Geography, economic education and global education

Purpose The EU‐funded research project “Fifobi – Fit for Business – developing business competencies in school” (2009‐2012) focused on the implementation of economic education in seven European countries. The purpose of the project and this paper is to investigate the current programmes that exist within the final two years of compulsory education in the field of business education and pre‐vocational education. Design/methodology/approach In year one a thorough analysis of the curriculum was carried out. After a comprehensive evaluation personal interviews with teachers followed in year two and in year three personal interviews with representatives of the Social Partnership were conducted. Findings The Austrian curricula show a definite and clear focus on basic knowledge in economics. Social and self‐competences have to be taught in all subjects, but are poorly linked to the content of individual subjects. Many aspects of social and self‐competences are part of career orientation classes. A relatively small focus, however, is put on entrepreneurial thinking and acting. Originality/value The main objective for next steps is to draw up a new strategy of teaching to develop economic, business, social‐ and self competencies with the focus on responsibility for a local, regional, national and global level. The aim is to activate children and young people for global relations, formations of critical thinking and acting in economic education and global education

Business education · Curriculum · Curriculum development · Economic growth · Economics · General partnership · Global education · Higher education · Management · Originality · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Vocational education · Education Methods and Technologies · Global Education and Multiculturalism · Sociology and Education Studies

• La formación en emprendimiento en Educación Primaria y Secundaria

  Open Access•Sara González-Tejerina, María José Vieira Aller et al.•Revista Complutense de Educación•2021

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