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Times of Change for Geography Education in SloveniaTatjana Resnik PlanincDepartment of Geography, Faculty of Arts, University of Ljubljana,Aškerčeva 2, 1000 Ljubljana, Sloveniae-mail: tatjana.resnik-planinc@guest.arnes.siAbstractThe article presents the actual situation of geography education in Slovenia from theviewpoint of many of the rapid and profound changes we are dealing with nowadays. Thefeasibility and structuring of professional development, formal and informal relations thatmight enable professional development and the identification of ongoing needs for geographyteachers are discussed. It also questions the changing identity of academic geography withinthe restructuring of work and the tensions between teaching and research.Key words: geography, teacher, education, student, Slovenia, knowledge, skills, practiceIntroductionTogether with Europe Slovenia has recently undergone many rapid and profoundchanges. Every nation, region and city has to face challenges arising from the differingneeds and expectations. Differences in culture, in behaviour, in values and standardsdo not have to conflict but lead to enrichment and strengthening of a society.Geography as a field of study is at an interesting stage of development in Slovenia.When seeking to provide descriptions and comparisons of systems, it is important tocreate a dialogue about the social, economic, political and cultural contexts withinwhich geographical studies occur. Most studies of geography have been narrow intheir focus, concentrating on issues of developing content and curriculum, withoutreference to context.At the forefront of change geographical education should involve the study ofsociological, psychological, political and cultural aspects of learning and teachinggeography. Students should have the opportunity to develop their own knowledge,skills and confidence in ways increasingly emphasised for employment ingeographical education-related occupations. Therefore the teacher training shouldfollow students’ personal interests about the nature, purposes and contents of education,and equip them with a set of transferable skills. (Resnik Planinc, 1998, ResnikPlaninc, 2001)School Geography in SloveniaGeography teaching can contribute a lot to knowing and understanding peopleand places, although research shows an alarming situation in geography teachingand knowledge all over the world (Haubrich, 1998, 106). The recent changes anddevelopment of Middle, South Eastern and Eastern European countries are the188
esult of European integration Table 1. Simplified version of school system in Sloveniaand globalisation. From theAGE CLASS /geographical standpoint these TYPE OF SCHOOLGROUP GRADESprocesses and changes demandprimary school 6–15 1–9immediate action regardingsecondary vocationalthe creation of new curriculum15–17 (18) 1–2 (3)schoolsstructure and contents.secondary technical schools 15–19 1–4The concept of traditionalgeography with its division intogrammar school 15–19 1−4general and regional geography is the basic characteristic of the geography syllabusand the entire geography curriculum in Slovenia. Since the attainment of independencethe educational system in Table 2. Geography content and the number of geography schoolSlovenia has changed. The basic hours per classes in 9-year primary schools in Slovenia. (Geographychanges began with the reform Syllabus, 1998)of the previous 8-year primarySCHOOLCLASS GEOGRAPHY CONTENTschool system. As a candidateHOURSfor the European Union Slovenia 6th The planet Earth 35was required to carry out severalRegional geography of Europereforms that renovated the school 7th70and Asiasystem in order to move closerRegional geography of America,Africa, Australia and polar 52to the school systems in other 8thEuropean countries. Sloveniaregionsdecided to have 9 classes in 9th Slovenia – our homeland 70primary school. The reformAll together 227project started in 1999 and isstill in progress. Geography contents are involved into syllabi from the first grade,while geography as an independent subject begins in the sixth grade. In Table 2 adistribution of geography contents from sixth to ninth grade is presented.In Slovenia the syllabus for Table 3. Geography content and the quantity of geography schoolgrammar schools was reformed hours per grades in grammar school in Slovenia. (Geographyin 1998. Geography became a Syllabus, 1998)subject which should help youngSCHOOLpeople to acquire the knowledge GRADE GEOGRAPHY CONTENTSHOURSand skills needed for the understanding1 st General geography 70of the global worldRegional geography of the(Table 3).2 nd worldGeneral geography, whichRegional geography of Europe3includes both physical andand Slovenia5050human geography, is taught in40 + 35the 1 st 4grade of grammar school/ not Slovenia + final exam preparation(general examination)obligatoryand in the first two grades ofsecondary technical schools(by using practical examples).Total 170 or 245Its structure is comparable to the scientific approach adopted by university study189
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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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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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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
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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
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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
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Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
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
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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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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Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
Page 232 and 233: The regional approach is used in on
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Page 236 and 237: 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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