Political, Social and Economic Education in Lower Secondary Schools in Germany: An Analysis of Curricula and Specifications

In public debate and in parts of social science didactics, the notion prevails that political and social education dominate over economic education in schools. Business associations and business-related foundations support this thesis and call for a higher proportion of economic content in curricula or the establishment of special economics courses. However these debates are based on assumptions rather than empirical evidence. This article aims to present the situation of political, social and economic education in general secondary schools in Germany by using the blended reading method of computer-assisted content analysis(CACA).