Transcript Education in economic subjects in Czech basic and secondary

Education in economic subjects in Czech
basic and secondary schools
Framework Programme of Education
Economic subjects in basic and secondary schools is an
important element…
• New act (low) (2004), a new curricural policy for the
education of children and pupils aged 3 to 19
• New document: Framework Programmes of
Education (national level) for kindergarten, basic
schools and grammar schools
• By school level: School programmes of Education
• Aim: key competences in each area, subjects
interconnections… etc.
• The start: 2007 for basic schools, 2009 for grammar
schools
General competences
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to learning,
to problem-solving,
communicational competence,
social and personal competence,
civic competence,
competence of work.
Educational areas
1. Language and language communication
2. Mathematics and its applications
3. Information and communication technologies
4. Man and the world
5. Man and society
6. Man and nature
7. Arts and culture
8. Man and health
9. Man and the world of work
10. Additional subjects of education
Man and the world of work
The support to economic thinking is included in this area
Aims:
• to get skills and habits facilitating pupils find their place
in the society
The content for lower basic education: 4 themes
(obligatory)
• work with small material
• constructional activities
• plant-growing
• food preparation
Man and the world of work.
For upper basic education
8 themes: The world of work theme (containing issues of economics) is
obligatory. Schools have to choose at least 2 more themes from the
options (correspondingly to their pedagogic objectives, conditions,
staff and pupils interest etc.)
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work with technical materials
design and constructing
growing and breeding
household operation and maintenance
food preparation
work with laboratory technologies
utilizaton of digital technologies
the world of work (obligatory, vocational guidance)
Secondary schools
Secondary grammar schools
• Economic education in grammar schools is also included in the
educational area Man and the world of work, aiming at the pupil’s full
integration in his/her professional and economic/civic life
• The key competences are similar. The Competence of work is
replaced by Undertaking.
Other secondary schools
• The national curricular reform in other types of secondary
education is conceived differently, in regard to the specific type of
study. Teaching in economic subjects is done according to the
specialization of the school.
Household and consumption
Basic schools
Expected outcome and the curriculum within the area
Household operation and maintenance
Pupils:
• make simple payment/accounting operations
• know simple work procedures in household maintenance
and understand directions for use of household
appliances
• handle correctly household aids, tools, instruments, and
equipment
• follow the basic instructions and standards of hygiene
and safety, able to give first aid in emergency/injury,
including that of electric shock
Household and consumption
Basic schools
The curriculum:
• finance, operation, and maintenance of the
household: budget, income, costs, savings, cash
payments and cashless transfers, economy of the
household, maintenance of clothing and textiles,
cleaning (procedures, means and their effect on the
environment), waste and the environment-friendly
disposal, household appliances
• electrotechnics in the household: installation,
equipment, electronics, communication technologies
(function, handling, protection), safety and economy,
accident hazard
Household and consumption
Secondary grammar schools
Aim:
Expected outcome. Pupils:
• can calculate the living wage of his/her household and
ask for social benefits if applicable
• can tell between regular and irregular income and make
the household budget
• is able to resolve a deficit budget and handle a surplus
budget of the household
• explains how to apply the consumer’s rights (when
purchasing goods and services, including financial
products)
Household and consumption
Secondary grammar schools
The curriculum:
• marketing: marketing and PR, advertisement,
advertising agencies
• social policy: system of social benefits, living
wage
• household economy: household budget, types
of budgets, cash flow in the household,
consumption costs, consumer’s rights, consumer
protection directives
Household and consumption
Main problems in teaching
• teachers themselves neglect the “consumer”
topics
• under the continuously changing conditions, new
textbooks have to be produced frequently
• little connection to other environmental subjects
(such as geography, biology, and so forth)
Enterprise and production
Basic schools
No specific Enterprise and production module in our
curriculum, it is a part of the area World of work
Expected outcome of the theme the world of work. Pupils:
• are well informed about the contents of selected
professions
• can judge the opportunities in the choice of their careers
and professional formation
• can use specialist information and consulting for the
choice of prospective education
• can prove, in model situations, the ability to present
themselves when entering the labour market
Enterprise and production
Basic schools
The curriculum:
• labour market: occupations, characters and types of work,
requirements for qualification, personal characteristics and health,
equity of opportunities in the labour market…..
• vocational selection: basic principles, self-recognition, selfevaluation …, impacts on career choice, information, consulting
services…
• options of education: contents of study subjects, entrance
proceedings, information and consulting…
• jobs: vacancies in the community/region, job search, writing CVs,
interviews, unemployment, employment offices…
• businesses: kinds and structure of organizations, major forms of
undertaking, small businesses and private undertaking
Enterprise and production
Secondary grammar schools
3 themes:
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market economy
national economy and the role of the government
finance
Expected outcomes - Students:
• can recognize common pricing tricks (such as price excluding VAT etc.)
• can analyse the hidden contents of advertisement and critically judge the
impact of marketing on the commercial success of products
Some topics:
• production and labour/production factors; natural resources; capital and
property; customs and international trade; economic systems; goods; supply
and demand, business companies, non-profit organizations….
• financial products
Main problems
• unwillingness of most companies and managers to cooperate with
schools
• textbooks do not serve the purpose, either because of too much
proficiency (Ekonomie, CEED) or obsoleteness and simplicity
• theories dominates over games and practical tasks
• lacking connection to other subjects (maths, physics, history)
• A general problem: We are still constrained by the Ministry’s list of
textbooks to be used, while, on the other hand, there is pressure on
schools in order for them to create their own teaching materials.