MODERNIZATION OF THE CONTENT OF SCHOOL ECONOMIC EDUCATION IN UKRAINE (2012-2019)

Abstract

The article analyzes the modernization of the content of school economic education in Ukraine in 2012–2019. The purpose of the work is to characterize and determine the development of school economic education in Ukraine in 2012–2019. And justify the possibility of using productive ideas and experience in modern institutions of general secondary education. 

The methodological basis of the research is scientific works, dissertations, archival materials, regulatory documents on which the content of school economic education in Ukraine was modernized.

The scientific novelty of the obtained results lies in the fact that, in a certain chronological framework, the directions of development of school economic education (the foundations of the economy, the development of entrepreneurship, the basics of consumer knowledge, financial literacy) in the educational process are determined.

It is noted that the content of school economic education provided the basic knowledge of applicants for education on the basics of economic science, introduced them to the main trends in economic development, and made it possible to obtain specialization in the chosen profile. It is noted that the content of school economic education provided the basic knowledge of applicants 
for education on the basics of economic science, introduced them to the main trends in economic development, and made it possible to obtain specialization in the chosen profile. n analysis of
regulatory documents, scientific sources and the practice of the educational process allows us to conclude that the ways to modernize school economic education in Ukraine were: creating a school economic education system for the 2016–2017 school year; introduction of subjects of the economic cycle; the formation of an economic culture and thinking of educational applicants as a prerequisite for their future successful self-realization; training in the system of postgraduate teacher education teachers capable of raising competitive graduates who, in the new economic
realities, will be able to make effective decisions.

Conclusions. The study found that the content of school economic education in 2012–2019. He provided the basic knowledge of educational applicants on the basics of economic science,
introduced them to the main trends in the development of the economy (science and economy), and made it possible to obtain specialization in the chosen profile. School economic education began to provide: the development of an economic culture and the economic thinking of education applicants, aimed at a critical analysis of processes and performance; the formation of skills to
independently acquire, assimilate and apply economic knowledge, observe and explain modern economic phenomena; the expansion of ideas about professional activities in the field of economics, the acquisition and consolidation of skills of the selected profile; the necessary level of economic training.