Identifying the Dimensions and Components of the Curriculum Based on Entrepreneurship Education in Secondary School

Curriculum has an effective role in the success of educational systems and a curriculum based on entrepreneurship education can help in this field. Therefore, this study was conducted with the aim of identifying the dimensions and components of the curriculum based on entrepreneurship education in secondary school.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The present study population was experts and specialists familiar with the research field, which according to the principle of theoretical saturation number of 10 people of them were selected as a sample with using the purposeful sampling method. The research tool was a semi-structured interview with experts and specialists, which whose validity was confirmed calculated by the triangulation method and its reliability was calculated by the intra-subject agreement coefficient 83.33 percent and the agreement coefficient between two coders 72.22 percent. The data were analyzed by the coding method based on the grounded theory in MAXQDA software

The findings of this study indicated that the curriculum based on entrepreneurship education in secondary school had 36 concepts, 9 components and 6 dimensions; So that the causal factors were include one dimension of recognition of entrepreneurial opportunities with two components of connection with the labor market and entrepreneurial policies and goals, the central phenomenon were include one dimension of central processes of curriculum design with one component of curriculum design, the contextual factors were include one dimension of operational knowledge with two components of gaining experiences real in the form of practical activities and business management, the intervening factors were include one dimension of obstacles to entrepreneurship with one component of executive interventions of the entrepreneurship education curriculum, the strategies were include one dimension of learning activities with two components of starting a business and developing skills and the outcomes were include one dimension of occurrence of decision-making results with one component of success of entrepreneurship education curriculum. In the end, the coding pattern based on the grounded theory of dimensions and components of the curriculum based on entrepreneurship education in secondary school was designed.

Based on the dimensions and components of the curriculum based on entrepreneurship education in secondary school, specialists and planners can take an effective step to improve the curriculum design.