Changes in Craft Education

Abstract

In Latvia, the aim, content, and name of the subject of craft education have changed several times. The most recent transformation to “craft education” has been made following the general education reform, which has been gradually implemented since 2020. This study aims to investigate how the purpose and content of craft learning in Latvian comprehensive schools have changed as a result of this reform in comparison to the previous period. A qualitative study was carried out by analysing normative documents and interviewing design and technology teachers (N = 9) with at least 10 years of experience. The document analysis shows that the goal of teaching craft education has shifted from using craft as an opportunity to improve the quality of the living environment through creative involvement in techniques to producing valuable objects for oneself and society through the design process. The most significant change in the content is that craft is taught through the design process. Moreover, every pupil learns all the techniques; previously, students chose textile or woodwork and metalwork techniques from grade 5. According to the interviews, the skills acquired in each technique are at a lower level compared to the previous period, as the number of hours allocated to each technique does not allow pupils to pay in-depth attention to the tasks. The products made by the students have also become more straightforward. Finally, more time is spent on idea generation, planning, and evaluation.