This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development.

This diploma thesis deals with the topic of media education as a part of foreign language education at Czech schools. The thesis is divided into three major part - the theoretical background with analysis of national curriculum and school curricula, the practical part - qualitative research of teacher's opinions and quantitative research of student's opinions on media education. The third part offers description of activities and handouts that can be used in English classes to improve the level of media literacy. It proved that the connection of media education and foreign language classes is not indicated in the Frame Educational Programme, however it gives the possibility to school to integrate the topic into any subject. Based on the analysis of the school educational programmes of selected school it was found out that schools do integrate media education into many subjects including foreign languages. Most of the foreign language teachers claimed that they integrate media education into their classes. However, they are limited by certain barriers - primary school teachers especially by low language knowledge. Overall, the main problem mentioned was lack of encouragement from the authorities connected to lack of proficiency in media education of the educators. The pupils welcome media education...

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-17T11:44:57Z No. of bitstreams: 1 arquivototal.pdf: 6126370 bytes, checksum: 0ce9e5acaeeec05c5207b3ccf0844b98 (MD5) / Made available in DSpace on 2017-08-17T11:44:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 6126370 bytes, checksum: 0ce9e5acaeeec05c5207b3ccf0844b98 (MD5) Previous issue date: 2016-02-22 / Scientific research has an important role in the evolution of human knowledge and it has been increasingly encouraged as an object of study. In literature many works are focusing on analysis that exploring and point correlations and motivations of this evolution, but it is known that scientific research has been demonstrated as a very strong link to this development because researchers when used may transfer especially his knowledge to support the problems resolution. In addition, recent work has shown that the mobility of a researcher can ensure positive aspects in productivity, collaboration and internationalization of scientific research. Therefore, in this study it was decided to analyze the patterns of mobility between active or trained researchers in Brazil in teaching and research institutions through the extraction and treatment of locality dependent metrics present in their curriculum vitae records. Because of the scope on the national scene the Lattes Platform was adopted as the primary data source on the researchers mobility history. However mobility analysis was only possible because to extraction methodology and data processing from this work that created the mobility flow of all Lattes doctors using their birth, training and work records in this order to create the metrics and visualizations used in results obtained. With this methodology we could identify the training centers of the most influential human resources for the national scientific community and the network of training institutions and researchers registered activities in the Lattes platform. Even describing how the mobility vary over time. In addition to identifying some interesting patterns of mobility, such as the minimum displacement trend conducted by researchers in various geographical contexts view. / A pesquisa científica possui importante papel na evolução do conhecimento humano e por isso tem sido cada vez mais incentivada como objeto de estudo. Na literatura inúmeros são os focos de análise que exploram e apontam as correlações e motivações desta evolução, mas se sabe que a pesquisa científica tem sido demonstrada como um elo bastante forte para tal desenvolvimento, pois os pesquisadores quando usados de forma estratégica podem transferir principalmente seu conhecimento para fundamentar a resolução de problemas. Além disso, trabalhos recentes vêm mostrando que a mobilidade de um pesquisador pode garantir aspectos positivos na produtividade, colaboração e internacionalização da pesquisa científica. Portanto, neste estudo resolveu-se analisar os padrões de mobilidade entre os pesquisadores atuantes ou capacitados no Brasil em instituições de ensino e pesquisa através da extração e tratamento de métricas dependentes da localidade presente em seus registros curriculares. E devido a abrangência no cenário nacional a plataforma Lattes foi adotada como principal fonte de dados sobre o histórico de deslocamento dos pesquisadores. Contudo, a análise da mobilidade só foi possível graças a metodologia de extração e tratamento dos dados deste trabalho que criou o fluxo de deslocamento de todos os doutores do Lattes usando seus registros de nascimento, formação e atuação para assim criar as métricas e visualizações utilizadas nos resultados obtidos. Com essa metodologia foi possível identificar os centros de formação de recursos humanos mais influentes para a comunidade científica nacional e a rede formada por instituições de formação e de atuação dos pesquisadores cadastrados na plataforma Lattes. Inclusive descrevendo como os deslocamentos variam ao longo do tempo. Além de identificar alguns padrões de mobilidade interessantes, como a tendência de deslocamento mínimo realizado pelos pesquisadores nos mais diversos contextos geográficos de visualização.

The purpose with this study is to analyze and interpret the curriculum and through that highlight what opportunities the curriculum sets for the teachers to teach in accordance with aesthetic learning processes and different forms of expressions that’s a part of the lecture and the learning of the social studies subject in F-3. There is a lack of research on the aesthetic learning process and forms of expression linked to F-3 core subjects and almost no research linked to social studies. This study analyzes curriculum documents from 2011, syllabuses from 2011 and comment material from 2011 in the subject’s history, geography, religious education and civics and the aesthetic subject’s art and music. I have then compared these with the curriculum, syllabuses, and comment material for the same subjects in the upcoming curriculum of 2022. The study shows there is plenty of opportunities for teachers to build on the aesthetic learning process and different forms of expressions in the social studies subjects for F-3 in their teaching. The result has been discussed in relation to former research of aesthetic learning processes and different expressions. This discussion shows that education through aesthetic learning processes and different forms of expressions promotes thinking and analyzing skills among individuals enhancing their ability to actively participate in society. / Syftet med studien är att analysera och tolka läroplanen samt därigenom synliggöra vilka möjligheter läroplanen ger lärare att arbeta med estetiska lärprocesser och olika uttrycksformer som en del av undervisningen och lärandet i de samhällsorienterande ämnena i grundskolan F-3. Det finns sparsamt med forskning gällande estetiska lärprocesser och uttrycksformer kopplat till kärnämnena i grundskolans F-3 och näst intill ingen forskning alls gällande koppling till de samhällsorienterande ämnena. Studien utgår ifrån en textanalys där de analyserade dokumenten består av läroplanen från 2011, kursplaner från 2011 och kommentarmaterial från 2011 i ämnena historia, geografi, religionskunskap och samhällskunskap samt de estetiska ämnena bild och musik. Jag har sedan jämfört dessa med läroplan, kursplaner och kommentarmaterial för samma ämnen i kommande läroplaner 2022.  Studien visar att det finns gott om möjligheter i styrdokumenten som uppmanar och lämnar plats för läraren att använda sig av estetiska lärprocesser och olika uttrycksformer i de samhällsorienterande ämnena för F-3 i undervisningen. Resultatet har sedan diskuterats gentemot tidigare forskning om estetiska lärprocesser och olika uttrycksformer. Diskussionen visar att undervisning genom estetiska lärprocesser och olika uttrycksformer skapar tänkande och analyserande individer som kan delta aktivt i samhällslivet.

Syfte Syftet med uppsatsen är att undersöka hur de lärosäten i Sverige som erbjuder ämneslärarprogrammet för gymnasiet med ingång idrott och hälsa, tolkar och tillämpar det centrala innehållet spänningsreglering och mental träning från kursen idrott och hälsa 1. Genom intervjuer med utvalda representanter från lärosätena samt en genomförd dokumentanalys av relevanta dokument ämnar vi att finna svaren på följande frågeställningar: 1. Vad finns i lärosätenas utbildning kopplat till det centrala innehållet spänningsreglering och mental träning? 2. Vilka kunskaper ska studenterna få med sig inom det centrala innehållet spänningsreglering och mental träning efter genomförd lärarutbildning? 3. Hur ser diskursen ut om prestation och hälsa i relation till begreppen spänningsreglering och mental träning? 4. Anser lärosätena att spänningsreglering och mental träning är relevanta begrepp inom utbildningen?  Metod I den första delen av uppsatsen användes en dokumentanalys utifrån Bergs (2003) modell för att undersöka utvalda kursplaner. En intervju genomfördes med vardera representant från lärosätena och kodades därefter med stöd av Watts Boolsens (2007) innehållsanalys. Tolkningarna gjordes med hjälp av Lindes läroplansanalys (2012), vilket var studiens teoretiska ramverk. Urvalet i intervjuerna var studierektor eller närliggande yrkestitel, från de sju lärosäten som erbjuder ämneslärarutbildning för gymnasiet med ingång idrott och hälsa samt utvalda kursplaner och styrdokument från lärosätena och Skolverket. Resultat Lärosätena anser att det är svårt att tolka begreppen. Spänningsreglering är det begrepp som används mest frekvent medan begreppet mental träning ofta väljs bort till förmån för andra begrepp. Hälsa utifrån ett salutogent synsätt är en gemensam utgångspunkt vid alla lärosäten, varje representant använde något av verktygen yoga, tai-chi eller aktiviteter ute i naturmiljö i deras utbildning vilket går i linje med Skolverkets bedömningsstöd. Användandet och inställning till idrottspsykologiska metoder ser olika ut bland lärosätena, framförallt prestationsinriktad idrottspsykologi kopplat till mental träning är en vattendelare. Slutligen anser lärosätena enhetligt att ett förtydligande av begreppen krävs, på grund av faktorer kopplat till samhällets förändring samt en otydlighet i att begreppen är utskrivna i centralt innehåll men inte återfinns som ett kunskapskrav vilket Skolverket har ansvar över. Slutsatser Mental träning är ett begrepp som lärosätena inte har tagit till sig i stor utsträckning vid utbildningarna, vilket syns i kursplanernas innehåll samt i representanternas svar. En kommunikation finns mellan lärosätena kring flera undervisningsområden men inte om det centrala innehållet spänningsreglering och mental träning, samtidigt som att representanterna uttrycker en osäkerhet i tolkningen av begreppen, vilket vi har identifierat som ett problem. Det finns en diskurs om prestation och hälsa i relation till spänningsreglering och mental träning, representanternas har olika åsikter gällande användning av begreppen. En majoritet anser att de kan arbeta med prestationsinriktning om innehållet kontextualiseras till skolans miljö, men trots det syns det inte i nuläget i stor utsträckning i kursplanerna på utbildningarna. / Aim The aim of the thesis is to investigate how the universities in Sweden that offer the PE-teacher program for upper secondary school, interpret and apply the central content of tension adjustment and mental training for the course physical education and health 1. Through interviews with selected representatives from the universities and a document analysis of relevant documents, we aim to find the answers to the following questions: 1. What is in the universities education linked to the central content of tension adjustment1 and mental training? 2. What knowledge should the students acquire linked to the central content tension adjustment and mental training after completed education?3. What does the discourse look like about performance and health in relation to the concepts of tension adjustment and mental training? 4. Does the universities think tension adjustment and mental training are considered as relevant concepts through the education? Method In the first part of the essay, a document analysis based on Berg's (2003) model was used to examine selected curriculums and course plans. For the main part of the essay, an interview guide was created based on a qualitative open-ended form of interviews (Hassmèn & Hassmèn, 2008). An interview were conducted with each representative from the universities and were then coded with the support of Watts Boolsen's (2007) content analysis. The interpretations were made with the help of Linde's curriculum analysis (2012). The sample for the interviews was the director of studies or related professional titles at the seven universities that offer PE-teacher education for upper secondary school, as well as selected syllabus and governing documents from the universities and the The Swedish National Agency for Education. Results The universities consider it difficult to interpret the concepts. Tension adjustment is the term most frequently used while the term mental training is questioned and is often excluded in favor of other concepts. The work with health from a salutogenic approach is common at all universities, each representative use the tools yoga, tai-chi or activities in the environment in their education, which is in line with The Swedish National Agency for Education. The use and attitude to sport psychology methods looks different among the universities, and then above all performance-oriented sports psychology methods linked to mental training is a watershed. Finally, the universities unanimously believe that a clarification of the conceptis required, due to factors like changes in the society and the current unclear content in Skolverkets central content but which is not included as a knowledge requirement.  Conclusions Mental training is not a concept that the universities have adopted much in their educations, based on the the representatives' answers and in the curriculum. There is a communication between the universities how they work within other teaching areas, but not about this and at the same time the representatives express an uncertainty in the interpretation of the concepts, which we have identified as a problem. There is a discourse in performance and health in relation to tension adjustment and mental training, the representatives have different opinions regarding the use of terms. The majority of the representatives believe that it is possible to work with performance focus if the content is contextualized to the school. But right now it ́s not a big part because it ́s not included in the curriculum of the universities.

Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on, investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently, unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners. / Summary in English, Xhosa and Zulu / Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo, tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng. / Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari) zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile, kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi. / Curriculum and Instructional Studies / D. Phil. (Curriculum Development)

Das Schulfach Werken für Sachsen wird grundlegend und umfassend theoretisch und praktisch analysiert sowie in den Kontext der technischen (Allgemein-)Bildung gestellt. Das Buch eignet sich als Vorbereitung für die Prüfung Fachdidaktik Technik. Spezielle Unterrichtsverfahren wie z. B. das technische Experiment und die Konstruktionsaufgabe werden ausführlich beschrieben. Der Lehrplan für Sachsen wird unter verschiedenen Aspekten betrachtet.:1. Definition des Werkens und anderer naheliegender Begriffe 2. Fachgeschichte Werken in Anlehnung an Wessels 3. Entwicklungspsychologische Grundlagen für Werken 4. Allgemeine Zielstellungen für den Werkunterricht im Curriculum 5. Handlungsfelder 6. Manuell-technische bzw. somatische Bildung (Fertigkeiten) 7. Kognitive Bildung (Wissen) 8. Konkrete Unterrichtsgegenstände und deren didaktische Rechtfertigung 9. Technische Bildung, technische Handlungsfähigkeit 10. Informatische Vorbildung 11. Soziale Bildung 12. Ästhetische Bildung 13. Didaktische Unterrichtsprinzipien für die Technische Bildung 14. Didaktische Modelle und Ansätze 15. Kompetenzbereiche Werken 16. Input- und Output-/Outcome-Orientierung 17. Gesellschaftliche Veränderungen mit Auswirkung auf Werken 18. (Abgeleitete) Lernbereiche im Lehrplan 19. Bezugswissenschaften und Querverbindungen zu Werken 20. Spezielle Methodik für Werken und den Technikunterricht - Unterrichtsverfahren 21. Neue und alte Medien, neue und alte Materialien 22. Beurteilen, Bewerten, Zensuren 23. Übergänge Elementar-Primarstufe, Primar-Sekundarstufe 24. Genderspezifik Geschlechtergerechter Unterricht 25. Heterogenität 26. Integration und Inklusion 27. Infrastruktur – materielle Voraussetzungen für Werken 28. Kompetenzen der LuL 29. Fachwissenschaftliche Kenntnisbereiche in Stichpunkten (Wissen) 30. Handwerkliches Können der LuL 31. Die (ausführliche) Unterrichtsplanung und -vorbereitung 32. Zukünftige Entwicklungsschwerpunkte im Fach Werken 33. Sammlung von Tipps für Werklehrer 34. Inhalte der Prüfungen WTH und Werken gemäß LAPO Sachsen