Fit for Business: Pre-Vocational Education in European Schools

210 Pages·2012·1.072 MB·English

by  Matthias Pilz (auth.), Matthias Pilz, Susanne Berger, Roy Canning (eds.)

Fit for Business
Matthias Pilz • Susanne Berger
Roy Canning (Eds.)
Fit for Business
Pre-Vocational Education
in European Schools
RESEARCH
Editors
Matthias Pilz, Roy Canning
Susanne Berger, Stirling, United Kingdom
Cologne, Germany
This publication has been funded with support from the European Commission.
It reflects the views only of the authors, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
ISBN 978-3-531-18383-1 ISBN 978-3-531-19028-0 (eBook)
DOI 10.1007/978-3-531-19028-0
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Table of Contents

Matthias Pilz
Introduction: Questions, Challenges and Methods ............................................... 7

McGlynn, Catherine; Canning, Roy and Dolan, Michael
Pre-Vocational Education in Scotland:
A Case Study of One Local Authority ................................................................ 17

Muzis, Ivars; Liepins, Emils; Roze, Janis and Krastins, Valdis
The Development of Business Competencies in School:
Latvia’s Experience ............................................................................................ 35

Kurek, S(cid:225)awomir; Rachwa(cid:225), Tomasz and Szubert, Mariusz
Business Competencies in Polish School Curricula:
Opinions of Teachers and Social Partners .......................................................... 61

Gönczöl, Enik(cid:280) and Bognár, Tibor
Economic Knowledge and Entrepreneurial Competencies in
Pre-Vocational Education in Hungary ................................................................ 89

Berger, Susanne and Pilz, Matthias
The Role of Pre-Vocational Education in the German Realschule:
Theory and Practice .......................................................................................... 119

Schwarz, Ingrid
Perspectives for Pupils and Teachers in Economic Education:
European and Austrian Aspects of the Fifobi-Project ....................................... 145

Figueira, Eduardo
The Entrepreneurship Subject in the Portuguese Education System ................ 177

Canning, Roy; Berger, Susanne and Pilz, Matthias
A Comparison of Different Pre-Vocational Curricula in Seven
European Countries: Theoretical Perspectives and Policy Implications ........... 191
6 Table of contents
List of Contributors ........................................................................................... 207

Appendix
Common Analysis Framework for the Curriculum Analysis
in the Fifobi Project. Simplified Illustration ........................................................ A
Introduction: Questions, Challenges and Methods

Matthias Pilz

This book presents the findings of a comparative research project on pre-
vocational education in secondary schools in seven European countries. The
framework was a multilateral project funded within the European Lifelong
Learning Programme.1
Pre-vocational education in the last two years of compulsory education (14
to 16 years old pupils) is here mainly understood as “to introduce participants to
the world of work and to prepare them for entry into vocational or technical
education programmes. Successful completion of such programmes does not yet
lead to a labour-market relevant vocational or technical qualification.” (Unesco
1997, § 58)
Against the backdrop of tensions across the EU produced by the burgeoning
use of technology, the growing importance of information and communications
technologies, and globalisation, the aim of the three-year project Fit for business
– Developing business competencies in school (Fifobi) is to optimise pre-
vocational and economic/business education and to encourage an entrepreneurial
mindset among young European citizens (Berger and Pilz 2010; Gönczöl 2010;
Kurek and Rachwa(cid:225) 2010).
Fifobi has therefore investigated the current situation with regard to both
forms and content of pre-vocational education in state-funded schools in seven
EU countries: Scotland, Latvia, Poland, Hungary, Germany, Austria and Portug-
al.
This comparative study, which focuses on the last two years of general
compulsory education (ISCED-level 2) (Unesco 1997)2, is based on curriculum
and interviews with teachers, employers’ associations and trade unions.

1 The research project was funded between 2009 and 2011 with support from the European Commis-
sion. This publication reflects the views of the authors; the Commission cannot be held responsible
for any use which may be made of the information contained therein.
2 The International Standard Classification of Education (ISCED) level 2 (Unesco 1997) includes
lower secondary education, or the second stage of basic education. The principal characteristics of
this level are defined as follows: “The content of education at this stage is typically designed to
complete the provision of basic education which began at ISCED level 1. In many, if not most,
countries, the educational aim is to lay the foundation for lifelong learning and human development
on which countries may systematically expand in further educational opportunities. The programmes
at this level are usually on a more subject-oriented pattern using more specialised teachers and, more
M. Pilz et al. (Eds.), Fit for Business, DOI 10.1007/978-3-531-19028-0_1,
© VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden 2012
8 Introduction
The study’s main findings are presented here in an attempt to identify and
compare the different European systems involved in designing the pre-vocational
and economic/business education curriculum in secondary schools. On this basis,
we then investigate potential strengths and weaknesses, both within each country
and on a comparative basis. We conclude with a discussion of the main lessons
to be learned.

1 Background and rationale for the research

In many European countries, young people’s success in establishing their indi-
vidual career paths depends on a successful entry into the labour market once
they have completed their compulsory education. In a number of countries, it has
become increasingly difficult to make a direct transition from compulsory educa-
tion into initial training and the labour market; both the high numbers of young
people out of work and the correlation between unemployment rates and educa-
tion and qualification levels (OECD 2010) provide evidence for these difficul-
ties.
With technology and automation becoming more important, and in an in-
creasingly globalised world, observers predict that in the medium term, the de-
mand from European labour markets for better qualifications – both academic
and general – on the one hand and, on the other, the high importance now at-
tached to completion of a course of training make the issue of preparedness for
training more topical than it has ever been (European Commission 2003).
A 2005 survey by the German Chamber of Industry and Commerce, mean-
while, reported complaints by many businesses that “over recent years, the quali-
ty of applicants [had] declined markedly. This is not only reflected in their aca-
demic performance; their general demeanour, appropriate dress and expression,
and in particular their willingness to work hard and their ability to make an accu-
rate job application – unfortunately, none of that can be taken for granted any
longer!” (DIHK 2005 in Bundesagentur für Arbeit 2009: 2).
As a result, (potential) employees have to cope with higher standards for the
ideal combination of vocational and social competencies but they are also ex-
pected to fulfil expectations of a high degree of initiative and willingness to take
responsibility. A well-founded pre-vocational education during their compulsory
education could help to reduce the tensions in this precarious situation.

often, several teachers conducting classes in their field of specialisation. The full implementation of
basic skills occurs at this level. The end of this level often coincides with the end of compulsory
education where it exists.” (Unesco 1997: 18)
Introduction 9
Pre-vocational education, with its emphasis on developing an entrepreneuri-
al mind-set, can have a substantial impact on the personality development of
young people, with young people acquiring the skills to become a citoyen, a self-
dependent and mature citizen in a dynamic civil society (Aff 2005).
Closer links between schools (both general and vocational) and business
may also help to avoid early apprenticeship drop-outs (Niemeyer 2005). Young
people gain practical insights in the world of work that help them to deepen their
awareness of their own strengths and weaknesses. Furthermore, there is a direct
relationship between what has been learned and the benefits for practical expe-
rience, so workplace practice also helps to develop personal and social compe-
tencies (Oberth et al. 2006).
Fifobi has, therefore, drawn on the findings relating to the current position
of pre-vocational and economic/business education in European secondary
schools with the overall aim of optimising pre-vocational and economic educa-
tion as well as promoting an entrepreneurial mind-set among young Europeans.
Its aim is also to encourage positive effects on the transition from compulsory
education to the labour market and on lifelong learning. Due to this fact, the
study focusses on the age group of 14 to 16 years old students, who are the target
group in preparation for the transition process from school to work in all Euro-
pean countries.

2 Methodology

The study was designed to address a number of specific research questions:
1. How is the pre-vocational education curriculum structured and organised in
different European countries, and what does it involve?
2. Is there a difference between this prescribed curriculum and how it is actu-
ally delivered (enacted) within the school?
3. What is the role of the social partners in pre-vocational education, and what
are their expectations?
4. What are the strengths and weaknesses of pre-vocational education in dif-
ferent Europeans countries, and what can they learn from each other?
The research, covering the period from 2009 to 2011, includes analysis of both
quantitative and qualitative data. The first stage of data collection involved anal-
ysis of curricula for pre-vocational courses in all seven countries. A framework
for this analysis was developed on the basis of the European Qualifications
Framework (EQF) (European Parliament and Council 2008) and the traditional
competence concept of Roth (1971), who has been influential in the field of
10 Introduction
education and pedagogy (Klieme and Hartig 2007). Within this framework, four
broad fields were used to categorise provision: knowledge based competencies in
both business and economics; social competencies; and self-competencies (cf.
Figure 1).

Knowledge based
competencies in business
Knowledge based
Social
competencies in
competencies
economics
Self-competencies
with emphasis on
entrepreneurial
thinking

Figure 1: Categories of curriculum analysis

Each field was then sub-divided into specific sub-competencies – 29 in all (see
country reports). The sub-competencies in the field of knowledge based compe-
tencies in economics and business were based on a cluster of internationally-
known scholarly texts, such as Appleby (1994) and Mankiw (2001). The social
and self sub-competencies were adapted from the OECD definitions for key
competencies (OECD 2005). Researchers within each country then used this
framework to analyse the relevant curriculum data.
The second stage of the research involved interviewing teachers from gen-
eral schools within the compulsory education system in each country to establish
how this prescribed curriculum was actually delivered. A semi-structured format
was used for the interviews. Based on current pre-vocational education provi-
sion, size of school, and level of qualification achieved (ISCED-level 2) (Unesco
1997), a purposive sample of schools was selected and a total of 75 teachers
from across the seven countries were interviewed.
The conceptual framework used for the study focuses on the potential dif-
ferences between the prescribed curriculum that is, the curriculum devised and