Recent Global Changes in Geomatics Education

Geomatics, composed of the disciplines of geopositioning, mapping and the management of spatially oriented data by means of computers, has recently evolved as a new discipline from the integration of surveys and mapping (geodetic engineering) curricula, merged with the subjects of remote sensing and geographic information systems. Geomatics has become open to value added applications in many other disciplines using spatially referenced data. The paper attempts to trace the historical roots of these developments, and to outline the challenges of the new discipline, as well as the consequences in educational requirements in the global scene. In the Central European Countries (Germany, The Netherlands, Scandinavia, Poland, Czechoslovakia, Austria, Switzerland, Yugoslavia) the need arose for the setup of cadastral administrations and a reorganization of agricultural practices for use of machines. This has led to the introduction of University degree programs in the Surveying and Mapping disciplines in the 1930’s. The professional graduates formed a new workforce (in Germany of 8000 alone). Geodesy formed the scientific base of the discipline with application technologies such as surveying, photogrammetry and cartography also covered, as well as land administration and legal subjects. Due to the success of these ventures non European countries such as South Africa, Australia and Canada have also introduced these degree programs in the 1960’s. Others like France, Spain, Nigeria, Zimbabwe, Malaysia followed in the 1970’s and 1980’s. The British and American influenced countries covered the Surveying and Mapping disciplines in graduate programs such as at University College London, and Ohio State University. The graduate programs accepted graduates in Civil Engineering, the natural sciences and geography. The specialization was possible in one field such as geodesy or photogrammetry, but a comprehensive orientation toward surveying and mapping was lacking. Since about 1960 a technological revolution has taken place in surveying and mapping technology: Angular surveys have been augmented by electronic distance measurement, and more recently by satellite positioning. Electronic computers were able to statistically analyse huge measurement sets. Photogrammetry has become an analytical discipline, competing in accuracy with ground surveys. Earth observation by satellites has made remote sensing an indispensable tool. Cartography relying on tedious graphic work has made way to computer graphics. Geographic Information Systems have permitted to organize spatially oriented data in data bases for the management of global, regional and local problems. The need for sustainable development has recently made obvious, that spatially referenced data constitute a needed infrastructure, to which all governments subscribe. Surveying and Mapping curricula have traditionally provided the vision for the provision, updating, management and dissemination of spatially referenced data. However, there is a need to upgrade the curriculum orientation to modern tools and to society’s requirements. This is the reason why many programs have changed their name to “geomatics”. It is time to rethink the needs, aims and contents of such a program. The paper analyses these in the light of present Central European experiences with a reflection on the requirements in other continents.