Presents background material to help British high school students study the economics of the fishing industry. Students apply their knowledge of cost and revenue theory to a case study of a European Economic Community fisheries dispute which raises questions about government intervention in international resource allocation issues. (AM)

Lists 52 organizations in Britain which provide free economics materials to secondary students or are places students can visit. Address, specific resources (booklets, games, mobile units), and author's comments are elaborated for each entry. For journal availability, see SO 505 393. (AV)

Suggests that students of economics on the high scool and college levels can benefit from the type of economic analysis which occurs in comparative economics. A case study of Japan's postwar economic success is offered as a case in point and ways in which students can benefit from exposure to economic problems in a global context are explained.…

This article applies some of the principles of assessment to the teaching of economics. It emphasizes the need for objectives to provide an effective framework for testing and suggests evaluation procedures. For journal availability see SO 504 499. (Author/RM)

The ultimate concern that faces teachers of economics in Great Britain is how their pupils will fare in the externally assessed examinations at the secondary level. This article puts in historical perspective the recent moves toward centralized control of the assessment of the curriculum. (RM)

Describes methods for integrating the business community into the A level (college preparatory) business studies curriculum through use of updated information such as organizational periodicals and data produced by firms, visits to firms, and case studies prepared by businesses. (KC)

A field trip to a local bank is a practical way to make economics more relevant to students. For journal availability see SO 504 303. (DE)

The increase in the number of students trained to teach economics education in England has not kept pace with the growth of demand for such teachers. (Author/DE)

Topics for computer based materials for teaching economics are proposed. (DE)

The topic of logical reasoning was found to be absent in United Kingdom secondary education economic syllabi and curriculum materials. It is suggested that the inclusion of logical reasoning would be conducive to achieving some of the aims of economics education. Examples of how this topic can be incorporated are provided. (Author/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)

Discusses the conceptual and measurement problems inherent in teaching income distribution. Offers a framework for teaching this topic based on the relevant schools of thought since the Classical economists. Available from: General Secretary, Economics Association, Room 340, Hamilton House, Mabledon Place, London WC1H 9BH. (Author/AV)

Describes the growth of economics content in nonspecialist courses for students who want only the minimum required education. Suggests teaching approaches, student activities, and sources of material. Points out relationships between course content and other disciplines. For journal availability, see SO 506 029. (Author/AV)

Outlines and discusses an activity-based economics course that will teach secondary students in Great Britain about money and banking. Examines course content and objectives, resources, teaching methods, and assessment techniques. (RM)

A review of the summer examination papers in 'A' level economics set by the eight boards of England and Wales during the period 1979-1983 show that, with two notable exceptions, the boards have not devoted much space to questions relating to the economics of developing countries. (Author/RM)