CBSE Class 11 Economics Syllabus

Economics (Code No. 30)

Rationale

Economics is one of the social sciences, which has great influence on every human being. As economic life and the economy go through changes, the need to ground education in children’s own experience becomes essential. While doing so, it is imperative to provide them opportunities to acquire analytical skills to observe and understand the economic realities.

At senior secondary stage, the learners are in a position to understand abstract ideas, exercise the power of thinking and to develop their own perception. It is at this stage, the learners are exposed to the rigour of the discipline of economics in a systematic way. The economics courses are introduced in such a way that in theinitial stage, the learners are introduced to the economic realities that the nation is facing today along with some basic statistical tools to understand these broader economic realities. In the later stage, the learners are introduced to economics as a theory of abstraction.

The economics courses also contain many projects and activities. These will provide opportunities for the learners to explore various economic issues both from their day-to-day life and also from issues, which are broader and invisible in nature. The academic skills that they learn in these courses would help to develop the projects and activities. The syllabus is also expected to provide opportunities to use information and communication technologies to facilitate their learning process.

OBJECTIVES

1. Understanding of some basic economic concepts and development of economic reasoning which the learners can apply in their day-by-day life as citizens, workers and consumers.

2. Realisation of learners’ role in nation building and sensitivity to the economic issues that the nation is facing today.

3. Equipment with basic tools of economics and statistics to analyse economic issues. This is pertinent for even those who may not pursue this course beyond senior secondary stage.

4. Development of understanding that there can be more than one views on any economic issue and necessary skills of argue logically with reasoning.

Part A : Statistics for Economics

In this course, the learners are expected to acquire skills in collection, organisation and presentation of quantitative and qualitative information pertaining to various simple economic aspects systematically. It also intends to provide some basic statistical tools to analyse, and interpret any economic information and draw appropriate inferences. In this process, learners are also expected to understand the behaviour of various economic data.

Unit 1 : Introduction 5 Periods

What is Economics?

Meaning, scope and importance of statistics in Economics.

Unit 2 : Collection, Organisation and Presentation of data 25 Periods.

Collection of data - sources of data- primary and secondary; how basic data iscollected; methods of collecting data: Some important sources of secondary
data: Census of India and National Sample Survey Organisation. Organisation of Data: Meaning and types of variables; Frequency Distribution. Presentation of data: Tabular Presentation and Diagrammatic Presentation of Data: (1) Geometric forms (bar diagrams and pie diagrams), (ii) Frequency
diagrams (Histogram, polygon and ogive) and (iii) Arithmetic line graphs (time series graph).

Unit 3 : Statistical Tools and Interpretation 64 Periods

(For all the numerical problems and solutions, the appropriate economic interpretation may be attempted. This means, the students need to solve the
problems and provide interpretation for the results derived) Measures of Central Tendency-mean (simple and weighted), median and mode. Measures of Dispersion- absolute dispersion (range, quartile deviation, mean deviation and standard deviation); relative dispersion (co-efficient of quartiledeviation,
co-efficient of mean deviation, co-efficient of variation); Lorenz Curve: Meaning and its application.

Correlation- meaning, scatter diagram; Measures of correlation- Karl Pearson’s method (two variable ungrouped data) Spearman’s rank correlation. Introduction to Index Numbers-meaning, types- wholesale price index, consumer price index and index of industrial production, uses of index numbers; Inflation
and index numbers.

Unit 4 : Developing Projects in Economics 10 Periods

The students may be encouraged to develop projects, which have primary data, secondary data or both. Case studies of a few organisationns / outlets may also be encouraged. Some of the examples of the projects are as follows (they are not mandatory but suggestive):

(i) A report of demographics structure of your neighborhood;

(ii) Consumer awareness amongst households.

(iii) Changing prices of a few vegatables in your market.

(iv) Study of a cooperative institution: milk cooperatives.
The idea behind introducing this unit is to enable the students to develop the ways and means by which a project can be developed using the skills learned in the course. This includes all the steps involved in designing a project starting from choosing a title, exploring the information relating to the title, collection of primary and secondary data, analysing the data, presentation of the project and using various statistical tools and their interpretation and conclusion.

Part B: Indian Economic Development
Unit 5 : Development Policies and Experience (1947-90) : 18 Periods
A brief introduction of the state of Indian economy on the eve of independence.

Common goals of Five year Plans.
Main features, problems and policies of agriculture (institutional aspects and new agricultural strategy, etc.) Industry (industrial licensing,etc,) and foreign trade.
Unit 6: Economic Reforms since 1991 : 14 Periods
Need and main features - liberalisation, globalisation and privatisation; An appraisal of LPG policies.
Unit 7: Current challenges facing Indian Economy: 60 Periods
Poverty-absolute and relative; Main programmes for poverty alleviation: A critical assessment; Rural development: Key issues - credit and marketing- role of
cooperatives: agricultural diversification; alternative farming - organic farming.
Human Capital Formation: How people become resource; Role of human capital in economic development; Growth of Education Sector in India.
Employment: Formal and informal, growth and other issues: Problems and policies.
Inflation : Problems and Policies.
Infrastructure: Meaning- and Types: Case Studies: Energy and Health:

Problems and Policies- A critical assessment.
Sustainable Economic Development: Meaning, Effects of Economic
Development on Resources and Environment, including global warming.

Unit 8: Development Experience of India : 12 Periods
A Comparison with neighbours
India and Pakistan
India and China
Issues: growth, population, sectoral development and other developmental indicators.