Comparison of geographical curriculum of Spanish-speaking countries

The present thesis compares geografical education in Argentina, Ecuador, Honduras, Mexico and Spain. The main subject is the concept of the geografical education of level ISCED 2, presented in binding curriculum of the foremntioned countries. Content analysis of the curriculum aims to find out whether general geographical education is being unified or not. This thesis seeks to verify or falsify the hypothesis of bases of the elementary general geographical education being consistent in globalised world. This hypothesis is justified by the fact that educational potential of geography (certain basis of maternal discipline) is very similar across the world, as are main educational needs of today's society. Undoubtedly, the needs determine the goals, topics and content structure of geographical education. The structure of the thesis is congruent with the forementioned goals. The first part gives broader background of the subject. The second part is the research, its methodology and results. The concept of geographical education in curriculum was assessed through quantitaive and qualitative content analysis. Quantitative analysis focused on the frequency of key words (indicators of content unification) in educational goals and main topics. If the given indicator had been found to be present in at least..