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Economics Attitude
Economics Attitude
National Seminar on
ECONOMICS EDUCATION IN INDIAN SCHOOLS
Organised by
Department of Education in Social Sciences and Humanities
National Council of Educational Research and Training
Sri Aurobindo Marg
New Delhi 110 016
Abstract
Economics education imparts knowledge as well as develops attitudes and values which will
help students to understand economic problems and issues and participate effectively in the
reconstruction of society. Economics curriculum was introduced in secondary schools in 1990 in
Andhra Pradesh (AP). Units included under economics are related to fundamental concepts,
economic aspects of Andhra Pradesh, micro and macro economics and Indian economy.
This paper is based on a study conducted among 50 economics teachers in secondary
schools of Andhra Pradesh. This paper also contains analysis of a few economics textbooks used
in AP schools.
The author observed that some economics teachers did not study the economics subject at
degree level. In most classrooms, lecture method was being used. The most commonly available
and instructional media were textbook and black board. No one had an idea of the non-cognitive
outcomes of economics and its evaluation. Most of the teachers are not used to teaching
economics with the help of audio-visual aids. Subject matter of economics in some units is not
logical and coherent. Textbooks are yet to be prepared on the basis of National Curriculum
Framework 2005. The assignment of project works was not introduced in any of the sample
schools. The teachers expressed that the some chapters in economics in class 9 are difficult and
the content is bulky. There was no continuity in the subject matter of economics in some
chapters in class VII textbook. The author suggests that economics education should be taught at
secondary schools with more activity oriented and less theory-based curricular materials. The
exercises given at the end of the each lesson in the textbooks are appropriate and suitable.
Orientation should be provided to the economics teachers to teach effectively.
INTRODUCTION
As a sequel to the National Policy Education 1986, the NCERT has prepared guidelines to
develop curriculum for all the levels of education with a view to achieving the goals and
objectives of the National Policy. These guidelines were sent to all the states and were suggested
to revise curriculum, syllabi and textbooks. This has also mooted to achieve national system of
education. The State Council of Educational Research and Training (SCERT) in Andhra Pradesh
was given the responsibility of revising the curriculum and syllabi suitable from classes 1 to 10.
Keeping in view of the said guidelines as well as the ten core elements suggested in the
Programme of Action (POA) on NPE 1986, the revised curriculum was developed. In the
curriculum, some suggested action for each unit, anticipated learning outcomes, suggestions for
textbook writers etc. have also been included. In the guidelines and syllabus provided by the
NCERT, it was suggested that the child should know and understand the contemporary social
and economic issues and problems, develop social skills and competencies. This would equip
him to participate in the task of social and economic reconstruction. Without an understanding of
these economic aspects, it is difficult to comprehend the contemporary issues and problems.
Economics is the queen of social sciences. Knowledge of economics helps citizens in
discharging the responsibility and preparing plans, prioritise between the production of consumer
or capital goods, to know the ways and means for removing poverty, in deciding about what mix
of goods are to be purchased, in what quantities, when and where they are to be purchased. It
may be difficult to understand problems like social unrest and crisis without economic
intelligence.
The various components of the content drawn from different subject of social sciences
should be seen as interrelated. Though the NCERT has suggested the study of social sciences
(social studies) comprising the study of history, geography, contemporary issues and problems
(social and political life for classes 6-8 and political science and economics for classes 9-10), the
Govt. of AP has decided to include economics under social studies from class 6 onwards.
To study the perceptions of the economics teachers about the nature of economics, the
curriculum and various instructional strategies.
To study the use of different teaching learning material and audio-visual aids in
economics classrooms
To identify the gaps and weaknesses in other areas of teaching of economics in the state.
were selected. Survey method was used in this study to collect the opinion (through
questionnaire from teaching working in selected sample schools scattered in the whole district
East Godavari District in Andhra Pradesh. Textbooks were also examined as part of the
documentary analysis.
Analysis
In the following paragraphs, the analysis of documents and opinion of the teachers reported in
the interview schedules are discussed.
Teachers Opinion on class VI economics textbook
In economics part of social studies textbook, lessons like definitions of economics, importance
and the need to study economics, consumption and production of goods and services, national
income and its distribution and standard of living are included. Equal weightage has not been
given to economics when compared with other subjects in social studies course. Only three
Teachers said that students are not able to understand concepts in the chapter on micro
and macro economics. Some concepts such as standard of living are difficult to understand. They
also suggested to include some discussion on Adam Smith and Alfred Marshall, definition of
utility and types of utility.
At the end of the each lesson, summary and exercises were given. This was a common
format in all economics texts. In exercises, essay type and short answers questions, fill in blanks,
matching and multiple choice questions were given. Activities to be taken up by the students
were also listed out. They are expected to help students to understand the concepts and to clarify
their doubts. Teachers have stated that the summary, exercises and activities proposed are useful
for both them and for students.
modest attempt has been made to provide the details of AP economy. Some latest data pertaining
to the economic development taken place after 1956, topics related to AP economy like
characteristics of AP economy at the time of formation, natural resources of AP and economic
development of AP were included. Nineteen tables were given in the textbook in different
lessons. This encourages students to rote memorize data on AP economy. Students are expected
to use the data and draw inferences. Students were not able to understand the inferences given
against the tables given in the chapter. There were no illustrations. Teachers expressed that too
many tables were given in the lesson. Sources of tables used in the lesson were given but the
students were not able to understand various types of data sources and institutions. List of
reference books were not given at the end of the lesson. Both students and teachers expressed
concepts (b) Basic aspects of production (c) Exchange and (d) Problem of distribution. These
units are expected to enable students to comprehend the day-to- day economic transactions take
place in the modern world. This knowledge should help them to acquire basic understanding of
Teachers felt that the chapter, basic aspects of production is above their understanding
classes and the difficulty level is also high. Teachers said that the terms used in lessons are very
difficult to understand. Some teachers who did not study economics at undergraduate level face
problems in teaching. The term like economic efficiency is very difficult to explain. Meanings
of the term used in these lessons should be given in the end, they reported. Algebric
representation given in the chapter, Basic Economic Concepts is also difficult. The terms like
liability, transferable share etc. used in business organization chapter are difficult to explain in
the classroom. Four graphs and two tables were given in the chapter of exchange. Economics
teachers reported that they require good preparation and they had to refer economics books.
money and banking. It is expected that knowledge and understanding of all the above concepts
are necessary for students to become good citizens, to make use of these sources available and
the facilities provided by the government for the welfare of the society. The teachers said that the
In economics textbook, units on Indian economy have been included. The characteristics of
Indian economy, problems of Indian economy, structure of Indian economy, planning,
achievement and failures and tasks ahead have been discussed. The study of these economic
activities, institution, problems and challenges will be helpful to promote economics literacy
among the learners.
They are related to all the three types testing knowledge, understanding and application.
Eight tables were given. Teachers pointed out that even for this class equal weightage is not
given to economics. Only four lessons were included. The teacher expressed that some new
concepts may be introduced in this class keeping in view of the students understanding levels.
method was being used by most teachers in Secondary Schools. The most commonly
available and instructional media were the textbook and blackboard. No one had the idea of
the non-cognitive outcomes of economics and its evaluation. Most teachers did not use
other teaching learning materials such as audio-visual aids. The assignment of project
works was not at all introduced in any of the sample schools. Teachers expressed that a few
chapters in class 10 economics texts are difficult and the content is bulky. There was no
continuity in the subject matter of economics in certain paragraphs in the textbook of Class
VIII. The exercises given at the end of the each lesson in the textbooks such as essay type,
short and objective questions were appropriate.
economics teachers for effective teaching. SCERT has to make the latest data available in
the schools for teaching. Meaning of some difficult terms should be given. Easily
understandable inferences on the tables should be given. Surveys, Project work,
their day to day activities. Newspapers should be used in classroom teaching. Schools make
a provision for inviting bank manager, business persons and LIC agents etc. to talk to
Competency of the teachers depends upon their qualification. Economics teachers are
being appointed if they have studied any two of the subjects at the degree level: History,
Economics, Geography, Political Science and Public Administration, Sociology and
Commerce. Due to this, a few teachers without studying economics became social studies
teachers. They reported difficulties in teaching economics. Hence qualified teachers
should be appointed for better learning and they should be provided orientation.
Though most economics teachers follow the lecture method, they are not able to deliver
lectures effectively. This method of teaching has its own impact on making the students
understand the economics content. It is well known that this method is not sufficient to
develop understand abstract concepts. The participation of the students has been found
limited in lecture based classrooms. Visit to markets, banks and factories, studying state,
central, Panchayat and Mandal and Municipality level budgetary documents, organizing
interview with experts, preparations of charts, seeing audio visual documents on
economic development of the country and states, and other fields of development are
required. Some talented teachers were found giving excellent lectures and make good
impression among students. They also generate interest on economics contents.
Economics teachers generally use two instructional media - textbooks and blackboard.
They are not sufficient to teach economics. The latest knowledge on the content is also
essential to encourage the students to involve in the teaching learning process, which
should be two way process. Many of teachers do not use or prepare teaching learning
material. This led to poor student attainment. There is a chance of students getting
confused. Finally these media decreases the interest and attention of students in learning
economics. There is scope for teachers to use the other type of material like activities,
reference books, newspapers and journals.
Economics teachers commented that there is less scope in economics to prepare the
teaching learning material. Some teachers reported their inability to prepare the TLM.
Some teachers do not have in-depth knowledge in the contents which leads to difficulty
in preparing the TLM. Lack of activities in textbooks is also one of the reasons for this
phenomenon.
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