![Ofsted [logo]](/sites/all/themes/ofsted/images/content/logo.png){kind=logo}
- Home
- About us
- News
- Inspection reports
- Find an inspection report
- Types of providers Ofsted inspects
- How Ofsted inspects
- Outstanding providers
- Statistics
- Surveys
- Our expert knowledge
- Early years
- Art
- Citizenship
- Design and technology
- Economics, business and enterprise
- English
- Geography
- History
- Information and communication technology (ICT)
- Mathematics
- Modern languages
- Music
- Personal, social and health education (PSHE)
- Physical education
- Religious education
- Science
- Attendance and behaviour in schools
- Disabled pupils and those who have special educational needs
- Business, administration and law
- Construction
- Engineering
- Hair and beauty, hospitality and catering
- Health and social care
- Literacy, numeracy and English for speakers of other languages (ESOL)
- Post-16 science and mathematics
- Post-16 information and communication technology
- Careers guidance
- Employability in learning and skills
- Youth support
- Subject survey feedback letters to schools
- Resources
- Find a resource
- Advanced resources search
- Publications
- Inspection and regulation forms and guides
- Statistics
- Videos and podcasts
- Surveys
- For inspectors
- Our expert knowledge
- Early years
- Art
- Citizenship
- Design and technology
- Economics, business and enterprise
- English
- Geography
- History
- Information and communication technology (ICT)
- Mathematics
- Modern languages
- Music
- Personal, social and health education (PSHE)
- Physical education
- Religious education
- Science
- Attendance and behaviour in schools
- Disabled pupils and those who have special educational needs
- Business, administration and law
- Construction
- Engineering
- Hair and beauty, hospitality and catering
- Health and social care
- Literacy, numeracy and English for speakers of other languages (ESOL)
- Post-16 information and communication technology
- Post-16 science and mathematics
- Careers guidance
- Employability in learning and skills
- Youth support
- Subject survey feedback letters to schools
- Good Practice
- Consultations
- Contact us
- Parent View
Skip to content
Resources
More like this
- Vocational courses failing to develop students' understanding of business
- Economics, business and enterprise
- Vocational courses failing to develop students' understanding of business
- Transforming religious education
- Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during subject survey visits to schools
A showcase of good practice across providers that Ofsted inspects or regulates
Economics, business and enterprise education
08 Jun 2011
Ref: 100086
This report evaluates the strengths and weaknesses in economics, business and enterprise education in primary schools, secondary schools and colleges. It covers two separate aspects of the curriculum:
- formally assessed economics and business courses taken by students aged 14 to 18 in secondary schools and colleges
- whole-school enterprise education; that is provision to promote economic and business understanding and enterprise and financial capability for all pupils in primary schools and students in secondary schools.
Available downloads
| File name | File type | File size |
|---|---|---|
| word Economics business and enterprise education.doc | word | 822.50 KB |
| pdf Economics business and enterprise education.pdf | 540.17 KB | |
| word Report Summary - Economics business and enterprise education.doc | word | 404.50 KB |
| pdf Report Summary - Economics business and enterprise education.pdf | 72.49 KB |
Published in
Reports are presented in either AdobePDF or Microsoft® Word format.
Download the Adobe Reader software directly from Adobe.
Download the Word View software directly from Microsoft.
© Ofsted 2013. All Rights reserved