ABSTRACT

In many OECD countries during the 1980s and 1990s a new subject, commonly titled as 'technology' was introduced into the curriculum, typically through the implementation of National Curriculum structures. There are a number of possible motivations for pressure groups to wield their influence in favour of technology as a school subject. A major one could be industry and government pressures to vocationalize the secondary curriculum because of concerns about the economy and about a lack of competitiveness and enterprise. The technology foundation subject included in the National Curriculum in the UK comprises four major concepts: developing and using systems; working with materials; developing and communicating ideas; and satisfying human need. To a large extent, the learning activities used in technology are dependent upon the particular orientation and genesis. A curriculum based upon an industrial arts perspective incorporates very different learning activities to one based upon a science perspective.