Establishing an International Comparative Framework for Design and Technology Education

A Multi-Jurisdiction Curriculum Analysis Methodology

Abstract

Design and technology (D&T) education reflects diverse educational purposes across jurisdictions, variously emphasised as engineering and technology education, vocational preparation, or general education. Yet curriculum developments often occur in isolation, with limited systematic comparative analysis. This paper presents the methodological framework for the initial documentary analysis phase of a multi‑year international comparative project examining D&T curricula across 18 jurisdictions.

The project adapts the Umalusi curriculum benchmarking framework—originally developed by South Africa’s Council for Quality Assurance for international curriculum comparison—for systematic documentary analysis. This validated framework provides rigorous analytical instruments while allowing flexibility across diverse cultural contexts. The methodology focuses on D&T within general (non‑elective) lower secondary education (approximately ages 11–14) in jurisdictions with published national curricula.

Analysis encompasses eight core dimensions: curriculum design and format; aims and philosophical orientation; content coverage and breadth; time allocation and pacing; cognitive depth; curriculum integration; pedagogical guidance and assessment frameworks; and contemporary elements. Data collection uses an online survey integrating Likert scale items, open responses and document uploads, supported by Excel based analysis templates. A secure SharePoint workspace enables shared document storage and distributed ethical governance across participating institutions.

The methodology’s key contribution lies in establishing a replicable, validated framework for international curriculum comparison in D&T education. It supports the participation of additional jurisdictions in subsequent project phases while offering a reusable structure for future independent studies. By adapting a proven benchmarking instrument, this approach provides baseline comparative data essential for evidence‑informed curriculum review and policy development, while building sustainable international research capacity through collaborative analysis and knowledge exchange among teacher educators and early‑career researchers.