The comparison of geography curriculum in Croatia and Portugal

U radu je izvršena usporedba sastavnica kurikuluma geografije te općih značajki obrazovnog sustava Hrvatske i Portugala. Temelj rada je komparativna analiza nastavnog plana i programa geografije u osnovnim školama i gimnazijama, obrazovnih ishoda geografije te vrednovanja u dvjema državama. U Portugalu je utvrđeno nepostojanje regionalne geografije u nastavnim sadržajima te veća sklonost društvenim nego fizičkogeografskim sadržajima, dok su ishodi usmjereniji na raspravu nego na faktografiju. Neposrednim promatranjem nastavnih sati u Portu utvrđena je učestalost korištenja oblika rada, nastavnih sredstava i pomagala. Metodom anketiranja učenika devetih razreda dobiven je uvid u njihove stavove prema geografiji kao znanosti i predmetu, a metodom dubinskog intervjua s doc. dr. sc. Felisbelom Martins dobivene su teže dostupne informacije o geografiji unutar portugalskog obrazovnog sustava. Portugalski je kurikulum napredniji u smislu veće izbornosti predmeta te zahtijevanja viših razina znanja od učenika, no prednost Hrvatske su natjecanja iz geografije te bolja perspektiva zaposlenja, usavršavanja i mogućnosti napredovanja nastavnika.This thesis presents a comparison of components of the geography curriculum and the general features of the educational systems in Croatia and Portugal. The main point of the thesis is a comparative analysis of the geography curriculum in primary and grammar schools, as well as educational outcomes and evaluation system for geography in the two countries. In Portugal, the absence of regional geography in the program and also the predominance of social rather than physical geographical contents were noticed, while outcomes are focused on discussion rather than factography. Direct observation of geography classes in Porto was done in order to see the frequency of the use of the teaching methods, aids and equipment. Also, a short survey was conducted among the 9th graders in order to get an overview of their opinions on geography as a subject and science. Furthermore, by the method of an in-depth interview with Felisbela Martins, Ph.D., Assistant Professor, some poorly accessible information about geography in the Portuguese education system were obtained. The Portuguese curriculum is more advanced in the sense of wider selection of optional subjects and is also requiring higher levels of knowledge from students. However, the advantages of Croatia are, for example, the national competition in geography and better prospects of employment, improvement and advancement opportunities for teachers