This study describes the evolution of the British Columbia business education curriculum from 1875 to 1990. Since the 'official' curriculum document at any particular time represents the central focus of formal educational endeavours, it and related ensuing specific business subject curricula were the central objects of analysis for this study. The primary or "parent" document of the general curriculum for each important revision period was examined first for such clues as its language, purposes, aims, emphases and concerns gave to its philosophy and general orientation. Next, each of the commercial/business programmes that issued from that major revision was examined in order to determine its relationship to the "parent" document. Individual courses within the programmes were then analyzed. Finally, each curriculum was examined to ascertain its relationship with its social, economic, political and historical contexts. Some important themes have emerged: a shift in the clientele for business education, a series of changes in the focus of the programme, and some related changes in the status of the field. The evolution of commercial education from a course of study for 'gentlemen' into one for an almost exclusively female clientele by mid-century, into one for both genders by 1990 greatly affected the contents and emphases of prescribed programmes. The contents and emphases of those prescribed programmes were also determined by the broader social, political and economic contexts in which they operated. During certain periods, the programme presented an image of business as "offic work", and thus utilitarian, functional, nonacademic, and of primary interest to female students. Emphasis on "entry-level" skills for office employment characterized the programme. At those times its prestige within the school subject hierarchy tended to be low. At other times business education was a more general course, theoretical, and fairly academic in nature, presenting a broad conception of the business world. In those periods business education included theories and practices related to owning, directing and conducting business as well as office skills and routines. During these times, business education enjoyed high status within the school subject hierarchy, and appealed to both male and female students. In addition, the status of business education depended on the attention it received from such influential entities as strong business interest groups, and the federal and provincial governments. While more tentative than some of the other considerations the thesis does examine the interrelationships amongst such elements as curriculum, academic and nonacademic streaming, gender roles, employment training, and political and economic agendas of government. Although the exact impact that each had in determining business education curricula is not yet entirely clear, their central role in the process is made amply clear in this descriptive study. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Career Preparation programs have been offered in British Columbia since 1980. However, in that time very little formal evaluation has been conducted to determine if Career Preparation programs are achieving the stated objectives. This study, based on Business Education Career Preparation programs in Vancouver secondary schools, surveyed Career Preparation students one, two, and three years after graduation. Schools which had started Business Education Career Preparation programs in September 1982 or earlier were selected. Graduates of these schools who completed a Business Education Career Preparation program in 1984, 1985, or 1986, were surveyed to determine their employment and post-secondary education experiences, whether their post-secondary education or employment was related to their Career Preparation specialties, and their perceptions of the program. The purpose of the study was to determine the strengths and weaknesses of the Business Education Career Preparation programs offered in Vancouver Secondary Schools in order to make recommendations for program improvements. The results show that 94% of respondents held at least one job since graduating from secondary school; 77% of respondents continue their education at a post-secondary institution; 67% of post-secondary programs enrolled in by respondents were at least somewhat related to their Career Preparation specialty; and 67% of jobs held since graduating from secondary school were at least somewhat related to their Career Preparation specialty. The Career Preparation program was rated at least somewhat helpful in facilitating progress in post-secondary education by 81% of respondents; 93% of respondents rated Career Preparation at least somewhat helpful in making career choices; 91% rated it at least somewhat helpful in providing employable skills; 85% rated it at least somewhat helpful in providing job search skills; and 68% rated it at least somewhat helpful in providing employment contacts. Overall, the Business Education Career Preparation program offered in Vancouver was judged as meeting the program objectives of the provincial curriculum. Recommendations are made for the program, including: matching students more carefully to work experience placements which meet their interests, career goals and specialty; more careful monitoring of work experience sites to ensure that appropriate tasks are being assigned; offering programs which will interest both males and females; coordinating employment opportunities for graduates; improving articulation with post-secondary programs; and structuring Career Preparation programs to allow for flexibility in course requirements and work experience. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate