1. The Confluence of the Goals of Technology Education and the Needs of Industry: An Australian Case Study with International Application Dr P John Williams

2. Technology Education and Industry.....education should be vocational, but in the name of a genuinely vocational education I object to the identification of education with acquisition of specialised skill in the management of machines at the expanse of an industrial intelligence based on a knowledge of social problems and conditions. The supreme regard must be the development of such intelligent initiative, ingenuity and executive capacity as shall make workers, as far as may be, the masters of their own industrial fate.

3. Technology Education and Industry.....education should be vocational, but in the name of a genuinely vocational education I object to the identification of education with acquisition of specialised skill in the management of machines at the expanse of an industrial intelligence based on a knowledge of social problems and conditions. The supreme regard must be the development of such intelligent initiative, ingenuity and executive capacity as shall make workers, as far as may be, the masters of their own industrial fate. (Dewey, 1915)

4. Industry and Technology Changes Need for Australian industry to change : primary dependency protectionism no incentive to change out dated training system

5. Directions of Change Industry and Technology Directions of Change: away from specific jobs multiskilled workers shared responsibility and decision making creativity and initiative team work

6. Training Needs of Industry the convergence of general and vocational education a guarantee of post compulsory education and training curriculum principles that are comprehensive and flexible access to a range of education and training pathways increased education industry links higher profile of careers education a variety of arrangements for the delivery of education and training the definition of employment related key competencies

7. Employment Key Competencies be essential for preparation and employment be generic to emerging patterns of work and work organisation equip individuals to participate effectively in a wide range of social settings and adult life more generally involve integration and application of knowledge and skills be able to be learned be amenable to credible assessment

8. International Developments USA: SCANS Report ‘What Work Requires of Schools’ Workplace Knowhow : Competencies: resources, interpersonal, information, systems, technology. Foundation Skills: basic skills, thinking skills, personal qualities.

9. International Developments New Zealand Competencies in the National Curriculum Essential Skills: communication, numeracy, information, problem solving, self management, competitive, social and cooperative, physical, and work and study skills.

10. International Developments UK Core Skills National Curriculum Council: communication, problem solving, personal skills, numeracy, information technology, modern language

11. Australian Key Competencies using mathematical ideas and techniques solving problems using technology collecting analysing and organising information communicating ideas and information planning and organising activities working with others and in teams

12. Technology Education Changes part of core curriculum broader student centred process emphasis collaborative

13. Technology-Industry Similarities multidisciplinary competency based communication team work problem solving individual responsibility similar personal goals

14. TERMINOLOGY General Education Liberal Education Liberal Humanism Technology Education Vocational Education Pre-vocationalism Instrumentalism

15. Adelaide Declaration (1999) Update Hobart Declaration (1989) National Goals for Schooling in the 21st C q changed slightly from 1989 q confirmed the 8 key learning areas q emphasis on: Ž numeracy and English literacy Ž Voc Ed during the compulsory years Ž develop enterprise skills

16. Adelaide Declaration Areas for initial national outcomes reporting: T literacy T numeracy T student participation, retention and completion T vocational education and training T science T information technology Develop performance indicators for: S civics and citizenship S enterprise education (basis for national reporting)

17. Adelaide Declaration Influence on Technology Education: information technology vocational education and training enterprise education Ù opportunities for development Ù fragmentation of the learning area

18. Quality Teacher Initiative o$80m over 3 years o$74m to support quality teachers in: À teacher development in literacy, numeracy, IT, VET, maths, science Á professional standards in teaching and in Science, English and Maths

19. ISSUES a major assumption is the transferability of training weak evidence of a causal link between a vocationally oriented technology curriculum and a strong economy economic and vocational imperatives well ahead of curriculum research and deliberation

20. ISSUES implementation of competencies defining and assessing competencies compatibility of criteria supported holistic assessment and mastery competency assess. assumption that school leavers poor skills are the result of too much general education and too little vocational education