Pengganti Kepada Sistem Pendidikan Aperentis

• Sunday Schools (Robert Raikes)

• Infant Schools (Robert Owens)
• Ragged Schools (John Pound)
• Half-time School di England
• Continuation Schools di Germany
• Trade Schools di Germany
• Mechanic Institute di USA; Pengasas – George Birbeck
• Pendidikan teknologi (Matematik/Sains/Kem. Manipulatif) - dijlnkan di Lyceum
• Manual Labor Movement (1825 – 1850) bertujuan membangunkan negara baru
(USA)
Sunday School in 1900
 Sunday School
A Sunday school (sometimes referred to as a Sabbath school), is a Christian
educational institution, usually catering to children and other young people.
Many Seventh-day Adventist communities hold their Sabbath Schools on
Saturdays.
Sunday schools in England were first set up in the 1780s to provide education
to working children. It was proposed by Robert Raikes. It aimed to teach the
youngsters reading, writing and cyphering (a message written in a secret
code@message - a communication (usually brief) that is written or spoken or
signalled) and a knowledge of the Bible.
The Anglicans set up their own 'National' schools that would act as Sunday
Schools and day schools. These schools were the precursors to a national
system of education.
The role of the Sunday Schools changed with the Education Act 1870. In the
1920s they promoted sports. It was common for teams to compete in a
Sunday School League
By the 1960s, the term Sunday School could refer to the building and not to
any education classes.
Sunday School at Baptist Church
Infant School
 Infant School

• An Infant school is a term used primarily in England and Wales for school
for children between the ages of four and seven years. It is usually a small
school serving a particular locality.
• An infant school forms part of the local pattern of provision for primary
education. In England and Wales children start at infant school between
the ages of four and five in a Reception class. They sometimes attend part-
time (mornings only or afternoons only) for the first term or two.
• The first infant schools were established by Samuel Wilderspin, influenced
by the schools set up at New Lanark by Robert Owen.
• When education became compulsory in England from 1877, infant schools
were incorporated into the state school system.
• The introduction of the School Standards and Framework Act 1998 meant
that classes in infant schools in England and Wales are limited to no more
than 30 children per school teacher.[
Infant school
Ragged School
 Ragged School
• Ragged schools were charitable organisations dedicated to the free
education of destitute (melarat) children in 19th-century Britain.
• The schools were developed in working-class districts of the rapidly
expanding industrial towns.
• In 1844, the Ragged Schools Union was established to combine
resources throughout the country, providing free education, food,
clothing, lodging and other home missionary services for these
children
• Working in the poorest districts, teachers (who were often local
working people) initially utilised stables, lofts (loteng), and railway
arches for their classes.
• There was an emphasis on reading, writing, arithmetic, and study of
the Bible. The curriculum expanded into industrial and commercial
subjects in many schools.
Half time school
 Half time school
• Education of the half time workers
• The ages of the pupils were between 10 and 13 years and
within a 2 week period, they would work and be educated in
equal proportion of time.
• The young female workers would attend this school and work
in the mills on alternate days, hence the name “Half-time”.
The school was innovative for its time
• This school was very advanced for its time. It was dedicated to
girls, accommodating about 400, who studied and worked (at
the mills) on alternate days, hence the name.
Ferguslie Half-time School was one of the finest school
buildings to be built in Scotland
 Continuation school in Denmark
• The Danish continuation schools (Danish: Efterskole) cover 8th to 10th form
and comprise a broad range of school types. The schools are specializing in
different educational themes or specific youth-groups. Typical examples are
sports, outdoor activities and various creative arts productions. Many
continuation schools in Denmark are boarding schools and a stay is normally
privately funded by school-fees.
• The majority of attending pupils have chosen a continuation school after
having finished their elementary school programs at the 9th form.
• Continuation high schools meet the needs of students aged 16 years or older
who lack sufficient school credits to graduate. The minimum attendance is
15 hours per week or 180 minutes daily. Students benefit from the
supplemental programs and services, such as independent study courses,
career counseling, job placement, apprenticeships, and concurrent
enrollment in community college.
 Continuation school in USA
• These schools are being recognized for providing innovative programs
and comprehensive services to students who may have otherwise
been at risk of not graduating. Others may need a flexible school
schedule because they have jobs outside of school
• Continuation high schools meet the needs of students aged 16 years
or older who lack sufficient school credits to graduate. The minimum
attendance is 15 hours per week or 180 minutes daily (three hours
per day at school). Students benefit from the supplemental programs
and services, such as independent study courses, career counseling,
job placement, apprenticeships, and concurrent enrollment in
community college.
• Continuation education is a high school diploma program designed to
meet the needs of students sixteen through eighteen years of age
who have not graduated from high school,are still required to attend
school and are deemed at risk of not completing their education (who
are at risk of not graduating)
Continuation School
Trade school in Germany
 Trade School
• A vocational school, also called a trade school, is a higher-level learning
institution that specializes in providing students with the vocational
education and technical skills they need in order to perform the tasks of a
particular job.

• Vocational schools are traditionally distinguished from two-year junior

colleges and four-year universities by their goal to impart job-specific
training and education to students who are typically bound for blue-collar
jobs in the workforce, rather than the aim to provide academic education
for students pursuing careers in white-collar disciplines.

• While many schools have largely adhered to this convention, the purely
vocational focus of other trade schools has since begun to shift "toward a
broader preparation that develops the academic" as well as technical skills
of their students, following the advent of the 1990s
Manhattan Trade School for Girls, New York City
 George Birkbeck
• George Birkbeck (10 January 1776 – 1 December 1841)[1] was a
British doctor, academic, philanthropist, pioneer in adult
education and founder of Birkbeck College.
• After mechanics started asking questions about the apparatus he
used in his lectures, he had the idea of holding free, public
lectures on the 'mechanical arts' (c 1800-1804).
• These Saturday evening events proved very popular and
continued after his departure to London, leading to the
formation in 1821 of the first Mechanics' Institute in Glasgow
 Mechanic Institute
• Mechanics' Institutes are educational establishments, originally
formed to provide adult education, particularly in technical
subjects, to working men. As such, they were often funded by
local industrialists on the grounds that they would ultimately
benefit from having more knowledgeable and skilled
employees.
• The Mechanics' Institutes were used as 'libraries' for the adult
working class, and provided them with an alternative pastime
to gambling and drinking in pubs.
 Mechanic Institute
• The world's first Mechanics' Institute was established in Edinburgh,
Scotland in October 1821 as the School of Arts of Edinburgh (later Heriot-
Watt University), with the provision of technical education for working
people and professionals. Its purpose was to "address societal needs by
incorporating fundamental scientific thinking and research into
engineering solutions".

• Mechanics’ institute, a voluntary organization common in Britain and the

United States between 1820 and 1860 for educating manual workers.
Ideally such an institute was to have a library, a museum, a laboratory,
public lectures about applied science, and courses in various skills, but few
had all of these. Mechanics of different trades were to learn from each
other and to add to human knowledge.
• The foundation of these Institutes meant that artisans and craftsmen
could learn about science, art and economics
Mechanic Institute in USA
The K-TECH Specialist Elective at Motorcycle Mechanics
Institute
 Technology Education
• Technology education is the study of technology, in which
students "learn about the processes and knowledge related to
technology". As a field of study, it covers the human ability to
shape and change the physical world to meet needs, by
manipulating materials and tools with techniques.
• Technological Education is a program that prepares teacher
candidates with experience in a broad-based technology area
to teach grades 9 to 12.
Teacher candidates in the Hairstyling and Aesthetics broad-based technology area in
the Tech.Ed. Shop.
 The lyceum is a category of educational institution defined
within the education system of many countries, mainly in
Europe. The definition varies between countries; usually it is a
type of secondary school.
• "Lyceum" is a Latin rendering of the Ancient Greek Λύκειον ("Lykeion"), the name of a
gymnasium in Classical Athens dedicated to Apollo Lyceus. This original Lyceum is
remembered as the location of the peripatetic (travelling from place to place) school of
Aristotle. Some countries derive the name for their modern schools from the Latin but
use the Greek name for the ancient school: for example, Dutch has "Lykeion" (ancient)
and "Lyceum" (modern), both rendered "lyceum" in English (note that in classical Latin
the "C" in lyceum was always pronounced as a K, not a soft C, as in modern English).

• This name, Lycée, was retrieved and utilized by Napoleon in 1802 to name the main
secondary education establishments. From France the name spread in many countries
influenced by French culture.
 Lyceum in Greece
• Holders of the Unified Lyceum Leaving Certificate have the following opportunities:

• They may seek employment in the public or private sector.

• They may seek admission to the Universities or the Technological Educational Institutes (TEIs), by
sitting the annual national examinations in five general knowledge subjects and in four orientation
subjects.
• They may attend public or private Vocational Training Institutes (IEKs) to obtain a Training Certificate
equivalent to a post-secondary vocational training qualification.

• Besides day schools there is also evening Unified Lyceum offering four-year courses for young
workers. There are also Unified Musical Lyceums, Unified Ecclesiastical Lyceums, Unified Lyceums
with a sports department and Unified Lyceums for multicultural education, as well as Special Unified
Lyceums and integration classes for pupils with special education needs.
1900 and Before - Education Programs that Support the Growth of Amateur Woodworking
The Manual Labor Movement

• From Colonial times onward, the principle of

elementary education for everybody and free public
schooling for the poor was well established.
• Educational problems that remained – secondary,
professional, and industrial education – became the
purview (bidang kuasa) of voluntary groups, that is,
as well as individuals, collective philanthropic and
association initiatives.
• It was the notion of public schooling for the poor that
contributed to creating a simpler evolution of the
tradition process of industrial education
 The Manual Labor Movement

• THE manual labor movement in the United States began about 1830 (although
some authorities say it began around)and lasted until about 1845. (From the
earliest days in the colonies -- for the most part performed by the home --
instances of successful attempts in combining manual labor of one kind or
another with instruction exist.)
• The movement for the organization of manual labor schools in the United States
began about 1825, and drew its inspiration chiefly from the work of Fellenberg.
Between 1830 and 1845, the manual labor movement was distinctively a
secondary and higher school movement, and the first attempt toward applying
manual labor instruction in the United States. The movement became popular
widely about 1830, but ceased to exist almost as suddenly a decade or so later.
 The Manual Labor Movement

• Why did it fail?

Its failure was due to many causes, chiefly because:

# first, a lack of social demand for manual labor instruction;

# second, conflict between the notions of the values of manual labor versus "literacy" instruction were in
error; and

# third, lack of a financial success of the labor performed by students.

• Like many another educational movement, the chief inspiration establishing the manual labor
movement came to the United States from Europe. The movement originated about 1805, with the De
Fellenberg schools established in Switzerland.
 The Manual Labor Movement Concepts Originated in
Europe

• Joseph Neef (1770-1854), an assistant to the famous Swiss educator, John Heinrich
Pestalozzi (1746-1827) and William MacClure (1763-1840), a wealthy retired merchant
for Philadelphia, brought these ideas from Europe, ideas used in the schools conducted
in Germany and Switzerland by another noted educator, Phillip Emanuel von
Fellenberg.
• Founded by denominational and philanthropic societies, Fellenberg's Manual Institutes
were, basically, nonprofit/charitable institutions where -- by doing manual work --
orphaned and low-income boys could earn their education. At the time, however, little
effort existed to formalize this instruction.

• Essentially those of Pestalozzi, Fellenberg added emphasis on the educational value of

activities.