Higher Commercial Education in Great Britain and Ireland

Intermediate-level adult and commercial education was well established in Manchester and Liverpool by the last third of the nineteenth century, but the first dedicated Faculty of Commerce was founded in Birmingham in 1902, headed by William Ashley. There was, however, little local support for the initiative, which was moreover aimed at school-leavers, and the Faculty of Commerce created in Manchester shortly afterwards had much greater early success. The teaching of commerce in British and Irish universities was established by the 1920s, but there was a general failure to establish a curriculum and develop supporting texts and journals. By the later 1940s these early foundations were increasingly teaching economics, indicating the way in which commercial education in Britain was mainly a vehicle for the development of the teaching of economics.

Digital game-based teaching Economics in Primary School

The aim of this study is to make economics more friendly to primary school students. Distance game-based teaching is not familiar to Greek Schools (teachers and students). This survey is an innovation for the Greek Education and makes a teaching proposal in this field. The proposal is about money and how children 6-12 years old learn to use them in their everyday life. The teaching proposal is based on the students’ books of the primary school. The game-based teaching guides children to learn with fun and solve problems. Keywords: Game-based learning, Problem-solving, Primary education, Economics.

Features of application of information and communication technologies in the process of teaching economic and mathematical disciplines

The article analyzes organization of the educational process of a mixed form related to teaching economic and mathematical disciplines, identifies the didactic potential of information and communication technologies in the organization of educational activities and proposes a pedagogical and organizational model of using information and communication technologies in organizing the educational activities of students of economic specialties in the process of studying economic mathematical disciplines. The subject of the research is the process of organizing the educational activities of students of economic specialties in the study of economic and mathematical disciplines by means of information and communication technologies. The purpose of the work is to find the optimal format for teaching economics and mathematics disciplines, considering the experience of transition to the ubiquitous distance learning form of study and the creation of effective communication between students and teachers, based on existing information technologies. The methodological basis of the article was the following methods: comparative and system analysis, generalization, classification, modeling, substantiation of pedagogical conditions, design of a model for organizing educational activities, observation, expert assessment, self-assessment, conversations, questioning of teachers and students. Results of work. The state of the organization of the educational process of a mixed form is analyzed, the theoretical and existing pedagogical conditions for organizing training in economics and mathematics courses using information and communication technologies are considered. A pedagogical, structural, organizational model for the application of information and communication technologies in the process of studying economic and mathematical disciplines has been developed and measures have been proposed to optimize the learning process. Scope of the results implementation. Theoretical conclusions and practical recommendations of the research can be applied in teaching economics and mathematics at universities in the preparation of specialists in finance, economics and accounting. Conclusions. The quality of teaching economic and mathematical disciplines in a mixed form of education by means of information and communication technologies requires improvement, where information and communication technologies act both as a means and as a teaching method. The proposed organizational and pedagogical model of teaching, in these disciplines, will make it possible to implement an active learning strategy, where the interaction between students and teachers is optimized by means of information and communication technologies.