South African School Geography: Underpinning the Foundation of Geospatial Competence
AbstractWithin the broader South African curriculum, it is essentially in the geography classroom that geospatial competence is developed with the teaching of map reading, analysis and interpretation. After identifying reasons for the low levels of map literacy amongst the majority of school leavers in the past, the Geography curriculum reform policies introduced in 2000, 2005 and 2011 are reviewed. These reforms include an improved spatial skills development hierarchy and the introduction of Geographic Information Systems (GIS). The preparation and provisioning of teachers and how these factors impact on the geospatial competence of school-leavers is discussed. In conclusion, a case is made for enhancing the status of school Geography by making it a recommended subject for tertiary studies in university programs offering geospatial technologies.
Authors who submit papers to this journal agree to the following terms:
a) Authors retain copyright over their work, while allowing the journal to place this work on the journal website under a Creative Commons Attribution License, which allows others to freely access, use, and share the work, with an acknowledgment of the work's authorship and its initial publication in this journal.
b) Authors are able to waive the terms of the CC license and enter into separate, additional contractual arrangements for the non-exclusive distribution and subsequent publication of this work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c) In addition, authors are encouraged to post and share their work online (e.g., in institutional repositories or on their website) at any point after publication on the journal website.