There are 10 GeoCapabilities project Partners and over 20 Associate Partners from all over the world.
P1 UCL Institute of Education, London, England: David Lambert
UCL Institute of Education (IOE) began in 1903 as the London Day College to train teachers for London. During the twentieth century it grew in size and significance becoming one of the leading centres for education research and scholarship in the world. In geography education, the IOE trains over 100 postgraduate secondary teachers of geography every year. In addition, it runs the on-line MA Geography in Education and at any one time the geography team supervises about ten PhD students. In 2014 the IOE merged with University College London (UCL).
P2 University of Helsinki, Finland: Sirpa Tani
The University of Helsinki is the oldest and largest in Finland, a scientific community of 40,000 students and researchers. Department of Teacher Education of the university is the most versatile unit providing teacher education in Finland. The department educates teachers and other experts in the fields of education and teaching, primarily for the needs of the Finnish society. The task of research and development activities performed at the Department of Teacher Education is to promote innovation in the field of education – both nationally and internationally.
P3 Eurogeo, Brussels, Belgium: Karl Donert
EUROGEO is a European scientific association, which networks geographers from all walks of life. The association is a not-for-profit organisation, with participatory status at the Council of Europe. Eurogeo aims to develop, support and promote policies designed to advance the status of Geography, and establish and promote cross-border cooperation. It seeks to promote education and training in Geography from a European perspective and undertake research and development in order to represent nationally and internationally the views of its members.
P5 Geographical Association, Sheffield, England: Duncan Hawley
The Geographical Association (GA) is a leading subject association for all teachers of geography with a large and active membership in the UK and internationally, whose charitable objective is furthering geographical knowledge and understanding through education. We support teachers, students, tutors and academics at all levels of education through journals, publications, training events, projects and our website. The GA plays a vital role lobbying government about the importance of geography.
P6 Viikki Teacher Training School of Helsinki University (school partner), Helsinki, Finland: Elina Särkelä
Viikki Teacher Training School of Helsinki University is part of the teacher training unit of the Faculty of Behavioural Sciences of the University of Helsinki. The school consists of the 10-year comprehensive school (ages 6 to 15, Basic Education) and the upper secondary school (ages 16 to 18). Pupils (ca 940), teachers (ca 100) and teacher trainees (ca 250) operate in the same school building. Traditions are respected, but the school also emphasises the importance of experimentation and research in a natural school context.
P7 Doukas (school partner), Athens, Greece: Panos Papoutsis
Doukas School is a K-12 educational institution, offering its 1,600 student body one of the finest educational and athletic programs in the country. It has received many awards for its innovative educational practices and participates in several R&D projects, coordinating also extensive European Networks under Erasmus+ and LLP Programmes. It is the first Greek educational establishment to receive the European Foundation for Quality Management (E.F.Q.M.) award, “Recognised for Excellence” 4 stars.
P8 City of London Freemens School (school partner), London, England: Richard Bustin
The City of London Freemen’s School is a co-educational day and boarding school for pupils aged 7 to 18. Based in Ashtead Park, over 25 ha. of Surrey parkland, Freemen’s has the facilities, staff and the environment to ensure our pupils are happy, secure and fulfilled. Alongside excellent academic results, our innovative enrichment programme is at the heart of our commitment to developing the whole person.
P9 Stafford Grammar School (school partner), Staffordshire, England: Kelly Butler
Stafford Grammar School is a small, co-educational day school for pupils aged 11 to 18. The original school building, set in 50 acres, is a fine Victorian manor house designed by Purgin and originally owned by the Whitgrave family. The school was established in 1982 as a selective grammar school to provide a broad, balanced curriculum and the opportunity locally for pupils to achieve in an academic environment. The school aims to enable all pupils to develop their individual talents fully through drama, music and sporting extra-curricular activities.
P10 AAG (external partner), Washington DC, USA: Michael Solem
The American Association of Geographers (AAG) is a nonprofit scientific and educational society founded in 1904. For more than 100 years the AAG has contributed to the advancement of geography. Its members from more than 60 countries share interests in the theory, methods, and practice of geography, which they cultivate through the AAG’s Annual Meeting, scholarly journals (Annals of the American Association of Geographers, The Professional Geographer, AAG Review of Books and GeoHumanities), and the online AAG Newsletter.
Since its inception GeoCapabilities has excited a lot of interest internationally. Several individuals have declared an active interest, contributing to research, translating the definition and other key papers etc. These colleagues have become Associate Partners.
The project was unable to fund Associate Partners, but nevertheless several Associates helped the project by evaluating teacher training materials as and when these were published. Some Associates have organised training sessions/workshops to teachers or teacher educators within their respective countries.
Current Associate Partners are:
Tine Béneker, Utrecht University, Netherlands; Gabriel Bladh, University of Karlstad, Sweden; Chew Hung Chang, Nanyang Technological University , Singapore; Felisbela Martins, Universidade do Porto, Portugal; Anke Uhlenwinkel, Humboldt Universität-zu-Berlin, Germany; Tijana Ilic, University of Novi Sad, Serbia; Martin Hanus, University of Masarik, Czech Republic; Eyup Artvinli, Eskisehir Osmangazi University, Turkey, Phil Klein, University of Colorodo USA; Indra Persaud, University of Seychelles; Kirsty Holden, Fortismere School England; José Jesús Delgado Peña, Universidad de Málaga, Spain) David Orbring, Lunds Universitet, Sweden; Peter Bagoly-Simo,Humboldt Universität-zu-Berlin, Germany; Xin Miao, East China Normal University, China; Murray Fastier, University of Canterbury, New Zealand; Naoyuki Ito, University of Naruto, Japan; Jianzhen Zhang, Zhejiang Normal University, China; Takashi Shimura, Joetsu University of Education, Japan; John Forrest, William Ellis School, England; Chandra Shekhar Balachandran, Institute of Geographical Studies, Bangalore, India; Lynn Moorman, Calgary, Alberta, Canada.