The Technical and Vocational Education Initiative (TVEI) pilot projects (1982-1987) in the United Kingdom produced many changes in school curricula, timetabled subjects, and enrollment in technology-related courses. The integration of technology into the curriculum within the TVEI pilot follows four principal patterns: independent projects that stand alone from a particular subject or examination, structured courses in an aspect of technology leading to a recognized public examination, collaborative links between subjects, and technological enrichment of individual subjects. National criteria have been published for 20 subjects, including a set of craft, design, and technology (CDT) courses. The emergence of these new courses has inevitably affected the distribution of curriculum time, with more time now being spent on computing and information technology and less on such subjects as home economics, creative and aesthetic arts, and sciences. The number of TVEI students following craft and design courses has decreased, whereas the number of those pursuing technology has increased. The changes resulting from the TVEI initiatives have many implications for further education in such areas as pupils' prior experience, demographic and market trends, cooperation among institutions, and changes in science education. (Appendixes include a comparison of CDT courses, and enrollment data for TVEI versus non-TVEI students.) (MN)