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Geospatial Technology Competency Model – Geography Academic Competencies

Płoński Andrzej

Geography and Tourism

2019

Vol. 7, No. 1

63--76

The main goal of this paper is to present a wider view of challenges and opportunities encountered by university teachers in terms of programs, including accountability, articulation, geography curriculum design and assessment, and general education itself. What is more, it also provides the reader with the role of university initiatives in completing and promoting the Geospatial Technology Competency Model with regard to the development of geography academic competencies. Said model identifies the foundational, industry-wide, and industry sector-specific expertise that distinguishes, and binds together, successful geospatial professionals. Another aspect raised in this article pertains to the contents of this very model, the process which prompted its development, its possible uses, along with evaluation of how geography-oriented higher education curricula are aligned with the current workforce needs.

Evaluation of selected maps used in early school education in Poland and proposal of a new solution

Słomska K.

Polish Cartographical Review

2017

Vol. 49, No. 2

67--77

The author presents criteria of evaluation and assumption for early school education maps. Attention was payed to needs and perceptual possibilities of map users and cartographic correctness of maps. Main criteria of map evaluation - content and form of a map - have their unique attributes. In case of the first criterion they are accuracy and currency, classification of content and usability. Second criterion consist of: composition, colours, labels on the map and readability. Materials commissioned by Ministry of National Education were evaluated on the said criteria basis. Evaluation of maps for early school education revealed their flaws, among which absence of a scale can be named. Afterwards assumptions were developed and used to prepare own proposal of a map. Achieving maximum readability was a priority. Other assumptions concerned graphic balance, classification and hierarchy of content, simplicity of elaboration, usage of readable typefaces and adjustment of transmission to the age of users.