Professional surveying education (vocational, higher and academic
education) curriculum development.
Professional surveying education (vocational, higher and academic
education) learning and teaching methods and technologies
The role of professional education and its relation to the public
sector, private sector and professional organizations.
The domain of professional surveying education (continuing
professional development).
Knowledge transfer in education and training, , and via existing
academic networks.
Mission statement
Promote good practices in professional surveying education by:
Exploring the needs of society and endorsing universities and
other educational organizations to develop mechanisms and processes
that will help to meet those needs.
Methods and content of education: To support
and promote advances in learning and teaching methods and content of
curricula with special emphasis on the impact of technology and
learning styles on education (outcome – report on state of
education).
Knowledge sharing. Promoting sharing of
advances in professional education, research in surveying education
and training and initiate joint projects (curriculum development,
educational material development, joint courses, quality assurance
etc.). Improving dissemination of information on educational theory
and practice to the members across the world via existing academic
networks. (outcome – special issue of journal,
seminars/conferences).
Supporting capacity building for surveying
education in the developing world, through strengthening knowledge
transfer (including collaboration with UN-GGIM, GLTN, RICS and General
academic networks). (outcome – regional knowledge sharing)
Cooperation with other professions. Reinforcing
cooperation with Educational Commissions of International
Organisations on the related professions.
Continuing Professional Development. Encourage
improved surveying practice through the promotion of continuing
professional development (CPD) and the practical application of
research, help surveyors continuously to update their academic and
professional profiles. Key priorities include becoming a more active
Commission, a focus on worldwide professional education, supporting
the education continuum in surveying education, and preparing land
professionals for new challenges.
General
FIG Commission 2 is the domain of professional surveying education.
The traditional core areas for the commission are: 1) curriculum and
core surveying body of knowledge, 2) teaching and learning methodology,
3) marketing and management of professional education and 4)
accreditation and quality assurance. During the 2011-2014 term Frank
(2008, 2012) and Greenfeld (2010, 2012) centred on the understanding of
the surveying core body of knowledge. Developments and discourse
justified the broadening of the scope of FIG Commission 2 from surveying
education to educating the land professional (Enemark & Williamson,
2004; Enemark, 2008, 2009, 2010; Magel et al. 2009; Mitchell & Enemark,
2008).
During the 2015 -2018, FIG Commission 2 built on the above work
focusing on the following themes (i) Becoming an active Commission, (ii)
Professional education world-wide, (iii) the chain of professional
surveying education, and (iii) towards educating the land professional.
A key publications from this term were Masum et al (2017) focusing on
Bridging the Gap between Demand for and Supply of Professional
Education, and Groenendijk (2017) reviewing the VGGTs in the curriculum1
(next step in this research is to research the gaps in the
implementation and adoption of the VGGTs in the curriculum).
Innovative learning and teaching has always received major attention
in FIG Commission 2. This is reflected in the work of Enemark (2004,
2007, 2009; Enemark & Gallant, 2012) promoting innovative teaching and
learning approaches in surveying education, in particular project- and
problem-based learning. E-learning, open learning and knowledge
management achieved major attention by Markus (2005, 2008, and 2010).
The work on e- learning resulted in the most recent publication by FIG
Commission 2: FIG Publication No. 46. Enhancing Surveying Education
through e-Learning. Markus (2010) mentioned the following two challenges
for FIG Commission 2 that are still highly relevant to consider:
ubiquitous learning and open education. For the new term these will be
embraced and further explored.
There has been a noticeable trend in recent years, particularly in
English speaking countries, of a declining population of surveyors and
the need to attract promising young surveyors into surveying (Frank,
2010). Various approaches and recruiting tools have been developed and
shared during recent FIG Commission 2 events.
Developing educational and skills qualifications of surveying
professionals and technicians is one of the other main concerns for FIG
Commission 2. For some countries this is of more concern than others. In
the United States ABET is used to allow standard recognition of
educational surveying qualifications (Frank, 2007, 2009, 2010). In the
United Kingdom, RICS has developed educational criteria that allow
universities to assess the suitability of their curricula to the
professional needs (Plimmer, 2003; Frank, 2010). With the rapidly
changing surveying profession it is a continuous challenge to maintain a
system of standardization. The former chair of FIG Commission 2 has
worked intensively on defining educational surveying qualifications and
in relation to the core surveying body of knowledge and learning and
teaching methodologies (Frank, 2012).
For its new term, 2019 -2022, FIG Commission 2 will continue to build
on the work carried out by the former commission chairs. FIG Commission
2 has developed for the term 2019 – 2022 the following focus areas.
These will be discussed and worked out in concrete actions during the
first Commission 2 meeting in 2019:
In addition to the specific activities above, Commission 2 will
support and contribute to FIG Task Forces, Permanent Institutions and
Networks, in particular to the Young Surveyors Network, the OICRF and
the FIG Foundation.
Working Groups
Working Group 2.1 -
Developing academic networks for knowledge sharing
Objectives
To share knowledge and good practices in surveying curricula
and programs across educational institutions and across
countries – especially through existing and newly created
academic networks.
Contribute to the final Commission 2 report on professional
education.
To seek feedback from these academic networks on changes in
curricula and approaches to professional education that respond
to the changing nature of the surveying profession.
To discuss and describe core competences (knowledge, skills
and attitudes) for the education of future land surveyors and
land professionals.
Exploring the needs of society and endorsing universities
and other educational organizations to develop mechanisms and
processes that will help to meet those needs.
Knowledge sharing. Promoting sharing of
advances in professional education, research in surveying
education and training and initiate joint projects (curriculum
development, educational material development, joint courses,
quality assurance etc.). Improving dissemination of information
on educational theory and practice to the members across the
world
Supporting capacity building for surveying
education in the developing world, through strengthening
knowledge transfer (including with UN-GGIM, RICS and regional
academic networks).
Cooperation with other professions.
Reinforcing cooperation with Educational Commissions Report on
Professional Surveying Education Challenges, trends, and latest
approaches (methods and content of education) Regional Capacity
Development and Knowledge Sharing. Cooperation with other
professions Regional training and CPD of International
Organisations on the related professions.
Chair
Dr. Dimo Todorovski, the Netherlands
d.todorovski[at]utwente.nl
Working Group 2.2 -
Innovative learning and teaching / "Curriculum on the Move"
Objectives
To exchange and promote good practices in teaching and
learning methodologies in professional education of the
surveying and land professional. The aim is to capture the very
best teaching that our members are doing and not currently
writing about.
Increase our understanding of the challenges and trends and
innovation in professional education. Contribute to the final
Commission 2 report on professional education.
Exploring the needs of society and endorsing universities
and other educational organizations to develop mechanisms and
processes that will help to meet those needs.
Methods and content of education: To
support and promote advances in learning and teaching methods
and content of curricula with special emphasis on the impact of
technology and learning styles on education.
Knowledge sharing. Promoting sharing of
advances in professional education, research in surveying
education and training and initiate joint projects (curriculum
development, educational material development, joint courses,
quality assurance etc.). Improving dissemination of information
on educational theory and practice to the members across the
world.
Continuing Professional Development.
Encourage improved surveying practice through the promotion of
continuing professional development (CPD) and the practical
application of research, help surveyors continuously to update
their academic and professional profiles.
Chair
Mohsen Kalantari, Australia
mohsen.kalantari[at]unimelb.edu.au
Working Group - Joint Commission 2 and Young Surveyors Network
- Learning styles in surveying education
Objectives
To survey, analyse and document the learning styles of
students at different ages (including young surveyors) and from
different regions.
Increase our understanding of the varied ways that surveying
students learn.
Contribute to the final Commission 2 report on education.
Exploring the needs of society and endorsing universities
and other educational organizations to develop mechanisms and
processes that will help to meet those needs.
Methods and content of education: To
support and promote advances in learning and teaching methods
and content of curricula with special emphasis on the impact of
technology and learning styles on education.
Knowledge sharing. Promoting sharing of
advances in professional education, research in surveying
education and training and initiate joint projects (curriculum
development, educational material development, joint courses,
quality assurance etc.). Improving dissemination of information
on educational theory and practice to the members across the
world.
Chair
Melissa Harrington
United States
melissa.obrien[at]live.com.
