Presents the conclusions of the Economics Association's Primary Economic Awareness Working Group. Discusses the need for economic awareness instruction in the British elementary schools. Offers examples and identifies sources of support for economic awareness instruction. Argues that economics education can be developed as a continuum in the…

Discusses how teachers can prepare classroom resources to help students taking the General Certificate in Secondary Education (GCSE) examination in economics. Reviews the economics emphases of the GCSE and offers several examples of how these emphases can be taught. (RKM)

Criticizes the new technical schools in Great Britain as "yet another waste of the taxpayers' money." Argues that employers value general academic ability over specific vocational skills. Concludes that successive British governments have demonstrated economic illiteracy when applying the principles of economics to the education…

The major purpose of the Economics Education 14-16 Project is to help develop the economic literacy of high school students in Great Britain. The general principles and rationale underpinning the development of the project's units of study are discussed. (RM)

Many secondary-level geography courses in Great Britain have adopted a welfare focus; students explore the key differences between the developed and developing worlds. The starting point is commonly the mapping of income, diet, and health levels on a global scale. This trend and problems encountered are discussed. (RM)

Outlines the International Baccalaureate (IB) program and its origins at the International Schools Association in Geneva (Switzerland). Compares IB economics with the British Advanced level economics, stating that there is a good deal of overlap between the two. Concludes that IB economics is more effective and gives examples of test questions.…

Discusses British economics education between 1951 and 1991. Reports the scarcity of economics courses and materials during the 1950s, growth the discipline in the 1960s, the inception of the Economics Association's 14-16 Project during the 1970s, and the increased curriculum integration of the 1980s. Examines prospects for economics education in…

Views of Great Britain's Economics Association concerning the need to equip all secondary students with some economic awareness and understanding are presented. Discusses the meaning of economic awareness, where it should be provided in the school curriculum, teacher education, and curriculum development. (RM)

During the past year, the Economics Association has concentrated on formulating responses to official requests for advice on the role and nature of economics in the school curriculum, the relationship of the organization to other organizations, and plans for the third phase of the Economics Education 14-16 project. (IS)

Considers the relationship between business studies and economics. States that economics is the foundation for business studies and that the abstract theories of economics have a place in the business studies syllabus. Provides an outline for a business studies syllabus. (GG)

Contends that increasing college-level enrollments in both business and economics provide an incentive for curriculum integration. Describes a program in which fundamental concepts in both courses are taught separately but integrated when the subjects address similar issues. Concludes that students will be involved more actively when courses…

Open learning is an integrated and systematic set of teaching, learning, and assessment procedures openly accessible to those willing and able to benefit from such a study; it involves elements of distance and independent study. How to design such a course is discussed. (RM)

As economics becomes a school subject for a wider variety of secondary school students in Great Britain, instead of being limited to a few higher ability boys, the need for more appropriate texts also grows. Texts and sources which use a greater variety of approaches and material are discussed. (IS)

Describes a two-day field experience in which college-level business and economics students visited businesses and municipal government organizations. Contends that preparatory experiences were essential to the program's success. Concludes that students were more optimistic about the economy and more enthusiastic about their future work in…

Why traditional teaching in economics education persists despite knowledge of learning processes and better approaches is discussed. Other approaches which permit the development of emotional and personal qualities as well as enrich the cognitive dimension are covered. These include brainstorming, role-playing games, and programed and…