Annex - Uprava za nekretnine

Transcription

ISBN 978-953-55793-2-8
The European Union’s IPA Programme
INSPIRATION –
Spatial Data Infrastructure in the
Western Balkans
Reference N°: 2011/281-381
Project Identification No.
EuropeAid/130907/C/SER/Multi
Regional SDI & Land Administration
(LA) Capacity and Education Study
and Regional SDI & LA Capacity and
Education Recommendation Report
(Act. 2.1 i 2.2)
March 2013
This project is funded by
the European Union
A project implemented by
GFA Consulting Group GmbH / conterra /
Umweltbundesamt / GDI Gisdata
Your contact persons within
GFA Consulting Group GmbH are
Fritz Kroiss (Team Leader)
Conrad Graf Hoyos (Project Director)
Disclaimer
INSPIRATION – Spatial Data Infrastructure in the
The content of this publication is the sole responsibility of Ivica Skender
and Fritz
Kroiss
Western
Balkans
and can in no way be taken to reflect the views of the European Union.
EuropeAid/130907/C/SER/Multi
Regional SDI & Land Administration (LA)
Capacity and Education Study
and
Regional SDI & LA Capacity and Education
Recommendation Report (Act. 2.1 and 2.2)
March 2013
Author: Ivica Skender
GFA Consulting Group GmbH
Eulenkrugstraße 82
D-22359 Hamburg, Germany
Phone: +49 (40) 6 03 06 – 175
Fax:
+49 (40) 6 03 06 – 179
E-Mail: Conrad.hoyos@gfa-group.de
This project is funded by the European Union
A project implemented by GFA Consulting Group GmbH / conterra / Umweltbundesamt / GDI Gisdata
Publisher for the consortium: GDi Gisdata, Zagreb
Zagreb, december 2013.
Table of Contents
Table of Contents ......................................................................................................... 1
Acronyms ..................................................................................................................... 1
1
Introduction ..................................................................................................... 1
2
Regional SDI & LA Capacity and Education Study .......................................... 3
2.1
Overall Study Design and Context .................................................................. 3
2.2
Study objectives .............................................................................................. 5
2.3
Target groups and their identification in each Beneficiary Country .................. 5
2.4
Study results ................................................................................................... 6
2.4.1
Overview ................................................................................................. 6
2.4.2
Presentation of survey results by questions ............................................. 7
2.4.3
Strengths and weaknesses by countries / cadastral administrations ...... 24
2.5
General observations of the survey ............................................................... 46
2.6
University teaching programmes in the region............................................... 46
2.7
Reference case: SDI Capacity Building Project in Poland ............................. 47
2.7.1
2.8
Case Poland: Training ........................................................................... 47
SWOT summary of the state of play of Capacities and Education in the region
47
3
Conclusions and recommendations .............................................................. 49
4
References ................................................................................................... 57
INSPIRATION – Spatial Data Infrastructure in the Western Balkans
Regional SDI & Land Administration (LA) Capacity and
Education Study and Recommendations Report
(Act. 2.1 and Act. 2.2), March 2013
List of Figures
Figure 1:
Figure 2:
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Figure 25:
Figure 26:
Figure 27:
Figure 28:
Organization of the components of the Activity 2 ........................................ 2
Number of responses per country/entity ..................................................... 6
Number of employees............................................................................... 10
Employees’ field of activity ........................................................................ 11
Educational structure of employees .......................................................... 12
Number of employees that in the last 2 years achieved degrees .............. 12
Number of employees attending postgraduate studies (MSc, MBA or PhD
degree) at the moment by the field of activity ............................................ 13
Number of employees that attended training and conferences ................. 14
Long Learning options and support available ............................................ 15
SDI roles present at organizations ............................................................ 15
How important education is for your organization – distribution of grades . 17
Importance and support of education........................................................ 18
Budget spending preference for the purpose of building capacity for SDI . 19
Estimation of knowledge and skills for SDI by categories ......................... 20
Estimate the SDI knowledge and skills of certain professional expert groups
– grade distribution ................................................................................... 20
Assessment of hardware (1 to 5) used for spatial data infrastructure ........ 22
Ownership of ICT infrastructure for SDI .................................................... 23
Comparison of the number of employees in land administration bodies .... 25
Primary beneficiaries by employees’ main activities ................................. 26
Educational structure of primary beneficiary organizations (cadastral
agencies) .................................................................................................. 27
Degrees achieved in the last two years at cadastral agencies .................. 28
Attending postgraduate studies at the moment by LA agency employees
and by topic of study ................................................................................. 28
Employees attendance at training courses – LA agencies ........................ 29
Participation in conferences on spatial information management; spatial
data infrastructure; mapping; GIS; location based services (LBS); LiDAR
scanning and processing; digital photogrammetry; remote sensing;
operating mobile mapping units/vehicles; 3D modelling and visualization;
sensor data warehousing, processing and utilization (time series); mobile
GIS ........................................................................................................... 30
Distribution of hypothetical budget for capacity building for SDI ................ 35
How many services does your organization provide within the (N)SDI? .... 37
Universities in Serbia providing academic education in the specific topics of
surveying (high intensity -; low intensity - ) ...................................... 45
Bodies of the Memorandum of Understanding on Spatial Infrastructure in
the Western Balkans ................................................................................ 50
List of Tables
Table 1:
Table 2:
Table 3:
Table 4:
Table 5:
Table 6:
Table 7:
Table 8:
Table 9:
Table 10:
Table 11:
Table 12:
Table 13:
Table 14:
Table 15:
Ownership of ICT infrastructure for SDI in primary beneficiary organizations
................................................................................................................. 24
Learning options ....................................................................................... 31
Names of permanent public sector employees education institutions ....... 31
Lists of study trips in last two years........................................................... 31
Lists of the exchange of experience workshops ........................................ 32
NSDI roles found in cadastral agencies .................................................... 33
Education ................................................................................................. 33
Narrative description of programmes for promoting and elevating computer
literacy ...................................................................................................... 34
Estimation of SDI knowledge and skills at professional expert groups in the
agencies ................................................................................................... 36
Comments from the cadastral agencies on what knowledge and skills
would they recommend to enhance or introduce in university curricula to
better support NSDI .................................................................................. 36
List the SDI services the cadastral agencies provides .............................. 37
Ownership of ICT infrastructure for SDI at the cadastral agencies ............ 38
Server rooms and number of supporting staff ........................................... 38
Services provided from the organizations’ servers to the Internet (including
hosted services) ....................................................................................... 39
SWOT analysis for the region from the capacity building and education
point of view ............................................................................................. 48
Acronyms
CPD
EC
ESDI
EU
INSPI RE
JRC
LA
LLL
LPIS
MIS
Mo A
M&E
NMC A
NGO
NSDI
PC A
PRPs
PCM
PSC
PT
PRPs
QMS
R
RCS
SDI
SSPMG
STE
SWOT
TL
TAB
TA
ToR
ToT
WG
WB
Continuous Professional Development
European Commission
European Spatial Data Infrastructure
European Union
INfrastructure for SPatial InfoRmation in Europe
Joint Research Centre
Land administration
Life-Long Learning
Land Parcel Identification System
Management Information System
Ministry of Agriculture
Monitoring and Evaluation
National Mapping and Cadastre Authority
Non Governmental Organisation
National Spatial Data Infrastructure
Partnership and Cooperation Agreement
Pre-Requisite Programmes’
Project Cycle Management
Project Steering Committee
Project Team
Public Relations
Quality Management System
Result
Regional Cooperation on Cadastre and Spatial Infrastructure
Spatial Data Infrastructure
Senior Strategic Project Management Group
Short term expert
Strength – Weaknesses – Opportunities – Threats
Team Leader
Technical Advisory Body
Technical Assistance
Terms of Reference
Training of Trainers
Working Group
World Bank
1
Introduction
The Terms of Reference state the following about the activity 2.1:
“2.1. Regional SDI & Land Administration (LA) Capacity and Education Study
A study will analyse capacities available in all Beneficiaries in relation to the
development of SDI and modern Land Administration, including a state of play of
existing curricula for the SDI and LA experts.“
(Project ToR, page 16)
Following the ToR the Regional SDI & Land Administration (LA) Capacity and
Education Study has two main components:
a survey of capacities for the SDI and LA
an analysis of the state of play of the existing curricula for the SDI and LA experts
The Inception Report specifies more in detail the expected results and outcomes of
the Regional SDI & LA Capacity and Education Study:
This activity serves to elaborate a study on available capacities and educational
programmes for SDI and modern Land Administration in all beneficiary countries.
Based on the identification of basic skill-sets required to cope with SDI and LA
development, the study will focus on:
A survey to identify the human capacities already available in the relevant
institutions and industries;
Different needs in terms of education and capacities in the different beneficiaries’
sectors (government, education, economy);
List of institutions (e.g. universities, agencies, companies) providing training for
SDI and land administration;
University and other curricula for SDI and LA existing in the region and in the EU
State of play analysis of existing SDI and LA related curricula
The Terms of Reference defines the Activity 2.2 like this:
“The integrated report will provide recommendations to the Beneficiaries in relation to
the scope of knowledge necessary to those experts who will be actively involved in
the development and implementation of NSDI, as well as basic requirements to
improve the curriculum on NSDI.“
(Project ToR, page 16)
Here is how the inception report specifies the expected results and outcomes of the
Regional SDI & LA Capacity and Education Recommendation Report:
1
The report will be based on the outputs of activity 2.1. The objective of the report is to
provide strategies and recommendations on how the educational level and human
capacities can be improved according to the needs identified by activity 2.1.
This report will contain:
-
Description of the methodology;
Recommendations in relation to the scope of knowledge necessary for further
development and implementation of SDI;
Estimation of the quantity of educational and training measures needed in the
short, medium and long term;
Recommendation for the improvement of NSDI and of LA curricula in the
beneficiary countries and the region.
Following the decision of the Beneficiary Project Team, the Regional SDI & Land
Administration (LA) Capacity and Education Study and the Regional SDI & LA
Capacity and Education Recommendation Report (Act. 2.2) are going to be published
together in one document.
The implementation of components of the activity 2 is presented by the diagram in the
Figure 1Error! Reference source not found..
Figure 1: Organization of the components of the Activity 2
A2.1
Regional SDI &
LA Capacity and
Education Study
A2.2
Regional SDI & LA
Capacity and Education
Recommendation
Report
A2.3
Conference on the organisation of
Capacity Building and Education in
the fields of Surveying, Geomatics
and SDI
A2.4 Training on INSPIRE implementation
A2.5 Workshops at national level
2
2
Regional SDI & LA Capacity and Education Study
The aim of this section is the introduction of the selected approach for the Regional
SDI & Land Administration (LA) Capacity and Education Study that is the key task for
Activity 2 – Capacity building and knowledge transfer. This section will provide
information on the objectives, target groups and used methodology; it will also reflect
the used approach regarding its impact and effectiveness.
The study aims at establishing the analytic platform for the Regional SDI & LA
Capacity and Education Recommendation Report.
The study relies on four main inputs:
Capacity and Education Survey
University teaching programmes for geomatics/surveying profiles
Update on local situation from the project local experts
Comparison case of the project for capacity building for INSPIRE in Poland 20102012.
2.1
Overall Study Design and Context
Activity 2.1 is the base for Activity 2.2 Regional SDI & LA Capacity and Education
Recommendation Report.
Traditionally, capacity building was focused on achieving short-term results and goals
by targeting formal education and training that would resolve the lack of qualified
personnel. Nowadays, capacity building is seen in much wider context of developing
institutional infrastructure of society in a sustainable way. That way the capacity
needs can be met at societal, organizational and individual level.
The right approach to capacity building includes developing the institutional capacity
to support the administration, legislation and policy aspect. In that regard, the
institutional capacities in the beneficiary countries are in different stages of inception,
development or maturity.
The real challenge of the study is to obtain the regional approach to capacity and
education study in the field of land administration, and especially in the field of SDI.
Land administration is a field that is traditionally managed by the cadastral agencies
or administrations respectively, and most of the related skills are traditionally taught at
the universities. The practice of keeping records on cadastre is over a hundred years
old in most of the region. Conferences on cadastre are held for years in the countries
of the region, and in some countries (Croatia, FYRO Macedonia) licensed surveyors
get credited for attendance to such events. Some of the cadastral authorities organize
seminars for licensed surveyors, while the cadastral office employees receive training
on the tools acquired for the purposes of records management and alike. On the
regional level the initiative called Regional Conference on Cadastre had resulted in
annual conferences on the high level of agency directors and their assistants for five
years in a row, the last having been held in June 2012 in Banja Luka, Bosnia and
Herzegovina. Recently, the initiative has extended its name and scope to include
Spatial Data Infrastructure.
3
All the beneficiary countries of the Project INSPIRATION - Spatial Data Infrastructure
in the Western Balkans took part in this initiative, with addition of Slovenia.
The SDI concept, on the other hand, was introduced in the last five years, first by
including articles in the Croatian Law on State Survey and Real Estate Cadastre that
define the framework of the NSDI. Other countries of the region followed that
approach and gradually introduced NSDI sections / paragraphs, usually in their laws
on cadastre. In the case of Croatia, the first two NSDI working groups (for technical
standards and for data sharing) were formed in 2008 and they first received initial
education through consulting assistance and a study tour in Spain and Germany, all
in the frame of the PHARE programme. And even before that, a systematic series of
experience exchange events was organized by SGA where developed countries
presented their NSDI (Sweden, Canada, Germany, and Norway). However, to support
NSDI activities on a wider scale and on the long run, there is a need for capacity
building approach that:
-
carefully watches and listens to the stakeholders to identify their needs;
continuously follows the institutional and technical developments in NSDI;
is capable of promptly converging the requirements from the two previous bullet
points;
supports the Life Long Learning (LLL) and Continuous Professional Development
(CPD);
creates conditions to involve universities as soon as possible;
puts the capacity building in the mainstream focus instead of treating it as a side
ingredient of SDI.
Traditional approach targets the gap between the qualifications and skills of a person
and needed skills for a particular set of activities on individual level. The approach
needs to be upgraded to organizational level, or even more, to societal level.
Especially is that true in the situations of introducing rather new concepts such as
SDI, where individuals are not just trying to reach the level of their colleagues, but to
acquire competencies that their colleagues do not have yet and their managers are
only getting acquainted with the new paradigms. Not only individuals need to build
certain SDI skills, but they are needed for the society to reach the full effect of SDI, to
create a community where the new language is understood and to gain awareness as
the critical amount of communication with expert and general public is initiated. With
approach of targeting capacity building on the societal level the effect of capacity
building is more sustainable.
Each country in the region has its own needs regarding SDI capacity building and
education. But there sure is a great deal of overlapping among these need sets. The
most recent proof of that were the three Regional INSPIRE Trainings held in the
course of INSPIRATION Project. Despite the limited number of participants, these
have shown that there are many topics that could be targeted with capacity building
and education in all countries regardless of their stage in building the SDI.
In terms of progress in the process of setting up the NSDIs and adopting INSPIRE
principles, the Western Balkans region seemed very asymmetrical in the initiation of
the project; it still is, but the differences are decreasing because every country
recognizes the need and benefits of the approach, and because they all are in some
stage of accessing the EU and adopting the INSPIRE Directive.
4
In that sense there is an opportunity to develop standardized modules of learning, like
University and Life-Long Learning curricula, e-learning lectures, webinars and other
tools on the regional level with some customization as needed (mostly languagewise) and use them throughout the region, and even wider.
Forces could be joined (and modules improved on the go) to also obtain support to
the Network from pre-accession or structural EU funds. With joined efforts, the
Regional Cooperation on SDI can achieve effects of economies of scale, rather than
repeating most of the capacity building content in each country. The network is more
likely to bring most relevant lecturers in many SDI topics.
Another effect of the regional approach to capacity building and education for SDI is
creating a community where everybody speaks the “common language”. In that
regard the Regional Cooperation reinforces inside by creating common understanding
and increased communication between expert professionals, university teachers and
institutions, but also by creating a new communication channel with SDI in the EU
and the rest of the world.
There is, however, always a body of knowledge specific to each country, which will
have to be left to the members themselves.
2.2
Study objectives
The objective of the activity is to detect the state of play in the field of capacity
building, identify the needs for additional competencies and create the analytical
platform for the Activity 2.2 Regional SDI and Land Administration Capacity and
Education Recommendation Report.
2.3
Target groups and their identification in each Beneficiary
Country
Primary target group of the study are the cadastral agencies in the Beneficiary
Countries, secondary target group are universities and tertiary target group are other
project stakeholders such as ministries of environment, other ministries involved in
geoinformation management and use, public sector agencies and enterprises, private
geomatics and geoinformation companies, etc.
For the purpose of the survey a questionnaire was designed that was intended to be
sent to all stakeholders throughout the region. Its outline and content were discussed
within the project team and then with some of the local experts. But before sending
out the main Activity 2.1 questionnaire the list of actors and stakeholders –
questionnaire recipients – had to be made. For that purpose, and for the need of the
Public Awareness Survey under Activity 3 of the Project, primary beneficiaries
received a document called Stakeholder List Form and were asked to fill in the
stakeholders with contacts that can be the respondents of the questionnaires. First of
all they were asked to provide the list of universities that teach skills related to
geoinformation management, cadastral information management, surveying,
mapping, photogrammetry, GIS, or related discipline; then also the other NSDI
stakeholders, e.g. other governmental institutions, especially ministries of Agriculture
(LPIS), statistical offices, local authorities, geological and hydrographical surveys, etc.
And finally, they were asked to list the relevant private sector stakeholders in
respective countries, like mapping, survey, and geoinfo companies, telecom
5
operators, IT, Internet providers, small and medium size software companies; and
most significant other niche companies – environment, geology, traffic, agriculture,
construction, spatial planning. Since the same list of actors and stakeholders was
intended to be used for the survey on awareness for SDI & INSPIRE, the scope was
broadened to major market research agencies and media – television and radio
stations, newspapers, internet portals, etc. The list of actors and stakeholders had to
be populated with contact details, first of all the e-mail addresses and telephone
numbers.
The responses from the primary beneficiaries, combined with the project experts’ own
investigation in some cases, were used to set up the list of stakeholders. The list was
divided by countries and the main questionnaire on capacity and education was sent
by e-mail in groups by countries. Since most of the stakeholder lists came later than
planned, and since for some countries they had to be done from scratch, the main
questionnaires were sent relatively late, the first having been sent amid July, 2012,
during a few subsequent days, as the recipient lists have been completed.
Figure 2: Number of responses per country/entity
Act 2.1 Capacity and Education Study
No. of responses
14
12
10
8
6
4
2
0
2.4
Study results
2.4.1
Overview
After sending the questionnaire to several hundreds of stakeholder addresses, 56
completed questionnaires were received which could then be processed. The return
rate could not be precisely measured; one of the reasons is that there were many
non-delivered e-mails, so the comparison would not be realistic.
6
2.4.2
Presentation of survey results by questions
Questions are grouped in three areas of interest:
-
Human Capacities,
Education and
Technical Capacities.
2.4.2.1
Human Capacities
The complete list of questions in this section is:
Organization name
Country
Name of the person filling the answers
Please, briefly describe how you see your organization’s role in the national
spatial data infrastructure
Number of employees
o Total number
dealing with
o Land administration
o Spatial data infrastructure
o Other technical affairs
o Administrative affairs
Educational structure of employees :
o Below university degree
o BSc/MA
o MSc
o MBA
Number of employees that in the last 2 years achieved:
o Below university degree
o BSc/MA
o MSc
o MBA
Number of employees attending postgraduate studies (MSc, MBA or PhD degree)
at the moment:
o Land administration
o Spatial data infrastructure
o Other technical disciplines
o Administrative disciplines
Number of employees that attended:
o Training course for Database – administration, programming, using,
modelling
o Training course for GIS tools (spatial data display, spatial analysis, editing,
modelling, advanced analysis and visualization, spatial data management)
o Conference (within last 24 months) on spatial information management;
spatial data infrastructure; mapping; GIS; location based services (LBS);
LiDAR scanning and processing; digital photogrammetry; remote sensing;
GIS.
7
 (employees)
 (total employee-conference days)
How many papers/presentations your employees have presented at the
conferences (see previous question) in the last 24 months?
Does your organization encourage/support/stimulate Continual Professional
Development (CPD) and/or Life Long Learning (LLL)? Yes|No
Is there a permanent education institution for public sector employees in your
country used to teach skills needed for performing everyday tasks of public
servants (through internal basic training programme in areas such as law,
economics, foreign languages and information technology) – either one
government institution (like e.g. the Academy of Public Administration in Austria),
or permanent training centres e.g. at ministries?
Yes|No
o If Yes, please name it (or list, if more than one).
Does your organization provide internship programmes aimed at acquiring skills
by apprentices? Yes|No
o If Yes, please describe shortly the internship model.
Does your organization undertake study trips to visit reference sites or exchange
experiences with peer organizations inland or abroad? Yes|No
o If yes, please list study trips that you know of in the last two years (with
number of people in each of the trips).
Does your country organize exchange of experience workshops where experts
from other countries present their projects or infrastructures in the fields of Spatial
Data Infrastructure or Land Administration?
Yes|No
o If yes, please list the workshops. Also please provide any additional
comments.
Do professional associations or legally mandated organizations require / issue /
credits (points) for attending professional events - conferences, trainings, etc. in
the fields of Spatial Data Infrastructure or Land Administration to maintain
certification / status / membership?
Yes|No
What associations or legally mandated organizations in your country require
attendance at professional development events? Please, list.
Please, list the conferences and other events in the last 12 months for which one
could earn credits (points).
Does your organization provide online seminars or teleconference distant
training? Yes|No
Please, tick box (with “X”) at each role that is present at your organization. Add
your own roles related to SDI if appropriate.
o Responsible person
o Editor
o Supplier
o Keeper
o Manager
o Data administrator
o Operator
o Technical developer
o Person responsible for data transformation
o Service administrator
o Metadata administrator
o Geoportal administrator
8
Question: Number of employees
Answers on the number of employees provide a picture of which organization
contributes to the SDI with what size. It is shown in Figure 3, that cadastral
authorities, shown in red colour, make biggest organizations that provided response
in terms of number of employees. The picture lists some of the organizations that took
part in the survey. Total number of employees in the responding organizations is
10,978.
The universities were asked to only provide the number of teaching personnel.
There were indications that in a few cases given numbers are not referring to the
whole organization, but only to the department dealing with geoinformation. Since the
number of such cases is low, it is very unlikely that it influences the results of the
whole set.
9
Figure 3: Number of employees
Republic Geodetic Authority [RGA] Serbia
844
829
Rep.Administration for geodetic and property affairs B&H, RS
Agency for real estate cadastre FYROM
655
City of Skopje FYROM
547
533
485
430
351
Una-Sana Forest, Bosanska Krupa B&H, FB&H
Central Office of Immovable Property Registration
2715
1147
STATE GEODETIC ADMINISTRATION Croatia
Albania
Republical statistical office Serbia
IPKO Telecommunications Kosovo*
Real estate administration Montenegro
238
Ministry of Education,Science and Technology Kosovo*
150
140
125
121
120
117
108
95
82
78
71
70
67
66
65
58
51
47
40
40
40
37
32
32
31
30
30
28
28
27
26
22
20
16
16
15
13
12
10
10
9
5
4
Ministry of Sustainable Development and Torism Montenegro
Study Prog.Geod.&Geomatics, F.of Tech.Sc., Univ.Novi Sad Serbia
Kosovo Agency of Statistics Kosovo*
MED Kosovo*
Faculty of Civil Engineering FYROM
Faculty of Electrical Engineering, University of Sarajevo B&H, FB&H
Geodetski fakultet Croatia
Faculty of mining, geology and petroleum engineering Croatia
Institute for Canton Planning B&H, FB&H
Agricultural and Food Science, University of Sarajevo B&H, FB&H
Independent Commission for Mines and Minerals Kosovo*
University Split, Faculty of Civil Eng., Archit. and Geodesy Croatia
Faculty of Civil Engineering Osijek Croatia
F. of Geology and Mining, Polytechnic Univ. of Tirana. Albania
Mining, Geology and Civil Eng. Faculty, Univ. of Tuzla B&H, FB&H
MARITIME SAFETY DEPARTMENT Montenegro
Ministry of Physical Planning, Civil Engineering and Ecology B&H, RS
KOSOVA CADASTRAL AGENCY Kosovo*
Gov.of Vojvodina, Secr.for Agric., Water Mngt. and Forestry Serbia
Water Directorate of the Min. of Agric.,Fores.&Water Mngt. Serbia
Cultural Heritage Protection Office Republic of Macedonia FYROM
Cadastre communityTuzla B&H, FB&H
Republic Agency for spatial planning Serbia
Departament of Cadastre Prishtina Kosovo*
National Agency of Territory Planning / Albania Albania
Spatial Planning Agency FYROM
Dept. of Geodesy,Civ.Eng.F.,Polytechnic Univ. of Tirana Albania
Univ. Belgrade, F. of Civ.Eng., Dept. of Geod. and Geoinf. Serbia
Federal Office for Agropedology B&H, FB&H
APPDEC Kosovo*
Admin.for geod.&real prop.aff. of Federation B&H B&H, FB&H
Agency for Watershed of the Adriatic Sea Mostar B&H, FB&H
Tirana University, Department of Geography Albania
SEISMOLOGICAL SURVEY OF SERBIA Serbia
Directorate of Cartography& GIS-IT - ALUIZNI Albania
GDi GISDATA DOO Beograd Serbia
Livona d.o.o. Serbia
Dept.of Seismology,Inst.of Geoscience,Energy,Water&Environ . Albania
F.of Civ.Eng., Dept. of Geodesy, University of Sarajevo B&H, FB&H
Admin.f.Geod.&Prop.Aff. Herzegovina-Neretva C., Mostar B&H, FB&H
Geoprojekt d.o.o. B&H, RS
MIN. OF ENVIRONMENT AND SPATIAL PLANNING Kosovo*
Min. of Agriculture, Forestry and Rural Development Kosovo*
0
400
800
1200
1600
Regional SDI & Land Administration (LA) Capacity and Education
Study and Recommendations Report
2000
2400
2800
10
Question: Employees’ field of activity
More than half of the respondents deal primarily with land administration. That is consistent
with the previous question result.
The number of personnel dealing with SDI is rather low, actually even one level of magnitude
lower than numbers in other fields. The low number can be explained with the situation,
where the beneficiary countries are only entering into SDI activities, have no legal obligations
and budgets ready for larger systematization into SDI and no political support. This number
is expected to increase significantly in the coming years, yet the primary concern at the
cadastral agencies will remain to be land administration.
Figure 4: Employees’ field of activity
0
500
1000
1500
2000
2500
3000
3500
4000
4500
4905
Land administration
Spatial data infrastructure
Other technical affairs
Administrative affairs
5000
371
1286
1175
Question: Educational structure of employees
The organizations having taken part in the survey have rather convenient ratios of number of
employees with education background below university degree and above it. Also the
number of MSc and PhD degrees is relatively high. This represents a good ground for
acquiring new competencies and passing them on to peer colleagues.
INSPIRATION – Spatial Data Infrastructure
in the Western Balkans
11
Figure 5: Educational structure of employees
515
PhD
138
MBA
1933
MSc
3423
BSc/MA
4432
Below university degree
0
500
1000
1500
2000
2500
3000
3500
4000
4500
Question: Number of employees that achieved degrees in the last 2 years
The number of employees that recently achieved their degrees shows that organizations
employed a low number of newcomers, probably due to the economic situation and the
related limitations in recruiting new employees.
Figure 6: Number of employees that in the last 2 years achieved degrees
52
PhD
12
MBA
107
MSc
170
BSc/MA
0
20
40
60
80
100
120
140
160
180
12
Question: Number of employees attending postgraduate studies
There are two conclusions from answers to this question. Firstly, the land administration did
not employ many new staff in the last two years, and secondly, the comparison with total
number of employees shows that the structure is rather “old”. This suggests that special
accent in capacity building is to be put on the part of the staff that has graduated earlier.
It is also reasonable to assume that the category “Other technical affairs” encapsulates quite
some IT staff. In the Technical Capacity group of questions there was a high level of IT
infrastructure support declared. SDI is putting even higher demand on IT support, although
that can be solved also by some organizational or business arrangements, e.g. organizations
with stronger IT departments can host services for smaller organizations.
Figure 7: Number of employees attending postgraduate studies (MSc, MBA or PhD
degree) at the moment by the field of activity
322
Total number
23
151
21
33
Land administration
0
50
100
150
200
250
300
350
Question: Number of employees that attended training and conferences
The answers here suggest that the employees attend many trainings and conferences, e.g.
in average five GIS tools trainings and three database trainings per organization, eight
employees per organization have attended conferences in the last two years with an average
of 2.5 days per attendee. Ability and readiness to share knowledge is also expressed through
a number of presentations given at the conferences.
13
Figure 8: Number of employees that attended training and conferences
168
Training for Database
287
Training for GIS tools
431
Conference - no. of employees
1036
Conference - no. of employee/days
257
No. of papers presented at conferences
0
200
400
600
800
1000
1200
Question: Life Long Learning options and support
The affirmative answers were in majority for the following questions:
Does your
organization encourage/support/stimulate
Continual
Professional
Development (CPD) and/or Life Long Learning (LLL)?
Is there a permanent education institution for public sector employees in your country
used to teach skills needed for performing everyday tasks of public servants (through
internal basic training programme in areas such as law, economics, foreign languages
and information technology) – either one government institution (like e.g. the Academy of
Public Administration in Austria), or permanent training centres e.g. at ministries?
Does your organization undertake study trips to visit reference sites or exchange
experiences with peer organizations inland or abroad?
Does your country organize exchange of experience workshops where experts from other
countries present their projects or infrastructures in the fields of Spatial Data
Infrastructure or Land Administration?
The majority of organizations do not provide internship programmes aimed at acquiring skills
by apprentices. This is now changing e.g. in Croatia, where 91 persons will be admitted to
internship programme within SGA in year 2012 (http://www.dgu.hr/).
Also, with exceptions of licensed surveyors in Croatia and FYR Macedonia, no other
profession noted obligation to collect CPD points. Requiring credits for continuous
professional development is a good method for encouragement and enforcing the necessary
skills among some of the professional groups.
The fact that online seminars and/or distant learning were practically not utilized at all is
obviously calling for action. Although classroom education cannot be entirely replaced by
technical means, we witness that these days, complementary to class teaching, many
educational content and trainings are successfully delivered by means of Internet
infrastructure and web environment, as well as distant learning solutions, such as webinars,
as complementary.
14
Figure 9: Long Learning options and support available
organization encourages CPD and Life
Long Learning?
45
10
permanent education institution for
public sector exists?
31
17
organization provides internship
programmes?
14
organization undertakes study trips?
38
33
19
country organizes exchange of
experience workshops?
No
28
21
credits (points) for attending
professional events required / issued?
7
organization provides online seminars
or distant training?
Yes
25
2
0
48
5
10
15
20
25
30
35
40
45
50
Question: What SDI roles are present at your organization
The interest here was to identify what roles are present in the responding organizations. The
role titles were not explained, to keep the filling out process as simple as possible. What we
can see from the answers is that most roles identified can be related to traditional spatial
data handling and management roles, while pure SDI roles appear only from the middle
ranked geoportal administrator and downward (service administrator, metadata
administrator).
Initially a gap analysis approach was considered to determine the needs by defining the
necessary roles. Since there is no generally accepted SDI operational/occupational role list
with skills attached to each role, this approach could not be taken.
Figure 10: SDI roles present at organizations
35
Responsible person
26
Data administrator
25
Operator
24
Person responsible for data transformation
Technical developer
20
Manager
20
18
Geoportal administrator
17
Editor
16
Service administrator
14
Metadata administrator
Keeper
13
Supplier
13
2
Field checker
0
5
10
15
20
25
30
35
15
2.4.2.2
Education
The complete list of questions in this section is:
Do you consider education important for your organization? Yes|No
How important education is for your organization (in your personal opinion)?
(from 1 to 5, where 1 = Not Important, 2 = Low Importance, 3 = Moderate Importance, 4 =
Very Important, and 5 = Crucially Important)
Does your organization encourage/support students studying certain disciplines?
Yes|No
Does your organization offer scholarship for certain education programmes? Yes|No
Does your organization review/influence the educational programmes at certain
institutions?
Yes|No
Does your organization encourage/stimulate its employees to attend certain educational
programmes?
Yes|No
Does your organization recognize the ECDL (European Computer Driving Licence)
programmes and certification? Yes|No
Is there any other programme that your organization (or government, or an association in
your country) implements with aim to promote and elevate computer literacy?
Yes|No
o If yes, please describe!
How would you spend 100 units of money / budget for the purpose of building capacity
for SDI?
Please fill in the values so the fields sum up to 100.
a) Education of employees for new tools and methods
b) Education of employees for basic IT skills and concepts
c) Support for University programmes
d) Online learning
e) Distant lectures
f) Building SDI institutions/bodies
g) Hardware
h) Software
i) Building a specialized national SDI education centre
j) Building a specialized regional SDI education centre
o Total
How would you estimate the knowledge and skills of certain professional expert groups
(typically BSc/MA level and higher) in your organization necessary for spatial data
infrastructure establishment, maintenance and support:
(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 =
Excellent)
o geomatics experts (i.e. engineers of geodesy, surveying, geomatics, geoinformation,
photogrammetry, remote sensing)
o ITC experts
o core business technical experts
o legal and administrative experts
If you have additional comment, please provide it here.
How would you assess the skills and knowledge level of the students that graduate at
universities in your country with regard to needs for NSDI setup and operation?
(from 1 to 5 where 1 = Insufficient and 5 = Excellent)
What knowledge and skills would you recommend to enhance or introduce in university
curricula to better support NSDI? Please, comment.
16
Question: Importance and support of education
The complete questions are:
Do you consider education important for your organization?
Does your organization encourage/support students studying certain disciplines?
Does your organization offer scholarship for certain education programmes?
Does your organization review/influence the educational programmes at certain
institutions?
Does your organization encourage/stimulate its employees to attend certain educational
programmes?
Does your organization recognize the ECDL (European Computer Driving Licence)
programmes and certification?
Is there any other programme that your organization (or government, or an association in
your country) implements with aim to promote and elevate computer literacy?
Education is important for all organizations. The answers with quantifying that importance
confirm that education plays an important role for the organizations dealing with
geoinformation, from the opinion of the persons completing the questionnaire. The average
grade of the region was 4.6 (from 1 to 5, where 1 = Not Important, 2 = Low Importance, 3 =
Moderate Importance, 4 = Very Important and 5 = Crucially Important).
Figure 11: How important education is for your organization – distribution of grades
45
40
35
30
25
20
15
10
5
0
1
2
3
4
5
It is no wonder, that even without the SDI in scope, organizations dealing with geoinformation
- which is a niche no more than 10 to 20 years old - depend very much on education. The
reality is that the geospatial information management technology changes so rapidly that
keeping pace with these changes presents a major challenge to organizations, and there is
experience that education is the right way.
Organizations encourage/support students studying certain disciplines in more than 2/3 of
the organizations, but the support is put to question in some subsequent answers and the
encouragement remains mainly verbal.
17
4/5 organizations do not offer scholarships to students. Main cause for that is probably the
recession. Besides that, or right because of the crisis, the organizations may also prefer
capacity building over inert university teaching curricula, as they express in the question on
encouraging the employees to attend certain educational programmes.
Less than half of the responding organizations review or influence the educational
programmes at certain institutions.
When it comes to its own employees, the organizations are more actively involved as they
encourage or stimulate their employees to attend certain educational programmes in 2/3 of
the organizations. This is good news for the SDI capacity building.
Half of the respondents’ organizations recognize ECDL. Also half of the respondents know of
other programmes in their organization (association, country) for improving computer literacy.
ECDL is potentially a valuable tool in managing the capacity building process, if used
appropriately. One issue in capacity building requires previous level of knowledge of the
training attendees. Unlike university students, who have certain formal preconditions to fulfil
before they are qualified to attend subsequent lectures, the public sector (and other)
employees may not be on the required level of computer literacy to follow capacity building
trainings. Other computer literacy elevation programmes are country specific and might not
be usable in other countries. In that regard certain level of ECDL certificate could be set as
precondition for SDI capacity building in the region.
Figure 12: Importance and support of education
0
education important?
52
17
encourage/support certain disciplines?
offer scholarship?
39
42
12
review/influence programmes?
30
23
No
17
encourage/stimulate certain programmes?
35
25
recognize ECDL?
Yes
29
22
25
any other computer literacy programme?
0
10
20
30
40
50
60
Question: How would you spend 100 units of money / budget for the purpose of
building capacity for SDI? Please fill in the values so the fields sum up to 100.
This question puts education far in front of other ways of support to capacity building for SDI.
Building SDI institutions / bodies is ranked second together with software. Also significantly
high is building specialized national SDI educational centre (together with elevating computer
literacy), while support to university programmes and building regional centre is closer to the
bottom.
18
The relative high score of the categories Software and Hardware can be explained by the
general equipment needs as these are precondition for many other aspects of capacity
building.
Online learning and distant lectures are given lowest budget in the preferences of the
respondents. This can be explained by the lack of experience, evident from a previous
question on Life Long Learning options and support.
Main conclusion: Education for emerging new tools and methods has the highest priority in
the eyes of the respondents, as well as building SDI institutions.
Figure 13: Budget spending preference for the purpose of building capacity for SDI
19
Education for new tools and methods
Software
13
Building SDI institutions/bodies
13
Hardware
10
Build specialized national SDI educ.centre
10
Education for basic IT skills and concepts
10
8
Support for University programmes
7
Build specialized regional SDI educ.centre
6
Online learning
4
Distant lectures
0
2
4
6
8
10
12
14
16
18
20
Question: How would you estimate the knowledge and skills of certain professional
expert groups (typically BSc/MA level and higher) in your organization necessary for
spatial data infrastructure establishment, maintenance and support? (from 1 to 5
where 1 = Insufficient and 5 = Excellent).
How would you assess the skills and knowledge level of the students that graduate at
universities in your country with regard to needs for NSDI setup and operation? (from
1 to 5)
Surprisingly low score was achieved within all categories, although geomatic experts
received many fours and fives, as well as ITC experts who were stronger in threes.
Significantly low score was obtained for the category of students that graduate at
universities. For the SDI and LA capacity building area this explains why respondents are not
in favour of supporting university programmes, but rather of LLL/CPD approach.
19
Figure 14: Estimation of knowledge and skills for SDI by categories
0,0
1,0
2,0
3,0
4,0
geomatics experts
3,4
ITC experts
3,4
5,0
3,0
core business technical experts
3,2
legal and administrative experts
students that graduate at universities with
regard to needs for NSDI
2,9
Figure 15: Estimate the SDI knowledge and skills of certain professional expert
groups – grade distribution
25
20
15
10
5
0
1
2
3
4
5
geomatics experts
ITC experts
students that graduate at universities with regard to needs for NSDI
20
2.4.2.3
Technical Capacities
The questions and answers in this section reflect not just the technical aspects of SDI, but
also organizational and management aspects of approach to building SDI, as well as factual
status of e.g. published SDI services etc.
The complete list of questions in this section
How would you estimate the technical capacity in your organization used for spatial data
(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 =
Excellent)
o hardware equipment
o software – quality
o software – quantity (number of available licenses)
o networking capacity
Maintenance level of the hardware and networking components dedicated to SDI tasks
(tic one box)
o Non-existent
o Working hours
o 24x7
o High availability
How many services does your organization provide within the (N)SDI
Please, list the SDI services your organization provides:
o If you have additional comment, please provide it here.
Is your ICT infrastructure for SDI:
 Hardware
 Software
 Storage
 Communications / Networking
 Internet presence
o Completely owned by your organization
o Partially outsourced (collocated servers, hosted services, cloud services)
o Completely outsourced (collocated servers, hosted services, cloud services)
Does your organization use desktop software to acquire, process, maintain and prepare
for publishing spatial data that are part of the NSDI? Yes|No
Please, list desktop software products that your organization owns and uses for the
purposes referred to in the previous question (GIS, CAD, Remote Sensing, Digital
Photogrammetry, LiDAR Processing, etc.)
How many licenses (concurrent users) of the listed desktop software products your
organization owns?
How many licenses (concurrent users) of the listed desktop software products are on
regular technical support and maintenance? (approx. answer is acceptable)
What percentage of the spatial data that are part of the NSDI are kept and maintained in
file-based (non DBMS) structures (e.g. dwg or shp)?
How many server software licenses does your organization own and use for publishing
spatial data and services that are part of the NSDI?
How many of the server software licenses for publishing spatial data and services at your
organization are on regular technical support and maintenance?
What is the throughput of the network connection your organization uses to access
Internet?
What is the average number of persons that access internet daily?
21
Does your organization have a separate line for services on the Internet that it provides?
(Hosted services count) Yes|No
What is the throughput of that separate output line?
What services does your organization provide from its servers to the Internet? Please,
list.
(Hosted services count)
Does your organization have its own server room?
Yes|No
How many employees support the server room?
Does your organization have its own technical support department? Yes|No
What is the level of service the server room provides?
o Working hours
o Two daily shifts
o 24x7
o High availability
Question: How would you estimate the technical capacity in your organization used
for spatial data infrastructure establishment, maintenance and support? (from 1 to 5
where 1 = Insufficient and 5 = Excellent)
These answers reflect employees’ satisfaction with the technical infrastructure for IT.
Software and hardware seem to be well appreciated, but the number of licenses and network
capacity fall behind. It is interesting to notice in some other answers that a high number of
desktop seats are not under regular maintenance and support, and, therefore, outdated,
which could also influence dissatisfaction of employees.
Figure 16: Assessment of hardware (1 to 5) used for spatial data infrastructure
3,00
3,50
3,42
hardware equipment
3,43
software – quality
software – quantity (no. of avail.licenses)
networking capacity
3,26
3,29
Question: What percentage of the spatial data that are part of the NSDI is kept and
maintained in file-based (non DBMS) structures (e.g. dwg or shp)?
This question was asked to assess the ratio of enterprise-level approach to geoinformation
systems, which is required for an effective SDI.
The average is 61.3%, not in favour of enterprise-level approach. That also raises the issue
of the need for adequate training once the enterprise GIS approach is adopted, but also the
need to rationalize the number of IT-support providing organizations.
22
Question: Please, list the SDI services your organization provides
Here are some of the answers:
-
viewing service
download by requests service
Transformation service
Public information service"
Discover service
Viewing service
Download service
Transformation service
Evacuation service"
Technical expertise
Educational subject on INSPIRE& NSDI
These answers are on a general, abstract level and show that actual SDI services are very
few.
Question: Ownership of ICT infrastructure for SDI
Ownership of the ICT infrastructure for SDI presents a situation that has room for some
rationalizations. As shown in the next figure, most of the infrastructure is owned by SDI
stakeholders. This is connected with related high expenses of hardware maintenance
(although not many have regular maintenance ensured, which leads to uncertain availability),
and of human resources for operating and supporting that infrastructure (or limited availability
if night and weekend shifts are not present). Rationalization could be made by having a
service centre (public or private sector) hosting SDI services for many stakeholders that
maintain their data and are responsible for spatial datasets and services.
Figure 17: Ownership of ICT infrastructure for SDI
4
Internet presence
3
Communications / Networking
7
17
7
18
3
4
Storage
Completely owned by your
organization
24
0
1
Hardware
0
Partially outsourced
(collocated servers, hosted
services, cloud services)
23
3
3
Software
Completely outsourced
(collocated servers, hosted
services, cloud services)
29
5
10
15
20
25
30
23
The comparison of provided answers to the same question by primary beneficiaries in the
table below shows similar pattern.
Table 1:
Ownership of ICT infrastructure for SDI in primary beneficiary organizations
ICT infrastructure for SDI:
Completely
owned
Partially
outsourced
Completely
outsourced
IPRO Albania
Hardware
Software
Storage
Internet presence
AREC FYROM
Hardware
Software
Storage
Internet presence
REA Montenegro
Hardware
Software
Storage
Internet presence
RAGPA RS, B&H
Hardware
Software
Storage
Internet presence
2.4.3
Strengths and weaknesses by countries / cadastral administrations
2.4.3.1
Comparative analysis of cadastral administrations
Cadastral / Land Administration agencies are among the largest organizations within the
respondents to the Capacity Building and Education questionnaire. The only two exceptions
are Kosovo Cadastral Agency and Administration for geodetic and real property affairs of the
Federation of Bosnia and Herzegovina.
24
Figure 18: Comparison of the number of employees in land administration bodies
Republic Geodetic Authority Serbia
2715
1147
State Geodetic Administration Croatia
Administration for Geodetic and Property Affairs RS, B&H
844
Agency for real estate cadastre FYROM
829
533
Central Office of Immovable Property Registration Albania
Real estate administration Montenegro
351
Kosova Cadastral Agency Kosovo*
3000
2000
47
Administration for Geodetic and Real Property Affairs FB&H, B&H
26
1000
0
Figure 19 presents distribution of cadastral agency employees by primary activity using the
logarithmic scale. Land administration prevails, and the ratio to SDI shows that SDI at the
moment is a preoccupation of only small number of employees. The only exceptions are
Albania and FB&H; in the case of Albania the numbers are doubtful as IPRO is a land
registration agency, and not a spatial data and services provider; probably services as GNSS
and such were considered as SDI. FB&H has only a small number of employees in the
cadastre agency and land administration duties are mainly performed at local government
level. On the other side, relatively more staff can be involved in SDI activities.
In general, administrative affairs are second largest; as the agencies are mostly part of the
government administration, this is not unexpected. Again, exceptions are Albania and FB&H,
but also Serbia, where “Other technical affairs” are second largest.
25
Figure 19: Primary beneficiaries by employees’ main activities
10000
2381
1050
1000
711
302
232
219
194
107
105
100
Land administration
51 56
39
37
19
10
9 8
14 14
11
8
8
6
5
0
1
Figure 20 shows the educational structure of primary beneficiary organizations (logarithmic
scale). Most of the employees of big administrations have no university degrees, but still the
number of university graduates is high. RGA Serbia has unusually high ratio of MSc degrees,
even more than BSc/MA degrees. If the number of employees dealing primarily with “other
technical affairs” encapsulates mainly IT affairs, in combination with the high number of
scientific degrees gives SGA Serbia an enormous development potential.
26
Figure 20: Educational structure of primary beneficiary organizations (cadastral
agencies)
10000
1164
1000
702
447
387
412
901
650
559
272
202
159
100
BSc/MA 380
22
19
18
MSc 324
14
11
10
10
6
PhD
5
2
2
0
1
1
1
Figure 21 presents the degrees achieved by employees of cadastral agencies in the last two
years (on logarithmic scale). The only countries that were recruiting new staff were FYR
Macedonia and Montenegro. Croatia seems to only have its employees finish MSc degrees
and Albanian figures are inconsistent with previous answer.
27
Figure 21: Degrees achieved in the last two years at cadastral agencies
87
100
38
32
22
10
7
6
BSc/MA
5
MSc
4
PhD
2
1
0
2
0 0
1
Figure 22 shows how many land administration (LA) agency employees are currently
attending the postgraduate studies and in what areas (topics). Not many people seem to be
reported, and in that regard it seems that - due to lower budgets - organizations do not
encourage postgraduate studies. Exception is RAGPA RS, B&H, where 23 people are
attending postgraduate studies in the fields of land administration, other technical affairs and
administration affairs.
Figure 22: Attending postgraduate studies at the moment by LA agency employees
and by topic of study
15
15
10
Land administration
5
5
4
4
3
2
2
1
1
000
0
28
From Figure 23 it seems that Serbian, Montenegrin, Macedonian and RS B&H LA agencies
have invested in their employees skills in GIS tools. This is a good development for it
presents the foundations of SDI. Everybody else invested in database (DB) skills in more
moderate numbers, but that, too, is a good indicator as DB training is typically less required
due to a lower number of people that need it.
Figure 23: Employees attendance at training courses – LA agencies
30
30
25
Training course for Database –
administration, programming,
using, modelling
20
15
12
10
10
6
5
5
3
5 5
3
1 1
5
Training course for GIS tools
(spatial data display, spatial
analysis, editing, modelling,
advanced analysis and
visualization, spatial data
management)
0
Figure 24 shows participation of cadastral agencies at thematic conferences within last two
years. Serbia is top of the list with 400 conference days of its 400 employees. In that regard
the number of presentations at conferences is relatively low. RAGPA RS, B&H has rather
high figures, especially number of conference days, in comparison with the number of
employees. Croatia also has a high number of employees that attended conferences within
last 24 months (number of conference days was not provided).
29
Figure 24: Participation in conferences on spatial information management; spatial
data infrastructure; mapping; GIS; location based services (LBS); LiDAR
scanning and processing; digital photogrammetry; remote sensing;
GIS
400
400
350
300
250
Conference (within last 24
months) - number of employees
200
Total employee-conference days
(within last 24 months)
150
150
100
60
50
45
50
20
4
24
8
10
7
20
1
10
30
10 10
35
Papers/presentations by the
employees at conferences in the
last 24 months
0
Regarding options for learning at cadastral agencies, answers to those questions are
presented in Table 2.
All agencies, with two exceptions, encourage Continual Professional Development or LifeLong Learning (LLL). Also all agencies state that there is a permanent education institution
for public sector employees in their countries (with same two exceptions) – named in Table
3. It is similar regarding the questions if the agency undertakes study trips to reference sites
inland or abroad and if the agency organizes exchange of experience workshops with
experts from other countries' SDIs (only one exception to each).
On the question if professional associations or legally mandated organizations require
attending professional events to maintain certification the answers are divided equally (3:3).
No agency provides internship programmes where apprentices could build competences
(although Croatian SGA has introduced such a programme right after the response was
provided). No agency, with one exception (Albania), provides online seminars or
teleconference distant training.
30
Table 2:
Learning options
Organization name:
Your organization encourage/support/stimulate Continual
Professional Development or Life Long Learning?
Is there a permanent education institution for public sector
employees in your country (in areas such as law, economics,
foreign languages and information technology)?
Does your organization provide internship programmes aimed
at acquiring skills by apprentices?
Does your organization undertake study trips to visit reference
sites or exchange experiences with peer organizations inland
or abroad?
Does your country organize exchange of experience workshops
where experts from other countries present their projects or
infrastructures in the fields of Spatial Data Infrastructure or
Land Administration?
Do professional associations or legally mandated organizations
require attending professional events - conferences, trainings,
etc. to maintain certification?
Does your organization provide online seminars or
teleconference distant training?
Table 3:
IPRO
Albania
SGA Croatia
FAGRPA
B&H
KCA
Kosovo*
Yes
Yes
No
Yes
Yes
Yes
No
Yes
Yes
No
Yes
Yes
Yes
No
No
No
No
No
No
No
No
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
No
Yes
Yes
No
Yes
No
Yes
No
No
No
No
No
No
AREC
FYROM
REA
RAGPA RS,
Montenegro
B&H
RGA Serbia
Names of permanent public sector employees education institutions
Organization name:
IPRO Albania
Name a permanent education institution for public sector
employees in your country used to teach skills needed for
performing everyday tasks of public servants (through
internal basic training programme in areas such as law,
economics, foreign languages and information technology)
– either one government institution (like e.g. the Academy
of Public Administration in Austria), or permanent training
centres e.g. at ministries?
Educational
Institute of Public
Servants
Administration /
Tirana.
AREC FYROM
Agency for
Administration
RAGPA RS, B&H
Agency for state
administration
Lists of study trips in the last two years (with number of people in each of the trips) provided
by cadastral agencies is given in Table 4.
Table 4:
IPRO Albania
AREC FYROM
REA Montenegro
RAGPA RS, B&H
Lists of study trips in last two years
Sweden (6), Lithuania (6), Sweden (6), Macedonia (3). Monte Negro (4), Slovenia (2), Bosnia
Herzegovina (4), Croatia (4)
1) Geospatial World Forum Amsterdam, Netherlands 2012 (23.04-27.04.2012) – 5 participants
2) Meeting of the working groups for harmonizing cadastral real estate documents by the state
border between Macedonia & Serbia (25.04. – 27.04. 2012) -3 participants
3) FIG Working Week "Knowledge how to manage with territory", Rome, Italy 06.05. –
10.05.2012) - 3 participants
4) Participation at the final seminar of the JICA mapping project in Serbia - 21 февруари 2012 3 participants
5) EUREF 2012 symposium, Paris, France (06.06. – 08.06.2012) -3 participants
6) First Serbian Geodetic congress, Belgrade, Serbia (01. - 03.2011) - 3 participants
7) International EUPOS symposium 2011, Berlin, Germany (10.10-13.10.2011) -3 participants
8) Symposium EUREF 2011, Chisinau, Moldova (25.05.-28.05.2011) - 2 participants
Young surveyors conferences in Rome and Athens, study visit to Norway
Sweden-5, Finland-2, Norway-2, Northern Ireland-2, Austria-2
31
RGA Serbia
Capacity building for Serbia: Real Estate Cadastre and Registration Project, phase III (supported
by Sweden: SIDA and Lantmateriet)
Management visit
7+2+10
Geoid Development
2+2
Mortgage System
8
Development of Mass Appraisal Concept
8+11+8+2
Development of Quality Control Concept
8+11+8+3
Digital Archive System
Intranet Development
9+8+2
IGIS project (supported by IGN France and Astrium)
10
Capacity development for digital basic state map production in the Republic of Serbia” Project
(supported by Japan: JICA)
5+3
RGA – Statens Kartverk Twinnig Project: Geographic information for development and EU
integration (supported by Norway: Statens Kartverk)
4
Lists of the exchange of experience workshops where experts from other countries
presented their projects or infrastructures in the fields of Spatial Data Infrastructure or Land
Administration (with comments) is given in Table 5.
Table 5:
Lists of the exchange of experience workshops
IPRO Albania
Almost this is done through the trips in Lantmateriet (Sweden), and Lithuania. With Lantmateriet
we have the twining agreement between our institutions. In Lithuania we have been to exchange
experience because there is the new registration system, and Lantmateriet recommended us to
see in the field. Also in Tirana, in our office have been a delegation of expert from Estonia that
introduce the achievements in the field of Land Administration and SDI.
AREC FYROM
1) Conference for national infrastructure for spatial data „The influence of NSDI in the society,
challenges for establishment" 19-20 September 2011, Skopje, Macedonia
2) NSDI Forum 28 March 2011, Skopje, City of Skopje
REA Montenegro
Eurogeographics general assembly, Regional conference on cadastre, Inspiration project meeting
RAGPA RS, B&H
RGA Serbia
1st Geodetic Congress (December 2011): over 400 participants from 23 countries, 77
presentations
Celebration of Completion of the Real Estate Cadastre and Registration Project in Serbia
supported by World Bank (May 2012)
NSDI roles found in cadastral agencies are shown in Table 6. Largest number of roles is
found in RGA Serbia, followed by IPRO Albania and REA Montenegro. However, roles that
are clearly connected with SDI – Metadata administrator and Geoportal administrator – are
present (beside already mentioned Albania, Serbia and Montenegro) only in SGA Croatia
and AREC FYR Macedonia.
32
Table 6:
NSDI roles found in cadastral agencies
Organization name*: IPRO Albania SGA Croatia FAGRPA B&H KCA Kosovo* AREC FYROM
x
x
x
x
X
REA
Montenegro
X
RAGPA RS,
B&H
X
RGA Serbia
Responsible person
X
Editor
X
Supplier
X
Keeper
X
Manager
X
Data administrator
X
Operator
X
Technical developer
Person responsible for data transformation
X
X
X
X
Service administrator
X
X
X
Metadata administrator
X
X
X
Geoportal administrator
X
X
X
X
X
X
X
X
X
x
x
X
X
X
X
X
x
x
X
X
X
X
X
X
X
Cooperation/stakeholders interaction
X
Secretarial work for NSDI bodies
X
Legislation/Agreements
X
Data management (data models and standards)
X
Digital Right Management
X
Web Services
X
Table 7 shows answers to education group of questions by cadastral agencies. Education is
considered important by all agencies. On the other hand, no agency offers scholarships
except for REA Montenegro.
Most (all but two) of the agencies encourage/stimulate its employees to attend certain
educational programmes.
Five of eight agencies encourage/support students studying certain disciplines. Five of eight
also encourage/stimulate its employees to attend certain educational programmes. Only four
out of eight review/influence the educational programmes at certain institutions.
Only three agencies recognize the ECDL programmes and certification, whilst three other
agencies state there are other programmes for elevating computer literacy.
Table 7:
Education
Organization name:
Do you consider education important for your
organization*?
Does your organization encourage/support students
studying certain disciplines?
Does your organization offer scholarship for certain
education programmes?
Does your organization review/influence the educational
programmes at certain institutions?
Does your organization encourage/stimulate its
employees to attend certain educational programmes?
Does your organization recognize the ECDL programmes
and certification?
Is there any other programme in your country with aim
to promote and elevate computer literacy?
IPRO
Albania
SGA
Croatia
FAGRPA
B&H
KCA
Kosovo*
AREC
FYROM
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
No
No
No
No
No
No
Yes
No
No
Yes
Yes
No
Yes
Yes
No
No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
Yes
Yes
Yes
No
No
Yes
Yes
No
Yes
REA
RAGPA RS, RGA Serbia
Montenegro
B&H
33
Table 8 displays the narrative descriptions of programmes that the agency or government
implements with aim to promote and elevate computer literacy.
Table 8:
Narrative description of programmes for promoting and elevating computer
literacy
IPRO
Albania
Government through the National Agency of Information Technology as well as Digital
Albania Department in Ministry of Innovations have actually compiled a strategy in
order to promote developments and modern information technologies in all Albanian
territory and all sectors of economy, education, studies, projects, etc.
REA
Montenegro
RAGPA
RS, B&H
Programmes organized by Directorate for human resources
Agency for state administration regularly organises courses
Figure 25 displays how cadastral agencies responded to the question „How would you spend
100 units of money / budget for the purpose of building capacity for SDI?“ with predefined
items and responder-entered amounts. It shows up that for RAGPA RS, B&H, a significantly
high amount would be given for software and hardware, for SGA Croatia it is building the SDI
institutions/bodies and building a specialized national SDI education centre, for RGA Serbia it
is education of employees for new tools and methods, as well as building a specialized
national SDI education centre, for REA Montenegro it is building SDI institutions/bodies and
education of employees for new tools and methods. FYR Macedonia distributed equally to
education of employees for new tools and methods, education of employees for basic IT
skills and concept, support for university programmes and online learning.
In conclusion, among cadastral agencies highest budgets are given to “Education of
employees for new tools and methods”, “Building SDI institutions/bodies”, “Hardware”,
“Software” and “Building a specialized national SDI education centre”. All others seem to be
of less importance to the responding cadastral agencies.
34
Figure 25: Distribution of hypothetical budget for capacity building for SDI
Education of employees for new tools and methods
Education of employees for basic IT skills and concepts
40
Online learning
Distant lectures
35
Hardware
Software
30
Building a specialized national SDI education centre
Building a specialized regional SDI education centre
25
20
15
10
Software
Hardware
Distant lectures
Online learning
5
RGA Serbia
RAGPA RS, B&H
REA Montenegro
AREC FYROM
KCA Kosovo*
FAGRPA B&H
SGA Croatia
IPRO Albania
0
IPRO
Albania
SGA
Croatia
FAGRPA
B&H
KCA
AREC
Kosovo* FYROM
REA
RAGPA RS, RGA
Montenegro B&H
Serbia
10
10
10
15
15
5
30
5
10
10
15
5
5
10
10
0
10
5
10
0
5
Online learning
5
10
10
5
5
0
5
Distant lectures
5
10
10
5
5
0
0
15
40
10
15
30
10
10
Hardware
5
0
10
10
10
30
10
Software
15
0
10
10
10
40
10
20
20
10
10
5
10
15
10
0
10
10
5
0
5
Answers from cadastral agencies to the question “How would you assess the skills and
knowledge level of the students that graduate at universities in your country with regard to
the needs for NSDI set-up and operation? (from 1 to 5 where 1 = Insufficient and 5 =
Excellent)” are displayed in Table 9. It is evident that geomatic experts group won solid
marks, while students that graduate at universities have a rather low score. This is consistent
with the overall results of all respondents and indicates that university education has room for
improvement.
35
Table 9:
Estimation of SDI knowledge and skills at professional expert groups in the
agencies
Organization name:
geomatics experts
ITC experts
students that graduate at universities with regard to needs for NSDI
IPRO
Albania
SGA Croatia
FAGRPA
B&H
3
4
4
4
3
3
3
3
3
3
4
4
3
KCA AREC FYROM
REA
Kosovo
Montenegro
3
3
2
3
1
5
4
4
3
4
RAGPA RS,
B&H
RGA Serbia
4
3
3
2
2
4
4
4
3
4
Comments from the cadastral agencies to the question “What knowledge and skills would
you recommend to enhance or introduce in university curricula to better support NSDI?
Please, comment” are brought in Table 10.
Table 10: Comments from the cadastral agencies on what knowledge and skills
would they recommend to enhance or introduce in university curricula to
better support NSDI
IPRO Albania
SGA Croatia
FAGRPA B&H
AREC FYROM
REA
Montenegro
RAGPA
RS,
B&H
RGA Serbia
Increasing the knowledge on Data Quality and Evaluation in the context of
dataset (at national level), in order to filter, evaluate needs for upgrade and
improvement of them (data sets).
Knowledge on Metadata, standards (ISO and those for NSDI) and specification
in context of NSDI and Inspire directive.
Knowledge or subjects as a part of GIS subject on Web-GIS, GIS open- sources,
portals, etc.
Strengthening and promote increasing of modern surveying technologies like,
GPS, remote sensing, etc.
Knowledge on the European Coordinative systems and transformations between
them.
Management, coordination
GIS, practical geoinformation knowledge
- What is INSPIRE Directive
- INSPIRE Data Specifications
- Metadata
EU legislation, IT specific tools
Database administration, GIS data structuring, SOAP, IT Project management
Introduction to INSPIRE (legal and technical framework); Web mapping services
development; New tools (geoportals, openSource ...); Standardisation for
geoinformation; Organisation and management in geosector;
The question „How many services does your organization provide within the (N)SDI?“
(illustrated in Figure 26) and the following table with narrative listings of those services (by
the way, these answers are not always mutually consistent) prove that still there is only a
limited number of SDI services at cadastral agencies or not at all, or that there is a
misconception of what SDI services are. Such responses are no exception in their countries.
36
Figure 26:
How many services does your organization provide within the (N)SDI?
5
5
5
4
4
4
3
3
2
2
2
1
1
0
0
0
Table 11:
List the SDI services the cadastral agencies provides
IPRO Albania
SGA Croatia
AREC FYROM
REA Montenegro
RAGPA RS, B&H
RGA Serbia
Technical expertise
Educational subject on INSPIRE &
NSDI
Discovery, viewing
view services
points of the geodetic network
property list
excerpt of the data of AKN –GIS
PORTAL
Catalogue view, search, invoke…
Geoportal, e-Cadastre, Metadata
catalogue, object catalogue and GNSS
network
Discovery and View services
Like other respondents in the region, most agencies (of the five that responded to this
question) completely own their infrastructure for SDI, see Table 12. The only components
that are completely outsourced are Communications/Networking and Internet presence in
case of AREC FYR Macedonia.
Owning ICT infrastructure for SDI is a demanding model as there are significant costs
incurred with it. These costs include hardware and software acquisition and maintenance,
storage management, system and network administration, security, 24x7 working shifts of
staff, power supply, facility management, backup storage, fire protection, etc.
Very much related to the previous point is the question whether organizations have their own
server room (results for the cadastral agencies are shown in Table 13). Although one can
speculate that server room means different thing to different people, the number of
supporting staff confirm that these are not big facilities.
37
Probably all agencies will have to make a decision on how to proceed with the ICT
infrastructure. One possibility for an agency is that it develops a specialized service centre
for SDI; in that case it can provide services to other SDI stakeholders, especially small ones.
The other possibility is to outsource the infrastructure to specialized service providers and
just keep the responsibility for data, services and applications.
Table 12:
Ownership of ICT infrastructure for SDI at the cadastral agencies
IPRO Albania
SGA Croatia
FAGRPA B&H
KCA Kosovo*
AREC FYROM
REA
Montenegro
RAGPA
RS,
B&H
RGA Serbia
Hardware
Software
Storage
Communicatio
ns /Networking
Internet
presence
OWN
PAR
PAR
PAR
PAR
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
OWN
OWN
OWN
OUT
OUT
OWN
PAR
OWN
OWN
OWN
OWN
OWN
OWN
OWN
OWN
OWN
OWN
OWN
PAR
PAR
OWN - Completely owned by the organization
PAR - Partially outsourced (collocated servers, hosted services, cloud services)
OUT - Completely outsourced (collocated servers, hosted services, cloud services)
IPRO Albania
SGA Croatia
FAGRPA B&H
KCA Kosovo*
AREC FYROM
REA
Montenegro
RAGPA
RS,
B&H
RGA Serbia
How many employees
support the server room?
Server rooms and number of supporting staff
Does your organization have
its own server room?
Table 13:
Yes
Yes
No
Yes
Yes
Yes
4
3
Yes
1
Yes
5
5
3
38
Table 14 lists the services that cadastral agencies provide from their servers to the Internet
(including hosted services). These are not just SDI services, but all services of the agencies.
Table 14: Services provided from the organizations’ servers to the Internet (including
hosted services)
IPRO Albania
Public information for first registration process.
AREC FYROM
- view service
- points of the geodetic network
- property list
- excerpt of the data of AKN – GIS PORTAL
Cadastral data, digital maps, geoportal
REA
Montenegro
RAGPA RS,
B&H
RGA Serbia
2.4.3.2
Geoportal, e-Cadastre, Metadata catalogue, Object catalogue and GNSS
network
RGA website; geoportal; web services for Real Estate Cadastre; Central
mortgage register; Active geodetic reference basis of Serbia – AGROS
service; Register of licenses for surveying organisations, services for
submitting requests to RGA
Immovable Property Central Registration Office (IPRO) of the Republic of
Albania
During the last five years, IPRO has been involved in various activities with impact on
building the NSDI and on the implementation of INSPIRE.
IPRO has created and maintains the Index map for 85% of the territory of Albania; to
date the maps have been digitized and efforts are being made to complete the territory
of the entire country; also the entire base map has been digitized for the needs of
creating the Index map for first registration process;
The First Registration process in urban areas is going on, which means bringing the data
of properties in digital form; until now about 85% of cadastral zones in rural areas all
over the country have been finished; the work plan is to finish First Registration in urban
areas by next year;
There is the ongoing process of computerized system implementation in the ten big
registration offices; so far only Tirana office has been finished;
IPRO has been, and still is, member of Consortium for arguing, designing, and
implementation of ALBPOS GNNS System;
IPRO has been involved in the preparation of the draft new Law of Properties
registration.
In 2012, a substantial change took place in Albania which shifts responsibilities for NSDI
among the stakeholders: the Law on organization and functioning of National Infrastructure
for Geospatial Information in the Republic of Albania passed in the Parliament in June 2012
stipulates the set-up of State authority for geospatial information (ASIG). According to this
law ASIG is the decision-making, executive and coordinating institution and plays a major
role in the NSDI: makes decision on collecting, processing and updating of geospatial data
for any of the specified themes; for each of the themes, identifies responsible public
authorities for collecting, processing and updating of geospatial data, the deadlines for
collection and their deposit near ASIG; approves or denies the involvement of collected data
in the National GIS.
39
As stated in Article 7, paragraph 2, point j), ASIG cares about education and increasing the
capacity of actors involved in processes related with national infrastructure of geospatial
information as well as for the dissemination of information related with it, to the public and
interested groups.
In establishing ASIG the crucial issue will be how to set up an operational team that will have
to take its responsibilities in a short time. In other words, the key factor will be human
resources with appropriate experience in management of spatial information. There are four
sources of such staff:
the Immovable Property Central Registration Office (IPRO)
Agency for Legalization of Urban and Informal Zones and Buildings - ALUIZNI
Albanian Geographic (Military) Institute (AGMI)
the academic sector, primarily Department of Geodesy Tirana.
As the establishment of land administration system in Albania has passed its peak, the
pressure on IPRO from the first registration is reduced, yet there is the next potential
challenge – digital cadastral map that is about to replace the existing so called index map.
Some of its 533 employees have skills in geodesy or geoinformation management and can
contribute to ASIG, but the majority have experience in land registration. Similarly, ALUIZNI
has done a great job in mapping the informal settlements and properties and now has a
small, but skilful team with experience in geospatial data collection, processing and
management. Having completed most of the initial entry, the ALUIZNI geoinformation team
may give contribute significantly to forming the ASIG.
AGMI is known to have produced topographic at ranges of scales from 1:10,000 to 1:100,000
for the whole territory of Albania. It is somewhat less known and less open due to its defence
mapping nature. However, it may be worth seeking for capacities there.
The academic sector, with the Geodesy Department, but also Department of Geography and
Faculty of Geology and Mining, is actively following the developments in geoinformation
technologies, as well as (to some extent) management, legal and institutional aspects of
spatial data infrastructures. ASIG will most probably look for assistance, and maybe even for
staff, in this circle.
Beside the listed organizations there are some others, such as Albanian Geologic Survey
(AGS), Central Technical Archive in Tirana, National Forest Agency, N.A. for Water, N.A. for
Environment, N.A. for Territory Administration, local governments, and private geomatic and
geoinformation companies.
Anyway, up to the time of the National INSPIRE Workshop in Tirana held in November 2012,
ASIG was not established, a director was not appointed. So, the INSPIRATION project’s
primary beneficiary organization for Albania, the Immovable Property Central Registration
Office (IPRO), is still the main acting authority for spatial data infrastructure implementation
in Albania. IPRO has a good cooperation with the Department of Geodesy Tirana
(Polytechnic University Tirana, Civil Engineering Faculty).
40
Strengths
There is an MA degree study of Geodesy at the
Polytechnic University of Tirana, Civil Engineering
Faculty, Department of Geodesy
New Law on NSDI is in power since June 2012
There are relevant and up to date spatial datasets
resulting from projects such as legalization of urban and
informal zones and buildings, address register,
cadastral index map, etc.
There are experienced organizations
Opportunities
Weaknesses
State authority for geospatial information (ASIG) not yet
established
Threats
Use the capacities built through previous projects such
as legalization of informal settlements and buildings or
creation of cadastral map
2.4.3.3
Federal Administration for Geodetic and Real Property Affairs (FAGRPA)
and Republic Authority for Geodetic and Property Affairs (RAGPA) of the
Republic of Srpska, Bosnia and Herzegovina
NSDI has started well with the initiative of the Federal Ministry of Spatial Planning and
FAGRPA in 2011 and the round table on SDI in June 2011, with good feedback from the
Federal Government. At the moment, FAGRPA is more concerned with land administration
issues, while there is no legal background for SDI yet. However, the geoinformation
community in the Federation BiH expects SDI to be established, and FAGRPA has
presented its vision of SDI. Among the expected problems to be tackled is complex
constitutional set-up of BiH Federation and lack of SDI legal framework, as well as general
lack of experts in geoinformation and IT.
Strengths
High level political support at conceiving the SDI of FBH
Universities in Sarajevo and Tuzla educate Masters in
Geodesy and Geoinformation
Good cooperation with the other land administration
authority in Bosnia and Herzegovina, the Republic
Authority for Geodetic and Property Affairs (RAGPA) of
the Republic of Srpska
Good regional cooperation
Opportunities
Donor projects in the area of SDI
Weaknesses
Lack of legal framework for SDI
Inadequate cooperation of responsible institutions
(stakeholders)
No association requiring attendance at professional
development events regarding field of LA and SDI
Lack of interest in learning
No scholarship programmes (except for socially
despaired and remarkably talented students)
Poor knowledge of foreign languages
Threats
Complex political and economic environment
Lack of experts in Geoinformation and IT
41
2.4.3.4
State Geodetic Administration (SGA) of the Republic of Croatia
Croatia is approaching the accession date, which is foreseen for July 1st, 2013, i.e. a little
more than half a year. This fact influences its situation to a great extent. Since 2007, NSDI
has been formalized in the Law on State Survey and Real Estate Cadastre, NSDI bodies
have been formed and working, some normative regulations have been promulgated at
Government level, like national metadata profile and metadata implementing rules, etc. One
of the obligations is to transpose INSPIRE Directive into the national legislation and that
activity is taking place now in the form of the new NSDI Law which takes out NSDI from the
land administration and survey arena into a separate law which not only transposes INSPIRE
Directive, but also sets out the foundation of NSDI in general.
Unlike multiple other primary beneficiaries, in the presentation at the 1st Regional INSPIRE
Forum in Zagreb on 27 September 2012, SGA did not list the capacity issue in the “Missing
Ingredients” slide, but this does not mean that SGA does not meet that challenge. In some
projects it was obvious that SGA does not have sufficient human resources to take full care,
responsibility and ownership of the NSDI components such as the Geoportal.
Strengths
Legal framework for NSDI exists
New Law on NSDI underway
Institutional framework for NSDI in place: NSDI Council,
Committee, Working Groups
Normative regulations in place, such as national
metadata profile, metadata implementing rules,
implementing rules for network services
Study visits to EU sites; workshops in Croatia on good
examples in EU and other countries
Existence of Geodetic Faculty in Zagreb as the
autonomous institution for high education in geodesy,
geomatics and geoinformation within the University of
Zagreb
Existence of study programmes for geodesy at two
other universities in Croatia
Chamber of geodetic engineers requires licensed
surveyors to attend certain educational events (like
conferences and seminars) , in order to maintain their
licenses and collect credits
Weaknesses
NSDI still mostly in the courtyard of geodesy/surveying
There is no NSDI Strategy yet
Communication and coordination of institutions on
broad scale insufficient regarding all aspects
Lifelong learning is not yet well implemented and not
harmonized with other supplemental forms of education
Short time for discussion on the NSDI Law and
improvements
There is no institution for public sector employees’
education
Opportunities
Threats
Plenty of existing communication channels available
(magazines, web pages, events, etc.)
Joining the EU
Internationalized professional education and mobility of
students and teachers increased
2.4.3.5
Kosovo Cadastral Agency (KCA), Kosovo*
One of the remarkable circumstances about KCA is that the number of employees is only 47
(as reported in the response to the Questionnaire on capacity and education). This number
includes all sectors, however there are some experts working for KCA, but getting paid from
donor organizations (e.g. seven experts paid by German GIZ, some other experts financed
by World Bank).
42
Strengths
There is a bachelor study programme in geodesy since
2003 at the Faculty of Civil Engineering and
Architecture, Pristina University
At the Faculty of Civil Engineering and Architecture,
Pristina University, there is an optional subject taught
within the Geodesy Department named Geoinformation
infrastructure in the 6th semester with 2+2 hours per
week, which was introduced after 2007
Kosovo Cadastral Agency (KCA) provides to students
free of charge official data up to 100 Euro of cost per
student, for exercises and examinations in faculty
SDI will be defined and established at the beginning of
2013
First SDI conference held in October 2012 in Pristina
Opportunities
Weaknesses
Department of SDI is under organizational schema of
Kosovo Cadastral Agency, but there is still lack of
employees
Geodesy department and geodetic high education in
Kosovo* are very young, i.e. in their beginnings, started
only in academic year 2003/04
The Geodesy Department is very poorly equipped
NSDI institutional framework still not established
Threats
Programmes for master studies are in the process of
being prepared at the Geodesy department, Faculty of
Civil Engineering and Architecture, Pristina University
Kosovo* is in the process of accessing the EU and,
therefore, can use appropriate EU funds
2.4.3.6
Agency for the Real Estate Cadastre (AREC) of the F.Y. Republic of
Macedonia
FYR Macedonia has ambitions to transpose INSPIRE Directive into its legislation very soon,
with December 2013 being the deadline for having the draft law worked out and ready for
public discussion. Since the tender for Geoportal implementation is being completed, there is
a big need for the capacity building within AREC, as well as within other NSDI stakeholders.
Writing the metadata records, including the existing spatial services into GIS applications,
searching for suitable data, preparing and maintaining interoperable spatial datasets for the
INSPIRE Annex themes, exchanging spatial data and services with other stakeholders,
enforcing license agreements or licensing policies, setting up discovery, view and download,
as well as transformation services – this is the list of the most common, but not all activities
related with NSDI. Questionnaire responses and university study programme of geodesy
confirm this need. Also at the 1st INSPIRE Forum in Zagreb on 27 September 2012 AREC
presented a 3-year vision of SDI. The second item in the “What are we missing” slide was
“Trained staff/education”.
During the period 2008-2013, capacity building for the implementation of the Strategic Plan
for AREC is being carried out, financed by Swedish Sida. The main focus of this capacity
building project is on technical and human resources development resulting in confident
rendering an effective service delivery to fellow citizens. The project is concerned mainly with
the land administration aspect of AREC.
43
The Project components are:
1.
2.
3.
4.
5.
E-cadastre
Geodesy
Digital maps
Effective Business Processes
Human Resources Development.
Strengths
Weaknesses
Chamber of surveyors requires licensed surveyors to
attend certain educational events (like conferences and
seminars) in order to maintain their licenses and collect
credits
Active work on the new NSDI law that will transpose
INSPIRE Directive
Opportunities
2.4.3.7
Threats
Real Estate Directorate of the Republic of Montenegro
In the academic year 2002/2003 two new sections were opened at the Faculty of Civil
Engineering, University of Montenegro: Architecture with two specializations, Design and
Urbanism, and Geodesy also with two specializations, State Survey and Cadastre, and
Geodesy. The Architectural Section was transformed into a faculty during the academic year
2006/2007. It is expected that the Geodetic Section will transform to Geodetic Faculty and, at
the moment, it has the status of an independent study programme.
Strengths
Independent study programme exists at the Faculty of
Civil Engineering, University of Montenegro
Opportunities
Weaknesses
NSDI Council not yet established
No NSDI Strategy yet
Threats
Low level of autonomy of the Real Estate Directorate
within the Ministry of Finance
2.4.3.8
Republic Geodetic Authority (RGA) of the Republic of Serbia
RGA of Serbia presented an ambitious programme of activities at the Regional INSPIRE
Forum in Zagreb on September 27 2012, which is consistently presented on their web page.
Items “Capacity building of employees in geosector” and “Education programme adaption to
achieve SDI requirements” are listed among the mid-term activities / institutional framework,
and under “Challenges and Obstacles” there is an item “Human resource stability and
development based on team work”. One can see that the issue of capacity building and
education is recognized, but the approach is such that no strong momentum is given to
creating a solution.
44
Currently, knowledge transfer on topics of surveying is offered by several Universities and
Universities of Applied Sciences. Figure 27 provides an overview of these academic
institutions in Serbia and indicates the thematic focus of the specific academic study
programme(s) provided by the particular institution. Study programmes are adapted to the
three-cycle system (bachelor / master / PhD) to fulfil the requirements of the Bologna
Agreement. Although spatial data infrastructure is mentioned in specific parts of other
subjects, there is no specific subject for it.
Figure 27:
Universities in Serbia providing academic education in the specific
topics of surveying (high intensity -; low intensity - )
Strengths
The Law on State Survey and Cadastre as the legal
basis for NSDI establishment
There is an existing medium-term programme for NSDI,
2011 – 2015, while SDI Strategy of Serbia for the period
2013-2015 is under preparation
NSDI Council exists (since 2010), as well as three
working groups
Geoportal since 2010, metadata profile, metadata
editor, WMS services
Geodata sharing policy
Opportunities
Weaknesses
No strong emphasis on the issue of capacity building &
education
Threats
Accession to EU
45
2.5
General observations of the survey
It is a specific situation in the Western Balkans region that cadastral agencies carry primary
responsibility for SDI; however SDI has only begun to be of significant importance to these
agencies, as they still bear responsibility for major activities like cadastre, surveying and
mapping. Cadastral agencies’ answers in many cases refer more to land administration,
which is their primary concern, than to SDI.
The responsibility for SDI does not only lie with the cadastral agencies; other stakeholders
have their responsibilities and interests, too. Their responses also sometimes point out that
there is a need to build certain capacities in the field of SDI. The general impression is (even
directly through comments in the questionnaires), that most stakeholders express the need
to strengthen the staff’s competencies not just in their organizations, but also in the university
programmes.
Particular answers provided in the survey show that full understanding of SDI concepts and
terminology is yet to be developed. Given that, in most cases, the questionnaires were filled
in by those persons in the organizations that are considered to have the most knowledge
about SDI, the rest of the employees may only be less informed.
The good experiences of the regional trainings and national workshops that were performed
in the course of the project so far encourages. The attendees’ motivation was high, which
was evident through active participation in discussions and through expression of satisfaction
in the evaluation forms.
The questionnaire itself is rather demanding in terms of detailed information that is expected,
especially in the first section “Human Capacities”. Information on how many people attended
postgraduate studies or conferences, educational structure of the employees etc. require
some investigation. On the other hand, the guidelines provided in the accompanied letter
mentioned that if it makes it too lengthy or even impossible to complete the questionnaire, it
is better to skip particular questions, or to give best guess answers. Several fields were,
therefore, not filled, while information was received from many organizations that they were
gathering precise data.
The questionnaire was not all about hard figures, but also demanded the person completing
the answers to provide his/her opinion on some matters. Such was the question about skills
for SDI at some profession or at students that graduate, or the question on budgeting the
capacity building.
2.6
University teaching programmes in the region
For the purpose of this study we have focused on the studies of geodesy / geomatics in the
universities of the region and observed their curricula with special interest for the topics of
teaching that are connected with NSDI.
A general remark is that the studies of geodesy and geomatics are still focused primarily on
the spatial data collection and data provision. The geographic information systems and
spatial data management are regularly present in a small number of topics, while SDI is not
visible, and may only be mentioned within those collegia. There is though one exception: at
the Faculty of Geodesy, University of Zagreb, there is an optional course in the 6th semester
titled Geoinformation Infrastructure (GII).
46
2.7
Reference case: SDI Capacity Building Project in Poland
If we are looking for reference cases in the field of capacity building, the Polish project is a
good one. Poland is one of the youngest EU members.
The project “Educational support to the implementation of the INSPIRE Directive in local
government administration in the context of improving the quality and efficiency of services in
Poland” is a good reference case for the SDI capacity building in an EU member state that
has the obligation to implement the INSPIRE Directive.
The project was implemented by the Head Office of Geodesy and Cartography, Poland, and
is co-financed by the European Union.
The aim of the project was to support local government services and selected central
government level employees in the implementation of the INSPIRE Directive, in particular in
the construction of infrastructure for spatial information (SDI).
The project involved conducting a series of training courses for civil servants and for selected
services involved in the construction process, as well as administration of the SDI. Training
was about to improve the quality of service and efficiency of the officials responsible for
conducting and sharing of spatial information, and thus improve the implementation of the
INSPIRE Directive and the functioning of SDI.
2.7.1
Case Poland: Training
Due to the varied needs of potential participants and their different roles in the
implementation of the INSPIRE Directive, three types of training were prepared.
Basic Training, attended by 4,000 participants, introduced local government employees
engaged in cases specified in the INSPIRE Directive of the key issues concerning the
Infrastructure for Spatial Information.
Expert training has been prepared with the aim of creating a group of 150 experts who use
the knowledge gained in the classroom to support the implementation of the INSPIRE
Directive. Their tasks will include, among other, to propose procedures for cooperation
between the government, in order to build SDI, and to provide professional support to those
units.
Postgraduate studies will form specialists in the use, administration and design for spatial
information systems, as well as for management and e-government organization in the field
of geoinformation.
2.8
SWOT summary of the state of play of Capacities and Education in
the region
From the survey and from the local expert contribution strengths and weaknesses, as well as
opportunities and threats for the capacity building and education are identified in the form of
SWOT quadrants, Table 15.
Project INSPIRATION engaged local experts that know the situation very well, in most cases
these are professors that teach at universities. Some of them provided relevant contribution
to the analysis of the responses to the questionnaire in their respective countries and of the
SDI capacity building and education situation in these countries in general; these summaries
are given in Annex D.
47
Table 15:
SWOT analysis for the region from the capacity building and education point of view
Strengths
Weaknesses
Organized study trips to other countries (33 respondents say they do organize such trips, 19
say they don’t);
High educational profile:
o 58% university degree or above, 19% MSc and 5% PhD;
o good trends: in last two years 77% achieved university degree or above, 24% MSc and
12% PhD
o at the moment 322 persons attend the postgraduate studies
Most responding organizations take part at conferences: in total, 431 persons were reported
to have attended some of the geodata collection, management and analysis conferences,
with total of 1036 person/days and 257 papers or presentations.
Most organizations encourage/support/stimulate LLL / CPD
o 70% encourage/support students studying certain disciplines
o 43% review/influence the educational programmes at certain institutions
For all respondents education is considered important, with average grade of 4,6 (from 1 to 5)
More than half respondents recognize ECDL as a tool for development and/or evaluation of
computer literacy among their employees
o Many (about 50%) have also their own ways or recognize others to improve computer
literacy
Most of the organizations have experience with usage of desktop software for acquisition,
processing, maintenance and preparation for publishing of spatial data that are part of NSDI
Opportunities
Narrow scope of geodesy/geomatics towards SDI
Low level of skills/competences of graduated students for SDI – average grade 2,9 (1 to 5)
Distant learning / e-learning not utilized (48 No, 2 Yes)
Majority of organizations do not provide internship programmes aimed at acquiring skills by
apprentices; out of those who answered they do provide it most descriptions proved the
opposite
Only chambers of chartered/authorized geodetic engineers of Croatia and FYR Macedonia
enforce CPD through the concept of points that are collected by attending the recommended
events. Other countries and other professions either don’t nurture that concept or do not
recognize there is one (e.g. in some legislative frameworks chamber system has been
established for technical professions).
Of 329 licenses of desktop software for dealing with NSDI data, only 94 are under support
Most of the university studies of geodesy and geomatics don’t include any SDI-oriented topics
in their programmes; geoinformation and spatial databases are present in most programmes,
but just in small proportion to other geodetic and geomatic topics, and may include
mentioning and elaborating SDI in one or more lectures
Practical culture of maintaining standardized spatial metadata is nonexistent
Few SDI services available
All of the countries of the region are in the process of accession to EU, observing benefits of
INSPIRE implementation and ready to apply for appropriate funds to implement SDI projects
Existing experience and achievements of the Regional Cooperation in Cadastre and SDI
In most countries of the region there are already developed institutions of professional
development and competences building for public servants within more or less specialized
government organizations
Cadastral agencies are primarily concerned with cadastral survey, land administration (LA)
reform and, in many cases, official cartography, too; they are also highly dependent on
political hierarchy, which is interested in having the LA reform completed within its agenda,
and that lowers priority of (capacity building for) SDI
Threats
Education Study and Recommendations Report (Act. 2.1
and Act. 2.2), March 2013
48
3
Conclusions and recommendations
It is of essential importance to bring up the regional recommendations on capacity building
and education to consider the advantages of regional approach, especially as opposed to
national level. First of all, capacity building needs for SDI can be standardized at regional
level and then fewer resources can be spent for greater effect.
The basic contour of the body of knowledge that these recommendations for capacity
building and education refer to is in a way already determined in the project INSPIRATION
by the topics taught at the regional trainings and national workshops. These are:
-
Introduction to SDI
Introduction to and overview of INSPIRE and its services architecture
OGC and INSPIRE services: protocols, technical guidelines, best practices
INSPIRE Metadata
Institutional and legislative framework for NSDI
Data harmonization
INSPIRE implementation in some EU Member States
Legal transposition of the INSPIRE Directive
Public Sector Information Directive
Licensing under INSPIRE: Licensing templates, Creative Commons licenses
Open Data Initiative: Licensing issues, Business model and benefits for providers
Enforcement and implementation of licensing regarding SDI
Best practices projects in beneficiary countries
There are a number of general recommendations in the manner of best practice advice that
will not be elaborated in more detail here. These are:
-
-
-
keep the topics and content of the capacity building relevant for SDI
take part in cross country activities in education - with active participation in ERASMUS
and ERASMUS Mundus programmes
consider short/long term secondments of experts between participating countries
take advantage of existing regional cooperation initiatives and activities, such as ReSPA Regional School of Public Administration with offices, modern training facilities and a
campus in Danilovgrad, Montenegro,
promote and develop e-learning programmes according to the world trends in academic
and life-long-learning teaching with the aim to improve the process and increase the
efficiency and effectiveness in acquiring knowledge
utilize social networks’ features (videos on YouTube, groups on Linkedin, communities on
Facebook, Google+, ...) for better penetration to the audiences in order to provide them
the content and to channel potential students to consider recommended ways of building
their capacities.
Some of the recommendations herein are related to the central recommendation of the
Regional SDI Legislation Framework Analysis and Regional SDI Establishment
Recommendation Report (Act. 1.1 and 1.2). In that report the proposed Memorandum of
Understanding (MoU) on Spatial Infrastructure in the Western Balkans acts as institutional
49
framework for other recommended actions in the field of capacity building and knowledge
transfer, namely the Recommendation 2.1 Network for Geographic Information in the
Western Balkans, while the Permanent Regional Secretariat will act as operational body and
is supposed to conduct and manage the related recommendations.
The recommendations elaborated herein have cross-cutting effects with public awareness
recommendations. For example, educating a relatively high number of professionals in SDI
and Land Administration competences creates, without a doubt, the effect of a significant
increase in public awareness within the geoinformation community.
Figure 28:
Bodies of the Memorandum of Understanding on Spatial Infrastructure in
the Western Balkans
Recommendation 2.1: Building a Network for Geographic Information in the Western
Balkans
Description
Key task for this network is capacity building and knowledge transfer. The knowledge transfer in this
context is primarily related to life-long-learning (LLL) and continuous professional development (CPD)
and is foreseen primarily for the public administration employees. It should open also to the academic
and business sectors as necessary. The Network should cooperate with academic institutions.

The network is supported in knowledge acquisition by regional thematic hubs, e.g. in three large
cities of the region Zagreb, Belgrade, Tirana; each hub is specialized in a particular topic, e.g.
INSPIRE data and services requirements, NSDI legal framework, land administration,
environment, spatial planning.

The Network strives for cooperation with universities in the region, as well as with JRC.

The Network identifies institutions with mandate and practice in teaching necessary skills to
public sector employees with regard to utilizing those institutions for NSDI knowledge transfer.

The Network facilitates exchange of knowledge with renowned experts for SDI and Land
Administration, including implementers of SDI in EU countries and professors from universities
throughout the EU.
50

The Network is related to the Memorandum of Understanding on Spatial Infrastructure in the
Western Balkans and the Forum for Geographic Information in the Western Balkans which will
have the mission of Public Awareness Raising as it promotes basic concepts of SDI to a wider
range of professionals.
Addressed
problem
This recommendation is targeting the need to build the public sector employees’ capacities in the fields
of National Spatial Data Infrastructure and Land Administration, in the regional perspective. The need
for these skills is suddenly appearing as the legislation addresses NSDI in the countries of the region.
But this body of knowledge can be standardized and channelled at regional level, and particularly in a
more cost-effective way than at country level.
Countries of the region are at different stages of NSDI establishment, but what they all have in
common is accession to EU and in that sense observing and implementing the INSPIRE Directive.
Therefore, INSPIRE competences make an important topic of teaching.
This recommendation is on the high level. It takes into account the regional perspective and
contributes towards creating standardized set of skills that can be used region wide – and wider – on
the plug-and-play basis.
Target Group
Countries of the region, main NSDI stakeholders, public sector employee education institutions where
exist, universities.

General increase of the NSDI and INSPIRE knowledge at societal level in the countries of the
region.
Expected Impact
Risks resp.
Problems
Funding
Milestones
This recommendation is on high level and practically does not produce risks / problems; the
main risk is connected to the dependency on establishing the Memorandum of Understanding
(MoU) on Spatial Infrastructure in the Western Balkans; without political and financial support for
it the network for education is jeopardized.
Define funding mechanisms as a combination of financial contributions of member states and financing
from donors, like EU, World Bank and bilateral co-operation already in the MoU text. It is important that
there is a self-sustaining funding model in the long run, beyond the initialization phase, when we
should not rely on 3rd party funds.




Success criteria


Setting up the Secretariat
Creating a network of contacts between NSDI leading institutions in the countries of the region,
universities and public servant education institutions where exist, including JRC
Adopting a decision to develop a master plan and a draft Implementation Programme for a
regional “Network for Geographic Information” in the conclusions of the next regional cadastral
conference in 2013
Flow of knowledge in the fields of NSDI/INSPIRE and Land Administration from EU and between
the countries in the region significantly increased
Level of competences for NSDI and INSPIRE implementation raised at regional level to enable
effective NSDI operation
Recommendation 2.2: Development of curricula for profiles of SDI experts or users
Description
Develop a number of curricula for profiles of SDI experts or users.

The curricula are developed around the concept of LLL / CPD. It will eventually influence also
the university curricula. The realistic number for the initial period is three curricula. The proposed
three profiles are:
a. NSDI Data Management Expert curriculum for geomatic / land administration professionals,
with specialization in spatial data management, quality and standards enforcement,
including harmonization of INSPIRE data themes, keeping and manipulating data, setting up
basic spatial services, managing metadata, etc.
b. NSDI Disaster Management User Expert for professionals in management of disaster
response and emergency services, industrial accident crisis management and environmental
accident management; the specialization is in searching and accessing the existing spatial
data and services, setting up command and control mapping, performing needed analysis,
creating status reports etc.
51
Addressed
problem
c. NSDI Geoinformation User Expert for general population of professional GI users, including
searching for spatial resources, differentiating the available data and assessing suitability of
found resources, mash up mapping, creating metadata, etc.

Through this effort a concept of certification for these profiles should also be developed.
d. Thus the attendees get a proof of competence they developed
e. NSDI Expert Certificate can be used as a tool for differentiation and appreciation on the job
market
f. The aim and stimulus for further professional development
The employees of the public sector organizations have a need to align their work with the requirements
of the NSDI/INSPIRE.
Target Group
Public sector employees in the fields of National Spatial Data Infrastructure and Land Administration.
Expected Impact

Creating a number of education programmes for life-long-learning and continuous professional
development of the public sector employees.
Risks resp.
Problems
Funding

Certification is complex and demanding
Milestones
Success criteria
from donors, like EU, World Bank and bilateral co-operation already in the MoU text. Consider a selfsustaining funding model in the long run.

Curricula completed and submitted to the Permanent Regional Secretariat and Regional Board
for verification

Regional Working Group on Education and Communication approves the programmes

Experts completing their curriculum

Certificates being issued
Recommendation 2.3: Develop the concept and tasks for learn-on-project work of the
students
Description
Develop the concept (and a number of tasks) for learn-on-project work of the students; (by students
the employees of public administration are meant)
The modern trends in capacity building insist on project-organized education or “action learning” where
students solve a real-world project task with some lecture courses that support the work, following the
project plan and implementation.

The tasks have
defined data sources,
ICT resources,
target result (map, service, application),
deadline
set of theoretic lectures that the team chooses from the topic menu to support the task.

Students are grouped in task teams.

Each task team has one senior expert as mentor.
Addressed
problem
The competence of the attendees / students should be built on the real world problem solving
principles instead of classical lecture-based approach. Students should be able to solve problems they
face (or will face) in their everyday work.
Target Group
Expected Impact
Employees of public administration
 The competence based on experience of solving problems
 Team work improved
 Interest raised for knowledge acquisition (“learning” approach instead of “teaching” approach)
 Finding the appropriate mentors could be an issue
Risks resp.
Problems
52
Funding
The trainings can partially be funded by the student’s employee in the way that the learning project
work is done within the working hours of the organization, on its infrastructure.
Milestones



Success criteria
Adoption of the project tasks
Completing the tasks by student teams
Number of students having completed a learning project
Recommendation 2.4: Develop atomic simple skills based on the Train-the-Trainers
concept
Description
In addition to the previous one, this recommendation is focused on the development of skills of a larger
number of professionals dealing with geoinformation and SDI in their everyday work, whether they are
geomatic experts (geodesists, surveyors, photogrammetrists, geoinformation officers or alike) or they
apply geoinformation in their specific jobs/professions (conservation biologists, spatial planners,
environmentalists, transportation and logistics dispatchers, construction compliance inspectors,
foresters, statisticians, local government officers, landscape architects, cultural heritage restorers,
development investment managers, mineral exploration geologists, etc.).

The atomic skills in the domain of SDI are for example:
Find the suitable data for a task using metadata catalogue portals.
Include an existing OGC or INSPIRE map service into a map using certain GIS desktop
tools
Create a map out of data available through spatial services and local data
Set up a map service to share spatial information among colleagues, a target group of
professionals or general public
Create a metadata record compliant with INSPIRE rules and guidelines
etc.

Trainers acquire knowledge and then teach their peers/colleagues in one of the above listed
atomic skills by:
spreading the concept,
teaching the skills needed, and
sharing the experience.

Each of these simple courses shall have a mini-project that the class has to complete.
Since the atomic skills can be technology specific, the Permanent Regional Secretariat or MoU
member countries respectively can tender the implementation of a number of train-the-trainer courses.
Addressed
problem
There is a need to develop some basic competences within the geoinformation community in a
relatively short timeframe. Limiting the scope of each unit and applying the train-the-trainers concept
aims at achieving goals in a rather short time.
Target Group
Expected Impact


Risks resp.
Problems

Funding
The training can partially be funded by the student’s employee in the way that the mini project work is
done within the working hours of the organization, on its infrastructure.
Milestones



Success criteria
Assured knowledge of basic concepts and skills in a short timeframe
Basic concepts and units of knowledge spread to a large number of NSDI users
First generation of trainers trained
Designated mini-projects completed
Both trainers and their colleague-students use acquired knowledge in their subsequent work
53
Recommendation 2.5: Make data freely accessible and available for education
purposes
Description
Addressed
problem
A specified set of spatial datasets are made available for free for education purposes. The minimum
list of these datasets and the period of updating is multilaterally agreed among the countries of the
region, together with terms of use and conditions of eligibility. Also the minimum area of extent should
be defined per country. NSDI stakeholders are free to add datasets beyond the minimum list.
Data made available not necessarily have to be compliant with common specification, but the providers
are encouraged to share the data harmonized with INSPIRE annex theme specifications.
For the needs of the capacity building of the public sector institutions, as well as for the needs of
university students, even for secondary schools, the actual concrete spatial data are a necessity. At
least the proposed Network for Geographic Information in the Western Balkans will be in demand of, if
at all possible, the cross border data.
Target Group
Employees of public administration, university students, students at secondary schools.
Expected Impact




Promote the culture of data sharing
Facilitate learning on the real world data
Increased public awareness level for SDI
Good reputation of the organizations providing educational spatial datasets
Risks resp.
Problems



Mutual agreement among the countries on the definition of data is not easy to reach
Educational needs for data not taken seriously
Misuse for non-educational purposes
Funding
This recommendation does not cost substantial money; it is more depending on the political will. There
is no need for new data acquisition, only existing data are used. The costs of burning data to produce a
standard DVD or adding technical capabilities to an existing web geoinformation suite can be covered
by the participating countries.
Milestones




Success criteria
Definition of minimum list of datasets agreed on the regional level
Technical means ensured for students to be able to download or take over data
Datasets, following this recommendation, in use by capacity building and university students
Education projects completed using the data in subject.
Recommendation 2.6: Develop a proposal for an initial set of webinars that cover
specific SDI topics
Description
Although the traditional classroom teaching will not be replaced by virtual means, the paradigm of
distant learning and the Web enabled delivery of courses, seminars and training to a larger number of
interested candidates. Recently a widely spread concept is that of webinars, or seminars delivered
over the Web, where the content of the lecturer’s display is transmitted to the audience along with the
voice in real time and the audience can ask questions either over voice transmission or a chat
dialogue, followed by the teacher’s answers. The webinars are usually recorded and made accessible
on the web for later watching over the period of the content relevance.
The specification should enable tendering out the implementation of webinars for specific topics.

Develop specification for webinars (online seminars)

Realize a number of pilot webinars on certain SDI topics
in cases where the lecturer is not from the countries of the region, the language is English
in cases where the relevance overgrows the language areas the language is also English
in cases where intention is to make the content more easily understandable to more local
professionals, domestic language is used

Webinars should be recorded and accessible at certain location on the web after the events
For content that is technology specific, the Permanent Regional Secretariat or MoU member countries
respectively can tender out the implementation of a number of webinars.
54
Addressed
problem
On-site knowledge acquisition is in many regards not easy for the target audience for some of the
following reasons:
high cost of bringing relevant teachers to each country, city
lack of time to attend the classroom lectures and learn-on-the-project exercises
Online teaching has also the advantage of fast response to the newly emerged technologies and
regulations.
Target Group
Spatial data collectors and geodata base managers
All other users of SDIs
Expected Impact


Risks resp.
Problems

Funding
Milestones
Success criteria
Higher availability of teaching content
Increase in the level of knowledge and skills for NSDI tasks
There is a need to establish a number of relay sites where the lecturers come and present the
teaching content; such sites have to be equipped with appropriate hardware, software and
internet access resources, and the challenge is for the Permanent Regional Secretariat and the
involved countries to ensure those

Quality of recorded material not high enough to be widely accepted
For the region-level relevance webinars Define funding mechanisms as a combination of financial
contributions of member states and financing from donors, like EU, World Bank and bilateral cooperation already in the MoU text. Consider a self-sustaining funding model in the long run.
For the country-level relevance the participating countries have to provide funding.




Development of specification for NSDI / INSPIRE webinars and its approval
Realization of pilot webinars: one at regional level and seven more at country level
Number of online attendees
Number of recorded webinar downloads
Recommendation 2.7: Extend the work and mandate of the NSDI working groups for
capacity building
Description
Typically the countries building their NSDIs establish working groups to facilitate implementation. One
such group always includes capacity building and education issues. The work and mandate of the
NSDI working groups for capacity building in the countries of the region should be permanent and
include:

Responsibility for country re-assessment of capacity needs on annual or bi-annual basis,

Monitoring capacity building activities by performing survey on indicators of success,

Recommending measures to address gaps between needs and available resources.
In addition to that there may be a special thread in the Forum for Geographic Information in the
Western Balkans which will coordinate these efforts on the regional level.
Addressed
problem


Target Group
Expected Impact
Countries of the region.

Responsibility for the continuous support, monitoring and advancements in capacity building and
education taken over by the countries themselves
Risks resp.
Problems

Funding
Responsibility for the working groups is on the country level, so is the funding for their work, even the
extended mandate. For the regional coordination of activities the mechanisms of funding the regional
Network could apply.
Milestones

Success criteria

Communication with the Permanent Regional Secretariat and the regional working groups
Ongoing support to capacity building after the course of INSPIRATION Project, monitoring, realigning and bridging gaps.
The working groups in the respective countries may not have the appropriate mandate to
perform these tasks
Formal extension of duration and mandate of the national working groups for capacity building
and education.
Engagement of NSDI working groups for capacity building and education
55
Recommendations 2.2, 2.3, 2.4 and 2.6 assume certain teaching / training courses and the
question arises who will be responsible for conducting those courses. A viable solution might
be, on the regional level, to transform the recommendation into a programme with a set of
projects and for each project to form (tender out) a consortium of organizations/companies
that would take care of organization, logistics, resources, teachers, programmes, as well as
cooperation with universities, JRC and Secretariat of the Memorandum of Understanding on
Spatial Infrastructure in the Western Balkans. The Permanent Regional Secretariat should
set the terms of reference, with rules of eligibility for teaching.
56
4
References
[1]
Betriebsmodell der GDI Sachsen, version 1.0 of June 30, 2011, Saxon State Ministry
of the Interior with the participation of the State Enterprise Geodatabase Information
and
Surveying
Saxony
and
Dresden
University
of
Technology
(http://www.gdi.sachsen.de/inhalt/download/doku/Betriebsmodell_V_1_0.pdf)
[2]
Ian Williamson, Stig Enemark, Jude Wallace, Abbas Rajabifard: Land Administration
for Sustainable Development, Esri Press Academic, 2010
[3]
Educational support to the implementation of the INSPIRE Directive in local
government administration in the context of improving the quality and efficiency of
services, Poland 2010-2012 (http://www.szkoleniainspire.gridw.pl/o-projekcie)
[4]
http://www.dgu.hr
[5]
Linkedin page of the Swedesurvey capacity building project in FYR Macedonia
(http://www.linkedin.com/company/swedesurvey---project-inmacedonia?trk=company_logo)
[6]
Strengthening of the capacities for implementation of the AREC strategic plan 20092012
(http://www.katastar.gov.mk/en/Page.aspx?Id=379&m=1517)
[7]
Besnik Çomo: Presentation of the Central Office of Immovable Property Registration,
Albania at the 1st INSPIRE Regional Forum in Zagreb, September 27, 2012
http://nipp.kartografija.hr/tl_files/Savjetovanje_2012/Prezentacije/Como_Albania.pdf
[8]
Nedţad Pašalić: Presentation of the Federal Administration for Geodetic and Real
Property Affairs, Bosnia and Herzegovina at the 1st INSPIRE Regional Forum in
Zagreb, September 27, 2012
http://nipp.kartografija.hr/tl_files/Savjetovanje_2012/Prezentacije/Pasalic_FBiH.pdf
[9]
http://www.geof.unizg.hr/
[10]
http://www.grf.bg.ac.rs/
[11]
http://geodezija.gf.ukim.edu.mk/
[12]
http://agf.unibl.org/85/agfbl/Geodetski
[13]
http://www.upt.al, http://www.fin.edu.al/
[14]
http://www.gf.ucg.ac.me/
[15]
http://www.gf.unsa.ba/
57
Annex A – Stakeholder List Form
Dear partners and colleagues of the INSPIRATION project!
In line with the workplan agreed upon together with you in the inception workshop, we have already
initiated work on the methodology of the assessment and analysis related subactivities of all there
project activities.
With this document we want to lay the foundations for
 Activity 2.1 (related to the Regional SDI & Land Administration (LA) Capacity and Education
Study) and
 Activity 3.1. (related to the Regional Public Awareness Study)
We have named this document a “project stakeholder information form”, with the aim to create a
list of organizations to which we will send the main questionnaire for the studies and carry out
structured interviews respectively.
With this exercise we would like to find out:
-
who is the target audience group for the capacity and education study questionnaire
who are the stakeholders (2nd and 3rd line according to INSPIRATION Project approach)
which universities exist in each country, and also which of them teach geoinformation
management and SDI
- what private sector subjects should be included in the study
- what related or similar recent studies already exist in your country or in the region that can at
least be taken into account
- and further relevant issues
The “project stakeholder information form” is addressed to the narrow circle of beneficiary
organizations – primary stakeholders (national cadastre and mapping agencies) and the National
Coordinators of the respective beneficiary working groups. Please, fill in your answers below
(electronically) and send the form back via e-mail if possible by 5th of June, 2012 (i.e. before the start
of next week´s training).
Please do the completion of the form to your best knowledge; you don’t have to spend much time in
research of the complete information. (e.g. in case you don’t know some of the contact information
or some other detail, we’ll find out - it is more important that we have the stakeholders list on time).
In preparation of our next week´s meeting we would also like to make up your mind on the following
issue:
For the purpose of the “Regional SDI & Land Administration (LA) Capacity and Education Study” we
would like to have your opinion on the typical roles in SDI that you consider important in your
and Act. 2.2), January 2013
58
country. A clear understanding of roles is necessary for the project´s further work towards
recommendation related to capacity building and education.
Please, list the roles that are already present and/or the ones you may foresee for the future in your
LAS and SDI. You may also comment on each of them.
Here are some typical roles you might want to consider:
 spatial data editor,
 spatial data administrator,
 person responsible for providing spatial data,
 SDI (GIS) manager,
 technical developer,
 person responsible for data transformation,
 service administrator,
 metadata administrator,
 geoportal administrator
 etc.
Please, create the analog list of roles for the Land Administration System (LAS).
We plan to discuss the overall methodology for the assessment and analysis related subactivities of
all there project activities at the regional INSPIRE Training and/or the Regional Cadastral Conference
in Banja Luka next week and are looking forward to meeting some of you soon.
Yours,
Ivica Skender,
Key Expert 2
59
1. List the universities in your country with name, location (city), number of students if you know,
and mark those that teach skills related to geoinformation management, cadastral information
management, surveying, mapping, photogrammetry, GIS, or related discipline.
In cases where more departments / faculties of the same university teach SDI/LA related skills
you can enter multiple lines.
University Name;
contact person;
contact e-mail
City
No. of
students
Department / Faculty that
teaches skills related to SDI
and/or Land Administration
(optional)
Teaches GI mngt., cadastral info
mngt., surveying, mapping,
photogrammetry, GIS, or related
discipline

geoinformation management

cadastral information
management

surveying

mapping

photogrammetry

GIS

software tools

related discipline (specify)
__________________________


management

surveying

mapping

photogrammetry

GIS

software tools

__________________________


management
60

surveying

mapping

photogrammetry

GIS

software tools

__________________________


management

surveying

mapping

photogrammetry

GIS

software tools

__________________________


management

surveying

mapping

photogrammetry

GIS

software tools

__________________________


61
management

surveying

mapping

photogrammetry

GIS

software tools

__________________________


management

surveying

mapping

photogrammetry

GIS

software tools

__________________________


management

surveying

mapping

photogrammetry

GIS

software tools

__________________________
62
2. List of stakeholders
Please, list the institutions that should be considered as tertiary beneficiaries according to ToR
of the project INSPIRATION:
Tertiary beneficiaries: NSDI stakeholders, e.g. other governmental institutions, especially
Ministries of Agriculture (LPIS), statistical offices, local authorities, geological and hydrograhical
surveys, private surveying, GIS and geomatics commercial sector, research organisations.
If needed, explain how, in your opinion, the organization is relevant for the study.
Organization name
Contact
person
Contact
phone
Contact e-mail
Describe how the company is relevant for
the study
3. List the relevant private sector stakeholders in your country
a. mapping, survey, geoinfo, etc. companies
b. telecom operators, IT, Internet providers, small and medium size software companies
c. most significant other niche companies – environment, geology, traffic, agriculture,
construction, spatial planning, etc.
63
d. major market research agencies, 2-3 per country (and marketing surveys already done,
to your knowledge)
e. media (activity 3): main television and radio stations, newspapers (daily and weekly
editions; specialized magazines, primarily geoinformation, geomatics and SDI magazines,
etc.), internet portals, etc.
Company name
Contact
e-mail
Core business
Describe how the company is relevant for the study
4. What recent studies related to capacity and education for SDI and Land Administration, or to
public awareness, already exist in your country or in the region that can at least be taken into
account?
64
65
Annex B – Questionnaire, Capacity and Education for SDI and LA
inspiration

c/o GDi
Bastijanova 52 A  Zagreb, Croatia
To:
GISDATA
INSPIRATION
Spatial Data Infrastructure
c/o GDi GISDATA
Bastijanova 52 A
Zagreb, Croatia
Beneficiaries of the Project INSPIRATION - Spatial
Data Infrastructure in the Western Balkans
phone +385 1 3696-146
e-mail info@inspiration.eu
www.inspiration-westernbalkans.eu
11.07.12
Activity 2.1 Regional Study on Capacity and Education - Questionnaire
Dear colleagues and partners!
In front of you is the questionnaire that we designed for the needs of the Regional SDI &
Land Administration (LA) Capacity and Education Study. Please, assist us by providing your
answers to get the best possible picture of the state of capacities and needs for education in
your organization and your country.
You may think it’s not easy to answer to all the questions. For the questions in the areas out
of your responsibility or out of your knowledge, I would kindly ask you to try to get assistance
of your colleagues, but if it is not doable in a simple and timely manner, you may leave the
question unanswered. For the rest of the questions, please provide answers to the best of
your knowledge, or provide your opinion where it is requested. The mandatory questions are
marked with “*”.
Should you need any assistance, we can provide it by our local experts; please, request it as
early as possible.
We are considering privacy of your answers highest priority and will handle the provided
information with proper care. Hereby we are committing ourselves to not share or
publish any of the individual questionnaires, in part or as a whole, but rather in an
aggregated way (by country and by the whole region) only. We also take your competitive
position very seriously and will take every possible measure to prevent unfair usage or
leaking of information. We may however quote some of the comments in the published
study to illustrate the responses, yet without any reference to the originator of the quoted
text; at the same time we also make sure not to take parts of statements out of context. You
are free to avoid answering to any question which you feel uncomfortable with.
I would appreciate if you fill your answer in the forms (tables) below and send them back to
me electronically. Please, provide your answers latest by August 1, 2012, so we can process
them and provide preliminary results of the study by the 1st Regional INSPIRE Forum in
Zagreb, September 27, 2012.
66
Thank you for your effort!
Ivica Skender
Key Expert 2, Project INSPIRATION - Spatial Data Infrastructure in the Western Balkans
Human Capacities
Organization name*:
Country*:
Name of the person filling the
answers:
Please, briefly describe how you
see your organization’s role in the
national spatial data infrastructure.
Number of
employees1
dealing with
Total number*
Land
administration
Spatial data
infrastructure
Other technical Administrative
affairs
affairs
MSc
MBA
PhD
MBA
PhD
Educational structure of employees2:
Below university
degree
BSc/MA
Number of employees3 that in the last 2 years achieved:
Below university
degree
BSc/MA
MSc
1
Universities/faculties, please fill in the number of teaching personnel.
3
2
67
Number of employees4 attending postgraduate studies (MSc, MBA or PhD degree) at the
moment:
Land administration
Spatial data
infrastructure
Other technical
disciplines
Administrative
disciplines
Total number*
Number of employees5 that attended:
Training course for Database – administration, programming, using,
modelling
Training course for GIS tools (spatial data display, spatial analysis,
editing, modelling, advanced analysis and visualization, spatial data
management)
Conference (within last 24 months) on spatial information management;
spatial data infrastructure; mapping; GIS; location based services (LBS);
LiDAR scanning and processing; digital photogrammetry; remote
sensing; operating mobile mapping units/vehicles; 3D modelling and
visualization; sensor data warehousing, processing and utilization (time
series); mobile GIS.
(employees)
(total
employeeconference
days)
How many papers/presentations your employees have presented at the
conferences (see previous question) in the last 24 months?
Does your organization encourage/support/stimulate Continual Professional
Development (CPD) and/or Life Long Learning (LLL)?
4
5
Yes|No
68
Is there a permanent education institution for public sector employees in
your country used to teach skills needed for performing everyday tasks of
public servants (through internal basic training programme in areas such as
law, economics, foreign languages and information technology) – either one
government institution (like e.g. the Academy of Public Administration in
Austria), or permanent training centres e.g. at ministries?
Yes|No
If Yes, please name it (or list, if more than one).
Does your organization provide internship programmes aimed at acquiring
skills by apprentices?
Yes|No
If Yes, please describe shortly the internship model.
Does your organization undertake study trips to visit reference sites or
exchange experiences with peer organizations inland or abroad?
Yes|No
If yes, please list study trips that you know of in the
last two years (with number of people in each of
the trips).
Does your country organize exchange of experience workshops where
experts from other countries present their projects or infrastructures in the
fields of Spatial Data Infrastructure or Land Administration?
Yes|No
If yes, please list the workshops. Also please provide any additional comments.
Do professional associations or legally mandated organizations require /
issue / credits (points) for attending professional events - conferences,
trainings, etc. in the fields of Spatial Data Infrastructure or Land
Administration to maintain certification / status / membership?
Yes|No
What associations or legally mandated
organizations in your country require attendance at
professional development events? Please, list.
Please, list the conferences and other events in the
last 12 months for which one could earn credits
(points).
69
Does your organization provide online seminars or teleconference distant
training?
Yes|No
Please, tick box (with “X”) at each role that is present at your organization. Add your own
roles related to SDI if appropriate.
Responsible
person
Editor
Supplier
Keeper
Manager
Data
administrator
Operator
Technical
developer
Person responsible for data
transformation
Service
administrator
Metadata
administrator
Geoportal
administrator
Education
Do you consider education important for your organization*?
Yes|No
(from 1 to 5, where 1 = Not Important, 2 = Low Importance, 3 = Moderate
Importance, 4 = Very Important, and 5 = Crucially Important) *
Does your organization encourage/support students studying certain
disciplines?
Yes|No
Does your organization offer scholarship for certain education
programmes?
Yes|No
Does your organization review/influence the educational programmes at
certain institutions?
Yes|No
Does your organization encourage/stimulate its employees6 to attend
certain educational programmes?
Yes|No
Does your organization recognize the ECDL (European Computer Driving
Licence) programmes and certification?
Yes|No
6
70
Is there any other programme that your organization (or government, or an
association in your country) implements with aim to promote and elevate
computer literacy?
Yes|No
If yes, please
describe!
How would you spend 100 units of money / budget for the purpose of building capacity for
SDI?
Please fill in the values so the fields sum up to 100*.
a) Education of employees for new tools and methods
0
b) Education of employees for basic IT skills and concepts
0
c) Support for University programmes
0
d) Online learning
0
e) Distant lectures
0
f)
0
g) Hardware
0
h) Software
0
i)
0
j)
0
Total
0
How would you estimate the knowledge and skills of certain professional expert groups
(typically BSc/MA level and higher) in your organization necessary for spatial data
(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 = Excellent)
geomatics experts (i.e. engineers of geodesy, surveying, geomatics,
geoinformation, photogrammetry, remote sensing)
ITC experts
71
How would you assess the skills and knowledge level of the students that
graduate at universities in your country with regard to needs for NSDI setup
and operation?*
(from 1 to 5 where 1 = Insufficient and 5 = Excellent)
What knowledge and skills would you recommend to enhance or introduce in university
curricula to better support NSDI? Please, comment.
Technical Capacities
How would you estimate the technical capacity in your organization used for spatial data
(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 = Excellent)
hardware equipment
software – quality
software – quantity (number of available licenses)
networking capacity
Maintenance level of the hardware and networking components dedicated to SDI tasks (tic
one box)
Nonexistent
Working hours
24x7
High availability
How many services does your organization provide within the (N)SDI
Please, list the SDI services your organization provides:
72
Is your ICT
infrastructure for SDI:
Completely owned
by your organization
Partially outsourced
(collocated servers,
hosted services,
cloud services)
Completely
outsourced
(collocated servers,
hosted services,
cloud services)
Hardware
Software
Storage
Communications /
Networking
Internet presence
Does your organization use desktop software to acquire, process, maintain
and prepare for publishing spatial data that are part of the NSDI?
Yes|No
Please, list desktop software products that your organization owns and uses for the purposes
referred to in the previous question (GIS, CAD, Remote Sensing, Digital Photogrammetry,
LiDAR Processing, etc.)
How many licenses7 (concurrent users) of the listed desktop software
products your organization owns?
How many licenses (concurrent users) of the listed desktop software
products are on regular technical support and maintenance? (approx.
answer is acceptable)
What percentage of the spatial data that are part of the NSDI are kept and
maintained in file-based (non DBMS) structures (e.g. dwg or shp)?
How many server software licenses does your organization own and use for
publishing spatial data and services that are part of the NSDI?
How many of the server software licenses8 for publishing spatial data and
services at your organization are on regular technical support and
maintenance?
7
8
Universities/faculties, please include the education licenses.
Universities/faculties, please include the education licenses.
73
What is the throughput of the network connection your organization uses to
access internet?
What is the average number of persons that access internet daily?
Does your organization have a separate line for services on the internet that
it provides? (Hosted services count)
Yes|No
What is the throughput of that separate output line?
What services does your organization provide from its servers to the internet? Please, list.
(Hosted services count)
Does your organization have its own server room?
Yes|No
How many employees support the server room?
Does your organization have its own technical support department?
Yes|No
What is the level of service the server room provides?
Working hours
Two daily shifts
24x7
High availability
74
Annex C – Teaching programmes, Study of Geodesy in the region
Albania
POLYTECHNIC UNIVERSITY OF TIRANA/ CIVIL ENGINEERING FACULTY; DEPARTMENT OF GEODESY
TEACHING CURRUCULUM FOR FIRST LEVEL (3-Years) / GEODESY : Diploma DNP(Bechalor)
Credits
Nr
Teaching Subjects
(CRTS)
Year I, First Semester, (Teaching weeks : 14)
1
Algebra & Analytical Geometry
4.5
2.
Mathematical Analyze 1
4.5
3.
General Physics
6.0
4.
*General Geodesy
5
Informatics
3.0
6
Descriptive Geometry & Technical Drawing
6.0
7.
Foreign Language & Economics
3.0
8.
Foreign Language
3.0
Total first semester:
30.0
Second Semester, (Teaching weeks : 14)
9.
Probability, Spheris Trigonometry , Differential Geometry
6.0
10.
Mathematical Analyze 2
4.5
4.
*General Geodesy + FW (Field Work)
13.5
11.
Applied Mathematics (Programming in geodetic models and graphics)
6.0
Total of second Semester:
Total of the first year :
30.0
60
75
Year II, Third semester, (Teaching weeks : 14)
12.
*Topography and State Geodetic Networks
13.
Theory of Errors and valuation of measurements in geodesy
7.5
14.
Astronomy & FW
7.5
15.
Mathematical Geodesy
7.5
16.
General Cartography
7.5
30.0
Total III:
Fourth Semester, (Teaching weeks : 14)
12.
*Topography and State Geodetic Networks + FW ( field Works)
11.5
17.
High accurate Leveling + FW
9.0
18.
Cadastral Systems
6.0
19.
Hydrotechnics works and urban engineering networks
4.5
30.0
Total IV:
Total of the second Year:
Year III
60.0
Fifth Semester, (Teaching weeks : 14)
20.
Geomatics
7.5
21.
Photogrammetry + FW ( Field Works)
7.5
22.
*Engineering Geodesy I
23.
Evaluation of Immovable Property and Elements of Building Construction.
5.0
24.
Topo-geodetic Design and Works of Roads and Railways +FW
7.5
Total V:
27.5
Sixth Semester, (teaching weeks: 14)
22.
*Engineering Geodesy II + FW ( Field Works)
8.5
25.
Satellite Geodesy(GPS) + FW (Field Works)
9.0
26.
Geographic Information Systems (GIS)
6.0
27.
Imazhet Satelitore
5.0
28.
Diploma (Final Examination)
4.0
76
Total VI
32.5
Total of the third year
60
CRTS TOTAL FOR THREE YEARS
180
77
Nr
Teaching Subjects
CRST
Semester I, (teaching weeks: 14)
Year I
1
Statistics
5.0
2
Numerical Analyze
5.0
3
Coordinative References and Systems in Geodesy
5.0
4
Geodetic Astronomy
7.5
5
Adjustment Computations in Geodesy
7.5
Total I:
Year I
30.0
Semester II, (teaching weeks: 14)
5
Physical Geodesy
5.0
6
Modeling and Designing of GIS and Geo-information Systems
5.0
7
Knowledge on Satellite Communication Technology
5.0
8
Digital Photogrammetry and Applications ( Orthophoto)
7.5
9
Advanced Satellite Geodesy and Application.
7.5
Total II:
Year II
30.0
Semester III, (teaching weeks: 14)
10
Digital Cartography and Applications
6.0
11
Hydrography and Sea Geodesy
5.5
12
Engineering Geodesy in Special Works.
7.5
13
Legislation on European & Albanian geo-information and NSDI : INSPIRE
5.0
14
Knowledge on construction Design and Projects
6.0
Total III:
Year II
30.0
Simester IV, Teaching Weeks:14)
15
Professional Field work
9.0
16
PREPARING and PRESENTATION OF DIPLOMA THESIS
21.0
78
Total IV:
CRTS TOTAL FOR TWO YEARS
30.0
120.0
79
TEACHING CURRUCULA FOR SECOND LEVEL (2-Years)/GEODESY
Diplomma DND (Master of Professional ) (1.5 year or three semesters).
Nr
Year I
Teaching Subjects
CRST
Semester I ( 14 teaching weeks)
1
Digital Cartography and Applications
6.0
2
Hydrography and Sea Geodesy
5.5
3
Engineering Geodesy in Special Works.
7.5
4
Legislation on European & Albanian geoinformation and NSDI : INSPIRE
5.0
5
Knowledge on construction Design and
Projects
CRST Total , first semester:
Year I
6
30.0
Semester II (14 teaching weeks)
7
Modeling and designing of GIS and geoinformation systems.
6.0
8
Digital Photogrammetry and image
processing(Orthophoto).
6.0
9
Knowledge on satellite communication
technologies .
5.0
10
Advanced Satellite Geodesy And
Application.
7.0
11
Year II
Knowledge on urban planning and
projects.
6.0
Total II :
30.0
Semester III, (14 weeks)
80
12
Professional Fieldwork (6-9 weeks)
9
13
Preparation and presentation of Master P.
Diploma Thesis.
21
Total III:
30.0
CRTS TOTAL of one year and half:
90.0
81
Bosnia and Herzegovina
Faculty of Architecture and Civil Engineering, Banja Luka, Study of Geodesy
Прва година
први дио студија – општа настава
1. ГОДИНА СТУДИЈА
1.
2.
Провјера
ECTSсеместарсеместар
знања
(П+В) (П+В)
2+2
1. Линеарна алгебра и аналитичка геометрија 5
7
3+3
2. Диференцијални и интегрални рачун 1
4
1+2
3. Информатика 1
Нацртна
геометрија
и
техничко
цртање
7
2+4
4.
5
2+2
5. Геодетски премјер 1
семинарски
2
1+1
6. Техника геодетских мјерења
рад (са усменом
7
3+3
7. Диференцијални и интегрални рачун 2
одбраном)
3
2+0
8. Основе земљино-књижног права
4
1+2
9. Информатика 2
7
3+3
10. Физика
5
2+2
11. Геодетски премјер 2
4
2+2
12. Програмирање
УКУПНО:
60
25
25
ИЗБОРНИ
Бр.Назив предмета
13.
1. Страни језик
0+1
0+1
семинарски рад
ГЕОДЕТСКИ ОДСЈЕК-НАСТАВНИ ПРОГРАМИ
На првој години студија наставни програми су идентични са наставним програмима
Грађевинског одсјека из сљедећих предмета:
1.
2.
3.
4.
5.
6.
7.
8.
Линеарна алгебра и аналитичка геометрија,
Диференцијали и интегрални рачун 1,
Информатика 1,
Нацртна геометрија и техничко цртање,
Дифернцијални и интегрални рачун 2,
Информатика 2,
Физика,
Програмирање, као и страни језик.
82
Назив предмета: Основе земљишно-књижног права
Година студија: Прва , Семестар: 2, Фонд часова: 2+0, ЕЦТС: 2
Начин извођења Предавања
Условни испити /
/
Захтјеви
Стицање основних знања из области права која се односе на стварна,
Циљ курса
облигациона и управана права.
Основни појмови о праву
Настанак и развој државе и права
Извори права, начело уставности и законитости
Субјекти права, правни односи и правни систем
Основе стварног права и својинско-правних односа
Ствар, право својине, право службености, заложно право,
хипотека
Земљишна књига
Књижна права
Садржај
предавања
Облици својине
Управно право
организација државне управе
управни поступак
управни спор
Основе облигационог права
облигациони односи
облигације
Садржај вјежби /
Панић М.: Увод у социологију и право
Литература
Закон о облигационим односима
/
Напомене
Назив предмета: Геодетски премјер 1
Година студија: Прва, Семестар: 1, Фонд часова: 2+2, ЕЦТС: 5
Начин
извођења
Условни
испити
Захтјеви
Циљ курса
Садржај
предавања
Предавања, рачунске вјежбе, показне вјежбе
/
Овјерен семинарски рад
Упознавање са основним појмовима о премјеру, координатним
системима и методама рачунања положаја тачака у равни.
Увод у референтне површи и координатне системе
Врсте премјера
83
Азимут и дирекциони угао
Оријентација праваца
Индиректно одређивање углова и дужина
Методе одређивања координата тачака у равни
Рачунање површина парцела
Геодетска основа премјера
Правила и прописи у премјеру
Подела на листове и скице детаља
Снимање детаља
Снимање водова
Дигитални модел терена – прикупљање података
Садржај
вјежби
Напомене
Рачунање дирекционих углова и дужина из координата
Рачунање оријентисаних праваца
Ресавање троуглова
Рачунање координата тачака у равни
Рачунање површина и запремина из координата и висина
тачака
Формирање листова и скица детаља
Снимање тачака детаља поларном методом
Картирање снимљеног детаља у неком од CAD програма
Михаиловић, К., Врачарић, К.: Геодезија 1, Научна књига,
Београд,1981.
2 писмене провере знања у току семестра
Назив предмета: Геодетски премјер 2
Начин
извођења
Условни
испити
Захтјеви
Предавања, показне вјежбе
Геодетски премјер 1
Стицање теоријских и практичних знања о примјени математичких
Циљ курса модела у области геодетског премјера неопходних при дефинисању
геодетске основе у равни
Дефиниција геодетског премјера
Садржај
Основни принципи у геодетском премјеру
предавања
Референтна мрежа
84
Тригонометријска мрежа
Посредно и условно изравнање – функционални и стохастички
модел
Трилатерација – функционални и стохастички модел
Хомогенизација тежина
Полигонска мрежа - изравнање
Трансформације координата - опште рјешење
Модели трансформације
Садржај
вјежби
Напомене
Одређивање координата тачака пресјеком унутрашњих и
спољашњих праваца
Изравнање тригинометријске мреже
Изравнање трилатерационе мреже
Трансформације координата
Михаиловић, К.: Геодезија 2, 1. део, Геокарта, Београд, 1995.
Михаиловић, К.: Геодезија 2, 2. део, Геокарта, Београд, 1995.
Алексић, И.: Геодезија 3 – Збирка решених задатака, Научна
књига, Београд, 1990.
На другој години студија наставни програми су идентични са наставним програмима
Грађевинског одсјека из сљедећих предмета:
Инжењерска геологија,
Инжењерска екологија,
Рачунари у гедезији, као и страин језик
Начин
извођења
Условни
испити
Захтјеви
Предавања, индивидуалне вјежбе, показне вјежбе
Објектно-орјентисано програмирање
/
Увођење студената у проблематику база података. Овај предмет се
Циљ курса логично надовезује на материју предмета Информатика 1 и 2, а
припрема студенте за материју предмета Геоинформатика 1.
Подаци. Логичка и физичка организација података. Слогови.
Датотеке. Концепт базе података.
Садржај
Модел података. Ентитети. Везе. Атрибути. Хијерархијски,
предавања
мрежни, релациони, објектни модел. Модел ентитета и веза.
85
Релационе базе података.
Логичко пројектовање. Нормализација. Нормалне форме.
Релациона алгебра. Упити и измене података. SQL.
Интегритет података
Трансакције и конкурентна обрада.
Заштита података
РДБМС софтвер.
Садржај
вјежби
Рад са РДБМС софтвером
Пројектовање базе података
SQL упити
Напомене /
Назив предмета: Техника геодетских мјерења 2
Година студија: Прва, Семестар 4, Фонд часова: 2+1, ЕЦТС: 4
Начин
извођења
Условни
испити
Захтјеви
Технике геодетских мјерења 1
Упознавање са основним принципима мјерења дужина
Циљ курса електрооптичким даљиномерима и примјеном ГПС у топографском
премјјеру.
Принцип рада електрооптичких даљиномера
Простирање електрооптичких таласа кроз атмосферу
Поправке мјјерења електрооптичким даљиномерима
Поправке за брзину простирања таласа
Геометријске поправке
Тотална станица – принципи конструкције
Испитивање и ректификација тоталне станице
Садржај
Мјерење тоталном станицом
предавања
ГПС пријемник – принципи конструкције и функција појединих
делова
Примјена ГПС код израде математичке основе премјера
Кинематичка и РТК методе премјера
Концепт виртуалних референтних станица као геодетска основа
премјера
86
Мјерење дужина електрооптичким даљиномерима и обрада
података мјерења
Мјерење, регистрација и пренос података мјерења тоталном
станицом
Снимање детаља ГПС кинематичким методама
Садржај
вјежби
Напомене
Михаиловић, К., Врачарић, К.: Геодезија 1, Научна књига, Београд,
1981.
Друга година
Геодетска астрономија
Инжењерска геологија
Инжењерска екологија
Рачун изравнања 1
База података
Практична настава из
7.
премјера
8. Гравиметрија
9. Фотограметрија 1
10. Геоинформатика 1
11. Катастар непокретности 1
12. Картографија 1
13. Геодетска метрологија
14. Рачун изравнања 2
15. УКУПНО
ИЗБОРНИ
1.
2.
3.
4.
5.
6.
2. Рачунари у геодезији
3.
4.
ECTSсеместарсеместар
(П+В) (П+В)
5
2+2
5
2+2
5
2+2
3
2+0
4
2+1
5
2+2
3
0+3
3
4
4
5
5
4
4
60
2+0
2+1
2+1
2+2
2+2
2+1
2+1
25
25
0+1
0+1
Провјера знања
семинарски рад са (усменом
одбраном)
0+1
Назив предмета: Техника геодетских мјерења 1
Година студија: Друга
Семестар: 4
87
Фонд часова: 2+1
ЕЦТС: 3
Начин
извођења
Условни испити /
Захтјеви
Упознавање са основним геодетским инструментима и мјерењима
Циљ курса
углова, дужина и висинских разлика.
1. Мјерне јединице
2. Теодолит – принципи конструкције
3. Испитивање и ректификација теодолита
4. Методе мјерења хоризонталних и вертикалних углова
5. Обрада података мјерења углова
6. Мјерење дужина мјерним тракама
Садржај
7. Принцип конструкције оптичких даљиномера
предавања
8. Мерења оптичким даљиномерима и обрада података
9. Нивелир – принципи конструкције
10. Испитивање и ректификација нивелира
11. Мјерење висинских разлика геометријским нивелманом
12. Обрада података мјерења висинских разлика
Садржај вјежби
Напомене
1. Центрисање и хоризонтирање теодолита
2. Испитивање и ректификација теодолита
3. Мјерење хоризонталних и вертикалних углова и обрада
мјерења
4. Мјерење дужина мјерним тракама
5. Мјерење дужина и висинских разлика оптичким
даљиномерима
6. Испитивање и ректификација нивелира
7. Мјерење висинских разлика нивелиром и обрада мјерења
1. Михаиловић, К., Врачарић, К.: Геодезија 1, Научна књига,
Београд, 1981.
У току семестра бице 2 писмене провере знања.
Назив предмета: Практична настава из премјера
Година студија: Друга, Семестар: 4, Фонд часова: 0+3, ЕЦТС: 3
Начин извођења Теренски рад
88
Условни испити Технике геодетских мјерења 1 и 2, Геодетски премјер 1, 2.
Овјерен елаборат практичне наставе
Захтјеви
Примјена теоријских сазнања у реализацији теренских мјерења и
обради података
Циљ курса
приликом рјешавања практичних задатака у премјеру.
Садржај
/
предавања
1. Формирање математичке основе за реализацију премјера
детаља
2. Мјерења углова и дужина у полигонском влаку
3. Мјерење висинских разлика геометријским нивелманом
4. Мјерење висинских разлика тригонометријским нивелманом
5. Формирање листова и скица детаља
6. Снимање детаља поларном методом применом тоталних
Садржај вјежби
станица
7. Снимање детаља ГПС кинематичком методом
8. Снимање детаља ГПС РТК методом
9. Обрада података снимања детаља
10. Израда елабората
Напомене
/
Назив Предмета: Геодетски премјер 3
Година студија: Друга, Семстар 3, Фонд часова: 2+2, ЕЦТС: 4
Начин
извођења
Условни
испити
Захтјеви
Циљ курса
Садржај
предавања
Предавања, показне вјежбе
Овјерен семинарски рад, овјерен елаборат практичне наставе
Стицање теоријских и практичних знања о примјени математичких
модела у области геодетског премјера неопходног при дефинисању
геодетске основе у равни
1. Дефиниција висина у премјеру
2. Мрежа геометријског нивелмана
3. Функционални и стохастички модел изравнања у мрежама
геометријског нивелмана
4. Мрежа тригонометријског нивелмана
5. Функционални и стохастички модел изравнања у мрежама
тригонометријског нивелмана
6. Једнодимензионална трансформација
89
7. Позиционирање мреже премјера
8. Мрежа глобалног позиционог система у премјеру
9. Тродимензионалне трансформације у премјеру
10. Модели 3Д трансформација
1.
2.
3.
4.
5.
Садржај
вјежби
Изравнање мреже геометријског нивелмана
Изравнање мреже тригонометријског нивелмана
Обрада мјерења у локалним ГПС мрежама
Повезивање глобалних и локалних ГПС мрежа
Повезивање ГПС и државне мреже
1. Михаиловић, К.: Геодезија 2, 1. део, Геокарта, Београд, 1995.
2. Михаиловић, К.: Геодезија 2, 2. део, Геокарта, Београд, 1995.
3. Алексић, И.: Геодезија 3 – Збирка решених задатака, Научна
књига, Београд, 1990.
Напомене
Назив предмета: Геодетска метрологија
Година студија: Друга, Семестар: 3, Фонд часова: 2+2, ЕЦТС: 4
Начин
извођења
Условни
испити
Захтјеви
Циљ курса
Садржај
предавања
Предавања, лабораторијске и рачунске вежбе
/
Оверене рачунске вјежбе
Упознавање студената са циљевима, задацима и методама геодетске
метрологије.
1. Предмет, циљеви и задаци геодетске метрологије.
2. Међународни систем мјера и јединица.
3. Принципи метрологије.
4. Анализа методе мјерења хоризонталних углова - одређивање
појединих извора грешака при мјерењу, класификација грешака
по значају. Изрази за оцену тачности мјерења хоризонталних
углова, услови тачности.
5. Анализа методе мјерења висинских разлика - одређивање
појединих извора грешака при мјерењу, класификација грешака
по значају. Изрази за оцену тачности мјерења висинских разлика,
услови тачности.
6. Анализа методе мјерења дужина електро-оптичким
даљиномерима -одређивање појединих извора грешака при
мјерењу, класификација грешака по значају. Изрази за оцену
90
тачности мјерења, услови тачности.
7. Метролошко обезбеђење одређивања вектора применом ГПС
технологије - анализа методе мјерења, одређивање појединих
извора грешака при мјерењу, класификација грешака по значају,
изрази за оцену тачности мјерења, услови тачности.
8. Метролошко обезбеђење мјерења убрзања силе земљине теже анализа методе мјерења, одређивање појединих извора грешака
при мјерењу, класификација грешака по значају, изрази за оцену
тачности мјерења, услови тачности.
Упознавање са инструментима за мјерење хоризонталних углова.
Испитивање осетљивости и прецизности либеле.
Испитивање правилности кретања алхидаде.
Испитивање грешака оптичког микрометра теодолита.
Одређивање колимације, 2ВВ и нагнутости осе дурбина
теодолита.
6. Одређивање грешке визирања и коинцидирања код мјерења
хоризонталних углова.
7. Одређивање угла и код нивелира.
8. Испитивање грешака поделе оптичког микромртра нивелира.
9. Испитивање грешака поделе нивелманске летве.
10. Одређивање адиционе и мултипликационе корекције код
електрооптичких даљиномера.
1.
2.
3.
4.
5.
Садржај
вјежби
Напомене
Р. Мркић: Геодетска метрологија
Скрипта
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Назив предмета: Геодетска астрономија
Година студија: Друга, Семестар 3, Фонд часова: 2+2, ЕЦТС: 4
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извођења
Условни
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Захтјеви
Циљ курса
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Предавања и рачунске вјежбе
Математика 1, 2
Положене провјере знања
Упознавање студената са теоријом и основним принципима
астрометријских метода примењених у геодезији
1. Координатни системи (хоризонтски, мјесни и небески
екваторски, еклиптички и галактички)
2. Временски системи и мјерење времена (природне, теоријске и
статистичке временске скале)
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3. Топоцентричне и геоцентричне координате (астрономска
рефракција, геоцентрична паралакса, дневна аберација)
4. Хелиоцентричне и барицентричне координате (годишња
паралакса, годишња аберација)
5. Звездано кретање (сопствено кретање и барицентрична
радијална брзина)
6. Прецесија
7. Астрономска нутација
8. Средње, привидне и праве координате (Померање Земљиних
полова, поступак редукције координата)
9. Међународна служба за Земљину ротацију и референенте
системе (ИЕРС)
10. Основне методе мјјерења (зенитне, азимутне и комбиноване
методе)
Садржај
вјежби
Напомене
1.
2.
3.
4.
5.
6.
7.
8.
Трансформације координата
Рачунање времена у различитим временским системима
Звездано кретање
Рачунање релативистичких ефеката
Прецесиона матрица
Нутациона матрица
Рачунање привидног положаја небеског тела
Свођење на ЦИП
Скрипта и збирка задатака
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Назив предмета: Рачун изравнања 1
Начин
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Условни
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Захтјеви
Циљ курса
Садржај
предавања
Предавања, вјежбе
Математика 1
Стицање детаљних знања о грешкама мјерења, њиховим распоредима и
параметрима распореда. Курс даје основу за анализу грешака мјерења и
функција резултата мјерења, за изравнање резултата мјерења и оцјену
тачности изравнатих величина и њихових функција. Посебан акценат даје
се на рјешавање разних задатака из геодезије уз примјену теорије
грешака и теорије вероватноће и математичке статистике.
1. Увод у теорију грешака мјерења
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2. Резултат мерења и веза са теоријом вероватноће и математичком
статистиком
3. Структура и корелисаност грешака мјерења
4. Врсте грешака и њихови распореди
5. Мјере положаја и растурања резултата мјерења
6. Тестови о грубим и систематским грешкама
7. Грешке функција и њихови распореди
8. Прави и обратни задатак теорије грешака
9. Основе теорије оцјена. Директна мјерења, серије мјерења, парови
мјерења
10. Врсте променљивих и врсте зависности међу променљивим.
Математички модел
11. Посредно изравнање резултата мјерења
Садржај
вјежби
Напомене
Емпиријски распоред низа мјерења. Мјере положаја и растурања
Тестови о грубим и систематским грешкама
Физичка и алгебарска корелација
Дисперзије функција. Прави и обратни задатак
Принцип занемарљивости грешака
Парови мјерења исте тачности
Тестирање линеарних хипотеза: о дисперзијама, о очекиваним
вриједностима, о распореду
8. Посредно изравнање. Тест адекватности модела, тестови о грубим
грешкама, тестови хипотеза о параметрима, области повјерења
1.
2.
3.
4.
5.
6.
7.
Г. Перовић Рачун изравнања, књига И теорија грешака мерења
Г. Перовић Метод најмањих квадрата, Монографија (рукопис)
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Назив предмета: База података
Назив предмета: Гравиметрија
Начин
извођења
Условни
испити
Захтјјеви
Циљ курса
Предавања
Физика
Циљ курса је упознавање са принципима и праксом гравиметријских
мјерења и значајем гравиметријских података у геодезији и геофизици.
Материја обезбеђује неопходно разумјевање гравиметријских метода
физичке геодезије.
93
1. Уводна разматрања. Циљеви, задаци и значај гравиметрије у
геодезији и геофизици. Поље реалног убрзања силе Земљине теже.
Поље нормалног убрзања силе Земљине теже.
2. Методе одређивања убрзања. Одређивање убрзања принципом
клатна. Одређивање убрзања принципом опруге. Одређивање
убрзања принципом слободног пада. Одређивање убрзања
астазираним системима. Гравиметријски референтни систем
ИГСН71.
3. Гравиметријске мреже. Принципи развијања гравиметријских
мрежа. Методе мјерења у гравиметријским мрежама.
Гравитационе поправке мјерења. Геометријске поправке мјерења.
Математички модел мјерења. Изравнање гравиметријских мрежа.
4. Гравиметријски премјер. Терестрички гравиметријски премјер.
Одређивање убрзања на покретним платформама. Марински
гравиметријски премјер. Аерогравиметријски премјер.
Гравиметријски премјер сателитским методама.
Садржај
предавања
Литература Старчевић М.: Гравиметрија
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Напомене
Назив предмета: Фотограметрија 1
Година студија: Друга
Семестар 4, Фонд часова: 2+1, ЕЦТС: 3
Начин
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Условни
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Захтјеви
Циљ курса
Садржај
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/
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Увођење студената у свијет фотограметрије.
1. Увод у фотограметрију (дефиниције, примјене, историјски
развој)
2. Области примјене
3. Основни принципи фотограметрије.
4. Системи за фотограметријско снимање (летилице,
аерофотограметријске мјерне камере, терстричке мјерне камере,
пратећа опрема)
5. Принципи фотографије (оптичке основе, фотографске основе,
емулзије, филтери, фотографска обрада)
6. Математичке основе појединачне слике (сликовни координатни
систем, унутрашња оријентација, једначине колинаритета,
94
спољна оријентација)
7. Математичке основе стереопара (релативна и апсолутна
оријентација)
8. Математичке основе фотограметријског блока (формација низа
модела, формација блока модела, формација блока
перспективних снопова)
9. Стерео гледање и мјерење (природно гледање, стереоскопско
гледање, принципи стерореституције)
10. Системи за стерореституцију (аналогни, аналитички системи,
дигитални)
11. Основе израде ортофотоа
Садржај
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Напомене
1. Демонстрација техника стереоскопског начина гледања
2. Снимање терестричком мерном камером (прорачун тачности и
диспозиције снимања, припрема, снимање)
3. Основни задаци из аналитичке фотограметрије (задаци засновани
на мјерењима у равни снимка и у моделу)
4. Мјерење (стереореституција - аналогни, аналитички и дигитални
системи)
Фотограметрија, Д. Јоксић; Фотограметрија, Књига 1, К. Краус, Основи
геоинформатике, скрипта, Д. Михајловић (Дигитална фотограметрија)
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Назив предмета: Геоинформатика 1
Начин
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Увод у информатику, Објектно-орјентисано програмирање, Базе
података
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Увођење студената у свијет геоинформација и проблематику која прати
обраду просторних података. Надовезивање на материју предмета
Информатика 3, а припрема студенте за материју предмета
Геоинформатика 2.
1. Основи геоинформатике. Терминологија. Информатика.
Геоинформатика. Геоинформациони системи. Примјене у
геодезији.
2. Рачунарска графика. Хардвер. Софтвер. Векторска и растерска
графика.
3. Векторска графика. CAD. Моделирање геометријских објеката.
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4.
5.
6.
7.
Координате. Визуелизација (перспективна и ортогонална
пројекција). Стандарди. Софтвер. Примјене у геодезији.
Геостатистика. Самплинг. Анализе тачкастих узорака
(интерполација и апроксимација). Површинске анализе.
Просторни подаци. Геометрија и топологија просторних података.
Атрибути.
Организација просторних података. Сортирање и претраживање
просторних података (QuadTree, OctTree, Hash indeksiranje, Rстабло, ...).
Визуелизација просторних података. Картографски приказ. 3Д
приказ. ОпенГЛ.
1. Геореференцирање
2. Решавање типичних геодетских задатака кориштењем CAD
софтвера
3. Просторне анализе коришћењем ГИС софтвера
4. Конверзија података (CAD, растерски и векторски формати)
Садржај
вјежби
Основи геоинформатике, скрипта, Д. Михајловић (поглавља: Увод у
Литература ГИС, Моделирање и обрада просотрних података, Анализа просторних
података, Дистрибуција просторних података)
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Назив предмета: Катастар непокретности 1
Начин
извођења
Условни
испити
Захтеви
Циљ курса
Садржај
предавања
Предавања, вјежбе у рачунарској учионици
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Овјерене двије тест провјере знања и овјерен елаборат
Стицање практичних знањх о изради геодетских (топографских,
катастарских, катастарско-топографских, ситуационих) планова и
планова инфраструктурних водова, изради и одржавању катастра
непокретности, оџавању катастра земљишта и изради и одржавању
катастра водова.
1. Основни појмови и историјски развој евиденције о
непокретностима
2. Државни премјер непокретности и водова
3. Геодетски планови
4. Катастарски планови
5. Регистар просторних јединица,
6. Катастар земљишта
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7. Земљишна књига
8. Катастар непокретности
9. Катастар водова
10. Информациони систем "Катастар непокретности и водова"
Садржај
вјежби
1. Практични примјери израде појединих врста геодетских планова
(топографског, катастарског, катастарско-топографског и плана
водова) у дигиталном облику
2. Примјери провођења промјена (одржавања) на катастарским
плановима у дигиталном и аналогном облику
3. Примјер израде и одржавање алфанумеричке базе података
катастра земљишта
4. Примјер израде и одржавања алфанумеричке базе података
катастра непокретности
5. Упознавање са радом државних служби за катастар непкретности.
В. Лукић: Катастар некретнина
Литература И. Живковић: Топографски Планови
М. Миладиновић: Катастар непокретности
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Напомене
Назив предмета: Картографија 1
Начин
извођења
Условни
испити
Захтјеви
Циљ курса
Садржај
предавања
Предавања уз “Power Point” презентацију.
Вјежбе се изводе у рачунарској сали уз коришћење одговарајућег
софтвера.
Математика 1, Математика 2, Математика 3, Математика 4
Оверен елаборат
Стицање знања о најчеће коришћеним картографским пројекцијама, и то
њиховој: математичкој основи, једначинама и својствима и
деформационим карактеристикама.
За Гаус Кригерову пројекцију циљ је савладавање знања код рачунања
основних задатака у овој пројекцији.
1. Уводна излагања: Општа подјела картографије. Предмет и задаци
математичке картографије и веза са другим наукама. Основи
теорије пресликавања површи. Појам и задаци картографског
пресликавања. Неопходна знања о површи земљиног елипсоида и
лопте.
2. Општа теорија картографског пресликавања: Опште једначине
картографског пресликавања у правоуглим координатама. Опште
једначине картографског пресликавања у поларним координатама.
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3. Изучавање појединачних пројекција: Класификација
картографских пројекција. Конусне пројекције. Цилиндричне
пројекције. Азимутне пројекције. Поликонусне пројекције.
Пројекција Међународне карте света у размери 1:1.000.000.
Псеудоконусне пројекције. Псеудоцилиндричне пројекције.
4. Гаус-Кригерова пројекција: Опште карактеристике. Извођење
основних једначина (директни картографски задатак). Рачунање
географских координата из правоуглих (обрнути картографски
задатак). Рачунање конвергенције меридијана. Рачунање линеарне
размјере и размјере површина. Одређивање величине подручја
пресликавања. Редукција координата. Државни правоугли
координатни систем.
5. УТМ
1. Рачунање дужине меридијана и паралала и површине елипсоидног
трапеза. Класификација задате пројекције према карактеру
деформација.
2. Рачунање локалних деформационих параметара.
3. Графичко одређивање елемената елипсе деформација.
4. Рачунање координата пресјека меридијана и паралела и
карактеристика пројекције у пресјечним тачкама картографске
мреже
5. Исцртавање мреже меридијана и паралела и исцртавање дијаграма
карактеристика за конусне, цилиндричне, азимутне, поликонусне,
псеудоконусне и псеудоцилиндричне пројекције.
6. Решавање задатака у Гаус-Кригеровој пројекцији.
Садржај
вјежби
1. "Математичка картографија", Велибор Јовановић, Војногеографски Институт, Београд, 1983.
2. “Гаус-Кригерова пројекција меридијанских зона”, Бранко Борчић,
Свеучилиште у Загребу, Геодетски факултет, Загреб, 1976.
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Назив предмета: Рачун изравнања 2
Начин
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Условни
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Предавања, вјежбе
Математика 1
98
Захтјеви
Циљ курса
Садржај
предавања
Стицање детаљних знања о математичко-статистичкој анализи разних
геодетских задатака, посебно у области геодетских мрежа
1. Математичко-статистичке основе геодетских мрежа
2. Линеарна регресија с једном независном променљивом
3. Коваријациона анализа
4. Директно (условно) изравнање
5. Посредно изравнање са условима
6. Условно изравнање са непознатим параметрима
7. Парови мјерења различите тачности
8. Анализа компоненти дисперзија
9. Робусно оцјењивање
10. Основе теорије подударности
11. Уклапање мрежа
Мјере и критеријуми квалитета мрежа
Линеарна регресија
Коваријациона анализа
Директно изравнање. Спољашња и унутрашња тачност
Посредно изравнање са условима
Условно изравнање са непознатим параметрима
Парови мјерења различите тачности
Компоненте дисперзија
Робусне оцјене очекиване вриједности и дисперзије низа
мјерења и робусни МНК
10. Основе теорије подударности фигура и положаја тачке
11. Тестови о подударности двије мреже и тестови о одскачућим
тачкама
1.
2.
3.
4.
5.
6.
7.
8.
9.
Садржај
вјежби
Г. Перовић, Рачун изравнања књига прва теорија грешака
мерења
Г. Перовић, Леаст сqуарес, Монограпх
Г. Перовић, Сингуларна изравнања
Г. Перовић, Congruence Theory, (Manuscript)
Напомене
/
Трећа година
99
1. Математичка геодезија
2. Гравиметрија
3. Фотограметрија 2
4. Геоинформатика 2
5. Уређење замљишта
6. Картографија 2
7. Инжењерска геодезија 1
8. Основе менаџмента
9 Сателитска геодезија
10. Основе геодетских референтних мрежа
11. Практична настава из више геодезије
12. Даљинска детекција
13. Дигитално моделирање терена
14. Инжењерска геодезија 2
Практична настава из инжењерске
15.
геодезија
УКУПНО:
ИЗБОРНИ
5.
6.
ECTS
семестарсеместар
3
2+0
4
3+1
5
2+2
4
2+1
5
2+2
5
2+2
5
2+2
3
2+0
4
3+0
4
2+1
2
0+2
3
2+0
2
1+1
5
2+2
3
60
2. Рачунари у геодезији
Провјера
знања
0+3
25
25
0+1
0+1
Четврта година
1.
2.
3.
4.
5.
6.
7.
8.
9.
ECTS
Математика
Теорија сателитског позиционирања
Инжењерска геодезија 3
Картографске пројекције
Електроника у геодезији
Гео-информациони систем (ГИС)
Рачун изравнања 3
Даљинска детекција 2
Дигитална фотограметрија
5
5
5
5
4
4
5
4
4
7.
8.
Провјера знања
семестарсеместар
2+2
2+2
2+2
2+2
2+1
2+1
2+2
2+1
2+1
100
ЗАВРШНИ РАД
10. Изборни предмет 1
УКУПНО:
ИЗБОРНИ
1.
2.
3.
4.
5.
4
60
3+2
2+2
25
3+2
2+2
25
Страни језик
Рачунари у геодезији
Дигитални планови
Организација геодетских радова
Примјена ласерских мјерења
други дио студија – усмјерена настава
Пета година
9.
10.
ECTS
семестар семестар
3
1+1
1. Сателитске методе физичке геодзије
4
0+4
2. Практична настава из геодезије
4
2+1
3. Катастар непокретности 2
4
2+1
4. Дигитална картографија
4
2+1
5. Електроника у геодезији
4
2+1
6. Савремене методе премјера
2+1
7. Просторно и урбанистичко планирање
2+1
8. Основи грађевинарства
2+2
2+1
ЗАВРШНИ РАД ЗА ДРУГИ СТЕПЕН
30
8+12
УКУПНО
60
25
25
ИЗБОРНИ
Бр.
Назив подручја / предмета
Страни језик
Рачунари у геодезији
Уређење земљишта 2
Web GIS
Процјена вриједности
непокретност
6. Организација геодетских радова
1.
2.
3.
4.
5.
Провјера
знања
0+1
2+2
2+1
1+0
1+0
2+1
2+2
101
7. Глобална геодезија
Напомена:
Наставни план ће се модификовати и сукцесивно усвајати по годинама, а предмети
груписати по сродним студијским подручјима.
102
Bosnia and Herzegovina
Faculty of Civil Engineering, Sarajevo, Department of Geodesy
103
104
105
106
107
108
Croatia
University of Zagreb, Geodetic Faculty
Study : Geodesy and Geoinformatics
Legend
L - Lectures
P - Practicum
FE - Field exercises
LE - Laboratory exercises
S - Seminar
PEE - Physical education excercises.
E - Exercises
* - Not graded
** - Not held
Type of study: University undergraduate
Semester
1
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Analytical Geometry and
Linear Algebra
30
0
0
0
0
0
30
0
5.0
Mathematical Analyses
30
0
0
0
0
0
30
0
5.0
Physics
30
0
0
0
0
0
30
0
5.0
Basics of Geoinformatics
30
0
0
30
0
0
0
0
5.0
Geodetic Instruments
30
30
0
0
0
0
0
0
5.0
Engineering Graphics in
Geodesy and Geoinfromatics
15
0
0
30
0
0
0
0
3.0
Physical Education
0
0
0
0
0
30
0
0
0.0
E
0
0
0
0
0
0
ECTS
2.0
2.0
2.0
ECTS
Elective courses
Elective group
Optional courses in 1st semester >
Course
Basics of Informatics
Business Communication
Introduction to Geodesy
L
15
15
30
P
0
0
0
FE
0
0
0
LE
15
0
0
S
0
15
0
PEE
0
0
0
109
Semester
2
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Computer Geometry
30
0
0
0
0
0
0
30
5.0
Programming
30
0
0
30
0
0
0
0
5.0
Land Surveying
30
0
60
0
0
0
0
0
5.0
Field Measurements
30
0
30
0
0
0
0
0
5.0
Vector Analysis
30
0
0
15
0
0
0
0
3.0
Basics of Statistics
30
0
0
15
0
0
0
0
4.0
Physical Education
0
0
0
0
0
30
0
0
0.0
ECTS
Elective courses
Elective group
Optional courses in 2nd semester >
1
Course
2
L
3
P
4
FE
5
LE
6
S
7
PEE
8
E
9
10
ECTS
Basics of English for
Special Purposes
15
0
0
0
15
0
0
0
3.0
Basics of German for
Special Purposes
Spherical Trigonometry
15
15
0
0
0
0
0
0
15
0
0
0
0
15
0
0
3.0
3.0
Semester
3
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Analysis and Processing of
Geodetic Measurements
30
0
0
0
0
0
0
45
5.0
Databases
30
0
0
0
0
0
0
30
5.0
Differential Geometry
30
0
0
0
0
0
30
0
5.0
Geodetic Plans
30
0
0
0
0
0
0
30
5.0
Introduction into Information
Society
15
0
0
0
15
0
0
0
3.0
Principles of Land Rigister Law
30
0
0
0
0
0
0
0
2.0
Physical Education
0
0
0
0
0
30
0
0
0.0
ECTS
Elective courses
Elective group
Optional courses in 3rd semester >
11 Course
Business Communication
12 L
15
15
13
P
0
0
14
FE
0
0
15
LE
15
0
16
0
15
S
17
PEE
0
0
18
E
0
0
19
0
0
20
ECTS
2.0
2.0
110
English in Geodesy
15
0
0
0
15
0
0
0
3.0
German in geodesy
Introduction to Geodesy
Professional Practice in
Bussines
Topography
15
30
0
0
0
0
0
0
15
0
0
0
0
0
0
0
3.0
2.0
0
30
0
0
80
0
0
0
0
0
0
0
0
0
0
0
3.0
3.0
Semester
4
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Cartography
30
0
0
0
0
0
0
30
5.0
Geodetic Reference Frames
30
0
0
30
0
0
0
0
5.0
cadastre
30
0
0
0
0
0
0
45
5.0
Photogrammetry
30
0
0
30
0
0
0
0
5.0
Geoinformation Modelling
30
0
0
0
0
0
0
30
5.0
Physical Education
0
0
0
0
0
30
0
0
0.0
ECTS
Elective courses
Elective group
Optional courses in 4th semester >
21 Course
Geoinformation
Manipulation
Geoinformation Quality
Semester
5
22
L
23
30
30
P
24
0
0
FE
25
0
0
LE
26
0
0
S
27
0
0
PEE
28
0
0
E
29
0
30
30
30
0
ECTS
5.0
5.0
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Satellite Positioning
30
0
0
0
0
0
0
30
5.0
Engineering Geodetic Bases
30
0
0
0
0
0
0
30
5.0
Remote Sensing
30
0
0
0
0
0
0
30
5.0
Land Development
30
0
0
0
0
0
0
30
5.0
Professional Practice
0
0
45
0
0
0
0
0
3.0
ECTS
Elective courses
Elective group
Optional courses in 5th semester >
31 Course
Land Information
Systems
Practical Work with
Geodetic Instruments
Topographic
32
L
33
P
34
FE
35
LE
36
S
37
PEE
38
E
39
40
ECTS
30
0
0
0
0
0
0
30
5.0
15
30
0
0
0
0
15
0
0
0
0
0
0
0
0
15
3.0
4.0
111
Cartography
Semester
6
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Engineering Geodesy
30
0
10
0
0
0
0
20
5.0
State Survey
30
0
0
30
0
0
0
0
5.0
Map Projections
30
0
0
0
0
0
0
30
5.0
Hydrographic Survey
30
0
0
0
0
0
0
30
5.0
ECTS
Elective courses
Elective group
Optional corses in 6. semester >
41 Course
Basics of Geodetic
Astronomy
Discrete Mathematics
Geoinformation
Infrastructure
Introduction into
Management
Web Cartography
42
L
43
P
44
FE
45
LE
46
S
47
PEE
48
E
49
50
ECTS
30
30
0
0
0
0
0
0
0
0
0
0
0
30
30
0
5.0
5.0
30
0
0
0
0
0
0
30
5.0
15
15
0
0
0
0
0
0
15
0
0
0
0
0
0
15
2.0
3.0
Type of study: University graduate
-Specialization : Geodesy
Semester
1
Compulsory courses
Course
ECTS
L
P
FE
LE
S
PEE
E
Cadastral Survey
30
0
0
0
0
0
0
30
6.0
Special Algorithms of
Geodetic Measurement
Processing
30
0
0
0
0
0
0
30
6.0
Engineering Geodesy in
Construction
30
0
0
0
0
0
0
30
6.0
Elective courses
Elective group
Geodesy - optional courses in 1st semester > Altogether 12 ECTS credits are selected among optional courses
51 Course
Basics of Civil
Engineering
Cartography and GIS
52
L
53
P
54
FE
55
LE
56
S
57
PEE
58
E
59
60
ECTS
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
112
Complex Analysis
30
0
0
0
0
0
0
30
6.0
Digital Plans
English for Academic
Purposes
Geodesy in
Environmental
Protection
Geodetic Works in
Hydrotechnics
30
0
0
0
0
0
0
30
6.0
30
0
0
0
20
0
0
10
6.0
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
Geokinematics
30
0
0
0
0
0
0
30
6.0
Global Geodesy
Hydrotechnical
Improvements
Movements and
Deformations
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
Organisational Theory
30
0
0
0
30
0
0
0
6.0
Presentation Techniques
30
0
0
0
10
0
0
20
6.0
Space Geodesy
System of Scientific
Information
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
Semester
2
Compulsory courses
Course
ECTS
L
P
FE
LE
S
PEE
E
Navigation
30
0
0
0
0
0
0
30
6.0
Physical Geodesy
30
0
0
0
0
0
0
30
6.0
Geodetic Networks for Special
Purposes
30
0
0
0
0
0
0
30
6.0
Elective courses
Elective group
Geodesy - optional courses in 2nd semester > Altogether 12 ECTS credits are selected among optional courses
61
Course
71
Application of Laser
Devices
62
L
63
P
64
FE
65
LE
66
S
67
PEE
68
E
69
70
ECTS
30
0
0
0
0
0
0
30
6.0
Geodesy in Geosciences
Geodetic Business
Activity
30
0
0
0
0
0
0
30
6.0
30
0
0
0
10
0
0
20
6.0
Geodetic Heritage
30
0
0
0
0
0
0
30
6.0
Geomagnetic Survey
30
0
0
0
10
0
0
20
6.0
Geomathematics
German for Academic
Purposes
30
0
0
0
20
0
0
10
6.0
30
0
0
0
20
0
0
10
6.0
Industrial Survey
30
0
0
0
0
0
0
30
6.0
113
Numerical Analysis
Numerical Linear
Algebra
Optimizing of Geodetic
Networks
Organisation of Geodetic
Works
Precise Geodetic
Measurements
Semester
3
30
0
0
0
10
0
0
20
6.0
30
0
0
0
10
0
0
20
6.0
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
30
0
0
0
0
0
0
30
6.0
Compulsory courses
Course
L
P
FE
LE
S
PEE
E
Geophysical Geodesy
30
0
0
0
0
0
0
30
6.0
Land Consolidation
30
0
0
0
0
0
0
30
6.0
Marine Geodesy
30
0
10
0
0
0
0
20
6.0
Diploma Thesis
150
150
0
0
0
0
0
0
30.0
ECTS
Elective courses
Elective group
Optional projects in 3rd semester > Altogether 12 ECTS credits are selected among optional courses
72
Course
73
L
74
P
75
FE
76
LE
77
S
78
PEE
79
E
80
81
ECTS
4D-Geodesy
Cartography and
New
Technologies
Determination
of the Earth?s
Shape
Determination
of Water Power
Plant Object
Movement
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Digital Plans
Engineering
Geodesy in
Construction
Generalization
of
Geoinformation
Geodetic
Astronomy
Geodetic
Networks for
Special Purposes
Geodynamics of
the Adriatic
Microplate
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Geomagnetic
0
0
0
0
60
0
0
0
6.0
114
Networks
Global Geodesy
How Marketing
Operates ? Its
Tools and
Techniques
Influence of
Atmospheric
Condition on
Optical Function
of Theodolite
Telescope
Land
Information
Management
Land Surveying
Optimizing of
Geodetic
Networks
Practical
Cartography
Programming in
Geoinformation
Systems
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
0
0
0
0
60
60
0
0
0
0
0
0
6.0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Remote Sensing
Satellite
Positioning
Selected
Chapters of
Photogrammetry
and GIS
Spatial
Development
Testing and
Calibration of
Geodetic
Instruments and
Accessories
According to ISO
Standards
0
0
0
0
60
0
0
0
6.0
0
0
0
0
81.1.1
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Semester
4
Compulsory courses
Course
Diploma Thesis
60
81.1.2
0
81.1.3
0
81.1.4
L
P
FE
LE
S
PEE
E
150
150
0
0
0
0
0
0
81.1.5
ECTS
0
30.0
Type of study: University graduate
-Specialization : Geoinformatics
115
6.0
Semester
1
Compulsory courses
Course
ECTS
L
P
FE
LE
S
PEE
E
Spatial Databases
30
0
0
0
10
0
0
20
6.0
Spatial Management Support
30
0
0
0
0
0
0
30
6.0
Computer Cartography
30
0
0
0
0
0
0
30
6.0
Elective courses
Elective group
Geoinformatics - optional courses in 1st semester > Altogether 12 ECTS credits are selected among optional
courses
82
Course
83
L
84
P
85
FE
86
LE
87
S
88
PEE
89
E
90
91
ECTS
Application of Remote
Sensing
30
0
0
0
0
0
0
30
6.0
Complex Analysis
30
0
0
0
0
0
0
30
6.0
English for Academic
Purposes
30
0
0
0
20
0
0
10
6.0
Map Generalization
Mobile Surveying and
GIS
30
0
0
0
0
0
0
30
6.0
30
0
0
0
10
0
0
20
6.0
Organisational Theory
30
0
0
0
30
0
0
0
6.0
Presentation Techniques
30
0
0
0
10
0
0
20
6.0
Real Estate Estimation
30
0
0
0
0
0
0
30
6.0
System of Scientific
Information
30
0
0
0
0
0
0
30
6.0
Topographic Information
Systems
30
0
0
0
0
0
0
30
6.0
Semester
2
Compulsory courses
Course
ECTS
L
P
FE
LE
S
PEE
E
Advanced Remote Sensing
30
0
0
0
0
0
0
30
6.0
Geoinformation Systems
30
0
0
0
0
0
0
30
6.0
Spatial Data Analysis
30
0
0
0
10
0
0
20
6.0
Elective courses
Elective group
Geoinformatics - optional courses in 2nd semester > Altogether 12 ECTS credits are selected among optional
courses
92
Course
Close Range
Photogrammetry
93
30
L
94
P
0
95
FE
0
96
LE
0
97
S
0
98
PEE
0
99
E
0
100
30
101 ECTS
6.0
116
Geomathematics
German for Academic
Purposes
30
0
0
0
20
0
0
10
6.0
30
0
0
0
20
0
0
10
6.0
GIS in Application
30
0
0
0
0
0
0
30
6.0
Multimedia Cartography
30
0
0
0
0
0
0
30
6.0
Numerical Analysis
Numerical Linear
Algebra
30
0
0
0
10
0
0
20
6.0
30
0
0
0
10
0
0
20
6.0
Programme Engineering
in Geomatics
30
0
0
0
10
0
0
20
6.0
Risk Management
30
0
0
0
0
0
0
30
6.0
Thematic Cartography
30
0
0
0
0
0
0
30
6.0
Semester
3
Compulsory courses
Course
ECTS
L
P
FE
LE
S
PEE
E
Integrated Systems in
Geomatics
30
0
0
0
0
0
0
30
6.0
Image Survey
30
0
0
0
0
0
0
30
6.0
Geovisualisation
30
0
0
0
0
0
0
30
6.0
Diploma Thesis
150
150
0
0
0
0
0
0
30.0
Elective courses
Elective group
Optional projects in 3rd semester > Altogether 12 ECTS credits are selected among optional courses
102 Course
103 L
104 P
105 FE
106 LE
107 S
108 PEE
109 E
4D-Geodesy
0
0
0
0
60
0
0
0
6.0
Cartography and New
Technologies
0
0
0
0
60
0
0
0
6.0
Determination of the
Earth?s Shape
0
0
0
0
60
0
0
0
6.0
Determination of Water
Power Plant Object
Movement
0
0
0
0
60
0
0
0
6.0
Digital Plans
Engineering Geodesy in
Construction
Generalization of
Geoinformation
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Geodetic Astronomy
0
0
0
0
60
0
0
0
6.0
Geodetic Networks for
Special Purposes
0
0
0
0
60
0
0
0
6.0
110
111 ECTS
117
Geodynamics of the
Adriatic Microplate
0
0
0
0
60
0
0
0
6.0
Geomagnetic Networks
0
0
0
0
60
0
0
0
6.0
Global Geodesy
How Marketing Operates
? Its Tools and
Techniques
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Influence of Atmospheric
Condition on Optical
Function of Theodolite
Telescope
0
0
0
0
60
0
0
0
6.0
Land Information
Management
0
0
0
0
60
0
0
0
6.0
Land Surveying
0
0
0
0
60
0
0
0
6.0
Optimizing of Geodetic
Networks
0
0
0
0
60
0
0
0
6.0
Practical Cartography
0
0
0
0
60
0
0
0
6.0
Programming in
Geoinformation Systems
0
0
0
0
60
0
0
0
6.0
Remote Sensing
0
0
0
0
60
0
0
0
6.0
Satellite Positioning
Selected Chapters of
Photogrammetry and
GIS
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Spatial Development
Testing and Calibration
of Geodetic Instruments
and Accessories
According to ISO
Standards
0
0
0
0
60
0
0
0
6.0
0
0
0
0
60
0
0
0
6.0
Semester
4
Compulsory courses
Course
Diploma Thesis
L
P
FE
LE
S
PEE
E
150
150
0
0
0
0
0
ECTS
0
30.0
118
Kosovo*
Prishtina University, Faculty of Civil Engineering and Architecture, Geodesy Department
1st Semester
Nr.
1
2
3
4
5
6
Total
Subject
Linear algebra and analytical geometry
Programming
Basics of geoinformatics and informatics
Geodetic instruments and introduction into geodesy
Foreign language
Physics
Status
Obligatory
Obligatory
Obligatory
Obligatory
Optional
Optional
L+E
2+2
2+2
2+2
2+2
2+0
2+2
ECTS
6
6
6
6
6
6
30
Status
Obligatory
Obligatory
Obligatory
Obligatory
Optional
Optional
Optional
L+E
2+2
2+2
2+2
2+2
2+2
2+2
2+2
ECTS
6
6
6
6
6
6
6
30
Status
Obligatory
Obligatory
Obligatory
Obligatory
Optional
Optional
L+E
3+2
2+2
2+2
2+2
2+1
2+2
ECTS
7
6
6
6
5
5
30
2nd Semester
Nr.
1
2
3
4
5
6
7
Total
Subject
Computer geometry
Mathematical analyses
Land surveying
Analyses and processing of geodetic measurements
Field measurements
Basics of property rights for land registration
Spherical trigonometry
3rd Semester
Nr.
1
2
3
4
5
6
Total
Subject
Databases
Differential geometry
Cadastre
Geodetic plans
Topography
Practical work with geodetic instruments
119
4th Semester
Nr.
1
2
3
4
5
Total
Subject
Cartography
Geodetic reference frames
Photogrammetry
Utilization of geoinformations
Geoinformation modeling
Status
Obligatory
Obligatory
Obligatory
Obligatory
Obligatory
L+E
2+2
2+2
2+2
2+2
2+2
ECTS
6
6
6
6
6
30
Status
Obligatory
Obligatory
Obligatory
Obligatory
Optional
Optional
L+E
2+2
2+2
2+2
2+2
2+2
2+2
ECTS
6
6
6
6
6
6
30
Subject
Status
L+E
ECTS
Engineering geodesy
State survey
Map projections
DIPLOMA THESIS
Geoinformation infrastructure
Web cartography
Basics of geodetic astronomy
Hydrographic survey
Obligatory
Obligatory
Obligatory
Obligatory
Optional
Optional
Optional
Optional
2+2
2+2
2+2
6
6
6
8
4
4
4
4
30
5th Semester
Nr.
1
2
3
4
5
6
Total
Subject
Satellite positioning
Engineering geodetic basis
Remote sensing
Land development
Land information systems
Topographic cartography
6th Semester
Nr.
1
2
3
4
5
6
7
8
Total
2+2
2+2
2+2
2+2
120
FYR Macedonia
Faculty of Civil Engineering Skopje, Study of Geodesy
Obligatory Courses
.Бр
Предмет
I
II
III
IV
V
VI
VII
VIII
Е.К
1.
Нацртна геометрија
Descriptive geometry
2+3
7
2.
Математика
Math
4+4
9
3.
Физика
Physics
2+2
5
4.
Основи на геодезијата
Basics of geodesy
(Физичко воспитување)
PE
5.
Геодезија 1
6.
3+3
(0+2)
9
(0+2)
0
Geodesy
3+3
9
Основи на електрониката
Basics of electronics
2+2
6
7.
Геодетски подлоги
Geodetic underlays
2+2
7
8.
Странски јазик 1
Foreign language 1
2+2
4
9.
Изборен од општи предмети
Choice from general subjects
2+2
4
Физичко воспитување
PE
0+2
0
10.
Теорија на грешки
Theory of errors
3+3
8
11.
Основи на сообраќајници
Basics of traffic ways
2+2
6
Изборен од
Optional topic from group I
2+2
4
12.
група I
13.
Земјишно право и регулативи
Land Law and Legislation
2+0
2
14.
Основи на хидротехниката
Basics of hydrotechnics
2+2
6
15.
Изборен од општи предмети
Choice from general subjects
2+2
6
121
16.
Геодетски израмнувања
surveying adjustments
3+3
6
17.
Геодетска метрологија
geodetic metrology
3+3
6
18.
Бази на податоци
Databases
2+2
4
Изборен од
Optional topic from group I
2+2
4
2+2
4
19.
група I
20.
Странски јазик 2
Foreign language 2
Геодетска
Surveying practice 1
21.
пракса 1
0+6
6
22.
Фотограметрија
Photogrammetry
3+3
7
23.
Катастар
Cadastre
3+3
7
24.
Елипсоидна геодезија
Ellipsoidal geodesy
2+2
5
25.
Геоинформациски системи
Geoinformation systems
3+3
7
Изборен од
Optional topic from group II
2+2
4
26.
група II
27.
Виша геодезија
Higher geodesy
3+3
6
28.
Математичка картографија
Mathematical cartography
3+3
6
29.
Инженерска геодезија
Engineering geodesy
3+3
6
30.
Просторно планирање
Spatial planning
2+2
3
Изборен од
Optional topic from group III
31.
група III
Геодетска
32.
2+2
3
0+5
3
Surveying practice 2
пракса 2
122
33.
Дипломска работа
Diploma thesis
0+3
123
3
Optional Courses
Часови/
Р.Бр
Предмет
Course
неделно
Е.К
Sociology
2+2
4
Probability and Statistics
2+2
4
Spherical trigonometry
2+2
4
Programming
2+2
4
1.
Социологија на претпријатија
2.
Веројатност и статистика
3.
Сферна тригонометрија
4.
Програмирање
5.
Теориска механика
Theoretical Mechanics
2+2
4
6.
Основи на информатика
2+2
4
7.
Web дизајн
Web design
2+2
4
ИЗБОРНИ ПРЕДМЕТИ - ГРУПА I
8.
Дигитални геодетски подлоги
Digital geodetic underlays
2+2
4
9.
Геодетска мерна технологија
Geodetic measurement
technology
2+2
4
Geodesy 2
2+2
4
Adjustments of special networks
2+2
4
General cartography
2+2
4
Software packages in geodesy
2+2
4
Management of real estate
2+2
4
10.
Геодезија 2
ИЗБОРНИ ПРЕДМЕТИ - ГРУПА II
11.
Израмнување на специјални
мрежи
12.
Општа картографија
ИЗБОРНИ ПРЕДМЕТИ - ГРУПА III
13.
Софтверски пакети во
геодезијата
14.
Менаџмент на недвижности
124
Montenegro
Faculty of Civil Engineering, University of Montenegro, Section of Geodesy
Geodesy in Montenegro is taught through the independent study of geodesy. Since the programme
is not available, given here are detailed descriptions of four geodesy and GIS related topics taught at
the Faculty of Civil Engineering.
Geodezija
Naziv predmeta:
Šifra predmeta
Status predmeta
112 000000000
113 obavezan
Semestar
Broj ECTS kredita
Fond časova
4
115 2P+2V
114 I
Studijski programi za koje se organizuje:
MENADţMENT U GRAĐEVINARSTVU, Primijenjene studije, duţina trajanja 6 semestara i 180 kredita.
Uslovljenost drugim predmetima: Nema uslovljenosti.
Ciljevi izučavanja predmeta: Kroz ovaj predmet studenti se upoznaju sa topografskim podlogama kao osnovama
na kojima se projektuju razliĉitii graĊevinski objekti.
Ime i prezime nastavnika i saradnika:
Dr Mitar Čvorović
Zoran Sušić
- nastavnik,
- saradnik
Metod nastave i savladavanja gradiva: Predavanja, vjeţbe, pokazne vjeţbe za rad sa kartama, topografskim
podlogama i instrumentima. Uĉenje i samostalna izrada domaćih
zadataka. Konsultacije.
116 Sadržaj predmeta:
Pripremna
I
II
III
nedjelja
nedjelja
nedjelja
nedjelja
IV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
nedjelja
XV nedjelja
XVI nedjelja
Završna nedjelja
XVIII-XXI nedjelja
Priprema i upis semestra.
Uvod. Geodezija u graĊevinarstvu. Osnovni ciljevi i zadaci.
Topografska podloga, kao dio projekcione ravni. Razmjera i razmjernici.
Lokalni i drţavni koordinatni sistem. Gaus-Krigerova projekcija meridijanskih zona. Podjela
projekcione ravni na listove detalja.
Karta dijela zemljine površi. Plan dijela zemljine površi. Sliĉnosti i razlike.
Pravougle koordinate i njihova primjena kod opisa prostornih formi. Predstavljanje reljefa.
I KOLOKVIJUM
SLOBODNA NEDJELJA
Osnovne karakteristike instrumenata za mjerenje uglova.
Instrumenti za mjerenje duţina i automatsko raĉunanje koordinata taĉaka.
Instrumenti za mjerenje visinskih razlika i GPS tehnike.
Osnovni principi metoda izrade topografskih podloga. Polarna, GPS, Fotogrametriska.
Topografski kljuĉ – šifre za prikazivanje osobina razliĉitih objekata.
II KOLOKVIJUM
Ĉitanje karte i plana. Upotreba karte i plana u sluĉaju kada su izraĊeni na papirnom i magnetnom
mediju. Deformacija plana izraĊenog na papirnoj podlozi. Rad sa skeniranim podlogama.
Izrada Digitalnog modela terena iz skenirane podloge i podataka snimanja. Procjena cijene i roka
izvoĊenja pojedinih vrsta geodetskih radova.
Završni ispit.
Ovjera semestra i upis ocjena.
Dopunska nastava i popravni ispitni rok.
OPTEREĆENJE STUDENATA
U toku semestra
Nedjeljno
Nastava i završni ispit: (5 sati i 20 minuta) x 16 = 85 sati i 20 minuta
Neophodne pripreme prije poĉetka semestra (administracija, upis, ovjera)
2 x (5 sati i 20 minuta) = 10 sati i 40 minuta
4 kredita x 40/30 = 5 sati i 20 minuta
Struktura:
2 sata predavanja
1 sat vjeţbi sa topo podlogama
1 sat vjeţbi sa instrumentima
1 sata i 40 minuta samostalnog
rada, ukljuĉujući konsultacije
Ukupno opterećenje za predmet 4x30 = 120 sati
Dopunski rad za pripremu ispita u popravnom ispitnom roku, ukljuĉujući i
polaganje popravnog ispita od 0 do 24 sata (preostalo vrijeme od prve dvije
stavke do ukupnog opterećenja za predmet 120 sati)
Struktura opterećenja:
85 sati i 20 min. (Nastava)+ 10 sati i 40 min. (Priprema)+24 sata (Dopunski rad)
Literatura: M. Ĉvorović, Geodezija u graĊevinarstvu I dio, Unireks Nikšić 1992 god.
S. Kontić, Geodezija, GraĊevinska knjiga Beograd, 1982 god.
125
Oblici provjere znanja i ocjenjivanje:
-
5 domaćih zadataka ukupno 5 poena (svaki domaći zadatak 1 poen)
Dva kolokvijuma po 20 poena (ukupno 40 poena)
Uredno pohaĊanje nastave 5 poena (svaki izostanak –1 poen)
Završni ispit 50 poena.
Prelazna ocjena se dobija za najmanje 51 poen.
Posebne naznake za predmet::
Predavanja se izvode za grupu do 20 studenata a vjeţbe za grupu od po 20 studenata
Ime i prezime nastavnika koji je pripremio podatke: Dr Mitar Čvorović
Napomena:
Dodatne informacije o predmetu mogu se dobiti kod predmetnog nastavnika, saradnika, šefa
studijskog programa, prodekana za nastavu, i na http://www.dos.cg.ac.yu
Inženjerska geodezija
Naziv predmeta:
Šifra predmeta
Status predmeta
161007601
Semestar
obavezni
I
Broj ECTS kredita
Fond časova
4.5
2P+1V+1L
Studijski programi za koje se organizuje :
GRAĐEVINARSTVO - Smjer SAOBRAĆAJNI, Postdiplomske specijalistiĉke studije, duţina trajanja 2 semestra i 60 kredita.
Uslovljenost drugim predmetima:
Ciljevi izučavanja predmeta: Kroz ovaj predmet studenti se upoznaju sa geodetskim radovima u inţenjerskim
poslovima projektovanja i izgradnje graĊevinskih objekata.
Dr Mitar Čvorović
Zoran Sušić
- nastavnik
- saradnik
Metod nastave i savladanja gradiva: Predavanja, vjeţbe, pokazne vjeţbe za rad sa kartama, topografskim
podlogama i instrumentima. Uĉenje i samostalna izrada domaćih zadataka.
Konsultacije.
117 Sadržaj predmeta:
Pripremna nedjelja
I nedjelja
II nedjelja
III nedjelja
IV nedjelja
Priprema i upis semestra.
Uvod. Geodezija u graĊevinarstvu. Osnovni ciljevi i zadaci geodezije kod izrade projekata i izgradnje
graĊevinskih objekata. Projekat obiljeţavanja graĊevinskih objekata.
Operativni poligon, suština, naĉin razvijanja i odreĊivanja koordinata, primjena kod projektovanja i
izgradnje saobraĊajnica.
Prikupljanje podataka geodetrskim i fotogrametriskim metodama i tehnološki postupak izrade
topografskih podloga. Katastarsko'topografski plan kao podloga za izradu projekata prostornog
planiranja i saobraćajnica.
Digitalni model terena suština, naĉin realizacije, primjena u graĊevinarstvu sa posebnim osvrtom na
projektovanje saobraćajnica.
126
117.1.1
V nedjelja
117.1.2
Obiljeţavanje osovinskih i drugih taĉaka raznih objekata sa operativnog poligona , greške i
taĉnost obiljeţavanja.
117.1.3
VI nedjelja
117.1.4
I KOLOKVIJUM
117.1.5
VII nedjelja
117.1.6
SLOBODNA NEDJELJA
117.1.7
VIII nedjelja
117.1.8
Obiljeţavanje pravca izmeĊu taĉaka koje se nedogledaju. Raĉunanje koordinata taĉaka
prelaznica i kruţnih krivina u poligonskom vlaku i izrada projekta obiljeţavanja.
117.1.9
IX nedjelja
117.1.10 Lokalne geodetske mreţe, svrha namjena i naĉin projektovanja. Transformacija lokalnih
mreţa u drţavni koordinatni sistem. Lokalna mreţa kod projektovanja mostova.
117.1.11
X nedjelja
117.1.12 Tunelske mreţe, podzemna i nadzemna, njihovo povezivanje, proraĉun taĉnosti proboja,
mreţa i naĉin mjerenja konvergencije i osmatranje pomjeranja tunela u izgradnji i
eksploataciji.
117.1.13
XI nedjelja
117.1.14 Savremena mjerna tehnika i njena primjena kod obiljeţavanja saobraćajnica i ostalih
graĊevinskih objekata.
117.1.15
XII nedjelja
117.1.16 II KOLOKVIJUM
117.1.17
XIII nedjelja
117.1.18 GPS tehnologija i njena primjena u izradi topografskih podloga i obiljeţavanju
saobraĊćajnica i ostalih objekata.
117.1.19
XIV nedjelja
117.1.20 Osmatranje saobraćajnice i objekata u toku izrgradnje i eksploatacije. Osnovni pojmovi o
Geografskom informacionom sistemu. Formiranje Informacionog sistema o prostornoj i
fiziĉkoj strukturi saobraćajnih objekata.
117.1.21
XV nedjelja
117.1.22 Osnovni pojmovi o Katastaru nepokretnosti i katastru vodova i podzemnih objekata.
117.1.23
XVI nedjelja
117.1.24 Završni ispit.
117.1.25
Završna nedjelja
117.1.27
XVIII-XXI nedjelja
117.1.26 Ovjera semestra i upis ocjena.
117.1.28 Dopunska nastava i popravni ispitni rok.
117.1.29 OPTEREĆENJE STUDENATA
U toku semestra
117.1.30 Nedjeljno
4.5 kredita x 40/30 = 6 sati
Struktura:
2 sata predavanja
2 sata računskih vježbi
1 sat laboratorijskih vježbi
2 sata samostalnog rada,
uključujući konsultacije
Literatura:
Nastava i završni ispit: (6 sati) x 16 = 96 sati
2 x (6 sati ) = 12 sati
Ukupno opterećenje za predmet 4.5x30 = 135 sati
polaganje popravnog ispita od 0 do 27 sati (preostalo vrijeme od prve dvije
96 sati (Nastava)+12 sati (Priprema)+27 sata (Dopunski rad)
M. Čvorović, Geodezija u građevinarstvu I dio, Unireks Nikšić 1992 god.
S. Kontić, Geodezija, Građevinska knjiga Beograd, 1982 god.
-
5 domaćih zadataka ukupno 5 poena (svaki domaći zadatak 1 poen)
Dva kolokvijuma po 20 poena (ukupno 40 poena)
Uredno pohaĊanje nastave 5 poena (svaki izostanak –1 poen)
Završni ispit 50 poena.
- prelazna ocjena se dobija ako se sakupi 51 poen
Posebne naznake za predmet: Predavanja se izvode za grupu do 75 studenata a vjeţbe za grupu od po 25 studenata
Ime i prezime nastavnika koji je pripremio podatke: Dr Mitar Čvorović
Napomena: Dodatne informacije o predmetu mogu se dobiti kod predmetnog nastavnika, saradnika,
šefa studijskog programa i kod prodekana za nastavu.
127
Naziv predmeta:
Šifra predmeta
Status predmeta
izborni
Informatika i savremeno upravljanje
u sistemima vodovoda i kanalizacije
Semestar
Broj ECTS kredita
Fond časova
6.0
2P+2V
I
GRAĐEVINARSTVO - Smjer HIDROTEHNIĈKI, Magistarske studije, duţina trajanja 2 semestara i 60 kredita.
Ciljevi izučavanja predmeta: Kroz ovaj predmet stiĉu se dodatna znanja iz oblasti informatike i savremenog
upravljanja u sistemima vodovoda i kanalizacije
Metod nastave i savladavanja gradiva:
118
- nastavnik
- saradnik
po pozivu
po pozivu
Predavanja, vjeţbe, konsultacije.
Sadržaj predmeta:
Pripremna nedjelja
I nedjelja
II nedjelja
III nedjelja
IV nedjelja
V nedjelja
VI nedjelja
VII nedjelja
VIII nedjelja
IX nedjelja
X nedjelja
XI nedjelja
XII nedjelja
XIII nedjelja
XIV nedjelja
XV nedjelja
XVI nedjelja
Završna nedjelja
XVIII-XXI nedjelja
Priprema i upis studija, sa izborom obaveznih predmeta i teme magistarskog rada.
Uvod, tehnološka revolucija u savremenim vodovodima.
Sistem daljinskog nadzora vodovoda.
Sistem daljinskog upravljanja.
Mjerna i kontrolna oprema.
Telemetrijski sistemi.
GIS u sistemu vodovoda.
SLOBODNA NEDJELJA
Kolokvijum
Operativna analiza podataka dobijenih mjerenjem i nadzorom.
UtvrĊivanje stvarne potrošnje vode.
Otkrivanje gubitaka vode.
Primjena matematiĉkog modeliranja u opreativnim uslovima.
Pravci daljeg razvoja tehnologije.
Neki problemi modernizacije vodovoda.
Kolokvijum
Završni ispit.
Ovjera semestra i usvajanje teme magistarskog rada.
U toku semestra
Nastava i završni ispit: (8 sati ) x 16 = 128 sati
2 x (8 sati ) = 16 sati
Nedjeljno
6 kredita x 40/30 = 8 sati
Struktura:
2 sata predavanja
2 sata vježbi
Literatura:
128 sati (Nastava)+16 sati (Priprema)+36 sati (Dopunski rad)
B. Ristić: Hidromašinska oprema, Nauĉna knjiga, Beograd, 1996.
B.Batinić, "Hidraulika", GraĊevinski fakultet, Beograd, 1993.
- pozitivno ocijenjene provjere znanja i prisustvo nastavi od 50 do 100 poena.
- završni ispit do 50 poena.
- prelazna ocjena se dobija ako se sakupi 51 poen.
Posebne naznake za predmet: Nastava se izvodi za grupu do 30 studenata, a vjeţbe po grupama od 15 studenata.
Mentorska nastava se organizuje ako je broj kandidata manji od 5.
Ime i prezime nastavnika koji je pripremio podatke: Dr Goran Sekulić
128
šefa poslijediplomskih studija i kod prodekana za nastavu.
Šifra predmeta
Naziv predmeta:
Primjena kompjuterskih programa
Status predmeta
Semestar
izborni
Broj ECTS kredita
Fond časova
6.0
2P+2V
I
GRAĐEVINARSTVO - Smjer INŢENJERSKO–URBANISTIĈKI, Magistarske studije, duţina trajanja 2 semestara i 60 kredita.
Ciljevi izučavanja predmeta: Kroz ovaj predmet stiĉu se dodatna znanja iz oblasti potrebnih kompjuterskih aplikacija.
- nastavnik
- saradnik
po pozivu
po pozivu
Metod nastave i savladavanja gradiva: Predavanja, vjeţbe, konsultacije.
119
Sadržaj predmeta:
Pripremna nedjelja
I nedjelja
II nedjelja
III nedjelja
IV nedjelja
V nedjelja
VI nedjelja
VII nedjelja
VIII nedjelja
IX nedjelja
X nedjelja
XI nedjelja
XII nedjelja
XIII nedjelja
XIV nedjelja
XV nedjelja
XVI nedjelja
Završna nedjelja
XVIII-XXI nedjelja
CAD - projektovanje: definicija, koncepcija, trendovi,primjeri.
CADD - Computer aided design and Drafting, spajanje vektorske i rasterske grafike, skeniranje.
Geometrijske transformacije: ravanske i prostorne.
AUTOCAD - osnove rada s programskim paketom za crtanje.
Archi Cad - osnove rada s programskim paketom za crtanje.
Praktiĉan rad na raĉunarima.
SLOBODNA NEDJELJA
GIS - Geografical Information system: definicija, primjena, primjeri.
ArcInfo, ArcView -osnove rada s programskim paketom za GIS.
Analize podataka u GIS-u.
Povezivanje s ostalim bazama podataka i naĉinima prikazivanja prostornih podloga.
Osnove programa za simulaciju vodovodnih mreţa (EPANET, WESNET).
Osnove programa za simulaciju kanalizacionih mreţa (SEWER).
Prikaz katastra podzemnih instalacija.
Praktiĉan rad na raĉunarima.
Završni ispit.
U toku semestra
2 x (8 sati ) = 16 sati
Nedjeljno
Struktura:
2 sata predavanja
2 sata vježbi
Literatura:
129
Naziv predmeta:
Šifra predmeta
Status predmeta
izborni
Informatika i savremeno upravljanje
u sistemima vodovoda i kanalizacije
Semestar
Broj ECTS kredita
Fond časova
6.0
2P+2V
I
GRAĐEVINARSTVO - Smjer HIDROTEHNIĈKI, Magistarske studije, duţina trajanja 2 semestara i 60 kredita.
Ciljevi izučavanja predmeta: Kroz ovaj predmet stiĉu se dodatna znanja iz oblasti informatike i savremenog
upravljanja u sistemima vodovoda i kanalizacije
Metod nastave i savladavanja gradiva:
120
- nastavnik
- saradnik
po pozivu
po pozivu
Predavanja, vjeţbe, konsultacije.
Sadržaj predmeta:
Pripremna nedjelja
I nedjelja
II nedjelja
III nedjelja
IV nedjelja
V nedjelja
VI nedjelja
VII nedjelja
VIII nedjelja
IX nedjelja
X nedjelja
XI nedjelja
XII nedjelja
XIII nedjelja
XIV nedjelja
XV nedjelja
XVI nedjelja
Završna nedjelja
XVIII-XXI nedjelja
Uvod, tehnološka revolucija u savremenim vodovodima.
Sistem daljinskog nadzora vodovoda.
Sistem daljinskog upravljanja.
Mjerna i kontrolna oprema.
Telemetrijski sistemi.
GIS u sistemu vodovoda.
SLOBODNA NEDJELJA
Kolokvijum
Operativna analiza podataka dobijenih mjerenjem i nadzorom.
UtvrĊivanje stvarne potrošnje vode.
Otkrivanje gubitaka vode.
Primjena matematiĉkog modeliranja u opreativnim uslovima.
Pravci daljeg razvoja tehnologije.
Neki problemi modernizacije vodovoda.
Kolokvijum
Završni ispit.
U toku semestra
2 x (8 sati ) = 16 sati
Nedjeljno
Struktura:
2 sata predavanja
2 sata vježbi
Literatura:
B. Ristić: Hidromašinska oprema, Nauĉna knjiga, Beograd, 1996.
B.Batinić, "Hidraulika", GraĊevinski fakultet, Beograd, 1993.
130
131
Serbia
Faculty od Civil Engineering, University of Belgrade
First-degree Academic studies
Geodesy Master Academic Studies Belgrade
132
133
134
135
136
Annex D – Local Expert contribution - summary of the SDI capacity
building and education in the countries of the region
Pal Nikolli, Albania
Conditions for communication
Description
Establishing of the Ministry of Innovation, Information Technologies and Communication (MITIC)
affirms and reinforces the government's determination for the implementation of national spatial
data infrastructure (NSDI), the adoption of the INSPIRE Directive, the establishment of an
institutional and legal frame for spatial data generation and distribution, providing their use on the
national level, avoiding all misunderstandings and duplication, and improving the quality of the final
projects deliverables especially for infrastructure studies and the environment.
Since beginning of 2011, ALBANIA has started efforts for Realisation of European Directive INSPIRE
2007/2/EC.
Actually, in Albania, spatial data are collected and processed by some institutions such as:
Albanian Geographic (Military) Institute (AGMI), known in Albania as IGJUSH (Institute Gjeografik
Ushtarak Shqiptar, or as the Geographic Institute of Albania - AGMI), is currently part of the Ministry
of Defense and it is essentially responsible for the topographic mapping and geodetic works in
Albania. It is the main institution producing and providing data on Datum, projection, state
triangulation coordinates, state leveling heights and networks, as well as producing and providing the
Topographic maps which cover the entire territory of Albania in large, medium and small scales,
specifically 1:10 000, 1:25 000, 1:50 000, 1: 100 000. In detail the inventory of products owned by
AGMI are:
• Topographic Map at scale 1:25 000, all Albanian territory, 256 map sheets (analog, digital and
vectorized);
• Topographic Map at scale 1:10 000, Western Part and Coast Line of Albania, 200 map sheets
(analog, digital and vectorized);
• Topographic Maps at scale 1:50 000, conformant with NATO standards; Cartographic projection is
TM (Transversal Cylindrical Mercator) with quadratic net by 1000 m. Based on European Datum
WGS-84.
• Digital Cartographic Products available for any users:
137
Map of Kosovo at scale 1:250 000;
Map of Albanian Roads (Transport) at scale 1:400 000;
Map of Albanian Roads (Transport) at scale 1:200 000;
Topographic Map of Albania at scale 1: 500 000
Map of Tirana at scale 1:125000;
Map TIRANA_Durres_Kavaja Metropol at scale 1:75 000;
• Map of administrative boundary of Republic of Albania at scale 1:300 000;
• Marine Maps of Albania (Marine Map of Durresi Bay) at scale 1:35 000;
• Marine Map of Vlora Bay at scale 1:35 000;
Those Maps are actually digitised, georeferenced in Alb87 coordinate reference system, and
evaluated for accuracy and quality. They are in TM and UTM system. Can be used in INSPIRE as
“spatial data only once”.
Central Office of Immovable Properties Registraton and its branches.
The main products used by IPRO in Tirana and other districts are those called Index Maps which
describe the ownership on parcels and properties of the country. These maps are produced in scale
1:5000 and have derived from the Institute of land use and the mapping registration process during
the last 20 years.
Registration of land and its ownerships are based on planimetry maps at basic scale 1:2500.
Ownership Index Maps, Cadastral attributive data and maps, Cadastral zoning, Ownership charts,
addressing, codes, etc.
Albanian Geologic Survey (AGS):
AGS is also an important provider for data and information through studies and maps. For more then
40 years they recorded in topographic maps in various scales (1:5000 till to 1: 100 000) all their
studies, geologic observations and monitoring, various projects and studies on separate fields of
geology, geophysics, environment etc. All these documents are collected and systemized in the
Central Archive of Geology, a structure of AGS. During the last 10 years AGS established the
Department of Geoinformation with the objective to create a digital Information system on Geologic
Data. Additionally, AGS policy is oriented towards Geosciences studies and products. Therefore,
digital processing of Satellite Images and other photogrammetric data, GIS, topographic maps in
138
various scales are currently used by AGS. AGS is a public Institute and can be considered a useful
stakeholder and provider of EO and spatial data.
Main Producer of Geologic, Hydrologic, Risk and Natural Hazards, Mineral Resources, and other
maps. At range of scales 1:10.000 till 1: 100.000 and even more, as 1:200.000. Those maps are
implemented by GIS, built with 11 layers. AGS has actually increased digital capacities and the
volumes. Those data in digital format can be an entry to INSPIRE.
Agency for Legalisation of Urban and Informal Zones and Buildings (ALUIZNI):
ALUIZNI is actually the main provider of digital photogrammetric data offered to the public,
government and the private sector, in orthophoto maps with a resolution to provide printed
reproduction in scale 1:1.000. As a public organization, ALUIZNI has clearly grown rapidly during the
last years. It is actually one of the main stakeholders in producing, providing and using spatial or EO
data which comes from photogrammetric processing. It has realized one of the largest investment in
EO production (national ortho-photography, 1 ml EURO equipment for GIS and photogrammetric
equipment and software applications). This EO product can be an entry in INSPIRE/SDI. The orthophotography is a major national asset and should be used to the best benefit of Albania. ALUIZNI is
sharing this data free of charge with other users, i.e. citizens, public and governmental institutions.
Central Technical Archive in Tirana.
Central Technical Archive has archived and is provider of all local geodetic networks and topographic
and mapping survey plans, Engineering Geologic Studies and maps, etc. of all Cities and Towns, as
well as many villages in Albania at ranges of Sc. 1:500, 1:1000 and 1:2000, done before the year ’90,
by the former Technical Institute Geology -Geodesy. All those works or EO Data Sets are evaluated as
with High accuracy standards. Updating, filtering, migration, georeferencing of all those data first
into the National Coordinative System Frame, adaptation of them in respect with specfication and
standards of INSPIRE directive, can be result as EO data entry in NSDI.
others:
Their role appears to be very important concerning the policies and decision making on spatial, EO
data, surveying, legislation, INSPIRE, etc.
• Ministry of Innovation and Technology of Information and Communication – A key role in INSPIRE
Directive, creation of a National Data Base, National geoinformation Agency or Entity, eGov etc.
• Ministry of Agriculture and Food – Agricultural planning, Policy and Monitoring, cadastral data and
Information, erosion data and studies;
139
• AKKP (Property Restitution and Compensation Agency) Old data and maps. Properties and parcels,
Index maps, etc;
• Ministry of Environment, Forestry and Water Management – Environmental policies, studies and
project-ideas, environmental mapping, floods, pollution.
• Ministry of Public Works and Transport – Road infrastructure and transport, network studies,
projects, urban planning, illegal areas, e_Gov etc;
• Ministry of Justice, responsible for the System of Registration on Immovable Property and Parcels
as well as the access on the ALBPOS System.
• Regional Environmental Offices (12) throughout complete Territory of Albania, dependent on the
Ministry of Environment, Forestry and Fishing, responsible for the implementation and executing
various projects, to issue the Environment Permission as precondition before the execution of Civil
Engineering Projects.
• Urban and Regional Planning Offices and Institute, Dependent on the Ministry of Transport and
Civil Works;
• Private Surveying, topographic and geoinformation Companies;
• Surveyors, Builders and other Real estate professionals;
Human capacities
Three faculties see their role in NSDI as education and capacity building institutions, whereas
Civil Engineering Faculty (Department of Geodesy) is the main institution responsible for NSDI in
Albania. Average staff number of department is 20. Percentage of staff directly involved in land
administration and SDI 30 %.
Educational structure of employees on department of geodesy is high, between about 90%
including administrative and supporting staff reached university degree, out of which 50% have PhD.
30% of staff reached MSc.
In respect to short term education (courses, conferences) all institutions have reported
participation on conferences (within last 24 months) on spatial information management; spatial
data infrastructure; mapping and GIS.
All institutions replied negative regarding providing internship programmes aimed at
acquiring skills by apprentices. Only IPRO has replied positive about undertaking study trips to visit
reference sites or exchange experiences with peer organizations inland or abroad, but without listing
it.
140
All institutions replied “yes” on question about organizing exchange of experience workshops
in Albania where experts from other countries present their projects or infrastructures of spatial data
or Land Administration.
On education
Three university level educational institutions and IPRO were in rating importance of
education to their institutions and about institutional support in studying.
Technical capacity
GPS (Global Positioning Systems);
Satellite Imaging (REMOTE SENSING);
Geografic Information systems (GIS + WEB-GIS);
- Those Technologies are foreseen as the main and basic tools for production and processing of
spatial data to be used for Building, Implementing and Admnistration of SDI – INSPIRE infrastructure.
In response of those important tools to build the NSDI, Albania has developments as:
1. Establishing ALBPOS, Albanian Sallite Positioning System, which comprises 16 permanent
stations that have taken coordinates in the frame ETRF2000 epoch 2008, a Control Center,
actually not certified from EUPOS. The ALBPOS assures the positioning accuracy of ± 2 cm using
the RTK Method. (ALBPOS is seen as a basic technique for Building of NSDI).
2. Orthophoto and Satellite images are very important for building of many layers and monitoring in
NSDI. Orthophoto (orthophoto images) is one of products to complete one of the layers in SDI. Based
on principle “only once”, Orthophoto done by ALUIZNI is seen as a Product to be entry in the NSDI/
Albania.
2. Satellite Images are very important for Building NSDI / INSPIRE. Actually satellite Images and
Remote Sensing data ofer very accurate and qualitative Data. They offer data on such layers like:
Land Use, Waters, Seas, Protected Zones, Land Covers, etc.
3. GIS – have to play two roles:
1. Like Builder of internals of NSDI (Layers and DBASE);
2. For export-import of data and Info through Portals (Web_GIS),
141
Resume
Combine data from different sources all over Europe “seamlessly”, suggests to be solve
Coordinative Refencing System ( Basic & Foundation Layer):
A
1. Determination of a Coordinative Refencing System (a basic layer in INSPIRE), should be in
coherence with the EUROPEAN Satellite Reference Frame (EUREF) and to be proper to support other
NSDI Layers in optimal way for migration into European INSPIRE Frame.
2. Determination of Hights System (a Layer in SDI), with the same concept as in point 1. In this
context a new overview on Hights Systems and undertaking studies, analyses as well as a designed
project for the local determination of the local GEOID included the overview the status and
functioning of Mareograph/Durres, for a accurate MSL.
NEEDS: Qualification and training of Control Center staff.
Albania should think to Establish:
A Certified Center for processing of Satellite Images and Remote Sensing.
- To be a public institution;
- With dependency from the National Authority of GeoSpatial data;
- To generate productes for NSDI and Governmental Decision in the case of natural hazars and in
consistent way for risks;
Communication activities and products
Description of Activities and Products:
IPRO during last 5 years has been involved in various preparatory institutional activities with impact
in the implementation of INSPIRE and building the NSDI.
142
- IPRO has created and maintains the Index map for 85 % of territory of Albania. Today the entire
maps are digitised, and the work is going on to complete all the territory of country. Also, IPRO has
digitised the entire base map that needed to create Index map for first registration process.
- It is going on the First Registration process in Urban Area, witch means bringing the data of
properties in digital form. Until now there are finished about 85 % of Cadastral Zones in Rural area in
all over the country. This process will go to end by the second half of the next year.
- It is going on the process of implementation the computerised system in 10 big registration offices.
Until now the system is installed and runnig on in Tirana office.
- IPRO is included in all phases of GNNS, as arguing, designing, implementation all phases, and
establishing of GNNS (ALBPOS System, as the main important Tool for NSDI).
- IPRO has been involved also in the preparation of first draft for new Law of Properties registration.
Resume:
During this process they made evident three aspects to be considered and solved, which are:
Problems of technical background, which have to do with the standards that are connected to the
Geodetic Reference System (actually is ALB87), transforming the Orthophotos dated in 2007 into
ALB87, considering that ALBPOS is based on ETRF 2000 epoch 2008. The main problem to be solved is
the absence of technical standards of the international Standard Organization (ISO) which are
supposed to be set in order to obtain transformed Spatial Data (SD). Also the implementation of
ALBPOS still remains to be a problem for its continued operation.
Problems with institutional schema. It is evident that MTI (IGJUS) which before ’90 was a kind of a
Head Institution for SD in Albania, doesn’t have such a role anymore. This is due to the fact of the
changes in politics and the eco-social aspects. Even the establishing Law is out of date and the role of
this institute doesn’t fulfil the civilian requirements of studies, projects, etc. So, it is clear that the
absence of a National Authority for SD, geodesy, cartography, geoinformation, etc. is apparently an
obstacle even for the implementation of the INSPIRE Directive.
The existing infrastructure of SD products is fragmented, too. For example three main structures i.e.
AGMI, ZRPP, ALUIZNI are acting independently and work with their own internal standards, etc.
There is no coordination authority above them in order to at least establish their cooperation, avoid
duplications and allow exchange of SD products.
They are also using different Geo Database Systems and software to support their GIS, resulting to a
gap and lack of interpretability among the institutes and absence of the common European
Standards.
143
Problems of juridical background. The lack of a juridical and functional Structure (Law package)
compatible to the EU legislation allowing the implementation of INSPIRE Directive and the creation of
NSDI, is also a very important problem to be solved.
The certain activities and measures that are taken from MITIC to support the adoption of INSPIRE
can be summarized below:
- Establishing of the ALBPOS System (Albanian Positioning system).
- Production of the ORTHOPHOTOs for almost of entire Albania in Digital format in both operating
cartographic system: International (WGS84, UTM) and the original Albanian Reference System
(Krassovsky 42, ALB87).
- Maintenance of the national map 1:25000 scale in digital format, vectorized 10 years ago.
- Improving the cadastral and registrations system by using the above mentioned products (ALBPOS
and ORTHOPHOTOS).
- Preparing a strategy for the implementation of the INSPIRE Directive, consisting the preparation of
an NSDI, SD Base and a law in conformity with the demands of EU. Specifically the state has:
a. Established an Intra-Institutional Working Group, with the objective:
"Preparation of a Policy Paper, Action Plan and necessary legal framework for the organization and
functioning of institutions responsible for production, exchange, access and use of interoperable
spatial data information for the implementation of the EU Directive 2007 / 02/CE "INSPIRE" in
Albania.
b. Designed a project for the implementation of INSPIRE DIRECTIVE covering the following issues:
1. Identifying, summarizing and analyzing the main features of the existing similar frameworks
around the world and in the EU countries;
2. Developing and presenting to the Government the proposal including short, medium and long
term goals;
3. Processing the results of the above-mentioned data and presenting them in the form of a Policy
Paper that identifies the gaps and problems in the present legal structure and proposes the
legislative and institutional way including an approximate financial cost which will be necessary to
implement the new legislation.
SWOT analysis
STRENGHTS
WEAKNESSES
144
 NSDI defined by law is established
 NSDI bodies are not established
 Number of professional associations involved
and supporting SDI development
 Limited participation and recognition of SDI
by other professions
 Communication and coordination of
institutions on broad scale insufficient
regarding all aspects
 Insufficient financing both for SDI
development,
 LLL is not yet well implemented
 LLL and other supplemental forms of
education are not harmonized
OPPORTUNITIES
 Implementation of Inspire obligatory – SDI
must be established
 More possibilities in usage of EU funds and
programme contracts (cooperation)
 Professional education will be
internationalized with greater mobility of
students and teachers
Tirana, 14. 11. 2012.
County expert Albania :
dr. sc. Pal Nikolli
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Slobodanka Ključanin, Bosnia and Herzegovina
The regional project „Inspiration – Spatial Data Infrastructure in the Western Balkans“,
covering seven countries of Western Balkans (Albania, Bosnia and Herzegovina, Croatia, FYR
Macedonia, Kosovo*, Montenegro and Serbia), funded by EU from the IPA-2010 Multi-beneficiary
Programme and executed by consortium consisting of GFA Consulting Group (consortium leader),
Conterra, GDi GISDATA and Austrian Federal office for Environmental Protection requires under
Activity 2: Capacity-building and knowledge transfer Task 2.1 delivery of Regional SDI & Land
Administration (LA) Capacity and Education Study.
Under mentioned task following is understood: „A study will analyse capacities available in
all Beneficiaries in relation to the development of SDI and modern Land Administration, including a
state of play of existing curricula for the SDI and LA experts“ (TOR).
As initial activity a unified questionnaire has been issued to the principal, secondary and
tertiary stakeholders in the region. Respectively Bosnia and Herzegovina the questionnaire has been
sent to 51 stakeholders. Out of them 15 stakeholders have responded (13 from Federation BiH, and 2
from Republic of Srpska), principal (Federal Administration for Geodetic and Real Property Affairs FAGRPA) and four secondary stakeholders (from four different faculties):
-
Administration for geodetic and real property affairs of Federation B&H
-
Administration for geodetic and property affairs of the Herzegovina-Neretva Canton –
Mostar
-
Cadastre community Tuzla
-
Ministry of physical planning Federation B&H, Sarajevo
-
Agency for Watershed of the Adriatic Sea, Mostar
-
Sava River Watershed agency, Sarajevo
-
Federal Office for Agropedology
-
Una-Sana forest – Bosanska Krupa
-
Institute for Planning Canton Sarajevo
-
Ministry of physical planning, Civil engineering and ecology, Republic Srpska
-
Geoprojekt d.o.o., Banja Luka – Republic Srpska
-
Faculty Agricultural and Food Science, University of Sarajevo
-
Faculty of Civil Engineering – Department of Geodesy, University of Sarajevo
146
-
Faculty of Electrical Engineering, University of Sarajevo
-
Mining, Geology and Civil Engineering Faculty, University of Tuzla.
For the required Study the number of responses is rather limited. Additionally the
questionnaire has been focused on SDI although some questions have general character valid also for
Land Administration part.
Based on received replays on presently issued questionnaire (as principal source) resulted in
following Analysis and Recommendations.
1. Analysis of the questionnaire
1.1 General picture and overall impression
The response on questionnaire has been limited, although for two categories of stakeholders
(principal – NMCA, and secondary - university education - faculties) it is representative. Since NMCA
and faculties are the key players in capacity building and education, inputs from the questionnaire
can be understood as representative, especially from the side of key stakeholder and key education
providers.
Bosnia and Herzegovina SDI has been developing in recent 1-2 years. Law on Ministry of
physical planning Federation B&H and Administration for geodetic and real property affairs of
Federation B&H did not treat SDI. Unlike them, University curricula modernized (Sarajevo and Tuzla
educate Masters in Geodesy and Geoinformatics) and have visible percentage of lectures dealing
with geoinformation and geomatics. SDI is also subject of lecturing in several lectures, but there is no
specific lecture course only on SDI and related issues.
1.2 Findings from the questionnaire
1.2.1 Chapter on human capacities
Four faculties see their role in NSDI as education and capacity building institutions. Average
staff number of faculties is 68 and FAGRPA’s 99. Percentage of staff directly involved in land
administration and SDI except for FAGRPA (6,5%) and Faculty are none (estimated 0% of total staff).
No staff directly involved in SDI is estimated in FAGRPA.
As expected, educational structure of employees on faculties is very high, between 80 – 90%
including administrative and supporting staff reached university degree, out of which 56% have PhD.
Picture in FAGRPA logically differs, 19% of staff reached BSc/MA level, 2,5% MSc, and 0% PhD
educational level. Figures in replies on questions regarding achieving higher educational level in past
147
two years show, again logically, one picture valid for faculties where achieving MSc and PhD level is
in the focus of the staff (about 8% of the staff achieved MSc, in 3 institutions that replied, and about
7% of staff achieved PhD in past 2 years), whereas in FAGRPA 6 MSc degree have been achieved.
Situation regarding number of employees presently attending postgraduate studies varies. Only two
out of four faculties responded: Faculty of Agricultural and Food Science are reporting to have 26 and
Faculty of Electrical Engineering reporting to have 30 employees on postgraduate studies. Institution
of administration is reporting to have 3 employees on postgraduate studies of land administration
and spatial data infrastructure, 4 employees on administrative affairs, and 65 on other technical
affairs (total number 75). Anyhow, only 6% of employees are currently studying Land administration
and spatial data infrastructure (90% are studying other technical affaires). Regarding topics all have
surprisingly categorized those postgraduate studies as “other technical affairs”.
In respect to short term education (courses, conferences) six institution reports participation
at training course for GIS tools, whereas eight reported participation on conferences (within last 24
months) on spatial information management; spatial data infrastructure; mapping; GIS; location
based services (LBS); LiDAR scanning and processing; digital photogrammetry; remote sensing;
operating mobile mapping units/vehicles; 3D modelling and visualization; sensor data warehousing,
processing and utilization (time series); mobile GIS. Faculties and Administration reported 27
respectively 58 participants with average duration of 2-10 days.
Answers in the questionnaire recognize that in Bosnia and Herzegovina no association
requires attendance at professional development events regarding field of LA and SDI. In line with
replies on previous questions Faculties and Administration has “produced” 28(14+14) papers.
Ten of 15 institutions support activities in CPD and LLL. Existence of such
institutions/organizations is reported by one faculty from Sarajevo (Faculty of Public Administration
associate member of University of Sarajevo) and Administration (Agency for Civil Service Federation
B&H). Eleven institutions replied negative regarding providing internship programmes aimed at
acquiring skills by apprentices. Only Administration (Ministry of physical planning Federation B&H,
Agency for Watershed of the Adriatic Sea Mostar, Una-Sana Forest, Bosanska Krupa, Administration
for geodetic and real property affairs of Federation B&H) has replied positive about undertaking
study trips to visit reference sites or exchange experiences with peer organizations inland or abroad,
but without listing it.
One institution did not reply and six replied “yes” on question about organizing exchange of
experience workshops in B&H where experts from other countries present their projects or
infrastructures of spatial data or Land Administration (four from faculties and two from
Administration). Examples of such events have been listed under questions “Does your country
organize exchange of experience workshops where experts from other countries present their projects
or infrastructures in the fields of Spatial Data Infrastructure or Land Administration? Please, list; and
What associations or legally mandated organizations in your country require attendance at
professional development events? Please, list.”
148
1.2.2 Chapter on education
Four university level educational institutions and Administration were unanimous in rating
importance of education to their institutions (average note 4,3 out of 5) and about institutional
support in studying (7/13). From the answers on questions about influence on educational
programmes we can see that only faculties participate in the formulation of educational programs
(4/13) and positive picture rises from the answers on questions about encouragement of employees
to attend educational programmes (8/13).
Answers on questions about scholarship support (1/13) and recognition of ECDL programmes
and certification (8/13) give us different picture. Only one Administration (Una-Sana forest) offered 1
scholarship for graduate engineers or masters of science. Regarding faculties they do not give
scholarships themselves.
Recognition about relevance of certain topic for building capacity for Administration shows
that education of employees for new tools and methods is recognized as most important (19%),
followed by software (16%), hardware (14%) and building SDI institutions (13%). Medium importance
is recognized for education of employees for basic IT skill, online learning (10%), building a
specialized national SDI education centre (7,5%) and support for University programmes (7%).
Building a specialized regional SDI education centre and Online learning is recognized relatively low
(each 5%) as well as distance lectures (3,5%).
Regarding knowledge and skills of certain professional expert groups best average mark is
given to ITC experts (3), followed by geomatics experts (4) and core business technical experts (3).
1.2.3 Technical capacity
Response about technical capacity is somewhat ambiguous especially since answers on
certain questions are missing. Regarding the general impression of institutions which replied on the
questionnaire they rated their capacity of hardware with average mark 3,5 (out of 5), quality of
available software with average mark 3,2, quantity of available software with average 3,2 and
network capacity with average 3, showing relatively good perception of technical capacity in the
institutions for establishment, maintenance and support of SDI.
Less encouraging picture results from responses on maintenance level of the hardware and
networking components dedicated to SDI tasks. Only in Institute for Canton Sarajevo Planning this
level reaches 24/7, while other institutions responded either as this support is nonexistent or
working hours or did not answer the question. It is opinion of the consultant that this respond has to
be considered relative, since all university institutions in Bosnia and Herzegovina have established ICT
149
maintenance and staff taking general care about the ICT systems in their institutions at least during
working hours.
Desktop software is most commonly used, but is not maintained frequently. Faculties and
Administration 54 licenses, all with none or minimal (9 license) are on the regular technical support
and maintenance. There is only one server software for publishing spatial data and services which are
part of the NSDI. Mentioned institutions estimate 90% of spatial data that are part of the NSDI are
kept in file based structures.
Regarding ICT networks capacities only a third of the surveyed have a separate internet connection.
A fifth of the surveyed has a technical support service. Half of the surveyed do not have a server
room. Regarding server rooms and its maintenance, only four institutions have it, all of them have
permanent staff supporting them (1-2 employees), and two of them have its own technical support
department (out of 11 responses).
2. Expert view
First of all one should emphasize relatively small sample of the questionnaire answered. At
the same time it should be underlined that questionnaires were not entirely filled in, so the local
expert has interpolated some answers based on known facts from other surveys, studies and works,
as well as from expert own knowledge.
General impression is that all persons that filled the questionnaires agree that education is of
crucial importance for further work of their organization. They occasionally support their employees
in their education is certain fields of studies. When assessing what needs more resources to achieve
progress in managing spatial information the survey showed the priority is building SDI
institutions/bodies.
Younger employees have knowledge about new technologies. The knowledge and skills of
geomatics experts (i.e. engineers of geodesy, surveying, geomatics, geoinformation,
photogrammetry, remote sensing), legal and administrative experts, core business technical experts
and students that graduate at universities in our country with regard to needs for NSDI setup is
average.
We can draw a conclusion there are average technical capability of establishing the
geospatial infrastructure (hardware, software, number licensed software, network capacity). They
tend to cooperate with other organizations for developing network communication and internet.
Further, notes the irresponsible towards the undertaken responsibilities, lack of trust and
professional cooperation between the two entities (FBIH and RS). The lack of a legal framework for
implementing and monitoring the INSPIRE directive.
150
When we talk about the staff employed in the administration can be concluded that there is a lack of
interest in learning - there is no tradition of lifelong learning. There is also lack of support for staff
education: lack of scoring work in the institutions, which could be the basis for professional
development and lack of financial support for life-long learning. There are no programs that allow to
apply for scholarships (except for social cases and remarkably talented students). Older generation of
staff have poor knowledge of foreign languages.
In Bosnia and Herzegovina there are a very small number (1-3) of professional associations which
promote the progressive ideas in the region or the world.
In general we can say that in Bosnia and Herzegovina politics interferes in all spheres of
management.
Lack of interest for the national and regional education centres could be explained by focus
on everybody’s own issues and insufficient active participation of the faculties in establishing of the
SDI. On the other hand there is a question of the long term education and defining the topic, or even
the inter-disciplinary study with an important objective being SDI.
3. SWOT analysis
Based on the findings from the questionnaires and personal view of the consultant SWOT
analysis has been conducted to emphasise key strengths and weaknesses of present situation in
capacity building and education on SDI and LA in Bosnia and Herzegovina, as well as to list
opportunities and threats to those activities (respectively to further development of SDI and LA).
STRENGHTS
WEAKNESSES
 NSDI no defined by law and NSDI bodies are
not established
 Professional associations not involved and
supporting SDI development
 SDI is still mostly in the geodetic courtyard
development, but especially maintenance of
ICT
151
OPPORTUNITIES
THREATS
must be established
 Lack of interest of establishing the legal
framework and NIPP the economic crisis and
the political crisis in B&H
 usage of EU funds and program contracts
(cooperation) for the purpose of establishing
and maintaining SDI
 Losing of enthusiasm due to the lack of
finances and practical implementations of
SDI (metadata services, national Geoportal,
...)
152
4. Recommendations
Findings in previous three chapters supported with results from additional studies and
documents mentioned in introduction are considered present situation in B&H. Findings result in
following (draft) general recommendations:
1. Concrete efforts have to be made in spreading general ideas of SDI and principles of its
establishment (system of “basic” and advanced courses should be developed)
2. Effort has to be made in introducing more concentrated education about SDI concept and its
implications at the university level with some kind of coordination of efforts between
stakeholders (up to definition of interdisciplinary study involving SDI).
3. NSDI strategy should be created and achieved development level and political, economical and
professional circumstances.
4. Concept of LLL regarding LA and SDI should be reviewed and expanded
5. Some of educational institutions has to take lead in implementation of SDI in education
processes
6. Modern forms of education (e-learning, distance learning, ...) have to be implemented widely
and recognized by authorities (acceptance of certificates)
153
Vesna Poslončec Petrid, Croatia
Zagreb, 14. 11. 2012.
Subject: Task C – Contribution to the Regional Capacity Building and Education Study
- expert analysis/recommendations – Croatia
Macedonia, Kosovo, Montenegro and Serbia), funded by EU from the IPA-2010 Multi-beneficiary
As initial activity a unified questionnaire has been issued to the principal, secondary and
tertiary stakeholders in the region. Respectively Croatia the questionnaire has been sent to 33
stakeholders. Out of them 5 stakeholders have responded, principal (SGA) and four secondary
stakeholders (from four different faculties):
State Geodetic Administration
Faculty of Geodesy at the University of Zagreb,
Faculty of Civil Engineering, Architecture and Geodesy at the University of Split,
Faculty of Mining, Geology and Petroleum Engineering at the University of Zagreb and
Faculty of Civil Engineering at the University of Osijek.
For the required Study the number of responses is rather limited. Additionally the
questionnaire has been focused on SDI although some questions have general character valid also for
Land Administration part. Therefore additional investigations (questionnaires), studies and papers
have been used conducting this analysis and writing draft recommendations:
154
Spatial Data in Secondary Education in Croatia (investigation based on questionnaire issued
by Working Group on capacity development of the Croatian IPP Council)(9, 10, 11, 12, 13)
Service Provision for the Support to the National Spatial Data Infrastructure Development (14)
Distribution of Spatial Data official cartography in the Republic of Croatia (Poslončec-Petrid,
2010 15)
5th Regional Study on Cadastre and Spatial Data Infrastructure (Bačid & Poslončec-Petrid,
2012 16)
9
Poslonĉec-Petrić, V., Hećimović, Ţ., Baĉić, Ţ. (2011): Implementation of the NSDI into secondary school
education, International NSDI Conference, Impact of the NSDI in Society, Challenges for Establishment,
Skopje, Macedonia, http://bib.irb.hr/datoteka/528338.Skopje_2011-def.pdf.
10
Poslonĉec-Petrić, V., Cetl, V., Hećimović, Ţ. (2011): Promoting of the importance of spatial data and
recommendations for NSDI improvement, Proceedings of papers of 1st Serbian Geodetic
Congress,
Beograd,
Serbia,
http://bib.irb.hr/datoteka/571643.Promoting_of_the_importance_of_spatial_data_and_recomm
endations_for_NSDI_improvement.pdf
11
Poslonĉec-Petrić, V., Hećimović, Ţ., Pernar, R. Boto, D., Ludaš, S. Šustić, I. Grgesina, V., Pavić, M.,
Matošina Ljulj, M., Klement, M. (2011): Capacity building of the NSDI in Croatia, 25th
International
Cartographic
Conference,
Paris,
France,
3-8.
7.
2011.,
http://bib.irb.hr/datoteka/528013.Poster_NIPP_Kapaciteti_ICA2011_Pariz-def2.pdf.
12
Cetl, V., Poslonĉec-Petrić, V. (2011): NSDI capacity building in Croatia, Proceedings of INSPIRE
Conference, Edinburg, Scotland, 27.06.-01.07.2011.
13
Bačid, Ž., Bašid, T. (2011): Modernizacija programa obrazovanja geodetskih stručnjaka u skladu s reformom
geodetsko-katastarskog sustava u Hrvatskoj, II. kongres o katastru u BIH, ILIDŽA 28.- 30.09.2011.
Ilidža, Bosna i Hercegovina.
14
Service Provision for the Support to the National Spatial Data Infrastructure Development,
http://www.nipp.hr/UserDocsImages/Croatian%20national%20metadata%20profile_draft.pdf,
(15.10.2012.)
15
Poslonĉec-Petrić, V. (2010): Distribucija prostornih podataka za potrebe sluţbene kartografije,
Disertacija,
Sveuĉilište
u
Zagrebu,
Geodetski
fakultet,
Zagreb,
https://bib.irb.hr/datoteka/497901.Distribucija_prostornih_podataka_za_potrebe_slubene_kart
ografije_u_RH.pdf), (15.10.2012.)
16
Baĉić, Ţ., Poslonĉec-Petrić, V. (2012): 5th Regional Study on Cadastre and Spatial Data
Infrastructure, Publisher: Bureau for Geodetic and Property Relations of Republic Srpska and
Federal Geodetic Administration of the Federation Bosnia and Herzegovina.
155
Based on received replies on presently issued questionnaire (as principal source) and above
mentioned additional documents work of Croatian expert resulted in following Analysis and
Recommendations.
The response on questionnaire has been limited, although for two categories of stakeholders
(principal – NMCA, and secondary - university education - faculties) it is representative. Since NMCA
and faculties are the key players in capacity building and education inputs from the questionnaire
can be understood as representative, especially from the side of key stakeholder and key education
providers.
Croatian SDI is under development for 10 years now (since first study investigating
requirements on spatial information by EU in case of Croatia, conducted by Blom for SGA in 2002)
what has been formalized in 2007 through the adoption of the Law on State Survey and Real-Estate
Cadastre in which chapter on NSDI has been introduced. All of this resulted in SDI structures
developed and functioning on national level (NSDI Council, Board and 5 WG), University curricula
modernized (Zagreb and Split educate Masters in Geodesy and Geoinformatics) and have visible
percentage of lectures dealing with geoinformation and geomatics. SDI is also subject of lecturing in
several lectures, but there is no specific lecture course only on SDI and related issues.
Beside formal SDI structure in Croatia instruments of general public awareness and education
are also present. There was already public awareness campaign conducted in 2005-2008 (lectures &
publications on SDI development in other countries), work on NSDI strategy, running the Croatian SDI
& Inspire Day conference (since 2009), etc.
1.2.1 Chapter on human capacities
Four faculties see their role in NSDI as education and capacity building institutions, whereas
SGA is the main institution responsible for NSDI in Croatia. Average staff number of faculties is 85
(67-109) and SGA’s 1147. Percentage of staff directly involved in land administration and SDI except
for SGA (92%) and Faculty of Geodesy in Zagreb is (around 60%) whereas for other three faculties is
rather small (estimated 1 - 3% of total staff). Staff directly involved in SDI is estimated in SGA and
others on 1% (no figures for Faculty of Geodesy in Zagreb).
156
As expected, educational structure of employees on faculties is very high, between 80 – 90%
including administrative and supporting staff reached university degree, out of which 40 – 71% have
PhD. (average 57%). Picture in SGA logically differs, but still, 36% of staff reached BSc/MA level, 1,6%
MSc, and 0,5% PhD educational level. Figures in replays on questions regarding achieving higher
educational level in past two years show, again logically, one picture valid for faculties where
achieving PhD level is in the focus of staff (about 10% of staff achieved it in past 2 years (on 3
institutions which replayed), whereas in SGA 6 MSc and 1 PhD degree have been achieved.
Situation regarding number of employees presently attending postgraduate studies varies.
Namely, two out of five institutions responded doubtful figures, Split reporting to have only 1
employee on postgraduate studies out of total 70, and Osijek having 47 out of total 67. It is more
likely that Split reported only employee on postgraduate studies for “geodesy” unit (4 employees),
while for Osijek given figure does not match with others. Anyhow, with given assumption for Split,
percentage of staff presently attending postgraduate studies is very similar (21 – 25%) and for SGA at
the level of 2,5%, looking very encouraging. Regarding topics all have surprisingly categorized those
postgraduate studies as “other technical affairs”.
In respect to short term education (courses, conferences) only one institution reports
participation at training course for GIS tools, whereas all have reported participation on conferences
(within last 24 months) on spatial information management; spatial data infrastructure; mapping;
GIS; location based services (LBS); LiDAR scanning and processing; digital photogrammetry; remote
sensing; operating mobile mapping units/vehicles; 3D modelling and visualization; sensor data
warehousing, processing and utilization (time series); mobile GIS. Faculty of Geodesy in Zagreb and
SGA reported 47 respectively 50 participants with average duration of 2 days. Figures for other three
faculties are more modest, varying between 1 – 5 participants and 2 – 20 days.
Croatian SDI and Inspire Day connected with Conference on Cartography and Geoinformation
are clearly recognized as the regular event and place of exchange of experience in the field of SDI
both nationally and internationally. In addition to this also International Symposium on Engineering
Geodesy held in 2011 has been recognized. Answers in the questionnaire recognize Croatian
Chamber of Chartered Geodetic Engineers as the association requiring attendance at professional
development events regarding field of LA and SDI. In this respect above mentioned events and
Symposia of Chartered Geodetic Engineers are listed as education credit earning one. In line with
replies on previous questions Faculty of geodesy has “produced” 115 and SGA 20 papers, whereas
other three institutions reported total of 3 papers.
All five institutions support and have as a part of their activities CPD and LLL. Existence of
such institutions/organizations is reported by two faculties from Zagreb and SGA (there are several
institutional frame for civil servants, for example: Centre for education of civil servants at the
Ministry of Administration and Judiciary Academy under the Ministry of Justice – comment by
consultant). All institutions replied negative regarding providing internship programmes aimed at
acquiring skills by apprentices. Only SGA has replied positive about undertaking study trips to visit
157
reference sites or exchange experiences with peer organizations inland or abroad, but without listing
it.
Despite one institution did not reply and one replied negative, other three replied “yes” on
question about organizing exchange of experience workshops in Croatia where experts from other
countries present their projects or infrastructures of spatial data or Land Administration. Examples of
such events (3 in past calendar year) have been listed under questions “Does your country organize
exchange of experience workshops where experts from other countries present their projects or
infrastructures in the fields of Spatial Data Infrastructure or Land Administration?” and “What
associations or legally mandated organizations in your country require attendance at professional
development events?”. According to Croatian legislative framework Chamber system has been
established for technical professions and in this content also Croatian Chamber of Chartered
Geodetic Engineers, which has introduced continuous education system for its members and
employees in licensed surveying companies (credit system) requiring attendance on the annually
defined events. All events mentioned in that questions are of such type.
Four university level educational institutions and SGA were unanimous in rating importance
of education to their institutions (average note 4,5 out of 5) and about institutional support in
studying (4/5). Similar positive picture rises from the answers on questions about influence on
educational programmes at certain institutions (4/5) and encouragement of employees to attend
educational programmes (4/5). Less positive result, regarding the fact that answers came from
science and education institutions was regarding implementing programme promoting computer
literacy where only 2 out of 5 responses were positive!
On the contrary, answers on questions about scholarship support (0/5) and recognition of
ECDL programmes and certification (1/5) give us different picture. Those answers deserve special
comment. SGA offered in past 5 years some 50 scholarships to own employee’s resulting in number
of graduate engineers, masters and doctors of science. Regarding faculties they do not give
scholarships itself, but, thorough the science support system of Ministry of science, number of young
employees at those institutions are benefiting scholarships, meaning that answer on this question
could also be (5/5) depending on perception. Regarding ECDL system it is obligatory for Croatian
university education so answer should be (4/5).
Recognition about relevance of certain topic for building capacity for SDI shows that
education of employees for new tools and methods is recognized as most important (21%), followed
by support for University programmes (16%) and building SDI institutions (14%). Medium importance
is recognized for education of employees for basic IT skill, online learning (9%) and distance lectures
(8%). Relevance of hardware and software is recognized relatively low (each 6%) as well as building a
158
specialized national SDI education centre (6%) or regional centre (3%). Regarding the responses it is
to emphasize that SGA response differs significantly in some questions. For example relevance of
building of SDI institutions and bodies has scored 40% as well as building of specialized national SDI
education centre (20%).
Regarding knowledge and skills of certain professional expert groups best average mark is
given to ITC experts (4), followed by geomatics experts (3) and core business technical experts (2).
Response about technical capacity is somewhat ambiguous especially since answers on
certain questions are missing. Regarding the general impression of institutions which replayed on the
questionnaire they rated their capacity of hardware with average mark 3,6 (out of 5), quality of
available software with average mark 3,4, quantity of available software with average 3,4 and
network capacity with average 2,8, showing relatively good perception of technical capacity in the
institutions for establishment, maintenance and support of SDI (discrepancy in marks for first three
items is minimal (1) and only for fourth question it achieves maximum rate (4).
Less encouraging picture results from responses on maintenance level of the hardware and
networking components dedicated to SDI tasks. Only in SGA this level reaches 24/7, while other four
(faculty) institutions responded either as this support is nonexistent or did not answer the question.
It is opinion of the consultant that this respond has to be considered relative, since all university
institutions in Croatia have established ICT maintenance and staff taking general care about the ICT
systems in their institutions at least during working hours (see last paragraph in this section).
Faculties did not list any SDI service they are providing to the society (Faculty of Geodesy in
Zagreb comment: “Faculty is educational institution and is not formally provider of any data services
in (N)SDI”), which is at certain level of development of NSDI also logical, but the same answer form
SGA not to provide any SDI service is surprising. Two institutions respond positive on usage of
desktop software to acquire, process, maintain and prepare for publishing spatial data that are part
of the NSDI, whereas listing of the desktop software has been made by all four faculties (SGA did not
list the software, but clearly states it does use it) gives answer on previous question to be 5 out of 5.
Similar ambiguity is present regarding quantity of used and maintained licenses. Only two
institutions responded. Faculty of civil engineering, architecture and surveying owns 20 and Faculty
of mining, geology and petroleum engineering 25 licenses, both with none ore minimal (1 license) are
on the regular technical support and maintenance. Same picture appears for server software licenses
for publishing spatial data and services which are part of the NSDI (2 licenses, one maintained).
Mentioned institutions estimate 90% of spatial data that are part of the NSDI are kept in file based
structures.
159
Regarding ICT networks capacities no respond is given from SGA which is institution with
most probably best network infrastructure. Remaining institutions responded network connection
throughput figures vary very much (from 2 to 1000 Mbps) and no separate line for services on the
internet that they provide. Daily average number of persons that access internet daily varies from 70
to 140 corresponding to the staff and student number of the institutions. No valid response has been
given on question regarding services provided from the servers to the internet.
Regarding server rooms and its maintenance, all institutions have it (5), all of them have permanent
staff supporting them (2-3 employees, average 2,2), all of them have its own technical support
department (4 out of 4 responses) and at least working hours support (3/4) or reported as high (1/4).
2. Expert view
First of all one should emphasize relatively small sample of the questionnaire answered and
the fact that it is representative only for the category of university education. At the same time it
should be underlined that questionnaires were not entirely filled in, so the local expert has
interpolated some answers based on known facts from other surveys, studies and works (listed in the
chapter Literature), as well as from expert own knowledge.
General impression is that the correspondents, i.e. persons that filled in the questionnaires
focused on more narrow “geodetic/surveying” aspect of SDI, which is obvious from a number of
answers of almost all institutions (e.g. responses that narrow down to only surveying expert at
certain faculties, reference made only to geodetic / geomatic events, referring only to education and
institutions connected with surveyors, ...). Thus the scope and results of the survey mostly limited to
just one profession (geodesy/surveyors), which has to be taken into consideration when evaluating
the findings and recommendations.
A conclusion also arises from the above mentioned that trough the responses a perception is
visible that SDI is responsibility of geodesists (coming out from the responses of the faculties on who
is involved in land administration and SDI) and that the responses are focused on them (e.g. what
organization require attendance at events, where only geodetic chamber is mentioned). From the
perspective of SDI there are for sure also chamber of civil engineers, chamber of architects, chamber
of agronomist, etc.).
A discrepancy in information regarding available and used ITC technology, or its
maintenance, is notable. One could conclude that in most answers the ITC experts were not involved,
or did not engage in the right way. Taking the fact that in the past few years, in line with global
trends, and especially during last year (e.g. Geodetic Faculty) in Croatia an effort has been made to
manage the usage of computer programmes only with valid licenses that had a consequence in
removing literary hundreds of instances of various software packages from the systems. As the
160
process is still ongoing and not all non-licenses programmes were replaced with licensed ones
(primarily due to the recent measure of savings), it is not easy to give an objective picture on this.
It is worth recognizing the fact that in Croatia there is an established and functional
educational system is in place, as well as system of information exchange of information in the field
of LA and SDI, which by all means contributes to exchange of experiences, encourages
implementation and widens the circle of stakeholders. Also a positive fact is that the educational
level, at least at the responding institutions, above the average, which means there are capacities
that could be engaged for building the SDI.
Lack of interest for the national and regional education centres could be explained by focus
on everybody’s own issues and insufficient active participation of the faculties (with exception, to
certain level, of the Geodetic Faculty Zagreb, in establishing of the SDI. On the other hand there is a
question of the long term education and defining the topic, or even the inter-disciplinary study with
an important objective being SDI.
3. SWOT analysis
Based on the findings from the questionnaires and personal view of the consultant SWOT
analysis has been conducted to emphasise key strengths and weaknesses of present situation in
capacity building and education on SDI and LA in Croatia, as well as to list opportunities and threats
to those activities (respectively to further development of SDI and LA). Only one or two general
remarks about NSDI in Croatia relevant for following recommendations are given for each category
while others are focused on the topic of this study.
STRENGHTS
WEAKNESSES
 NSDI defined by law and NSDI bodies are
established
 SDI is still mostly in the geodetic courtyard
 Good results in NSDI establishment till now
 Number of professional associations involved
and supporting SDI development
 strong high school and university institutions
already involved in NSDI establishment
(geodetic)
 plenty existing communication channels
development, but especially maintenance of
ICT
161
available (magazines, web-pages, events, ...)
 LLL and other supplemental forms of
education are not harmonized
OPPORTUNITIES
THREATS
 Croatia joining the European Union
 Slowing down NSDI development due to the
economic crisis
must be established
 More possibilities in usage of EU funds and
programme contracts (cooperation)
finances
practical implementations of SDI (metadata
services, national Geoportal, ...)
 Non-existence of clear strategy and
implementation plan
 SDI remaining in geodetic courtyard
162
4. Recommendations
Findings in previous three chapters supported with results from additional studies and
documents mentioned in introduction are considered compliant with Croatian NSDI strategy and
present situation in Croatia. Findings result in following (draft) general recommendations:
7. Concrete efforts have to be made in spreading (promotion of) general ideas of SDI and principles
of its establishment (system of “basic” and advanced courses should be developed)
8. Effort has to be made introducing more concentrated education about SDI concept and its
implications at the university level with some kind of coordination of efforts between
stakeholders (up to definition of interdisciplinary study involving SDI). Meaning that curricula
about NSDI should be developed and implemented at universities as soon as possible. Starting
with education of geodesy and geoinformation engineers but also spread to other geo-related
professions.
9. NSDI strategy should be reviewed and refreshed to achieved development level and political,
economical and professional circumstances.
10. Introduction of NSDI topics should be made on events of all geo-professions promoting SDI itself
and NSDI efforts in particular. This should be even understood as a task for a group of experts to
do it in Croatia supported by SGA and FoG at UoZ.
Findings also result in following (draft) specific recommendation:
11. Concept of LLL regarding LA and SDI should be reviewed and expanded. HKOIG frame is not
sufficient but can be used as a good platform for expansion of education.
12. SGA or some of educational institutions has to take lead in implementation of SDI in education
processes
13. Modern forms of education (e-learning, distance learning, ...) have to be implemented widely
and recognized by authorities (acceptance of certificates)
14. Publication of lecture materials and books about NSDI and related topics should be supported by
institutions (SGA, HKOIG and others) either financially or creating environment for work on
publications.
County expert Croatia:
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dr. sc. Vesna Poslončec-Petrid
5. REFERENCES
1
Poslončec-Petrid, V., Hedimovid, Ž., Bačid, Ž. (2011): Implementation of the NSDI into
secondary school education, International NSDI Conference, Impact of the NSDI in
Society, Challenges for Establishment, Skopje, Macedonia,
http://bib.irb.hr/datoteka/528338.Skopje_2011-def.pdf.
2
Poslončec-Petrid, V., Cetl, V., Hedimovid, Ž. (2011): Promoting of the importance of spatial
data and recommendations for NSDI improvement, Proceedings of papers of 1st
Serbian Geodetic Congress, Beograd, Serbia,
http://bib.irb.hr/datoteka/571643.Promoting_of_the_importance_of_spatial_data_a
nd_recommendations_for_NSDI_improvement.pdf
3
Poslončec-Petrid, V., Hedimovid, Ž., Pernar, R. Boto, D., Ludaš, S. Šustid, I. Grgesina, V.,
Pavid, M., Matošina Ljulj, M., Klement, M. (2011): Capacity building of the NSDI in
Croatia, 25th International Cartographic Conference, Paris, France, 3-8. 7. 2011.,
http://bib.irb.hr/datoteka/528013.Poster_NIPP_Kapaciteti_ICA2011_Pariz-def2.pdf.
4
Cetl, V., Poslončec-Petrid, V. (2011): NSDI capacity building in Croatia, Proceedings of
INSPIRE Conference, Edinburg, Scotland, 27.06.-01.07.2011.
5
Bačid, Ž., Bašid, T. (2011): Modernizacija programa obrazovanja geodetskih stručnjaka u
skladu s reformom geodetsko-katastarskog sustava u Hrvatskoj, II. kongres o katastru
u BIH, ILIDŽA 28.- 30.09.2011. Ilidža, Bosna i Hercegovina.
6
Service Provision for the Support to the National Spatial Data Infrastructure Development,
http://www.nipp.hr/UserDocsImages/Croatian%20national%20metadata%20profile_
draft.pdf, (15.10.2012.)
7
Poslončec-Petrid, V. (2010): Distribucija prostornih podataka za potrebe službene
kartografije, Disertacija, Sveučilište u Zagrebu, Geodetski fakultet, Zagreb,
https://bib.irb.hr/datoteka/497901.Distribucija_prostornih_podataka_za_potrebe_sl
ubene_kartografije_u_RH.pdf), (15.10.2012.)
8
Bačid, Ž., Poslončec-Petrid, V. (2012): 5th Regional Study on Cadastre and Spatial Data
Infrastructure, Publisher: Bureau for Geodetic and Property Relations of Republic
Srpska and Federal Geodetic Administration of the Federation Bosnia and
Herzegovina.
164
165
Sami Duraku, Kosovo*
The project INSPIRE in the Republic of Kosovo*, about the data Infrastructure in the western
Balkans, the project financed by the European Commission, has for purpose the support to all
countries of the West Balkans region, in upgrading the level of development in the spatial data
Infrastructure based on the EU INSPIRE Directive, which requires from Member States to implement
and monitor the use of their Infrastructures on spatial information and to report on the
implementation of the Directive.
The questionnaires sent to the institutions of Kosovo* such as: ministries, agencies, Universities and
private Companies, in hard copy and by e-mail to the 30 institutions, only 13 of them have responded
or have fulfilled our questionnaires. From these we can understand that:
1. From Education Institutions of Kosovo* responded the questionnaire are:
University of Prishtina, Faculty of Civil Engineering
2. Nine administrative institutions, ministries, agencies.









Department of Cadastre in Prishtina Municipality
Independent Commission for Mines and Minerals
Kosovo* Cadastral Agency
Kosovo* Agency of Statistics
Ministry of Economy and Development
Ministry of Environment and Spatial Planning
Ministry of Education, Science and Technology
Ministry of Agriculture, Forestry and Rural Development
Institute for Spatial Planning
3. There are 3 private companies that responded the questions of our questionnaire, and they
are as following:
 IPKO Telecommunications
 ITEG (IT, Project Engineering & GIS Solutions)
 APPDEC. Sh.p.k
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Based on the questionnaires and responses given by institutions, we did an analysis and we
have given our recommendations in the end about the capacity and human resources that actually
are working in these institutions.
Actually based on the collected data, we have gained an overview of capacities and human
resources in these institutions. The responses of the parties in our questions were limited and
uncompleted however they have given good results for analysis, knowing that education plays a
great role in the capacity building.
Kosovo is in the initial stage of building an SDI; Institutions of Kosovo* during 2009 have tried
to build an NSDI or National WebGIS in Kosovo*, the project will be continuously developed and will
adjust some fields in the aspect of spatial data that will be integrated, in the applications that will
serve for the needs of state users, the public and the private sector. Despite the fact that the
investments have been done in the system, this is not yet a functional system. Our institutions have
continued to offer their services to the stakeholders only as a manual service, not through National
WegGIS or geo-portal.
But in the conference held in Prishtina on 10, 11, 12, October 2012 a step forward was made
related to the INSPIRE EU directive, the participants of different institutions and those of private
sector were informed in details about the EU directives. The final proposal of the conference
contains in itself an appeal, especially for the Institutions that should undertake concrete steps in the
implementation of INSPIRE Directives.
It has been made clear to the participants in the conference that the EU Directives are for
the good of our country, to the institutions and the stakeholders that the data shall be standardized
and shall be published through Geo-portal.
Many institutions in the Republic of Kosovo* have created geo-spatial data systems, now is
more than necessary to do their standardization, also the aspects of cooperation and exchange of
these data between respective institutions shall be regulated by laws and administrative directives.
The idea is to collect the spatial data only once with low cost and that they can be exchanged and
used by everybody.
The awareness of public opinion currently is at a low level; despite the fact that our
Universities offer education in the Geodesy and IT, there are few lectures for SDI, there is actually a
lack of them. The awareness raising efforts about SDI have not been done until now.
167
The Institutions of Kosovo but also the private companies even the University itself – Faculty of
Geodesy, see the education as a key factor in the capacity building. There have been delivered 5
questionnaires to the faculties in the University of Prishtina, and only one of them has fulfilled the
questionnaire, the Faculty of Civil Engineering. Total number of employees in this faculty is 10 and
the percentage of employees in land administration is 20% and 80% are employees in spatial data
infrastructure. Seven of the employees have the PHD level whereby three of them have the BSC/MA
level. That means 30% of the employees have the BSC/MA level and 70% are in PHD level.
The situation about employees that are attending postgraduate studies on the institutions
that have filled the questionnaire is different compared to private companies and those of
government institutions. The number of employees attending the postgraduate studies in all
institutions is 9.
Almost all the institutions have sent their employees in short training courses, conferences.
The number of these employees that have attended the short training courses is 146. The employees
have been trained in different topics such as: mapping; GIS; location based services (LBS); LiDAR
scanning and processing; digital photogrammetry; remote sensing; operating mobile mapping
units/vehicles; 3D modelling and visualization; sensor data warehousing, processing and utilization
(time series); and mobile GIS.
Some of our institutions offer memorandum of understanding for capacity building and
exchange of knowledge between local institutions to international ones by sending their employees
in different trainings, conferences and different events in foreign countries.
From 13 institutions, five did not reply and two replied negative, other six replied “yes” on question
about organizing exchange of experience workshops in Kosovo where experts from other countries
present their projects or infrastructures of spatial data or Land Administration.
Five out of thirteen have replied “Yes” offering scholarship for certain education programmes, only
one did not reply, and seven of them replied “No”. Based on our analysis but also based on
information means in general our institutions offer scholarships for the youth of Kosovo, every
Municipality in the beginning of academic year offer scholarships for students, usually scholarships
are offered for exact sciences, especially in the IT, GIS and geo-sciences subjects. The Government of
Kosovo together with the USA Embassy in Prishtina in the beginning of August have allocated a fund
of 21 million dollars for personnel and capacity buildings, these scholarships are offered to all
interested ones to apply for Scholarships.
Other characteristic is that in Kosovo for the Government Institutions and for the University
of Prishtina (including all Faculties), the certification in ECDL is offered for the staff, whereas ECDL is a
condition obliged for the certification of teachers for the institutions of medium and low education.
168
The interest of our institutions related to the importance to determine the certain topics for building
capacity for SDI shows that education of employees to implement the new methods and techniques
is important for them and it achieves 17 %. It is worth to mention that the demands for IT and its
concepts are only (9%). The demands to have a support for the University programmes (10%) online
learning is only (7%) the interest of employees to have distance lectures is (5%) it is important that
the interest of our institutions regarding the building of SDI body only 6 institutions have replied to
our questionnaires. This makes us understand that there is still a need to address the awareness of
the public for the role of SDI in our country. Other characteristic is that on the importance of
hardware only 9 institutions have replied to our questionnaire, while regarding the importance of
software the responses are the same as those of hardware.
A part of our institutions require building of specialized national SDI centre as Education
centre, 8 of our institutions have rated this idea. Whereas the response in the question of building a
regional centre where there will be offered trainings and building capacities in SDI only 6 institutions
have responded.
The responses taken from the questionnaires sent to the institutions show that it is rated the
role of technical equipments in capacity building with 4 out of the maximum evaluation of 5 points
offered as maximum evaluation in questionnaire. The quality of software is rated with average mark
4 out of the total evaluation of 5 points offered to the institutions. Regarding the number of licences
for software from our institutions is rated with 3.2 regarding the offering of network and its
maintenance the results are satisfactory where the network and maintenance are offered to the
employees.
The educational institutions in Kosovo do not offer SDI services for the moment no matter we
have taken a formula from 5 Faculties which we have sent the questionnaires to them, but based
also in our knowledge we have not heard for such services from the educational Institutions that
they offer such a thing.
Our institutions, except MESP, ICMM, IPKO and ITEG, that offer services in geoportal, do not have
any data or information that they offer through SDI despite the fact that they possess the licence of
programmes to offer such a service.
A very important characteristic is that none of our Institutions have support in maintenance of the
licences of programmes that they possess no matter this will help them in their daily work even such
a service will enable to get new versions of software (such as for example ArcGIS 8.x in ArcGIS 10;
similar is with other programmes).
Regarding server rooms and its maintenance, all institutions have it (5), all of them have permanent
staff supporting them (2-3 employees, average 2,2), all of them have its own technical support
department (4 out of 4 responses) and at least working hours support (3/4) or reported as high (1/4).
169
Regarding the maintenance of server rooms the majority of our institutions do the maintenance of
server rooms by its staff, we do not have any case that our institutions have said that the
maintenance is offered by third party. There is a case where our institutions did not give response
about this issue.
2. Expert view
First of all one should emphasize relatively small sample of the questionnaire answered and
the fact that it is representative only for the category of university education. At the same time it
should be underlined that questionnaires were not entirely filled in, so the local expert has
interpolated some answers based on known facts from other surveys, studies and works (listed in the
chapter Literature), as well as from expert own knowledge.
From the collected data (where it can be seen that 78% of questionnaires are collected the data from
the Institutions such as different Ministries and Agencies) there were cases where some of the
questions were not filled in by the institutions, which makes us understand that the questionnaires
are not always filled in by the adequate persons of determinate subjects. There is frequently an
impression that the professionals either did not want to deal with questionnaires or were not
allowed by the management to do such a thing. It can be seen frequently that the IT persons and GIS
specialists were less involved to fill in the questionnaires.
Despite the fact that some institutions have departments established especially for SDI there is a lack
of staff to deal with SDI. Other institutions, such as MESP, have enough staff as well as hardware and
software equipment.
3. SWOT analysis
Based on the collected data that were collected by the key institutions of our country, it can be easily
seen the strong points and weaknesses in SDI and LA in our country. The technical and professional
capacity building is needed for further development of SDI in Kosovo.
STRENGTHS
 SDI will be defined and established in the beginning of 2013
 NSDI bodies will be established during 2012
 During the October in Prishtina was held first SDI conference
WEAKNESSES
 SDI is still only in the responsibility of Kosovo Cadastral Agency
 NSDI bodies still are not established
 Department of SDI is on the organization chart of Kosovo Cadastral Agency, but there is still lack
of employees
170
 Slowing down NSDI development due to the economic crisis and reduced funds
 There is a lack of knowledge and literature in our education institutions
OPPORTUNITIES
 More possibilities in usage of EU funds and programme contracts (cooperation)
 Kosovo one day will join the European Union and there are lot of conditions to be fulfilled and
one of them is the SDI Directives
 Implementation of Inspire obligatory – SDI must be established
THREATS
 Losing of enthusiasm due to the lack of finances and practical implementations of SDI (metadata
services, national Geo portal
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Ivan Aleksid, Serbia, Montenegro
Macedonia, Kosovo, Montenegro and Serbia), funded by EU from the IPA-2010 Multi-beneficiary
All data in questionnaires for the needs of the Regional SDI & Land Administration (LA)
Capacity and Education Study, obtained from institutions from Republic of Serbia and Montenegro,
incorporated into the Summary Capacity Questionnaire. Data were entered for the 10 institutions
from Serbia and 3 from Montenegro.
All data were collected in the month of October 2012 and inserted in Summary Capacity
Questionnaire for Serbia and Montenegro.
The list of institutions for Serbia and Montenegro is given in Table 1.
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Table 1: Summary Capacity Questionnaire for Serbia and Montenegro
121 N
o
124 1
122 Institutions
123 Activity
Activity 2.1 Regional
Study on Capacity and
Education
Serbia
1. Republic Geodetic Authority [RGA]
2. Ministry of Defence (MOD and Military Geographical
Institute)
3. Republical statistical office
4. Republic Agency for spatial planning
5. Water Directorate of the Ministry of Agriculture,
Forestry and Water Management
6. Government of Autonomous Province of Vojvodina The
Provincial Secretariat for Agriculture,Water
Management and Forestry
7. Seismological survey of Serbia
8. University of Belgrade, Faculty of Civil Engineering,
Department of Geodesy and Geoinformatics
9. Study Program Geodesy and Geomatics, Faculty of
Technical Sciences, University Novi Sad
10. Livona d.o.o.
2
Montenegro
1. Real estate administration
2. Ministry of Sustainable Development and Tourism
3. Maritime safety department
Activity 2.1 Regional
Study on Capacity and
Education
Types of institutions in Serbia are:
1. Ministries
1
2. State authority
2
3. Universities
2
4. Private companies
1
173
Types of institutions in Montenegro are:
1. Ministries
1
2. State authority
2
EDUCATION STUDY
1. ACADEMIC EDUCATION
National and International Frame
On a European level one result of this trend was the implementation of an European Higher
Education Area (EHEA) – better known under the name ”Bologna Process”. The aim of this on-going
process is the creation of a space providing unlimited mobility for students, staff, teachers and early
stage researchers, with full recognition, quality assured offers and comparable, transparent study
cycles.
In April 2012, Ministers responsible for higher education in the 47 countries of the EHEA met in
Bucharest. They recognized that since the start of the Bologna process the academic study programs
are more compatible and comparable and students benefit from a wider variety of educational
opportunities and increased mobility. The Ministers also agreed to support the higher education
institutions and stakeholders in their efforts to deliver meaningful changes and to further the
comprehensive implementation of all Bologna action lines to enable graduates to combine
transversal, multidisciplinary, and innovation skills and competences with up-to-date subject-specific
knowledge. So they will be able to contribute to the wider needs of society and the labour market.
This can be achieved by improving cooperation between employers, students and higher education
institutions, especially in the development of study programs that help increase the innovation,
entrepreneurial, and research potential of graduates.
The process of integration of the Republic of Serbia into the European Union, initiated in 2000,
offered the opportunity for qualitative reform of higher education, in accordance to Bologna
objectives. Following that goal, the new Higher Education Law was passed in 2010.
Institutions providing academic surveying education
Since the beginning of surveying education the traditional field of activities of the surveying
profession – the measuring of the earth, the land and object – was extended by additional tasks to
document and manage land. Therefore the curricula were modified to the new demands and
nowadays the surveying students are gaining also knowledge on social and human sciences. Soft
174
skills, management tools and legal sciences are part of the current surveying education – besides the
classical contents of technical and natural sciences. To meet the demands of an all-embracing
surveying education the number of study courses, the number of classes, the number of students,
and the number of academic institutions providing training and education in this extended field of
surveying has increased.
Currently knowledge transfer on topics of surveying is offered by several Universities and
Universities of Applied Sciences [1]. Figure 1 provide an overview of these academic institutions in
Serbia and indicate the thematic focus of the specific academic study programme(s) provided by the
particular institution. Study programmes are adapted to the three-cycle system (bachelor / master /
PhD) to fulfil the requirements of the Bologna Agreement.
Figure 1: Universities in Serbia providing academic education
in the specific topics of surveying (high intensity -; low intensity - )
Paradigm Shifts in Academic Education and Training
Universities are in charge of the development and the transfer of the resource Knowledge.
This is done by research and teaching activities. Staff of universities work scientifically and provide
high-quality education and up-to-date training for students and experts in the specific profession.
Within the last years the didactical and pedagogical concepts of knowledge transfer the
following paradigm shifts can be observed in academic education:
From teaching to learning:
New teaching concepts focus on students, on learning processes and on learning outcomes.
Subject-orientated teaching is amended or sometimes replaced by individual project-orientated
and self-organised learning. Teachers are changing their role from presenters and instructors to
facilitators, mentors, tutors, coaches, and consulters.
From timed and on-site courses to time and site independent education:
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Self-paced and self-directed learning with a high flexibility on time and site was enabled by the
introduction of e-learning. With the availability of e-learning students have access to learning
materials and they are able to get some support up to 24 hours / 7 days.
From self-contained studies to life-long-learning:
The increase of worldwide knowledge is estimated that existing knowledge is doubled within four
years. Therefore the existing concept of self-contained study courses has to be amended / replaced
by the concept of continuing professional development.
These new concepts are recognised and accepted in Serbia. Nevertheless, the level of
implementation is different for the three above presented paradigm shifts:
Modern teaching and learning methods become part of the surveying education and enable
an optimal knowledge gaining to students. This is not remarkable as most of the core
surveying courses offer the necessary matrix for an up-to-date knowledge transfer and
knowledge exchange: practical (field) work, a well-balanced ratio between educational staff
and students, and the self-conception for Information- and Communication Technology (ICT).
Problem-based or project-based education and training is part of almost all study programs
in many countries.
The integration of e-learning tools and with it the transformation of the teaching concept
from Face-to-Face Teaching to Blended Learning and/or Distance Learning mainly can be
recognised in study courses with a huge amount of students. Students appreciate the easy
access to learning materials and the possibility to test their knowledge using self-assessment
quizzes and online tests. From a lecturer’s point of view, self-assessment quizzes lead to a
harmonisation of knowledge. As weaknesses the time-consuming process for the preparation
of e-learning courses has to be mentioned. This problem can be solved by developing elearning contents in an inter-university cooperation.
Life-Long-Learning (LLL) or Continuous Professional Development (CPD) will be found in most
of the strategies of educational institution on European, national and university level, but
practical progress is marginal.
Adaption of Curricula and Design of New (CPD) Study Programmes
The change in the professional field of surveyors as well as the enacting of amendments in
educational laws on national and international level is a dynamic process and with it the requirement
to maintain and update academic surveying study programs. The adaption of study course
programmes is an evolutionary process, often influenced or characterized by defined deadlines,
existing classes, available teaching staff, and disposable budgets. Teaching experts are aware that the
lack of time and/or the lack of resources are always barriers for a complete redesign of curricula. The
long-term strategic objective of EU education policy is to make Life-Long-Learning a reality.
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Continuous professional development is a requirement to keep a public surveying licence. Therefore
academic institutions have to provide post graduate (part-time) education and training programmes.
The design of a new study program could be based on the following stages:
At the beginning the activity fields of the target group (surveyors) have to be described:
Educational bodies – in cooperation with stakeholders and target groups – have to outline
typical tasks and processes of the specific field of profession.
The next step is the definition of knowledge, experiences and competences that are required
to meet the demands of the upper described activity fields/tasks/processes. All fields of
competences have to be regarded: professional/key competences; organizational
competences, social competences, and legal competences.
The final stage – the design of courses is an important task in curriculum development. The
subjects and the kind of classes have to be optimized to gain the described knowledge,
experiences and competences. The contents of classes have to be defined indirectly by
learning outcomes and the time frame of courses can be described by ECTS. The concept of
training and the kind of courses (e.g. lectures, exercises, projects, and seminars) have to be
adjusted to the educational objective (knowledge transfer, knowledge exchange, capability
enhancement).
The developed study programs have to be conforming to national and international standards and
regulations.
Introduction of a Quality Management System
The availability of modern e-learning tools with its advanced possibilities of distance learning
as well as the enhanced mobility of students enable a global market for study programmes.
Nowadays academic surveying education is provided across national boundaries and offered in
several languages and students are supported by European and national mobility programmes to
gain their academic education in different sites on the globe.
The globalisation of academic education in general and academic surveying education in
particular requires measures to ensure the quality of training and education. Quality assurance has
become an important national and international challenge. A clearly defined framework of goals,
tools, and indicators is needed to facilitate the integrity, monitoring and continuous improvement of
academic programmes. These start from a common core curriculum referenced to established
benchmarks, standards for teaching and performance assessment, and cross-programme checks like
joint degrees, credit transfer options, and mutual evaluations.
The system is based on the following three activities:
Selection of teachers with professional competence and adequate didactic qualification;
Continuous evaluation of courses by students;
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Obligatory reporting to the Dean of Academic Affairs (requires consequences in case of
remarkable positive / negative evaluation results)
Additionally the quality management system of universities has to include periodic
examinations on the quality of study courses and on the qualification of the educational and
scientific staff. These examinations have to be outlined by international reviewers. An essential
factor for high quality in academic education is the availability of motivated and well-trained
teachers. This only can be achieved by
offering a continuous pedagogical and didactical training to the teaching staff,
an increasing awareness for educational issues,
the implementation of parameters describing the teaching performance of staff members,
and
the introduction of an incentive system.
Finally success factors for ensuring a high level of quality in surveying education are the availability of
proper lecture infrastructure (as lecture halls, laboratories, instruments, literature).
Conclusion
The future activities in the academic surveying education have to lie in the redesigning of
existing study programs as well as in the development of new post-graduate curricula for continuous
professional development.
Learning for life has to be shifted to life-long learning to meet the challenges of this
accelerated change of requirements for profession. The need for more flexible learning paths will
keep growing in the future to react to the ever-faster changing needs of the labour markets, to the
demographic developments and to the more mobile workforce.
2. DEVELOPING A CONTINUOUS PROFESSIONAL EDUCATION PROGRAM
Continuous Personal Development (CPD) and Lifelong Learning (LLL)
Continuous Personal Development (CPD) and Lifelong Learning (LLL) are prominent objectives
in national, regional, and global strategy papers of educational policy.
Employability as well as personal and professional development of graduates throughout their
careers has to be enhanced. Lifelong learning (LLL) is one of the ingredients to meet the needs of a
changing labour market [3].
178
The objective of lifelong learning is a continuous activity to increase knowledge, experiences,
and competences. It includes various learning activities using numerous media at any age and at
different sites: in academic institutions, in schools, at home, at the workplace, etc. [4].
Research centres and academic education institutes – like universities – have a responsible
role in the development and in the transfer of knowledge. They have to promote and deliver
qualified education and they have to guarantee practice-orientated training [5]. Within the last years
universities launched life-long learning programs to satisfy the political requirements, to meet the
needs of our society, and increase the employability of their alumni.
In the field of land management the development of lifelong learning programs is at the very
beginning. Lack of resources is the main obstacle for academic institutions to design and implement
continuous professional development – though CPD is part of an adequate higher education [2].
In the field of surveying a lot of new technologies, like GNSS (Global Navigation Satellite
Systems), GIS (Geographic Information Systems), HRSI (High-resolution satellite images), and Laser
Scanning Technology were introduced in the last two decades. The applications of all these new
technologies require well-educated professionals".
Needs and activities to introduce CPD in the field of land management
Another challenge to be faced in academic education is the big swing in the surveying
profession that could be entitled "From Measurement to Management". Surveyors extended their
field of professions with additional tasks, like land development and disaster management. The
impact of this paradigm shift became obvious in the study programs: due to additionally required
skills of alumni contents of agricultural, social, and human sciences were added to the curricula
whereas lectures in natural and technical sciences were reduced (Figure 2.).
Figure 2: Skills in fields of sciences needed for specific branches in surveying.
179
Employability is the word that describes the requirements of modern education and which is
identified as one of the main priorities in strategy papers of the European Commission Education and
Training. The results of an employability–orientated education are the 'Global Surveyor' and the
‘Interoperable Surveyor’ or the ‘Plug & Play Surveyor’. Academic education for surveying profession
has to meet the rapidly developing technology and it has to be tailored to the changing needs of
society. These objectives only can be achieved by flexible study programs and by proper study
concepts. However, the flexibility must not restrict the in-depth education. Thus, for any new topic
added to the curriculum, an existing topic must be dropped and it is a delicate question, which topic
can be dropped. A possible solution for this dilemma is providing a thorough basis during the
bachelor/master curriculum and offer post-graduate education on advanced topics.
But there is also a need to provide new knowledge to professionals, who received their
academic degrees in the past. Extended competences in land management also have to be delivered
to alumni of study programs in surveying. Continuous Professional Development (CPD) and Life Long
Learning (LLL) are MUST’S of a profound, comprehensive, and up-to-date education.
In 2009 during the workshop Navigation the Future of Surveying Education the question ‘How
to encourage LLL, project management, and quality management’ was discussed with following
outcomes [6]:
Professionals in surveying should have access to available knowledge to keep their skills and
knowledge up-to-date.
In some countries there is mandatory Continuous Professional Development (CPD) where
either a chamber of engineers or a professional body is involved.
In some countries compulsory Professional Indemnity Insurance (PII) requires skills to be
up-to-date or the insurance would be invalidated.
Chambers or professional bodies should monitor CPD / Life Long Learning (LLL) records and
regulations should enable members to be expunged if they fail to comply with mandatory
CPD or LLL requirements.
Making mandatory competence in Project Management and Quality Management should
ensure that these skills are acquired.
Nowadays modern learning and teaching methods are available for providing post-graduate,
extra-occupational, and lifelong learning education. E-Learning is the proper facilitator to enable the
paradigm shift in academic surveying education
from teaching to learning
from timed and on-site lectures to time and site independent education, and
from self-contained studies to lifelong learning.
Conclusions
180
Lifelong Learning involves the acquisition of qualifications, the widening of knowledge and
understanding, the gaining of new skills and competences, and support of personal development.
This only can be achieved by flexible learning facilities, including part-time study courses or extraoccupational education.
Lifelong Learning is part of the duties of universities. Universities have to provide study courses
and continuous learning activities. Managers, lecturers and staff are aware of this duty and they are
willing to implement LLL programs, but until yet the lack of resources is an almost impassable barrier
for the execution of the above mentioned political goals.
Lifelong learning is subject to the principle of public responsibility. It is important to ensure the
accessibility, quality of service delivery and information transparency. Lifelong Learning must be
supported by adequate organizational structures and funding. It has to be incorporated into the
institutional practices of the universities and it has to be funded by the national policy.
The implementation of Lifelong Learning activities requires co-operation between public
authorities, universities, professional bodies, students, employers, and employees. Continuous
education will not be possible, for example, without the willingness of employers to support their
employees either financially or at least by letting them take the necessary leave days. Professional
authorities and public authorities are in a perfect position to support Lifelong Learning by
establishing a covenant for continued education.
Society has to enhance awareness about the importance of education and about the necessity
of lifelong learning: ‘Well educated people are capital for society’.
Reference
[1]
[2]
[3]
[4]
Academic education and continuous professional development in Surveying: a review of the
situation in Austria and Serbia / Ivan R. Aleksid, Reinfried Mansberger, Gerhard Muggenhuber,
Gerhard Navratil, Toša Ninkov// Professional practice and education in geodesy and related
fields. International scientific conference and XXIV meeting of Serbian Surveyors, 24-26 June
2011, Kladovo, upon Danube, Serbia. Proceedings: ISBN 978-86-7518-135-4 pp. 411-418.
Developing a continuous professional education program for land management experts in
Austria and Serbia / R. Mansberger, G. Navratil, I. R. Aleksid, B. Božid // Naučni skup – Ključne
kompetencije obrazovnih profila geodezija, geoinformatika i upravljanje nepokretnostima-Nivo
visokog obrazovanja. Beograd, 2012. ISBN 978-86-7518-154-5 s. 186-198.
EHEA, 2012. Making the Most of Our Potential: Consolidating the European Higher Education
Area. Bucharest Communiqué. EHEA Ministerial Conference. Bucharest, 26-27 April 2012.
BMWF, 2012. Bologna 2012. Bericht über die Maßnahmen der Umsetzung der Bologna-Ziele in
Österreich. Bundesministerium für Wissenschaft und Forschung. Berichtszeitraum 2010-2012.
p 20. Wien.
181
[5]
[6]
Mansberger, R., Schuh, H., Steinkellner, G., 2006. Impacts of the Bologna Process and of New
Public Management on the Academic Surveying Education in Austria. In: International
Federation of Surveyors, XXIII International FIG Congress, 8. - 13. October 2006, Munich.
Mahoney, R., 2009. Report Workshop ‘Students Where Are You?’. In: FIG Workshop on
Navigation the Future of Surveying Education. Proceedings. Editor: Austrian Society of
Surveying and Geoinformation. Österreichische Zeitschrift für Vermessung und
Geoinformation (vgi). 97. Jahrgang, Heft 1/2009. pp 209-210. Vienna, Austria. ISSN 0029-9650.
182

Annex - Uprava za nekretnine

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