Interdisciplinarity in economic education

Argument for Interdisciplinarity in economic education: society, as a whole, needs education to know whether the “social products” are good. We may discuss about a lot of social needs or problems. Solving those means the development and implementation of educational programs. Therefore, a program of education, which includes, among other, the economic education, irrespective of its level, can be regarded as a social product. Its evaluation presumes that the “solution to the social problems” can be improved (by improving the running program, by the development if better programs, by discontinuing a particular program which proves to be dissatisfying and replacing it with better programs). Is education a “social product”? Can education establish a directly link between the requirements for knowledge, competencies and values within our present society? Are the educational programs properly oriented? The answer can start from the operationalization of the public good concept: the school – institution of the society represented a public or private supplier of education, while the education represented as public good. Its attributes are the very current theories: the client theory is seen as demand optimization. At the same time, the economic theory explains this concept as a relation between the optimization of education and the costs of the educational process. A sociological explanation refers to the response to the social demand for education, while in terms of management, education quality is seen as optimizing the organization and the process of education.