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)

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)

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)

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)

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…

Discusses the initiative by the Scottish Consultative Council on the Curriculum to teach economic concepts and skills in all subject areas. Describes the Scottish government's Technical and Vocational Education Initiative (TVEI) and enterprise education programs. (LS)

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 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…

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)

Economics education faces a paradoxical situation in Scotland. While advances have been made over the past decade in curriculum development and economics is regarded by national educational authorities as an important part of the secondary school curriculum, problems remain with enrollments and finding qualified teachers. (IS)

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)