CYRUS, Pavel1 & SLABY, Antonin2
1 Vita Nejedleho 573, 500 03 Hradec Kralove, Czech republic, University of Educatin in Hradec Kralove, rektor@vsp.cz
2 Vita Nejedleho 573, 500 03 Hradec Kralove, Czech republic, University of Educatin in Hradec Kralove, antonin.slaby@vsp.cz
Abstract: In the contribution there is accomplished the analysis of facts that influence decision of students of secondary schools to study at technical universities after they have finished their secondary education. The analysis is based on present curricula of various types of primary and secondary schools in Czech republic.
Keywords: study, education, curricula, technology, schools
At present people meet technology almost everywhere. So it is at work, at home, on the way to work or at leisure time. The use of technology and technological equipment is apparent for us and for the most of us is not necessary to understand the way of functioning of various technical equipment. If we think over the role of technology more properly we realise all the advantages the technology brings us, the influence of the degree of technological development of various countries to their own population and society and influence of technology to the amount of national income, environment etc. If we consider, that our country has lack of accessible potential of raw materials, we come to the conclusion that the development of technology is vitally important for our society.
It is only our own decision what attention we will pay to the selection and education of coming generation of talented engineers and technicians, who will work under circumstances and on conditions and constraints of the next century. The selection and education of the potential future applicants for technical studies begins already at primary schools and continues at secondary schools. Let us illustrate the situation in the Czech republic.
Most of potential applicants for the study at technical universities pass out standard primary and secondary school preparation offered by school system of Czech republic. This education can be divided into several stages depending on the age of the pupils or students.
Having passed first five school classes of the primary school (at the age 6 to 11 years) pupils continue 6th to 9th class on the primary school or can select 6th or 7th class of secondary shool (in Czech called vicelete gymnasium). The primary school attendance is finished after 9th class at the pupils age of 15 years. The students can then continue studies on four years secondary school (called gymnasium), special technical secondary school (middle industrial school, stredni prumyslova skola), high vocational school training finished by gCE (called stredni prumyslove uciliste s maturitou). Having passed gCE student can start undergraduate or graduate programme on technical university. Before students enrol for technical university they can in addition to it pass higher technical school (vyssi odborna skola) or additional secondary study.
Let us concentrate to the problem of evolution and cultivation of students interest in technology. At present there exist three types of primary school systems (programs) of education and adequate curricula approved by the Czech Ministry of Education:
According to the paper 6 in our country is mostly spread and used first of them as 90 per cent of Czech schools follows this programme. In this program is introduced suitable subject Practical activities (Prakticke prace) for 1st to 5th class. It is taught 1 hour a week and has the following thematic parts:
In the curricula of 6th to 9th class technologically oriented subjects are represented mainly by subject called Practical work (Prakticke cinnosti) and further subjects are optional. These subjects include Technical drawing (Technicke kresleni) and Technical activities (Technicke cinnosti). Time endowment is decided by the principals of schools. The minimum sum endowment is 4 hours from 6 to 9 class. The students have in lucky case 1 contact hour a week. Thematic parts of these subjects enrich those of 1 to 5 class and are devoted to the following areas:
From the above mentioned facts on organisation of curricula follows that there is some reserve both in time endowment and selection of thematic parts of the subject Practical work in relationship to technological education of pupils As to work with technically talented students the situation is even worse. Consequently there is lack of information about the work of engineers necessary for decision of selection of future profession. These information should be given by primary school. Then it is difficult to suppose that unless there is technician or engineer among relatives of a pupil, he or she will make a decision to study at secondary technical school. The consequence of this situation is enormous interest in study at secondary schools (gymnasium) which exceeds their capacity.
If student at the age of 15 shows an interest to continue his or her study at secondary technical school and passes the entrance examination, then his or her talent and development in the area of technology is satisfied. Future interest is promoted systematically in the area chosen by the student. Future development of student is determined by diligence and proficiency of teachers and often results in further study at technical university.
In case, student selects to study at secondary school (gymnasium), the promotion of his or her interest in technology is rather limited. Student receives excellent theoretical knowledge in the area of mathematics and physics bus not in technology.
Students who study at secondary school (gymnasium) starting by 7 th or 8 th class learn almost nothing about technology. At this type of schools and aducation completely lacks subject Practical work, which is substituted by no other subject
If we suppose that the most talented part of the population studies at secondary school (gymnasium) this situation is alarming in the relationship to the technical professions and their importance in the future.
The situation is better in so called technical lyceums (Technicka lycea) which are unfortunately very rare in Czech republic.
Do not let us be surprised, that the interest in study at technical universities is relatively smaller than at other types of Universities. It is a consequence of problems described in previous part of the article. There are of course also further additional problems such as low salaries of technicians and engineers, difficulty of this profession requiring enormous creativity and responsibility. It should change in near future. The present state of our economy makes us to think about problems and factors, that are able to influence it. These problems are in fact deeper, that they seem to be. Our country lacks meaningful sources of raw materials. So we must rely on, what we are able to invent and create. We must create our own know how in the same way as it is for example in Japan and other highly developed countries of the world. Our school system has a big challenge in the work with technical talents and this work should start at their early school age. So far it can neither find them nor work with them. These problems are instantly apparent from the curricula of the primary schools and secondary schools (gymnasium).
Our opinion has many opponents who argue that curricula of primary schools and secondary schools (gymnasium) involve many subjects, which can substitute or replace technical education (physics, chemistry, mathematics etc.).
In some European countries there is taught a subject called Technology and its main purpose is to integrate and develop information of various branches of technology. It helps students to promote technical creativity, technical thinking and manual skill and orientation in the world of technology.
Let us give one example which refers to the fact that without system approach to technology the mentioned problem is very difficult to cope with.
Let us imagine that we have to solve the task to prepare top footballer and proceed in such a way that selected boys will be initially taught to run, jump, strengthen his muscles and build body, kick into the ball from long and short distance and then at the age of 18 we start to teach them to play football. It is probably not the correct and very efficient way to prepare a top footballer. Footballer has to be prepared by playing football since his early age. This continuous process is finished at his senior age. And the better and more experienced are his coaches and instructors the better are the results of preparation of the top footballer. It is not enough to possess a talent and to be born as a talented person. The talent need to be developed from the early age at primary school. And similar situation is at preparation to other sports. We may for example live at the seaside or at the pond and there we will probably learn to swim by themselves. But we will not become a top swimmer in such a way.
And similar strange way is used in education and preparation of technicians and engineers. They first learn mathematics, essentials of natural sciences and then at the age of 18 they start to prepare for their profession of engineer.
Allow us to bring together briefly, what we wanted to draw attention to and what can be rather easily removed or cured. Students of secondary schools (gymnazium) should obtain also some technical education regardless of their future profession and job. Elements of this education may be useful for philosopher, doctor, lawyer, sociologist or politician. Students gain in such a way common knowledge, view and survey of technology, they are surrounded by and will be able to accept it in their profession. They will be able to recognise its principles and role in the next millenium. They will be able to make decision about its peaceful use to the benefit of people, removal of ecological disasters and even improving environment.
We also want to point out, that such a subject may be a favourite one as it will give answers to some questions which young people are interested in. We do not suppose, that this subject becomes immediately part of school leaving examination. We would not like to infirm existing school subjects on primary and secondary schools. We only want to call attention to the fact that there is some gap, that concerns technological education. If we are not able in near future to include some subjects on technology into the curricula, then are technicians and engineers will have to play the part of self taught swimmers which were thrown in water. This would be a great damage for all of us. It may even result in refusing technology and technical development in the society. Last but not least we have to be aware of the fact, that areas of education, health care and social area may obtain and spend only such amount of money, which is produced by industry and agriculture, where technology, technicians and engineers play dominant role.
We have to produce such products that other people need or want, but should not produce things that we know to produce, but without market response. And these tasks can not be done and put to practice without system approach to the technological education in both primary and secondary schools in 21 century
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