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have also affected the number ofGeography graduates. In 2003,just 71 students graduated withGeography degrees from theuniversities in this region and in2004 the total was 58. It is highlylikely that in coming years thefigures will decrease even more,even though there is an expandingjob market, exemplified by the factthat in the academic year 2004−05the University of Leon had morevacancies for work experience incompanies and institutions thanstudents able to apply for them.Figure 1. First year Geography students in Castile and Leon. Academic Geography is goingSource: www.ine.es; www.jcyl.esthrough a crisis, at just the sametime as the job market is beginning to demand specialists in Geography.The Profession of Geographer in Castile and LeonSpanish Law 16/1999, in force since May 1999, created the State-recognized Guildof Professional Geographers [roughly similar to chartered professional bodies inBritain]. It lists among the professional occupations of geographers, not just teachingand research, but also the gathering of territorial and environmental information,town and country planning, and the evaluation of socio-spatial processes. At thepresent time, this professional association has more than 1,100 registered membersspread over the whole of Spain, although the total number of geographers working inthe fields described previously is much larger. This is because professional geographylacks a corporate spirit at the moment, unlike other professions such as architecture,engineering, or law, so the process of recruiting members is slow.Development of a regional, decentralized structure is among the plans of thecurrent Governing Body of the Guild, to be achieved through the setting up ofRegional Branches. The year 2005 was intended to see the establishment of suchbranches in Castile and Leon and in the Canary Islands, branches for Andalusia,Catalonia, Cantabria, Valencia, the Balearic Islands and Galicia already having beencreated.Contrary to what has happened in other regions, in Castile and Leon the AutonomousRegional Government has not really given recognition to geographers’ professionalskills even in an indirect way, through employing specialists and expertsqualified in this discipline in key posts in departments concerned with matters likeurban planning, GIS, rural development, spatial policies, or environment. Therehave been virtually no vacancies in the regional administrative bodies advertised asspecifically for geographers, nor have the Region’s Local Authorities acted differentlyin this regard. In some cases, official advertisements seeking to hire experts220
in regional development did notinclude people with qualificationsin geography among theirlist of potential applicants. Insuch an institutional context itis easy to understand why thenumber of professional geographersin the region has remainedlow, although on an upward trend(Figure 2).Professional geographers inCastile and Leon generally workin the area of rural development,as employees of local authoritiesor of foundations, or in consultancycompanies, collaboratingin urban planning, geographicFigure 2. Guild membership in Castile and Leon.Source: www.geografos.orginformation systems, evaluations of environmental impact and socio-economicanalyses. It is likely that when the Regional Branch is set up the number of Guildmembers will grow, as will social recognition of geographers’ work.With the intention of checking what degree of knowledge consultancy companieshad of geographers’ skills, a survey was carried out involving ten such firms. In all ofthem the necessity of undertaking socio-spatial projects in multidisciplinary teamswas recognized. In seven cases geographers were included among the people that itwas stated should form part of such teams. Among the functions that were assignedas suitable for geographers it is possible to highlight: study of the environment,cataloguing of elements of interest, socio-economic analyses, field work, broad overviewsand the defining of territorial development strategies. Respondents were askedhow they rated the following factors when recruiting new staff for their company:initial training, later specialization and professional experience. The last of the threewas indicated as the most important in seven cases and came in second place in afurther two surveys. Specialized postgraduate studies took first place in two surveys,second in five, and third in two. Finally, initial training, in the sense of a primarydegree in Geography, was put first (as sole factor) in one survey response, was ratedsecond in two and occupied last place in seven responses. Among the subjects of aprofessional-vocational type currently in the syllabuses of universities in Castile andLeon, the companies consulted mentioned as being most appropriate to their needsGIS, Regional Policies, Urban Planning, Environmental Impact Studies and LocalDevelopment, although all 15 of the subjects that were included in the questionnairereceived some support. On this point, even consultants that had never hired ageographer also indicated numerous subjects as relevant to work in their companies.A final question was included about the possibility of taking on Geography studentsfor work experience within the companies consulted during the next academic year.221
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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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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• 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
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
Page 216 and 217: Groups also focus on international
Page 218 and 219: The Position of Geography Graduates
Page 222 and 223: The majority answered that they wou
Page 224 and 225: In the Primary school curriculum, G
Page 226 and 227: the efficacy of the teaching and le
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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
Page 234 and 235: The syllabi reflect mainly that the
Page 236 and 237: Geography Forum: Intercultural Lear
Page 238 and 239: Was Intercultural Competence promot
Page 240 and 241: of geographical education in our un
Page 242 and 243: Higher education (University) as a
Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 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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