Abstract
While the goal of the vocationalisation of school curriculum has been viewed as fallacious and mythical, many countries have continued to introduce practical subjects in schools. This paper reports on the views of three teachers involved in the development of the technology studies curriculum. The curriculum developers’ views were corroborated with a focus group discussion involving teachers that were invited for the first ever primary school technical teacher training. The in-depth discussions focused on their understanding of the rationale and future of technology studies in the primary school curriculum and how to build teacher capacity for the subject. The teachers viewed the programme as providing primary school learners with skills for their survival after school as chances of proceeding to secondary were limited. Learning in this programme was also seen as likely to develop attitudes necessary for technology studies at tertiary level. In conclusion, the teachers hold the assumption similar to skills development for jobs and employment while technological literacy is not viewed in its broad sense and this has implications on how and what to teach.
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Acknowledgments
We acknowledge support provided by the TEVET Reform Project which funded curriculum development workshop and the technical teacher training. The funding was made available by CIDA through the project implemented by University of Regina in partnership with the Malawi Polytechnic. On another note we acknowledge the hospitality of management and staff of Lilongwe Technical College for hosting and providing the facilities for the curriculum development, master training of trainers and technical teacher training workshops. We also thank all the master trainers and the primary school teachers for their valuable contributions.
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Chikasanda, V.K., Mgawi, R.K., Mtemang’ombe, D. et al. Introducing technology studies in Malawi’s model primary schools: towards building a technologically literate society. Int J Technol Des Educ 25, 453–466 (2015). https://doi.org/10.1007/s10798-014-9292-x
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DOI: https://doi.org/10.1007/s10798-014-9292-x