geoinformatics education at universities in poland

Szewc A., Gajos M. (2005).
Spatial Information Systems Supporting the Decision Taking Processes.
In: D. Kereković (ed.). Geographic Information Systems in Research & Practice. IInd Part.
Croatian Information Technology Association – GIS Forum, University of Silesia, Zagreb, 136-140.
GEOINFORMATICS EDUCATION
AT UNIVERSITIES IN POLAND
Małgorzata Gajos, Justyna Gawlica, Zygmunt Wróbel
University of Silesia in Katowice
Faculty of Computer Science and Materials Science
Sosnowiec, Poland
e-mail: [email protected]; [email protected]; [email protected]
Bologna Process in higher education system
Universities and higher education, and scientific research institutions, various manufacturing
operations, and a broadly understood culture in European Union countries of old and new status so
far have encouraged initiatives which are designed to facilitate graduates operate in the allEuropean and global markets, and to customise teaching profiles to employers’ needs. The
European Commission’s initiative as set forth in the Bologna Declaration provides a new dimension
to such activities.
The Bologna Declaration was signed on June 15, 1999 in Bologna, Italy by ministers responsible for
higher education in 29 European countries. Actions so initiated tend to create, by the end of 2010, a
European Higher Education Area (The European Higher Education Area [EHEA] - Joint Declaration of the
European Ministers of Education concluded in Bologna on the 19th of June, 1999). Objectives stated therein
have been confirmed and extended in the Prague Ministerial Communiqué: Communiqué of the Meeting of
European Ministers in Charge of Higher Education in Prague on May 19, 2001. Both the Declaration and the
Communiqué postulate as follows: 1) induce transparent and comparable diploma and degree system to
tertiary schools; 2) introduce two-stage studies (baccalaureate + master studies); 3) induce scoring system to
assess learning performance (European Credit Transfers System = ECTS); 4) remove obstacles impeding
mobility of students and teaching staff; 5) collaborate in assessing and improving quality of education;
6) promote European issues when teaching; 7) develop permanent education, 8) co-operation between
undergraduates and universities in implementing the Bologna Declaration, 9) promote EHEA merits beyond
Europe [1].
The Declaration is supposed to be executed by universities and organisations representing various
higher education institutions. The Declaration has triggered a host of comprehensive actions as well as
dedicated scientific initiatives. This is exemplified by Poland’s geodesy schools having started focused
discussions on, and measures aimed at, restructuring syllabuses (teaching programs).
The notion of geoinformatics
Geodesy throughout the world including in Poland sees increasingly more drives to merge geodesy
with geography and information technology as reflected in such terms as geoinformation, geomatics,
geoinformatics, spatial information systems also known as Geographic Information Systems (GIS).
Geoinformation is about data (information) collected through interpretation of geospatial data. It is
synonymous to, and frequently used abbreviation of, geographic information which can, too, be applied, to
emphasise the interdisciplinary nature of the term which is not limited to the discipline of geography [3].
The notion of geomatics and geoinformatics is often understood interchangeably. Wikipedia, for
instance, defines both entries as a scientific and technological discipline of gathering, storing, processing,
analysing and displaying geographic information [9]. It would be, however, more advisable not to equate
both terms. Geomatics is a broader notion. The Internet Geomatics Lexicon defines geomatics as the science
and technology of gathering, analysing, interpreting, distributing, and using geographic information (in
geodesy and surveying, cartography and mapping, photogrammetry, remote sensing, geography, urban
planning, agriculture, building and construction, and a broadly understood spatial planning). According to
the Oxford English Dictionary Online (2004), geomatics is the Earth mathematics, i.e. science of gathering,
analysing, and interpreting data, notably measurements, relating to the Earth surface, while geographic
136
Szewc A., Gajos M. (2005).
Spatial Information Systems Supporting the Decision Taking Processes.
In: D. Kereković (ed.). Geographic Information Systems in Research & Practice. IInd Part.
Croatian Information Technology Association – GIS Forum, University of Silesia, Zagreb, 136-140.
information is the application of information technology to Earth sciences. The term of geoinformatics finds
rarely usage in English, it has, however, caught on in German (Geoinformatik) [3].
Geographic information projects are dealt with using geographic information systems software etc.
GIS is a system for capturing, storing, editing, integrating, analysing, transferring, and displaying spatiallyreferenced data, and, generally, pertains to techniques and technical contrivances including hardware and
software, spatial-referenced database and organisation, financial and human resources interested in the
operation thereof [3].
Development of geomatics in Poland and education
Geodesy evolving towards an interdisciplinary knowledge and spatial control skills necessitates
education framework to be adjusted both on the secondary and tertiary level.
Geoinformatics in Poland is basically thought to have arrived 15 years ago. Late 90s saw a relative
dissemination of data wealth and multiple institutions to use it, which, in their own right, built their data
resources and distribution systems. GIS became part of college syllabus.
Nowadays GIS has come to be applied as a work tool necessary for increasingly more disciplines.
Progression towards IT society and innovative economy requires substantial spending on infrastructure and
education, and continued stepped-up organisational efforts. Some improvements may be expected due to
increased numbers of university and college graduates who are equipped with basic IT knowledge including
GIS (e.g. natural sciences, geodesy or urban planning and architecture) [2]. It takes, however, more efforts to
educate prospective GIS creators and users so that all those actions become of any practical avail.
Geographic information must be part of curricula at higher education -establishments for regular, evening,
extramural studies, distant learning courses, doctorate and post-graduate studies. Most actions can be seen
now in academia to focus on post-graduate programming.
Education in geoinformatics is done by way of courses and training events conducted by dedicated
organisations. GIS knowledge can be broadened via Internet as exemplified by ESRI (Environmental
Systems Research Institute), which holds Virtual Campus [4] courses, and Intergraph, which organises
Online Geographic Information Science Course [15].
College and university studies
The issues of geoinformatics teaching at higher education institutions was the subject matter of the
15th Conference by the Polish Association for Spatial Information in 2004 [32; 33]. Professor Wojciech
Widacki from the Jagiellonian University summarised the status at the time being as follows: no strategy and
co-ordination at the nation-wide level, no continually updated curriculum minima and teaching standards, no
skilled teaching staff, insufficient software licensed at teaching workshops, no inexpensive data (with the
commendable exception of the Province of Małopolska), no Polish reference books, even a single
terminology is missing, and, obviously, as usual, not enough money. Luckily, not all of the drawbacks hit the
GIS teachings, e.g. there are no difficulties in finding willing GIS students plus there are no unemployed
experts in this area, both factors having a rather stimulating effect [32].
Various colleges and universities introduced GIS to their syllabuses at different times: the earliest
were the Warsaw University [23] and the Jagiellonian University in Kraków [11] which did it for geography
courses in the academic years of 1992/1993, followed by the Warsaw Agricultural University [19] in 1992,
the Faculty of Forestry of Agricultural University of Cracow [13] in 1995/96, and the Faculty of Forestry of
the Agricultural University of Poznań in 1997/98 [32]. The disciplines most formulated are: spatial
information systems, geoinformatics and geoinformation have come of late to almost all faculties of, in broad
terms, Earth sciences, typically in speciality fields of geography or geodesy and cartography. Examples of
other institutions than the ones referred to above to teach geoinformatics are, for instance: University of
Warmia and Mazury in Olsztyn (specialising in geodesy and spatial information systems - regular and
extramural studies) [22; 35], Maria Curie-Skłodowska University in Lublin (specialising in geoinformation
at regular studies) [12], Adam Mickiewicz University in Poznań (specialising in geoinformation) [7],
Technical University of Łódź [16], Warsaw University of Technology [18], Wrocław University of
Technology (specialising in geoinformatics), Military University of Technology in Warsaw (specialising in
geoinformatics) [24], AGH University of Science and Technology in Kraków (specialising in
geoinformatics, photogrammetry and remote sensing, and specialising in geoinformation and mining
137
Szewc A., Gajos M. (2005).
Spatial Information Systems Supporting the Decision Taking Processes.
In: D. Kereković (ed.). Geographic Information Systems in Research & Practice. IInd Part.
Croatian Information Technology Association – GIS Forum, University of Silesia, Zagreb, 136-140.
geodesy) [5], the University of Silesia - Faculty of Earth Sciences (specialising in geographic information
systems) [25] as well as the Faculty of Computer Science and Materials Science (specialising in spatial
information systems).
Post–graduate studies
Once a higher education diploma has been granted, one can continue studying GIS at post–graduate
studies. They represent a salient factor in improving one’s qualifications and provide an opportunity for fasttrack further education (in most cases they take two semesters). Some examples of post-graduate
geoinformation studies follow:
- Post-Graduate GIS Geographic Information Systems Study [21] (two years) – Jagiellonian University
in co-operation with the Paris Lodron Universität in Salzburg, Austria as part of the international
network of UNIGIS (comprising 15 universities from all over the world established in 1990 to offer
distant learning courses in GIS),
- Post-Graduate Geographic Information Systems Study [8] - Wrocław University of Technology,
- Post-Graduate GIS Geographic Information Systems Study [14] - AGH University of Science and
Technology in Kraków,
- Post-Graduate Spatial Information Systems Applications for Forestry and Environmental Protection
Study [20] - Warsaw Agricultural University,
- Post-Graduate Land Information Systems and GPS Surveys Study [10] - Agricultural University of
Wrocław,
- Interdisciplinary Post-Graduate Study “Geoinformatics” - University of Silesia (Faculty of Earth
Sciences) [17].
Profile of Post-Graduate Study “Geoinformatics” at the University of Silesia
The Interdisciplinary Post-Graduate Study “Geoinformatics” were established by virtue of the
University of Silesia Rector Resolution 32/2005 dated May 23, 2005 as effective since October 1, 2005.
Offered 240 hours of lectures and tutorials are targeted specifically at geography, geology, environmental
protection, biology, physical and land development planning, geodesy etc. graduates. Such Study is designed
to: 1) familiarise the auditorium with a comprehensive geographic information system and its bases,
theoretical details, basic software and the practical usage of the latter; 2) familiarise [the students] with
advanced IT-supported methodology of perceiving and editing natural occurrences and objects which are
spatially described and examined using GIS software, 3) theoretical and practical preparation to operating
and using GIS as well as to numerical mapping databases, digital modelling wherever advanced cartography
and Earth science knowledge arise.
The syllabus comprises the following disciplines: basic geoinformatics, selected geodesy and
cartography problems, remote sensing and digital photogrammetry, databases and geodata structure, geodata
gathering, processing, and sharing (including GPS), statistical analysis of geodata (geostatistics), digital land
modelling and application, spatial analysis techniques, geo-environmental process modelling, geoenvironmental cartography, interactive cartography, Internet as geographic data source, GIS software
modifications, geodata visualisation, geographic information system for resource management, GIS as a tool
for crisis management and administrative decision support, geographic information system in spatial
planning and environmental control, geographic information system in science, economy and commerce,
legal aspects of GIS.
Geoinformation (geoinformatics) graduate: profile and job opportunities
A college or university graduate profile includes, basically, a description and comprehensive skills
statement - both theoretical and practical - of a higher education diploma holder for a specified learning field,
with the minimum curriculum met as applicable to such study field [26].
The above definition may be, generally, referred to a geoinformation (geoinformatics) graduate
profile. Such graduate would become GIS analyst. He/she is competent in recognising, understanding and
interpreting basic geographic environment functions as well as socio-economic and cultural activities of the
mankind in local, regional, and global time period. He/she is prepared to detect and analyse constraints and
relations amongst natural environmental components and systems, diagnose their conditions and trends in
138
Szewc A., Gajos M. (2005).
Spatial Information Systems Supporting the Decision Taking Processes.
In: D. Kereković (ed.). Geographic Information Systems in Research & Practice. IInd Part.
Croatian Information Technology Association – GIS Forum, University of Silesia, Zagreb, 136-140.
past, present, and prospective changes including outcomes. This speciality field educates experts who are
supposed to cope with the fast progress in latest communications and information technologies while taking
advantage of achievements of geography and related sciences. Theoretically prepared graduate will be linked
to practical command of analytical projects submitted. Knowledge of the fieldwork and computer lab will
allow him/her to proceed with in-depth analysis of, and interpolation from, environmental monitoring data.
The graduation predestines him/her to apply for job within institutions, administration bodies and enterprises
dealing with natural resources, geographic environment conservation and modelling, economic activities of
the man etc [7].
Increasing, in recent years, numbers of geoinformation enrolments follows not only from the
fascination with the new technique, but also from the belief that job placement is secured going forward. It is
quite obvious now that a real expert does not take comfort in graduating from a college or university, they
must gain experience in their careers. Therefore, it calls for some relief for businesses which hire graduates,
amongst other things. This would produce a broad range of experts to professionally follow up on
geoinformation projects [31].
Conclusions
How important geoinformatics is may be corroborated by the fact that the Geography and
Geodesy Faculty of the Adam Mickiewicz University in Poznań has been organising a GIS Day
since 2002 (this year, it will be held on November 17). The GIS Day is an annual festivity for GIS
users aimed at highlighting the GIS importance for scientific, IT, social and administrative, and
commercial purposes amongst the public. That day will see experts the world over uncovering the
secrets of GIS to the young and interested and cueing how and where to tap unlimited benefits from
the new geographic discipline. Lectures and computer presentations are held every year for
secondary and tertiary undergraduates.
Geoinformatics teaching is best developed in higher education institutions. Yet, an urgent necessity is
being discussed to reengineer syllabuses of secondary technical schools to include geomatics. There is a
plenty to be done in secondary schools or grammar-schools, even primary schools. An issue of continuous
education in this respect has been increasingly postulated. As it is, education in geomatics cannot be
restricted to some teaching tier. It is the responsibility of the geomatician community, connected to, and
aware of the importance of, the geoinformation, to brace the public for living in the e-world.45
Summary
The ability to use geoinformation is becoming more and more helpful for ordinary people. Geographic
information system creators must boast much higher qualifications than the end-users. The educators of the
either should represent the highest level. Education in geoinformatics cannot be confined to some teaching
level. An issue of continuous education in this respect has been increasingly postulated. It is, however, the
institutions of higher education which provide best teaching opportunities and possibilities for
geoinformatics, geoinformation, geographic information systems (GIS), and which, in line with the Bologna
Declaration, should endeavour to facilitate graduates operating in the all-European and global markets in the
so-called e-world.
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Szewc A., Gajos M. (2005).
Spatial Information Systems Supporting the Decision Taking Processes.
In: D. Kereković (ed.). Geographic Information Systems in Research & Practice. IInd Part.
Croatian Information Technology Association – GIS Forum, University of Silesia, Zagreb, 136-140.
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