In the early part of the twenty-first century schools face the challenge of ensuring that both enterprise and citizenship are accommodated within the same curriculum. This paper attempts to identify the political, social and cultural motivations that have led to the reconciliation of enterprise and citizenship and the principles and perspectives that underpin the dual agenda. In addition, it reports on evidence from an exploratory study of 10 primary schools and seven secondary schools in Scotland, in order to examine the main causes of the consistency and inconsistency in the way those principles are translated into practice. Data emerging from teacher interviews and pupil discussion groups is examined, and key findings discussed.
- social and political motivations
- Scottish schools