Despite individual progress, systematic economic education is still not anchored in schools across the board and at a good level. Employers are calling for a binding curriculum for economic education in schools with nationwide standards, high-quality teacher training and practical relevance.
Today, economic education is an indispensable part of a modern general education. Young people need basic economic knowledge and skills in order to act responsibly as mature individuals in the economy, society and the state. Only a sustainable economic education makes it possible to move confidently in our economic system and to be aware of the consequences of one's own economic behaviour.
Economic education opens up possibilities for action to realize life and career plans, in consumption and consumption, as gainfully employed or also as self-employed and entrepreneurially active. Economic education also makes it easier for young people to make independent and informed decisions about training, studies and careers. An understanding of the social market economy and knowledge of the contribution that companies make to our economic system are also part of a comprehensive economic education.
Implementing the economic education curriculum
In the federal states, subject alliances often dominate, whereby the share of economics in overarching subjects is usually not bindingly regulated and easily falls short. In addition, these subject groups are often elective and not compulsory subjects. The BDA therefore calls for a binding curriculum and the setting of nationwide standards for economic education by the Ministries of Education and Cultural Affairs. Only in this way will there be a clear quality leap towards economic education that systematically builds on one another. Didactically, the lessons should be linked to real-life issues, be illustrative and include business practice.
Strengthening initial and in-service teacher training
High-quality initial and further training of teachers is necessary for the competent teaching of economic education. The implementation of standards is also necessary for this. Education must be as scientifically sound as it is practical. In the classroom, cooperation with companies must be a matter of course in vocational orientation, projects and special undertakings.
Balance materials and make them realistic
Teaching materials play a central role in the teaching of economic education. Often, economic topics in textbooks are predominantly presented from the perspective of employees, while the entrepreneurial perspective is largely left out. Textbook publishers and educational media as well as the authorising authorities should ensure a balanced presentation. The perspective and responsibility of entrepreneurs in the economic and work process, their importance for employment development and their contribution to the common good need to be addressed more strongly - also to encourage young people themselves to become entrepreneurs.
Cooperation between schools and companies
The cooperation of schools with companies in economic education ensures practical relevance and vivid experience. In the nationwide SCHULEWIRTSCHAFT Deutschland network, we are committed to ethical standards and strictly reject advertising in schools, for example. The SCHULEWIRTSCHAFT award honors textbooks and media, among other things. Various activities such as business games, competitions and student-run companies contribute to economic education and encourage independence.