## CBSE Syllabus for Class 11 Economics

### Course Structure for Class XI Economics (2017-18)

 Units Title Marks Part A Statistics for Economics 1. Introduction 13 2. Collection, Organisation and Presentation of Data 3. Statistical Tools and Interpretation 27 40 Part B Indian Economic Development 4. Development Experience (1947-90) and  Economic Reforms since 1991 12 5. Current Challenges facing Indian Economy 20 6. Development Experience of India – A Comparison with Neighbours 08 40 Part C Project Work 20 Total 100

### Part A: Statistics for Economics

In this course, you 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, you are expected to understand the  behaviour of various economic data.

### Unit 1: Introduction

• What is Economics?
• Meaning, scope and importance of statistics in Economics

### Unit 2: Collection, Organisation and Presentation of Data

Collection of data – sources of data – primary and secondary; how basic data is collected; 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: (i) 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

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 quartile-deviation, 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 variables  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: Development Experience (1947-90) and Economic Reforms since 1991

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.

Economic Reforms since 1991:

Need and main features – liberalisation, globalisation and privatisation;  An appraisal of LPG policies

### Unit 5: Current challenges facing Indian Economy

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 6: Development Experience of India

• A comparison with neighbours
• India and Pakistan
• India and China
• Issues: growth, population, sectoral development and other developmental indicators.

### Part C: Developing Projects in Economics

The students may be encouraged to develop project, as per the suggested project guidelines. Case studies of a few organisations / outlets may also be encouraged. Under this the students will do only ONE comprehensive project using concepts from both part A and part B.
Some of the examples of the projects are as follows (they are not mandatory but suggestive):

1. A report on demographic structure of your neighborhood.
2. Changing consumer awareness amongst households.
3. Dissemination of price information for growers and its impact on consumers.
4. Study of a cooperative institution: milk cooperatives, marketing cooperatives, etc.
5. Case studies on public private partnership, outsourcing and outward Foreign Direct Investment.
6. Global warming.
7. Designing eco-friendly projects applicable in school such as paper and water recycle.

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.

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