Workshop 2

27-28 October 2014Sofia, Bulgaria

October 2014, Sofia

Jean-Yves Pirlot andWim Broes, OBGE asbl, Belgium

Workshop 2 – WP 1

Cooperation ModelSofia, Bulgaria

October 2014, Sofia

Jean-Yves Pirlot,Wim Broes, OBGE asbl, BEHerman Janssens, SAGEO, NL

Workshop 2 – WP 1

Cooperation ModelQuestionnaire

October 2014, Sofia

4

Education Levels in GI

• Give the education levels in your country, in the field of GeoInformation (GI) in a broad sense of the term (Surveying, Geodesy, Geomatics, Geography, GeoInformation, …)

5

Education Levels in GI

6

List education centres / courses

• Name and describe the available courses in Geo-Information

– Name of the curricula– Level– Name of Institution– City

7

List of education centres / courses

– Land Surveying, Upper Secondary VET, Soma Harderwijk

– Land Surveying, Upper Secondary VET, Radius College Breda

– Geo-ICT, Upper secondary VET, Radius College Breda– Geo-ICT, Upper secondary VET, Helicon Velp– Geodesy and Geo-Information, Bachelor, Hogeschool

Utrecht (University of Applied Sciences)– Geo Media and Design, Bachelor, HAS Den Bosch

(University of Applied Sciences)– Geoscience & Remote Sensing, Master, Delft

University of Technology

8

List education centres / courses

– Geomatics, Master, Delft University of Technology– Geo-Information Science, ?????, Wageningen UR– Geo-information science and earth

observation, ??????, University of Twente/ITC– Geographical Information Science, ??????, VU

University Amsterdam– Geographical Information Management and

Applications (GIMA), ?????, RU Utrecht

– National Geo Minor, Minor in ?????, (cooperation 5 universities)

– Minor Spatial Information Applications, Minor in ??????, VHL Velp (University of Applied Sciences)

9

• Describe the recent developments in the GeoEducation in your country

Recent developments in Education

10

• SAGEO, the GEO Employment Labour Market Foundation, has renewed Land Survey and Geo education in the Netherlands together with its partners (Golden Triangle).

• New studies started: Bachelor Minor Spatial Information Applications, Bachelor Geo Media and Design, VET Geo-ICT and the Study Land Survey has been renewed.

• GIS is now available as a basic course at multiple universities.

Recent developments in Education

11

• Describe the developments of the use of GeoInformation in your country (growing, decreasing, …).

The use of Geo-Information

12

• The use of Geo-Information is growing:

– Not only in the traditional sectors such as land surveying, building and infrastructure industry,

– but more and more in agriculture, health, economics, etc.

– Even in less expected fields such as newspapers, you can see professional use of GI

The use of Geo-Information

13

• How many students are enrolled / graduate in the so-called scientific or technical programmes?

– This should be carefully described. Enrolled in the first year, over the whole programme ? Graduate is more precise; however, the quotient enrolling / graduating is interesting too. To discuss.

– Provide absolute numbers and percentages.– How many students should be enrolled / graduate in

the so-called scientific or technical programmes?

Interest of young people for Sciences

14

• Describe the supply and demand of the required expertise in the GI-Industry.

• Specify your answer per education level

• Are one or more GI professions regulated? If yes, which courses give access to it?

Supply and demand of expertise

15

Supply and demand of expertise  Demand

labour market

Supply, enrolled 2014

Upper Secondary VET Land Survey (public school)

Private/Public cooperation school

 

50-100 10 (12 enrolled in a special education program offered by Dutch Kadaster)(evening course employees: 9)

TOTAL 31

Upper secondary VET Geo-ICT

80-100 15 (pilot phase, new education starts 2015/2016)

Bachelor Geodesy/Geo-ICT

90-140 79

Bachelor Minor Geo

Not yet known

57

Master 

Masterprogramma Geomatics for the Built Environment, TU Delft

Masterprogramma Geoscience and Remote Sensing, TU, Delft

Masterprogramma Geo Information Science, Wageningen University

Masterprogramma Unigis, VU Amsterdam

Masterprogramma GIMA, cooperation

60-100 Total: 134

22

21

38

18

35

16

• Qualitative match of the studies with the requirements of the labour market. Describe if the above-mentioned graduates obtain the qualifications required by the potential employers.

– Curricula are composed in close consultation with the labour marked, hence they fit pretty well the employers’ needs.

Qualitative Match

17

• Who determines the policy about the development of curricula?

−At the Bachelor and Master level, the education institutes determine curricula.

−At the vocational level, The Netherlands has different Centers of Expertise representing vocational education, training and the labor market. There are centres for different sectors. They produce the framework for a study.

− The governmental inspectorate controls the schools

Curricula Development and Promotion

18

• Describe the key stakeholders in the pyramid

−Educational centres / Universities / Technical High Schools / Research Centres

o The Netherlands Association of VET Colleges

o Universities, Geo Masters

o Universities applied science, Geo Bachelors

Curricula Development and Promotion

19

• Describe the key stakeholders in the pyramid

−Labour market (Associations and bodies representing the employers from private and public sector)

o The Dutch Cadastre, on behalf of governmental employers

o GeoBusiness Netherlands, representing companies in Geodesy and Geo-Information

o ICT-Office, representing companies in ICT sector

Curricula Development and Promotion

20

• Describe the key stakeholders in the pyramid

−Professional Associations (Surveyors, Geographers, …)

o The Dutch association for Geo- information (GIN, Vereniging Geo-Informatie Nederland)

o The Netherlands Geodetic Commission

o Geonovum, governmental organization for standardization and regulating

Nb: Employers and Governmental organizations are member of European and international organizations as CLGE, FIG

Curricula Development and Promotion

21

• Describe the key stakeholders in the pyramid

−Government and Administration (as lawmakers and decision takers, NOT as employers, see above)

o The Dutch Cadastre, representative government

o The Dutch Inspectorate of Education

o Educational knowledge institutes VET

o Ministries of Education, Economic affairs and of Infrastructure and environment

Curricula Development and Promotion

22

• Describe how the GI curricula are developed (refer to the partners pyramid)

−Legal framework

−Upper Secondary VET: Centres of Expertise

−Other: Schools themselves

−Both use commissions with representatives from the labour market

−For centres of expertise also representatives of employee organizations.

Curricula Development and Promotion

23

• Is GI part of the education programme at the primary and secondary school-levels? If yes, how is it organised?

– There is a web based facility EDUGIS (www.edugis.nl) for primary and secondary school levels.

– For secondary education there are guest lectures given by companies.

Curricula Development and Promotion

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• Are guest speakers from government and the industry involved in the education?

– For the Land Survey education a part of the program is provided by government / cadastre and companies.

–On other levels there are guest speakers.

• Importance of Traineeship– Is this available? mamdatory

Curricula Development and Promotion