Show simple item record

dc.contributor.authorForret, Michael
dc.contributor.authorJones, Alister
dc.contributor.authorMoreland, Judy
dc.date.accessioned2012-12-03T22:57:38Z
dc.date.available2012-12-03T22:57:38Z
dc.date.issued2002
dc.identifier.citationForret, M., Jones, A. & Moreland, J. (2002). Technology education in New Zealand. The Journal of Technology Studies, 28(1), published online 2002en_NZ
dc.identifier.issn1541-9258
dc.identifier.urihttp://hdl.handle.net/10289/6921
dc.description.abstractTechnology 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.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttp://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-2002/pdf/forret.pdfen_NZ
dc.rights© the authors 2002. Creative Commons Attribution-Noncommercial-Share Alike 3.0.en_NZ
dc.titleTechnology education in New Zealanden_NZ
dc.typeJournal Articleen_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record