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Title: Attitudes of Economic Educators Toward Markets in Eastern Europe & the Former Soviet Union by Reform Status of the Educator's Country.
Author : Journal of Economics and Economic Education Research
Release Date : January 01, 2010
Genre: Business & Personal Finance,Books,
Pages : * pages
Size : 306 KB

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INTRODUCTION From 1995 through 2006, the Council for Economic Education (CEE) in New York, through its Cooperative Education Exchange Program (CEEP), conducted a series of economics seminars for educators from Eastern Europe and the Former Soviet Union (EEFSU). The Cooperative Education Exchange Program (CEEP) is a program is funded by the U.S. Department of Education and is conducted in coordination with the U.S. Department of State. CEEP economics, a program of the National Council on Economic Education, brings together U.S. economic educators with their counterparts from central and eastern Europe, the former Soviet Union, and other transition and developing countries in Africa, Asia, Latin America, and the Middle East, and provides technical assistance and training to help educators and their students to better understand the global market economy. In-country teacher training conducted by U.S. faculty in Eastern Europe and the Former Soviet Union provided the dataset for this paper. "The in-country teacher training program emphasizes an active learning approach and introduces basic economic concepts to teachers with limited background in economics. " (CEE, 2008). One CEEP component, a six-day introductory-level seminar for secondary teachers, was conducted in thirteen countries (Albania, Azerbaijan, Bulgaria, Croatia, Estonia, Georgia, Kazakhstan, Kyrgystan, Latvia, Lithuania, Poland, Ukraine, and Uzbekistan) by American university economics faculty. The introductory seminar covered basic and market economic theory and methods and material for teaching economics at the secondary or introductory postsecondary levels. A key underlying assumption of CEEP training and of this study is that, as the youth of EEFSU enter the newly reformed market economies they must understand and embrace the economic concepts that underlie the transformed economic order and that educators have a key role in this process. Both Watts and Walstad (2002) and Pleskovic, et. al. (2002), highlight the need for well-trained teachers who see the importance of teaching solid market-based economics in the primary and secondary grades, as well as at higher education levels, to assure a flow of citizens who can make informed decisions as voters and as policymakers.