Considers what aims and objectives should be served by the study of "A" level economics in British schools and proceeds to suggest changes in the present syllabus in order to promote these objectives. (BSR)

Describes and evaluates a project initiated by the Economics Association to develop economic understanding and an awareness of the importance of contemprary economic issues and problems by means of a two-year high school level introductory economics course. (Author/DB)

Discusses the Economics Education 16-19 Project in the United Kingdom. Explains that the purpose of the project is to create a flexible economics education framework for all 16-19 students. Describes project goals as a return to first principles, an attempt to secure necessary institutional changes, and enable economics teachers to access the…

This article defines the concepts of economic literacy and development education as used in a three-year project aimed at increasing students' awareness of global economic interdependence. (JDH)

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.…

A review of reference literature in curriculum development and a short sample curriculum, "Economic Aspects of the Local Environment," are presented to help guide economics teachers in making curriculum revisions. (JH)

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)

This article presents the results of a survey designed to assess changes in the status of economics education since the start of the Technical and Vocational Education Initiative (TVEI). Concludes that TVEI is proving to be one of the ways in which more economics education is being provided for students in the 14- to 16-year-old age range. (JDH)

Responding to Rosalind Levacic's Winter 1987 "Economics" article, McFarlane agrees that changes are necessary in the "A" (advanced) level syllabus. Disagreeing with other assertions, he disputes Levacic's denigration of multiple-choice questions, stating that, when properly constructed, they can test student awareness of…

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)

Argues that there are several shortcomings in the usual textbook treatment of consumer equilibrium theory and proposes the removal of the law of diminishing marginal utility from advanced level syllabuses. (Author)

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…

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…

Argues that economics instruction must include an understanding of Third World economics. The advance level economics examinations in England are inadequate in this respect and should be restructured. (KC)