<abstract xmlns="http://www.w3.org/1999/xhtml">Abstact<bold>Background and Purpose:</bold> Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers.<bold>Design/Methodology/Approach:</bold> In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers.<bold>Results:</bold> The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biography<bold>Conclusion:</bold> The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.</abstract>

AbstactBackground and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers.Design/Methodology/Approach: In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers.Results: The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biographyConclusion: The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.

The Heterogeneous Accentuation of Economic Content In Vocational Education: A Starting Point for Occupation-Specific Human Resource Development

RWTH Aachen University, School of Business and Economics

Organizacija

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

AbstactBackground and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of...

The Heterogeneous Accentuation of Economic Content In Vocational Education: A Starting Point for Occupation-Specific Human Resource Development

Online veröffentlicht: 20. März 2015

Seitenbereich: 46 - 56

Eingereicht: 04. Nov. 2014

Akzeptiert: 12. Jan. 2015

DOI: https://doi.org/10.1515/orga-2015-0004

Schlüsselwörter
education, economic education, curriculum, learning fields, institutionalized human resource development

© Christoph Maus

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Heterogeneous Accentuation of Economic Content In Vocational Education: A Starting Point for Occupation-Specific Human Resource Development

Online veröffentlicht: 20. März 2015

Seitenbereich: 46 - 56

Eingereicht: 04. Nov. 2014

Akzeptiert: 12. Jan. 2015

DOI: https://doi.org/10.1515/orga-2015-0004

Schlüsselwörtereducation, economic education, curriculum, learning fields, institutionalized human resource development

© Christoph Maus

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
education, economic education, curriculum, learning fields, institutionalized human resource development