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By signing and ratifying the Kyoto Protocol Bulgaria commits itself to work forthe decrease of the anthropogenic greenhouse gas emissions by 8% for the period2008-2012 compared to their level in 1988 (United Nations, 1997). As Party to theConvention Bulgaria provides detailed information about its policy and measuresthrough National communications. Three National communications were developed– in 1996, 1998 and 2002 years. Bulgaria conducts annual inventories on greenhousegas (GHG) emissions and publishes National GHG Inventory Reports.Bulgaria has a significant experience in applying the mechanisms of the KyotoProtocol and until now the country has approved 10 projects which aim to decreasethe emission of the order of 10 millions of tons CO 2– equivalent. Bulgaria has signedthe agreements for purchase emissions through the mechanism of “joint implementation”.The mechanism “emission trading” gives an opportunity for separation ofearnings of international emission trading and for induction of green investment inBulgaria. Bulgaria has now developed its Second Action plan on Climate Changefor the period 2005−2008. The plan considers the actions for application of policyand measurement for greenhouse gases decreasing in different sectors as actionsconcerning possibilities for monitoring and registering of the emissions and systematicassessment of trends and forecasts.The Masters degree program “Climate and water resources management”Climate change and water resources problems involve complex interactions betweenclimatic, environmental, economic, political, institutional, social and technologicalprocesses. This may have significant international and intergenerational implicationsin the context of broader societal goals such as equity and sustainable development.Climate change and adaptation affect most sectors of the economy. It is necessaryto understand and estimate this impact and to develop and support national positionand policy. One of the main tasks for modern science and society is the developmentand implementation of measures for improving the relationship between researchers,policy and decision-makers and public participants. One way that this can be doneis by dealing with these issues at postgraduate level.The Masters degree program “Climate and Water Resources Management” at theFaculty of Geology and Geography of the Sofia University aims to train professionalsin climatology and hydrology. The aim of the course is that they will be able to workin interdisciplinary and international teams. The course program was established in2001 and is based on today’s demands. It is characterized by the following:• modules that provide basic knowledge, as well as specific topics concerningdifferent aspects of climate and water resources management;• a curriculum which complies with needed skills, including not only factual knowledge,but also computer skills, methodical skills, presentation skills, teamwork;• a study program that is linked to practical work by a series of exercises based onseminars and by contact with experts in environmental management;• an interdisciplinary course, in order that students are able to get to know differentpoints of views and ways of thinking in order to gain interdisciplinary skills.322
The main subject topics of the Masters degree program “Climate and WaterResources Management” are:• methods for resource assessment,• climate and the influence of water resources on different human activities,• principles of climate and water resources use,• models for climate and water resources management,• the influence of anthropogenic activity and• legislative aspects.The knowledge and experience obtained through the Masters degree programallows students to obtain professional experience in the following areas:• environmental protection (and especially air and water quality control),• water economy,• water and climate amelioration,• energy resources (renewable resources),• tourism and• agriculture.The program is designed to meet the new challenges set by the EU by integratinginputs from the environmental and human sciences into the study of climatologyand hydrology. This allows students to find ways to solve present and future environmentalproblems in an interdisciplinary framework, to gain knowledge in environmentalsciences and their practical application, to learn how to use methods insystem analysis, modelling, and data management. The program enables studentsto define and solve problems related to global warming or water resources in thebusiness world as well as in public organizations and the broader society. The needfrom teaching in integrated water resources management is discussed by Zlatunovaand Penkov (2000).Program StructureThe Masters degree program “Climate and Water Resources Management“ is threesemesters long and includes obligatory and optional courses. The last semester isdedicated to production of the Masters thesis. For the Masters degree students need of90 credits including 15 credits for successfully defended Masters thesis. The creditsare determined according ECTS and Regulation N 21 from September, 30, 2004 forimplementation of system for transfer of credits in higher education (State GazetteNo 89/2004). The course description is given in Table 1.The curriculum of the Masters program “Climate and Water Resources Management”is consistent with studies based on the bachelor’s program in geography,geography and biology, history, geography and ecology. The students in this programare students who are interested in finding solutions to environmental problems andconflicts, especially by taking socio-economic circumstances of the working areainto consideration. The students receive knowledge and experience in such areas asenvironmental planning, environmental policy, environmental management systems,corporate social responsibility, logical framework analysis, energy analysis and planningetc. The program also provides the students with an understanding of the social323
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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
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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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Page 278 and 279: ole: they form attitudes, views, pr
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Page 284 and 285: Some backgroundFor a number of year
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Page 288 and 289: Geography and Environmental Science
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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
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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
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Page 320 and 321: Studyng climate and water resources
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Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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