Building bridges between the knowledge focussed curriculum and enterprise
Theme 5 Miscellaneous.
Secondary school seachers.
Researchers and academics.
In England the political drive for a 'knowledge rich' education with a focus on academic subjects from the age of 5 to 16 has led to a squeezing out of enterprise education. I will argue that enterprise education is not an enemy of knowledge, but can be a vehicle to provide students with essential knowledge and understanding for life.
It is interesting to note that this discussion is long established within Ofsted’s commentaries on enterprise education. As long ago as 2008 Ofsted’s then national advisor for economics, business and enterprise, David Butler HMI advised the chief inspector of the time that: ‘The focus tended to be on the development of enterprise skills, reflecting the emphasis of the government’s strategy, and financial capability and economic and business understanding were less well developed.
In 2016, my report 'Getting Ready for Work (Ofsted 2016) stated that ‘Enterprise education involves teaching pupils the knowledge and skills they will need to be future employees and potential employers. It includes, but is not limited to, teaching financial and organisational capability, while also providing opportunities to raise pupils’ awareness of problems and solutions in the context of business and enterprise.’ One of the key finding was that, ‘Even where schools were delivering enterprise education, it was often unclear whether this was having any impact on pupils’ knowledge, understanding and skills.’
This presentation is based on my Spring 2019 edition of 'Teaching Business & Economics' (the journal of the UK Economics, Business and Enterprise Association (EBEA).
It would be interesting to know whether the curriculum in different countries manages any conflict between knowledge and skills.
Presented by: Adrian Lyons (1, 1)
Downloadable files: 26_5677_AEEE Conference Freiburg copy.pptx
26_5677_Enterprise not the enemy of a knowledge rich curriculum (updated 2 Oct 21).docx