This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The research project was funded between 2009 and 2011 with support from the European Commission (Grant ID 143356-LLP-1-2008-1-DE-KA1-KA1SCR). 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) (UNESCO, 1997) level 2 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 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, p. 18)
- 3.
Original quotation of the teachers (anonymised).
Bibliography
Aff, J. 2005. Plädoyer für ein integratives Entrepreneurship-Verständnis in der Ausbildung von Jugendlichen. J. Lindner (ed), Entrepreneur: Menschen, die Ideen umsetzen. Wien, IFTE, pp. 136–37.
Appleby, R.C. 1994. Modern business administration, 6th edn. London, Pitman.
Berger, S. and Pilz, M. 2010. Fit for business – Developing business competencies in school (FIFOBI). Vorstellung eines europäischen Vergleichsprojekts zur Optimierung der ökonomischen Bildung und Förderung des Unternehmertums an allgemeinbildenden Schulen. Wirtschaft und Erziehung, Vol. 62, No. 3, 70–72.
Bloomer, M. 1997. Curriculum-making in post-16 education. London, Routledge.
Bundesagentur für Arbeit. 2009. Nationaler Pakt für Ausbildung und Fachkräftenachwuchs in Deutschland. Kriterienkatalog zur Ausbildungsreife. Nürnberg, Bundesagentur für Arbeit.
Edwards, R. Miller, K. and Priestley, M. 2009. Curriculum-making in school and college: the case of hospitality. The Curriculum Journal, Vol. 20. No. 1, pp. 27–42.
European Commission. 2003. Green Paper of 21 January 2003 on Entrepreneurship in Europe. Brussels. (COM (2003) 27 final.)
European Parliament and Council. 2008. Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Brussels. (2008/C 111/01.)
Eickelmann, D. 2006. Das Potenzial von Schülerunternehmen zur Förderung einer unternehmerischen Grundhaltung gegenüber dem gesamten Leben. Journal of Social Science Education, Vol. 2, pp. 1–10.
Gönczöl, E. 2010. Mire vállalkozunk? [What business to start?]. Taní-tani alternatív iskolai folyóirat, Vol. 3, pp. 23–31.
Klieme, E. and Hartig, J. 2007. Kompetenzkonzepte in den Sozialwissenschaften und im empirischen Diskurs. M. Prenzel, I. Gogolin and H. Krüger (eds), Kompetenzdiagnostik. Wiesbaden, VS Verlag für Sozialwissenschaften, pp. 11–29.
Kurek, S. and Rachwał, T. 2010. The Role of Business Education in the Development of Entrepreneurship in the Member States of the European Union. T. Komornicki, K. Czapiewski and B. Jaworska (eds), European Urban System: Metropolization and Networking, Europa XXI, Vol. 19. Warsaw, Polish Academy of Sciences – Institute of Geography and Spatial Organization, pp. 127–42.
Mankiw, N. G. 2001. Principles of economics, 2nd. edn. Fort Worth, Texas, Harcourt College Publishers.
Niemeyer, B. 2005. Transcultural recommendations for the improvement of the quality of re integration programmes. W. Petersen, G. Heidegger and B. Niemeyer (eds), Re-Integration. Transnational Evaluation of social and professional re-integration programmes for young people. Grin-Verlag, pp. 256–73.
Oberth, C., Zeller, B. and Krings, U. 2006. Lernort Betrieb – Berufliche Qualifizierung von benachteiligten Jugendlichen. Methodische Ansätze für Ausbilder und Ausbilderinnen. Bonn, Bundesinstitut für Berufsbildung.
OECD (Organisation for Economic Co-operation and Development). 2005. The definition and selection of key competencies. Executive summary. http://www.oecd.org/dataoecd/47/61/35070367.pdf (Accessed 30 May 2011.)
OECD. 2010. Education at a Glance 2009. OECD Indicators. Paris, OECD.
UNESCO (United Nations Educational, Scientific and Cultural Organization). 1997. International standard classification of education – ISCED. Paris, UNESCO.
Roth, H. 1971. Pädagogische Anthropologie, Vol. 2. Hannover, Schroedel.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden GmbH
About this chapter
Cite this chapter
Berger, S., Pilz, M. (2012). Pre-vocational Education in the Curriculum and Its Teaching Practice. A Study of Seven European Countries. In: Pilz, M. (eds) The Future of Vocational Education and Training in a Changing World. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-531-18757-0_21
Download citation
DOI: https://doi.org/10.1007/978-3-531-18757-0_21
Published:
Publisher Name: VS Verlag für Sozialwissenschaften, Wiesbaden
Print ISBN: 978-3-531-18527-9
Online ISBN: 978-3-531-18757-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)