Factors for Developing Students' Economic Literacy in the Process of Implementing the National Curriculum
Abstract
Objective: The implementation of the National Curriculum in school economic education can be conceptualized as a unified, targeted process of economic education and training in the fundamentals of economics and financial literacy, carried out by general education organizations, resulting in a combination of acquired economic knowledge, skills, abilities, value systems, business experience, and economic competencies. Methods: The closest interaction between the methodology of economic education as “The main questions of didactics: Why teach? What to teach? How to teach? When to teach? Whom to teach? Where to teach? In subject methodology, the questions: When to teach, where and Whom to teach? are assumed to be given, since subject teaching methods for primary, secondary and higher education, for general and vocational education are considered to be obviously different sciences. Thus, the methodology of teaching economics in school should find answers to three main questions: 1) Why teach? (the question of the goals (results) of studying economics at school); 2) What to teach? (the question of the content and structure of the subject); 3) How to teach? (the question of ways to achieve the goals)”. If we model the methodological system of subject education, we can distinguish the target block (the goals of subject education); the content block (the content and structure of subject education); organizational block (means, forms of organization and methods) and also the result block (results of subject education). Findings: A comparative analysis of the main approaches to school economics education should be viewed as a specific vision of the educational process, its goals, content, forms and methods of organization, and results. Conclusions: The role of school economics education in society is crucial, as the school serves as the sole social institution through which virtually the entire younger generation passes. Priority is given to the training and retraining of teaching staff for the continuous education system.