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including engineering, a focus on conceptual foundations, analysis and decision support and more. These approaches necessarily will balance with the job market and thus self-regulate. Rather than aiming for THE geospatial curriculum — this rather be replaced by defined competence descriptors, perhaps from a universal ‘body of knowledge’ — the common denominator across a variety of professional orientations has to be established towards advanced spatial literacy and competences. A proposal for a lucky seven could include: • Spatial referencing — establishing location and place • Orientation — connecting (my) place with space, for context • Representations of spatial features and phenomena • Dimensions and scale – moving between individual and aggregate • Spatial relations — answering the ‘why’ • Geospatial communication – designing interaction • Spatial thinking and reasoning – supporting decisions With these skills and competences firmly established as a common ground, professionals with diverse specialisations are able to cooperate in geospatial teams and organ-
JANUARY 2013