 |
What
can be done to improve the situation? |
As
minimum areas for change, these suggestions will not be easily accepted
because we continue to be challenged by a past that resides in the
present — think about how our society earns its living!
A final word to policy-makers. From this research, it is evident
that students rate highly the creativity possible within the curriculum
for the subject of Art. In the analysis by subject studied for the
1995-6 survey, those taking Art scored a median of 9 on a 1 to 9
scale, while those not taking the subject scored a median of 8.
The 2001-2 survey repeated these results.
For D&T, the comparable scores were 8 and 7 respectively, and
in both surveys.
For Maths, the comparable scores were 3 and 2 for the first survey,
3 and 3 for the second survey.
For Science, the comparable scores were 4 and 4 for the first survey,
4 and 3 for the second survey.
The inference is that the curriculum is restrictive in Maths and
Science, and yet these subjects are knowledge components of D&T.
As an industrialised and trading society, we are dependent on our
creativity in technology to remain competitive. The curriculum needs
to become much less restrictive, particularly in the areas that
impact on the well-being of our society. |
| As
an industrialised and trading society, we are coming up against
increasing competition. The low esteem associated with technology,
trade and industry represents a huge problem, and you who teach
and you who make education policy are part of that problem.
None of those now teaching can be blamed! In training you were exposed
to a curriculum that was always unsuitable for an industrialised
and trading society. But you were also exposed to a 'hidden curriculum'
dating back to the 19th Century with value judgments that never
rated the skills and aptitudes required for an industrialised and
trading society. This does not make sense when you expect education
to be funded, and yourself to be paid.
So teachers and policy-makers need to think beyond the confines
of what they have learnt, to think differently, and recognise that
the skills and aptitudes used in our 'wealth creation' activities
represent an intellectual challenge to survive both economically
and environmentally.
The curriculum needs to reflect the influential role of technology
on the way we live. The challenge for policy is to identify the
areas of change required, and design processes that will lead to
successful change.
If
successful change is going to be achieved, the educational fraternity
must feel ownership of the process, and while prescription here
is not possible since it was not part of the research remit,
it
is appropriate to highlight areas for consideration as outcomes
of this research. These
areas are: |
The
curriculum:
Since Mathematics and Science are 'knowledge' components of
Technology, and our productivity and capability are determined
by our technology, Technology: the creative system of
humankind should become a fourth core subject.
|
In
the classroom:
Our 'tool culture' is the foundation of Technology, and we
need to teach understanding of:
- The
processes by which we are socialised into using tools
and technologies as tools from the earliest years.
- The
importance of technology in the context of the local socio-economic
community.
- Our
total dependency on tools and technology—almost every
field of human experience is touched by our tool and technology
culture.
|
Higher
education:
In 1993, Howard Davies Director-General of the CBI, described
British Industry as 'hot on invention, but cold on product
development'—see p433 and 434 Appendix 13.
- How
can these desperately important issues be addressed?
|
|
Teacher
training:
- Our
functional dependence on tools and technology as individuals
and as a society.
|
|
