Curriculum-making in pre-vocational education in the lower secondary school: A regional comparative analysis within Europe

Abstract

This paper presents a pilot comparative research project on pre-vocational education in lower secondary schools (ISCED level 2) within regions in three European countries. The primary aim of the study was to better understand how the pre-vocational education curriculum is constructed and taught within schools. A case study methodology was selected given the de-centralized nature of curriculum-making within each of the units of analysis. The data collection period covers the years 2009–2011 and the regions taking part were from Germany, Poland, and Scotland. The research method is based upon both the collection of secondary data, through the analysis of curriculum documents within regions in each country, and the use of primary data sources, through interviewing school teachers. The research builds upon previous studies in curriculum-making, in particular a theoretical framework that explores the differences between the ‘prescribed and enacted curriculum’. Finally, this study will argue that, although it is possible to identify quite a distinct pre-vocational curriculum within each region that, in practice, the subject is rarely taught (enacted) according to this prescribed curriculum.

Keywords:

• vocational education
• lower-secondary school
• curriculum
• teacher agency.

Notes

1. According to the definition of the European Union, sense of initiative and entrepreneurship ‘is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance’ (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC)).

2. Burger (1986).

3. The research project has been funded from 2009–2011 with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

4. Of course, it has to be mentioned here that the selection of two out of 16 federal states does not draw a fair picture of the curriculum processes and instructional organization of pre-vocational education in Germany.

5. Due to the fact that the German Gesamtschule (comprehensive school), a non-selective school type for lower and upper secondary education, has only in some federal states it’s ‘own’ curricula (e.g. comprehensive schools in Baden-Wuerttemberg are using the same curricula as the other three types of schools) this type of school is excluded in our study. Furthermore, for reasons of comparability, the German Gymnasium (grammar school), which originally leads to the Abitur (leaving certificate of the upper secondary education) and prepares the pupils for the academic track, is also excluded in this study.

6. Here, for reasons of comparability, the results of the curriculum analyses in both federal states Baden-Wuerttemberg and Northrhine-Westphalia are taken together.

7. Regarding the high coding rate of these items, we can identify a large number of topics in the curricula which deal with career choice education, as in the following example: ‘The pupils can show the necessity and importance of training and mobility and represent their own position’ (own translation of: Ministry for Culture, Youth and Sport Baden-Wuerttemberg 2004: 186).