This blog post addresses the issue that, if the school curriculum is believed to be a robust framework for the learner to make sense of their world, then the General Certification of School Education (GCSE) Business Studies curriculum, as studied by secondary school students in England between the ages of 14 and 16, has been failing (Egan, 2014). A society may only progress when schools enhance the learners’ skills, knowledge and understanding to continue social activities like controlling the rein of various professions for the future. Education systems are not static, so it is imperative that national departments of education include the constituents in the framework of learning that are relevant and recent. Political, economic, social and technological advances are the true reflection of our modern society and, as a result, curriculum designers need to adapt to these revolutionary alterations when carving a curriculum (Kress, 2010).
The current Business Studies specifications for secondary school learners in England lack focus on contemporary issues, trends and concepts. However, the curriculum prepared by the Department for Education for claims to be intensive and extensive (DFE, 2014). In the past two decades, academics have claimed that Business Studies at a secondary level has received minimal consideration from policymakers and educationalists (Jordan & Yeomans, 1998), and Business Studies was viewed as a new addition to the secondary school curriculum. The concern this blog entry seeks to raise is that the content of the Business Studies curriculum needs reviewing in light of the significant evolution of the business world (Kettler et al., 2021). The rapid launch of technology and artificial intelligence has shifted traditional business norms to adapt to the prevalent model of globalisation. However, Business Studies at the GCSE level contains a massive deficit of the compulsorily comprehensive concept of globalisation. Well-recognised UK-based secondary school certificate-awarding bodies mention the under-discussion phenomena only briefly without delving into the concept at a broader level, even though their specifications were reviewed in the past five years.
