Abstract
Individual differences refer to the unique ways each human being differ from another being as expressed in behaviour or perceived in the physical appearance. Three factors of individual differences identified to be closely related to learning/acquisition of skills and performance of tasks. These are personality dimensions, self-efficacy and abilities. These factors individually and collectively have implications to implementation of curriculum in technical education. These implications presents the technical teacher with the challenges of understanding the students and planning instruction with due consideration to the needs, abilities, personalities and other individual differences related characteristics of the students. Among the various ways of coping with individual differences in curriculum implementation is through individualized instruction, the use of ICTs and software as Discrete Educational Software (DES), the use of problem-based or planning production and demonstration (PPD) to supplement classroom / workshop instructions.
Highlights
The principles of technical education emphasize that effective training should recognise specific aptitude, interest, need, value, habits and abilities of the learners
Among the various ways of coping with individual differences in curriculum implementation are through individualized instruction, the use of ICTs and software as Discrete Educational Software (DES), the use of problem-based or planning production and demonstration (PPD) to supplement classroom / workshop instructions
It is evidenced from the forgoing analysis of individual differences, in terms of personality, self-efficacy and abilities, that challenges abound in the implementation of technical education curriculum
Summary
The principles of technical education emphasize that effective training should recognise specific aptitude, interest, need, value, habits and abilities of the learners. Technical education curriculum is unique in its characteristics as compared to curricula in other fields of learning disciplines, especially as it provides for job-oriented programme and its primary function is ‘learning to do’ (i.e. psycho-productive activities). The implementation of technical education curriculum is expected to provide growth opportunity for each individual. Considerations are given to learners individual differences in order to achieve the ultimate goals of the curriculum. It is the intention of this paper to examine individual differences and its challenges to effective implementation of technical education curriculum
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