Surveying and Geomatics Curricula in Nigerian Universities
– The Professional and Educational Challenges
– The Professional and Educational Challenges
Key words: Curriculum, Education, Geomatics, Surveying, and Technology.
ABSTRACT
Today’s technological advances are not only influencing the hardware and techniques for
capturing survey data, but are presenting innovative means of communicating and presenting
information. For Surveying Curricula to remain relevant in this dispensation, it must ensure
that this new advances are fully harnessed such that its graduates are better prepared to
assume a wider array of surveying roles than are geographers, city planners, civil engineers
and computer programmers. However, in many of the third world countries, lack of
resources, high level of illiteracy, un-trainable professionals, lack of awareness among the
college youths, etc. have all conspired to frustrate the emergent of Geomatics engineering
curricula in the universities.
Assistance, such as; – recruitment, scholarship support, equipment loans/purchase,
funding/donations, student holiday jobs, and permanent jobs after graduation – necessary to
encourage the successful implementation of geoinformation sciences in the universities are
almost non-existent. Nigeria presents an illustrative example of this phenomenon. This paper
also highlights some of the professional and educational challenges facing the integration of
Geo-Information technology into the Surveying Curricula of Nigerian Universities.
ABSTRACT
Today’s technological advances are not only influencing the hardware and techniques for
capturing survey data, but are presenting innovative means of communicating and presenting
information. For Surveying Curricula to remain relevant in this dispensation, it must ensure
that this new advances are fully harnessed such that its graduates are better prepared to
assume a wider array of surveying roles than are geographers, city planners, civil engineers
and computer programmers. However, in many of the third world countries, lack of
resources, high level of illiteracy, un-trainable professionals, lack of awareness among the
college youths, etc. have all conspired to frustrate the emergent of Geomatics engineering
curricula in the universities.
Assistance, such as; – recruitment, scholarship support, equipment loans/purchase,
funding/donations, student holiday jobs, and permanent jobs after graduation – necessary to
encourage the successful implementation of geoinformation sciences in the universities are
almost non-existent. Nigeria presents an illustrative example of this phenomenon. This paper
also highlights some of the professional and educational challenges facing the integration of
Geo-Information technology into the Surveying Curricula of Nigerian Universities.
1. INTRODUCTION
Due to advances in computer and space technologies, surveying and mapping have been
totally revolutionized. Conventional methods and instruments in surveying and mapping have
been transformed to analytical and full digital. The surveyor now has at his disposal, the use
of geo-information technology tools to perform his professional duties in a more efficient and
effective way. Thus, the nomenclature too is changing, instead of Surveying; the surveyor
now talks of geoinformatics or geomatics - the two words generally meaning the same thing.
Likewise, more innovative means of communicating and presenting the information are
surfacing; surveying curriculum in the institute of higher learning are fast changing to meet
up with the challenges of the time.
The most efficient way to approach an educational programme for any discipline is from the
perspective of the prospective beneficiaries of such efforts. We must ask: how will
prospective students (ultimately graduates) of a geomatics engineering or related programme
be best served? The primary responsibility of such education must be to prepare graduates for
a role in the competitive market place. The result must ensure that geomatics engineering
graduates are better prepared to assume a wider array of surveying roles than are
geographers, computer programmers, city planners and civil engineers. Moreover, they
should possess the knowledge of every link and data flow in the geoinformation process (see
Fig.1)
Transformation &
Data Conversion
Measurement
Science
Application
Specific Spatial
Information
Spatial Data
Management
Figure 1: Geoinformation Process
Due to advances in computer and space technologies, surveying and mapping have been
totally revolutionized. Conventional methods and instruments in surveying and mapping have
been transformed to analytical and full digital. The surveyor now has at his disposal, the use
of geo-information technology tools to perform his professional duties in a more efficient and
effective way. Thus, the nomenclature too is changing, instead of Surveying; the surveyor
now talks of geoinformatics or geomatics - the two words generally meaning the same thing.
Likewise, more innovative means of communicating and presenting the information are
surfacing; surveying curriculum in the institute of higher learning are fast changing to meet
up with the challenges of the time.
The most efficient way to approach an educational programme for any discipline is from the
perspective of the prospective beneficiaries of such efforts. We must ask: how will
prospective students (ultimately graduates) of a geomatics engineering or related programme
be best served? The primary responsibility of such education must be to prepare graduates for
a role in the competitive market place. The result must ensure that geomatics engineering
graduates are better prepared to assume a wider array of surveying roles than are
geographers, computer programmers, city planners and civil engineers. Moreover, they
should possess the knowledge of every link and data flow in the geoinformation process (see
Fig.1)
Transformation &
Data Conversion
Measurement
Science
Application
Specific Spatial
Information
Spatial Data
Management
Figure 1: Geoinformation Process
2. TECHNOLOGICAL TRENDS IN SURVEYING
The technological advances that are transforming the traditional surveying activities include
the global positioning system (GPS) receivers and computers. Both are impacting surveying
operation and education by creating new opportunities for surveying organizations and
researches in related and other fields.
The GPS receiver is currently one of the preferred equipment for surveying activities
involving large areas. The technology is used in (Derby, 2000),
− Control surveys for mapping extensive areas
− Kinematic GPS for the mapping of existing features such as road centerlines in
heavily used roads and urban centres.
− Mapping of existing features for geographic information systems
− Hydrographic surveys
− Airborne GPS to provide photo controls for photgrammetric mapping.
− Researches in robotics, space exploration, expert systems, telecommunications,
missile guidance systems, etc.
In addition to the technological advances through GPS, computer-dependent technologies are
also expanding the career opportunities and training of surveyors. Some of these emerging
technologies involve Geographic Information Systems (GIS), Softcopy/Digital
Photogrammetry and Remote Sensing systems applications - image processing and analysis.
For instance, GIS has become the preferred tools for analyzing spatially referenced data.
These valuable analytical and decision support tools are used in a wide range of public and
private enterprises to explain events, predict outcomes, and develop strategies for managing
resources.
With development in digital photogrammetry and remote sensing, multiple layers of images
in digital format can be extracted and processed simultaneously, and the required information
generated and transmitted in the appropriate format for dissemination. The modern equipment
enables automation of the photogrammetic measurement and feature interpretation processes
in a digital environment.
Apart from enabling aerial triangulation, orthophotos, digital terrain modeling (DTM);
advances in digital photogrammetry has enabled easy interaction with GIS database, with
digital images, especially color photographs from softcopy photogrammetry as input data for
GIS displays and related presentations.
2.1 Implications for surveying education and practice
Obviously, the central tool in geoinformatics or geomatics is the geographic (or geospatial)
information system (GIS). Apart from the establishment of national geodetic framework -
which also serves at framework for GIS applications, the other aspects of surveying and
mapping activities are now subsumed in GIS applications whose instrumentation and
methods is fast becoming a “black” box.
The technological advances that are transforming the traditional surveying activities include
the global positioning system (GPS) receivers and computers. Both are impacting surveying
operation and education by creating new opportunities for surveying organizations and
researches in related and other fields.
The GPS receiver is currently one of the preferred equipment for surveying activities
involving large areas. The technology is used in (Derby, 2000),
− Control surveys for mapping extensive areas
− Kinematic GPS for the mapping of existing features such as road centerlines in
heavily used roads and urban centres.
− Mapping of existing features for geographic information systems
− Hydrographic surveys
− Airborne GPS to provide photo controls for photgrammetric mapping.
− Researches in robotics, space exploration, expert systems, telecommunications,
missile guidance systems, etc.
In addition to the technological advances through GPS, computer-dependent technologies are
also expanding the career opportunities and training of surveyors. Some of these emerging
technologies involve Geographic Information Systems (GIS), Softcopy/Digital
Photogrammetry and Remote Sensing systems applications - image processing and analysis.
For instance, GIS has become the preferred tools for analyzing spatially referenced data.
These valuable analytical and decision support tools are used in a wide range of public and
private enterprises to explain events, predict outcomes, and develop strategies for managing
resources.
With development in digital photogrammetry and remote sensing, multiple layers of images
in digital format can be extracted and processed simultaneously, and the required information
generated and transmitted in the appropriate format for dissemination. The modern equipment
enables automation of the photogrammetic measurement and feature interpretation processes
in a digital environment.
Apart from enabling aerial triangulation, orthophotos, digital terrain modeling (DTM);
advances in digital photogrammetry has enabled easy interaction with GIS database, with
digital images, especially color photographs from softcopy photogrammetry as input data for
GIS displays and related presentations.
2.1 Implications for surveying education and practice
Obviously, the central tool in geoinformatics or geomatics is the geographic (or geospatial)
information system (GIS). Apart from the establishment of national geodetic framework -
which also serves at framework for GIS applications, the other aspects of surveying and
mapping activities are now subsumed in GIS applications whose instrumentation and
methods is fast becoming a “black” box.
Surveyors must therefore be necessarily well prepared to face the challenges of the next
millennium as astute producers and managers of geospatial information. This requires
thorough knowledge of GIS technology, awareness of the many sources of data for input to a
GIS, and an understanding of the way in which the data can be handled and analyzed
to solve problems associated with management of land and water resources. This calls for the
combination of traditional skills with those of new technology and spatial data handling
skills.
From the foregoing, it is obvious that additional activities have been added to the mandate of
a surveyor. Apart from being computer literate, he must be good in information technology in
order to be relevant in the 21st century.
According to Brimicombe (1998), the result of a survey has identified that employer now
look for three main attributes in survey recruits.
(i) They must be adaptive: get up to speed quickly.
(ii) They must be adaptable: respond positively to change with ability to learn and
apply new knowledge and skills.
(iii) They must be transformative: should be able to anticipate and lead change, help
their organization’s transformation process.
These attributes can be achieved only through a curriculum that is adaptive to changes. This
means that appropriate education and training schemes must be immediately put in place in
order not to be left behind. Moreover, as tertiary education worldwide comes under serious
financial pressure, to remain relevant, the discipline of surveying must continue to move with
the needs of the society and technological advancement.
Our curricular must be modular and flexible in order to be able to quickly adapt to the
changing boundary conditions set by technological advancement and development of the
profession (Grun, 1998).
Like the profession itself, our education should increasingly focus on the global market place
rather than on the national/local scene so that, just like the mapping systems, the products
(i.e. the practitioners) will also be on the move.
3. CURRICULUM FOR GEOMATICS ENGINEERING PROGRAMME
Although data acquisition procedure is fast becoming a ‘black box’, reducing the required
knowledge to knowing which buttons to press and the teaching of this through particular
applications, the need for a fundamental understanding of data quality is recognized by
survey teachers. However, the understanding of data quality in turn depends on understanding
the underlying algorithms used to create or capture and process the data. (Dale, 1999).
It is essential that Geomatics education should be strong at conceptual level so that the
graduates of the course can be versed not only in the use of GIS package but also in GIS
development. Evidently, a modern surveyor should be well trained in the three subsystems of
GIS (see figure 2). With data acquisition fast becoming a “black box”, geomatics education
millennium as astute producers and managers of geospatial information. This requires
thorough knowledge of GIS technology, awareness of the many sources of data for input to a
GIS, and an understanding of the way in which the data can be handled and analyzed
to solve problems associated with management of land and water resources. This calls for the
combination of traditional skills with those of new technology and spatial data handling
skills.
From the foregoing, it is obvious that additional activities have been added to the mandate of
a surveyor. Apart from being computer literate, he must be good in information technology in
order to be relevant in the 21st century.
According to Brimicombe (1998), the result of a survey has identified that employer now
look for three main attributes in survey recruits.
(i) They must be adaptive: get up to speed quickly.
(ii) They must be adaptable: respond positively to change with ability to learn and
apply new knowledge and skills.
(iii) They must be transformative: should be able to anticipate and lead change, help
their organization’s transformation process.
These attributes can be achieved only through a curriculum that is adaptive to changes. This
means that appropriate education and training schemes must be immediately put in place in
order not to be left behind. Moreover, as tertiary education worldwide comes under serious
financial pressure, to remain relevant, the discipline of surveying must continue to move with
the needs of the society and technological advancement.
Our curricular must be modular and flexible in order to be able to quickly adapt to the
changing boundary conditions set by technological advancement and development of the
profession (Grun, 1998).
Like the profession itself, our education should increasingly focus on the global market place
rather than on the national/local scene so that, just like the mapping systems, the products
(i.e. the practitioners) will also be on the move.
3. CURRICULUM FOR GEOMATICS ENGINEERING PROGRAMME
Although data acquisition procedure is fast becoming a ‘black box’, reducing the required
knowledge to knowing which buttons to press and the teaching of this through particular
applications, the need for a fundamental understanding of data quality is recognized by
survey teachers. However, the understanding of data quality in turn depends on understanding
the underlying algorithms used to create or capture and process the data. (Dale, 1999).
It is essential that Geomatics education should be strong at conceptual level so that the
graduates of the course can be versed not only in the use of GIS package but also in GIS
development. Evidently, a modern surveyor should be well trained in the three subsystems of
GIS (see figure 2). With data acquisition fast becoming a “black box”, geomatics education
