Fit for Business [electronic resource] : Pre-Vocational Education in European Schools /
Fit for Business--Developing Business Competencies in School (Project)
Pilz, Matthias.editor.
Berger, Susanne.editor.
Canning, Roy.editor.
Within compulsory education, prevocational education is intended primarily to introduce participants to the world of work. This book considers curriculum design and pedagogical practice in pre-vocational education during the last two years of compulsory education. The study focuses on seven European countries (Scotland, Latvia, Poland, Hungary, Germany, Austria, Portugal) and presents an analysis of the curriculum as it relates both to knowledge-based competencies in economics and business and to self- and social competencies. It then discusses the differences between the prescribed and the enacted curriculum as identified by means of a subsequent survey of teachers. The authors conclude with a comparative assessment of each country case study, combined with supranational recommendations.
Findings of the research project Fit for Business--Developing Business Competencies in School.
Includes bibliographical references.
With contributions by Catherine McGlynn -- Roy Canning -- Michael Dolan -- Ivars Muzis -- Emils Liepins -- Janis Roze -- Valdis Krastins -- Sławomir Kurek -- Tomasz Rachwał.- Mariusz Szubert -- Enikő Gönczöl -- Tibor Bognár -- Susanne Berger -- Matthias Pilz -- Ingrid Schwarz -- Eduardo Figueira.
Within compulsory education, prevocational education is intended primarily to introduce participants to the world of work. This book considers curriculum design and pedagogical practice in pre-vocational education during the last two years of compulsory education. The study focuses on seven European countries (Scotland, Latvia, Poland, Hungary, Germany, Austria, Portugal) and presents an analysis of the curriculum as it relates both to knowledge-based competencies in economics and business and to self- and social competencies. It then discusses the differences between the prescribed and the enacted curriculum as identified by means of a subsequent survey of teachers. The authors conclude with a comparative assessment of each country case study, combined with supranational recommendations.
Education.
Education, general.