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can convene. Details of these modules are provided here with the total ECTS creditsthat can be achieved when completing the course indicated in brackets:1. Fundamental modulesA. Natural and Social Science fundamental module (total of 10−16 creditsrequired)Compulsory contents: Mathematics, Informatics, fundamentals of NaturalSciences (Chemistry, Biology, Physics), fundamentals of the European Union,fundamentals of Economics and Social Sciences ( such as Sociology, Demography),and other fundamentals of Natural and Social Sciences in compliancewith the traditions and opportunities of the specific institutionB. Earth Science fundamental module (total of 13−21 credits required)Compulsory contents: Climatology, Cartography, other basic studies of EarthScienceC. Geography fundamental module (total of 13−21 credits required)Compulsory contents: Geomathematics (Statistics, Dynamic Geography,Quantitative Geography, Area Statistics and so on), Geoinformatics (GIS,RS, Digital Mapping, Relation-Analysis and so on), Geographical Thinking(Historical Geography, Environmental Protection, introduction to Geographyand so on), methods and techniques of geographical analysis and research2. Professional core materialA. Natural Geography core module (total of 12−20 credits required)Compulsory contents: Geomorphology and Internal Forces, Soil Geography,Biogeography, Hydro Geography, and other courses in compliance with thetraditions and opportunities of the specific institution (such as Country Ecology,Zonality, Synthesis)B. Social Geography core module (total of 12−20 credits required)Compulsory contents: Population and Settlement Geography, GeneralEconomic Geography (Geography of Agriculture, Transport, Industry, Infrastructure),and other courses in compliance with the traditions and opportunitiesof the specific institution (such as Political, Ethnical, Religion Geography)C. Regional Geography core module (total of 12−24 credits required)Compulsory contents: Natural and Social Geography of Europe, Natural andSocial Geography of Hungary (Carpathian basin) other Regional Geography3. Differentiated professional moduleThe feature of this training is that besides the basic and professional core materialstudents can acquire further professional knowledge during their studies,which is divided into the following three main professional streams, groups:A. Module for the teaching profession (teaching stream)B. Module preparing geography/earth science – geographer – researcher (research/academic stream)C. Module preparing practice (practical, professional stream)It can be seen that each of the three module-groups have different orientations,they prepare students for different things. Attending the teaching stream, studentscan study introductory courses in teaching and the basics of their minor studies. In166
the research stream, students are provided with further basics in order to be able todo the professional Masters education in the future. Now we think that this streamalso needs some central points, however, it will strongly depend on what kind ofMasters education the institutions prepare for. According to existing national ideasthe main points are likely to be:• rural and environment geography,• area and settlement development,• social and natural science, and• further fundamentals of informatics of this profession.Students can leave the third differentiated stream for the labour market having aprofessional qualification. According to our ideas, they can be employed for exampleas geoinformation specialists, managing area development and tourist or environmentalgeographical managers. During the training, several professional outputscan be ensured within the framework of studies. In the module of differentiatedprofessional knowledge students will have to obtain 65−75 credits, however, thereare possibilities to transfer credits between the different streams, thus students donot have to decide “early” in their studies, or rather there is no deadline determinedwhen s/he should commit her/himself to a stream. 5% of the credits are optionalduring the training programme. Certainly we have tried to elaborate the streams inmore detail including the students’ competences, as well. Thereinafter, the structureof the programme geography and that of another major in the teaching training(major/subject x) is presented:Undergraduate education (180 credits)80−100 credits in Geography55−65 credits in a professional subject of major x, which contains the core materialof the undergraduate education of major x10−15 credits in the teaching module10 credit in thesis (in Geography)10−15 credits optionalMaster education (120 credits)15−25 credits in Geography40−60 credits in minor x30−40 credits in teaching module10 credits in thesis (in Geography or minor x)4−6 credits optionalTeacher training is being carried out in two majors in the spirit of uniform teachertraining within a disciplinary framework. During their studies, students thus can enrolfor teaching courses or for the courses of their other major (minor) at any time.The real challenges are only now arising for the institutions. They shall put intotheir structure this “from-till” system. It is a big question whether the institutionshave enough power to use this structural reform also for updating the course contentas well, or will they decide to choose the well-beaten path they had been using untilnow. In our view, the fact that the practical training was immature has establishedpressure to undertake action, however, also modernity and diversity of Masters level167
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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
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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
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 164 and 165: academic science. I do believe that
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
Page 214 and 215: 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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