Defines economic awareness as a critical awareness of the use of scarce resources. Identifies the three major perspectives of economic awareness as knowledge, procedure and needs-based. States that it is possible to coalesce these perspectives into a fourth eclectic perspective, and to provide guidelines for teachers in line with the national…

Examines plans and proposals for the "Key Stage 4" portion of the United Kingdom's General Certificate for Secondary Education (GCSE) program. Explains the development of a 10-point assessment scale and plans for combined subject courses. Argues that, although economics instruction should be encouraged, it should not be the sole emphasis…

Considers how design and technology may contribute to the development of students' economic understanding. Defines design and technology and the connection to economic understanding through values. Suggests that technology teachers need to be made aware of a broad range of contexts that can be used to develop economic understanding through…

Discusses the United Kingdom's plans for increasing student participation in post-16 vocational education and training. Explores the proposed General National Vocational Qualifications (GNVQs) and Ordinary and Advanced Diplomas. Identifies the place of economics in the National Curriculum. Draws a number of parameters from the government plan and…

Outlines ways that the core skills recommended by the British Secretary of State can be integrated into the economics A/AS level syllabi. Identifies and discusses these skills in the context of curriculum development. Discusses the implications for the first national examination in 1996. (NL)

Discusses the Business and Economics Education (BEE) portion of the National Curriculum in Great Britain. Describes a project for incorporating technology training into other subject areas for a common, practical approach to learning. Emphasizes the importance of having a specialist to teach BEE to provide a quality experience and ensure…