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Economic literacy and economic efficacy are addressed by examining basic goals and assumptions of economic education and by suggesting areas that need systematic attention and investigation. To clarify goals, an operational definition of economic literacy must be developed and used in a criterion-referenced testing instrument. A definition of economic literacy should include a distinction between literate and illiterate persons, distinguishing behavior, minimum amount of knowledge, specific analytical skills, and appropriate values and attitudes. Some testable student competencies could include distinguishing economic issues from other issues, identifying the economic system, articulating basic economic concepts, and evaluating economic actions and policies and recognizing their trade-offs. However, little study has been done on the cultural process by which people gain their economic knowledge and attitudes. Utilizing political science concepts and research, it is determined that efficacy influences knowledge and attitudes. Economic efficacy is a person's belief about his level of control over the economy. It is possible that (1) a low sense of economic efficacy correlates positively with disinterest in learning economics and (2) a high degree of economic literacy does not correlate positively with a high sense of economic efficacy. Examples of tests for economic efficacy are discussed. If researchers find that economic education programs do affect feelings of economic efficacy, then they must determine on what those feelings are based. For instance, efficacy could derive from naive trust, group identity, or individual competence. (ND)

The report contains proceedings from a conference which assessed precollege needs in economic education. The Conference Overview (Part I) and Recommendations of Conference Participants (end of Part VI) were published previously as a separate document (ED 130 953). The bulk of this report includes the texts of nine presentations and responses by economic educators, three teachers' reflections on the conference, and a summary. Topics of the presentations included the state of economic literacy, economic education needs for ethnic minorities, male-female differences in precollege economic education, needed materials, current and future needs for teacher training, evaluation in economic education, and diffusion and implementation of economic education programs. The summary reviews the relationship between economics and social studies, which is the class in which most students learn economics. There is a need for educators to translate new economic theories into forms understandable to children. Economic illiteracy may be a significant element in increasing general illiteracy. Research is needed in areas of teacher education, learning models, and role of student reading levels and IQ in economic literacy. More material for middle school grades should be developed, accompanied by greater integration among materials for all levels. (Author/AV)

This second volume of a two-volume report on the Eleventh World Conference of the International Council for Correspondence Education (ICCE) contains conference proceedings and additional papers. (The advance papers are presented in volume 1.) Presented along with the outline of the conference sessions is other related information such as an evaluation of the conference, guideline documents, and the ICCE constitution. Fourteen conference papers are included and organized into the following five categories: (1) correspondence education in general; (2) administrative practices; (3) teaching methods; (4) student counseling; and (5) applied research. Some of the topics addressed by these papers are adult education; Indian education; financial concerns; marketing concerns; student motivation; courses by cassette; research trends; and research data describing correspondence education students. (BM)

This first volume of a two-volume report on the Eleventh World Conference of the International Council for Correspondence Education (ICCE) contains the advance papers presented at the conference. An introduction preceding these papers provides the ICCE president's message and an orientation by the host country, India. The 37 papers are organized into the following five categories: (1) correspondence education in general; (2) adminintrative practices; (3) teaching methods; (4) student counseling; and (5) applied research. Some of the topics addressed by these papers are predictions for the future of correspondence education; accreditation and enrollment concerns; financial concerns; the use of satellites, telecommunications, and computers; effective counseling techniques; and research trends and utilization. The biographies of program participants and guidelines for ICCE chairmen and rapporteurs are appended. (BM)