Emerging Trends and Challenges in

Teaching of Geography at Undergraduate Level

A Case Study from Punjab
Dr. Ripudaman Singh*

Declining number of Students of Geography at undergraduate level in the state of Punjab

is a serious issue for academicians in general and Punjab Geographers in particular. The
strength of Geography students at Undergraduate level under Panjab University, which
was around 7000 in the 90’s, has reduced to less than 2500 in a decade or so. Picture is
also similar in colleges under other universities of the state. Here an attempt is made to
reveal the pathetic condition of the subject with the help of secondary sources as well as
feedback from primary data. A Feedback on all the three aspects of teaching of
geography in the colleges under Panjab University also calls for a dynamic and timely
change, which is must for remaking Geography a popular and market oriented subject. A
change in the Geography curriculum, its teaching methodologies and evaluation seems to
be the need of the hour. The paper is organized into three sub-parts dealing with
emerging trends and challenges in teaching of Geography at undergraduate level in the
colleges under Panjab University followed by UGC’s recommendations regarding
Geography syllabus for Undergraduate classes and the results of the feedback survey
conducted in colleges under Panjab University.

Emerging Trends and Challenges:

The picture of emerging trends in teaching of Geography at undergraduate level is not
much glamorous. The strength of Geography students at undergraduate level in almost all
colleges of Punjab is thinning day by day. Table 1 depicts the strength of Geography
students appeared in Undergraduate level in Panjab University. It shows that during the
1990 more than 7000 students appeared in UG classes with Geography subject and this
strength dwindled to 2789 in 2005 and 2386 in 2009. It is a serious cause of concern. It is
also noted that the picture is similar in other universities (Punjabi University, Patiala and
Guru Nanak Dev University, Amritsar) of the state.

* Assistant Professor in Centre for South & Central Asian Studies at Central University of Punjab, Bathinda.

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On scrutiny of data at college level in all the districts falling under the jurisdiction of
Panjab University viz., Ferozpur, Hoshiarpur, Ludhiana, Moga, Muktsar and Chandigarh,
it was found that the decline in strength of Geography students was in all the districts
except Chandigarh.

In the year 2009, about two third students that appeared in UG classes with Geography at
Panjab University, were from Chandigarh colleges. It further makes the problem more
serious as it is clear that the strength of Geography Students at UG level has declined in
districts of Ferozpur, Hoshiarpur, Ludhiana, Moga, and Muktsar only.

Table 1

Panjab University: Strength of Geography Students in Colleges at UG Level

Class/Year 1990 2005 2009

B.A. I 2495 1276 999

B.A. II 2356 786 733
B.A. III 2159 727 654
All Classes 7010 2789 2386
Source: Panjab University, Chandigarh.

Further investigations lead to the root cause of this problem. Non availability of
Geography subject at 10+1 and 10+2 level in the Government schools in the state of
Punjab is the main ailment for which state Government is doing nothing. Secondly, a
feedback from Students confirm that more practical work and more number of papers to
be appeared in (Geography students have to appear in three theory papers and one viva
voce exam) hinders the new students to opt for Geography paper. Thirdly, more and more
students are going for professional courses and deserting the Geography classes across
Punjab.

The emerging trends in the teaching of Geography at undergraduate level are not a very
healthy sign for the growth of a dynamic subject like Geography. On the one hand,

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Globalization with its high means of transportation and communication has integrated far
places and virtually has lead to the end of Geography in context of convergence of
distances. But, unfortunately this developed state of India is moving towards end of
geography subject in its colleges. We have to accept this challenge before it is very late to
act upon.

UGC’s Recommendations:

The last couple of decades have witnessed a sudden expansion of knowledge, new multi-
disciplinary frontiers and better access of knowledge through the network of information
technology. It has further increased inter-subject competitiveness for the acquisition and
utilization of knowledge to gain theoretical and practical excellence. In this era of vast
expansion of information network, the basic purpose of updating and reframing the
syllabi is to incorporate the new knowledge in the subject, into the teaching and research
programme. New vistas have opened up in the field of physical geography, Human and
Economic Geography, Remote Sensing and GIS as a result of researches being carried
out by the environmental and space scientists, atmospheric scientists, conservators and
managers, oceanographers and the researchers in the allied fields. Themes of global
warming, sea-level rise, ozone depletion, eco-development, conservation of Biodiversity,
resources and sustainable development etc. have become issues of concern for the
Geographers.

Increase in the global population size during the last five decades has put an extreme
pressure on the fragile and limited natural resources of the earth. It calls for multi-
disciplinary approach to the control of human population, improvement in the quality of
life and modified approach to population environment relationship. This fact has to be
repeatedly reminded upon and thus is being incorporated in all the branches of human
geography & regional geography, where practically half of the themes are woven around
traditional, 'man environment interaction'. Human Geography & its various branches and
the regional geography cannot escape the responsibility to sensitize the
students/community about the new challenges ahead in population-development-
environment nexus. In the process, the new technology has gained momentum. The

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application of Computers has revolutionized application of methods and techniques in
geography. New sophisticated and efficient methods of compiling, processing and
presenting geographical information on maps and the analytical techniques are now
easily available for teaching and research. There is a demand for acquiring skill in GIS,
and the interpretation of aerial photographs, satellite imageries and information obtained
through remote sensing and hence new courses are woven around these subjects (Nangia,
2001).

Geography is especially popular with the candidates appearing in Civil Services and other
competitive examinations at national and state levels. The data analyses by UPSC (UPSC
Annual Report 1998-99), on the number of candidates who appeared and qualified in
each of the optional subjects prescribed in Civil Services examination 1997 indicated that
geography was the 4th most preferred subject chosen by the candidates out of 52 optional
subjects; after History, Public Administration and Anthropology.

The Curriculum Development Committee (CDC) for Geography Subject constituted by

UGC found that the upgradation and reframing of the syllabi, has to be designed keeping
in view the above dimensions of change in knowledge, attitude and technology. The
contents of the basic courses have been upgraded and new courses introduced to acquire
the expanded knowledge, which is of relevance to the modern society. Keeping in view
the priorities, the thrust areas identified by the CDC and the broad identification of
specialisations in geography, the following recommendations are put forth for
Undergraduate teaching:

Since the subject of geography filters from a wide spectrum of knowledge, a student
should be exposed to all types of major branches in geography: Physical, Human,
Regional and Philosophy, methods and techniques. The undergraduate (pass-course)
students are required to do courses in 3 years covering the four major branches of the
discipline as identified above. New courses in the sub- fields could also be evolved and
introduced and may replace any one course in the final year. Students may also be
encouraged to take at least one vocational course like Introduction to Computers,
Application of statistics/statistical methods, Remote Sensing, Geographical Information
system in lieu of one paper in the final year. The Undergraduate (Honours) students are

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required to do all courses, which are studied by the pass-course students and additional
courses. The courses are so distributed that student clears one Honours course in each of
the first two years and opts for two Honours Level courses in the III year.

The Committee further recommends strengthening of fieldwork components at the post-

graduate and undergraduate Level. In fact, requests for fieldwork at undergraduate pass
and honours level have come from various quarters. It is suggested that the theoretical
work should precede the fieldwork being undertaken by the class; be of short duration
(say a week or so) and be arranged in a nearby locality/ area. Budgetary allocations must
be made available for such field -work.

Apart from this the Committee recommends the inclusion of some vocation - oriented
courses for the students who terminate their studies at the undergraduate level. Computer
Application, Introduction to statistical and mathematical methods in geography, Field
work- Practices and Application, and others mentioned in the course contents can prepare
a student for employment in the relevant fields. It is noted that, Geography, by virtue of
its multidisciplinary nature, and its practical value, can easily imbibe professional
qualities. The Departments of Geography may like to start professional courses of short
duration for in-service/post-graduate students leading to certificate or Diplomas in areas
like:

• Geographical Information System (GIS)

• Computer aided cartography

• Population, Education & Development

• Geo-Informatics

• Remote Sensing

• Digital Image Processing.

Feedback Survey:

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A feedback survey was conducted based on the primary data collected from teachers and
students of Geography from all the colleges in Chandigarh teaching Geography as a
subject. Feedback on all the three aspects of teaching of Geography including syllabus,
methodologies/techniques and evaluation was carried out. The feedback highlighted that:

• Most of the teachers were not satisfied by the existing syllabus.

• A change in the curriculum was required.
• Restructuring of world regional geography with emphasis on the geography of
neighboring countries, viz. Pakistan and China and SAARC nations was desired
to be added in the curriculum to give them an understanding of their own region
in more detail.
• The paper on Geography of Punjab should be restructured in a way that
geography of North-western India should be incorporated and Punjab as bigger
region should be taught (Punjab in South Asia, or Geography of Combined
Punjab, Punjan in Global Context).
• It was also emphasized that basic section of Geographic Thought and Human &
Economic Geography should also be made part of the syllabus at under graduate
level.
• Basics of Remote Sensing and Geographic Information Systems should be
incorporated in the syllabus.
• Feedback on methodologies/techniques emphasized on incorporation of
computers in the labs. and teaching of computer assisted cartography.
• Evaluation of the students should be integrated and should be at par with
evaluation of other subjects. Paper-C of Cartography should be taken along with
the viva-voce exam in the geographic labs as in other practical subjects of social
sciences.

Conclusions:

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The last quarter of last century has witnessed a sudden expansion of knowledge, new
multi-disciplinary frontiers and better access of knowledge through the network of
information technology. It has further increased inter-subject competitiveness for the
acquisition and utilization of knowledge to gain theoretical and practical excellence.

In this era of vast expansion of information network, new vistas have opened up in the
fields of Physical Geography, Human and Economic Geography, Remote Sensing and
GIS as a result of researches being carried out by the environmental and space scientists,
atmospheric scientists, conservators and managers, oceanographers and the researchers in
the allied fields.

In the times when Noble Prize (2008) in Economics is given in the field of New
Economic Geography and World Development Report (World Bank, 2009) with the
theme “Reshaping Economic Geography”, come to the fore, the subject of Geography at
Undergraduate level in the state of Punjab is battling for its survival. Declining number of
students in Geography in this part of India is a serious cause of concern for which
Geographers and academicians and Policy makers have to come together and save it.

There is a need to initiate Geography at school level in 10+1, 10+2 classes. Senior
Geographers have to ask State Government to look into this matter. Syllabi of Geography
at Undergraduate level need to be revised so that it gets market orientation and profession
aptitude.

References:

Nangia, S., 2001: Curriculum Development Committee Report for Geography Subject.
UGC, New Delhi.

Nobel Prize, 2008: www.nobelprize.org/nobel_prizes/economics/

University Grants Commission, 2001: Curriculum Development Committee Report for

Geography Subject. UGC, New Delhi.

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Union Public Service Commission, 1999: Annual Report-1998-99. UPSC, New Delhi.
World Bank, 2009: World Development Report 2009: Reshaping Economic Geography.
World Bank Press, Washington DC.