Thakur Shyamnarayan College of Education and Research

F. Y.B. Ed. 2020-2022

Semester-III

Assignment Title: Study and compare the objectives of teaching

economics at secondary and higher secondary level of various boards.

Student name: Kajalkumari Thakur

Roll no.: 47

Subject: EC2 Pedagogy of Economics

Date of submission: 23-12-21

Professor in charge: Prof. Nitin Jain

 Preface

The purpose of this assignment is to see the similarities and dissimilarities between the
objectives of teaching at higher secondary level in different Boards i.e., SSC Board (Maharashtra
Board), CBSE Board and ICSE Board. The objectives of teaching Economics of each Board
(Maharashtra Board, CBSE, ICSE) are specified individually and then they are compared.

Economics is important for many areas of society. It can help improve living standards and make
society a better place. The purpose of economic education is to create responsible citizens and
effective decision makers. The importance of economic education goes far beyond the goal of
improving an understanding of the basic principles of supply and demand and the workings of
the economy

The study of economics helps the students to broaden their knowledge. Students can be aware
about most of the interesting and logical facts about the behavior of human beings. The students
increase their knowledge through the study of various economic theories, important principles,
laws, and generalization.
 Acknowledgement

Primarily I would thank God for being able to complete this project with success. I would like to
express my special thanks of gratitude to my Prof In charge Nitin Jain Sir as well as our
Principal Mrs Megha Gokhe madam , college and trustees who gave me golden opportunity to
do this wonderful project on the topic “Compare the objectives of teaching Economics at
Secondary and Higher Secondary Level of various Boards” , which also helped me in completing
my project in time and I came to know about lot of new things. I am thankful to them.

Secondly, I would also like to thank my parents and friends who helped me a lot in finishing this
project within limited time frame.

Kajal Kumari Thakur

SY B.Ed.
 Index

Sr no Topic Page no

1 Introduction 1

2 Aims And Objectives of Teaching Economics 2

3 Different Boards Introduction 3-8

4 Comparison of Different Boards 9-11

5 Conclusion 12

6 Reference 12
AIMS AND OBJECTIVES OF TEACHING ECONOMICS

INTRODUCTION:

Most of the people learn informally in the society through their experiences as they get exposed
to certain real-life situations. However, those who want to make a career in different dimensions;
they need to learn it formally. For this, they need to learn it properly, that is possible through
pursuing a formal course structure. This gives them a proper understanding of economics. They
can apply this knowledge in different context. According to Samuelson and Nordhaus
(“Economics”; sixteenth edition; 2000), “Often economics appears to be an endless procession of
new puzzles, problems, and difficult dilemmas. But experienced teachers have learned, there are
a few basic concepts that underpin all of economics. Once these basic concepts have been
mastered, learning is much quicker and more enjoyable”.

MEANING:

Economics is the social science that is concerned with the production, distribution, and
consumption of good and services. The term economics comes from the Ancient Greek –
oikonomia, “management of household, administration” from oikos, “house” + nomos, “custom”
or ‘law”, hence: rules of the house (hold)”. Economics deals with the study of various activities
of man directed towards acquisition of wealth and earning of money.

Definitions of Economics

• Adam Smith defined economics as the science of wealth. He explained how a nation’s
wealth is created. He considered that the individual in the society wants to promote only
his own gain. And in this, he is led by an “invisible hand” to promote the interests of the
society. Though he has no real intention to do so.
 • Prof. Paul Samuelson defined economics as “the study of how men and society choose
to employ scarce productive resources, which could have alternative uses, to produce
various commodities over time, and distribute them for consumption, now and in the
future among various people and groups of society”.

Importance of Economics

• Benefits to Consumers: - Maximum satisfaction through his limited resources- spend his
limited income in such a way that he may obtain maximum benefit from it. - Household
budget- solve any problems.
• Importance for Producers: - Essentials rules of economics. Every producer should have
full knowledge of various resources of production, rules of production, principles of
interest, principles of labor, principles of fixation of prices — how can they increase their
income & what is nature of government tax system. Knowledge of Banks, insurance
policies – rules of trading companies.
• Importance for Businessman: - No businessman can achieve success in his business
without the knowledge of Economics. Rise & fall of prices, rules of demand & supply,
fixing prices, daily rates of local market, present position of national & international
markets.
• Social Reformer: - Social unrest, poverty, illiteracy, over population, inequality in rate
of births& deaths are social problems and economic problems. The knowledge of
economics can be very helpful in solving these problems – social workers can come to
know the seriousness of these problems & methods of solving them. Economic planning
– save society from social problem – evil customs, dowry, child marriage, drug addiction,
etc.
• Students: - Economics is an essential subject for them. It is an integral part of the
curriculum of education. Moreover, the student can derive great benefit from knowledge
of economics in their future life. Their success in life depends to great extent on the
knowledge of useful topics of economics studied during their school or college career.
AIMS AND OBJECTIVES OF TEACHING ECONOMICS AT THE HIGHER SECONDARY
LEVEL:

Placing India in the categories of economics, it comes under the developing economy. It has poverty,
overpopulation, and unemployment as its major problems. The most important feature of our country is
that 70 per cent population is residing in the rural area and major part of economy is based on its
agriculture. No doubt, India, as a developing country, has achieved a considerable growth and
development in agriculture, industry, and important improvements in education for the constructive
attitudinal change towards the social and economic development in the country. Therefore, the teacher
may have the important aims of teaching economics in his mind to make his students able to understand
the application of economics in their daily lives and the whole economic structure of the country as
follows:

 To make the students able to know the impact and consequences of British rule on the Indian
Economy.
 To make the students able to acquire knowledge of various economic terms like various
definitions of economics and economy, capitalistic, socialistic, and mixed economy, developed
and developing economy.
 To make the students able to understand the various causes of population explosion,
consequences, and its various remedial measure in India.
 To make the students aware about institutional set-up and main sectors of the Indian
economy like private and public sectors.
 To make the students able to understand the various causes of poverty, unemployment,
price rise, inflation, and their remedial measures.
 To make the students able to understand the economic explosion of consumers, rights of
consumers in the society
 To make the students able to understand the complete infrastructure of the Indian
economy, like transport and communication network, power and irrigation and various
monetary and financial institutions
 To make the students able to understand the significant contribution of agriculture to
national income, employment, state revenues, industries, food, equipment, and trade.
  To make the students able to understand the mutual relationship of agriculture and
industry and a balanced industrial structure, the importance of small and large-scale
industries and its various regional disparities and future aspects of industrial
developments.

Maharashtra state Board of secondary and higher secondary education

Introduction:
The Maharashtra State Board of Secondary & Higher Secondary Education, Pune 411004 is an
Autonomous Body established under the provisions of the Maharashtra Act No. 41 of 1965. It is
the most popular education board in terms of enrollment in high school in India only after the
Central Board of Secondary Education. The Maharashtra State Board of Secondary & Higher
Secondary Education conducts the HSC and SSC Examinations in the state of Maharashtra
through its nine Divisional Boards located at Pune, Mumbai, Aurangabad, Nasik, Kolhapur,
Amravati, Latur, Nagpur and Ratnagiri. The Board conducts examination twice a year and the
number of students appearing for the main examination is around 14 Lacs for HSC and 17 Lac’s
SSC, for the supplementary examination around 6 Lacs students are expected HSC and SSC
together. There are about 21000 schools (SSC) and 7000 (HSC) Higher Sec. Schools / Jr.
colleges in the entire state. The Board Came into existence on January 1, 1966, to regulate
certain matters pertaining to secondary education in the state of Maharashtra. The board is
responsible for formation and implementation of the rules and regulations in accordance with the
guidelines set by the state as well as central boards. It is also in charge, autonomously, of
formation, and implementation of the syllabus/curriculum of all the grades, textbooks, exam
schedule, and type. The board is also responsible for creation of textbooks, scoring of the
centralized tests, and conducting examinations fairly and providing unbiased justice in the event
of dispute.
The Board conducts examination twice a year and the number of students appearing for the main
examination is around 1,400,000 for Higher Secondary Certificate (HSC) and 1,700,000 for
Secondary School Certificate (SSC) every year. The exams are usually held in the months of
March, and October every year; and results are given out usually in June, and January
respectively. March marks the end of educational year, and June marks beginning of the new
educational year in the state of Maharashtra.

Objectives:
1. Forming, and implementing the rules and regulations in accordance with the guidelines
set by the state and central board

2. Implementing the syllabus/curriculum of all the grades

3. Implementing the exam schedule, textbooks, and type

4. It is usually exam-centric and most schools that follow the SSC curriculum focus on
ensuring that children study to do well in their board examinations.

5. The mode of communication may be English or Telugu (regional language). The State
Board does not lay emphasis on English communication.

6. The State Syllabus is said to be easier when compared to CBSE. This is mainly because
questions are almost never out of the textbook. What children see in their books is what
will appear in the examination. However, this raises a few eyebrows because many
parents think that children are not challenged enough, and they may not nurture their
logical skills.

7. Sports and extra-curricular activities may be a part of the curriculum, but they are not
given as much importance as education. With State Syllabus, education is always the
priority.

8. If children join intermediate colleges, they may find that the syllabus aligns with what
they studied in school, but once they pass out of intermediate, they may face difficulty in
acing competitive examinations.

9. Many schools do not give importance to anything other than studying, and that can tax
young minds to a very large extent. Children may not be able to explore their extra-
curricular talents at all.
 CBSE (Central Board of Secondary Education)

Introduction: As a result of the Calcutta University Commission (1917-19) popularly called

the Sadler Commission, Boards of Secondary Education had started coming up in various parts
of the country. U. P. Board of High School and Intermediate Education, the first such Board to
be set up, was looking after the interest of a large area including Rajputana, Central India, and
Gwalior. A stage had, however, come when that Board did not find it possible to shoulder this
extraterritorial responsibility any longer. The Government of the United Provinces, therefore,
represented to the Government of India, that the jurisdiction of the U. P. Board was too unwieldy
for it to maintain an efficient administration and that the candidates from areas outside the
United Provinces should not be admitted to the Board's examination beyond the year 1927-28.

As a result of the representation, the Government of India suggested two alternatives for the
consideration of the Administration of Princely States in Rajputana, Central India, and Gwalior.
One suggestion was to set up a joint Board for all the areas concerned and the other was to have
a separate Board for each of the areas thus affected.There were many advantages of the Joint
Board, chief among them being the economy in expenditure both on the administration and
examination and the comprehensive representations that would be available from all the areas
concerned. It was, therefore, decided that a joint board for all the areas should be evolved. As
such the Board of High School and Intermediate Education, Rajputana including Ajmer-
Merwara, Central India and Gwalior was established in 1929 by a resolution of the Government
of India. The Board, as constituted under that resolution, had its headquarters at Ajmer with the
agent to the Governor-General in Rajputana and Chief Commissioner, Ajmer-Merwara, Lt Col.
G.D. Ogilvie, as the Controlling Authority and a total membership of 38 including
representatives of the administered areas and States within its jurisdiction.
The formation of the Board represented a bold experiment in interstate integration and
cooperation in the important sphere of secondary education. In his inaugural address at the first
meeting of the Board held at Ajmer on August 12, 1929, the then Chief Commissioner of Ajmer-
Merwara and Controlling Authority of the Board, had aptly observed : "It is a particular pleasure
to me to note that the formation of the Board, apart from being a great step in the furtherance and
advancement of education in Rajputana and Central India, constitutes, in addition, a happy
instance of unanimous cooperation among the Indian States, who have joined in our labors.

Objectives Of CBSE Board:

1. CBSE board is child-centric and flexible. The entire syllabus is designed to make learning
fun for children. Each chapter comes with activities and projects to ensure that children are
interested.
2. CBSE focuses on English and communication. Mode of instruction at CBSE schools is
almost always English.
3. When compared to SSC, children may find that CBSE is slightly tough because you cannot
expect the exact same questions to appear in the examinations. This is because the syllabus
focuses on learning and understanding, and not mugging up and reproducing.
4. CBSE sets a solid base for the future because children get the foundation to excel in
competitive examinations.
5. CBSE is widely accepted in India and abroad, making it easy to get admissions in good
colleges and universities across the globe.
6. The CBSE curriculum is well-rounded. It encourages sports and activities. In fact, most
schools give equal importance to all aspects of growing up. Thus, a child’s life in a CBSE
school is usually far more interesting and fun-filled than a child’s life in an SSC school.
Children who grow up in such a wholesome environment become strong individuals not just
mentally but also physically and emotionally.
 Indian Certificate of Secondary Education (ICSE)

The Council has been so constituted as to secure suitable representation of: Government of India,
State Governments/Union Territories in which there are Schools affiliated to the Council, the
Inter-State Board for Anglo-Indian Education, the Association of Indian Universities, the
Association of Heads of Anglo-Indian Schools, the Indian Public Schools’ Conference, the
Association of Schools for the ISC Examination and members co-opted by the Executive
Committee of the Council.

In 1952, an All-India Certificate Examinations Conference was held under the Chairmanship of
Maulana Abul Kalam Azad, Minister for Education. The main purpose of the Conference was to
consider the replacement of the overseas Cambridge School Certificate Examination by an All-
India Examination. This set the agenda for the establishment of the Council.
In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal
was adopted for the setting up of an Indian Council to administer the University of Cambridge,
Local Examinations Syndicate's Examination in India and, to advise the Syndicate on the best
way to adapt its examination to the needs of the country. The inaugural meeting of the Council
was held on 3rd November 1958.
In December 1967, the Council was registered as a Society under the Societies Registration Act,
1860.
In 1973, the Council was listed in the Delhi School Education Act 1973, as a body conducting
"public" examinations.

Objectives:
1. become successful learners who enjoy learning.
2. successfully apply core concepts learnt from various subjects.
3. understand texts of different subjects to communicate knowledge and ideas in ways specific
to the subject.
4. articulate thoughts and ideas effectively using oral, written, and nonverbal communication
skills in a variety of forms and contexts.
5. use technology to access and provide information and to communicate with others.
6. understand cross-curricular linkages- connect learning across subject areas.
7. become confident individuals who can live safe, healthy, and fulfilling lives.
8. become responsible citizens who make a positive contribution to society.
9. understand and apply knowledge to real life experiences.
10. develop a sense of responsibility towards others.
11. function successfully in the local and world community.
12. respect diversity (in terms of religion, gender, regions, etc. and differences of opinions and
beliefs).
13. exhibit sensitivity towards environmental issues.

The curriculum is child centered and encourages an integrated approach, where children see
linkages across various curricular areas and can relate classroom learning to real life situations.
Considering different learning styles, the curriculum suggests a range of pedagogical processes
which can be adapted by the teacher, based on their needs and contexts and the requirements of
the children. The curriculum focuses on learning by doing and learning through interaction with
others, giving children opportunities to construct their own knowledge. Emphasis has also been
placed in the curriculum on development of life skills. The curriculum encourages an inclusive
approach and aims at bringing out the potential of each child.
 Comparison Between SSC, ICSC and CBSE Board

These 3 education boards are most widely implemented across India. They have their own set of
merits and demerits. Which of the three should you choose? How do they differ from each other?
If these are the questions that are bugging you, then don’t worry! This article is specially created
to help you understand their differences and determine which of the three boards of education
will be the best option for your child.

Central Board of Secondary Education (CBSE)

The most common board of education in India is the Central Board of Secondary Education
(CBSE). The Central Board of Secondary Education is the Indian brand ambassador for the
education system. The Central Board of Secondary Education is governed by the National
Council of Educational Research and Training (NCERT), which sets the syllabus.

The CBSE curriculum is available in two languages only: English and Hindi. Nevertheless, the
syllabus will be the same throughout the country. The Central Board of Secondary Education is
known to mold students and prepare them for competitive exams like NEET and JEE. What’s
more? CBSE adopts an application or practical based learning model such that education is more
application driven rather than being simply theoretical. The CBSE offers 7 areas of study to
focus on: Humanities, Mathematics, Science and technology, Health and Physical Education,
Visual and Performing Arts and Commerce.

Pros:

 Advanced educational system

 Same syllabus across all states
 Available in both English and Hindi
 Prepares students for competitive exams
 Application oriented learning

Cons:
  Uses activities to understand theoretical concepts but fails to thoroughly explain real life
concepts
 More focused on science and mathematics, English and other subjects are do not receive
same importance
 Not as successful in rural areas due to limiting medium of instruction only to English or
Hindi (instead of adopting regional language)

Indian Certificate of Secondary Education (ICSE)

Another top board of education is the Indian Certificate of Secondary Education (ICSE). The
Indian Certificate of Secondary Education was established by the Local Examinations Syndicate
of the University of Cambridge. What’s truly special about ICSE is that it does not support Hindi
as a medium of instruction and instead adopts English as the sole medium of instruction. What’s
more? It opts for a radically different curriculum than CBSE (which may share some similarities
with other boards of education in India).

In fact, the Indian Certificate of Secondary Education is more geared towards preparing students
for the global context. Students under ICSE are more capable of competing with other
curriculums across the world which makes them more qualified for International Competitive
Exams, education abroad and career abroad. At the end of 10th, students must face the ICSE
examination; after 12th, they have to prepare for the Indian School Certificate (ISC)
examination.

Pros:

 Equal importance to all subjects

 ICSE certification is recognized all over the world
 Prepares students for international competitive exams like TOEFL and GRE
 Comprehensive and detailed syllabus
 More inclined towards studying real life ideas and applying theoretical concepts

Cons:
  Not as successful in rural areas due to limiting medium of instruction only to English
(instead of adopting national/regional language)
 The syllabus is very challenging and has higher level of difficulty

State Board

The State Board is run by each state government. To be more specific, its curriculum and
functioning is formed and regulated, respectively, by each state government’s Department of
Education. This means that the State Board syllabus differs in each state, however it is mostly
based on NCERT recommendations and may share a few similarities with the CBSE curriculum.
It is more popular due to it adopting the state’s regional language as the medium of instruction.
But the State Board is also available with English as the medium of instruction. The State Board
curriculum aims to make education available, accessible, and affordable to all of the state’s
students. Hence it adopts a more basic syllabus that is aimed at increasing the literacy rate of
each state.

Pros:

 More available, accessible, and affordable to all (especially in rural areas)

 Aims to increase literacy rate
 Adopts regional language of each state as the medium of instruction
 Syllabus is more easy than other boards of education
 Shares similarities with curriculum of Central Board of Secondary Education (CBSE)

Cons:

 Basic syllabus that is not as comprehensive or challenging as that of other boards of

education
 Inherently theoretical in nature (lacks practical approach to learning and understanding
real life concepts)
 Fails to prepare students for competitive exams
CONCLUSION:
Economics as a discipline of social science has a practical approach to enrich economic value
among the students for their daily life as well as for profession. Most of the students offer
Economics as an important discipline of study in schools and colleges. The whole system of the
society depends upon the effective economic structure and strong economy of the society.
Everyone tries to maintain standards of living in the society. Society comprises its rich and poor
people.

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