Changing Horizons in Geography Education - HERODOT Network ...

terms of competences, they define what the student knows and is able to do at the endof his learning period, and are evaluated by performance levels. Thus they specifythe minimum conditions to receive the credits. As we all know, there are genericcompetences which represent a dynamic combination of features, capabilities andaptitudes and subject specific competences characteristic of each field of study.A study of 12 course proposals for the first degree cycle in Geography at theUniversity of Lisbon, Oporto and Coimbra by teachers in the upper middle part oftheir career shows that the main goals were still stated in terms of scientific knowledge,despite their discourse. Student evaluation is divided between a final examand the production of a project normally developed within a group with fieldwork.However the discussion of texts, of political objectives and tools, of solutions for theproblems analyzed already show a new orientation.Concerning the generic competences differences are not big, although in Portugalthey appear to be more connected to the specific knowledge mainly because of thematerial I used as source of information. Everyone agree on the need to be able to useICT to communicate fluently by written, oral and visual means but it does not seem tobe necessary to enumerate these competences in the context of a program proposalFor the specific geographic competences (Table 1) the Portuguese are more worriedabout action, with the application of knowledge in practice than with theoretical models,more interested with the concepts, the techniques of data collection, treatment andanalysis, with the knowledge of different theoretical and methodological approaches.Table 1. Specific Competences in GeographyAt international level 1 Portuguese teachers 2Understand and interpret landscapes, themeaning of spatial relationships and buildspatial models at different scales;Understand different forms of spatial organization,the diversity and interdependence ofregions, places and locations; the processesthat lead to the spatial segregation, and thenature of change;Collect, compare, analyze and presentgeographical information; use diverse techniquesand approaches in Geography;Apply and understand geographical concepts;communicate geographical ideas,principles and theories by written, oral andvisual means;Understand the interdependence of socialactors, of regions and locations; discuss thespatial policies and the process of territorialmanagement;Identify patterns and explain the differencesin spatial distributions; understand developmentdisparities; interpret the process ofchange and its nature;Appropriate use of geographical methodsfor collection and analyze geographicinformation; knowledge of different approachesin the explanation of geographicalphenomenon;understanding of geographical concepts;apply geographical knowledge to identifyproblems and look for solutions, make proposals;Sources: 1 – Internet sites of Herodot and EUnet networks, Tuning Program (EU), University of Liegeand United Kingdom universities;2 – Programs for courses in Geography in Lisbon, Oporto and Coimbra105