Curriculum components of technology education within the Maltese National minimum curriculum from year 1999 to 2016

Abstract

Like many other countries the curriculum components and goals of technology education in Malta have experienced evolutionary changes. Changes in Malta occurred at a fast rate but were not always perceived to be in step with international trends, debates and research about technology curricula. This document analyses the text in Maltese National Minimum Curriculum documents in light of international progress about: (a) research trends, (b) the philosophy of technology and (c) technological concepts. The analysis of the documents was framed through: (a) a quantitative analysis of documents; and (b) a small scale survey. The quantitative analysis of all texts involved the use of software to generate the top ranking words and phrases from all texts. These were ranked and compared across all documents to evidence the trends of the documents in time.