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Session Information
02 SES 13 A, Education and Transition: Economic Competence and Financial Literacy
Symposium
Contribution
The inclusion of financial education in English schools is not a new concept. Initially, financial education was delivered in secondary schools of England and Wales through the cross -curricular theme of ‘economic and industrial education until in 2008 it was included in the subject of personal, social, health and economic education (PSHEe) – a non- statutory component of the national curriculum. Despite being well – funded and acknowledged as part of the national curriculum, its delivery has been patchy and irregular in schools and, thus, from September 2014, through a major revision of the national curriculum, personal finance education was made statutory through its inclusion in the subject of citizenship education and mathematics. The aim of this research is to understand whether making financial education part of the statutory curriculum has made any difference to its delivery in secondary schools. This study investigates the relationship between policy documents, institutional interpretation and classroom practice. Taking the premise that the outcome of a policy depends not only on the technicality and practicality of policy implementation process but, most importantly, on people’s understanding and interpretation of it, the conceptual framework is ‘sensitized’ by two major theoretic influences: street level bureaucracy theory (Lipsky 1980) and theory of educational transmission (Bernstein1977). The constraints and incentives that shape teaching and school management staff’s interpretation of curriculum reform were investigated through multiple case studies of state-maintained secondary schools following the 2014 curriculum reform. Data is currently being analyzed and will be presented at the conference.
References
Bernstein, B. (1977) Class, Codes and Control: Volume 3 towards a theory of educational transmission. Great Britain: Redwood Burn Ltd Lipsky, M. (1980) Street level bureaucracy: Dilemmas of the individual in public service, Newt park: Russell Sage Foundation
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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