@article{oai:nagoya.repo.nii.ac.jp:00010183,
 author = {Kananoja, Tapani and Alama, ki  Ari and Kantola, Jouko and Lehtonen, Miika and Psrikka, Matti and Tiusanen, Timo and FATE(フィンランド技術科教育研究会)},
 journal = {技術・職業教育学研究室　研究報告},
 month = {Aug},
 note = {At the beginning of the new millennium there are plenty of challenges for development of education.  One of them is modernization of practical technological education in general education schools.  In Finland this area is called handicraft education. At the moment every variety of teaching methods drawn from the entire 135-year history of handicrafts education can be seen in Finnish comprehensive schools.  The best schools and teachers have modernized their teaching, but the majority still teaches mostly according to the old models representing old technology. Technology education is principally handled by 'handicrafts.' This subject has no national systematic guidance or authorized course of development.  The result is that the standard is varied and uneven.  In higher comprehensive schools the situation is better than in the lower, due to the subject teacher system.  Moreover, the active teachers can easily move back to the old and less demanding teaching models. At every school stage the subject contents should move toward techniques and new technology.  Teaching must be different at different school stages.  'Handicraft technology' can still be defended when it is measured appropriately.  Technology education should also be extended to the upper secondary schools.  The main task of practical technological education in general education schools has been education for work.  This is indisputable.  As is the fact that if the respective disciplines develop and change then the contents of all school subjects need to be reviewed.  Education must be changed according to the development of society and industrial methods.  Every production, handicraft, industrial and automatic culture needs to educate people for the world of work.  School education must, however, at the different developmental stages of societies, emphasize different aspects.  Internationalization increases the need for analyzing the global innovations in education.  The aim should be to establish a common terminology as a basis for international communication. Handicrafts was conceived at a time when the skills taught in those lessons were the basis of production culture.  These skills have since been replaced by electronics, computer technology, control technology, communication technology, etc.  The term 'handicrafts' has during the last 30years also proved to be ineffective as a means of breaking down the gender boundaries.  Added to this, the methods for 'technical work' in the 1980s and 1990s are no longer applicable in the new education culture. At the same time, when the contents of practical technological education come under review, the name should be changed to 'technology education'.  For the different branches of handicrafts there will still be plenty of room in technology education at lower grades and through differentiated teaching.},
 pages = {17--47},
 title = {TECHNOLOGY EDUCATION IN GENERAL EDUCATION IN FINLAND},
 volume = {1},
 year = {2003}
}