Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci., XL-8, 1265-1267, 2014
https://doi.org/10.5194/isprsarchives-XL-8-1265-2014
© Author(s) 2014. This work is distributed under
the Creative Commons Attribution 3.0 License.
 
28 Nov 2014
Geomatics Education: Need Assessment
A. Vyas Faculty of Technology, CEPT University, Ahmedabad, Gujarat, India
Keywords: Education, Geospatial, Standardisation, Government, Need Assessment, Remote Sensing, Geographical Information System, Developing Countries, Syllabus Abstract. Education system is divided in to two classes: formal and informal. Formal education establishes the basis of theory and practical learning whereas informal education is largely self-learning, learning from real world projects. Generally science and technology streams require formal method of education. The social and related aspects can be taught through the other methods. Education is a media through which the foundation of the knowledge and skill is built.

The statistics reveals the increase in the trend of the literate population. This may be accounted due to the level of urbanization and migration to the cities in search for the "white-collar jobs". As a result, a shift in the employment structure is observed from a primary sector to a secondary and tertiary sector.

Thomas Friedman in his book ‘The World is Flat’ quotes the impact of globalization on adaptation of science and technology, the world has become large to tiny. One of the technologies to mention here is geospatial technology. With the advancement in the satellite remote sensing, geographical information system, global positioning system, the database management system has become important subject areas. The countries are accounting hugh budget on the space technology, which includes education, training and research.

Today many developing countries do not have base maps, they are lacking in the systemic data and record keeping, which are essential for governance, decision making and other development purpose. There is no trained manpower available. There is no standard hardware and software identified. An imbalance is observed when the government is promoting the use of geospatial technology, there is no trained manpower nor the availability of the experts to review the accurateness of the spatial data developed. There are very few universities which impart the degree level education, there are very few trained faculty members who give standard education, there exists a lack of standard syllabus. On the other hand, the industry requires high skilled manpower, high experienced manpower. This is a low equilibrium situation.

Since the need is enhancing day by day, the shortage of the skilled manpower is increasing, the need of the geomatics education emerges. This paper researches on the need assessment of the education in geospatial specialization. It emphasises on the challenges and issues prevail in geospatial education and in the specialized fields of remote sensing and GIS. This paper analyse the need assessment through all the three actors: government, geospatial industry and education institutions.

Conference paper (PDF, 625 KB)


Citation: Vyas, A.: Geomatics Education: Need Assessment, Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci., XL-8, 1265-1267, https://doi.org/10.5194/isprsarchives-XL-8-1265-2014, 2014.

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