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Technology education in New Zealand

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dc.contributor.author Forret, Michael
dc.contributor.author Jones, Alister
dc.contributor.author Moreland, Judy
dc.date.accessioned 2012-12-03T22:57:38Z
dc.date.available 2012-12-03T22:57:38Z
dc.date.issued 2002
dc.identifier.citation Forret, M., Jones, A. & Moreland, J. (2002). Technology education in New Zealand. The Journal of Technology Studies, 28(1), published online 2002 en_NZ
dc.identifier.issn 1541-9258
dc.identifier.uri http://hdl.handle.net/10289/6921
dc.description.abstract Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity. en_NZ
dc.format.mimetype application/pdf
dc.language.iso en
dc.relation.uri http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2002/pdf/forret.pdf en_NZ
dc.rights © the authors 2002. Creative Commons Attribution-Noncommercial-Share Alike 3.0. en_NZ
dc.title Technology education in New Zealand en_NZ
dc.type Journal Article en_NZ


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