Issues in the future development of business education in Hong Kong secondary curriculum

Cheung, Chi‐Kim

doi:10.1080/2331186x.2015.1129688

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Teachers and students are also required to be more innovative and creative to be capability for good reasoning. The curriculum should always be dynamic (M. Hainsworth, 2017), (Fomunyam, K.g & Teferra, 2017), in order to follow the progress and challenges of the times by always conducted change and development (Kayode, Nasirudeen, & Al-Hasani, 2016), (Cheung, 2016). Before change and development is carried out needs to be evaluated in advance to directed and systematic (Arafeh, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Curriculum Implementation and K-13 Challenges in Indonesia

Nuraeni

Boeriswati

2020

Int.J.Edu.Voc.Studies

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The K-13 curriculum has been implemented since July 2013 in several Indonesian schools and might have been in effect in all school arround 2014. The study was aimed to obtain information regarding teachers’ difficulties in impelemnting the curriculum 2013. The research was descriptive explorative research by means of qualitative data gathering which conducted from July 2016 to January 2018. The data on teachers’ difficulties in implementing the curriculum 2013 were gathered by means of interviews, observation, and focus discussion with elementary school teachers and the vice principals of curriculum in Tangerang City Indonesia. The result of the study showed that in implementing the curriculum 2013 , the teachers had more difficulties the content standard 35.2%, the process standard 25.3%, the assessment standar 20.0%, The teacher and educational personal standar 4.2%, the infrastructure standard 4.2%, the management standard 4.2%,the graduate compotence standard 3.90%, and the funding standard 3.0%. The highest of them is the difficulty in understanding the implementation standard, the second on processes standards and third on assessment standards. This reseacrh is expected to lead to an outcome that will answer the needs of the community that the curriculum 2013 requires a lot of improvements and development so that all the problems found can be solved.

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Section: Introductionmentioning

confidence: 99%

A Case Study of Curriculum Implementation and K-13 Challenges in Indonesia

Nuraeni

Boeriswati

2020

Int.J.Edu.Voc.Studies

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“…The growing popularity of business education is in recognition of its curricula diversity for human capital development. It had been argued that the different curricula subjects such as general business information, understanding of business, consumer business education, and social business education all contribute to the economic well-being of all persons regardless of occupational choice, since all use the services of business or live in a business environment [13].…”

Section: The Interface Between Business Education and National Econommentioning

confidence: 99%

Business Education as a Predictor of Socio-Economic Security in Niger Delta States

Christian¹

2019

AJTAB

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The cross-sectional research conducted explained the predictive influence of business education as key indicators of socioeconomic security and national development in the oil-rich Niger Delta States. Sample of 250 graduate students in public-owned universities in five states were sampled through cluster sampling technique. The constructed survey instrument rated scale was pilot tested using Spearman Rank Order statistics to obtain 0.78 reliability coefficients. Descriptive and inferential statistics were adopted to analyze quantitative data while the hypotheses tested with regression at p<0.05 level of significance to determine influence of employable competencies, socioeconomic value of business education and economic security representing the response variables in the study. The findings thus revealed financial literacy, applied knowledge, higher order thinking employable competencies for enhanced capacity of graduate students through the various learning experiences. Again, higher wages, healthy living, greater life satisfaction, assurance for advancement, social relations identified as socioeconomic values guarantees their economic security. Business education employable competencies, socioeconomic values were found to have partial associations with economic security variables in the Niger Delta States. It was therefore concluded that young adults which are basically source of insecurity in the region should refocus their latent abilities to productive career development in business education in order to be successful in life. The various governments should equally organize regional education summit that will address challenges of insecurity and lay the solid foundation for economic growth.

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“…Also, Rosenburg (2015) has concluded that entrepreneurship education research is heading in the right direction. Cheung (2016) argues that business education generally has a long history and has transformed from vocational education to an important aspect of a broad educational curriculum, advising that business education needs to adapt to present and future dynamics in the relevant contexts or environments.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Attitudes and Motivations of Nigerian Students

Osuagwu

2023

JoBE

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This paper presents a comprehensive investigation into the entrepreneurship attitudes and motivations of Nigerian university students. Employing a descriptive research design, this study engaged in an extensive literature review, developed, and validated a tailored questionnaire, and analyzed responses from a diverse sample of students. The research reveals that Nigerian students exhibit a moderately low entrepreneurial attitude. Significantly, it uncovers that the primary motivation driving these students towards entrepreneurship is the allure of independence rather than financial incentives. The paper contributes theoretically by shedding light on the entrepreneurial inclinations within a developing country context, specifically Nigeria. It also extends the existing body of knowledge by highlighting the motivations and attitudes of Nigerian students towards entrepreneurship. These insights not only enrich academic discourse but also provide a basis for policy formulation and educational strategies aimed at nurturing entrepreneurship in Nigerian universities. The paper concludes with suggestions for future research, emphasizing the need to delve deeper into the factors influencing entrepreneurial attitudes in similar environments, especially developing countries.

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Issues in the future development of business education in Hong Kong secondary curriculum

Cited by 5 publications

References 16 publications

A Case Study of Curriculum Implementation and K-13 Challenges in Indonesia

A Case Study of Curriculum Implementation and K-13 Challenges in Indonesia

Business Education as a Predictor of Socio-Economic Security in Niger Delta States

Entrepreneurship Attitudes and Motivations of Nigerian Students

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