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Geographical Education in Northern Ireland: past, present and… future?

100%
McKay T.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
|
2018
|
vol. 12
EN
In Northern Ireland geography is taught in primary and post-primary education, where it is a compulsory subject to age 14. Thereafter, students decide if they wish to continue to GCSE (age 16) and to A-level by age 18. Mirroring geography in the school sector, geographical education also features within initial teacher education programmes in Northern Ireland. However, the configuration of the subject, its place within the local educational landscape and its popularity with students has changed in significant and profound ways. This paper reflects on recent trends and considers the implications for geography and geographical education in the years ahead.
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Spatial politics and infrastructure development: Analysis of historical transportation data in Gauteng - South Africa (1975-2003)

51%
McKay T., Simpson Z., Patel N.
Miscellanea Geographica. Regional Studies on Development
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2017
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vol. 21
|
issue 1
35-43
EN
If South Africa's Gauteng Province is to become a more 'sustainable', urbanised region, attention needs to be paid to building a transportation network that aligns with sustainable development principles. Currently, public transport passenger levels are low, whilst the geographical area it serves is large and becoming larger. This study analysed the long term, historical transportation trends of Gauteng by comparing four transport studies undertaken between 1975 and 2003. It reveals that an adherence to the 'predict and provide' transportation planning model has systematically enhanced road infrastructure over rail, and private over public transport. Effective, efficient and low cost public transport has been systematically under-provisioned; while a reliance on private vehicles is now entrenched and systemic. Racial segregation, spatial apartheid and weak urban land use planning, has resulted in an entrenched, low-density urban sprawl. Lastly, there is the need to collect comparable, longitudinal transportation data, if the successes and failures of policies are to be monitored.
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