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| Title: |
An Analysis of the Technology Education Curriculum of Six Countries  |
| Url: |
https://scholar.lib.vt.edu/ejournals/JTE/v15n1/pdf/rasinen.pdf |
| Creator: |
Rasinen, Aki
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| Publisher: |
Virginia Polytechnic Institute and State University
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Description:
The government of Finland has begun planning a new national curriculum framework for the comprehensive and upper secondary schools. The aim of this study was to find information that could be used in establishing a theoretical basis for planning the technology education curriculum. In order to define the scope and focus of each curriculum element (e.g., rationale, theory, objectives, methods, content, and means of evaluation), the technology education curricula of six different countries were studied: Australia, England, France, The Netherlands, Sweden, and the United States. The rationale for choosing these six countries was that their technology education programs have developed rapidly over the past ten years and profound research, experimental programs, and the development of learning materials have been undertaken, especially in Australia, England, The Netherlands, and the United States. The aim was not to conduct a comparative study of the curricula of other countries. Rather, it was to synthesize theory and practice. A secondary aim was to search for more detailed and concrete curriculum materials for provincial, district, municipal, and school purposes. Although this research was conducted to support Finnish curriculum development, the results may be pertinent to other countries as well.
Different countries use different terms to describe technology education, such as technics, design and technology, technology education, and technological education. In this study these titles were considered to be synonymous. Regardless of the term used, the universal goal is to help students to become technologically literate. A model was developed so that the technology education curricula of the selected countries could be systematically analyzed and the important curricular elements could be identified. Assessment practices were not included in the study, although Kimbell's (1997) work in this area must be recognized since he included most of the countries reported herein.
The analysis is presented in two phases. First, the curricula of the six countries are summarized. The goal at the outset was to cross tabulate the elements from the curricula; however, it was found that the countries differ to such degree that it was impossible to reach this goal. Curriculum guidelines of the six countries are, however, presented so that the reader can obtain a general understanding of the different curricula. Following this, all six countries are examined more closely using a method of systematic analysis in order to identify both common and unique features of their curricula. |
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| LC Classification: |
Bibliography. Library science. Information resources (General) -- Subject bibliography -- Education -- Special topics, A-Z -- Engineering education
Education -- Theory and practice of education
Education -- Theory and practice of education -- Higher education -- Curriculum -- By region or country -- Other regions or countries, A-Z
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| GEM Subject: |
Science -- Engineering
Vocational Education -- Trade and industrial
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| Resource Type: |
Reference Material
Instructional Material
Instructional Material -- Instructor Guide/Manual
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| Format: |
Document -- PDF
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| Audience: |
Educator
Learner
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| Education Level: |
High School
Higher Education
Higher Education -- Undergraduate (Lower Division)
Higher Education -- Undergraduate (Upper Division)
Higher Education -- Technical Education (Upper Division)
Higher Education -- Technical Education (Lower Division)
Vocational/Professional Development Education
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| Language: |
English
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| Access Rights: |
Free access
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| Source Type: |
ATE Center
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| Source: |
National Center for Manufacturing Education
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| Full Record Views: |
25 |
| Resource URL Clicks: |
36 |
| Cumulative Rating: |
NOT YET RATED |
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