The universal nature of geographic information/geomatics and the recent and ongoing publication of ISO/TC 211 data standards dictate a common international requirement for a deeper under
Introduction
The Project Team 19122 conducted a questionnaire and reviewed case studies to understand the necessity for a personnel qualification and certification system The questionnaire aimed to assess national variability on the topic, while the case studies allowed countries to detail their internal variations and enabled international professional associations to contribute insights.
Questionnaire results
The questionnaire can be found in ISO/TC 211 N 902 Replies were received from eighteen P member countries and two Class A liaison members The questionnaire included nine questions
1) Does your country have a set of guidelines for the qualification and certification of personnel in the field of geographic information/geomatics?
9 Yes 6 No 2 Yes/No 1 Unknown
Many of the Yes respondents qualified their answer with respect to specific subject areas e.g surveying, photogrammetry Given the national emphasis, international Class A members could not provide a valid answer
2) If No to Question #1, are you planning to initiate this activity in the near future?
9 Yes 6 No 2 Yes/No 1 Unknown
Curiously, the response follows closely the first question Countries that replied Yes to Question #1 also replied Yes to Question #2
3) Do you have national legislation for certification of personnel?
Legislation applied only to the Surveying profession
4) Do you have legislation for certification at the regional level?
Regional legislation exists for surveyors in Australia, Canada, Germany and the United States
5) Do you have industry standards?
Standards exist for surveyors in Australia, Japan, Saudi Arabia, Thailand and the United States
6) Is there a group that has defined a model curriculum?
Curricula have been developed in Germany, Iran, South Africa, Thailand, United Kingdom and United States
7) Do you have a mechanism for program accreditation?
6 Yes 9 No 2 Yes/No 1 Unknown
8) How many higher education institutions teach geographic information/geomatics?
The response varied from two to a maximum of over seven hundred in the United States
9) What geographic information/geomatics professional associations exist in your country?
The response ranged from two to a maximum of twenty-two (Japan)
Copyright International Organization for Standardization
General comments
The majority of respondents shared insights from the surveying profession, with minimal contributions from the wider geographic information community The diverse content and varying levels of detail in the questionnaire responses highlight the necessity for a more thorough analysis of the specific circumstances in each country.
Introduction
The preparation of comprehensive national case studies needed input from different sectors and disciplines
In countries with vast geographic areas, such as the United States and Canada, varying approaches may exist among individual states or provinces The project leader provided a Canadian case study as a template covering key topics like terminology, professional associations, current qualifications, certification initiatives, and future directions This approach enabled each case study to utilize commonly used terms in their respective countries and to highlight agencies that have taken a leadership role in the education and training of Geomatics personnel.
Case studies from various countries, including Australia, Austria, Canada, Finland, Germany, Japan, Korea, Portugal, Saudi Arabia, South Africa, the United Kingdom, and the United States, have been collected (see Annex A) For detailed information, readers are encouraged to consult the individual submissions This section highlights the key features of each case study.
Australia
Australia's states have varying implementations of qualifications and certifications in Geomatics, influenced by national vocational standards There are differing perspectives within the field, with some disciplines focusing on the application of Geomatics technologies for resource management, while others prioritize the foundational data sets used in surveying and mapping.
Austria
Austria's recent changes in its higher education system highlight the influence of broader European Union initiatives aimed at fostering cooperation among member states in education The article details the variations in the structures for higher education in geographic information and geomatics within Austria.
Canada
Canada's education system mirrors the jurisdictional variations seen in Australia and the United States at the provincial level The federal government actively supports Geomatics and has commissioned a study to assess personnel needs in this field The findings revealed a significant ambivalence regarding certification, leading to the establishment of several voluntary certification programs backed by professional associations such as CIG and CRSS.
China
The Chinese contribution is an expansion of the original questionnaire It does not provide sufficient detail to be incorporated here as a national case study
Finland
The Finnish report highlights their input to the 1995 Allan report, which analyzes the various education and professional profiles of Geodetic Surveyors in Western Europe While this information is not directly relevant to the current study, it offers valuable historical context regarding the pre-cooperation landscape in Europe within the broader geographic information and geomatics field (refer to Annex D for further details).
Germany
The German education system is distinguished by its formal structure, which equally prioritizes academic learning and technical training For more details, refer to Annex E.
Japan
The Japan case study focused on surveying and mapping In this case, a national examining body is responsible for determining achievement of certification (see Annex F for details).
Korea
The Korean model closely resembles the approaches used in Japan and China, featuring a structured series of levels Advancement to the next level requires a combination of formal education and work experience, along with passing a national examination (refer to Annex G for further details).
Portugal
The National Mapping Agency accredits training for cartographic production and real property cadastre management This university-level education structure will be influenced by the new policies of the European Union (refer to Annex H for further details).
Saudi Arabia
Saudi Arabia is exploring the establishment of technical institutes or colleges to address the demand for skilled Geomatics professionals, while simultaneously examining various educational models from North America, Europe, and Australia.
South Africa
South Africa acknowledges the importance of addressing historical discrimination in education, training, and employment, while also valuing prior learning A national initiative is actively working to establish the qualifications required for GIS professionals across different levels A formalized framework for learning objectives and qualifications is anticipated to be implemented shortly.
United Kingdom
The Association for Geographic Information (AGI) has developed a continuous professional development program and argues against the need for a qualifications and certification system for personnel They believe that the dynamic nature of the marketplace, the overlap of various disciplinary interests, and the potential ineffectiveness of such a system would not benefit the public, industry, or practitioners.
Copyright International Organization for Standardization
United States
In the United States, education and training for surveyors and Geomatics professionals are managed at the state level, leading to significant variations in certification The industry emphasizes the need for technically qualified personnel and the interplay between technology and science Geographic Information Science has strong support in the U.S., with ongoing discussions about certification within professional organizations like URISA Additionally, there is a need to balance public interest with the principles of a free market in the Geographic Information economy.
International case studies
5.15.1 International Federation of Surveyors (FIG)
National professional associations recognize the importance of establishing international organizations, particularly in the field of geographic information and geomatics The International Federation of Surveyors (FIG) has successfully represented the global interests of the surveying profession Their mutual recognition of qualifications strategy enhances labor mobility for survey professionals by ensuring institutional recognition of equivalence among member countries and assessing individual competencies This approach is particularly beneficial within the European Union context.
The narrow definition of Geomatics by FIG may allow for feasible implementation, but the broader definition of geographic information and geomatics by ISO/TC 211 indicates potential challenges for wider application within the profession.
The hydrographic community emphasizes the shared ownership of oceans and the importance of standardizing electronic navigation charts Unlike land-based mapping, there are fewer agencies involved in this process Additionally, the presence of an international curriculum serves as a strong foundation for developing a certification system, even within a limited scope.
5.15.3 International Society for Photogrammetry and Remote Sensing (ISPRS)
The International Society for Photogrammetry and Remote Sensing (ISPRS) is a global scientific organization dedicated to fostering international collaboration in the fields of photogrammetry, remote sensing, and spatial information sciences Its mission emphasizes the advancement of knowledge, research, education, and training to enhance human well-being and environmental sustainability ISPRS offers various membership categories, including Ordinary, Associate, Regional, and Sustaining Members, with no minimum qualifications required for organizations to join.
Member organizations may establish their own minimum qualification criteria, but these are not evaluated by ISPRS for membership Professionals in photogrammetry, remote sensing, and spatial information sciences must obtain appropriate qualifications to practice in their countries, typically at the tertiary level However, ISPRS does not oversee or standardize these qualifications across different nations Consequently, the international reputation of ISPRS relies on the contributions of its members, as showcased in conferences and publications.
Introduction
Each case study is structured into four key sections: definitions, national professional associations, current qualifications and certification initiatives, and future directions This organization is essential due to the variations in terminology across different contexts.
Each country has the autonomy to establish its own definitions related to its educational system and subject domain Within these nations, some professional associations play a more prominent role than others, and their connections to international forums can vary.
The case study focuses on current initiatives, highlighting existing certification systems and mechanisms that ensure competency in relevant technical and conceptual domains It also addresses future directions, identifying areas where current initiatives fall short and where emerging technologies and concepts are transforming the industry.
Definitions
The terminology used to describe the profession varies significantly across regions, reflecting historical influences and educational frameworks In Canada, "Geomatics" is widely accepted, while the United States is leaning towards "Geographic Information Science." Europeans favor "GeoInformatics," and in Australia, the focus is primarily on "Spatial Information Systems." South Africa sees both "Geomatics" and "Geoinformatics" in common use, highlighting the diverse preferences in terminology within the field.
In the framework of ISO/TC 211, it is essential that terminology remains open and inclusive Instead of creating new terms to promote inclusivity, the focus should be on harmonizing various national terms to achieve a broad consensus.
National professional organizations
International professional organizations are typically established at the national level; however, the activity of various professional groups can vary significantly within a country In large countries, the differences among states and provinces can be more pronounced than those between different nations.
Japan and Korea have national government bodies responsible for personnel certification, while Germany boasts a robust educational structure similar to these Far East nations In the UK, various professional organizations are affiliated with AGI, a consortium of private and public interests Canada and the United States feature academic consortiums like UCGIS and active professional bodies such as ASPRS, URISA, and CRSS Additionally, South Africa has established a strong national association, GISSA, to unite regional GIS organizations.
Current qualifications and certification initiatives
The submitted case studies, although limited in scope, revealed several critical dimensions that highlight the variations among different national systems of qualification and certification These dimensions will be detailed in the subsequent sections.
6.4.2 Authorities who confer qualification and certification
In those countries where a system exists, the organization that confers or acknowledges a level of qualification or certification may include one or more of the following:
Copyright International Organization for Standardization
6.4.3 Methods for determining required competency
Recent global efforts by various agencies and countries aim to define essential skill sets and competencies, particularly in technical fields that can be measured through national vocational qualifications systems, such as those in Australia, the UK, and South Africa The FIG has been actively involved in establishing these competencies In academia, there have been ongoing initiatives to define core curricula, especially in the United States with Geographic Information Systems (GIS) through organizations like NCGIA and UCGIS Additionally, UNIGIS, with its international presence, has the potential to create a de facto global curriculum.
Required competency can be stated and assessed in a number of different ways These include
competency/knowledge/skills guidelines such as those provided by national governmental vocational qualifications and professional association guidelines,
international regulations such as those set out by IHO,
6.4.4 Levels of qualification/certification conferred
In those countries where systems exist, professionals can be qualified at one or more levels How those levels are defined varies considerably
6.4.5 Factors used in determining the level of qualification/certification
To assess an individual's eligibility for a specific level of qualification or certification, two primary factors are considered, with varying importance assigned to each.
6.4.6 Mechanisms for granting qualification/certification
There is a very broad range of mechanisms used to assess and grant qualifications and certification This includes
mutual recognition of qualifications (see Annex B FIG),
examinations as part of an education program,
The mutual recognition strategy is best suited for personnel exchanges between countries with similar institutional frameworks Its effectiveness hinges on a thorough evaluation of formal academic programs and work experience, as the recognized educational value of these elements can differ significantly Additionally, variations in the content, duration, and assessment of formal courses across cultures and institutions may limit its applicability in cases where matching institutions are absent.
Future directions
As globalization progresses, the demand for transferable skills and qualifications across countries will rise, highlighting the necessity for ongoing efforts to establish equivalencies between various curricula and work experience components.
Creating a standardized international curriculum in Geographic Information/Geomatics, similar to the IHO model, could promote de facto standardization However, the rise of online courses presents challenges in assessing the practical applications of the associated science, technology, and professional experience.
In countries like Canada, technical education is increasingly adopting a "portfolio" approach, which includes a learning contract and samples of students' work It is crucial to establish reliable assessment methods to evaluate the portfolio's contents and verify that the work is the student's own.
Establishing effective frameworks and policies for dialogue between professional organizations and national education bodies is essential Skills and competencies are fundamentally linked to individuals, and creating a credible certification system necessitates in-depth research on existing national contexts This includes conducting additional case studies on qualifications across various relevant domains and gaining a better understanding of current trends in technical education research.
Current obstacles to advancement in this intricate topic include a lack of consensus on subject domains, insufficient interest from various contributing professions, and a limited understanding of diverse learning strategies across different countries However, emerging efforts are underway to establish clear definitions of skills and competencies, develop innovative curriculum models, and explore new delivery mechanisms.
The project team concludes that the diverse approaches and solutions from the limited case studies indicate that the original project goals cannot be met by the current ad hoc group of technical experts (refer to Annex M for details) While this research does not offer a comprehensive review of all qualification and certification systems, it has identified several viable mechanisms, leading to the following recommendations.
An international professional organization should develop a robust system for the transferability of qualifications and certification in geographic information/geomatics This system would promote existing qualification and certification frameworks across various countries, facilitating the national and international mobility of well-trained professionals in the field.
The organization aims to be inclusive, covering all disciplines defined by ISO/TC 211 It will invite representation from relevant international associations, including members of the ISO/TC 211 community and other related organizations at both international and national levels.
This organization must consistently recognize the ever-changing landscape of the field and its associated technologies, ensuring that it does not implement procedures or requirements that hinder professionals from enhancing their knowledge and skill sets.
The organization should initially focus on expanding and investigating the findings of the project team, using the established framework to identify and compare similarities and differences between national and regional systems It is essential to document examples of qualification and certification systems from various countries and regions that can serve as models for implementation or comparison.
The 1995 report by Professor Allan on “The Education and Practice of the Geodetics Surveyor in Western Europe” serves as our historical model Today, there is a need for a new report focusing on “The Education and Practice of the Geographic Information / Geomatics professional in the global marketplace,” which encompasses a wider subject area and geographic scope This document represents an initial step toward addressing these contemporary educational and professional needs.
Copyright International Organization for Standardization
informative) National case studies — Saudi Arabia
Spatial Information Services involve the collection, storage, manipulation, analysis, and display of location-based data These services are essential for effective planning and management of land, sea, and infrastructure development.
NOTE Property Services Training Advisory Body Ltd, 1998
The science of Geomatics is concerned with the measurement, representation, analysis, management, retrieval and display of spatial information describing both the Earth's physical features and the built environment
Geomatics includes disciplines such as
NOTE Centre for Spatial Information Science, University of Tasmania
In Australia, the terms "geomatics" and "geoinformatics" are becoming more recognized, primarily within academic circles and in the context of qualifications However, these terms have yet to be adopted by any professional organization in their official names.
The term “spatial information” has gained wide acceptance as an umbrella term covering the full spectrum of the industry
The traditional terms of “surveying”, “cartography”, “photogrammetry” and “remote sensing” persist as a mechanism for distinguishing between sectors of the industry
A large proportion of the material for this section was sourced directly from “National Competency Standards for Spatial Information Services”, Property Services Training Australia, 1998
Spatial information services qualifications are structured to conform to the Australian Qualifications Framework (AQF) Level Descriptors An outline of the AQF is included as Attachment A to this case study
The key characteristics which distinguish levels of the AQF are
Complexity of skill and knowledge;
Choice and range of contingencies;
Spatial information services qualifications are available at the Certificate, Diploma, Advanced Diploma, Bachelor Degree and all post-graduate levels
Universities – bodies authorized by legislation to award degrees;
Colleges of Technical and Further Education (TAFE) – publicly funded post-secondary institutions – that, generally speaking, do not grant university-level degrees
Private Training Institutions – for industry short courses
In 1998, Property Services Training Australia (PSTA) initiated a project aimed at creating national competency standards for spatial information services This initiative focused on establishing standards that would facilitate qualifications in the vocational education and training sector, extending up to the Advanced Diploma level The development of these standards was a direct response to the growing demand for skilled professionals in the field.
consistent industry benchmarks for assessment and training in the vocational education/training sector, and
the need for national coherency in qualifications and training in the industry
The competency standards were established to ensure that training aligns with industry needs They outline the necessary performance expectations in the workplace, as well as the knowledge and skills required to achieve specific work standards These standards apply to individuals whose main responsibilities are connected to this field.
the acquisition of spatial data,
the management and manipulation of spatial data, and
the delivery of spatial information products, services or design
Copyright International Organization for Standardization
The standards were developed following extensive industry consultations and validation Sources of information included
existing competency standards, curriculum, job descriptions, skills audits,
research documents on Spatial Information Services,
advice from national focus groups,
advice and workshops by members of the National Sub-Committee
A functional approach was utilized in the development of industry standards, emphasizing work outcomes This method effectively highlighted shared work areas across seemingly distinct occupations Five key functional areas were identified, demonstrating their relevance across various organizations.
Having national competency standards means that assessment will take place against competencies and that future training and national qualifications will be developed with direct reference to what industry needs
The structure of post-secondary education for the Spatial Information Services industry closely follows that of Canada
The Spatial Information Services Industry standards are structured to align with the Australian Qualifications Framework (AQF) across various levels, including Certificate II, Certificate III, Certificate IV, Diploma, and Advanced Diploma Course durations range from one semester for Certificate II to two years for Diploma and Advanced Diploma programs, covering essential areas within the industry.
Degree-level qualifications in land surveying and spatial information systems often share common foundational courses in the early years, covering subjects like Surveying, Geodesy, Cartography, Photogrammetry, and Remote Sensing, along with core science units in Information Technology, Mathematics, and Geography The Land Surveying stream further delves into specialized topics such as Land Development Planning, Municipal Engineering, Land Law, and Cadastral Studies, while the Spatial Information Systems stream focuses on areas like Spatial Data Structures.
Degree-level courses in Data Bases, Spatial Analysis, and Digital Mapping are available at tertiary institutions across Australia, excluding the Northern Territory.
Degree programs that link geographic information and information technology studies are becoming more available (for example Bachelor of Information Technology (Geographic Information Systems and
Computing)) In addition, double-degree options (five years duration) are available at several tertiary institutions Examples include
Bachelor of Engineering (Geomatic Engineering) and Bachelor of Science;
Bachelor of Engineering (Geomatic Engineering) and Bachelor of Arts;
Bachelor of Engineering and Bachelor of Science (Computer Science);
Bachelor of Surveying and Civil Engineering;
Bachelor of Surveying and Information Technology
Most universities with a school of geomatics offer post-graduate programs at one or more of the Graduate
Certificate, Graduate Diploma, Masters and Doctorate levels
In educational institutions, there is often a structured progression through different qualification levels For instance, a Certificate IV in Spatial Data Systems can serve as the equivalent of the first year of a two-year Diploma in Spatial Data Systems.
Geographic Information Systems may comprise the first two years of a Bachelor of Geographic
Information Systems (3-year course) or Bachelor of Geoinformatics and Surveying degree (4-year course), again facilitating qualification upgrades
Within Australia, the following professional institutions have an interest in Geographic Information and
Mapping Sciences Institute (MSI) (http://www.mappingsciences.org.au)
Institution of Surveyors Australia (ISA) (http://www.isaust.org.au)
Institution of Engineering and Mining Surveyors Australia (IEMSA)
(http://www.home.aone.net.au/iemsaust)
Remote Sensing and Photogrammetry Association of Australia (http://www.rpsaa.com.au)
The Australian Urban and Regional Information Systems Association (AURISA)
The organization offers a platform for practitioners and entities interested in spatial information services, fostering collaboration among GIS professionals and users from various fields.
In general, professional recognition is gained through membership of the appropriate professional body
Membership is usually dependent on an academic qualification or a period of long experience
Copyright International Organization for Standardization
Currently, there is no legal professional recognition for industry practitioners beyond obtaining registration as a surveyor, which excludes many professionals, including those in GIS and IT, who specialize in spatial information systems and applications.
The Institution of Surveyors Australia is exploring a voluntary accreditation system for professional surveyors operating beyond the Surveyors' Boards' jurisdictions This initiative is being developed in collaboration with other associations as part of Spatial Sciences Accreditation Australia.
In Australia, the regulation of surveying practices in each state and territory is overseen by a governing body known as a "Surveyors' Board." This authority is established through government legislation, granting the Boards the power to register surveyors In certain jurisdictions, surveyors with specific endorsements for conducting cadastral surveys are designated as Licensed Surveyors.
Typically, registration as a surveyor requires
completion of a period of practical experience under the supervision of a registered surveyor,
completion of a professional assessment project
To have their registration endorsed for cadastral surveying practice, an applicant must complete their practical experience under the supervision of a licensed surveyor, and their professional assessment project must focus on cadastral surveying.
Registration as a Mine Surveyor is possible in some Australian states
In certain jurisdictions, Surveyors' Boards allow the registration of practitioners who hold certificate or diploma level qualifications, provided they complete a required period of practical experience The focus is primarily on ensuring technical competence among these professionals.
Reciprocal arrangements between Surveyors' Boards in Australia and New Zealand allow surveyors to practice outside their jurisdiction of registration subject to a Letter of Accreditation being provided
The Australian Hydrographic Surveyors' Accreditation Panel was set up under the auspices of the Institution of Surveyors Australia (ISA) in 1995 It maintains a register of Accredited Hydrographic Surveyors