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)

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)

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)

Argues that more attention should be given to the concept of economic man in sixth form (the last year of secondary school) and first year university teaching. Describes the contrasting conceptions of economic man, explores how this concept is treated in eight textbooks, and suggests possible ways of improving classroom instruction. (JDH)

Looks at the process of designing and assessing coursework for the General Certificate of Secondary Education (GCSE) course in Business Studies. Provides a flow chart illustrating stages in coursework design and includes examples. Offers suggestions for grading assignments according to the GCSE Business Studies syllabus. (LS)

This article outlines the existing structure and operation of the domestic capital market and argues that its impending liberalization is likely to provide an additional dimension to financing and investing opportunities in the United Kingdom. (Author)

Describes and evaluates four assignments used as part of the coursework component of the British General Certificate of Secondary Education (GCSE) Business Studies Syllabus A examination. Exercises cover the structure of industry in the local area; communications in the school; marketing techniques; and the establishment of a new business. (LS)

Report of an ad hoc committee on the contribution of economics study to the British secondary curriculum including arguments for increasing economics study. General education aspects, skills development, development of conceptual knowledge, selection of content, attitudes, and learning experiences are discussed. (BC)

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 secondary course in which cost benefit analysis is used as a basis for decision making about social issues. Explains how students were divided into task groups and assigned roles corresponding to local organizations. Includes data sheets, questions, and recommended instructional resources. (CFR)