Curriculum-making in pre-vocational education in the lower secondary school: A regional comparative analysis within Europe

Berger, Susanne; Canning, Roy; Dolan, Michael G.; Kurek, Sławomir; Pilz, Matthias; Rachwał, Tomasz

doi:10.1080/00220272.2012.702223

Cited by 22 publications

(12 citation statements)

References 13 publications

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“…These considerations are based on the results of the content analysis and desk research data, which are the provisions of the national core curriculum for general education (NCC) in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis is based on the previous research results presented in the literature on the subject using previously applied methods of content analysis (Berger et al, 2012;Pilz, Berger & Canning, ed., 2012;Rachwał, Kurek, & Boguś 2016).…”

Section: Methodsmentioning

confidence: 99%

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Kilar¹,

Rachwał²

2019

Journal of Intercultural Management

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Objective: The article aimed at identifying the position of the entrepreneurship course in the Polish education system and analysing the changes in its curriculum in the condition of the education system reform since 2017. Besides, attempts have been made to determine changes in this regard in the light of the analysis of the “old” and “new” core curriculum of general education in secondary schools of various types. Methodology: Research was conducted by analysing the teaching content and existing data (desk research), which are the provisions of the national core curriculum (NCC) for general education in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis has been carried out against the previous research results presented in the literature on the subject using previously used methods of teaching content analysis. Findings: The conducted research has shown that more attention should be paid to developing business competencies as part of the reform of the education system. In the NCC, cross-subject correlations have been taken into account, so that the same content is not unnecessarily duplicated. Entrepreneurship education should become more practical and oriented towards preparation for running own business and using financial services. Value Added: The findings show that the new entrepreneurship education program assumptions in Poland will influence the development of entrepreneurship to a greater extent than before. Recommendation: The results indicate that in the process of implementing the NCC a key role is played by the teacher, therefore it is necessary to prepare them well for its realization. However, the effects of implementing the program reform may only be observed and investigated in the future, therefore further research after several years is needed.

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Section: Methodsmentioning

confidence: 99%

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Kilar¹,

Rachwał²

2019

Journal of Intercultural Management

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“…The emphasis of the curriculum analysis is not on quantifying the codings (in contrast to former studies, e.g. Berger et al, 2012;Pilz et al, 2016), but rather to show which elements of knowledge, attitudes and skills are prescribed in the curriculum and which definition (wide or narrow) is followed. The analysis then forms the basis for the interviews, identifying similarities or differences in the intention of the prescribed curriculum and the enacted curriculum by the teachers.…”

Section: Details Of Study Design and Analysis Of The Prescribed Currimentioning

confidence: 99%

Entrepreneurship Education at Indian Industrial Training Institutes – A Case Study of the Prescribed, Adopted and Enacted Curriculum in and around Bangalore

Zenner

Kumar

Pilz

2017

IJRVET

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On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs) in particular are often facing difficulties in pursuing self-employment. Entrepreneurship education is an essential element in preparing young people for self-employment. This paper analyses how and to what extent entrepreneurship education has been conceived and implemented in vocational schools in and around Bangalore to face these challenges. Methodologically the authors use a three-step approach following the theories of a 'prescribed', 'adopted' or 'enacted' curriculum. Qualitative interviews are used for the analysis of the adopted and enacted curriculum. The authors conclude that whereas the prescribed curriculum includes several elements of entrepreneurship education and teacher's understanding is in line with the prescription, the understanding is seldom translated into input in the day-to-day teaching. The plausible reasons for this gap are discussed in this paper.

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“…Program changes in the field of entrepreneurship education in primary and secondary schools are of interest to few authors (Górz, Rachwał, 2006). An interesting comparative study of the core curriculum in Poland and other countries was presented by Berger et al (2012), noting that in Poland entrepreneurship education is dominated by equipping pupils with economic knowledge and competencies directly related to them. Comprehensive analysis of pre-reform program curricula, which will be valid until 2019/2020 in post-secondary schools of the "old" type, was presented by Rachwał, Kurek and Boguś (2016).…”

Section: Issues Of Changes In Entrepreneurship Education In the Polismentioning

confidence: 99%

Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change

Rachwał

2017

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Preceded by the debate, the 2016 implementation of the school reform in Poland brought serious organisational and program changes. These changes also concern entrepreneurship education, therefore the subject of the article is the discussion on the proposals of the Ministry of Education regarding changes to the school system, in the context of yet another comprehensive organisational and program reform of the Polish education system. The primary goal of the paper is to present the direction of change, based on the current research and discussions conducted by various forums. The author’s claims in this regard are based not only on his reflections but also on the voices presented by the participants of Kraków entrepreneurship conferences and conventions of teachers, as well as by the authors of the papers included in the previous volumes of this annual. Under the limited number of hours dedicated to the teaching of entrepreneurship in post-primary schools in general education, that is, compulsory for all pupils, the most important is the careful selection of objectives and content of entrepreneurship education. The article concludes with the presentation of the essential conditions influencing the success of the implementation of changes, mainly related to the appropriate preparation of entrepreneurship teachers.

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Curriculum-making in pre-vocational education in the lower secondary school: A regional comparative analysis within Europe

Cited by 22 publications

References 13 publications

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland

Entrepreneurship Education at Indian Industrial Training Institutes – A Case Study of the Prescribed, Adopted and Enacted Curriculum in and around Bangalore

Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change

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