The paper focuses on the management of 'Design and Technology', a subject area offered in Junior and Senior Secondary schools in many countries. It addresses the issue of inadequate expertise of teachers and attributes the same to inappropriate curriculum and methodology of teacher education. Over-reliance on the project method of teaching the student teachers is identified as the major drawback. In an attempt to revise the curriculum leading to the Bachelor's Degree in Design and Technology, it identifies the desirable competencies of teachers derived from the fact that the school students are invariably taught the subject through project work. It is observed that a teacher would be able to lead, supervise and evaluate the students effectively if he/she possesses all-round knowledge in design, technology, engineering, arts and sciences acquired through courses of study rather than through the project method of learning alone. It, therefore, proposes a conceptual framework, a structure and a preferred methodology of the curriculum.The multi-layered curriculum so conceived has 'designing and making' skills at the core with input of 'Design and Technology' specific courses together with knowledge and skills from other subject areas in an overarching pedagogical environment. The suggested methodology of implementation consists of formal teaching exploratory work and laboratory experiments. The project method of teaching may continue for the development of design and making skills. Design and Technology specific courses refer to those which have a direct bearing on designing, e.g., Workshop Technology, Engineering Mechanics, Graphics, Ergonomics, Control Systems and Communication Skills. Formal teaching is also proposed for other related subject areas including Physics, Chemistry, Arts, Mathematics, Information Technology and Industrial Practices. Exploratory work may commence with the analysis of existing designs and proceed with disassembly and critical evaluation of products in the tutorial mode. Laboratory experiments are recommended to study the principles, performance and efficiencies of a variety of mechanical and electrical machines. It is substantiated that varied learning experiences would supplement the currently employed project method of teaching and that the proposed curriculum structure would add substantially to the knowledge base of teachers in Design and Technology. 75

The continuum of human learning has been the subject of research by behaviourists, cognitivists, constructivists and lately by neural scientists among others. The style and order of learning have also been identified, notably by Benjamin Bloom et al (1956) and Gagne and Briggs (1992). Skills-learning