Comparative Analysis of the Regulatory Framework on Knowledge, Skills and Competences as Expected Results of Geography Education in Lower Secondary Schools in Bulgaria, Macedonia, Russia and Spain

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DOI: https://doi.org/10.54664/SKMZ4427

Abstract:

The present article provides a comparative analysis of the regulatory framework for knowledge, skills and competences as expected results of Geography education in lower secondary schools in Bulgaria, Macedonia, Russia and Spain. The study is comparative in nature and is based on certain indicators – beginning of the school year, official language of teaching at school, length of compulsory education, start of education in Geography as an independent subject in school (compulsory education), name of the subject, assessment system, annual number of classes in Geography, curricula. Against the backdrop of ongoing globalization processes in modern education, the research seeks to point out the similarities in teaching of Geography of the lower secondary school and the differences, which enriches the experience, ideas and possibilities for enhancing the quality of the cognitive process in the subject.

Keywords:

Geography, Geography education, state educational standards, regulatory framework, curricula, lower secondary level, knowledge, skills, competencies.

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