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academic science. I do believe that Geography can exist as a profession for thelabour market, as well. Besides this, training for related professions known on thelabour market could be better considered, which are taught in several institutions ofhigher education anyhow nowadays (such as tourist, region development manageror specialist of geoinformatics), and they can provide other training for accreditedprofessions other than that for geographer assistant or technician. As for students’graduation, as a practical output all post secondary training could be considered.According to the regulations, teacher qualification will only be acquired as a resultof Masters-level education. This means a uniform teacher training system, thus theexistent system, in which teacher training is divided into university and collegeeducation, will be discontinued. Graduate teachers shall be eligible to teach pupilsaged between 10 and 18. It means a real loss of position for Geography and similarlyto other subjects such as natural science,), as the teachers of primary education will beentitled to teach a smaller part of the specific subject to pupils aged between 10−12.The uniform teacher training approach may seem to be unusual to some peopleinvolved, but this should not induce insecurity. However, it is certain that if despiteall the curriculum framework and regulation of the pupil competences, if Geographyas a subject wants to make advances, then something different should be taught ina slightly different way in a slightly different structure too.The regulation of the two-cycle system concerns “at least one and a halfprogrammes”, as far as teacher training is concerned the half programme is used toconstrain the integrated programmes into a system which is similar to the Germansystem of majors and minors. Theoretically, this is dual education, that is to say thestudy of one major plus one minor is supported. It is not easy to fit this to the abovedemonstratedsystem, but it can be solved if the programmes of arts, that of skills(such as drawing, singing-music) and that of natural sciences can be combined ad-lib.As for the solution, it should be taken into consideration that there is no separate inputfor teacher training, students shall base their higher studies on a professional input.It is the teaching profession which is stressed by external and internal interests andreal professional problems at the same time.As for Geography (like the majority of the liberal arts and natural sciences) thekey point of the solution is included in the undergraduate programme, Geographystudents acquire the majority of knowledge here (e.g. two thirds thereof, three quartersthereof), which is sufficient to acquire further knowledge in a research stream oreven in a practical stream in the future. The students who want to be teachers couldgather credits in “another major” such as Biology or Art in the remaining period (inone third or one quarter of the 180 ECTS), in order to establish the basis thereof. Thestudent can also begin their studies related to the teaching profession (at least to thevalue of 10 ECTS). Therefore, in the teaching stream of undergraduate educationthere is a kind of one-sided teaching, more “majors” and fewer “minors”. This systemenables the students to alter their studies flexibly, and if they realize that they cannotmeet a certain challenge, they can transfer to another stream with relatively fewdifficulties. The training can be adjusted at Masters level, where students have fewercourses in their main major subject and more in their “second major” area, therefore164
the two majors will be balanced at this level to a total value of 100−110 ECTS credits,respectively. To this value a total of 50 ECTS credits related to teaching professioncan be added. Teaching practice is also allowed for in the teacher stream. In order forstudents to be able to start their job with more experience, a further 30 ECTS creditsof school practice is provided for them, if this was a residential system, they can thendo teaching practice for another half year at school under real life circumstances.Details regarding this issue have not been elaborated yet.If the geography profession enforces its interests adequately and if it can demonstratethat it can provide valuable training for society in Hungary, then the institutionsof higher education will be able to maintain the number of the admitted studentswhose education is financed by the state because there is demand for it (admittedas full time students). On the basis of what we know now, it can be estimated thatapproximately 900−1000 students can begin their undergraduate Geography studiesin the new system in 2006. From among them 200−300 students will be able to enterthe master grade of the teacher training in 2009, this number meets the needs forteachers. Actually, there is no problem with having 200−300 researchers professionallyin the sense that there is a model for the training of geographers as far as thecontent of the education is concerned. The situation of the students who leave thesystem by completing undergraduate level cannot be solved – at least provisionally– by saying that there is no demand for people with such qualifications on the labourmarket, we do think that the successful institutions will create training that studentswill find attractive and that the labour market accepts. The institutions of highereducation in Hungary have a regional scope that is that the majority of their studentscome from their respective geographical region. It suggests that there will be greatcompetition between the institutions at Masters level and not undergraduate level.Therefore, the situation concerning Masters level education may have a surprise upits sleeve regarding this issue and generate high competition between institutions.This whole situation will further be complicated by the fact that there will also bean undergraduate programme called Earth Science, however, it has similar outputweaknesses with that of the BSc programme of Geography (it is an undergraduateprogramme that is not considered to be a teaching training programme). Therehas also not yet been discussion of how we will admit students coming from otherundergraduate programmes into the graduate programme and who will accept theBSc degree in Geography for entry to Masters level courses.The structure of the Geography undergraduate programmeThe plan for the new Geography undergraduate programme has been preparedcollectively by the national institutions of the higher education and submitted to theHAC with request for foundation/accreditation. The education structure is simple,as it is based on a module system framework. The modules are divided into threegroups, the basics, the professional core material and the differentiated professionalgroup. For each module (and for the courses in “core subjects” thereof) minimumand maximum credit points have been determined by a committee in order that theundergraduate programmes in Hungary can be developed in parallel and that they165
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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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students in their language skills.
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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
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 166 and 167: can convene. Details of these modul
Page 168 and 169: preparation and to some extent, tea
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
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: 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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