Technology 15+. Integration of technology in science subjects in The Netherlands

This presentation draws from experiences obtained from the project 'Technology 15+'. In 1997 the Dutch government decided to integrate aspects of technology in the science subjects of the upper level secondary education. Under the authority of the Ministry of Education the project group "Technology 15+" developed a didactical framework and curriculum materials for the integration of technology and design activities in Science subjects. The project group "Technology 15+" is a co-operation between educational institutes, teacher training centres and the National Institute for Curriculum Development. Where initially the attention was directed towards teaching contents and curriculum development, now the focus is on a wide and durable implementation at all secondary schools. In co-operation with technical colleges, universities, local industry and secondary schools we organize regional networks for supporting design activities in (and outside!) the schools. This support can have different dimensions, e.g.: in service training for science teachers, technical students coaching pupils working at design activities, pupils from secondary schools doing their practical work at the institutes, internet support and visits to industry, etc. In my presentation I will focus on the issues identified within this project and how they have been resolved

Technology for 15+ – integration of technology in the science curriculum of upper level secondary education in the Netherlands

In The Netherlands, as in other countries, there is a growing interest in technological education as a part of general secondary education (for students aged 12 to 18 years). We have an obligatory subject called ‘technology’ for students aged 12 to 15 in the lower level of secondary education, but no continuation in the upper level (for 15 to 18-year-olds). In 1997 the Dutch government decided to integrate aspects of technology into the science subjects of upper level secondary education. Under the authority of the Ministry of Education, the project group ‘Technology 15+’ developed a didactic framework and curriculum materials for the integration of technology and design activities into science subjects. The project group Technology 15+ is a co-operation between educational institutes, teacher training centres and the national institute for curriculum development. Where initially the attention was directed towards teaching content and curriculum development, now the focus is on a wide and durable implementation in all secondary schools. In co-operation with technical colleges, universities, local industry and secondary schools, we organise regional networks for supporting design activities in (and outside) schools. This support can have different dimensions, for example in-service training for science teachers, technical students coaching pupils working on design activities, pupils from secondary schools doing their practical work at the institutes, internet support, and visits to industry. In this paper I will report on this project

The Strategy of Puppet Shadow Industry Development and Education Management Character Building Based in Manyaran Subdistrict Wonogiri

Puppet is a perfoming art originally from Indonesia which fast developed in Java. The subdistcric Manyaran has puppet 56 home  industries of handycraft. The aims: (1) developing strategy in increasing social economy through bussiness character building, (2) analysis industry, (3) developing workshop of puppet industry character building based in increasing industrial works, by entrepreneurship in developing creative industry.Methods is descriptive qualitative, Need analysis is done by problem, potency and hope through FGD, and experimental method.The result is to develop  of puppet industry and bussiness management character building. based for entrepreneurcharacteristic  people  in doing management process 90% through home industry. It needs to be supported in order to not work in another field got 88%, all of the people have skills to be developed continuously 78%, the values of its production for welfare societ 81%. Government policy supported local lesson curricula at schools, 75%. In fact Junior and Senior High School have done it, 83%. Export marketing, tourism packages by touring from schools, 81%. The handcrafters really agree in their villages will be created as tourism village. The character building in entrepreneurship is done since early programed, it is necessary socialisation Grand Design of Charater Building strategy for puppet handcrafters 75%. Conclusion, in supporting the development of handcrafters character puppet industry should involve all components: (1) the content of the curriculum, (2) the procces of instruction,(3) the quality of relationships), (4) the handling of discipline,implementation activity of co-curicula at school, character education is the deliberate effort to help people understand, care about, and act upon core ethical value, and ethos in all puppet handcrafters social environment

The artisan and the artist. Innovation enables transformation

Technologies Excellence Group, for theCurriculum for Excellence Group for SG (commissioned by/for Mike Russell-Cabinet Secy on Education