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Even though this only is a short and preliminary analysis, the collection of competencesis very impressive of the challenges implied in the preparation of a plan ofstudies and organization of a learning process in this basis.ConclusionTaking in account the importance Bologna has in the restructuring of higher educationacross Europe, I would like to conclude with three questions:1. How can each course contribute to the development of what competences?2. How should we transform the process of learning and teaching in the contextof a university that is more student-oriented, and more focused on competenceacquisition?3. How to start the discussion on the relationships between competences and knowledge?All this leads to the need for discussing new methods of teaching, to exchangeexperiences and diffuse good practices and pedagogical experiences. So I would liketo challenge the formation of a network for:• exchanging information on the duration and organization of geography programsacross European universities;• opening the way to creating international diplomas coming from the partnershipof several universities, eventually looking for some EU support to ensure theireffectiveness and quality.References1. AMARAL I. 1980. Apontamentos para a história do ensino universitário de Geografia emPortugal, II Colóquio Ibérico de Geografia, Comunicações, Lisboa, vol I, 1982: 135−138.2. BARATA SALGUEIRO T. 2003. L’enseignement universitaire au Portugal, GeographesAssociés, 27, Universidade de Liège, 37−43.3. BARATA SALGUEIRO T., BRUM FERREIRA D., SIMOES J. M., CACHINHO H.2003. Relatório de Auto-avaliação de Geografia, ano lectivo 2001−2002. Lisboa, FLUL(policopiado).4. CACHINHO H. 2005. Formação e inovação na Educação Geográfica. Actas do 2°Colóquio Ibérico de Didáctica da Geografia. Lisboa. APG e AGE, 453−472.5. CLAUDINO S., MUNOZ I TORRENTE X. 1991. A formação e a actividade profissionaldos geógrafos em Lisboa, Barcelona e Copenhaga, V Colóquio Ibérico de Geografia.Actas, Ponencias y Comunicaciones. León, 69−83.6. GONZALEZ J., WAGENAAR R. 2003. Projecto Tuning Educacional Structures inEurope, 1 st phase, in: www.relint.deusto.es/TUNINGProject/. Programs for courses inGeography.106
The added value of international studentsgroups in geography classroomsTine Béneker, Leo Paul, Rob van der VaartFaculty of Geosciences, Utrecht UniversityPostbox 80115, 3508 TC Utrecht,The Netherlandse-mail: t.beneker@geog.uu.nlAbstractThe department of Human Geography and Planning has been participating in internationalexchange of students from the beginning of the Erasmus programmes for higher educationin the 1980s. In 2002 we stopped organising special modules for international students andinstead we integrated modules in English in our new bachelor program in Human Geographyand Planning. Overall, the experiences of teachers and students with these ‘multinational ormulticultural classrooms’ are positive. Apart from some language problems, the studentsappreciate the international sphere in the classroom. The added value of the presence offoreign students is highest when teachers explicitly make use of the multiperspectivity (inthe minds of the students) in the design of their courses.Key words: Geography, education, student exchange, international classroomIntroductionForeign students participate in an increasing number of modules in the bachelorand master programmes at the Department of Human Geography and Planning inUtrecht. It is expected that within a few years English will have become the dominantlanguage in our Masters programmes. The multinational classroom, with studentsfrom different linguistic, national and academic backgrounds, offers new challengesand opportunities. In this paper we will discuss the experiences of teachers andstudents in some of our modules taught in English. How do we benefit from theseinternational classrooms in our modules?In the final section of this paper, we want to discuss the larger issues involvedin teaching and learning in multinational or multicultural classes. What about thecultural bias of the home institution in terms of academic style and approach to thediscipline (geography)? How can variety in linguistic skills, academic backgrounds,and in perceptions of the subject be dealt with? And most importantly: how canthe multiperspectivity of an international student group be used as ‘a strength’ inacademic courses? Inspired by the cultural turn in geography and in the socialsciences at large (see for example: Crang 1998), many teachers will use issues ofrepresentation and a multi-perspective approach in the design of their courses andreading lists. A multicultural and multinational classroom will hugely enlarge thepossibilities of using variety of perspectives and representations as a pedagogicaltool and learning strategy.107
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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-
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overruled by the judge and some sus
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esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
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Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
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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 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
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
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • 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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