Quality Problem of Scientific School in the Higher Russian Technical Education by the Graduates and Professors of MSTU “STANKIN”

2019 ◽  
Vol 224 ◽  
pp. 06003 ◽  
Author(s):  
Marianna V. Mikhaylova ◽  
Marina A. Revina
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Technical Education ◽  
Scientific School ◽  
Quality Problem ◽  
Higher Education Reforms ◽  
Technical Schools ◽  
Organizational Problem ◽  
Modernization Process ◽  
High Level

Higher education reforms can give Russian higher technical schools significant advantages, but at the same time they hide serious dangers. As a result of these reforms, the modern higher technical school in Russia is facing many problems. Firstly, the quality problem: technical education in Russia has always been at a fairly high level, due to its integrity and fundamental nature, so the feasibility of reforms often raises questions. Secondly, the organizational problem: the natural process for higher education in the modernization of education and the consolidation of knowledge in itself is quite complicated. The combination of the modernization process and reform is causing considerable resistance and questions, since it seems insufficiently thought out. Thirdly, the problem of training a creative engineer for the society of the future does not find a solution, because the process of training a specialist is becoming more and more mechanistic. Previously, engineering students within five and a half years had the opportunity to join the scientific community, thanks to the presence of individual work and direct communication with scientists of different generations. Modern communication between professor and student is largely carried out through the electronic environment, so they are more fragmented and mosaic. The lack of real practice in enterprises leads to the fact that students do not receive a live request from production for their creativity. In such conditions, the training of creative technicians is very difficult. It is advisable to reform higher technical education in the light of these problems, so that in the final, Russian education will benefit from them, while maintaining its identity.

scholarly journals A INFLUÊNCIA DA MUDANÇA NA CULTURA E NO CLIMA ORGANIZACIONAL: O CASO DO INSTITUTO FEDERAL DA PARAÍBA (IFPB), CAMPUS SOUSA

Revista Labor ◽  
2017 ◽  
Vol 1 (18) ◽  
pp. 31
Author(s):  
Joselma Mendes de Sousa Carneiro ◽  
Wilson Honorato Aragão ◽  
Maria das Graças Gonçalves Vieira Guerra
Keyword(s):  
Organizational Culture ◽  
Organizational Climate ◽  
Advanced Stage ◽  
Technical School ◽  
Technical Schools ◽  
Formal Identity ◽  
Federal Institute ◽  
Education In Brazil

Este trabalho trata da mudança implantada pela Lei nº 11.892/2008 que integrou as Escolas Técnicas, Agrotécnicas e Centros Federais de Educação para a formação dos Institutos Federais de Educação no Brasil. Na Paraíba, a Escola Agrotécnica Federal de Sousa passou a ser o Instituto Federal da Paraíba (IFPB), Campus Sousa foi objeto desta pesquisa. O objetivo foi analisar a influência da mudança sobre a cultura e o clima organizacional do IFPB, Campus. A metodologia utilizada foi o estudo de caso e a estratégia qualitativa com utilização da entrevista e do questionário. Portanto, a mudança influenciou na cultura organizacional e no clima organizacional, modificando crenças, rituais, valores e que, apesar de estar em um estágio avançado, a organização ainda não tem uma identidade real definida, necessitando que haja um processo mais efetivo de socialização da identidade formal para que isto ocorra.AbstractThis work deals with the change implemented by Law 11,892 / 2008 that integrated the Technical Schools, Agrotechnics and Federal Centers of Education for the formation of the Federal Institutes of Education in Brazil. In Paraíba, the Federal Agro-technical School of Sousa became the Federal Institute of Paraíba (IFPB), Campus Sousa was the object of this research. The objective was to analyze the influence of the change on the culture and the organizational climate of the IFPB, Campus. The methodology used was the case study and the qualitative strategy using the interview and the questionnaire. Therefore, the change has influenced the organizational culture and the organizational climate, modifying beliefs, rituals, values and that, despite being at an advanced stage, the organization does not yet have a definite real identity, necessitating a more effective process of socialization of the organization. Formal identity for this to occur.

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