ABSTRACT
Geographical curricula are usually defined by national boundaries. The structure, form and pedagogy of geography education vary from nation state to nation state,* reflecting variations in curriculum culture. The place and status accorded to geography in curricula, the way the subject is defined in terms of aims, content, teaching methods and modes of assessment, the resources that are made available for its development, all of these show marked differences from one nation to another. When we look at geography education in other nations we can focus on the obvious differences from or on the similarities with our own national circumstances. We can also decide the level on which to focus: national system, regional system, school sector, individual school or particular classrooms.
