A geographical paradox

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A geographical paradox

  1. 1. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula A Geographical Paradox: less students vs more jobs Alberto Martí Ezpeleta Xosé M. Santos Solla Miguel Pazos Otón University of Santiago de Compostela
  2. 2. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula Galicia: a brief outlook •Location: NW of Spain •Population: 2,700,000 inh •Density: 92 inh/sq km •The University in Galicia: USC, 500 years old
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  4. 4. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula The studies of Geography in Galicia Nowadays: Faculty of Geography, History and Arts • R. Otero Pedrayo: 1st chair of Geography USC (1950). Geography included in Philosophy, Humanities • Beginning 1970s: creation of the Dpt of Geography: 3+2 years •1993-94: new model: 4 (after, 5) years of Geography
  5. 5. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula The Period 1973-1993 •Irregular but continuos growth in number of students •Good economic situation, baby boomers EVOLUTION OF THE NUMBER OF STUDENTS IN USC 1960-61: 3.250 1970-71: 9.055 1985-86: 25.400 1990: more than 40.000
  6. 6. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula After 1993 • Irregular evolution of the number of students • No correspondance studentsn beginning-graduated students • Important number of students quit in the 1st year: Geography is not the 1st choice • There are several causes of poor acceptation of Geography after 1990
  7. 7. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula
  8. 8. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula Causes of poor acceptation of Geography after 1990 1. Demographic drop 2. Proliferation of university courses 3. Few job opportunities 4. Ignorance of Geography 5. Slim social acknowledgement of Geography 6. Lack of geographical institutions besides the University HOW TO EXPLAIN THIS FACT: AIM OF THIS WORK
  9. 9. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula METHODOLOGY AND RESULTS Survey among graduated students (1997-2005) Main questions of the survey: - Level of Geography graduates´ job insertion - Professional profile - Job sectors where they are presently working - Options of training after graduating - Satisfaction with the contents of the course
  10. 10. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula METHODOLOGY AND RESULTS Survey among graduated students (1997-2005) - Representative sample: 57 graduates (from 183): 31 % total - Telephone surveys - December 2006
  11. 11. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula RESULTS OF THE SURVEY 72 % graduates are working 12 % are furthering their studies 16 % are looking first job/unemployed after having worked before … better situation for graduates < 2002
  12. 12. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula RESULTS OF THE SURVEY 63 % work in private companies (41 % Geography-related) 37 % work in public sector
  13. 13. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula 33 % are working in Geography-related works 42 %: Cartography and IT 21 %: Geography teachers (univ, sec., etc) 11 %: Environment related jobs 11 %: research in University/private companies (tourism, meteo, etc)
  14. 14. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula
  15. 15. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula Training after qualifying in Geography 79 % attendance: masters, PhD, courses of formation, etc SUBJECTS 25 %: cartographic and computing courses (out of Galicia) 25 %: territorial planning (in Galicia) 15 %: PhD courses in USC 13 %: Environment 8 %: Tourism
  16. 16. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula Degree of satisfaction with Geography courses Negative aspects - Excessive number of subjects - Excessive theoretical contents - Few relationship among contents and labour market demand - Lack of updating - Need of more technical-methodological knowledge
  17. 17. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula Quantitative scores (0-10) Satisfaction with degree contents: 6.6 Role played by degree in Geography in accessing a job: 5.7 (with differences: 7.1 Vs 4.8) Valoration of time and effort in degree in Geography: 8.0 (84 % would reccomend to study Geography) Suggestions and opinions: how to improve the studies of Geography
  18. 18. International Geographical Union - Commission for Geographical Education - British Sub-Committee with HERODOT Changing Geographies: Innovative Curricula CONCLUSIONS - Geography in Galicia: moment of utmost importante - Bologna Process: challenge of adapt to labour market - The Dpt of Geography USC - The proposals from Madrid – Ministry of Education - The degree in Geography in danger - Challenges
  19. 19. Thank you for your attention

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