Important Information for Teachers and Students
students' requirements for Advanced Certificate of Education, Commercial Colleges and Universities in East Africa. Based on the Current UNEB Syllabus, the eBook transcends all the parameters of the Examination requirements. Both Micro and Macro Economics have been critically analyzed. A clear interpretation of economic concepts, principles and terms has been given due priority in this piece of work.
It has come out after realizing the problems students have gone through by relying on foreign written text books which hardly address their immediate needs of excelling in the final examinations as well as assisting them in daily life after school.
This digital Book is designed to cover the entire Economics Syllabus and the work contained herein is based on the authors’ practical teaching background and experience in active and successful business administration.
Finally we trust that the users of this ebook, will appreciate it as a valuable asset in an endeavour to attain the much desired academic success so as to pass economics better.
Teaching Sequence
SENIOR FIVE
1. Introduction to Economics
2. Price Theory
3. Production Theory and Market Structures
4. National Income
5. The Structure of Uganda’s Economy
SENIOR SIX
6. Economic Growth and Development
7. Development Process and Choice of a Development Strategy
8. Development of Agriculture and Industry
9. Population and Labour
10.Employment and Unemployment
11.Money and Banking
12.Inflation
13.Public Finance and Fiscal Policy
14.International Trade
15.Economic Development Planning
16.Public and Private Enterprises
TEACHING STRATEGIES FOR ECONOMICS
1. The sequencing of the topics as used in the syllabus. It is important to note that students need to know and understand certain Economics concepts before they are introduced to other concepts. For example, topics like Introduction to Economics, Price Theory, Production and National Income should be taught in that order before any other topic is introduced.
2. While teaching theoretical concepts, the teacher should use practical examples from Uganda to enable the students understanding and also take students on field trips.
3. The teacher is strongly advised to supplement the textbooks of Economics with the background to the budget, quarterly reports of Bank of Uganda, abstracts of population and statistics, annual reports from ministries, periodicals published by the World Bank, International Monetary Fund (IMF) and United Nations Development Programme (UNDP), to get current information related to the topic/sub-topic being taught. Students can be asked to read such articles even before the topic/Sub-topic is introduced so that they can follow what is being taught.
4. National Income should be taught with supplementary materials like the budget speech and budget report, preferably of the previous financial year. Copies of these can be obtained from the Ministry of Finance, resource centres like Uganda Bureau of Statistics (UBOS), National Chamber of Commerce, National Planning Authority (NPA) and bookstores.
5. The Economics teacher should regularly find out the current statistics from the National Bureau of Statistics.
6. At all times, the teacher should arrange to have experts in the different areas of interest to talk to the students. For example, Uganda Revenue Authority (URA) for taxation; Capital Markets Authority (CMA) for Uganda Capital Markets; Uganda Investment Authority (UIA) for Industrialisation; Ministry of Labour for Employment and Unemployment; Private Sector Foundation for Private Sector; Ministry of Agriculture for Agriculture; Bank of Uganda for Banking, and so on.
7. The teacher should give continuous assessment tasks to learners within and at the end of every topic, to gauge the learner’s level of understanding and achievement.
8. When dealing with statistical concepts, the teacher should be creative and elaborate, and generate hypothetical data.
Assessment
Assessment is an integral part of teaching and learning. For this reason, assessment should be part of every lesson and teachers should plan assessment activities to complement learning activities. In addition, teachers should plan a formal year long program of assessment. The informal daily assessment should be used to monitor learner progress through the school year.
Continuous Assessment
Continuous assessment through informal daily assessment and the formal program of assessment should be used to:
• evaluate the learners’ knowledge, skills and values.
• evaluate the learners’ strengths and weaknesses.
• provide additional support to the learner.
• revisit or revise certain sections of the curriculum.
• motivate and encourage the learner.
Summative Assessment
The external examinations are set, marked and moderated by the Uganda National Examinations Board (UNEB). It administers Economics examination as a principle subject at the end of the second year of study (Senior Six).
Examination Format
There are two papers each with a duration of three hours.
P220/1 Paper One
This tests a candidate’s understanding of basic economic theories. There are two sections, A and B.
Section A contains one compulsory question requiring precise and concise answers. In section B, six questions are set. A candidate is required to attempt four questions only.
Section A carries 20 marks and B carries 80 marks totalling to 100 marks.
P220/2 Paper Two
This paper tests a candidate’s understanding of the application of economic principles. There are two sections, A and B. Section A contains one compulsory question requiring precise and concise answers. In section B, six questions are set. A candidate is required to attempt four questions. Section A carries 20 marks, and section B carries 80 marks, totalling to 100 marks.
NB. Paper 1 and 2 do not cover specific topics. All the topics in Economics are covered in paper 1 and 2. P220/2 tests the candidate’s understanding and application of theories and concepts in Uganda.