Transformation of the Framework Education Programme to the School Education Programme with the Focus on Education of Economic Subjects in Czech Republic
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| Year of publication | 2018 |
| Type | Conference abstract |
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| Description | There are two very important areas of the education of economic subjects at secondary education level - the entrepreneurial education and education of financial literacy - acknowledged according to national strategies of education in Czech Republic based on the idea to support the development of the general population knowledge and the support the knowledge economy. Those two areas are contained in the Framework Education Programme (FEP), which is the obligatory regulation of the educational process for primary and secondary education in Czech Republic. There are core competences of pupils for several areas of education specified. The each educational institution is obligated to prepare its own education programme, named School Education Programme (SEP), according to the abovementioned ministerial document adapted to its own specific educational goals due to educational field and educational possibilities of the each institution. Thus, there are few main areas of concern of this article such as the core competencies of pupils for the entrepreneurship knowledge and financial literacy obtained in the FEP and its conformity with the requests for those competencies according to international surveys in those areas of interest. Core competencies of pupils in the area of entrepreneurship could be specified according to international surveys known as Global Entrepreneurship Monitor (GEM) or Global Entrepreneurship Development Index (GEDI). Core competencies of pupils in the area of financial literacy could be specified according to international survey of pupils named Programme of International Student Assessment (PISA). However, the FEPs as the general documents for educational process are generally designed, it is important to analyse the transformation of those documents to the specific individual SEPs. This analysis of the SEPs of chosen South Moravian secondary schools is the next part of the article. Finally, the conclusions from the abovementioned analyses are formulated as the main findings and the recommendations for the process of FEPs transformation to the SEPs in the field of education of economic subjects. |