Geography and economics

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Geography and economics (short: GWK, GuWK, GuW or GW) is the name of a subject that is taught exclusively in Austria .

General

This subject is taught independently from the lower level (5th grade of SI = HS, NMS , AHS ). In elementary school (primary level), the contents of this subject area are taught as “comprehensive lessons ” within the framework of the subject “ general teaching ”. In itself there is a lot of content that is also present in the 5th and 6th grade (such as map work, but also content on business, etc.) as a propaedeutic. However, observations by SI teachers repeatedly indicate that the results of non-specialized teaching in the VS are unfortunately very heterogeneous.

In the SI, the teaching mandate in geography and economics (GWK) includes the transmission of geographical and economic content and goals (better and more contemporary expressed as: "economic education "): Geography and economics in Austria is therefore a dual focus subject (including the political Education), which today deals with "human actions in space and economy". This combination of subjects was created at secondary levels I and II from 1962 as part of the reorganization of the Austrian school system in the so-called SCHOG 62 together with the then more additive connection of history and social studies , or a little later also biology and environmental studies (where especially in the AHS- Grades 3 and 6 are taught many physiogeographical content). The paradigm shift in 1985 from a formerly (curriculum 1963/64) primarily descriptive and regionally structured geography lesson (to which the “economics” was added in the 1962 school law) to a thematic concept with an integrative connection of the G with the W, differentiates the orientation of the school subject in Austria fundamentally differs from the approaches in German-speaking neighboring countries, for example (cf. the genesis in the dissertation of Sitte Christian 1989, univie and in many (earlier) articles in the magazine "GW-Lehr", which has existed since 1978). This is exemplified by a recent article in this journal on a still important (traditional) sub-area of ​​the subject - namely the proportions of physiogeography in the SI and S II curricula in Austria.

In the general education schools (Hauptschulen or NMS and Gymnasien / AHS lower grades) the subject (according to the standard lesson table, which can be changed independently of the school) is still taught at all grades / classes up to the maturity examination (“ Matura ”). The situation at the upper levels of vocational schools (BHS and BMS) looks a bit thinner. Here in the large GWK types, teaching is preferred in the lower grades. However, in the curricula of recent years, opportunities to make GWK maturable have again been opened - but only in combination subject variants with other subjects.

The area of ​​subject didactics "Geography and Economics" in and about Austria is very open:

There has been a large entry portal for a long time, the "gw.eduhi.at", where you can find a broad online introduction to the subject matter, curricula, subject didactic and methodological areas, but also extensive material for teaching design.

In 2001, the University of Vienna published its own "GW manual" under the leadership of the two leading GW specialist didactics in Austria, Wolfgang Sitte and Helmut Wohlschlägl , which was later made available online. His diverse keyword articles and the literature cited there give a good overview. In the “Central Austria Training Cluster” (Salzburg / Linz), an open ONLINE specialist didactics GW is being set up as a possible successor. An overview of the didactically oriented diploma theses and (a few) Austrian dissertations on GW can be found via a list at the University of Vienna or Bachelor theses at the PH for Lower Austria, as well as some from the KPH Vienna and others. a. and sometimes also in GEOGRAZ

Since 1978 there has been a specialist didactics journal “GW-Lehr”, which has also been freely available online for a number of years. It played an important role in the reform period of the 1980s in particular - see its online table of contents. Thanks to generous sponsorship at the time, it was able to be sent to up to 8,000 teachers free of charge for many years (up to number 115/2009 - since then it has been an online edition). Your notebooks are therefore available in many relevant libraries both in Austria and abroad as a document of this development. In addition to school books, it is still the current source of information on subject didactics / school geography in Austria, although its direct practical relevance has unfortunately decreased significantly in the years of online editions - which are therefore also under different editorship. The density of documentation on the school geographic development (s) in Austria has therefore become much less today - unfortunately many developments can no longer be traced in documentary form today. The spread among the former addressees - the teachers in the schools outside - also decreased. This also meant that an important “transformation belt” between subject didactics and practice was lost. A small substitute for this today is only the regular, up-to-date material information for lessons in the "Hölzel_Journal".

Already earlier (from 1963) parts of the technical issues had been discussed in the teacher training magazine of the Ministry of Education “ Wissenschaftliche Nachrichten ” (which is also available online today) . In it (in addition to sections for other Nawi objects) there is also a GWK section at the end of each booklet. Unfortunately, the Ministry of Education first switched this magazine to an online version and then completely discontinued it a few years ago to save money. The curriculum (ver) changes between 2014 and 2016 are unfortunately only very sporadically documented in both journals, if at all. Technical didactic aids or preparations for such changes, which could thus reach a broad teaching staff in the pre-school phase and bring them closer to innovative practical applications, are no longer provided there today, in contrast to the reform phases of the late 20th century. In the 21st century, innovation drivers are more the methodologically very broad interpretations of the curricula in the new school books. Particularly for the earlier years, the “ Communications of the Austrian Geographical Society ” also contains contributions on the development of the subject in Austria - with a focus on school cartography .

At the University of Vienna there is a "Regional Subject Didactics Center GW". There were in a sg. "Basic didactic consensus" for the first time positions in the GW didactics. The didactic specialist Christian Vielhaber drew a critical balance in 2012. There is another regional didactics center with a well-developed website at the University of Graz . In the GeoGraz magazine published there (also available online), you can also regularly find innovative specialist didactic articles on Austrian topics.

In November 2016, a preponent committee within the framework of the Austrian Geographical Society (ÖGG) founded a specialist group "Geographical and socio-economic education" (GESÖB) in accordance with Section 41 of its statutes. PH-Prof. Mag. Dr. Christian Fridrich (PH Vienna) elected.

The GWK specialist portal at the Lower Austria University of Education also provides a good introduction to information with many other links to specialist didactics GW and practical school applications . There you will also find a "Bibliography of Technical Didactics GW", which has compiled the important contributions for GW in Austria over the past 30 years.

Various publisher websites also provide information on how exactly the lessons in GW can look like. The geography and economics school books (and school atlases for three of these publishers as well) illustrate the very different ways in which the curricula are put into practice! You are e.g. Some of the sources can also be browsed online: The current school books for GW come from (in alphabetical order): Bundesverlag, Hölzel , Jugend & Volk , Trauner Verlag, Veritas , and Westermann .

GWK in the lower level (AHS, HS and new middle schools)

The current curriculum for 10 to 14 year olds (in Austria these are the Hauptschulen or New Middle Schools and the lower grades of the general secondary schools - AHS) is identical. Its basic paradigm dates from 1985, but was issued in a somewhat shortened version in 2000 as a minimal curriculum (here also as a “core area” to which the teachers can assign an additional area). A comparison of the text versions 1985 and 2000 can be found in the "Didaktik-Handbuch" ed. 2001 by Wolfgang Sitte and Helmut Wohlschlägl . It is important to note that the basic paradigm ("... the focus is on people ...") has remained the same - with which the two LP comments (of the ÖBV's "curriculum service") on geography written in the mid-1980s and Economics, Part 1 and Part 2 continue to apply. The LP text GW was also re-published unchanged in the LPs on the NMS issued by the Ministry of Education in 2012. These are to replace the secondary schools in the Austrian school system at the SI from 2016. However, some of the curriculum interpretations that have been implemented in reality over the years are controversial - especially in more recent GW school books for the S I. Here, specialist didactics are quite skeptical about the extent to which reforms have penetrated the basis.

The fact that the fundamentals of business education in the sense of general education should be laid at this age group of 10 to 14 year olds is an approach that is constantly being further developed in Austrian specialist didactics - cf. for example in Ch. Fridrich 2012 on economic knowledge or the other in 2014 on a life-world concept or where defensive positions are taken against the desires of business educators. The most important didactic contribution to the discussion in Austria for 2016 was also published by this currently most important Austrian GW didactic: In this he brings for the first time a profound examination of the basic concepts introduced by the AHS-Oberstufen_LP-Commission in 2016, whereby in the mentioned article he then points out possible Effects for an SI (lower level or NMS) reform that will probably also be in the future. The contribution is therefore an important orientation step, as it: 1.) In its lines for the first time a secure examination of what has so far only been provided as fragments of the later LP text, without further explanations and concrete implementation suggestions in the AHS upper level; or 2.) takes up the strategy, which has not yet been adopted in Austria since the reform of the 1980s, to initiate a broader didactic discussion in the run-up to future reforms!

The lesson table prescribed by the Ministry of Education, which can be changed independently of the school, provides for a total of seven hours per week in the lower level. In the grammar schools and HS, the standard proposal for GW is 2 - 1 - 2 - 2 hours per week in the first four years / classes. In terms of subject didactics, a postponement appears to be problematic because of most of the learning objectives, which in the third grade / seventh grade only allows for one lesson per week. However, some NMS also develop school-independent subject connections, for example to learning fields together with the subject of history.

In the first grade, lower grade (5th grade), there is an examination of the "diversity of life and economics of people" on earth. After a brief introductory introduction (mainly with competencies from atlas work) and the knowledge of a basic structure of the continents and oceans - which should then be continuously condensed via the localized topics - primarily the different living and consumption habits, or economic forms of people in the Foreground that are influenced by different nature and social conditions. Even the curriculum comment emphasized that this was much more than a simple (nature-determined) breakdown according to different conditions in climatic zones! "How people deal with natural hazards" (endogenous as well as exogenous) and "how people obtain and use raw materials and energy" are further topics, the concrete implementation of which is the responsibility of the teacher using examples. From an economic point of view, for the topics that arise (most of which come from rural areas), underlying concepts such as "extensive - intensive use", "self-sufficient - market producers" and, derived from them, "productivity" or "sustainability" can be cited. In this inductive curriculum structure, the final topics are important in both 1st and 2nd grade: They serve to summarize the topics covered (preferably on a "billboard map" that fills up / condenses over the school year) and should be synoptic consolidate a causal orientation grid of both spatial aspects and the basic content structures of the learning objectives of this school year.

The second grade (6th grade) follows in the sense of a common basic level with simpler topics to be dealt with around the world to the extent that "living and doing business in urban areas" is illuminated here. Not only different city structures are developed, but also, in addition to the atlas work, the competence of spatial orientation on city maps (and possibly aerial photographs). The 2nd class is more economically oriented. She works on “goods production in the commercial and industrial sector” or in the “diversity of the service sector”. Via tourism and traffic structures, the competence of working with road maps or journey / travel planning aids (possibly online routes or timetables) is to be introduced. Some school books also provide basic information on "What does the bank do with the money". The final topic “The earth as human living and economic space - a synopsis” is also important in this class. As in the first class, this should classify this synoptically, go far beyond a pure topography assignment and allow causal relationships on an expanded level of knowledge - to review again!

In the third grade (7th grade) , in-depth knowledge and insights into “life and business in Austria” should be taught. Using large-scale (preferably topographical) maps and aerial photographs in particular, the living space and living situations, but also spatial planning issues (as a direct contribution to political education) should be taught. This is much more than just a descriptive treatise on the great landscapes. The commentary on the curriculum gives the teacher a free hand and can also imagine a restriction to “Alps - flat and hilly countries - highlands north of the Danube”. This rough orientation grid can then also be condensed with regional case studies. It should be emphasized that only 3 of the 17 learning objectives in this class can be used to derive “treating the landscape”. In accordance with the Austrian concept of economic education in GW, topics from the everyday areas of “work, consumer and social economics” should also be integrated. In addition to insights into the world of work, consumer education is an important element in a market economy. Under the topic of economic interrelationships, in addition to important economic policy indicators (and their interpretations of the course based on diagrams), there are also issues such as the state budget or some other elementary economic policy (system) interrelationships - an important contribution of the subject to the teaching principle of political education!

In the fourth grade (8th grade) one deals with the topic “Common Europe - diverse Europe” or with “Centers and periphery of the world economy”. Here, selected large areas (including states that are of global and economic importance) are to be examined and analyzed. The further differentiation of different regions and a prejudice-free discussion - different patterns of perception, for example - and “Living in the One World - Globalization” complete the four-year learning spiral in the geography and economics curriculum at the 10 to 14-year-old level (SI).

The 9 years of compulsory schooling required in Austria are completed in the so-called "polytechnical course" by the part of the student cohort who does not move on to other forms of upper school. Here the legislator has written a GW, GS and PB objectives, partly repetitive and consolidating interdisciplinary offer in the curriculum "Political education and economics"

Curriculum (ver) change 2019 to LP-S I-2021:

At the beginning of 2019, the Ministry of Education set up commissions for a curriculum reform in the SI ("Mittelschulen" = former secondary schools and lower levels of the AHS = grammar schools, or, independently of this, also for elementary schools = primary level). These were given very tight general guidelines and very tight deadlines. The general LP parts should be ready by autumn 2019, then the more important class curriculum texts by the end of the year (?). The problem was briefly addressed in the GW community at the "Schlierbach conference on technical didactics GW" on April 8th. A DOCUMENTATION or discussion (like for the LP creation process 2004, or especially 2000) was then set up in May - June as a website by Alfons KOLLER (PH Linz) for this LP_21 SI. A first comment from the LP group that came out in July 2019 is linked to it and is printed in GW-Lehr 154 On September 15, 2019, the working group submitted the 2nd LP draft to the Ministry of Education on the (see above) LP -Discussion page, suggestions for changes, comments etc. can be posted in the discussion forum! On November 15, 2019, the last version of the curriculum for GW at the 10-14 year-old level was submitted to the Ministry by the LP commission and presented for discussion on the documentation page.

GWK at the upper level of general education secondary schools (AHS)

In the upper level of the general education secondary schools (AHS) , geography and economics - similar to the lower level - are based on the standard timetable proposed by the Ministry of Education with seven hours per week (2-1-2-2 WoSt. - before 1989 it was 2-3- 2-2) is represented in all grades and is therefore also a subject for the final examination. However, this timetable can be shifted independently of the school - for example, if the school independently introduces its own focus subjects or extends existing ones.

In addition to the Gymnasium and Realgymnasium types, there is also the branch "Wirtschaftskundliches Realgymnasium" in which geography and economics are types, and are even taught with nine weekly hours per week.

In addition, interested schoolchildren can also (and have done so since the LP regulation in 1989) take an in-depth “elective subject GW”, which is endowed with 2 times 2 hours per week. This can also be optionally selected for the school leaving examination (Matura). In this WPF, the LP specifications are kept very flexible, so that the participation of the students in the selection of topics is not only possible, but intended. However, according to the LP Regulation 2004, the topics dealt with should come from both (sic!) Areas - G & W. A sole "geography" or "business" course (as it is sometimes carried out on the occasion of various "driving licenses" - see below - at some school locations) would contradict the LP regulation!

At a number of Austrian secondary schools, this is now also offered in the context of an optional or non-binding exercise in the entrepreneur driving license . In modules A, B, C and UP, the contents of the commercial part of the entrepreneurship examination are conveyed: Economics, business administration, commercial arithmetic, accounting, cost accounting. However, this fact is also viewed as being not uncritical from a technical point of view (i.e. from the pradigm claim “GW” in Austria) and from the competencies implemented there. Especially in the renewal debate initiated by the Ministry of Education in 2015 (see below), approaches such as those published in the magazine GW-Lehr on “socio-economic education” could provide valuable impulses for the further development of GW at AHS!

The current 2004 curriculum also required competencies in its general parts for the first time . or also gw.eduhi.at

There are three methodological and three content-related areas of competence that position the subject in 2004:

. Methodological competence . Environmental competence
. Orientation skills . Social competence
. Synthesis competence . Business literacy

The latter means:

  • Understanding of fundamental relationships in business, economic and global economic areas as well as knowledge of macroeconomic laws, structures and problems,
  • Recognize economic policy as an essential component of politics, be able to assess its models and their real implementation in different systems,
  • Acquisition of basic knowledge and concrete insights into internal operations,
  • Insight into the change in production processes and understanding of changes in the working and professional world under the influence of growing mechanization and globalization,
  • Arouse interest in working in the self-employed sector.

The curriculum is divided into the following topics, each of which is further specified by several goals: Basically, the classes are each divided into an introductory chapter in which the different aspects of the concept of space are examined, and also into three sections with the three spiraling pillars listed in the curriculum “Nature - Population / Society - Economy” (cf. competencies above). Grades 5 to 7 are then concluded with a chapter in which more complex topics / case studies should be analyzed taking these 4 basic elements into account.

In the 5th and 6th grades (9th and 10th grades) the ministry printed the topics together because of the possibility of postponing weekly lessons here independently: the socially, economically and ecologically limited world

  • Structuring principles of the earth according to different perspectives
  • Landscape ecological zones of the earth
  • Population and society
  • The people and their economic needs
  • Conflicts of use based on regional examples

Diversity and Unity - The New Europe

  • Concept of space and structuring of Europe
  • Production areas in transition - depreciation and depreciation as socio-economic problems
  • Convergences and divergences of European societies
  • Competition policy and regional policy
  • Comparison of regional development paths

In 7th grade (11th grade):

  • Changes in the geopolitical situation in Austria
  • Natural opportunities and risks
  • Demographic development and sociopolitical implications
  • Macroeconomic Achievements and Problems - Economic and Social Policy
  • Austria as a business location
  • Company and career orientation

In 8th grade (12th grade):

  • Globalization - opportunities and threats
  • Political and economic systems in comparison
  • Cities as living spaces and economic centers
  • Money and currency
  • Political design of spaces

In the next few years it will also become clear whether the changeover to the new school leaving examination regulations (from 2015) will also bring about changes in the previous lessons. Not only does the required competence orientation play a role here, but also the fact that in future the student will have to draw these from a topic pool. The then only one (!) Exam question (instead of a previously selected and prepared special question, to which 2 shorter core questions were added - one of which could then be selected) must be answered longer and more intensively than before, an important role. One (of the few Austrian) research within the framework of “research-based learning in FD GW” yielded interesting results in the context of such an analysis of the school-leaving examination questions using the example of Viennese schools.

Furthermore, all candidates must now complete a so-called pre - scientific work (VWA) or a teacher portal for the VWA u. a. create according to subject contributions - So far, the so-called written departmental theses for the Matura were one of three optional variants that could be chosen voluntarily (from around 20% of a year)! Written expressiveness, dealing with factual texts and a broader variation of working methods will therefore be necessary and will have a significant methodological influence on teaching in all upper school years! A Google search shows that many schools publish the topics on their homepages. A research project provided the first didactic results.

Curriculum (ver) change 2016:

The background to this change in the curriculum was the endeavor of the Ministry of Education to set up the "new upper level" NOST. In this context, so-called "semester modules" were introduced at both AHS and BHS from the 10th grade - initially optional, from 2019/20 compulsory. These are then to be assessed separately or the teachers have to state specific learning target deficits. The Ministry of Education set up working groups for the AHS subjects in 2013, which were supposed to propose a reclassification of the AHS upper level curriculum adopted in 2004 according to individual semester modules. The didactic specialists working in the GW group also tried to incorporate what they considered to be a future-looking concept with so-called “basic concepts”. From the didactic point of view, it was a challenge to transfer or expand this concept, which came from the geography didactics of the UK, onto a double-pole centering subject GW in such a way that the teachers associate the newly formulated "basic concepts" with the learning objectives of the curriculum , or that each semester module contains both G and W parts. These have now been added to the curriculum in a very long resolution before the semester modules. An extended draft, which then took shape in autumn 2015, but also redesigned some of the LP, has so far only been publicly discussed to a limited extent. After the first criticism (unfortunately only internally at an IMST conference in Klagenfurt, excluding the school public and without any journalistic traces), some minor changes were made at the end of November 2015. So far there are no examples of implementation that the teaching staff could use as a guide. The strict assignment of subjects to semester modules also restricts the scope for school-autonomous shifting of lessons. On May 18, 2016, the AHS upper level curriculum draft was assessed (including explanations of how it should come into force in September 2017).

As before, this version of the assessment was then passed with practically no changes to the text of the Federal Law Gazette of August 2, 2016. Interesting in this change initiated by the ministry are u. a. the fact that geography and economics is the only subject in this 2016 curriculum that is NOT preceded by an educational or teaching task. Unfortunately, until this text was adopted - unlike in previous reforms - there was no more detailed didactic documentation, didactic explanations from the commission, particularly with regard to concrete implementation proposals for teachers in schools. This seems interesting because the publishers have already completed the school books for the first two years of upper school. A situation seems to arise today that “the forces of the factual” (= school books) have a much stronger influence on what is actually taught in this school subject in the different school types than the subject didactics GW teaching in Austria, which differs from the implementation problem of her co-intended curriculum information has apparently not published. This syllabus - like the LP wave 2015/16 at the BHS - was structured according to a concept of semesterization (semester-wise breakdown of material from the 10th grade). However, experience reports from schools let the new government postpone the original mandatory introduction until 2021.Teachers are therefore still free to plan the topics according to the order they have selected over the entire school year with the LP 2016.

In September 2017, a first, somewhat more precise explanation from the LP group of authors appeared in the online journal gw-unterricht.at, issue 147. The Ministry of Education then arranged for so-called "essential areas" to be defined that are relevant to the examination. For GW, these were defined as the subjects of the 2016 curriculum (excluding operators).

GWK at the vocational secondary schools (BHS)

In the schools, which are usually positioned at S II (upper level), they are one year longer due to their educational mandate, which also includes special vocational training. The situation differs significantly depending on the type of school and focus in the constellations of subjects. In the BHS, however, a new school leaving examination ordinance will also come into effect - one year later than in the AHS - and will thus also influence the preceding lessons in the next few years. What is striking about the formal structure of these curricula is that for a long time they were primarily subject-centered. Only the trend to introduce competencies into the classroom, initiated by the Ministry of Education, brought learning objectives with appropriate operators in the curricula (as in the AHS since 1985) (the BHS department in the ministry calls them “descriptors”). However, this new basic pattern, now indicated as goals, still appears, which now appear under the “educational and teaching task” after an opening sentence “The pupils can ...”, actually only explanations of the often only from the old curriculum adopted traditional fabric arrangements.

The very different curricula and subject terms for geography at BHS show, not only in terms of their structure, but also in terms of their respective subject-didactic structure and focus, the problem that in this school area, contemporary subject-didactic concepts that build on the curriculum requirements of the schools have never been considered of 10 to 14-year-olds would then have developed one, two or three-year geography courses (but this also applies to history as a school subject) under contemporary didactic requirements. According to all observations for decades, there has been a lack of interest from the ministry, but also from university subject didactics in Austria, whose main interest in subject didactic development lies in the AHS (although more than 50% of Austrian high school graduates come from the BHS). The various cluster or core area assignments established there in the externally initiated reform phase in the 2014/2015 curriculum also appear to be relatively randomly thrown together.

The higher technical institutes (HTL ) have also been teaching geography and economics since 1962. However, in this type of school the canon of general subjects is very much reduced or not offered. Geography (and economics) is taught for a total of four hours per week. In 1986, the HTL was the first type of school on the S II in Austria to receive a topic-oriented GW curriculum that radically broke with the tradition of regional GWK curricula that had prevailed at the upper levels until then. For a long time, little was changed in the basic democratic (!) Concept developed together with the university. With the HTL 2011 curriculum, a first innovation was brought to this type of school in Austrian secondary schools: Geography was conceived for the first time as a so-called area subject. The subject-didactic content of the curriculum received strong criticism. After that, the Ministry of Education published a brochure on “Cross-school educational standards - geography-history-political education-including economic basics”, which is to be viewed very critically under the claim to structure a joint subject area. Since this LP has not yet been formulated in a “semester” form, the target formulation was slightly improved in mid-2015 (the parts of the curriculum remained the same)

HTL 2015 : Competence areas in the area subject "Geography, History and Political Education (including Economic Basics)" (compared to 2011 in the semester modules reduced to a total of 2-2-2-2-0 WoSt. Each):

1st year Geography competence area . . .
II. Year . Competency area history Competence area political education .
III.Jg. . Competency area history (only 6th module: Political Education) Competence area economic fundamentals
IV. Geography competence area Competency area history (only 7th module: Political Education) .
V. Jg. . . .

In the higher education institutions for fashion and clothing, the subject is only very weakly represented in the first year - even in contrast to other BHS curricula in 2015, this still affects the wording. Interesting is the position of the subject in the same direction as the higher education institution for product management and presentation, where in 2015 a subject of the same name “economic geography and economics” in the III. and IV. year with far more demanding content was set.

The second important BHS type, in the commercial schools (HAK) also received a new (“competence-oriented”) curriculum on August 27, 2014. Geography is also only included in the first two years (with 2 or 3 hours per week, one WoSt. More teaching time than at the HTL), but in a combined subject with history as "IWK" ("International Economic and Cultural Areas " ) in the fifth and last year graduated again in the LP 2004. It is interesting that in 2014 this was the first curriculum issued in Austria “semesterified”! However, IWK can be taught by both geography and history teachers according to the administrative requirements! It is interesting that here in the HAK “Economics” is in another so-called “thematic cluster” (cf. in the LP on page 8 - see below). Although it was only enacted in 2014, some of its formulations have also been criticized by specialist didactics. In relative terms, however, the operators formulated in the regulation text are somewhat better chosen than in the HTL-LP. An internal coordination between the objects in this new trunk area (cluster) around the second year cannot be determined. Likewise not to the subject “Technology, Ecology and Commodity Science” located in another cluster, competence module 9 = 9th semester in the fifth year (which also deals with ecology, sustainability, globalization).

HAK 2014 : core area “Society and Culture” (the compulsory subjects of the core area are grouped thematically in clusters - this is a difference to the HAK LP from 2004 - see above). Geography now has 2 + 3 hours a week.

1st year Geography (economic geography) . .
II. Year Geography (economic geography) Political Education and History (Economic and Social History) .
III.Jg. . Political Education and History (Economic and Social History) .
IV. . Political Education and History (Economic and Social History) .
V. Jg. . . International economic and cultural areas

The geography curricula of the HLWs are also traditionally based on didactics at the commercial academies: The higher education institutions for economic professions (= human vocational schools HUM) and the commercial academies naturally follow a different path than the AHS (where practical economic education takes place in GWK) due to their vocational focus ): In addition to the subject of "economic geography" or "geography (economic geography)", there are separate subjects such as business and economics or accounting and controlling. In mid-2015 there was also CPR and the III. Up to 5 years old in a cluster “Economics” held the subject “Global Economy, Economic Geography and Economics” a (very quickly compiled) new, semester LP assessment draft CPR 2015. This means that major didactic changes are compared to earlier CPs of CPR or from 2006 not very large. Although some critical statements were received in the assessment process, an announcement was made in the GW part of the CPR 2015 that remained unchanged compared to the draft (in Federal Law Gazette II No. 340 from 2015 / Annex A5, p. 46ff). The subject is taught in III. Year of birth with 3 WoSt, in the 4th year with 2 WoSt and 5th year with 2 WoSt. However, in contrast to the AHS, two pure economic modules were created in the fourth year, which lawyers working at the CPR should also be able to teach according to the ideas of the Ministry of Education.

In the small school type of higher education institutions for rural and Forestry only includes a three-hour subject “Geography” in the first of the fifth years. Here, too, there is a new draft curriculum for the 1st and 2nd year, structured according to semesters. It divides the subject into two parts: The first year, which has not yet been divided into semesters, contains geography content, while in the modules of the 3rd and 4th semester in the second year of study, only economic content is separated from the curriculum.

The school subject “Tourism Geography and Travel Agency” has little significance in the higher education institutions for tourism . It is true that there are two 3-hour periods per week in the last two years, but the economic area is assigned to a different subject.

The educational institutions for kindergarten pedagogy (or - social pedagogy) also know the subject of "geography and economics" with a similar curriculum as the AHS and a total of six hours per week a year. Here, too, after its renaming to Bildungsanstalt für Elementarpädagogik 2016, there is a new curriculum, where GW is now in the 1st year (2 WoSt) - III. Jg. (2 WoSt) and IV. Jg will be taught with only 1 WoSt (!) It is interesting that all of these curricula are relatively diffuse but very different in terms of subject didactic concept. Coordination, for example of the structure for similar LP parts, is unfortunately not discernible across the broad spectrum of all these types in vocational schools. Apparently, this was not important to the ministry, but also to the mostly uninterested specialist didactic scene at the teacher training centers, so that, as a rule, quickly and rather randomly composed groups of practitioners independently of one another quickly created these new, now semester-structured, LP text versions 2015/16. As a rule, the appraisal drafts are then transferred to the text of the regulation without any major changes.

All higher vocational schools also have technical schools without a Matura, where "geography" is taught for a shorter period of time (one to two years). Examples of the curricula that are often very crude in terms of the didactic concept are that of the commercial school (HAS 2014), that of the FS for economic professions 2015 or that of the hotel management school . In the hotel management school, tourism geography is in the third year, the final year, although in the previous year a separate subject “Austria as a country of culture and tourism” is fixed.

The development in the curricula for technical, commercial and arts and crafts schools, which were issued on September 1, 2016, took an interesting and innovative turn . The area is divided into two parts: "Geography and economic education" (where for the first time in the technical FS G was combined with W) and the "area of ​​history and political education". In the 1st year of learning, with 2 WoSt. these are shared between the two areas. In the 2nd year of learning, in which the semester becomes effective, the GWGSPB area only received 1 WoSt. conceded. For the first time, a curriculum committee formulated four integrative projects to be dealt with (about 8 hours each): “Media and Power”, “Migration, Interculturality and Diversity” and in the 2nd semester a “European Union Project” or “Globalization Project” to which all areas should deliver content.

See also

Web links

Individual evidence

  1. ↑ Elementary school, material teaching curriculum on the website of the Ministry of Education, Federal Law Gazette II No. 303/2012 of September 13, 2012 ( Memento of the original of November 3, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  2. ↑ Cf.: How political is GW?
  3. ↑ SCHOG - School Organization Act in: Federal Law Gazette of the Republic of Austria No. 242 of July 25, 1962
  4. ↑ Documentation of geography / geography / geography and economics - curricula in Austria
  5. ↑ Academic work on subject didactics GW
  6. ↑ http://www.eduhi.at/dl/GW-UNTERRICHT_Heft_1_1978_eine_Idee_von_Wolfgang_Sitte.pdf
  7. ^ Physiogeography in geography lessons In: GW-Lehr 138/2015
  8. ↑ cf. For the development of the subject in Austria, the summary http://www.univie.ac.at/geographie/fachdidaktik/Entwick_Unterrichtsartikel_Geographie_und_Wirtschaftskunde/Dissinhalt_Geographieunterricht_Oesterreich_Sitte_Christian_Diss_1989.htm
  9. ↑ Ministry of Education - Curriculum & Teaching Principles ( Memento of the original from March 16, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  10. ↑ gw.eduhi.at
  11. ↑ Sitte Wolfgang, Helmut Wohlschlägl, ed. 2001: Contributions to the didactics of "geography and economics" lessons
  12. ↑ ONLINE-Fachdidaktik-GW of the PH-Linz (Ed. A. Koller u. A.)
  13. ↑ Diploma theses and dissertations from subject didactics GW at the University of Vienna
  14. ↑ Bachelor theses (LA for secondary schools or NMS) in GW at the PH for Lower Austria
  15. ↑ Didactic work with I. Schwarz - u. a. at the KPH Vienna
  16. ↑ GEOGRAZ - didactics dissertation
  17. ↑ Issue 1/1978 of GW-UNTERRICHT
  18. ↑ GW-Unterricht.at
  19. ↑ online table of contents of the printed booklets from GW lessons 1 to 80/2000
  20. ↑ see Editorial GW-Lessons H. 116
  21. ^ "Hölzel Journal", current teaching materials
  22. ↑ Scientific News
  23. ↑ cf. 150 years of the ÖGG - your school-related contributions in the "Mitteilungen"; in GW lessons H. 103 2006
  24. ^ Regional specialist didactics center at the University of Vienna
  25. ^ Pichler H., Ch Vielhaber: The basic didactic consensus at the Institute for Geography u. Regional research - a sustainable orientation aid? In: GW-Unterr. 128 2012
  26. ↑ Vielhaber Ch: Perspektiven des GW teaching. Future scoreboards or threat scenarios? In: GW-Unterr. 128/2012
  27. ↑ Regional specialist didactics center at the University of Graz
  28. ↑ Zs. GeoGraz
  29. ^ Specialist portal GWK at the Lower Austria University of Education
  30. ↑ Bibliography of the most important didactic literature on GW in Austria over the last 3 decades - Qu. MÖGG 2016 ( Memento of the original from September 30, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / fachportal.ph-noe.ac.at
  31. ↑ öbv.at
  32. ↑ hoelzel.at
  33. ↑ Jugendvolk.at
  34. ↑ trauner.at
  35. ↑ veritas.at
  36. ↑ Westermann.at ( Memento of the original from January 11, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (merged with Dorner) @1@ 2Template: Webachiv / IABot / www.westermann.at
  37. ↑ Documentation on the creation of LP 2000 on the SI - from Zs. GW lessons
  38. ↑ http://www.univie.ac.at/geographie/fachdidaktik/Handbuch_MGW_16_2001/Seite 233–247.pdf Curriculum text comparison 1985/2000 in the “Handbook GW in Austria” 2001
  39. ↑ LP commentary part 1 for 1st and 2nd grade
  40. ↑ LP commentary part 2 for 3rd and 4th grade
  41. ↑ The genesis and intentions of the LP-2000, which are very interesting to read, are detailed step by step in the booklets of the magazine GW-Studium No. 58/1995, 62 u. 64/1996, 65, 66 and 68/1997, 69, 71/1998, 73, 75/1999 and 77/2000 documented
  42. ^ Curriculum announcement for the New Middle School (NMS) in Federal Law Gazette II No. 185 v. May 30, 2012 - Note: the GW text on p. 46–52 is unchanged compared to 2000 ( memento of the original from January 22, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  43. ↑ see Sitte Ch. "12 Theses ...". In GW-Unterr. H. 135/2014
  44. ↑ Vielhaber Ch .: Perspectives on GW teaching. Future scoreboards or threat scenarios? In GW-Unterr. H. 128/2012
  45. ^ Custom Wolfgang: economic education. Keyword in: Sitte Wolfgang, Helmut Wohlschlägl, ed. 2001: Contributions to the didactics of "geography and economics" lessons
  46. ↑ Fridrich Ch: Economic knowledge alone is not enough! - or: Plea for a life-world-oriented economic education in the subject GW at the S I. In GW-Unterr. H. 125/2012
  47. ↑ Fridrich Ch .: Environment-oriented economic education in everyday teaching in H. 53/2014 of Zs. GEOGRAZ
  48. ^ Hofmann-Schneller M .: About the astonishing persistence of economic-educational prejudices. In: GW-Unterr. H. 133/2014
  49. ^ Fridrich Ch .: Basic concepts in GW - a proposal for the S I. In: GeoGraz H. 59/2016
  50. ^ "New Middle Schools" (NMS) LP in BGBl. 185 v. May 30, 2012 - Examples of lesson tables on pages 17–22 ( Memento of the original from January 23, 2015 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  51. ^ Matzka Ch .: Geography, history, social studies, economics and political education, a common school subject. Contributions to an Austrian curricular discussion. ( Memento from February 11, 2015 in the Internet Archive ) In: Schwarz Ingrid, Gabriele Schrüfer, Ed .: Versatile Geographies. Waxmann, Münster 2014. ISBN 978-3-8309-3051-8
  52. ↑ Sitte Ch .: Learning ramp to orientate oneself. In: Wr.Schriften z. Map and geography Vol. 20/2011
  53. ↑ - "Billboard map" of a first year of learning
  54. ↑ Current curriculum BGBl. 133rd Vdg (= AHS) and 134th Vdg (= HS / NMS) from May 11, 2000 ( Memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link has been inserted automatically and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  55. ↑ polytechnic course "Polit.Bildung and Economics" in Federal Law Gazette II. - Issued on 22 August 1997 - No. 236, page 1185f.
  56. ↑ LP creation AHS upper level - the creation process accompanying simple discussion page 2002-2004
  57. ↑ Curriculum Documentation SI - Protocols of the Commission 1995-2000, Ed. G. Atschko in GW-Lehr H. 58 to 77
  58. ↑ LP creation SI LP_2021-NEW - documentation page 2019 accompanying the creation process
  59. ↑ FRIDRICH Ch ua (2019): The new GW curriculum for secondary level I - ministerial mandate, challenges, structure and first considerations. In GW lessons 154, pp. 68–74
  60. ↑ 2nd draft of the SI curriculum from Sept. Delivered to the Ministry of Education in 2019
  61. ↑ Archive link ( Memento of the original dated November 30, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.edugroup.at
  62. ↑ http://www.unternehmerfuehrerschein.at/ - see there under "Modules"
  63. ↑ Custom Christian: Does a “driver's license” alone make a competent, foresighted and prudent acting “driver” (= participant as an emancipated economic subject)? (PDF) In: WISO Volume 36 (2013), No. 3. Institute for Social and Economic Sciences, 2013, pp. 139-162 , accessed on December 20, 2015 .
  64. ↑ Hedtke R .: Socio-economic education as innovation through tradition. In GW_Unterricht H. 140, 2015 pp. 18–38
  65. ↑ Technical curriculum GW-AHS-Oberstufe in: BGBl. 277.Vdg.of 8.7 2004 - GWK on pages 39-43 and 84/85
  66. ↑ See a comment in the teacher training magazine of the Ministry of Education "Wissenschaftliche Nachrichten", H. 125/2004, pp. 47–52 in Sitte Ch 2004
  67. ↑ LP commentary 2004 (PDF)
  68. ↑ https://bildung.bmbwf.gv.at//schulen/unterricht/lp/lp_ahs_oberstufe.html
  69. ↑ https://bildung.bmbwf.gv.at/schulen/unterricht/ba/reifepruefung.html
  70. ↑ Matura questions NEW (!?). In: GW-Unterr. 123/2011
  71. ↑ Examples & information about competence-oriented Matura questions-NEW on the gw.eduhi.at of the edugroup
  72. ↑ Presentation of first RESULTS in diagrams of a Matura question analysis 2014 by Koller & Sitte
  73. ↑ http://www.ahs-vwa.at/ official website of the Ministry of Education for VWA
  74. ↑ http://www.vorwissenschaftlicharbeit.info/vwa-lexikon/
  75. ↑ VWA topics in GWK on various school homepages
  76. ↑ Analysis of VWA topics in GW Maturajahrgang 2016 - by Koller / Sitte
  77. ↑ Ministry of Education 2017: Information campaign NOST
  78. ↑ cf. to the so-called "Semestration" an incomplete LP draft proposal in GW-Unterr. H. 136/2014 pp. 47-61
  79. ↑ COMPARISON LP 2004 with LP draft October 2015 AHS upper level according to semester modules
  80. ↑ COMPARISON LP 2004 to LP draft change November 2015 AHS upper level according to semester modules
  81. ↑ AHS upper level curriculum 2016 - Draft assessment by the Ministry of Education ( Memento from May 23, 2016 in the Internet Archive )
  82. ↑ Explanations on the AHS-Oberstufen-LP, which is to apply from September 2017 ( Memento from May 23, 2016 in the Internet Archive )
  83. ↑ Federal Law Gazette II No. 219/2016 curriculum AHS upper level, GW can be found on pp 59-67, the elective subject on p. 134.
  84. ↑ Press release by the teachers' union on the postponement of NOST until 2021
  85. ↑ The mandatory start of the new upper level is postponed again
  86. ↑ Jekel / Pichler: From GW lessons to teaching with geographical and economic concepts. To the new basic concepts in the Austrian GW curriculum AHS Sek.II. In GW_Unterricht H. 147, 2017 pp. 5–15
  87. ↑ Hinsch / Jekel / Pichler: Essential areas of the geography and economics curriculum as a basis for assessment. In GW_Unterricht H. 148, 2017 pp. 80-84
  88. ↑ abc.berufsbildendeschulen.at
  89. ↑ Archived copy ( Memento of the original dated November 4, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  90. ^ Flossmann G., LP Higher Technical Educational Institutions. In: GW lessons H. 23 1986
  91. ↑ Curriculum for higher technical institutes (HTL 2011) in Federal Law Gazette 300 of September 7, 2011 - geography etc. on pages 15-16
  92. ↑ Pichler H .: KO competence orientation ... for the HTL LP. In GW lessons 126/2012 - especially pp. 15–21
  93. ↑ Ministry of Education / qibb: "School-type cross-school educational standards - geography-history-political education-including economic foundations" (2015) ( Memento of the original from 23 September 2015 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked . Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bildungsstandards.berufsbildendeschulen.at
  94. ↑ HTL - 2015 - draft assessment
  95. ↑ Curriculum for higher technical colleges "Electrical engineering" (HTL 2015) in Federal Law Gazette 262 of September 17, 2015 - Geography etc. on pages 25–29
  96. ↑ Competence model of the working group at HTL overview
  97. ↑ [HLM 2015 syllabus in Federal Law Gazette II No. 340/2015, Annex C2 - Economic Geography on page 59f | https://www.abc.berufsbildendeschulen.at/schulen-fuer-mode/ ]
  98. ↑ HLPP 2015 curriculum in Federal Law Gazette II No. 340/2015, Appendix F1 - Economic Geography on page 67f  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice.@1@ 2Template: Toter Link / www.abc.berufsbildendeschulen.at  
  99. ^ LP commercial schools (HAK) 2004 in BGBl. II No. 291 v. July 19, 2004 - Geography (economic geography) on page 23ff, IWK page 25
  100. ↑ Curriculum for commercial schools (HAK) 2014 in BGBl. 209. Vdg. v. August 27, 2014 - Geography on pages 81–84
  101. ↑ HUM portal
  102. ↑ Archive link ( Memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. - Curriculum at BHS @1@ 2Template: Webachiv / IABot / www.abc.berufsbildendeschulen.at
  103. ↑ HLW - 2015 - Assessment Draft - Geography can be found here under the compulsory subjects under No. VI / 3.1
  104. ↑ LP-HLW, old: Federal Law Gazette No. 661/1993, Federal Law Gazette No. 534/1996, Federal Law Gazette II No. 372/1999 - "Economic Geography" on p. 15f ( Memento of the original from March 4, 2016 on the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.abc.berufsbildendeschulen.at
  105. ↑ Syllabus for HLW 2006 in BGBl. 225. Vdg. from June 13, 2006 - Economic geography is on page 23 ( Memento of the original from April 2, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.abc.berufsbildendeschulen.at
  106. ↑ LP HLW specialization "Environment and Economy" from November 17, 2015 Federal Law Gazette II No. 340/2015 - "Globalwirtschaft, Wirtschaftsgeographie u. Economics ”on pp. 46–48
  107. ↑ Higher educational institute for agriculture u. Forestry BGBl. II No. 331/2004 v. August 16, 2004 - under Section V = common subjects ( memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.bmbf.gv.at
  108. ↑ Higher LA for land u. Forestry LP draft May 2016 - “Wirtschaftsgeographie u. Global Development, Economics ”on pages 50-52
  109. ↑ Higher Education Institute for Tourism Federal Law Gazette II No. 340/2015, Annex B3, p. 63f ( Memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.abc.berufsbildendeschulen.at
  110. ↑ BAKIP-LP 2004 ( Memento of the original from July 8, 2018 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / bakip.scp.ac.at
  111. ↑ Educational Institute for Elementary Education Federal Law Gazette 204 Vdg. v. July 27, 2016 - GW is there point 3.2
  112. ↑ LP Handelsschule BGBl. II No. 209/2014 of August 27, 2014 p. 39f "Geography (economic and cultural areas)"
  113. ↑ LP Technical School for Economic Professions Federal Law Gazette II No. 340/2015, Annex A3, p. 32f "Economics and Economic Geography"
  114. ↑ LP Hotel Management School Federal Law Gazette II No. 340/2015, Annex B1 p. 27f "Tourism Geography"
  115. ↑ LP techn. Fachschulen, Federal Law Gazette No. 240/2016 of September 1, 2016, Annex 1; "Geography History and Political Education" p. 18ff