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GEOSPATIAL WORKFORCE AND EDUCATION

Background & Overview Report Dave DiSera Carolyn Merry NGAC Meeting April 2, 2014. GEOSPATIAL WORKFORCE AND EDUCATION. NGAC Products & Activities. Workforce Development Whitepaper approved by NGAC January 2012.

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GEOSPATIAL WORKFORCE AND EDUCATION

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  1. Background & Overview Report Dave DiSera Carolyn Merry NGAC Meeting April 2, 2014 GEOSPATIAL WORKFORCE AND EDUCATION

  2. NGAC Products & Activities • Workforce Development Whitepaper approved by NGAC January 2012. • The National Science and Technology Council’s Committee on STEM Education issued a 5-Year Strategic Plan on Federal Science, Technology, Engineering, and Mathematics (STEM) Education in May 2013 which was reviewed by the NGAC Subcommittee in 2013. • The NGAC subcommittee also reviewed: • The NRC Report: Future US Workforce for Geospatial Intelligence • The DOI STEM Education and Employment Pathways Strategic Plan The STEM Workforce Challenge: The Role of the Public Workforce System in a National Solution for STEM December 11, 2013

  3. Key Findings/Learnings • Federal STEM Plan is at a strategic level, does not reference specific programs or disciplines • Other back-up documentation used to develop the Plan may include references • DOL related material show that federal agencies are recognizing GIS as a STEM component - acknowledgement is a breakthrough  • THE DOI STEM Plan references GIS and programs for employment in GIS related fields • Follow-on work regarding the NGA Report findings and recommendations continues December 11, 2013

  4. Challenges • There is no clear and broadly accepted definition for what constitutes the “geospatial industry” or a “geospatial workforce”. (http://www.profsurv.com/magazine/article.aspx?i=71204) • A clear continuum which establishes a clear educational path to credentialing to classified employment does not exist • No CIPS/Degree codification exists at the collegiate level • While GISP is growing, it lacks broad employer-based support • NAICS and similar job codes do not exist • Many educational, certification, and employment classification efforts are in place or underway which place specialization before and above generalization in an effort to meet limited, niche-oriented workforce demands. • Lack of cohesive identity and industry unity = lack of funding • How to apply/extend/interface with the Geospatial Competency Model

  5. Impact of Challenges on Federal Gov. • Observations that need to be validated with a broader group: • Difficulty in identifying, listing, and filling geospatial contracts, services, and positions • Loss of leadership and the resultant ability to proscribe standards of practice globally • The creation and growth of geospatially oriented activities may be stunted • Collaboration and cooperation across the Federal enterprise is limited due to lack of common ground

  6. Geospatial Workforce SWOT Analysis • Strengths: • Clear understanding of workforce development pathway • Sense of identity and ownership which fosters cohesiveness and leadership • Clarity with respect to Geomatics, surveying, information technology, and allied fields (de-confliction) • Weaknesses: • Many benefit from current confusion (special interests able to manipulate current system) • Development of a clear identity may disturb traditional models/owners • Some who are considered geospatial may fall outside new boundaries • Opportunities: • Linkage to STEM and similar “new” funding sources • Platform from which we may lead globally • Creation of Community focus to solve “big problems” • Better collaboration through shared understanding • Threats: • Opposition from those benefiting from current ambiguity • Inertia associated with breaking from past • Ambiguity/challenges associated with creating and potentially codifying definitions • Failure to define soon will result in absorption by other areas

  7. Initial Actions for the Geospatial Community to Consider • Dialogue with the broader federal and geospatial communities to better define the geospatial industry and discuss policy recommendations. • Review and revise NAICS Codes to better fit jobs with substantial activities rooted in geospatial • Assess the geospatial Generalist to Specialist education and certification/credentialing • Assess the CIP/degree code for geospatial included in the definition of STEM education

  8. 2014 Guidance: Geospatial Education & Workforce Development The FGDC seeks continuing feedback and input from the NGAC on the issues of geospatial education and workforce development, including the following: • Identify opportunities to leverage recent professional GIS certification initiatives by the GIS Certification Institute (GISCI) and the National Geospatial-Intelligence Agency. • Provide input as needed on the implementation of the Administration’s STEM strategic plan (government-wide, or within specific agencies, as appropriate).

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