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Post-Graduate Geographical Education in China: Can Talents Meet the Need of Sustainable Development?
As widely acknowledged and targeted in Transforming Our World: The 2030 Agenda for Sustainable Development, talents education and training is an important measure to systematically solve the problem of economically, societally, resource, and environmentally sustainable development, and so as the post-graduate geographical talents education and training. Whether post-graduate geographical talents education and training can meet the need of sustainable development is an increasingly significant issue in geography science. Therefore, from the perspective of population scale, education quality, and education input, taking Chinese post-graduate geographical education as an example, the paper empirically investigated the spatial differentiation and talents production mechanism. With the support of spatial analysis tools by ArcGIS and GeoDa software, the strong inter-regional differentiation and imbalance characteristics of post-graduate geographical talents education were detected, outlining a general east-west geographical pattern in China. Moreover, the spatial production mechanism of post-graduate geographical talents has its own global and national scale, regional comprehensive and province-related characteristics, and production of the talents education and training in human geography, physical geography, and cartography. GIS also has its own focuses and demands.
Post-Graduate Geographical Education in China: Can Talents Meet the Need of Sustainable Development?
As widely acknowledged and targeted in Transforming Our World: The 2030 Agenda for Sustainable Development, talents education and training is an important measure to systematically solve the problem of economically, societally, resource, and environmentally sustainable development, and so as the post-graduate geographical talents education and training. Whether post-graduate geographical talents education and training can meet the need of sustainable development is an increasingly significant issue in geography science. Therefore, from the perspective of population scale, education quality, and education input, taking Chinese post-graduate geographical education as an example, the paper empirically investigated the spatial differentiation and talents production mechanism. With the support of spatial analysis tools by ArcGIS and GeoDa software, the strong inter-regional differentiation and imbalance characteristics of post-graduate geographical talents education were detected, outlining a general east-west geographical pattern in China. Moreover, the spatial production mechanism of post-graduate geographical talents has its own global and national scale, regional comprehensive and province-related characteristics, and production of the talents education and training in human geography, physical geography, and cartography. GIS also has its own focuses and demands.
Post-Graduate Geographical Education in China: Can Talents Meet the Need of Sustainable Development?
Renfeng Ma (author) / Yuxian Cheng (author) / Lidong Liu (author) / Ruolan Xiao (author) / Xinyi Su (author) / Weiqin Wang (author) / Yuting Sheng (author) / Zicheng Huang (author) / Jiaming Li (author)
2022
Article (Journal)
Electronic Resource
Unknown
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