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importance in geography study programmes. This fact will be taken into considerationin the future reforms of the study programme curricula and content.References1. BICIK I., ŘEZNÍČKOVÁ D. a kol. 1998. Uplatnění absolventů Univerzity Karlovy.Závěrečná zpráva grantového projektu FRVŠ, PřF UK Praha, p. 60.2. ŘEZNÍČKOVÁ D., MARADA M. 2000. The Selection Process for the Study of PedagogicGeography. In: Šulcová, R. (ed): Sborník příspěvků Science and technology educationin new millenium. 3.sympozium IOSTE, Peres, Praha, p. 292−296.3. ŘEZNÍČKOVÁ D. 2003. Geographical Education in the Czech Republic – the past,present and future. International Research in Geographic Education journal, 12 Vol., 2No., p. 148−154.4. ŘEZNÍČKOVÁ D., MARADA M., CHROMY P., KULDOVA, S. 2005. Uplatněníabsolventů geografických oborů z let 1998–2004. Závěrečná zpráva grantového projektuGA UK, p. 23.5. Průzkum uplatnění absolventů JU, http://www.attavena.cz/?id=absolventi6. Uplatnění absolventů Masarykovy univerzity 1997−2002 v praxi. Final report, http://www.rect.muni.cz/pcentrum/pcmu/pruzkumabs97-02.php160
New Training Structure in Geography Education in HungaryGábor MezősiDepartment of Physical Geography and Geoinformatics – University of SzegedH-6722 Szeged, Egyetem str 2. POB 653, Hungarye-mail: mezosi@geography.huAbstractOn the base of the Anglo-Saxonian model all training systems will be adapted by 2006 inHungarian higher education, though medical, law, and artist education are excluded. Theplan for the new Geography undergraduate programme has been prepared collectively bythe national institutions of the higher education and submitted to the Hungarian AccreditationCommittee with request for foundation. The education structure is simple, as it isbased on a module system framework. We suggest dividing the education at least into threeprofessional streams. Those undergraduates who leave the system after the completion ofthe undergraduate education (“acquiring a degree”) should acquire knowledge that can beapplied in actual practice, as a part of their curriculum, as well. Those students who wouldlike to continue their studies in a narrower field on Masters level (academic stream) shouldstudy “more courses on the special subject”, and those who would like to become teachersshould learn something different. Students can leave the third differentiated stream forthe labour market having a professional qualification. According to our ideas, they can beemployed as for example geoinformation specialists, managing area development and touristor environmental geographical managers. During the training, several professional outputscan be ensured within the framework of studies. In the module of differentiated professionalknowledge students will have to obtain 65−75 credits (from 180 B level credit), however,there are possibilities to transfer credits between the different streams, thus students do nothave to decide “early”, or rather there is no deadline determined when s/he should commither/himself to a stream.Key words: teaching structure, Higher Education, Geography, Hungary, Module-basedprogrammesThe system based on two cyclesIn 1999 the member countries of the EU agreed that the systems of higher educationin Europe should converge. At that time, the objective was to ensure that theeducational-research capacity and the performance of the European Area of HigherEducation should become number one in the world by 2010 and it should also exceedthe American system. Regarding efficiency, the European system of labour force– compared for example to the American one – has apparently two weak points.Firstly, the labour force is less mobile and secondly it is difficult to compare themany different qualifications. Basically, the establishment of this converged system,called the Bologna-process, serves to remove these disadvantages from Europeanhigher education.161
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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
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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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
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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
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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
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
Page 162 and 163: The Anglo-Saxon model was collectiv
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Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
Page 200 and 201: It is expected that the more active
Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
Page 206 and 207: Europe in geographical education -
Page 208 and 209: 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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