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Geography programs and BolognaTheresa Barata SalgueiroDepartamento de Geografia, Universidade de LisboaAlameda da Universidade, 1600-214 LISBOA, Portugale-mail: tbs@fl.ul.ptAbstractUp to now modifications of the Lisbon University geographical curriculum has been theconsequence of job opportunities for the growth and transformation of geography. NowadaysBologna represents an important external push for modification, which we evaluatein three main dimensions: increasing competitiveness between universities, employabilityversus specialization after first cycle and competences. An analysis of course proposals inGeography shows that the main goals are still stated in terms of scientific knowledge.Key words: Geography, curriculum, competenciesIntroductionThe 1970s and 1980s have seen a big expansion in Geography at Portuguese universities.Between 1970 and 2004 the number of public universities offering degrees inGeography increased from 2 to 6, plus 1 private institution, the number of Geographystudents at the University of Lisbon has multiplied by 4 (from 150 to 600) and theteaching staff three-fold.The change was not strictly only quantitative since it also included diversificationof the structure of the programs, as reported by Amaral (1980) and Barata Salgueiro(2003). The successive reforms at University of Lisbon, especially the introduction ofnew themes and perspectives, have profited from the international contacts of staffalong with an increasing demand for geographers in the labour market, which hasbeen suffering an important transformation, as Claudino et al. (1991) have shown.As a matter of fact, in the last 30 years, the traditional job for geography graduates,the teaching in high school, has declined quite a bit and new opportunities havearisen in planning, in the management and protection of natural resources, in civilprotection, in tourism, and so on.Today an external component, represented by the so-called Bologna process isvery important and adds new dimensions to the restructure discussions. My intentis thus to bring some insights on this matter.Competition and social relevanceThe main goal of the Bologna Declaration is the building of a European higher educationspace which favours the mobility and employability of European citizens and is internationallyhighly competitive. A large proportion of the documents already produceddeal with programs comparability in order to facilitate student mobility, but there are102
also economic reasons, although these may perhaps be less explicit. The decrease in thenumber of years needed to complete the first degree cycle aims to save public investmentand family expenses with the formation and training of the students.One major consequence of mobility expansion is an increase in competitiveness andconsequently differentiation on the rank attained by each university and department.Possibly we will see a relative standardization of the first degree cycle, offered in manyplaces, although certain institutions can already be differentiated by their higher qualityand a more limited and more competitive offer as soon as we progress to the higherdegrees. The best diplomas, the most desired ones are only offered by a relatively smallnumber of universities, the more central ones, the more attractive, those whose qualityis ranked higher. Having more candidates, they can demand higher tuition fees, makingmore money they may offer better human and material resources. They will also helpto propel its city to a better position in the system of cities.In this context universities, departments and even individual courses and tutorswill have to develop pro-active strategies, benchmarking practices, careful selectionof strategic bets in terms of courses offered, learning experiences, teacher’s profilesin order to attract students and reinforce their prestige and quality.In this competitive environment, Portugal’s main weakness comes from itsgeographical position and language, but the country also has some advantages tiedto the high level of research and prestige in some areas, good climate and environmentalquality, the advantageous level of prices and good relationships with southerncountries, especially Brazil and some African countries.To overcome the threats I would like to discuss the follow propositions:• The ability to offer programs not only for the Portuguese market but also whichcan interest other Europeans too. Furthermore we should consider the importantrole that Portugal can have in the qualification of African and Brazilian humanresources.• Besides its contribution to research development and knowledge diffusion, universitieshave the social responsibility of future citizen’s education and training.Thus in the curriculum organization it seems important to consider subjects withsocial relevance, like citizenship and environmental questions, housing, planningat different scales, development and community action, to enhance geography’scontribution to the understanding and solution of the problems that affect oursocieties and are more able to interest youth, and have an immediate relationshipwith job opportunities and people’s daily lives.• Another line for exploitation deals with the possibility of organising second cycleprograms in partnership with prestigious foreign institutions and the introductionof English in some courses, both in the lessons and in student assignments.Employability and competencesThe Bologna’s declaration pretends that “the first cycle diploma will be relevant tothe European labour market as an appropriate level of qualification” which raisesconfusion between ‘professionalisation’ and employability. Graduates employabilityand the competences they should have depend on their professional activity and its103
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
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Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 104 and 105: equirements. In the faculties of Ar
Page 106 and 107: Even though this only is a short an
Page 108 and 109: Background of international student
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Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 116 and 117: audio lectures - one for presenting
Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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