Economic Education at Grammar Schools

The master’s dissertation deals with economic education at various grammar schools. The main objective of this work is to determine to what extent are the basic principles of economics contained in the frame educational program and how grammar schools integrate them into their own frame educational programs. The work assesses whether grammar schools are content with the integration of economic education at their school and what influence do teachers and students have on the creation of the curriculum. The work is divided into two parts. The theoretical part focuses on the basis of economic literacy, it looks at the latest results of determining financial literacy and in conclusion focuses on the study of the framework education program for grammar schools and the corresponding study materials designed to develop financial literacy. The empirical part contains two quantitative studies. The first one uses an electronic questionnaire format to examine how grammar schools integrate economic education into their curricula and whether they are content with the status quo. The second study determines the level of economic literacy of students at two grammar schools, one of which has a subject directly focused on economic education included as part of the compulsory curriculum while the other grammar school does not. A subsequent analysis of the school educational programs is carried out at these grammar schools to determine in what manner and how adequately do they include economic education from the frame educational program into the school educational programs. Three hypotheses emerged in the course of this dissertation. Based on the results obtained in the empirical part, these hypotheses are evaluated and a recommendation is set forth in the conclusion.