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(2000) cautioned an awareness of cultural differences and that there can be “noassumption of shared preconceptions”. The authors were also aware of the necessityto provide for the inclusion of local content into a syllabus/teaching and learningmaterials. Rich et al. (2000) were concerned about the possible loss of autonomywith shared courses/materials and that there may be a requirement for formal qualityassurance processes and ‘acceptable standards’ to be introduced. Nairn et al. (2000)also identified issues with regard to fieldwork such as integration of the syllabus,sharing of courses (including staff and resources), financial constraints on internationalfieldwork and safety.Although there must be an awareness of these issues outlined above, it is clear thatinternational collaboration brings significant and important benefits in enhancing thegeography curriculum. The benefits include the comparison of assessment methods,the pooling of academic expertise and resources, the economies of scale in fieldworkand facilitating organisation for foreign partners. The enrichment of the staff andstudent experience through contrasting cultural experiences and the broadeningof European/global awareness cannot be underestimated. Graduate skills, such asproblem solving, team working, and enhanced communication skills, are developedthrough international fieldwork and student mobility opportunities. Partner FurtherEducation (FE) institutions have also benefited from these developments as the FEstudents have been able to join fieldtrips and staff have had access to resources.The learning and teaching experience for staff and students is greatly enhanced forall the partner institutions involved and the internationalisation of the geographycurriculum ultimately provides an accessible and stimulating learning environmentfor a diverse range of students.AcknowledgementsThe authors would like to thank all of their partner institutions that have beeninvolved in curriculum development, student and staff mobility programmes andfieldwork, and have played an important role in the enhancement of the geographycurriculum.References1. HAIGH M. 2002. Internationalisation of the Curriculum: designing inclusive educationfor a small world. Journal of Geography in Higher Education, 26(1), pp. 49−66.2. KASIMOV N.S., MALKHAZOVA S.M., ROMANOVA E.P., CHALKLEY B.S. 2002.Environmental Education in Russian Universities. Journal of Geography in HigherEducation, 26(2), pp. 149−157.3. NAIRN K., HIGGIT D., VANNESTE D. 2000. International Perspectives on Fieldcourses.Journal of Geography in Higher Education, 24(2), pp. 246−254.4. REEVE D., HARDWICK S., KEMP K., PLOSZAJSKA, T. 2000. Delivering GeographyCourses Internationally. Journal of Geography in Higher Education, 24(2), pp. 228−237.5. RICH D.C., ROBINSON G., BEDNARZ, R.S. 2000. Collaboration and the SuccessfulUse of Information and Communications Technologies in Teaching and LearningGeography in Higher Education. Journal of Geography in Higher Education, 24(2),pp. 263−270.290
6. SHEPHERD I.D.H., MONK J.J., FORTUIJN J.D. 2000. Internationalising Geographyin Higher Education: towards a conceptual framework. Journal of Geography in HigherEducation, 24(2), pp. 285−298.7. SMITH J., WHEELER A., PYBUS C., PUTTONEN A., LOCZY D., GOOZ L.,RUZICKA M. 2001. The Development of an International Module in EnvironmentalEducation. Proceedings of the Environmental Training in Engineering EducationConference. University of Florence, 14−17 November 2001.8. WALTERS G. 2003. Field Courses Provide European Diversity at Low Cost. Planet 10pp. 22−24.291
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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
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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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
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
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Page 252 and 253: Do you speak European? or: Why even
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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
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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 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
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Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
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Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
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