This thesis is devoted to long-term stagnation of the Japanese economy and potential solutions addressing such issue. The aim of this thesis is to propose a suitable solution to Japan's long-term stagnation. Firstly, the theoretical as well as practical basis of current Japan's stagnation is described. Economic theory and basic economic principles are explained within the theoretical background in order to apply such knowledge to the real economy correctly. Then, Japan's economic development from the second half of the 20th century till present is outlined within the practical background with an emphasis on "Lost decade" and persisting stagnation to better understand the way the Japanese economy functions. Secondly, the causes of Japan's "Lost decade" and persisting stagnation are presented. The theoretical basis of the causes of long-term stagnation is outlined with an emphasis on economic policy as a key instrument that affects the real economy. Then, the causes of Japan's long-term stagnation are deeply analyzed including a confrontation of selected causes by the author. Lastly, potential solutions addressing the issue of long-term economic stagnation are discussed. Existing solutions that aim to end Japan's stagnation are described and assessed. The main contribution of the author lies in proposing a solution to Japan's long-term economic stagnation from the author's perspective including specific measures to restore economic growth.

The diploma thesis on the topic "Teaching of Economics at a Secondary Vocational School from the Didactics of Social Sciences Perspective" is divided into two parts. The first part is a theoretical one, where the author defines the theoretical didactic concepts in detail, and they are then used in the second, practical part of the thesis. This part presents a proposal of a didactic unit, which deals with the teaching of wage calculation. It includes a worksheet and methodical sheet as well, the detailed didactic preparation and detailed reflection of the implemented didactic unit in the classroom and online teaching. Repeatedly practising this didactic unit, it can be noted that the proposed form of teaching is effective and accepted by students. Personal and social skills, mathematical skills and critical thinking training also go beyond the main topic.