Managing Change in the CDT Department

sues raised. It will perhaps best be used to broaden the outlook and increase the awareness of the manager of a CDT department and to provide examples illustrating the successes and the pitfalls of p a r t i c u l a r strategies. Peter Toft summarises his intent in the endpiece to his book thus:

Peter Toil

Trentham Books Ltd., Stoke on Trent, UK 1989 ISBN 0 948080 23 X 119 pp. s 6.95 The management of craft, design and technology (CDT) departments in the UK requires a continuing input of good support materials. At present this is lacking. Any valid contribution is to be welcomed, especially if, as in this case, its author brings expertise from a variety of sources. Peter Toft's considerable experience as a classroom teacher, his academic studies as a lecturer in the University of Salford and his directorship of the CDT Support Through Change Project combine together to produce a short but thoughtful monograph. He describes the intention of his book as "...to support practitioners who are attempting to bring forth innovation in Design and Technology education. It has painted a picture of the complex contexts in which Design and Technology is evolving and which innovators need to understand if they are to be consistently effective. It has also attempted to distil the essence of some innovation strategies from the literature of curriculum development, innovation diffusion, and industrial management." [p.119] This is not a "hints-and-tips" sourcebook to ease the life of a Head of Department with instant cures for management ills. It starts by looking at looking at the context of Design and Technology Education in the UK with "cultural, epistemological and professional analyses". It moves on to the study of particular activities tried out in the author's experience. It is particularly well referenced and reflects a variety of traditions within CDT. That adds to its usefulness. Although a fairly short and handy book it demands contemplation of some of the is116 TrenthamBooks 1990

"even though it is still evolving, Design and Technology represents another potent British invention, and is attracting interest from all over the world. Our problem as we move towards the twenty first century is one of how we can make Design and Technology really happen for our pupils. The writer believes this will come about eventually, but hopes that the present rate of innovation can be accelerated. This book is offered to practitioners in Design and Technology as an aid to making their innovations happen".

Glyn W. Price University of Manchester School of Educa'tion, UK.

Technology: An Annotated Bibliography Turner, E., Black, H. and Devine, M. (Compilers).

1990. Scottish Council for Research in Education, (Schools Assessment Research and Support Unit), Edinburgh, United Kingdom. 97pp. (A4 spiral bound) ISBN: 0 9512792 7 0 s This is an excellent booklet, containing some 400 references to academic journal articles, chapters in books, school textbooks, government publications etc. in the field of Technology and Design Education. Each title is accompanied by notes (typically about 100 words) giving details of content. Some annotations are usefully longer where that is merited by the topic. This collection will be useful to teachers, research workers and curriculum developers in the UK literature. Of course, it cannot be

International Journal of Technologyand Design Education

Reviews

Rewews expected that such a booklet would be comprehensive or complete, and the publishers do not claim it to be so. The period covered is mainly 1985-1989, with the inclusion of a few useful and relevant earlier references. The subject area is mainly, but not exclusively, that of Design Education and CDT (Craft, Design and Technology). The booklet is produced in Scotland and covers literature form Britain in general. The particular Scottish emphasis is seen in the listing of publications by the Scottish Examination Board. (The public examination system in Scotland, as with some other aspects of education, differs from that in other parts of the UK). The booklet is published by the Schools' Assessment Research and Support Unit of the Scottish Council for Research in education, having been prepared on behalf of and with the support of the UK Training Agency. It may be obtained from SCRE, 15 St. John Street, Edinburgh, EH8 8JR, United Kingdom.

G.W. Price Universit~ ~" Manchester, School of Edu~'ation.

Learning, Adaptability and Change The Challenge for Education and Industry John Heywood

Paul Chapman Publishing Limited, London, UK. 1989. ISBN: 1 85396 067 5 s 9.95 paperback. 207 pages. John Heywood's title triggered the automatic warning buzzer which is part of this teacher's defence mechanism whenever he hears or sees the word 'change'. But, having said I would read and review, I could only switch the buzzer off and read on. I'm glad that 1 did, for his approach not only stimu-

lated this reader to keep on reading but also to think carefully about his own attitudes towards adaptability and change. Through meticulous attention to the needs of the reader for succinctness and detailed supporting notes and references, Heywood succeeded in grabbing the close attention of someone who is naturally wary of analyses which take as their starting point that a competitive world is the route to economic security lor all. Heywood draws on work on intelligence to respond positively to the Chairman of Rank-Xerox's question 'Can we teach ourselves to Change?' However, the complexity and magnitude of what is involved in this process emerge as the text unfolds - - the creation of environments in education and industry which are conducive to learning; a fundamental shift in worker/manager relationships and pupil/teacher relationships in which all share common goals, recognise their joint managerial responsibilities and have a keen understanding of the facts of economic and social behaviour. Heywood is not daunted by the barriers to learning for adaptability and change. He skiifully helps the reader to see them not as barriers but as necessary challenges and to view the development of the new technology curriculum and education/industry partnership as windows of opportunity. Heywood's target readership is a broad one - - teachers, undergraduate engineers, politicians and civil servants, new and experienced managers and workers. All should find this book an excellent starting point for an exploration of this area of human endeavour and achievement.

S. Hodkinson, Manager of EcATT, University of Manchester, UK.

International Jouranl of Technologyand Design Education

9 TrenthamBooks 1990 117