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Taiwan has actively taken actions to support the aim of UNESCO's ESD (Education for Sustainable Development) for 2030 as well as SDGs (Sustainable Development Goals), and has to face and solve some emerging challenges that come with progress. This paper firstly introduces the status of STEM-related ESD/SDG Activities, and identifies the following five new challenges in teaching materials for STEM-related ESD/SDG activities: (1) Teachers are not familiar enough with teaching materials in non-specialized fields in cross-field STEM-related ESD/SDG activities; (2) Teachers need to spend too much time transforming ready-made social resources; (3) The ability of primary and secondary school teachers and students to use international teaching materials is often limited due to their language skills; (4) Lack of a comprehensive platform for exchange and sharing of teaching materials; and (5) The COVID-19 pandemic caused emergency remote teaching which suffered from limited quality online teaching materials.

In Taiwan, the Technology Education for 1-12 graders is comprised of two courses--Living Technology (LT) and Information Technology (IT). With its ever-changing feature, Technology Education needs on-going research to support its decisions and actions. The education-related academic programs in universities regularly concern about the development of primary and secondary education. To identify the evolution directions and knowledge orientation of the research topics of theses and dissertations, from LT and IT education graduate programs, will be helpful for clarifying trends and issues in Technology Education of primary and secondary education. Hence, this study used co-word analysis of bibliometrics to analyze the theses and dissertations from all LT and IT education graduate programs in Taiwan and completed in the last decade (2004-2013 academic years). Totally, 884 LT and 992 IT summaries of theses and dissertations in the database--National Digital Library of Theses and Dissertations in Taiwan, served as the subject of this study. The results show: (1) The number of LT's and IT's theses and dissertations significantly declined; (2) LT's research topical focuses have moved to e-learning, while IT's focuses have changed from universal e-learning to game-based e-learning; (3) The connection between research sub-areas and theme in either LT or IT is not well-structured; and (4) The research topics completed are in lack of teacher education and technological/information literacy. The following are appended: (1) The keywords/nodes in Figure 2--Phases I (left) and II (right); and (2) The keywords/nodes in Figure 3--Phases I (left) and II (right).

Globalization in the 21st century has brought innumerable challenges and opportunities to universities and countries. Universities are primarily concerned with how to ensure the quality of their education and how to boost their local and global competitiveness. The pressure from both international competition and public accountability on universities will continue to increase the importance of university ranking (UR) and university quality assurance (UQA). The purpose of this paper is to point out that the current higher education evaluation and accreditation in Taiwan have helped the universities in Taiwan to achieve quality assurance and move to a world-class university (WCU) in the 21st Century. In this paper, the roles of UR and UQA as well as internal quality assurance (IQA) and external quality assurance (EQA) are discussed first. Then, the status of higher education institutional and program evaluations in Taiwan are presented. Finally, three challenges facing higher education institutional and program evaluations are pointed out as follows: (1) Quality culture has not been well formed, (2) Faculty and staff feel overloaded, and (3) The try-out of self-conducted and external program evaluation is off the track. In order to achieve UQA and move to a WCU in the 21st century, all stakeholders of UQA in Taiwan should think globally and act locally to overcome the above challenges as soon as possible. (Contains 3 figures.)

Post-secondary education institutions in Taiwan are divided into two tracks, general higher education (HE) and technological and vocational education (TVE). The evaluation of all universities/colleges is mandated by the University Act. Higher education institutions receive mandated institutional evaluation every six years and program evaluation every five years. The purpose of this paper is to briefly introduce the status of higher education institutional and program evaluations in Taiwan as well as the emerging roles of the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT). Both institutional and program evaluations are accreditation-oriented, adopting the PDCA (Plan-Do-Check-Act) cycle with an emphasis on institutional and program self-positioning, student learning outcome, and mechanism for continuous improvement. As the third-party planner and implementer of higher education institutional and program evaluations, HEEACT has conducted internal and external assessments as well as entrusted third-party meta-evaluation to assure its quality of work. Faced with the emerging challenges, such as the Ministry of Education's new policy on requiring some universities/colleges to implement self-conducted external evaluation in replacement of the third-party program evaluation, HEEACT has to alter its roles and becomes a Critical Friend of higher education institutions and programs, a Change Agent of higher education institutional and program evaluation, and an Effective Facilitator of the international exchanges and cooperation on quality assurance and mutual recognitions of national qualifications. (Contains 3 figures.)

Workforce education and development (WED) can be broadly defined as those formal, informal and nonformal activities that prepare people for work. In Taiwan, it includes technological and vocational education (TVE), human resource development (HRD), public vocational training and adult education. In order to promote information exchanges and further discussion, this paper, based on literature review, states the main workforce challenges which Taiwan faces and the major trends (i.e., new directions) in the TVE and HRD in Taiwan. Consequently, two workforce challenges which Taiwan faces are firstly identified as follows: (1) Productivity burden in Taiwan's workforce is increasing; and (2) Taiwan faces a quality workforce shortage. Then, the following three trends are identified: (1) TVE focuses on the link between students' learning and employment; (2) Human resource development (HRD) paradigm shifts to workplace learning and performance; and (3) Competency-based education and training (CBET) has been increasingly valued. It is suggested that WED serves as not only a lever, a simple machine, to address the workforce challenges but also a place for its educators/trainers to effectively help students/trainees leverage their competencies for successful careers.

The paradigm of human resource development has shifted to workplace learning and performance. Workplace can be an organization, an office, a kitchen, a shop, a farm, a website, even a home. Workplace learning is a dynamic process to solve workplace problems through learning. An identification of global trends of workplace learning can help us to better connect with workplace learning stakeholders. Using a comprehensive search of 43 contemporary journal, magazine and newspaper articles, this paper reviews and synthesizes global trends in workplace learning in terms of the following five aspects: people/who, approach/how, time/when, place/where and thing/what. Consequently, five main trends are identified as follows: (1) Types of participants and facilitators are diversifying; (2) Emerging approach focus is practice-based systemic learning; (3) The flexibility of learning time has been increasing; (4) Learning by working and learning through systematic instruction at the workplace have been highly appraised; and (5) Workplace learning culture as well as practitioner's active engagement and motivation to learn have become key elements.

Due to changes from centralization to marketization, Taiwan's university governance must increase its effectiveness. The purpose of this paper was to introduce trends in and issues of Taiwan's university governance, describe university governance in the United States, and draw implications that Taiwan's university governance needs to learn from the United States. Literature review was employed to reach the purposes. It is found that Taiwan's university governance is struggling in heading for the balance of democracy and efficiency although most colleges and universities in Taiwan adopt the model of bicameral governance which is very prevalent in the United States. In order to solve this issue, Taiwan's university governance system needs to learn the following structure of bicameral governance which is popular in the United States and stated by Eileen Hogan: (1) a governing board which is responsible for the administrative and financial elements of the university, and (2) an academic senate or a university council with responsibility for academic matters of an educational/academic nature. In order to do so, Taiwan's university governance needs more communications and a legislative change. [This paper was published in the proceedings of the International Presidential Forum (pp. 179-187), Harbin Institute of Technology, Harbin, China, June 6.]

Technology education in Taiwan is categorized into the following two types: (1) technological literacy education (TLE)--the education for all people to become technological literates; and (2) technological specialty education (TSE)--the education for specific people to become technicians and professionals for technology-related jobs. This paper describes TLE, and technological and vocational education (TVE). The former is a realm of general education, while the latter is a part of TSE. The purpose of this paper is to introduce TLE and TVE in Taiwan. (Contains 7 figures.)

The technology education in Taiwan is prescribed in the national curriculum and provided to all students in grades 1-12. However, it faces the following challenges: (1) Lack of worthy image, (2) Inadequate teachers in elementary schools, (3) Deficient teaching vitality in secondary schools, and (4) Diluted technology teacher education programs. In order to create opportunities for the survival and prosperity of technology education in Taiwan, the following efforts should be made: (1) Embrace technology education in country-wide further-study examinations, (2) Initiate an international comparison of students' technological literacy, and (3) Make well preparation for the next national curriculum revision. (Contains 1 figure.) [This paper was published in: "Challenges and opportunities facing technology education in Taiwan." Proceedings of the International Conference on Technology Education in Asian and Pacific Region (ICTE 2009) (pp. 78-81). National Taiwan Normal University, Taiwan.]

This paper proposes a lifelong model of technology education to promote the analysis and explanation of technology education. Including five stages, this model assumes that everyone in most countries/regions should have opportunities to learn about technology in every stage. Learning in the first three stages, awareness-literacy-specialization, mainly happens in schools, while learning in the last two stages, applications-growth, mainly happens after entering workplace. Learning in schools may be taught with activities that are infused in other classes or as a separate course. Learning after entering workplace may lean to non-formal and informal forms. Educators at each of the five stages of development should focus on their own special outcomes, and reach out for partnerships with educators at other levels of this lifelong learning process. (Contains 4 figures.) [This paper was published in: "The Second International Symposium on Educational Cooperation for Industrial Technology Education Proceedings" (pp. 269-274). Aichi University of Education, Japan.]

Capstone courses have been increasingly offered in Taiwan. This paper explored their assessment approaches and issues. Authentic assessment and project competition were found widely adopted and the following two issues were identified: (1) The assessment rubrics employed should be enriched and improved; and (2) Assessment fairness on the extent of student participation should be increased. (Contains 1 table and 4 figures.)

Since 1996, the Small and Medium Enterprise Administration (SMEA) in Taiwan has supported various institutions to establish incubation centers (ICs) for facilitating start-ups and innovation. At present, there are 79 ICs in total and 65 (or 83%) of them are established in universities/colleges. Most ICs in the universities/colleges offering engineering education (EE) and/or engineering technology education (ETE) programs perform very well in technology entrepreneurship. Based upon literature review and the first author's practical experience of being his university's IC's former director, this paper points out its successes can be attributed as follows: (1) Employing university's core competencies, (2) Aligning with regional industry clusters (3) Focusing on emerging technologies, (4) Valuing cultivation of start-up and innovation talent, (5) Encouraging technology transfers, (6) Making collaboration and exchange between ICs. However, the ICs also face the following challenges: (1) More incentives should be offered to encourage faculty involvement; (2) Tighter links should be forged between incubation centers and venture capital firms; and (3) Technology entrepreneurship should be highly emphasized in the incubation center performance appraisal. (Contains 1 table and 1 figure.)

Technology Education at both elementary and secondary schools levels has become an important means to develop technological literacy for all. In Taiwan, Living Technology (LT) is offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction presents the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field in Taiwan. (Contains 2 tables.)

In comparison with engineering, engineering technology is more practical and purposeful. The engineering technology education programs in Taiwan have been mainly offered in 56 universities/colleges of technology (UTs/CTs) and are anticipated to continuously improve their performance to prepare quality engineering technologists. However, it is necessary to construct well-structured and up-to-date performance indicators for the programs. The authors completed a literature review and identified 22 key performance indicators (KPIs), which are outcome-based and compatible with ABET's accreditation criteria. Then a questionnaire including the KPIs was mailed to 160 randomly sampled engineering technology department chairs in the UTs/CTs in Taiwan to solicit their opinions. This paper presents the background, process and results of this research study. (Contains 1 table and 2 figures.)

The technology education in Taiwan has been mainly implemented by means of the subject "Living Technology" (LT). Taken into effect in 2002 academic year (August 1, 2002-July 31, 2003), the newly implemented nation-wide junior-high-school course of study integrated LT with natural sciences (NS's) and formulated the learning area Natural Science and Living Technology (NS&LT). This paper presents the status quo, opportunities and threats of the newly implemented LT. (Contains 2 figures and 2 tables.)

In Taiwan, technological and vocational education (TVE) is primarily offered in vocational high schools (VHS's), career programs in comprehensive high schools (CHSs), junior colleges of technology (JCTs), colleges of technology (CTs), and universities of technology (UTs), which prepare practical technical and managerial personnel for industry and business. Entrusted by the Ministry of Education (MOE), the authors have worked for a project team to assist the MOE to plan and implement a nation-wide TVE curriculum reform. This paper presents the following six main features of the undertaking TVE curriculum reform: (1) Career clusters are created; (2) Courses of study at varied levels are simultaneously developed; (3) Standard-based development approach is utilized; (4) Core competencies are identified to serve as standards; (5) Core courses are mandated or suggested; and (6) School-based curriculum development is highly emphasized. (Contains 4 figures and 2 tables.)

In Taiwan's universities and colleges, the engineering department is a significant asset to higher education programs, and the department chair is expected to play multiple roles and take on many responsibilities. In order to know these roles and responsibilities better, 4 roles and 29 responsibilities were identified and constructed into a questionnaire that was mailed to all 377 engineering department chairs in Taiwan. A total of 256 chairs (67.9%) returned the questionnaire and reflected on their perceptions of the importance and loading for each responsibility. It was found that the agreement between respondents' perceptions of importance and loading was very high. Creating a shared vision by setting goals and developing plans, recruiting students, and determining faculty and staff roles were perceived as the top three important responsibilities. Creating a shared vision through setting goals and developing plans and developing and revising curricular programs were perceived as the top two heavy loading responsibilities. (Author/SLD)

Technology education (TE) in Taiwan is implemented in elementary, junior high, senior high, and comprehensive high schools. Since 2001, the new curriculum syllabus for grades 1-9 reflects the call for educational reform in such areas as articulation, integration, and flexibility of reform. The national curriculum for grades 10-12 is being revised; technology is being considered as an independent subject at the upper secondary level. TE programs are not institutionalized in teachers' colleges for elementary teachers. Secondary school living technology teachers are certified after four years of on-campus training and a one-year field internship in a secondary school. In the future, the internship will be shortened to a half year and more course credits will be required. Technology teacher educators are working on these efforts to promote present and emerging TE: research projects, unit plans with technology learning activities, TE periodicals, a students' technology performance contest, teacher's professional development workshops, and a technology professional association. Major problems in TE and technology teacher education that need to be resolved are that technology is not well understood; TE at the elementary level is still not universal; TE is not considered as important as other courses; differences exist between the curriculum standard and the realistic learning environment; and technology teacher education programs are diluting their professional roles. (YLB)

A project was conducted to develop assessment instruments for the living technology (LT) teacher certification examination in Taiwan. Living technology is a secondary-level comprehensive experiential program that addresses technology, its evolution, applications, and impacts. During the project, LT teacher competencies were identified and verified, and secondary-school LT technology teacher certification examination approaches were identified. Both DACUM (Developing a Curriculum) and Delphi approaches were used to identify and verify a job file for secondary LT teachers. Eight duties and 46 tasks were identified, and competency-based certification examination approaches were described. The development process and standards created were somewhat similar to the Ohio model curriculum standards, which are also competency-based. In addition to aiding the development of assessment instruments, the job profile can be used as a tool for developing curriculums, creating teacher examinations, reviewing programs, recording progress, and assisting in career development of persons in the field of technology teacher education in Taiwan. (Author/KC)

Technology education focusing on technological literacy is provided to Taiwanese students in grades 1-11, primarily through the secondary school subject Living Technology (LT). Taiwan's newly promulgated national curriculum for grades 1-9 has integrated LT with natural science for the key learning area (KLA) Natural Science and Living Technology. Taiwan's national curriculum for grades 10-12 is also currently under revision. The hope is that technology will become an independent KLA. The following are among current efforts to promote technology education in Taiwan: (1) cross-country studies of teaching strategies, learning assessment, and methods of identifying and assessing technological literacy; (2) development of numerous technology unit plans; (3) publication of the practitioner journal "Living Technology Monthly"; (4) implementation of technology teacher professional development workshops; and (5) numerous activities sponsored by the Industrial Technology Education Association, Taiwan, R.O.C. The following issues facing technology education in Taiwan have been identified: (1) technology is not well understood; (2) technology education at the elementary school level is still not universal; (3) further study examinations caused a lack of teaching vitality at the secondary level; (4) differences exist between the curriculum standard and the actual learning environment; and (5) technology teacher education programs are diluting their professional roles. (MN)

Vocational training (VT) in Taiwan is categorized into public training (PT) and enterprise training (ET). PT is provided primarily by 13 PT centers, and ET is provided in various ways. A review of the state of VT in Taiwan established that VT policies and practices are being influenced by increasing emphasis on the knowledge-based economy and government efforts to maintain low unemployment rates. The following are among eight trends in VT in Taiwan that were identified: (1) focusing on training enough knowledge workers; (2) addressing the need to close gaps between skills needed in the workplace and skills being developed in VT programs; (3) developing a more highly skilled work force; (4) increasing labor market participation among women and disadvantaged groups; (5) seeking a more flexible, more cost-effective VT delivery system; and (6) decentralizing management of the VT system. The following were among 11 issues identified as facing Taiwan's VT system: (1) moving PT systems from a supply-driven to a demand-driven mode; (2) improving employers' regard for skill certificates; and (3) adopting common VT policies and measures for all age groups. (The bibliography contains 25 references. A map showing the locations of Taiwan's public training institutions and employment service agencies is appended.) (MN)

Both technology and education are strongly emphasized in Taiwan. Recent educational measures have focused on establishing a more comprehensive compulsory educational system and have included efforts to develop a more pluralistic and refined program of technical and vocational education. Taiwan's national curriculum for 1996-1998 included craft work for elementary school students and various amounts of living technology (LT) for students in junior and senior high school. According to the revised curriculum slated for implementation in 2001, natural science and living technology, social studies, and arts and humanities will be integrated into LT. In the foreseeable future, LT will coexist with natural science (NS) in the learning area of NS&LT. Technology education programs are not currently institutionalized in Taiwan's teachers' colleges; however, some colleges have faculty members majoring in industrial or technology education. The following efforts to promote technology education in Taiwan are also under way: (1) technology education research projects funded by the National Science Council; (2) development of unit plans with technology learning activities; (3) technology education periodicals sponsored by educational authorities; (4) a technology performance contest for junior high students; (5) teachers' professional development workshops at various levels; and (6) activities sponsored by the Industrial Technology Education Association. (MN)

Technology education in Taiwan begins with craft work at the elementary school level, and the most important point is the practical application. All junior high school students are required to take the Living Technology course. Content includes technology and life, information and communication, construction and manufacturing, and energy and transportation. The technology education curriculum in senior high school is Living Technology. Its content is the same as that for junior high school. Issues to be resolved in the new senior-high-school technology education curriculum are: that these courses are not articulated with college-entry requirements; that creating a realistic learning environment for these courses is not well supported; and that challenges resulting from the new curriculum (such as teacher training and upgrading textbooks) need to be addressed. Technology education programs are not institutionalized in elementary teachers' colleges. Taiwan has a complete and formal system to train Living Technology teachers. Special features are fitting the educational reform trend and transforming teacher education policy into an open public vision; teacher education in a changing and adaptive stage; and traditional normal education system in transformation. Challenges in technology teacher education are the new teacher education system vs. old educational environment and the urgency of improving the inservice training system. (Alternating pages are in English and Chinese.) (YLB)

Technology education in Taiwan, presently called living technology (LT), is a new area that has evolved from handicraft, industrial arts, and other areas. LT is offered mainly at the secondary school level, although it is required for all students in grades 1-11. In response to calls for curriculum reform, the present elementary and junior high school (grades 1-9) curriculum standards are being revised. Anticipated to be put into effect in 2001, the revised national curriculum emphasizes curricular coherence and integration and more school-based development and management. In these new national curriculum standards, renamed "curriculum syllabi," are seven learning areas: language, mathematics, science and technology, social studies, arts, health and physical education, and comprehensive activities. Technology education is expected to unify with science. The curriculum is intended to be skill oriented and must be aligned with further instruction and assessment. The following three dimensions have been used to guide the development of themes and further technology learning activities, assessment rubrics, etc.: context, scope, and content and process. Four characteristics of the new technology curriculum are technology education is interwoven with science; curriculum, instruction, and assessment are skill-oriented; technology education is substantially rooted in elementary schools; and the problem-solving process is emphasized. (The content framework of the new technology curriculum and the suggested time allocation for the new program are presented.) (YLB)

Taiwan's senior high school technology education (TE) is moving from industrial arts (IA) to living technology (LT). However, senior high school LT faces two major challenges. First, LT, a required course, may be changed to an elective. Second, there is only a vague distinction between junior high school LT and senior high school LT. In terms of these challenges, engineering technology (ET) or engineering-based TE is suggested. A preliminary survey of 21 inservice senior high school IA teachers who participated in a 2-week LT workshop indicated the following: (1) 81 percent of respondents supported dividing LT into several 72 hours of TE elective courses and requiring all students to take at least 1 course; (2) 81 percent of respondents supported adopting ET as 1 of TE's elective courses; and (3) 52 percent of respondents assessed senior high school students' needs for ET. However, only 38 percent of respondents expressed competency to teach ET and 48 percent said they might integrate ET into LT. Consequently, the following conclusions are drawn: more dialogue concerning ET is needed among technology educators; ET may not be an appropriate course title; a math, science, and technology approach to TE is demanding; and international exchange of information should be promoted. (A syllabus outline for ET is appended.) (Author/YLB)

In Taiwan, human resource development (HRD) is defined as the systematic education, training, and development employers provide for their employees as well as organizational development for corporations. A history of HRD development indicates that in the 1960s, the government began to implement planning measures for HRD in business and industry; in 1972, the Vocational Training Funding Regulation acknowledged enterprise responsibility for work force training; and in 1983, the Vocational Training Act specified that vocational training referred to both preservice and inservice training. Large enterprises tend to be more concerned about HRD than small and medium-sized businesses. However, there is a shortage of training professionals and there is not a high level of interest in or satisfaction among policymakers, employers, and employees. Small and medium-sized enterprises tend to hold a positive attitude toward training but are restricted by their inherent limitations. HRD must confront such external and internal influences as the following: internationalization of HRD; aging of the population; rising proportion of women; employee evaluation emphasizing personality, accountability, competency, and interpersonal relations; and changes in working content and style. Enterprise and HRD specialists must apply continuous efforts in these areas: setting up a comprehensive HRD system; drawing up an HRD policy for businesses; and strengthening training for HRD professionals. (YLB)

Three categories of vocational education and training exist in Taiwan: technological and vocational education (TVE), public training (PT), and enterprise training (ET). Together, the TVE programs provided in senior vocational schools, junior colleges, and institutes/universities of technology constitute a complete system that parallels the academic education system. PT is provided through 13 public vocational training institutes that provide approximately 90 programs and 8,600 training slots annually. The institutes are affiliated with various government agencies and supervised by three administrative bodies. The main role of TVE and PT is to develop a diverse technical and managerial work force. Taiwan's Ministry of Education standardizes and promulgates the country's TVE curricula and revises TVE curriculum standards approximately every 10 years. The standards are currently being revised, and several research and development projects to improve the TVE curriculum design process are now under way. The possibility of bilateral exchanges and cooperation between Australia and Taiwan has been explored, and the following possible forms of cooperation/exchange have been proposed: exchange of information about innovations and experience in VET curriculum design and textbook development; joint studies of VET provision; and exchanges of VET teachers/trainers and student teachers/trainers. (English and Chinese versions of the paper are included.) (MN)

Secondary-level technology programs in Hong Kong, Singapore, South Korea, and Taiwan (also known as the "Four Little Dragons") were compared by using a methodology incorporating four stages: description, interpretation, juxtaposition, and comparison. It was discovered that, in all four countries, technology education is required for all students in the lower secondary grades (grades 7-9) and offered on an elective basis to students in the upper secondary grades (grades 10-12). A trend toward increasing incorporation of information technology into technology education was noted in all four countries. Emphasis on higher-order thinking skills and the role of problem solving in the design process also appeared to be increasing in all four countries. Among the common problems faced by all four countries in the implementation of technology education were the following: lack of qualified teachers and adequate equipment; insufficient financial support and teaching hours; and out-of-date curricula. More dialogue among technology educators from Hong Kong, Singapore, South Korea, and Taiwan is necessary. All four countries' chances of fostering technology education are good provided they engage in ongoing and systematic curriculum development and effective professional supervision. (MN)

To improve technology education in Taiwan and promote understanding of international technology education, technology education programs in Australia, Japan, Korea, Mainland China, Malaysia, New Zealand, the Philippines, and Taiwan were compared. A four-stage comparative approach (description, interpretation, juxtaposition, comparison) was used. Four main aspects of technology education programs were compared: the macro context, educational context, status quo, and features. These conclusions were drawn: (1) technology education was commonly seen as a subordinate subject; (2) the earliest programs were started at the beginning of this century; (3) the evolution of technology education progressed from handicrafts to technology; (4) program content was related to industry-based knowledge and in some countries linked with agriculture- and/or business-based knowledge; (5) based on their goals and contents, programs could be categorized into four types: life fulfillment, industrial skill development, pre-vocational education, and design/problem solving; (6) countries faced these common problems in technology education implementation--lack of qualified teachers and adequate equipment, insufficient financial support and teaching hours, and out-of-date curricula; and (7) the major trend was an emphasis on a praxis-based body of knowledge. All eight countries had good potential to foster technology education provided there would be effective professional supervision. (YLB)