Geography Syllabus in the Secondary Schools of India: Issues and Challenges

Autor/in	Alam, Sarfaraz
Titel	Geography Syllabus in the Secondary Schools of India: Issues and Challenges
Quelle	In: Romanian Review of Geographical Education, 9 (2020) 2, S.46-66 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2285-939X
Schlagwörter	Geography Instruction; Course Descriptions; Teaching Methods; Secondary School Students; Teacher Surveys; Teacher Attitudes; Foreign Countries; Skill Development; Course Content; Barriers; Curriculum Development; Educational Change; India + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Lehrerverhalten; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Indien
Abstract	Constructing the syllabus of a school subject could be a highly contested exercise given the fact that it must cater for the concerns of competing stakeholders and pressures to incorporate all possible aspects of that discipline. For geography, whose field of study is extremely vast, and its nature is not clearly defined, developing its syllabus is particularly challenging. This paper discusses some key issues concerning the status of the geography syllabus in the secondary schools in India. The central theme of the paper is built on the study of documentary sources, research works, as well as on the survey of schoolteachers and geography experts from some school boards. The paper concludes that the educational value of school geography can only be realized by incorporating both physical and human aspects of the Earth in the syllabus. (As Provided).
Anmerkungen	Romanian Review of Geographical Education. e-mail: didacticageografiei@yahoo.com; Web site: http://rrge.reviste.ubbcluj.ro/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01