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Seminar for Secondary School Business Teachers
Trends & Issues in Secondary School Business Education
International vs Local
Dr Christina YU Wai‐Mui 姚偉梅Associate Professor, Social Sciences DepartmentDirector, School Partnership & Field Experience
26 Oct 2013
OutlineWhat is happening in HK? Brief review on local Bus Ed
4 key Phases: 50‐60s, 70‐90s, 2000‐2009, 2010‐now
What is happening around? Brief review on international Bus Ed
7 key countries: UK, EU, US, CAN, AUS, NZ, SP
What insights can we get?
Are they applicable?
How can we deal with the way forward? all around consideration
4Ps ‐ Public, Parents, Pupils & Personal
Business Education in HK
4 key Phases: 50‐60s, 70‐90s, 2000‐2008, 2010‐now
50-60年代
萌芽發展期
70-90年代
穩步發展期
2000-2008年
調整更新期
2009年
急促轉變期
時期
年份 經濟發展 課程內容 中一至中三 中四至中五 中六至中七
中四至中六
簿記
打字
速記
商品零售
辦公室實務
基本商業
打字
速記
簿記
會計學原理
商業
溝通
文書處理與商業
會計學原理
企業概論
企業會計財務概論
萌芽發展期
1953年 戰後政局穩定，百業待興由轉口港轉型為製造業中心
何東中學成立，提供3年商科課程
1957年 商業課程由3年增至5年
1960年代初 工業多元化，需大量低及半技術人員
實用中學開辦，後期轉為工業中學
1960年代中 商業課程推進至中六及中七
1960年代後 開辦3年職業先修學校，擴大商業課程範圍
穩步增長期
1970-1990年代初
製造業北移，技術勞工減少，人材需求下降，服務業需求上升
職先擴充至5年及7年，但課程未有按經濟發展而革新
1970-1990年代中
1970-1990年代後
刪去商業實用科目，增強基礎商業知識及電腦應用
調整更新期
2000年後 以服務業為主 執行1997年提出的新商科科目
2009年 初中課課程不變，把原有高中商科科目合併為一科
香港中學商業課程之發展
從多元化的科目綜合整理成單一的初、高中課程
為中學各級提供多元化的課程
初中提供簡單的實用科目
簡轉繁
繁轉簡
現時初高中商科課程
高中：企業、會計及財務概論目標 課程內容
•掌握商業知識和技能•培養共通能力•為生活、學習及就業作準備
必修：營商環境、管理導論、會計導論、基礎個人理財
選修：會計（財務及成本會計）或商業管理（財務、人力資源及市場營銷管理）
初中：基本商業
目標 課程內容
•明白商業的意義及認識與生活有關的商業活動•作出明智的商業選擇•了解商業社會的責任與義務
經濟、商業、市場、會計、財務、商業道德、管理、溝通、信息科技及商業數學
在經濟高速轉型下，學習內容必須廣博而通。
Business Education in Different Countries
1. UK, Sweden, EU
2. US, Canada
3. Australia, New Zealand
4. Singapore
Focused on ‘Secondary Level’ & Based on ‘Official Websites & Key Reports’
• AS and A level specifications in Business must encourage learners to: – develop an enthusiasm for studying business; – gain an holistic understanding of business in a range of contexts; – develop a critical understanding of organisations and their ability to
meet society’s needs and wants; – understand that business behaviour can be studied from a range of
perspectives; – generate enterprising and creative approaches to business opportunities,
problems and issues; – be aware of the ethical dilemmas and responsibilities faced by
organisations and individuals; – acquire a range of relevant business and generic skills, including decision
making, problem solving, the challenging of assumptions and critical analysis; and
– apply numerical skills in a range of business contexts.
United Kingdom
United Kingdom
BUSINESS RELATED SUBJECTS
GCSEA-LEVEL
AS A2APPLIED BUSINESS
BUSINESS & COMMUNICATION SYSTEMBUSINESS STUDIESECONOMICS
Business environmentBusiness financeBusiness behaviorICT in business MarketingPeople in organizationsBasic economicsAccounting
Planning and financing a businessManaging a businessBusiness frameworkBusiness functionBusiness economicsDeveloping new business ideasCompetitive marketsThe global economy
Strategies for success in businessThe business environment and managing changeBusiness strategy and practiceInternational businessThe wilder economic environment and business Business economics and economic efficiency
1.Curriculum & Assessment
• EXAMPLE‐ GCSE BUSINESS & COMMUNICATIONS SYSTEMS
AQA Edexcel OCR
Subject content
• The business environment• Workplace organization
• Human resources• Communication
• ICT in the business environment
• Computer applications in thebusiness environment
• Communication systems• Data gathering, recording and
presentation systems• Money transfer systems
• Constraints and influence onsystems
• Applications of ICT• Business Practice
• People in the Workplace• Communication
AssessmentPart 1
1 hour written examination33% of final marks
Externally assessed
1 hour written examination40% of final marks
Externally assessed
2 hour written examination60% of final marks
Externally assessed
AssessmentPart 2
2-hour controlled test using a computer
67% of final marksExternally assessed
1 ½ hour written examination35% of total marks
Externally assessed
Coursework40% of final marksInternally assessed
AssessmentPart 3
n/aOne coursework assignment.
25% of final marksInternally assessed
n/a
GCSE Curriculum (EBEA, 2013)A‐level specifications
The core business units for both specifications are:• AS, :Developing New Business Ideas• A2,: International BusinessStudents who wish to follow the business studies
rout will then progress to:• AS, :Managing the Business• A2, :Making Business DecisionsStudents who wish to follow the economics and
business rout will study:• AS, : Business Economics• A2, : The Wider Economics
• According to Ofsted report (2010), there were insufficient opportunities for students to engage directly with businesses and employers
• Despite good results, the quality of students’ work, their knowledge and understanding, and their ability to apply learning to unfamiliar contexts and to demonstrate higher level skills, were often weak.
Current Issues
Sweden
Courses (for Upper Secondary School):
I Business Management and Economics Programme
Economics learn about business areas such as marketing, accounting, calculations, leadership and organisation. You learn to start and run a business.
Law learn about the importance of the legal system
SwedenII Business and Administration Programme
Administrative serviceslearn about administration, leadership and organisation in companies and public administrationlearn about entrepreneurship and service.
Commerce and servicelearn about retail and wholesale areaslearn about e‐commerce, leadership and running a business, and about entrepreneurship, service and communication.
EU Curriculum Development
•Launch of national entrepreneurship education strategies for general education between 2000 and 2011
•EU fourth long-term strategic objective: to enhance creativity and innovation through entrepreneurship education at all levels
Source: Eurydice.
Approaches to entrepreneurship education in general upper secondary education, according to central steering documents, 2011/12
USBasic curricular structure in Secondary School
1. Science (biology, chemistry, physics)2. Social Science (history, government, economics courses)
3. English (literature, humanities, etc)4. Mathematics (algebra, geometry, algebra II) 5. Physical education6. Electives (business electives, Science electives, etc)
Mission of Business Education
• The primary mission : to provide instruction for and about business.
• National standards to guide business education (by The National Business Education Association)
• Topical areas: accounting, business law, career development, communications, computations, economics, personal finance, entrepreneurship, information systems, international business, management and marketing
Aims and Objectives
1. Function as economically literate citizens through the development of personal consumer economic skills, a knowledge of social and government responsibility, and an understanding of business operations.
2. Demonstrate interpersonal, teamwork, and leadership skills necessary to function in multicultural business settings.
3. Develop career awareness and related skills to enable them to make viable career choices and become employable in a variety of business careers.
4. Select and apply the tools of technology as they relate to personal and business decision making.
5. Communicate effectively as writers, listeners, and speakers in social and business settings.
6. Use accounting procedures to make decisions about planning, organizing, and allocating resources.
Aims and Objectives7 Prepare to become entrepreneurs by drawing from their general understanding of
all aspects of business.
8 Understand the interrelationships of different functional areas of business and the impact of one component on another.
9 Develop the ability to participate in business transactions in both the domestic and international arenas.
10 Develop the ability to market the assets each individual has whether they be in the labor market or in the consumer goods market.
11 Manage data from all of the functional areas of business needed to make wise management decisions.
12 Utilize analytical tools needed to understand and make reasoned decisions about economic issues ‐ both personal and societal.
From Middle/Junior High to High School
• Students are introduced to key concepts in basic business, entrepreneurship, and personal finance and how these concepts are integrated in a business venture.
• Students continue to explore careers, apply work‐based skills, gain business experience and participate in organizations
• Curriculum primarily includes exploratory and career awareness experiences and continues to build basic skills of reading, spelling, writing, and computing, e.g. word processing
• Courses include: introduction to business / business communication / law/ math / management / computer programming / accounting / economics / entrepreneurship / web design / ecommerce / international business / finance
Characteristics
• business‐related courses are elective courses that are non‐credit bearing
• students study business‐related course(s) are based on their own interest
• to promote self‐directed and active learning
CanadaThe Goals of Business Studies: To provide students with the knowledge, skills, and attitudes
necessary to achieve success in secondary school, the workplace, postsecondary education or training, and daily life.
The goals of the business studies curriculum are to enable students to:
• gain an understanding of business concepts through the study of subjects such as accounting, entrepreneurship, information and communication technology (ICT), international business, marketing, and business leadership;
• achieve business, economic, financial, and digital literacy;
• develop the skills, including critical thinking skills, and strategies required to conductresearch and inquiry and communicate findings accurately, ethically, and effectively;
• apply the knowledge, skills, and attitudes acquired through the study of business to a variety of learning tasks and relate them to business phenomena on the local, national, and global levels.
The importance of business studies: connect with real‐world
All business studies courses depends on Five critical areas of learning
CoursesBusiness skills
eg: problem solving,financial planning
Communication in a business environment
eg: literacy skills,business terminology
Digital literacyeg: information systems
and structures
Financial literacyeg: money management
Ethical, moral, and legal considerations in business
eg: social responsibility
• The courses in • grade9、10
Introduction to Business course
Information and Communication Technology in Business course
Business Fundament(se:Economic Basics ,Types of Businesses, Business Ethics and Social Responsibility ,International Business)
Functions of a Business(se:Production ,HR, Managemen, Marketing, Accounting)
Finance(se:Income Management, Banking, Investing, Credit)Entrepreneurship(se:Characteristics Skills and Contributions,
Invention and Innovation
Digital Literacy(se:Terminology, The Computer Workstation, File Management, The Internet, Electronic Research)
Productivity Software(se:Word Processing, Spreadsheet, Database)Design Software(se:Presentations, Desktop Publishing, Web Page DevelopmenBusiness Communications(se:Business Communications Standards,
Portfolio,Electronic Communication)Ethics and Issues in Information and Communication Technology
(se:Legal Social and Ethical Issues, Privacy and Security Issues, Health andEnvironmental Issues)
Grade11 Grade12
Accounting
Financial Accounting Fundamentals (University/College)
Accounting Essentials (Workplace)
Financial Accounting (University/College)
Accounting for a Small Business(workplace)
EntrepreneurshipEntrepreneurship:The Venture (College)Entrepreneurship:The Enterprising Person (open)
Entrepreneurship:Venture Planning in an Electronic Age(college)
Information and Communication
Technology
Information and CommunicationTechnology：The Digital Environment (open)
Information and Communication Technology:Multimedia Solutions (college)
Information and Communication Technology in the Workplace (workplace)
International Business
International Business Fundamentals (university/college)International Business Essentials (workplace)
Marketing
Marketing: Goods, Services, Events (college)Marketing: Retail and Services (Workplace)
Business Leadership
Business Leadership Management Fundamentals (University/ College)Business Leadership: Becoming a Manager(Workplace)
The Achievement Chart for Business Studies
Categories of Knowledge and
SkillsCriteria Descriptors Qualifiers
Knowledge and Understanding Thinking Communication Application
planning skills
processing skills
critical / creative thinking processes
Roles and Responsibilities in BUS‐EDU
Students
Parents
Teachers
Principals
1.be familiar withcurriculum;2.communicate withteachers and kids;3.participate in P-Tinterviews,someschool activities.
1.develop instructional strategies;2.encourage students achieve the curriculum expectations;3.use appropriate methods to assess and evaluatestudent learning.
1.face special challenges to learn;2.pursue opportunities to extend and enrich their knowledge.
ensure:1.each student has access tothe best possible educational experience;2.the Ontario curriculumis being properly implemeted;3.the apprapriate resourcesare available;4.teaching and learning in allsubjects are enhanced5.the students' IEPs are implemeted.
1. Develop the knowledge, understanding and skills that will enable students to actively and ethically participate in the local, national, regional and global economy as business and financially literate citizens.
2. Develop knowledge and understanding of the nature of economics and business decision‐making and its role in creating a prosperous, sustainable and equitable Australian economy.
3. Make sense of the world through investigating and developing an understanding of the work and business environments within the Australian economy and its interactions and relationships with the global economy, in particular with the Asia region.
4. Develop an understanding of the role, rights and responsibilities of consumers, goods and service providers, savers, investors, workers and the role that government and other policy‐making institutions, including the legal environment, play in influencing individuals, households, businesses and the economy.
5. Develop enterprising behaviours and capabilities that can be transferable into life, work and business opportunities.
AustraliaAims of Business Ed
4 phrases:
I. Y5-6 : Basic knowledge of Business and Economics
II. Y7-8 : Advanced knowledge of Business and Economics
III. Y9-10 : application and case study (regional and national perspective)
IV. Senior secondary : Micro and Macro Economics
Australia
AustraliaEconomics and Business
New ZealandAims of Business Education
• Studying business enables students to appreciate the issues that challenge businesses and stakeholders. In a rapidly changing world, it is important that citizensare able to make informed and rational decisions about business matters.
• Business contributes to the development of a culture of enterprise in New Zealand and supports our efforts to improve economic and community well‐being. Business studies creates opportunities for students to:
• understand the integral role of business in society and the economy• explore enterprise culture• develop the key competencies including initiative, resilience, and resourcefulness
and the skills of problem solving, co‐operation, decision making, negotiation, and communicating
• gain knowledge and understanding of good business practice and of business as a productive activity
• acquire greater financial capability.• Evidence of an enterprising spirit abounds in New Zealand’s history and is an aspect
of our multicultural national identity. Enterprise and business entrepreneurship are essential to New Zealand’s economic future.
New Zealand• Courses: Economics, Accounting, Business Studies (for Level 6‐
8 students)
• Assessment and Examination: National Certificate of Educational Achievement
NCEA accounting achievement standard
Level 1 (level 6) Level 2 (level 7) Level 3 (level 7)
External
1 understanding of accounting concepts for small entities2 Prepare financial statements for sole proprietors3 Interpret accounting information for sole proprietors
1 Understand accounting concepts for an entity that operates accounting subsystems2 understand financial information for an entity that operates accountingsubsystems3 Interpret accounting information for entities that operate accountingSubsystems
1 understanding of accounting concepts for a NewZealand reporting entity2 understanding of company financial statementpreparation3 understanding of management accounting to informdecision-making
Internal
1 Process financial transactions for a small entity; 2 Prepare financial information for a community organisation’s annual general meeting
1 Demonstrate understanding of a contemporary accounting issue for decision making; 2 Demonstrate understanding of an accounts receivable subsystem for an entity; 3 Demonstrate understanding of an inventory subsystem for an entity
1 Demonstrate understanding of accounting for partnerships;2 Prepare a report for an external user that interprets the annual report of a New Zealand reporting entity;3 Demonstrate understanding of a job cost subsystem for an entity
To equip students with the ability to understand accounting in everyday life in particular to provide them with important skills for whatever job or business they end up doing or owning.
NCEA Business studies achievement standard
Level 1(level 6) Level 2(level 7) Level 3(level 8)
external
1 use specific information and/ora case study of a small businessto illustrate their answers.2 demonstrate understanding ofa selection of the businessknowledge, concepts, andcontent90837/90838/90839
1 use business theory, knowledge ofa large business, and / or a casestudy to illustrate.2 using given Māori conceptsdefinition or explanation then applyor explain the concept in relation toa specific business context.90843/90844/90845
1 use business theory,knowledge of a New Zealandglobal business and / or acase study to illustrate. Thetypical learning context is aNew Zealand registeredbusinessoperating in a global context.
internal
demonstrate understanding:1 product – product description and the product life cycle 2 price – a range of pricing strategies 3 place – channels and methods of distribution 4 promotion – a range of promotional strategies.
demonstrate understanding:research /methods of research/advantages and disadvantages of types and methods/data types/interpreting data/presenting/evaluating the market research process ways to improve research. 90846
demonstrate :business strategy/marketing/market analysis/strategy/sales forecasting/marketing budgets/contingency planning/implementation and monitoring.
NCEA Economics achievement standard
Level 1 (level 6) Level 2 (level 7) Level 3 (level 8)
External
1 contextualize answers by using appropriate economic terminology, integrate relevant economic graphs to aid explanations.2 understanding of consumer choices, using scarcity and demand3 understanding of producer choices using supply4 understanding of how consumer, producer and government choices affect society, using market equilibrium
1 Analyse inflation using economic concepts and models2 Analyse international tradeusing economic concepts and Models3 Analyse economic growth using economic concepts and Models4 analyse the effects of exchangerate appreciation and depreciation on inflation, trade, and growth.
1 Demonstrate understanding of the efficiency of market equilibrium2 Demonstrate understanding of the efficiency of different market structures using marginal analysis3 Demonstrate understanding of macro-economic influences on the New Zealand economy
Internal
1 Make a financial decision for an individual or group; 2 Demonstrate understanding of cash management for a small entity
1 Demonstrate understanding of accounting processing using accounting software2 Demonstrate understanding of a contemporary accounting issue for decision making3Demonstrate understanding of an accounts receivable subsystem for an entity4 Demonstrate understanding of an inventory subsystem for an entity
1 Demonstrate understanding of accounting for partnerships;2 Prepare a report for an external user that interprets the annual report of a New Zealand reporting 3 Demonstrate understanding of a job cost subsystem for an entity
Singapore
National Courses and Examinations
PSLE(the Primary School Leaving Exam)
GCE N(T)-Level(Normal Technical Level Exam)
GCE N(A)-Level(Normal Academic Level Exam)
GCE O-Level(Ordinary Level Exam)
GCE A-Level(Advanced Level Exam)
Business Ed – Electives of the GCE Normal (Academic) course
SingaporePrinciples of Accounts
1.GCE O‐level Business StudiesEconomics
Introduction to Enterprise Development
Economics
2.GCE A‐level Principles of AccountingManagement of Business
Example ‐
BUSINESS STUDIES O LEVEL
SYLLABUS CONTENT
Business and the environment in which it operates
Business structure organization and control
Business activity to achieve objective
People in business
Regulation and controlling business activity
Insights• Objectives
– About & for business– be a sensible (decision maker) and ethical citizen
• Competence & capacity– Hard knowledge + soft skills + open attitude
• Offering– Independent + optional subjects
• Teaching Content areas– Function + Integration + Diversification
• Out of class (Authentic) learning activities
Teaching Content AreasEcon, Bus Studies, A/c, ICT, Marketing, Finance, international business, enterprise
經濟、商業、市場、會計、財務、商業道德、管理、溝通、信息科技及商業數學
必修：營商環境、管理導論、會計導論、基礎個人理財
選修：會計（財務及成本會計）或商業管理（財務、人力資源及市場營銷管理）
ECON? ICT? Ethics? Enterprise?
Core Activities of Business Schools
Integrative thinkingExperiential learningDesign thinkingReflexivityEthicsEntrepreneurshipInnovation
Hall, Agarwal& Green (2013)
Applicability
Re‐positioning? Global & Citizenship Education
Re‐catagorizing? break BAFS into different independent optional Business Subjects
Re‐emphasising? Econ, ICT, Ethics & Enterprise
The way forward
BAFS +more independent optional Bus Subjects???
A start up ONLY, it takes time …
All around consideration4Ps ‐ Public, Parents, Pupils & Personal
• The Office for Standards in Education, Children's Services and Skills .(2011). Economics, business and enterprise education.(Reference NO:100086). London.
• Ofsted raising standards improving lives( 2013). Developing young people’s economic and business understanding. Retrieved from: http://www.ofsted.gov.uk/resources/developing‐young‐peoples‐economic‐and‐business‐understanding
• The EBEA‐Working with teachers to improve Economics Business Studies& Enterprise(2013). Choosing a course: which GCSE? Retrieved from:http://www.ebea.org.uk/leadership_support/general_curriculum_information/choosing_a_gcse_business_course/
• Hosler, Mary Margaret, ed. 2000. A Chronology of Business Education in the United States 1635 ‐ 2000. Reston, VA: National Business Education Association.http://www.nbea.org/newsite/curriculum/standards/index.html
• http://www.acara.edu.au/verve/_resources/Shape+of+the+Australian+Curriculum++Economics+and+Business.pdf• http://www.skolverket.se/om‐skolverket/andra‐sprak‐och‐lattlast/in‐english/the‐swedish‐education‐
system/upper‐secondary‐school/about/business‐management‐and‐economics‐programme‐1.102721• http://www.seab.gov.sg/aLevel/aLevel.html• https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/252931/Business_subject_conte
nt.pdf• http://www.seab.gov.sg/oLevel/2013Syllabus/7085_2013.pdf• http://seniorsecondary.tki.org.nz/Social‐sciences/Business‐studies• http://www.cicic.ca/702/Ministries_of_Education.canada• http://www.acara.edu.au/• http://futurestudents.unimelb.edu.au/• http://sydney.org.cn/sxy
Reference
Reference
• Australian Curriculum, Assessment and Reporting Authority. (2012) The Shape of the Australian Curriculum: Economics and Business, Sydney NSW: ACARA
• Paul R.Burden and David M.Byrd.(1994)Methods for Effective Teaching( 6th ed.), NJ:Pearson
• Carroll, David and Ng, Eric and Birch, Dawn (2013) Strategies to improve retention of postgraduate business students in distance education courses: an Australian case. Turkish Online Journal of Distance Education, 14 (1). pp. 140‐153.
• Hall, R., Agarwal, R., & Green, R. (2013). The future of management education in Australia: challenges and innovations. Education + Training, 55(4/5), 348‐369.
• 潘晨光，等．中国职业技术教育的发展与挑战[J]．职教论坛，2007，(9)．崔秋巍．澳大利亚高等职业技术教育[J]．机械职业教育，2001，(12)．
Acknowledgement: A special thank goes to my current MEd and PGDE students theycontribute to some of the initial findings on business education in differentcountries.
