Abstract
In 1993 a new subject, Technology, was introduced in all Dutch junior secondary schools. The results of an implementation study (part of the OECD/SMTE case studies project) are described inthe first part of the paper. Technologyclasses in three case-study schools are characterized and pupils' attitudes towards technology described. Pre-vocational schools emphasized practical activities more than other types of secondary schools. Introducing technology imposed a heavy teaching load and there were, as yet, no satisfactory textbooks. Little co-operation with other subjects had been achieved. The second part of the paper elaborates on the problems in the co-operation between science and technology teachers. Some recommendations for improved co-operation are offered.
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