Academic literature on the topic 'Geography Study and teaching (Higher) Victoria'

AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.

This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education studies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.

In China’s most recent round of curriculum reform, the “one situation to the end” (OSTE) situational teaching method has been successfully introduced in geography classes to improve students’ ability to solve problems in real-life situations. Taking an agricultural location course as an example, this study analyzes the implementation of situational teaching and discusses the effect of the OSTE method on the topic of sustainable development in the teaching of geography. Using a quasi-experimental design and by distributing a questionnaire to teachers in a Chinese high school, the following findings were obtained: (1) almost all teachers use some form of situational teaching, and the OSTE method has been widely used; (2) OSTE contributes to students’ awareness of sustainable and circular development, but it is not associated with an improvement in geographical skills; and (3) students are mostly interested in the promotion of higher-order thinking, a positive emotional experience, active learning, and the acquisition of systematic knowledge instead of fragmented knowledge. In short, OSTE is an efficient teaching method for geography classes, especially given how it fosters students’ sustainable development ideas. We suggest enriching the understanding of OSTE through teaching-training, jointly developed situations using students’ existing experiences, and well-designed question chains with more opportunities for interaction.

The presented study aspires to utilize the gradually validated immense potential of collaborative immersive virtual environments (CIVEs) in higher education when designing and conducting geography lessons. These particular lessons focused on hypsography. A Research through Design approach and relevant qualitative methodology were used as we engaged two groups of domain experts (experienced geography teachers) to validate both the learning scenarios and the virtual environment we used. The lessons were administered via eDIVE—a novel platform for collaborative learning and teaching in virtual reality of our own design. The teachers underwent a hypsography virtual lesson and were randomly divided into two groups to be compared, which differed in the level of structure given to the lesson (one group received detailed instructions on what task they were to solve, while the other was given a free hand in exploring the environment and activities it afforded). The teachers’ experiences were then summarized in a post-lesson reflection and a subsequent focus group following the tasks. The participants’ expertise allowed insights to be gained into their first-hand experience as students, as well as their expert view of the lesson from an educational point of view. Virtual reality’s implementation into teaching practice was the key topic of the discussion.

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate.

Environmental issues are of especially great importance to younger individuals, such as university students. Course-based Undergraduate Research Experiences (CUREs) are a proven methodology for transforming short-term study abroad to yield higher impact and quality student outcomes, especially as they relate to teaching environmental sustainability. This paper offers a review of tested pedagogical frameworks, provides evidence to substantiate this statement from assessment data, and offers insights on how to develop and implement an international CURE. It also shares how embedding CUREs into innovative and high-quality short-term study abroad experiences can work to positively transform the post COVID-19 era of short-term study abroad. Several case studies are presented that document how students’ hands-on involvement in developing questions about real-world sustainability issues, devising and carrying out group research, and presenting their findings affect their acquisition of scientific skills and a sustainability-oriented mindset.

In this era of digital technology, learning is very foreign if it still uses single method methods, namely face-to-face. We firmly believe that combining traditional methods with technology must be applied to achieve outcomes, especially in postgraduate studies. For that reason, we have carried out many publications in journals, books and procedures, and other information. Then the effort has involved several steps such as understanding the data through coding evaluation and drawing conclusions that essentially want to get the answer data on this royal question as valid and accurate as possible. Based on the available evidence and the depth of the discussion of the findings, we can finally say that the learning strategy in universities, especially in the undergraduate market, is a strategy that combines the old and new ways, namely face-to-face in the classroom and is guided by collaborative learning or learning-based learning. Thus, it is hoped that the findings of this study will make the development and progress of learning and learning studies related to blended learning increase in the future.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
According to the White Paper for Post-School Education and Training Act (2013), only 15 percent of students in higher education complete their studies successfully. This is well below the international standard of 25 percent for students within a three-year degree course in contact education (residential education). The challenge facing universities is to ensure a higher throughput rate. This study aims to investigate a potential solution to one of the facets of this challenge. One such an initiative is Leesnet, an academic reading comprehension programme, which was implemented within the CPUT, Wellington campus since 2010. It is a reading comprehension strategy programme which aims to promote general academic performance in all content areas. The purpose of this research study is to explore and describe the nature and extent of transfer of reading comprehension strategies from Leesnet to a content area, Geography. A mixed method methodology was used. The qualitative research approach was used to explore and describe participants' descriptions of the nature of transfer of reading comprehension strategies and the quantitative data to explore and describe the extent of transfer of reading comprehension strategies. The study indicated that a degree of positive transfer occurred. It comments on the nature and purpose of the Leesnet programme, but also provides valuable information on participating students' metacognitive processes, highlights the conscious use of reading comprehension strategies and the context under which reading comprehension strategies were transferred. Conclusions and recommendations were made to identify focus areas for further research, to potentially improve transfer of reading comprehension strategies in the existing programme and to offer possible guidelines for the development of similar programmes.

Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no innovation that characterised my teaching practice. In an attempt to address the issues that concern me, I asked the following critical research questions in this mini-thesis: 1 How can cooperative learning be used in a Geography classroom to develop social cohesion amongst learners? 2 How can I improve my own teaching practice? I would like to believe and set out to establish whether the cooperative classroom is different from the one in the traditional teaching environment; both the teacher and student adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue learners with confidence and enhance social relationships. In Chapter One I give a background to the study. I describe the educational challenges that face South Africa and I set out to locate what I would regard as the problem in my teaching. Chapter Two is my literature review. In this chapter, I give a detailed account of cooperative learning. Due to the limited scope of this study and the many facets of cooperative learning, I contend that as a researcher, I cannot deal with cooperative learning in its entirety. In Chapter Three I focus on action research as the research methodology which I employed in this study. I give a brief historical perspective on the development of action research, define it, explain how it operates and give an account of how action research works. Chapter Four and Five provide a description of the two action research projects that I undertook with my Grade 10 Geography classes. In these two chapters I give an account of my two action research learning projects. Chapter six is the concluding chapter. I reflect on the research projects and try to map the future of cooperative learning as an educational strategy that could transform the classroom and ultimately contribute to nation building.
AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my klaskamer te verbeter. Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011). Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings te verbeter tussen leerders Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats. Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te bevorder. Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier van onderrig en leer waar die “onderwyser praat en die leerder luister” My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra in hierdie mini-tesis: 1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te ontwikkel? 2 Hoe kan ek my eie onderrigpraktyk verbeter? Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel leerders met selfvertroue en verbeter sosiale verhoudinge. In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die probleem in my onderrig Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy totaliteit kan behandel nie Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie navorsing werk. Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van my twee aksienavorsingprojekte Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die klaskamer kan transformeer en n bydrae tot nasiebou kan maak.

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.

The aim of Project GeoSim is to develop simulation based introductory geography education software. To maximize the educational benefit of the software, Project GeoSim has developed three user assistance and training methods: Online Help, Printed Manual, and Online Interactive Tutorial. Using a population dynamics simulation called IntlPop as the test-bed, an experiment was conducted comparing the three training methods against each other and against no training at all to find the method from which users complete laboratory exercises most quickly and with the greatest accuracy. Twenty-four participants were randomly assigned to one of four treatments: the three user assistance methods and a control that received no training. Following training, the participants answered nine questions using IntlPop. The control received no training and therefore spent the least time with training material. Of the other training methods, analysis detected no significant difference regarding the time spent with training material. Participants that received training from the online interactive tutorial completed tasks more quickly than those that received no training. However, no significant difference in speed of performance was detected between the online help and printed manual and either the control or online interactive tutorial. Additionally, analysis indicated no significant difference in accuracy of responses among the four treatments. Nor were there any significant differences with respect to subjective satisfaction
Master of Science

Orientador: Yara Kulaif
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias
Made available in DSpace on 2018-08-14T09:03:12Z (GMT). No. of bitstreams: 1 Santos_Cleziodos_D.pdf: 5080733 bytes, checksum: 78d5e60f6a84597e0c5709552ca59e74 (MD5) Previous issue date: 2009
Resumo: A área de cartografia é entendida como os saberes básicos da representação gráfica do espaço utilizada para produzir o conhecimento cartográfico e vem sendo ministrada como disciplinas curriculares nos cursos de Geografia no Brasil. A pesquisa procura responder a seguinte questão: Qual a relevância da Cartografia para a formação e utilização dos profissionais de Geografia? A problemática apontada acima, norteou nossa pesquisa e nosso objetivo geral de realizar uma análise de como os saberes cartográficos são efetivados na atualidade no ensino superior de Geografia no estado de São Paulo. Os objetivos específicos são: caracterizar a relação entre o saber cartográfico no ensino superior de Geografia e no ensino básico de Geografia; analisar criticamente os conteúdos de cartografia que são ensinados nos cursos superiores em geografia; analisar em que medida a formação profissional em Geografia influencia no seu modo de ver e trabalhar com os saberes cartográficos no ensino de Geografia; e identificar a necessidade e a existência de novas temáticas cartográficas que devam estar presentes no ensino superior de Geografia. As instituições escolhidas para a pesquisa são as três universidades estaduais públicas e seus cursos de Geografia: Universidade de São Paulo (USP), no município de São Paulo, a Universidade Estadual de Campinas (UNICAMP), no município de Campinas e a Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP), nos municípios de Rio Claro, Presidente Prudente e Ourinhos, totalizando em 2006-2008, dezesseis professores. A pesquisa foi estruturada em quatro capítulos. No primeiro capítulo, "O Entendimento da Cartografia na Atualidade e sua relação com a Geografia" procuramos situar a Cartografia enquanto área de conhecimento e sua relação com a Geografia, tecendo aproximações entre os dois campos de conhecimento segundo o desenvolvimento do pensamento de cada área. No segundo capítulo "Cartografia e Formação do profissional de Geografia", apresentamos uma discussão relacionada à presença da cartografia como componente curricular nos cursos de licenciatura e bacharelado em Geografia e contextualizando essa presença com a necessidade de colaborar com a formação reflexiva dos profissionais de Geografia. O terceiro capítulo, "Os Saberes Cartográficos na Construção de uma Educação Cartográfica" enfoca as características dos saberes cartográficos no ensino superior e no ensino básico e contextualiza a transposição didática necessária para a efetivação desses saberes para a nossa sociedade. O quarto e último capítulo, "O Docente de Cartografia no Ensino superior e a Efetivação da Educação Cartográfica", discute com base nas entrevistas com os docentes e no referencial bibliográfico o papel do docente de cartografia na formação dos profissionais de Geografia na atualidade e a relevância da efetivação da Educação Cartográfica. Apresenta ainda um programa de cartografia introdutória para o ensino superior. A pesquisa colabora para o entendimento da produção do saber cartográfico no ensino superior de geografia e dessa maneira contribuir para a educação cartográfica como conhecimento espacial relevante para a formação do cidadão em nossa sociedade.
Abstract: The area of mapping is understood as the basic knowledge of graphic representation of space used to produce the cartographic knowledge and has been taught as subjects in the curricula of geography courses in Brazil. The research looks for to answer the following question: What is the relevance of cartography to the training of professionals and use of geography? The problems identified above, guided our research and our goal to conduct a general analysis of how the knowledge map are effective in the current higher education of geography in the state of São Paulo. The specific objectives are: to characterize the relation enters cartographic knowing in the superior education of Geography and the basic education of Geography; to critically analyze the cartography contents that are taught in the superior courses in Geography; to analyze where measured the professional formation in Geography influence in its way to see and to work knowing with them cartographic in the education of Geography; e to identify to the thematic new necessity and the existence of cartographic that must be gifts in the superior education of Geography. The institutions chosen for the research are the three public state universities and their courses in geography: Universidade de São Paulo (USP) in São Paulo, Universidade Estadual de Campinas (UNICAMP), in the city of Campinas and Universidade Estadual Paulista "Júlio de Mesquita Filho (UNESP), in the municipalities of Rio Claro, Presidente Prudente and Ourinhos, totaling in 2006-2008, sixteen teachers. The research was structured in four chapters. In the first chapter, "The Understanding of Cartography in the News and its relation to geography" while looking at the mapping area of knowledge and its relation to geography, weaving between the two approaches fields of knowledge in the development of thinking in each area. In the second chapter "Cartography and the professional training of geography," present a discussion related to the presence of the mapping component of undergraduate courses in curriculum and BA in Geography and contextualizing its presence with the need to collaborate with the training of professionals reflective of Geography. The third chapter, "The Cartographic Knowledge in Building a Cartographic Education" focuses on the characteristics of cartographic knowledge in higher education and basic education and contextualizes the didactic transposition needed to accomplish these skills to our society. The fourth and final chapter, "The Teaching of Cartography in the education and realization of Cartographic Education," discussed based on interviews with teachers and bibliographic references in the role of teachers in mapping training of Geography in actuality and relevance of effective Cartographic Education. It also presents a program of mapping introductory to higher education. The research contributes to understanding the production of cartographic knowledge of geography in higher education and thus contributes to the education space mapping as knowledge relevant to the training of citizens in our society.
Doutorado
Doutor em Ciências

Thesis (PhD)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS.
AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.

The 21st century environmental crisis that humankind faces has resulted in a need to re-orientate ourselves towards environmental sustainability. Singular paradigmatic ways of knowing no longer deal with multiple interconnected realities and associated uncertainty, diversity and risk faced by humankind. Geography focusses on interactions between the ‘human’ and ‘natural’ world, and should play a leading role in Education for Sustainability (EfS). The multidimensional worldview of geographers together with their integrative skills, awareness of scale, place and space and holistic viewpoint positions the discispline in the forefront of sustainability related challenges. The extent of the contribution depends on the view of Geography and how it is transferred to graduates, during their undergraduate studies. In reality non-geographers view the discipline as suitable for EfS, with the Geography fraternity less enthusiastic. This thesis suggests that South African Geography (as is the case internationally) has limited success in making its instrumental value known through EfS. Using the integral perspective of epistemological pluralism, it is suggested that an obstacle is the fragmentation of undergraduate Geography between sub-fields and theoretical and practical/ analytical courses, with limited intra-discipline discourse. The identity of Geography appears to be locked into dualisms of society versus nature and theory versus technique. These dualisms create an obstacle for the reconfiguration in terms of mutual conceptualisation of society-nature interaction in a strong theoretical setting and with techniques in a supporting role. The multi-paradigmatic methodology used in this thesis includes an assessment of undergraduate curricula of 17 Departments of Geography at South African universities, a questionnaire on Geography and EfS sent to departments, focus groups at selected departments and interviews with a selection of South African geographers. Findings indicate that although sustainability features on the undergraduate level in all departments, it is not a cross-cutting theme. It is concluded that closer integration between the sub-fields and identities of Geography, regarding the diversity of Geography as an asset and the acceptance of multiple paradigms, is the only way through which Geography in South Africa will be able to strengthen its position in EfS, while ensuring a vibrant future for the discipline.
Geography
Ph. D. (Geography)

Education systems are currently undergoing transformational changes throughout the world and one of these changes is a shift from a philosophy of positivist paradigm to constructivist paradigm of teaching. Accordingly, constructivists claim children actively construct their knowledge rather than absorb information spoken to them by teachers. Therefore, the constructivist teaching of Geography places emphasis on the fact that learners should think more, understand and responsible for their own learning. This study thus focused on the practice of constructivist methods in the teaching of Geography at preparatory secondary schools of Ethiopia. Geography is colourful and an outdoor oriented subject in which learners could get good opportunities to construct their knowledge through various in-and-out of school activities. Thus, constructivist methods are useful for Geography learners to develop their intellectual capacity for life-long learning and for generic skills such as critical thinking, information processing, problem solving, decision-making, etc. Therefore, the main purpose of this study was to investigate the merits and reasons for teacher dominance in the pedagogy of Geography and to suggest learner-centered teaching strategies in the context of constructivist principles on learners’ learning activities to liberate them from passive learning pedagogy. The study was confined to six Higher Education Preparatory Secondary Schools out of 20 preparatory schools of the South Wollo Administrative Zone of Amhara state of Ethiopia. It employed mixed-method approaches (qual-quant) and descriptive survey design. The target population for this study was 1053 Social Science learners and 12 Geography departmental heads and teachers. Among 1053 learners 199 learners were sampled through random sampling technique. But all Geography teachers and departmental heads were taken as the main participants through purposive sampling techniques. Semi-structured interviews, observation, documents and questionnaire were the main data collection instruments for the study. Data that were collected through interviews, observation and open-ended questionnaire were analysed inductively using narrations and descriptions through words, phrases and statements, whereas the data collected from documents were organised in the form of tables and analysed via percentage and mean. However, data that were collected through close-ended questionnaires were edited, coded, classified, tabulated and organised in the form of tables havebeen analysed through frequency, percentage and mean via SPSS software. Based on the analysed data, findings were depicted. The findings of the study revealed that Geography is a unique discipline and its syllabus was prepared in line with the country’s education policy which encourages constructivist approaches of teaching. However, majority of teachers frequently practice traditional teaching methods. Moreover, the study also identified that lack of teachers’ professional training about the practice of a variety of learner-centered methods and continuous assessment techniques, lack of experience about learner-centered teaching methods both on the part of teachers and learners, low interest and commitment on the part of teachers, teachers’ failure to utilise teaching materials, placing of less competent learners in the Social Science stream, learners’ low interest to learn and incapability to learn through learner-centered methods, learners’ low engagement in the teaching activities, learners’ disturbance, shortage of time, absence of plasma TV transmission and shortage of resources such as school facilities, instructional media, reference books, Geography room, department room, pedagogical center, lounge and scarcity of budget were considerable hindrances on the implementation of Geography syllabus through the constructivist approaches of teaching methods. Based on the findings of the study, recommendations were made to the concerned bodies to alleviate the hindrances and to encourage the practice of constructivist teaching methods and making the learners free from teachers’ dependency.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

This study investigates the use of co-operative learning in the teaching of mapwork to Geography students in tertiary education. Diverse methods of teaching Geography mapwork and also theories of learning that are relevant to the teaching of mapwork are discussed. Co-operative learning, and how it can be employed in the teaching of mapwork is fully explained. The study revealed that co-operative learning method can help students to achieve higher marks in mapwork. It is an instructional method that uses small groups of students working together to meet educational goals. The approach relies on interaction and interdependence and thus is especially suited to higher level conceptual tasks requiring problem-solving and decision-making.
Psychology of Education
M. Ed. (Psychology of Education)

AbstractThis chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.

This chapter examines the application of new geography pedagogic practices in relation to remote teaching and learning. The authors report how the co-creation of knowledge between students and lecturers through existing research projects (with a particular focus on disciplinary-based educational research) can still occur through remote learning. Through a case study example of geography teaching practice, they contribute to the pedagogic literature on digital online learning as a form of co-creation between lecturer and students, showing how students were still able to demonstrate their geographical knowledge in a very applied and real-world context despite the move to remote learning. The application of co-creation in these applied contexts demonstrates that the applied perspectives of geographical knowledge can still be delivered through remote learning. They conclude by discussing how applied and critical geography teaching can be delivered and future-proofed in higher education settings, regardless of unforeseen circumstances.

This chapter addresses the role of religion and belief in university teaching and learning. In some subjects, of course, religion is simply a topic of relevance, as in history and in religious studies itself. In others, it is a cultural legacy to be decoded and understood. In others again, it embodies the opposite of the rational, scientific method that predominates in higher education, and in relation to which practically all other disciplines have cut their teeth. As such, it is an utter irrelevance. In some cases, this produces hostility against all religious ideas. This is likely to feel painful for some students, who can feel uncomfortable when hearing lecturers be rude or offensive about their beliefs or about belief in general. In the social sciences, unlike race, gender, or sexual orientation, religion has rarely been a variable. The question of the place of religion and belief in university disciplines was explored in the project Reimagining Religion and Belief for Policy and Practice. The study analysed nine arts, humanities, and social science disciplines, including anthropology, cultural studies, geography, philosophy, religious studies, social policy, social work, sociology, and theology.

This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.

Regional climate changes impacts induce vegetation zones shift to higher altitudes in temperate landscape. This paper deals with applying of regional biogeography model of climate conditions for vegetation zones in Czechia to doctoral programme Regional Geography in Palacky University Olomouc. The model is based on general knowledge of landscape vegetation zonation. Climate data for model come from predicted validated climate database under RCP8.5 scenario since 2100. Ecological data are included in the Biogeography Register database (geobiocoenological data related to landscape for cadastral areas of the Czech Republic). Mathematical principles of modelling are based on set of software solutions with GIS. Students use the model in the frame of the course “Special Approaches to Landscape Research” not only for regional scenarios climate change impacts in landscape scale, but also for assessment of climate conditions for growing capability of agricultural crops or forest trees under climate change on regional level.

Educational services that universities offer to bachelor students are nowadays under the siege of numerous challenges, ranging from financial and institutional issues to fast changing labour market demands. Universities are confronting fast changes and uncertainties, being asked for adaptation, flexibility and higher ability to (re)act and find the best solutions. Within this broad context, university dropout is one particular new challenge that is often overlooked by decision makers and even by the teaching staff. Our study focuses on problems faced by the first year bachelor students of the Faculty of Geography and Geology at the oldest university in Romania, “Alexandru Ioan Cuza” University of Iasi, students who have benefitted from support from a program financed by BIRD and World Bank, named Romania Secondary Education Project (ROSE). In order to identify and analyse their academic pathway in the first year of study, we tried to correlate a number of qualitative and quantitative using the analysis of variance (ANOVA). The analysis of the results indicates that the prevention of school drop-out should be approached as a continuous process starting from the early years of education. The adaptability to student life depends on the treatment of these inherited and overlooked disadvantages.

Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.

Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities