Meet Harry Smith, a fictitious character we imagined in trying to relate to a typical scenario of early TVET due to the 1^st Industrial Revolution (1^st IR).

The Industrial Revolution marked a shift from guild-based craftsmanship to industrialized economies, emphasizing machine-based manufacturing. As a result, TVET evolved to address the need for operating complex machinery and managing industrial processes. This transition from artisan crafts to industrial skills was crucial in supporting the era's technological advancements and economic growth, transforming traditional training into more formalized industrial education systems.

Harry Smith’s story would be as such:

“Smith, a tenacious young man with dreams of becoming an engineer, chose to enhance his skills at the Mechanics Institute in London, a beacon for aspirants in the industrial age. Working as an apprentice by day at a bustling local factory, he spent his evenings immersed in the world of gears and gizmos, attending lectures and practical workshops.

The institute, founded to democratize education in technical fields, offered Harry not just knowledge but also a community of like-minded individuals. Balancing work and study was no small feat. His days began before sunrise, with hours spent handling machinery, which honed his practical skills. By night, under the dim light of gas lamps in the institute’s halls, Harry delved into complex mathematical theories and engineering principles.

Each weekend, he dedicated time to personal projects and experiments, applying what he learned to build models that demonstrated his growing expertise. This rigorous routine was exhausting, yet exhilarating for Harry. His determination paid off as he not only mastered his craft but also forged a path towards his dream, each lecture and shift bringing him closer to the world of engineering he aspired to shape.”

Maya has proposed a table depicting Smith’s possible daily schedule at an Institute like The Mechanics Institute.Course Duration: Typically, courses at Mechanics Institutes during the 19th century could last from one to several years, depending on the subject matter and the depth of study.

This table below simplifies the daily schedule to reflect a more typical work and study balance without specific details that might not be historically verifiable. It considers the general operating hours of factories during the era and the known format of evening classes that were common in educational institutions designed for working adults:

Thank you for your time ❤️