THE PEDAGOGICAL POTENTIAL OF INTEGRAL AND MODULAR COURSES ON FINANCIAL LITERACY FOR HIGH SCHOOL
The training and methodical kits for the high school on financial literacy are presented most widely. They differ in their variability, which requires analysis in the context of identifying approaches to their development. Various options for applying the learning kits on financial literacy for high schools is presented by the compulsory courses, courses for profiled secondary education, elective and optional subjects at schools, subject-specific courses for students of colleges. The authors of the article give a comparative analysis of approaches to the development of integral and modular courses on financial literacy in which the pedagogical potential of the considered complexes is identified. The methods of harmonizing expert assessments and the methods of statistical data processing were used as the basis for processing the results of approbation. The training and methodical kits of integrated courses cannot be considered as homogeneous. There are learning kits with problem-oriented content, which take into account the age and psychological features of students, have activity aspect in the materials for teachers and students among them. The structure, content, methodical support of modular courses need thorough revision. There is lack of activity and practice-oriented components of educational content in some learning kits. The expert analysis and testing led to the following conclusions: - the teaching of financial literacy in high schools is variable because of the organizational specifics of implementing programs of secondary education; - the integral and modular courses have significant differences in authors' approaches to course development; - the financial literacy integral courses have significant pedagogical potential.