Project management competences are essential for the successful management of work packages in today’s global business environments. Associated skills such as influencing others, negotiating and the planning and organizing of activities are vital for those who wish to be effective at whatever they do. This is not limited to the work place. These skills are fully transferable to most life and work situations. As such, skills can be used at school, college, university and in private life. These skills should be taught to young students much earlier.
This paper investigates the level of project management that is currently being taught at Secondary Grammar/Gymnasium/Sixth Form schools in the UK, Austria and the Czech Republic. It appears that project management is taught at a relatively small number of selective schools only and that there is a lot of scope and interest to teach young students the essential principles and skills of project management as early as 14 years of age.
The outcome of this research suggests that it is desirable that young students are given the opportunity to learn more about project management competences and skills so they can learn and apply these in their educational, working and private lives.
Table of Contents
1. Introduction
2. Background to the Study
2.1 The Past
2.2 The Present
2.3 The Future
3. Research Questions
3.1 The following is a list of research questions I consider needs to be answered to move the aims and objectives of this proposal forward to a successful conclusion:
4. Survey Details
4.1 Indicative Data Collection
4.2 UK Examination Bodies: OCR and AQA
5. Evaluation of Collected Data from Schools in the UK, Austria and the Czech Republic
6. Accreditation
7. Funding
8. Conclusions and Recommendations
Objectives and Research Themes
This paper aims to evaluate the current status of project management education for students aged 14 and older in the UK, Austria, and the Czech Republic, advocating for the integration of these essential skills into secondary school curricula to enhance student personal and professional development.
- Analysis of existing project management curricula in secondary education.
- Evaluation of transferable project management competences for youth.
- Assessment of support structures from national education authorities.
- Exploration of accreditation and funding requirements for future implementation.
Excerpt from the book
1 Introduction
Project Management has been around for a long time. Morris (1994, p.1) considers that ' Managing projects is one of the oldest and most respected accomplishments of mankind. We stand in awe of the pyramids, the architects of ancient sites, the masons and craftsmen of great cathedrals and mosques, of the might and labour behind the Great Wall of China and other wonders of the world'. Gareis (2005) suggests that ' In the project-oriented society projects and programmes are becoming more important not only in profit and non-profit organizations, but also in new areas of application, such as in small communities, associations, schools and even in families'. The changes in working environments and the new business expectations already had a major impact on project managers. According to Gareis and Huemann (2003) project managers are now expected to deliver more in less time, to higher quality standards and with fewer resources.
Many companies, globally, have adopted and implemented project management as their primary means of delivering work packages effectively and efficiently. It also appears that project management skills are highly desirable for many senior, middle and junior management positions within companies due to the recognition that these skills are highly desirable and fully transferable. This is reflected in job advertisements. Potential candidates need to prove more and more that they have at least some project management skills and knowledge otherwise they do not need to apply.
Summary of Chapters
1. Introduction: Outlines the historical significance of project management and argues for the necessity of teaching these transferable skills to younger students.
2. Background to the Study: Reviews the evolution of project management education from the 1990s to the present and posits the future need for early introduction of these concepts.
3. Research Questions: Details the specific inquiries required to support the proposal of integrating project management into secondary school curricula.
4. Survey Details: Describes the methodology used, including internet research and telephone consultations, to gather data across the UK, Austria, and the Czech Republic.
5. Evaluation of Collected Data from Schools in the UK, Austria and the Czech Republic: Presents the findings regarding current educational practices and identifies the limited yet existing scope for project management instruction.
6. Accreditation: Discusses the requirements for professional validation of school-based project management courses by established bodies.
7. Funding: Addresses the necessity of securing financial sponsorship from universities or education authorities for the implementation of this initiative.
8. Conclusions and Recommendations: Summarizes the study's findings and suggests pilot launches as a next step toward country-wide implementation.
Keywords
Project Management, Secondary Education, Curriculum, Transferable Skills, Student Development, Educational Policy, Accreditation, Funding, UK, Austria, Czech Republic, Research Proposal, Teaching Methods, Youth Competences, Professional Development.
Frequently Asked Questions
What is the core focus of this research paper?
The paper explores the feasibility and necessity of teaching project management principles to students aged 14 and older within secondary school systems in the UK, Austria, and the Czech Republic.
What are the primary themes addressed in the text?
The text focuses on the current lack of formal project management education, the high transferability of these skills, the need for institutional support, and strategies for future implementation.
What is the main objective of the author?
The primary goal is to gather support and evidence for the integration of professional project management modules into secondary school education to better prepare students for their future careers and private lives.
Which research methodology was utilized?
The author employed a combination of online syllabus analysis and direct telephone interviews with teaching and administrative staff in the three target countries.
What does the main body of the work cover?
The main body covers the history of project management teaching, the evaluation of data collected from various international schools, and the practical requirements for accreditation and funding.
Which keywords best describe this study?
Key terms include project management, secondary education, transferable skills, curriculum integration, and student competency.
Why are project management skills considered "transferable" for young students?
The author argues that these skills, such as planning, negotiating, and influencing, are essential not only for the workplace but also for organizing school projects and private goals like holiday planning.
What is the current status of project management teaching in the investigated countries?
The survey reveals that formal project management is rarely taught as a separate module, though some schools incorporate supportive teaching via other subjects or specific diploma programs.
- Quote paper
- Dr Eddie Fisher (Author), 2008, The principles and skills of project management should be taught much earlier, Munich, GRIN Verlag, https://www.grin.com/document/112186
