73 MSC CURRICULUM IN GISCIENCE  AN EXAMPLE FROM CROATIA POLSKIE TOWARZYSTWO INFORMACJI PRZESTRZENNEJ ROCZNIKI GEOMATYKI 2010 m TOM VIII m ZESZYT 1(37) MSC CURRICULUM IN GISCIENCE  AN EXAMPLE FROM CROATIA PROGRAM STUDIÓW MAGISTERSKICH W DZIEDZINIE GEOINFORMATYKI  PRZYK£AD Z CHORWACJI Jacek Kozak 1 , Damir Medak 2 , Adrijana Car 3 1 Institute of Geography and Spatial Management, Jagiellonian University, Poland 2 Faculty of Geodesy, University of Zagreb, Croatia 3 Centre for Geoinformatics at the University of Salzburg and Institute for GIScience at the Austrian Academy of Sciences, Austria Keywords: geoinformation, education, Bologna Process, curriculum development S³owa kluczowe: geoinformacja, nauczanie, Proces Boloñski, tworzenie programu studiów Introduction The Tempus program funds cooperation projects in the areas of curriculum development and innovation, teacher training, university management, and structural reforms in higher education (European Commission, 2009). Therefore, the Centre of Geoinformatics at the University of Salzburg together with Jagiellonian University in Cracow (JU) and Faculty of Geodesy at the University of Zagreb (FG) as a beneficiary prepared a proposal Geographic Information Science and Technology in Croatian Higher Education (GIST-CroHE) for curriculum development under TEMPUS III Joint European Project (JEP) 2006. The 2-year project began on 1 September 2007 (Faculty of Geodesy, 2009). The main objective of GIST-CroHE was to revise the existing but not yet implemented MSc programme in Geographic Information Science & Technology (GIS&T) at the Faculty of Geodesy in accordance with the Bologna Declaration. The revision of the MSc curriculum in GIS&T focused on the contents, teaching methods and the form of content delivery, as well as on establishing foundations of quality assurance in such a higher education institution. These activities were expected to lay foundation for life long learning in the respective field as well. This paper, based in part on the recently published overview (Car, Medak, 2009) describes the curriculum and discusses important issues related to its implementation. As Croatia shows many similarities in the field of education to a number of Central European countries, this paper may help to understand various problems related to the GIS&T curriculum implementation in Poland.