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Participation, progression and value added: business and economics for 14–19‐year‐olds in England
Author(s) -
Brant Jacek,
Cullimore Duncan
Publication year - 2012
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2012.650488
Subject(s) - curriculum , vocational education , government (linguistics) , business education , value (mathematics) , economics education , curriculum development , executive education , business economics , sociology , pedagogy , economic growth , economics , public relations , political science , higher education , linguistics , philosophy , machine learning , computer science , microeconomics
This article attempts to map the business and economics curriculum and explain some of the reasons for it being as it is; and to examine the number of students choosing to study the subjects and the ‘perceived relative value' of studying economics and business studies. In 1988 a National Curriculum was introduced for all 5–16‐year‐olds in state schools in England but curiously neither business studies nor economics were mandatory subjects. In England, government education policy has influenced the development of the business and economics school curriculum in four main ways: first, in defining a core curriculum; second, in changes in school type; third, in the treatment of the academic/vocational divide; and, finally, in the development of a qualifications framework. With a new government elected, changes in education policy will therefore have an impact on the study of these subjects. We argue that while business and economics are very popular options for study by 14–19‐year‐olds, this area of the English curriculum needs further strengthening, and that all students should have the opportunity to study business and economics in some form to develop their own economic wellbeing and to better understand the world in which they live.