Introducing technology studies in Malawi’s model primary schools: towards building a technologically literate society

Abstract

While the goal of the vocationalisation of school curriculum has been viewed as fallacious and mythical, many countries have continued to introduce practical subjects in schools. This paper reports on the views of three teachers involved in the development of the technology studies curriculum. The curriculum developers’ views were corroborated with a focus group discussion involving teachers that were invited for the first ever primary school technical teacher training. The in-depth discussions focused on their understanding of the rationale and future of technology studies in the primary school curriculum and how to build teacher capacity for the subject. The teachers viewed the programme as providing primary school learners with skills for their survival after school as chances of proceeding to secondary were limited. Learning in this programme was also seen as likely to develop attitudes necessary for technology studies at tertiary level. In conclusion, the teachers hold the assumption similar to skills development for jobs and employment while technological literacy is not viewed in its broad sense and this has implications on how and what to teach.