Victor Tan

The author has 20 posts

IGCSE Economics 0455 Paper 2 Sample Responses!

Victor Tan
 

Sepupus, very happy to announce to every single one of you out there that now we have sample responses for the IGCSE 0455 paper 2 for 2024 – and more of them are going to be coming out in the next couple of days! 

If you are a student preparing for the IGCSE Economics 0455 in the next couple of days and months ahead, you’re going to find this extremely valuable experience exclusively available for those of you who are in our Premium Memberships tier! 

Sign up today from US$12.50 per month at the lowest, and join us in an epic journey of economics learning and many other things along the way!

Here’s a sample of what that looks like!

Some of these are free to access but then you have to sign up for a free membership – I hope it will be a helpful resource for your practice and growth as an economic thinker!

Enjoy, and you’ll find the sample response bank right over here. 

More to come in days ahead! ๐Ÿ‘‹

The Questions of Resource Allocation and The Question of Who Decides

Victor Tan
 

Every society faces the same haunting question: we donโ€™t have enough for everyone to have everything โ€” so how do we choose? Thatโ€™s the essence of economics. And the moment you understand that, a much more interesting question emerges: who gets to choose?

We already discussed how resources are finite and therefore that forces choices, and I think that this is something that is interesting to think about and that should give us pause – the questions of resource allocation.

The three basic questions of resource allocation are foundational to economics (doesn’t matter whether it’s IGCSE, A Levels, IB, or at the university level) and are asked by every society โ€” whether it’s capitalist, socialist, or mixed โ€” because resources are limited and choices must be made.

๐ŸŒ The Three Basic Economic Questions:

  1. What to produce?
    โ†’ Which goods and services should be produced with the available resources?
    • Should we produce more food or more luxury cars?
    • Should we invest in healthcare, education, or weapons?
  2. How to produce?
    โ†’ What methods and resources should be used to produce these goods and services?
    • Labour-intensive or capital-intensive?
    • Using sustainable energy or fossil fuels?
  3. For whom to produce?
    โ†’ Who gets to consume the goods and services?
    • Based on income? Need? Equality?
    • Should housing be allocated by price or by social welfare criteria?

Of course, these are extremely important questions to deal with. But at some point, it makes you wonder:

Who exactly decides?

It’s a very interesting thought to consider when you think about how resources are allocated across space and time.

  • Who controls them?
  • Under what circumstances?
  • How does it differ across different societies?

And it’s here we find ourselves wonderingโ€”who really controls resource allocation? The billionaire CEO? The charismatic politician? The bureaucrat with a spreadsheet? Or a faceless global institution? Maybe itโ€™s none of them. Maybe it’s all of them. Maybe it’s you and me but we don’t even realize that.

When you are a student, you may not always (at the outset) consider this question or how it maps onto the corporate world or political world, or even imagine that you may be related to that or participating in it at the moment, simply by choosing to read this blog post.

You may not exactly know how it relates to politics and politicians or institutions and the ways that things are done across societiesโ€”whether by individuals, whether by powerful people, whether by planners twiddling their fingers, or anything else along the way.

Still though, these are some very interesting questions to think about.

We might also consider that we don’t immediately know…


๐Ÿ” 1. How much to produce?

Even after deciding what to produce, a society must decide how much of each good or service is optimal.

  • How many hospitals? How many smartphones?
  • Producing too much leads to waste, too little to shortages.

โณ 2. When to produce?

Timing matters โ€” some goods are time-sensitive, like seasonal crops, or future-focused, like infrastructure or AI.

  • Should we invest now in semiconductor capacity, or wait?

๐Ÿ” 3. How to allocate resources over time?

Intertemporal allocation matters for sustainability and long-term planning.

  • Should we consume all our oil now, or save some for future generations?

โ™ป๏ธ 4. How to deal with externalities?

Some production/consumption creates side effects (pollution, congestion, education spillovers).

  • Should resources go toward mitigating harm (like carbon taxes)?
  • Should we subsidize socially beneficial goods?

๐Ÿ›ก๏ธ 5. How to ensure equity and justice in allocation?

Not just for whom, but how fair is the system?

  • Do the poor get basic needs met?
  • Should wealth redistribution play a role?

๐Ÿ“ˆ 6. How to respond to scarcity or surplus shocks?

In real economies, shocks like war, pandemics, or recessions shift resource availability.

  • Should we reallocate funds to defense? Emergency healthcare?

๐Ÿง  7. Who decides?

  • Is resource allocation driven by markets, governments, AI algorithms, or community-based systems?
  • Is it driven by influencers? By writers? By academics? By mass movements? Is it driven by everybody, a cabal, or by nobody?

Here then are some of my thoughts and reflections.

I think that it is very interesting to reflect on these questions, but I think that if you are wondering about them now, a good direction to go in is the direction of politics.

Now how could all those people giving dumb speeches on social media and literally slandering their way into power and beyond have anything to do with any of those questions out there?

Well, everything. Questions about resource allocation can be theoretical and they can make you feel good, but then when you start asking a question of how it is carried out in real life, you cannot avoid the question of politics and power as it is actually manifested in the real world beyond theories and beyond ideas alone.

Politicians debate and discuss the laws that will define the legislative architecture of our society that determines what is permitted and what won’t be. Politicians have the ability to discuss ideas but they also have degrees of power in deciding how resources for an entire society will be allocated. Politicians also often share in a revolving door within a society that decides how government budgets will be used and big choices will be made that in turn decide how individuals within a society will experience life even though they are technically the people. But their decisions may be outweighed by those who end up being elected and placed into positions of power.

But then, you might question how much influence you have over the process – and you might then conclude that individually, you have little, and this ultimately applies across pretty much every single member of the society who is influenced by the choices of every other person in the world, whether in terms of large-scale pattern behaviors or otherwise. One can only control it to a limited degree.

After all, in a country like Malaysia, you have one vote, and one vote will not win an election.

If not by force of revolution, do you get to control what everybody does?

Can you decide the entire direction of the society?

Can the Prime Minister for that matter?

Can a CEO, a group of CEOs, a cabal of Prime Ministers ala ASEAN? The G7? the OIC? The World Bank, World Economic Forum, IMF, or a collection of banks working in tandem?

…Can anybody?

I think that is an interesting question to explore; certainly, we may control our own lives and how we allocate resources or time within our own individual spheres of control, as defined by a mixture of social norms, individual capacity, technology, legal constraints, time, and opportunity costs amongst other things – We each have the ability, liberty, and agency to decide upon what we personally will choose in our personal lives and we may not necessarily be able to control what other people will choose, what they will do, or how they will act to the degree of forcing them to do exactly what we want…

But we can persuade people to want better and different things, at least to a degree. We can shape and be shaped through our thoughts. The ideas of those who happen to resonate with what we have chosen to think, feel, and believe about the world. For that reason, we have the ability to summon up the will of those around us to cooperate, coordinate, and create new things.

It is likely that many of you have more power than you think you may have. Slightly less than your delusions grant you in the deepest of your fever dreams and lie somewhere in the middle of things, even as you read this blog post contemplating either the delusion of the writer or the life that you happen to be living at this moment. That is all well and good. I’ve said this a few times, but I’m not here to be a hero. I’m not here to save this society – just to highlight to you that choice is a very real thing, and that it is something that we as humans must deal with in the course of our shared existence.

But I do hope that I can make you think a little more about the choices that you are making to have agency over them and to learn how, when, and why to collaborate with others in creating something a little better for the future; after all, even if we cannot shape the things that we see happening on large scales with just our voices or our visions, we have the ability to converse, to share our thoughts, and from there, in different ways, to influence the direction of the world’s thinking through what we believe, what we see, and what we ideate.

You may not be able to dictate the budget of a country, or single-handedly reshape the economy. But you can choose. You can think. And perhaps more importantlyโ€”you can talk. The ideas you carry, and the way you share them, might just spark a ripple in someone elseโ€™s mind. And enough ripples, one day, become a tide.

Yours,

Sepupu.

What’s the International Baccalaureate Diploma Program (IBDP) and How Is Economics Assessed Within It?

Victor Tan
 

Sepupus, we’ve come to the last part of the focus of this website beyond which an open world lies. Here we are at the program that I did, the International Baccalaureate Diploma Program.

Of all the major pre-university programs, I think that this is probably one of the most misunderstood โ€“ But there are a couple of people out there whom you might not expect to have done it, but whose names you will recognize regardless.

Amongst others, you have Khairy Jamaluddin, who did his IB aeons ago (and who did an extended essay on FELDA, interestingly enough), as he discussed with me when we did our interview together last year…

Seen: A couple of (former) IB students just doing their thing. Books: Tun Dr. Mahathir Mohamad’s Malay Dilemma, and Anwar Ibrahim’s The Asian Renaissance.

And also… Kim Jong-un? The current supreme leader of North Korea, otherwise known as the Democratic People’s Republic of Korea, who allegedly did his IB in Switzerland where the thing was actually conceived?

Well, maybe that’s just conventional wisdom or the results of a tabloid rag gone wow. But it would be fascinating to imagine him struggling over a HL math exam ๐Ÿ˜…

Anyway, IB is a globally recognized two-year educational framework tailored for students aged 16-19, and it is a little different from A levels which tend to go a lot more into depth into individual subjects in that it emphasizes holistic learning, international-mindedness, and developing inquiring people capable of critical thinking and responsible global citizenship โ€“ Which pretty much any IB student could easily tell you just means that we are extremely extremely good at BSing, but I’ll leave it to you to discover what’s true and what’s not.

If you’re doing the IB, maybe you can even make it into a TOK question.

You’re welcome.

Anyway…

Educational Philosophy of the IB Diploma Programme

Every educational organization has some sort of underpinning philosophy behind it, and the IB is no different. What it promised seemed a little more appealing to me at the time, though, and this is what it was.

You can also read this document here created by the IB if you are interested.

Didn’t read that? No problem – here are my thoughts and experiences.

I could say any number of woke things about the IB diploma, but I think that that’s a disservice to you, so I will just say my thoughts.

As I understand it, the International Baccalaureate (IB) is designed to be an international qualification. It was designed to be a curriculum that was interoperable, whichever international school you went to throughout the world, and it was designed with that explicit idea of broad focus and worldly scope in mind โ€“ To create something for the children of diplomats across the world so that whichever international school they went into, they would be able to just slot themselves in and just function, work, and do well.

To that end, students take six subjects which is meant to offer an education in breadth – three at what we call higher level and three at standard level. A higher level is roughly equivalent to an A level in terms of scope, while SLs are more analogous to AS exams. Also, there are a couple of interesting assessments, namely…

  • Theory of Knowledge (TOK), which explores the nature of knowledge and how we come to know what we know.
  • Extended Essay (EE), which involves an independent research project of 4000 words, fostering depth of inquiry.
  • Creativity, Activity, Service (CAS) encourages students to engage in extracurricular activities to nurture personal growth and community service.

Economics within the IB Diploma Programme

Now, this sets us out to understand economics within the IB Diploma.

Economics within the IB DP focuses not only on economic theories and models but also on their real-world application, ethical implications, and societal impacts, and with an eye towards internationalism.

Curriculum and Content

Economics students at both Higher Level (HL) and Standard Level (SL) study four core units:

  • Introduction to Economics: We study foundational principles and economic thinking, Leading from scarcity into the principles of economics.
  • Microeconomics: We study individual market behaviors, supply-demand analysis, and market failures, amongst other things.
  • Macroeconomics: national economies, policy-making, and economic indicators like GDP, GDP per capita, as well as phenomena that affect the macro economy, i.e., the economies of countries, such as inflation and the interest rate, and how all this affects the aggregate behavior of consumers.
  • The Global Economy: international trade, economic integration, sustainable development, and economic growth.

As with Economics at IGCSE and A level, understanding content knowledge is important, but so is the ability to analyze and to evaluate, although the topics may be slightly different or the emphasis somewhat shifted. We will talk a little bit more about this later on.

The difference between SL and HL in terms of content is that HL goes much more into depth. For example, in HL economics, students go deep into the Theory of the Firm and into cost curves amongst other things, the Marshall-Lerner condition, and a lot more depth in terms of discussions and understanding of economic theory. Also, there is an explicit focus on policy analysis and evaluation which is manifested in paper 3 which is only available for HL students.

๐Ÿ“š IB Economics Assessment Structure: HL vs SL

STANDARD LEVEL (SL)

๐Ÿ”ธ Internal Assessment (30%)

  • Content: Three commentaries (800 words each) based on real-world news articles. This will probably be a big source of your suffering throughout the course, and I will talk more about it later on.
  • Coverage: One each for microeconomics, macroeconomics, and global economics.
  • Assessment method: Internally marked, externally moderated. What this means in practice is that all of you will be working with your economics teachers to craft and create your commentaries. In most schools, you will have the chance to have your teacher look over a draft one time so that you can receive comments before having to submit the final.

    What typically happens is that the teacher will assign grades to every single person, and IB won’t be checking every single assignment for marking. Rather, what they do is choose one or two commentaries from the entire cohort, compare what they personally would grade the IAS against the teacher’s grade, and then from there try to understand how the school is doing.

    If the school grades the commentary very leniently and assigns it a perfect score when in reality it should have only deserved a 5, then this raises an alarm bell that tells us that the school is too lenient and therefore all other students should be treated as such.

๐Ÿ”ธ External Assessment (70%)

  • Paper 1 (Essay-based) – Extended analytical and evaluative responses, requiring critical thinking and deep synthesis across economic theories. Basically, you need to bring out your analysis and evaluation skills here alongside your understanding of real-world examples. By this point, I hope that you’ve read a lot and have taken the effort to learn about the world around you, countries around you, and economic decisions and how they impact the world around you.
  • Paper 2 (Data-response) – Application and analysis of data sets to examine economic concepts practically.
PaperTypeTimeDescriptionWeight
1Extended Response1 hour 15 minChoose one question from three. Each question has part (a) and part (b).30%
2Data Response1 hour 45 minChoose one question from two. Based on real-world case study extracts.40%

๐Ÿ•’ Total Examination Time: 3 hours
๐Ÿ“˜ Syllabus Coverage: Core syllabus only (units 1โ€“4)


HIGHER LEVEL (HL)

๐Ÿ”น Internal Assessment (20%)

  • Content: Same as SL โ€” three 800-word commentaries from different syllabus sections.
  • Assessment method: Internally marked, externally moderated – Same as before.

๐Ÿ”น External Assessment (80%)

  • Paper 1 and 2 – Same as for SL.
  • Paper 3 (Policy paper) – A specialized assessment exclusively for HL, focusing explicitly on policy evaluation and synthesis.
PaperTypeTimeDescriptionWeight
1Extended Response1 hour 15 minSame structure as SL โ€” one out of three essays (two parts each)20%
2Data Response1 hour 45 minSame as SL โ€” one out of two case-based questions30%
3Policy Analysis1 hour 45 minAnswer two compulsory questions โ€” includes mathematical calculations.30%

๐Ÿ•’ Total Examination Time: 4 hours 45 minutes
๐Ÿ“— Syllabus Coverage: Core + HL extensions (includes more advanced theory and quantitative work)


๐ŸŽฏ Summary: SL vs HL

FeatureSLHL
Papers2 (P1 & P2)3 (P1, P2, P3)
Internal Assessment30%20%
Quantitative PaperโŒโœ… (Paper 3)
SyllabusCore topics onlyCore + HL extensions
Total Exam Duration3 hours4 hours 45 minutes
University PreparationModerateStrong (especially for economics/finance)

Philosophy and Practical Differences between HL and SL

HL Economics aims to prepare students rigorously for university-level economics study. It provides deeper theoretical foundations, more extensive analytical challenges, and greater demands for synthesis and evaluation. The additional HL-exclusive policy paper reflects this heightened focus.

SL Economics, while rigorous, is tailored for students seeking a strong but general understanding of economics. It balances foundational theory with practical applications suitable for students whose higher education or career aspirations lie in diverse fields beyond economics itself.

Similarities and the Unique Contribution of the IB

Regardless of whether you are taking SL or HL economics, it’s a good bet that you will be expected to:

  • Read widely
  • Manage your time extremely well because of the multiple other assignments and subjects you are dealing with
  • Be able to comment intelligently and link things together across different areas of the syllabus
  • Make good observations about what’s suitable

One of the reasons why the IB happens to be one of the most expensive pre-university programs that a person can undertake is because of the high labor intensity of this kind of engagement, whereby teachers have to often deal with entire cohorts of students on a personal basis to provide feedback to every single student in the course of their journey, which is not easy by any means and entails a large amount of work.

I consider it a very rewarding programme, but let me go ahead and tell you that it really isn’t for everyone, because it’s not an easy programme and if you don’t choose the right school, you will suffer because of the way the curriculum is structured and because of how much contact time and therefore collaboration you as a student will need to have with your teachers.

I know some of you will read this and you will say that you want a more rigorous education – Well that was exactly what I wanted; let me not overly praise or mock my teachers, but let me just say that it would be fair to say that I went on to hard mood. And up until now I still don’t know whether I can justify it.

To that, I can say the following: Be careful what you wish for because you may actually receive it.

…Then again, you’re here reading Sepupunomics, are you not? Well… Enjoy your masochism then, I guess.๐Ÿ˜‚

Alright, sepupus, that’s enough for today, and I will see you in the next one!