Search

Since the financial crisis, central banks have stressed the role of trust and communication in connection with their objectives and strategies for aligning the public's inflation expectations with their own and, consequently, improving the effectiveness of monetary policy. Assessing how much the general public knows about and trust in central banks and how these factors influence inflation expectations is thus important. We shed light on these issues by relying on a representative survey conducted among individuals living in Germany. Although most respondents assume that they have a good or very good knowledge of the ECB and the Bundesbank, only about 20 percent cite "price stability" when asked directly about the two central banks' objectives. Knowledge of the ECB's and the Bundesbank's goals act as significant drivers of trust in these institutions, however. And greater trust in the ECB and Bundesbank, in turn, lowers individuals' inflation expectations. More specifically, having greater trust increases the probability of expecting unchanged prices and decreases the likelihood of expecting either slightly or sharply rising prices over the medium term. Interestingly, awareness of price stability as the primary objective of the ECB's monetary policy does not seem to affect inflation expectations directly once we control for trust, individuals' socio-demographic characteristics and their interest in economic topics. Our study indicates that central banks can influence households' inflation expectations through building trust and educating the public about their targets.

The Bologna reform, which began in 1999, created many changes in the academic system in all countries. One of its contributions was the beginning of academic mobility among students and faculty members. The impact was also on population sectors within the countries. Students from the Arab sector in Israel find themselves looking to study in other countries.

The research has been started with the goal to analyze economic competence formation approaches described and offered for implementation in the scientific literature. The article is a part of the research dealing with the problem of finding an efficient way to form the economic competence of the technical specialties students and professionals. The whole educational trajectory of economic competence formation including pre-school, all school levels, college and the university was observed in the article. Approaches to and expected results of economic literacy for each educational level were studied. Specific development programs, sets of materials and the ways educational institutions interact with pupils, students, parents and potential employers developed by the scientists to form economic competence were analyzed. Due to analysis and generalization, the understanding of the economic knowledge, skills and proficiency levels expected as the result of economic competence formation on each educational trajectory level was formed. Also the recommendations to all parties involved in economic competence formation were highlighted. The future research and development in the area of economic competence of the technical specialties students and professionals are important and necessary for the society and economy of the post-transformative countries. The study of the foreign experience and the activities formation plan were defined as the directions for the future research. Also ''Economics for non- economists'' courses were suggested as a potential basis to form the economic competence of the technical specialties students and professionals., У статті досліджено підходи до формування економічної компетентності особистості у науковій літературі. Проаналізовано підходи, що пропонуються до розгляду та впровадження на всіх рівнях освітньої траєкторії. Аналіз та узагальнення дали змогу отримати уявлення про рівні знань, умінь та навичок особистості в галузі економіки, що очікуються як результат процесу формування економічної компетентності на кожному з рівнів освітньої траєкторії. Запропоновано гіпотезу щодо підходів до формування економічної компетентності студентів технічних спеціальностей.

Ковган, Ж. И. Становление взглядов на проблему применения финансово-экономических знаний правоохранительными органами / Ж. И. Ковган // Вестник Академии МВД Республики Беларусь. - 2017. - № 1. - С. 59 - 63. Анализируется история применения финансово-экономических знаний при расследовании преступлений на территории Республики Беларусь. Исследуются правовые вопросы зарождения финансово-экономических институтов в Статутах Великого княжества Литовского, Уставе уголовного судопроизводства 1864 г. и других нормативных правовых документах. Выделяются этапы в развитии научных представлений о применении финансово-экономических знаний при расследовании преступлений. = Article is devoted to the analysis of history of use of financial and economic knowledge in case of investigation of crimes in the territory of Republic of Belarus. In this work legal issues of origin of institute of the called knowledge in statutes of Grand Duchy of Lithuania, the Charter of criminal trial of 1864 and other standard legal documents are researched. The conducted research allows to allocate the following stages in development of scientific ideas of use of financial and economic knowledge in case of investigation of crimes.

Behaviors of consumers and producers become complex and interdependent in accordance with the developments in the world. This development increases the importance of economic knowledge and it becomes more and more important for the individuals and societies to adapt themselves to this development. Economic literacy is of high importance not only for specific social groups but also all the individuals. However; economic knowledge of the public officers who are in a specific level of income, expense and education within Turkish economy as well as their ability of applying this knowledge on their daily lives and their prospective economic planning as being conscious individuals are of high importance. Increase in economic literacy of the individuals not only affects the individuals but also contributes to the society and country. This study aims at determining and evaluating economic literacy levels of the public officers. It includes public officers working in Tokat city center. Research data has been obtained from 397 participants randomly selected as a result of face to face interviews. Factor analysis, independent sample t test and one-way analysis of variance have been applied in the research. It has been determined that averages regarding sub-dimensions of economic literacy of the participants vary depending on gender, age, occupation and income. Economic literacy levels of the public officers have been found high. It is thought the study will be beneficial to politicians, academicians and all decision-makers.

Cet article aborde le rapport à l’économie et aux discours d’économie politique chez Léon Gérin. Partant de ses prédécesseurs tels Étienne Parent et son père Antoine-Gérin Lajoie qui ont posé les nécessités d’une modernisation économique de la société canadienne-française, Léon Gérin visera à donner un statut scientifique à l’économie politique grâce à l’approche monographique leplaysienne. Dans ses recherches, nous assistons à un renversement d’une conception de l’économie vue en termes matériels, à une conception de l’économie reposant sur les caractéristiques des regroupements sociaux. Ceux-ci deviennent ainsi la source du progrès plutôt que d’être déterminés par lui. Léon Gérin se distancie de l’économie politique pour asseoir la sociologie en tant que champ de connaissance sans par ailleurs arriver à dépasser la thèse de la supériorité économique des Anglo-saxons telle que la posaient les tenants de l’École Leplaysienne et l’économie politique dominante de son temps., This article discusses Léon Gérin and his relationship to the economy and to political economic discourse. Building on the work of his predecessors, namely Étienne Parent and Antoine Gérin-Lajoie (Léon Gérin’s father), who underlined the need for an economic modernization of French-Canadian society, Léon Gérin seeks to give political economics a scientific status by means of the monographic approach introduced by Le Play. His research overturns the notion of the economy from one based on material terms to one based on the characteristics of social groupings. Moreover, he views social groupings as the source of progress rather than as being determined by it. Léon Gérin distances himself from political economics to establish sociology as a field of knowledge. But in so doing, he does not invalidate the theory of the economic superiority of Anglo-Saxons developed by the proponents of the Le Play school and supported by the political economy prevailing in his time.

The article presents characteristic features of forms and methods of development of pupils’ interest to economic knowledge in general comprehensive schools of Ukraine at the end of the XXth –the beginning of the XXIst centuries. On the grounds of the analysis of factors that influenced the change of goals, tasks, contents, forms and methods of teaching economics, the stages of formation of pupils’ interest to economic knowledge at the period under research are offered. The role of forms and methods in the development of pupils’ interest to economic knowledge at each of the identified periods are characterized on the basis of teaching experience. The periods are: the first stage (1981-1990) - the stage of formation of pupils’ general interest to economic knowledge; the second stage (1991-2000) - the stage of formation of pupils’ professionally-oriented interest to economic knowledge; the third stage (2001-2014) - the stage of formation of pupils’ local interest to economic knowledge. It has been stated that that the national educational space of the period under research witnessed the process of reorientation of forms and methods of formation of pupils’ cognitive interest to economic knowledge , ranging from learning the basic notions, terms, facts in the structure of school subjects to the development of economic competence, which does not only presuppose theoretical learning of laws of economic system of the market, but also the formation of skills to adapt and to be mobile, to achieve success in life and to obtain a wish to change lives for the better.&nbsp

The transformation towards a knowledge-based bioeconomy has the potential to serve as a contribution to a more sustainable future. Yet, until now, bioeconomy policies have been only insufficiently linked to concepts of sustainability transformations. This article aims to create such link by combining insights from innovation systems (IS) research and transformative sustainability science. For a knowledge-based bioeconomy to successfully contribute to sustainability transformations, the IS’ focus must be broadened beyond techno-economic knowledge. We propose to also include systems knowledge, normative knowledge, and transformative knowledge in research and policy frameworks for a sustainable knowledge-based bioeconomy (SKBBE). An exploration of the characteristics of this extended, “dedicated” knowledge will eventually aid policymakers in formulating more informed transformation strategies.

Characteristic features of means of formation of pupils’ interest to economic knowledge in general comprehensive schools of Ukraine at the end of the XX – the beginning of the XXI centuries are given in the article. Stages of formation of schoolchildren’s interest to economic knowledge are presented in the article. These stages were determined on the basis of socio-political, socio-economic, organizational and pedagogical factors that led to the changes of goals, tasks, contents, forms and methods of teaching economics. The study of teaching practice and scientific literature enabled us to characterize the role of means of formation of interest to economic knowledge at each of the identified stages. The first stage (1981–1990) is the stage of formation of pupils’ general interest to economic knowledge. The second stage (1991–2000) is the stage of formation of pupils’ professionally-oriented interest to economic knowledge. The third stage (2001–2014) is a stage of formation of pupils’ local interest to economic knowledge. It has been discovered that that the national educational space of the period under research witnessed the process of reorientation of means of formation of pupils’ economic knowledge from learning the basic notions, terms, facts in the structure of school subjects to motivational competence of obtaining economic knowledge, which does not only reflect the laws of the component of the economic system of the market, but also the formation of adaptation and mobility skills, ability to succeed in life and a desire to change lives for the better.&nbsp

Characteristic features of means of formation of pupils’ interest to economic knowledge in general comprehensive schools of Ukraine at the end of the XX – the beginning of the XXI centuries are given in the article. Stages of formation of schoolchildren’s interest to economic knowledge are presented in the article. These stages were determined on the basis of socio-political, socio-economic, organizational and pedagogical factors that led to the changes of goals, tasks, contents, forms and methods of teaching economics. The study of teaching practice and scientific literature enabled us to characterize the role of means of formation of interest to economic knowledge at each of the identified stages. The first stage (1981–1990) is the stage of formation of pupils’ general interest to economic knowledge. The second stage (1991–2000) is the stage of formation of pupils’ professionally-oriented interest to economic knowledge. The third stage (2001–2014) is a stage of formation of pupils’ local interest to economic knowledge. It has been discovered that that the national educational space of the period under research witnessed the process of reorientation of means of formation of pupils’ economic knowledge from learning the basic notions, terms, facts in the structure of school subjects to motivational competence of obtaining economic knowledge, which does not only reflect the laws of the component of the economic system of the market, but also the formation of adaptation and mobility skills, ability to succeed in life and a desire to change lives for the better.&nbsp

System research and evaluation of economic knowledge in the sphere of managerial accounting have been conducted as well as their dynamics and structure of filling have been defined., Здійснено системне дослідження та оцінку економічних знань в сфері управлінського обліку та визначено їх динаміку й структуру наповнення.

We analyse German citizens' knowledge about monetary policy and the European Central Bank (ECB), as well as the public's use of mass communication media to obtain information about the ECB. We employ a unique representative public opinion survey of German households conducted in 2011. We find that a person's desire to be informed about the ECB, together with the use of various media channels to keep informed, are decisive for both (i) the person's perception of how much he or she knows about the ECB and (ii) the person's actual knowledge. The media-related influence varies by level of education and is stronger for subjective knowledge. Women are significantly less interested in and knowledgeable about the ECB. We conclude that the ECB is not only well advised to continue with education programmes designed to convince the public of the importance of knowing about monetary policy, but to take the gender-specific differences into account in doing so.

В статье представлены результаты репрезентативного эмпирического исследования 749 студентов Екатеринбурга. Автор описывает данные об информированности студентов о правах работника и потребителя, умении обращаться с деньгами, выбирать продовольственные и непродовольственные товары, а также о навыках, необходимых при поиске работы. Доля обладающих данными знаниями и навыками колеблется чаще всего в интервале 50—65%. В статье определено влияние на предмет исследования трех основных факторов: успеваемости, материального положения родителей и обучения на экономических специальностях. Полученные данные основаны на кластерном анализе. Было выделено 3 типологических группы студентов: ориентированные на экономическое познание, практико-ориентированные и пассивные. The article presents the results of a representative empirical research of 749 students of Ekaterinburg. Author describes the data on the awareness about rights of customer and employee. In the research is characterized the ability to handle money, choose the food and non-food products, as well as to look for job. The percentage of respondents who possess these skills and knowledge varies mostly in the range of 50—65%. It was found an impact of three main factors on the subject of study: parents’ financial position, academic performance at the University and economic specialization. The presented data are based on cluster analysis. Three typological groups were allocated: students, oriented on economic knowledge, oriented on practice and passive students. Могильчак Елена Львовна, кандидат философских наук, доцент кафедры прикладной социологии, Уральский федеральный университет имени первого президента России Б. Н. Ельцина (г. Екатеринбург). Научные интересы: социология молодёжи, социология личности, методы измерения качества жизни, методы измерения социальных установок. E-mail: 2679101@mail.ru E. L. Mogilchak, Ural Federal University, Ekaterinburg, Russian Federation, 2679101@mail.ru

In analogy to political sophistication, it is imperative that citizens have a certain level of economic sophistication, especially in times of heated debates about the economy. This study examines the impact of different influences (media, interpersonal communication and personal experiences) on learning effects about the economy. We conducted a national two-wave panel survey and a media content analysis in Denmark. Media effects were examined through integrating the results of the content analysis (in which articles were coded for the presence of the economic consequences frame) with the panel survey. Results showed that exposure to economic consequences frames in the media and interpersonal communication about the economy had a significant positive influence on learning about the economy. Having negative experiences with the economy exerts significant negative influence on learning. Interestingly, extensive interpersonal communication and negative experiences with the economy dampen media effects on learning about the economy. The study contributes to the literature on the cognitive effects of media and of interpersonal communication, as well as in media dependency theory.

According to Viviana Zelizer’s theory, child has in the last hundred years gone from economically beneficial to the economically useless and emotionally priceless child. Child is, therefore, protected from labor and profit, and learning economic concepts is mainly conceived as a second-rate issue. Generally accepted value is the financial dependence of children on adults, and this dependence continues into adolescence, but also into post- adolescence. This paper presents results of content analysis of textbooks for lower grades of elementary school (Croatian language, mathematics and nature and society). The aim of the research was to examine the relationship between the educational system and the social transfer of the economic knowledge. The presentation of basic economic concepts such as money and labor, as well as described economic activities were determined and socio-cultural context was taken into account in the interpretation. The research showed the absence of some economic concepts and social values typical of market economies, such as entrepreneurship, inovation or initiative. Child labor was depicted as domestic and unpaid.

In this paper, we analyse the effects of objective and subjective knowledge about monetary policy, as well as the information search patterns, of German citizens on trust in the ECB. We rely on a unique representative public opinion survey of German households conducted in 2011. We find that subjective and factual knowledge, as well as the desire to be informed, about the ECB foster citizens' trust. Specific knowledge about the ECB is more influential than general monetary policy knowledge. Objective knowledge is more important than subjective knowledge. However, an increasing intensity of media usage, especially newspaper reading, has a significantly negative influence on trust. We conclude that the only viable way for the ECB to generate more trust in itself is to spread monetary policy knowledge.

International audience; On the basis of what takes place in Italian academic and administrative spheres between 1870 and 1920, this article proposes a restitution of the gradual nature of the process by which “return” became an extremely individualized statistical category in conjunction with cognitive, but also technical, administrative, and political questions. One of the major issues related to the statistical presentation of the phenomenon of returns was already present in the very possibility of using these numbers in the context of public policies meant to give a framework to migrations and to lend support to economic development. Even though the Italian State was one of the first to mobilize around this issue, the organization of the system that allowed for the observation, classification, and calculation of currents of return encountered many difficulties. The Italian configuration is thus all the more instructive since it is closely articulated with its institutions and with international debates on statistics, economics, and demographics from that time.; El artículo propone una restitución, a partir de lo ocurrido en las esferas eruditas y administrativas italianas durante los años 1870-1920, del carácter gradual del proceso a partir del cual el «retorno» sobrevino una categoría estadística individualizada, todo ello en relación con cuestiones cognitivas, técnicas, administrativas y políticas. Uno de los grandes aspectos ligados a la presentación estadística del fenómeno del «retorno» residía en la posibilidad de utilizar las cifras en el marco de políticas públicas destinadas a regular las migraciones y a apoyar el desarrollo económico. A pesar de que el Estado italiano fue uno de los pioneros en esta cuestión, la organización de un dispositivo de recuento, de clasificación y de cálculo de los flujos de retornos hizo frente a numerosas dificultades. La configuración italiana de este proceso es sumamente instructiva debido a su articulación estrecha con las instituciones y los debates estadísticos, económicos y demográficos a nivel internacional que tuvieron lugar en aquella época.; Cet article propose de restituer, à partir de ce qui se déroule dans les sphères savantes et administratives italiennes au cours des années 1870-1920, le caractère graduel du processus par lequel le « retour » est devenu une catégorie statistique bien individualisée, en relation avec des questions cognitives mais aussi techniques, administratives et politiques. L’un des grands enjeux attachés à la présentation statistique du phénomène des retours résidait déjà dans les possibilités d’utiliser ces chiffres dans le cadre de politiques publiques destinées à encadrer les migrations et à soutenir le développement économique. Bien que l’État italien fût alors l’un des plus précocement mobilisés sur cette question, l’organisation du dispositif de relevé, de classification et de calcul des flux de retours y a rencontré de nombreuses difficultés. La configuration italienne est d’autant plus instructive, qu’elle s’articule étroitement aux institutions et aux débats statistiques, économiques, démographiques internationaux de l’époque.

The scientific article is devoted to research of features of economic knowledge in Western Ukraine during the second half of the XIX – first half of the XX century, also summarizes the essence of economic knowledge and the high importance which affects the activity level of investment, entrepreneurial activity, employment, governance, and efficiency etc. The article noted that economic knowledge affects the possibility of personal fulfilment as the economically active member of society. Particular attention is given to determine the characteristics and transformation processes in the second half of the XIX – early XX century in Western Ukraine in the formation, development, and dissemination of economic knowledge among the population. Particular attention is paid to the identification of economic knowledge of business culture, which in turn includes to its structure the need to consider the public interest. Significant values of the revitalization process of the cooperative movement in the territories, forced by the Austro-Hungarian monarchy, including in western Ukraine. The analysis of the institutional framework of economic knowledge in the population allowed to mark a key role in these processes of self-organization of institutions, including the society "Prosvita" and others. Attention is paid to the peculiarities of the functioning of societies and the basic aspects of their activities. It is stated that the main purpose of the society were educational and economic spheres. The paper describes the key achievements of societies in terms of establishment and the commencement of the different organizations as associations and in order to do businesses, cooperatives, educational institutions, professional courses, publishing, the organization of specialized events and more. The results of other institutions, with the specification of their main activities for the development and dissemination of economic knowledge among the population of Western Ukraine, were studied. To form the contemporary economic knowledge to the population some economists, thinkers and their achievements on the benefits of cooperative forms of economic activity were mentioned. Features of economic knowledge in Western Ukraine in the second half of the XIX – early XX century with a focus on national values, self-organization, dissemination of professional schooling which stimulated the development of economic knowledge in Ukraine were proved.

The coexistence of a predominantly poor opinion of free markets and lack of education in economics are two documented features of France. In this paper, we use data collected through an Internet-based survey conducted in December 2009 in order to test whether this situation is more than a mere coincidence. A first regression model allows us to study how personal characteristics, general and economics education, occupation and personal interest in economics affect knowledge in economics. We then apply factor analysis in order to build an aggregate indicator of opinion on promarket reforms. This opinion indicator becomes the dependent variable in a second multiple regression model; it turns out that knowledge in economics contributes by 3.5% to explain the favorable opinion on pro-market reforms.

Surveys provide widely-cited measures of political knowledge. Do unusual aspects of survey interviews reduce their relevance? To address this question, we embedded a set of experiments in a representative survey of over 1200 Americans. A control group answered political knowledge questions in a typical survey context. Respondents in treatment groups received the same questions in different contexts. One group received a monetary incentive for answering questions correctly. Others were given more time to answer the questions. The treatments increase the number of correct answers by 11-24 percent. Our findings imply that conventional knowledge measures confound respondents’ recall of political information and their motivation to engage the survey question. The measures also provide unreliable assessments of respondents’ abilities to access information that they have stored in places other than their immediately available memories. As a result, existing knowledge measures likely underestimate peoples’ capacities for informed decision making.

This article seeks to apprehend the institutional dynamics, individual courses and the intellectual productions which contributed to the formation of "medical economics". To study together the social use of the economic arguments and their specifically intellectual properties, the concept of "cognitive reason" was introduced. It is then possible to seize empirically various reasonings, which are by nature more difficult to observe than other social phenomena more directly accessible. The work of the economist can then be compared to a production process of rationalization and use of cognitive reasonsing., Cet article cherche à comprendre les dynamiques institutionnelles, les parcours individuels et les productions intellectuelles qui ont concouru à la formation de « l’économie médicale ». Pour étudier ensemble l’usage social des raisonnements économiques et leurs propriétés spécifiquement intellectuelles, la notion de « motif cognitif » a été introduite, ce qui permet de saisir empiriquement des raisonnements, par nature plus difficiles à observer que d’autres phénomènes sociaux, plus directement accessibles. Le travail des économistes peut alors être appréhendé comme un processus de production, de rationalisation et d’utilisation de motifs cognitifs.