Analysis of Technology Education in Estonian General Education Schools Workgroup: Assoc. Prof Ene Lind, MA Mart Soobik, Assoc. Prof Kaie Pappel, Assistant.

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Presentation transcript:

Analysis of Technology Education in Estonian General Education Schools Workgroup: Assoc. Prof Ene Lind, MA Mart Soobik, Assoc. Prof Kaie Pappel, Assistant Lecturer Kristi Paas

Characteristics of the school system  A common system for general education, studies in all stages follow unified curricula  The Educational Act  In general education schools (in ), of which 264 basic schools and 236 upper secondary schools. The number of private schools is 31.  Catchment areas for all of the municipal schools  The board of trustees in schools

 General secondary education  Basic education  Pre-school education

Pre-school education  Creates necessary prerequisites for successful advancement in everyday life and at school  The framework curriculum for pre-school education  Compulsory school attendance when child turns seven

Basic education  Minimum compulsory general education (9 grades)  Primary school (grades 1 to 6), basic school (grades 1 to 9), or an upper secondary school (grades 1 to 12)  National Curricula (3)  Simplified curriculum - focuses more on developing elementary skills and the ability to cope individually in life  46 schools for children with special needs; most of them (90%) are basic schools  In order to graduate from basic school students are required to complete the curriculum and successfully pass three basic school final examinations  After graduating: general secondary education at upper secondary school, secondary vocational education at vocational educational institution or to simply enter a profession.

General secondary education  Upper secondary school (3 years)  Possible to enter into pre-vocational training to learn a profession by choosing corresponding optional courses  At the end of the study period students take five final examinations, including at least three state examinations with standard questions

The evaluation principles  The regulations of the Minister of Education and Research (from 2005)  The aim of evaluation is:  to give students feedback on their academic achievements and to support their development;  to guide the formation of students’ self-assessment, to support selecting the forthcoming educational path;  to inspire and to guide students to study purposefully;  to guide teachers’ activity in supporting students’ learning and their individual development.  Numerical grades are used on a five-point scale (“5” means “very good”, “4” means “good”, “3” means “satisfactory”, “2” means “poor” and “1” means “weak”).

Characteristics of the general curriculum  The source document for studies - National Curriculum for Basic Schools and Upper Secondary Schools  On the basis of the national curriculum each school compiles its own curriculum.  The national curriculum consists of the general part, the syllabi, and the recurrent topics.

Fours stages of study:  I stage of study – grades 1 to 3 (students from 7 to 9 years of age);  II stage of study – grades 4 to 6 (students from 10 to 12 years of age);  III stage of study – grades 7 to 9 (students from 13 to 15 years of age),  upper secondary school – grades 10 to 12 (students from 16 to 18 years of age).

Compulsory subjects (16) in basic schools are:  Estonian (as native language),  Russian (in schools with Russian as the language of instruction),  Foreign Language A,  Foreign Language B,  Mathematics,  Natural Science,  Geography,  Biology,  Chemistry,  Physics,  History,  Anatomy,  Social Education,  Music,  Art,  Physical Education,  Craft.

Syllabus for subject  Syllabi state the study aims, the activities and content of the subject, and the required study results by stages.  Structure – rather general and descriptive.

The development of the curriculum  Curriculum Development Centre by the University of Tartu  Periodic process  Dependent on the volition of the politicians  The last curricula were adopted in 1996 and then in  In 2005 initiated curriculum development involved educational scientists (general part – strategies), teachers and specialists/subject methodologists.  Up to here representatives of the industrial sphere have not been involved in the development of the curriculum.  For the evaluation of the 2002 curriculum foreign experts from Finland were used (in 1999).

Position and status of technology education  Learning all the subjects should support the formation of competences stated in the curriculum  Technological competence - the capability to understand the changes in people’s work and life style due to the development of technology, to function in the modern high-technology world, to be an economical user of resources  In the formation of the given competence the following subjects are of importance: Craft, Natural Science, Mathematics, History, Social Education; the recurring topics include The environment and economical development, Professional career and its formation and Information technology and media.  The subject that is the most connected with Technology Education is Craft.

The syllabus of Craft for basic schools Consists in four different syllabi  for grades 1 to 3: Handicraft  for grades 4 to 9:  Handicraft  Home Economics  Craft and Technology Education  Craft is and integrative subject that establishes favourable conditions for creatively applying the knowledge acquired in other subjects.

The syllabus of Craft divides the subject as follows  both boys and girls or to the class as a whole  integrated with Visual Art Education, altogether 2 lessons per week (every year) are taught 2 lessons per week  The school may add some extra Craft lessons by decreasing the number of optional lessons Grades 1 to 3 HANDICRAFT Grades 4 to 9 HANDICRAFT AND HOME ECONOMICS Grades 4 to 9 CRAFT AND TECHNOLOGY EDUCATION

Aims of technology education  The general aim of Craft is to develop students as individuals in a versatile way and to prepare them for independent life. Students familiarise themselves with the possibilities of vocational education; develop their readiness to live and to work in the world of today and in the quickly changing technological world of tomorrow.  By the means of the subject students are provided with a vision of needs of the future society, as well as of the possibilities to continue studies and to plan the career.

 The primary content of the syllabus of Craft includes national experience, innovation, modern technology, their interaction with the society in the creative and purposeful practical activity of students.  Through Craft Education children are provided with the possibilities to understand, to retain, and to develop the national culture of their country.  During the lessons primary knowledge and practical skills are acquired on the fields of national working traditions and the modern engineering and technology.  Through learning activities students learn to comprehend and critically assess the development and interactions between engineering, technology, and social life.  Students learn to think and look for solutions, to experiment, analyse, customise their skills and knowledge in practical activities and use modern materials, tools, and facilities in doing so.  Teaching a subject also includes developing students’ linguistic, mathematical, social, and techno-ecological competences.

Pedaogogical means and methods for Technology Education  Each syllabus makes recommendations on teaching the subject  For example, the syllabi of Handicraft and Home Economics and Craft and Technology Education:  students need to have the possibility of choosing tools and technologies;  considering the nature of the subject, practical activity should cover 2/3 of the total study time; the theoretical part is connected with practical activities;  in addition to practical activities, attention is paid also on students’ independent research (reports, presentations, drawing up projects);  students learn to plan work, choose and use tools and materials, carry out work according to instructions and drawings, if needed, using different sources of information.

 Teachers are free to choose the teaching methods. The choice depends:  on the topic,  the study aims,  the student contingent,  the teacher’s/school’s possibilities,  on the habits of the teacher.  Textbooks - for all stages of study  Different forms of study are used in teaching: individual work, group work, project learning.

Evaluation  In subject Craft:  knowledge,  creativity,  skills to apply knowledge in individual work,  culture of the work,  the completeness of the product are evaluated.  Self-reflection plays an important role: students are guided to evaluate and thereby value their own and their peers’ work.

Main themes and structure of curriculum content  Within the subjects of Craft mainly making things/products are dealt with; this is built on the frame of reference focusing on themes concerning energy, transport, production, food, and household machines.  In Craft and Technology Education various working objects are made.  In Handicraft mainly textile is used.  Home Economics focuses on food.

The material base  In Craft and Technology Education various machines and tools are used to process materials. Sometimes also CNC work- benches and computer programs are used, e.g. in technical drawing. Studying takes place mainly in training workshops.  Handicraft has training classrooms, where students can use modern (including electronic) sewing etc. machines.  Home Economics lessons are carried out in specially equipped training kitchens.  Well equipped computer classrooms, which can also be used to carry out Craft lessons.

The materials used  The first stage of study gives an overview of almost all widely used materials and their qualities: paper, wood, metal, textile, plastics, etc.  In Craft and Technology Education the main materials used are wood, metal, and plastic, but also electronic components are included,  in Handicraft mainly textile is used,  Home Economics focuses on food.

Teachers of Craft and Handicraft and Home Economics Teachers of CraftTeachers of HC and HE Total number With specialised higher education in Ed.Sc. 52%57% With specialised secondary special education in Ed.Sc. 4%3% Without specialised education 35%40% Age - 30 years 4%9% 31 – 50 years 54%59% 51 – 60 years 24%23% Older than 60 20%10%

Teachers´organisations:  Estonian Association of Technology Education  AITA, the Association of Handicraft and Home Economics Teachers

References  National Curriculum for Basic Schools and Upper Secondary Schools  Estonian Ministry of Education and Research  Estonian Association of Technology Education  AITA

Thank you!