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Higher education (University) as a comparative perspective. In order to understandbetter the French case, we will start by a quick presentation of the strength ofcentralism in the organisation of national education.The foundation of the French state education dates back to the third Republic(1871−1940). Le tableau de la géographie de la France by Vidal de la Blache andl’Histoire de la France by Lavisse have long been at the core of our teaching; theyenabled the headmasters and the teachers to pass on the values of the Republic suchas patriotism and secularism. Today this civic dimension is still present, the twosubjects aim at creating a cultural identity for the young among which Europe mustbe one major aspect. This civic dimension in the teaching of these two subjects ispossible because education is national and completely centralized. Teachers in highschool and elementary school are employed as civil servants.Teachers of high school and elementary schools have to enforce the nationalcurriculum. It determines what should be studied throughout the year, for everysubject. It shows the number of hours per subject that the teachers should respect.The redaction or growth of the curriculum of a subject is done by the National EducationMinister who relies on the national curriculum council which is composed ofuniversity professors and National Education executives. After much consultation,the curriculum is published. The National Education inspectors and the Headteachersmust take care to enforce it. However teachers can have a certain amount of freedomregarding its application.In Universities, the constraints of the content of the subjects are less strong. Theministry, according to reforms, proposes a referential structure but it is the pedagogicteam of the geographic departments that decides on the general orientation of theteaching. This model has to be approved by the University and the ministry. Oncethe orientation of the instruction is settled then the responsibility for the contentsof the various courses falls on the teachers. Therefore each university determinesits teaching orientation according to its competencies and strategy. This notion ofstrategy is develops with respect to the Bologna process and the implementation ofthe LMD (licence/bachelors-masters-doctorate/PhD) system. Indeed this systementails that the training is done to enable the students to reach a certain educationalstandard but it also must answer to a number of requirements according to employment.The approach is no longer national and regional, it is also European and itplaces education within a competitive European system.New tools to promote European citizenship in secondary educationFirst of all, the curriculum and handbooks/textbooks are the principal tools supportingthe construction of this European citizenship. The Middle school curriculum of 1995puts Europe forward as early as the 5 e (12 years old) but it is particularly from the4 e (13 years old) that it becomes central (Table 1).242
Table 1. The place of Europe in history-geography curriculum in Middle and High school (1995)Niveauxd’étudeObjectifsgénérauxGéographieHistoireÉducationcivique4 ième(13 years)CollegeFondementshistoriques etmise en placedes repères spatiauxmajeurs• Diversitéde l’Europeactuelle• Etude de troisétats Européens• L’Europemoderne• L’Europe et sonexpansion auXIX e siecleLes valeurscommunes del’Europe3 ième(14 years)CollegeEurope politique• L’UnionEuropéennedans le monde• 1914−1945:guerre,démocratie, ettotalitarisme• Construction etorganisation dumonde actuel2 ième(15 years)LycéeEtude desconcepts fondamentauxdel’histoire-géographie• Les principes del’organisationspatiale(l’Europe n’estpas un sujetspécifique)• L’Europe enmutation dans lapremière moitiédu XIXe siècleCitoyenneté etcivilité,Citoyennetéet intégration,Citoyenneté ettravail,Citoyenneté etliens familiaux.Exemplesdans le cadreeuropéen1 ère(16 ans)LycéeOrganisationdu territoire• Qu’est-ce quel’Europe?• L’Europe desÉtats• Réseaux et fluxen Europe et enFrance• Les régions enFrance et enEurope• Le monde,l’Europe, laFrance du milieudu XIX e siècleà 1945Participationpolitique etexercice de lacitoyenneté enFrance et enEuropeTerminale(17 ans)LycéeEurope commepuissanceéconomique etpolitique• Les troisgrandes aires depuissance dansle monde• La puissanceéconomiquede l’Unioneuropéenne• L’Europerhénane• Le monde,l’Europe, laFrance de 1945à nos jours243
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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
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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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 220 and 221: have also affected the number ofGeo
Page 222 and 223: The majority answered that they wou
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
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 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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Page 272 and 273: dropping litter. There is circle ti
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Page 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
Page 282 and 283: to explore regional issues when tea
Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (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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