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Constructi ng the syllabus of a school subject coul d 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 t he paper is built on the study of documenta ry 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 geogr aphy can only be realized by inco rpo rating both physical an d human aspects of the Earth in the sylla

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. [ABSTRACT FROM AUTHOR]

In the first part, we presented the concept of curriculum and analysed aspects related to the introduction of school-based curriculum in secondary education in Romania. The objective of this study was to analyse the curriculum of a Geoinformatics optional course, the “annual plan”, the “learning unit plan”, the learning activities included in the Geoinformatics optional course, the students’ achievement in this course and their views on the subject matter. In order to identify the students’ opinions about the course, we used the questionnaire as the survey method. We concluded that this optional course met the students’ expectations and interests, being correlated to the prospects of evolution of the knowledge-based society.

In the first part, we presented the concept of curriculum and analysed aspects related to the introduction of school-based curriculum in secondary education in Romania. The objective of this study was to analyse the curriculum of a Geoinformatics optional course, the "annual plan", the "learning unit plan", the learning activities included in the Geoinformatics optional course, the students' achievement in this course and their views on the subject matter. In order to identify the students' opinions about the course, we used the questionnaire as the survey method. We concluded that this optional course met the students' expectations and interests, being correlated to the prospects of evolution of the knowledge-based society. [ABSTRACT FROM AUTHOR]