KAPOUN, Karel
701 03 Ostrava 1, Dvorakova 7, Pedagogical Faculty University of Ostrava, kapoun@albert.osu.cz
Abstract: Technical education is, as well as other elements of an intellectual development (cognitive, moral, physical, aesthetic, language, communicative, etc.), an integral part of education of pupils and students of primary and secondary schools. Methods, aims and extent of technical education must correspond with the stage of pupil's personality development. Technical education, no matter whether taught as a specific school subjects or cross curriculum, aims not to prepare for technical professions but to develop learner's personality, his/her skills and to establish a positive attitude towards science and technology. Pupils acquire elementary knowledge to be able to orientate themselves in the world of technology, which surrounds them since birth. Furthermore, technical education motivates young people to study technical sciences. University institutions training teachers have been trying to meet the needs of the learning society of 21st century. These schools collaborate with technical colleges and industrial plants.
Keywords: technology education, educational programme, strategy of education
Design and technology education represents an essential part of the education of pupils and students of basic and secondary schools as well as its other components (rational, moral, physical, aesthetic, language and communication, medial etc.). The paper deals with implementation of the design and technology education in the educational programmes for basic schools (Zakladni skola, Narodni skola and Obecna skola). Fulfilment of the main aims of educational policy of the Government of the Czech Republic gives the pedagogical faculties a possibility to participate in creation of the future education system, and to enforce the design and technology education and teaching of the information and communication technologies to the appropriate extent with support of the technical public and universities.
In the work Reviews of National Polices for Education the Standard of basic school education and educational programmes are characterised.
The Standard of Basic School Education, a key document published by the Ministry of Education of the Czech Republic in 1995, has served as a guideline in designing pilot educational programmes and as a resource in developing evaluation tools and criteria to be applied to basic schools and their programmes. The ministry approved, based on this document, three model programmes to be implemented in the Czech basic schools. All of them have a structured teaching plan (compulsory, optional and non-compulsory subjects), they claim to be open with regard to educational offer and to have a flexibility corresponding to the specific conditions of the school, with an emphasis on individualised and differentiated education.
Obecna skola, the first programme published, covers previously separate programmes for the 1st to the 5th and the 6th to the 9th forms, and emphasises the development of the student's personality. Its implementation in 20 to 25 per cent of the first cycle of basic schools (much less in the second cycle) has taken place since 1993 and was accompanied by an extensive evaluation. It was successfully completed in 1998.
Zakladni skola, developed by the Educational Research Institute, is the most widely used educational programme since 1996. It innovates the content of education, especially in respect to moral education, health education and education concerning protection of the environment. The content of education is considered as a means towards personal development and as a tool in the understanding of culture, current technological and social changes.
Narodni skola, an educational programme designed by the Association of Basic School Teachers, has been in operation since September 1997 in about 70 schools. It is yet another option for the 1st through the 9th forms of basic schools. The programme builds on differentiation and integration of the educational content, and shifts focus from abstract theories towards preparing pupils for life in the society and imparting a global view of the world. A special emphasis is put on positive motivation of the pupils.
The Ministry of Education has also approved some alternative education programmes. In 1996, the Waldorf School programme was adopted as an experiment and is being progressively implemented and evaluated in 6 schools. A Montessori programme has been experimentally applied in one non-state school.
According to the curriculum of the educational programme Zakladni skola (used by more than 70 % of schools), the minimum number of lessons of design and technology education during all the nine years is only 4 lessons, the rest depends on a decision of the school directors. This number of lessons is small also with respect to the contents divided into 15 sections:
Work with fine materials, modelling materials, and with paper, cardboard and textile, assembly and disassembly works, folk customs, traditions and trades, garden works, our home, work with a computer, work with technical materials, electrotechnology around us, household tasks and maintenance, preparation of meals, and world of work.
Also some optional subjects such as informatics, technical drawing and technical activities are devoted to the design and technology education.
The educational programmes Narodni skola and Obecna skola cover the design and technology education to an even smaller extent.
Document Strategy of Aims of the Ministry of Education of the Czech Republic was published and presented to the public debate at the extraordinary session of the OECD Educational Committee in Prague at the end of April 1999. On the basis of evaluation of results of the debate it will be possible to elaborate the National Programme of Development of Education in the Czech Republic, a so-called White Book.
A. Developing educational opportunities and providing equal access to education
Introduce measures that will facilitate access to higher levels of education to children from disadvantaged backgrounds.
Enable two thirds to three-quarters of young people to take the maturita school-leaving examination at secondary general and vocational schools.
Provide at least half of the relevant age group with the possibility of access to some form of tertiary education by the year 2005.
Extend the average number of years of schooling from the current 14.7 to 16.7 years by the year 2005 in order to reach the EU average.
B. Conceptual changes in the content of education as well as the nature of the school
Create a diversified and permeable system of education with a number of educational pathways that will develop the key competencies and open up the possibilities for lifelong learning.
In the year 2000, submit for public debate a draft of the national curriculum for basic schools, and gradually, up to 2002, draft curricula for other types of schools.
Following a public debate completes the reform of the maturita examination in 2001 and introduces its compulsory government guaranteed component.
Broaden the potential for extra-curricular and leisure time activities of children and youth; support the schools initiative concerning the offer of continuing education courses for all citizens.
C. Changes in the structure of the education system
Reinforce the development of pre-school education and of the second level of basic schools by providing a variety of educational offers respecting the diverse interests and potentials of children.
By the year 2002, remove the dead ends in the transition from basic schools to secondary education and within secondary education.
Promote the development of diversified tertiary education compatible with that of the European Union.
Prepare a strategy concerning the development of continuing education (adult education) including its legislative framework and methods of funding.
D. A change in the position of teachers and in the approach to the financing of education
Ensure conditions for adequate pre-service and in-service training of teachers as well as their professional career and remuneration related developments.
Achieve a growth of average salaries in public education higher by 6 to 9% compared to the general growth of salaries. In 2005 teachers' salaries should therefore reach a level compatible with the countries of the European Union considering the average earnings and GDP.
Initiate and implement development and innovation programmes promoting primarily the creativity of schools as well as the development of continuing education.
Reduce the burden on the families having to contribute to the cost of their children' attendance of kindergartens, basic art schools as well as leisure time activities.
Increase the public expenditure on education from less than 4.5% of the GDP to 6% in 2002.
The role of the pedagogical faculties can be seen not only in education and training of teachers of the 1st and 2nd level of basic schools, specialised subjects etc., and in their specialist, scientific and art activities, but also in other fields and in connection with the problems of design and technology education in particular activities as soon as possible.
Pedagogical faculties were appealed by the Ministry of Education to participate in evaluation of the education systems in the Czech Republic, so-called systems of
pre-schools;
basic schools;
secondary schools - general (gymnasium), technical, vocational;
higher professional schools;
universities;
life-long learning (education).
Another role of the academic teachers of pedagogical faculties is represented by participation in the curriculum development of individual levels of the education system. They can influence fundamentally the incorporation of design and technology education, and information and communication technology education there. Teachers of pedagogical and technical faculties can co-operate in this field, too.
The present time is characterised by many social transformations, and from the point of view of preparation of the teachers it is not possible to disparage the transformation of the society into so-called learning and information society. Also the role of a teacher changes. He is no longer the main source of information but assumes also the role of a co-ordinator of education. The pedagogical faculties in the Czech Republic are not prepared for training teachers for the information society. They are not prepared either from the point of view of technology (quite insufficient equipment also with regard to low subventions), or personally (lack of university teachers specialised in this field). Unfortunately, the teachers often do not understand the trends of the modern information society, or stick to the existing forms and contents of training of the future teachers through inertia. Interaction of the academic teachers of the technical and pedagogical faculties is necessary in this area.
Trends in our society show that the design and technology education stands often at the very end of its interests. Teachers of the pedagogical and technical faculties can on the base of a close co-operation create suitable conditions for restoration of design and technology education, and information and communication technology education. It is necessary to develop the personality of each individual pupil and his aptitudes from early youth onwards, to create his positive attitude towards technology, and to give him the basic knowledge for orientation in the world of technology which surrounds each of us from our birth and is needed by each of us. The technology should not become a mysterious and terrifying world, and a modern person should not become a contemporary primeval person who does not follow and understand the world he lives in. Another important aim of the design and technology education is to inspire the young people to study the technology sciences.
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