Abstract
In Flanders, Belgium, geography is compulsory for students from 12 to 18 years of age. Objective data on learning progressions of the students are not available, but it is assumed that students make progress by following the curriculum. This idea of progress has been translated into the concept of learning lines where both the spatial component and the learning capabilities for geography are described. These lines only describe the targets to be reached, but not the key concepts of geography. However, due to a reorganisation of the secondary education in Flanders, the growing attention for STEM and the growth of people with a migrational background in Belgium, the need to define learning progressions is growing.
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The authors want to thank An Callemeyn and Erik Van Meensel for their contribution to this work.
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Steegen, A., Coppenholle, J., Goemans, A., Slegers, L. (2017). Belgium. In: Muñiz Solari, O., Solem, M., Boehm, R. (eds) Learning Progressions in Geography Education. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44717-9_8
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