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From September 2009 onwards, a new business curriculum which focuses on three key business disciplines, namely management, accounting and finance, has been implemented in Hong Kong senior secondary schools. A new assessment guide has been also proposed in light of the new curriculum. Such business curriculum and assessment reform move in the direction of preparing pupils to be more adaptive to the fast-changing business society; an innovative school-based pedagogical design will definitely be needed. This paper examines and analyzes the nature of the existing Hong Kong business curriculum and assessment reform from a competence-based perspective, discusses the critical issues in the areas of curriculum design, assessment practices, teaching approaches and teacher development, and suggests innovations in these areas for enhancing pupil competence development in the context of Hong Kong senior secondary education. [ABSTRACT FROM AUTHOR]

The paper explores the extent to which the entrepreneurship education component of the business education curriculum in Lesotho secondary education is being implemented. The study was undertaken in 18 schools during 1998, 1999 and 2000. Different research methods such as video recording, interviews and document analysis were used. Results indicate that teachers mainly employ didactic methods of teaching, leaving little room for entrepreneurship development. This is reinforced by the type of examination questions asked. The types of questions asked do not reflect core values and skills central to entrepreneurship education. The findings suggest recommendations geared towards supporting teachers in espousing appropriate pedagogical methodologies to entrepreneurship during in-service and pre-service development. [ABSTRACT FROM AUTHOR]

Over the last decade, there has been an increasing drive towards the promotion and development of enterprise education in Scottish schools. This has involved much debate about the nature of enterprise and how it may be addressed and applied within primary and early secondary school settings. The recent renewed interest in citizenship education and New Labour's drive towards creating a ‘third way’ between capital and welfare has opened up new and wider debates about educational practice. This paper examines the enterprise and citizenship agendas, drawing upon evidence from the English National Curriculum model and recommendations recently published in Scotland, and opens up new debates about the potential for enterprise education to contribute towards the citizenship agenda in Scottish schools. [ABSTRACT FROM AUTHOR]

This article examines various aspects of the high school economics curriculum in the U.S. High school economics is not a homogeneous product. Students have not rigorously identified what high school economics ought to be; consequently it is difficult to measure teaching and learning effectiveness. In recognition of the above two problems, the evaluation of the high school economics course given in this paper deals first with an identification of the course product in terms of its conceptual content. The two purposes of this study are to identify common characteristics among inputs and to determine the relationship between the conceptual content of the course and groups of explanatory variables that characterize "the teacher," "the course structure," and the institutional framework provided by the school and the school district. The use of the principal components model permitted the computation of factor scores from the matrix of factor loadings, making it possible for a limited number of variables to be carried over in further analysis. The two variables found to be significant were the number of students per grade level and course length measured in class hours. The number of students per grade level loaded high on factor 4.