This document summarizes information from a workshop on cooperation models and education levels in geo-information in Bulgaria and the Netherlands. It provides details on available GI education programs in the Netherlands such as the levels, institutions, cities, and recent developments. It also discusses supply and demand of expertise in the GI industry by education level and how curricula are developed through key stakeholders from educational institutions, industry, professional associations, and government.

1. Workshop 2
27-28 October 2014
Sofia, Bulgaria
October 2014, Sofia

2. Jean-Yves Pirlot and
Wim Broes, OBGE asbl, Belgium
Workshop 2 – WP 1
Cooperation Model
Sofia, Bulgaria
October 2014, Sofia

3. Jean-Yves Pirlot,
Wim Broes, OBGE asbl, BE
Herman Janssens, SAGEO, NL
Workshop 2 – WP 1
Cooperation Model
Questionnaire
October 2014, Sofia

4. 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. 5
Education Levels in GI

6. 6
List education centres / courses
• Name and describe the available courses in
Geo-Information
– Name of the curricula
– Level
– Name of Institution
– City

7. 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. 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. 9
• Describe the recent developments in the
GeoEducation in your country
Recent developments in Education

10. 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. 11
• Describe the developments of the use of
GeoInformation in your country (growing,
decreasing, …).
The use of Geo-Information

12. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

24. 24
• 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