MAP AFRICA 2007 CONFERENCE CAPE TOWN, SOUTH AFRICA OCTOBER 2007

1. OUTCOME BASED QUALIFICATIONS FOR BUILDING INTELLECTUAL CAPITAL IN GISc TO PROVIDE THE FOUNDATION FOR SUSTAINABLE DEVELOPMENT AND POVERTY ALLEVIATION IN AFRICA MAP AFRICA 2007 CONFERENCE CAPE TOWN, SOUTH AFRICA OCTOBER 2007 HEINDRICH DU PLESSIS PROFESSIONAL ENGINEERING SURVEYOR PROFESSIONAL GISc PRACTITIONER DEPARTMENT OF LAND AFFAIRS, CHIEF DIRECTORATE OF SURVEYS AND MAPPING, SOUTH AFRICA

2. INTRODUCTION 1.The South African Council for Professional and Technical Surveyors (PLATO) 2.Establish SGB’s 3. Outcome-based qualifications are regulated - NQF - SAQA - SDA 4. With economic growth comes development opportunities to address poverty alleviation 5.To address these challenges one needs knowledge, competence and skills for decision making and planning to solve the complex managerial and developmental issues

3. THE STUDY FIELD OF GEOMATICS • Africa has access to large archives of geospatial data, but acute shortages in HR with knowledge, competence and skills in geomatics, sustainable development and therefore poverty alleviation cannot progress at the desired rate. • Geomatics has applications in all disciplines, which depend on spatial data, including forestry, environmental studies, planning, engineering, navigation, geology and geophysics • It is thus fundamental to all areas of study, which use spatially related data, such as Surveying, Remote Sensing and Photogrammetry, Cartography, Geographic Information Systems, Property or Cadastral Studies and Global Positioning.   - (University of Florida –Geomatics)

4. THE STUDY AREAS OF GEOMATICS

5. THE PROFESSIONAL AND TECHNICALSURVEYORS ACT (PLATO ACT) • Open register/s for registration • Integrate Surveying and GISc • BSc degree at UCT substantial increase in students • EAC use SGB qualifications as model

6. NATIONAL QUALIFICATIONS FRAMEWORK AND SKILLS DEVELOPMENT ACT Joint Implementation (JCC) RPL

7. A CONCEPTIONAL MODEL OF THE GEOMATICS PROFESSION CONTRIBUTING SCIENCES / STUDY FIELDS APPLICATION USERS GEOMATICS Physics Cadastral/Land surveying Landscape Architecture DOMAINS (Specialities) Mathematics Engineering Surveying Geophysical Science Statistics Cartography Engineering Computer Science Remote Sensing Criminology Geodesy Fotogrammetry Planning Profession Geography Geographical Information Science (GISc) Environmental studies Information Science Mine and mineral surveying Agriculture Philosophy Hydrographic surveying Navigation Psychology Geodetic Surveying Forestry Social Sciences Land Management Geology Botany Photogrammetry Remote sensing Surveying (Topo/Eng/Cad) GPS Cartography Imagery COMMON STUDY AREAS Database Administration Information Technology Computer Programming Relevant legislation Business/ Private Practice principles

8. ROLE PLAYERS IN GEOMATICS EDUCATION

9. THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA) A statutory body under DoE, own Act. • Established to help reconstruct and redevelop education and training in South Africa. • To establish a National framework within which all education and training in South Africa may find equal and fair recognition • To establish a framework within which prior learning may be recognised and accredited • To manage Standard Generating Bodies (SGBs)

10. The Construction Education And Training Authority (CETA) DoL • “To promote and ensure quality of education and training in the construction sector” • Responsibilities: • Encourage employer, workers and training providers to design new learnership programmes • Recommend new learnerships to the Department of Labour. • Administer the learnership agreement between an employer, a learner and an education and training provider. • Monitor the implementation of learnerships and spread examples of good practice. • Issue certificates to learners who complete learnerships successfully.

11. OTHER STAKE HOLDERS • Voluntary bodies (Institutes/associations) • Organs of State (DLA, DoE, DL, DWAF, etc) • Industry (Sofware and Hardware developers • and suppliers) • Practitioners • Users

12. Qualification>120 credits

13. Types of Nationally Recognised Qualifications

14. WHAT IS A LEARNERSHIP?

15. Qualifications, Learnerships, Skills Programmes, RPL, Unit Standards Recognition of prior Qualification Learnership Skills Programme Learning Fundamental US 1 Fundamental US 1 Fundamental US 2 FundamentalUS 2 Fundamental US 3 Fundamental US 3 Fundamental US 3 Fundamental US 4 Fundamental US 4 Fundamental US 4 Fundamental US 5 Fundamental US5 Core US 1 Core US 1 Core US 2 Core US 2 Core US 3 Core US 3 Core US 4 Core US 4 Core US 5 Core US 5 Core US 5 Core US 6 Core US 6 Core US 7 Core US 7 Core US 8 Core US 8 Core US 9 Core US 9 Core US 9 Core US 10 Core US 10 Core US 10 Core US 11 Core US 11 Elective US 1 Elective US 2 Elective US 2 Elective US 3 Elective US 3 Elective US 4 Elective US 4 Elective US 5 Elective US 6 all credits 156 employable skill, minimum 120 credits or any Unit standard minimum stipulated in minimum 1 Unit standard the qualification

16. REGISATION OF LEARNERSHIPS (SAQA) (SGB)

17. Qualification must: be registered with SAQA contain outcomes (modules) assessment criteria credits allocations Qualification Technikon C Qualification Technikon A Qualification Technikon B Lead Qualification Technikon B LEARNERSHIPS AT TECHNIKONS(WHOLE QUALIFICATIONS)

18. SAMPLE CERTIFICATE

19. ESTABLISHING A NETWORK OF PROVIDERS, ASSESSORS AND MODERATORS • Set up contracts and learnership agreements and select • a training provider that is accredited and registered with CETA • Choose a learnership • Enter into contract and learnership agreement • Select a training provider • Register the learnership with CETA • Training providers, assessors and moderators • Decide what training they can provide and register with CETA • Can only provide training ITO accreditation status with CETA • CETA QA ensure that training provider has the capacity • CETA QA ensure that assessment tools meet the US requirements • All accredited providers must comply with CETA Quality Assuror • Provider Code of Conduct

20. Center of Excellence To form Partnership in Training and Education • Dual partnership • •CETA • •SAQA • Public Institutions • Multiple Partnership • • SAQA, CETA and other SETA’s • • CETA + provider/s • •SAQA + provider/s • • Public + private sectors Occupational directed • E.g. partnering only in one lead qualification Scarce or critical skills oriented • E.g. partnering with respect to a specific (critical) skill/s Partnership Models o Public Institutions (FET, HEI,) DoE and DoL o Industry and Training Providers o Existing Institutions o Practitioners (Public and private sector)

21. Center of Excellence To Define the Standard Transformation Education Skills Excellence Accessabilty BEE oriented Gender balance Outcomes based Curriculum Methodology (academic, research and applied orientated) • Human resources • Qualifications • (Science and Technology) • Technical Equipment • Infrastructure

22. Center of Excellence To Play the roles of • Providers infrastructure • Technical Equipment • Infrastructure • Administrative support • Development of skills programmes, learnerships and qualifications • Arrange work plan Facilitator CETA SAQA • SGB • Unit standards (Standard setting) • Register Qualification • Revisit qualifications/LS • Maintain d/b • SGB • Standard setting • Certification of L/S • Criteria for funding • Improvement of infrastructure • Monitor & evaluate • Revisit qualifications/LS • Maintain d/b Industry

23. Curriculum development • - Industry • - CETA • - SAQA • DOL • DOE • - Training Provider/s Center of Excellence To Engage various Stakeholder

24. Learning material Library IT support Center of Excellence To provide Modes of delivery • Unit standards • Qualifications • Learnerships • Skills programmes • Part programme training • (RPL could be integrated part of each delivery model) • 6. Training cum Internship • Short courses • Administrative support • Funding Capacity Buidling

25. Center of excellence To Address Funding Aspects • Training Place/Workplace • •Standard funding model • •Surplus funding for initial equipment and infrastructure • Internship (workplace grants) • Human resource development • Financially self sustainable • (Retain 10% of all income generated from CETA, plus funding from DLA/PLATO)

26. INTEGRATING GISc AND ECONOMIC DEVELOPMENT • GISc capacity building is closely linked to economic • Development and is therefore part and parcel of • Economic transformation as a means of addressing poverty • Alleviation in Africa • Accessible qualifications in GISc would aim to become • a convergence of ongoing processes in the GISc profession • The qualifications serve as a common platform to bring • together various stakeholders that make up the socio- • economic fabric of the continent • Knowledge, skills and competence in GISc is essential to • Africa’s long term economic growth, development and prosperity

27. SETTING THE SCENARIO TO ADDRESSISSUES OF POVERTY ALLEVIATION • In Africa - Steady increase in migration pattern of • people moving from the rural areas to the urban areas • This pattern has robbed the rural areas of human • capital, knowledge, skills and competence to sustain • any form of economic development • Reverse the pattern, to bring about economic • transformation • Develop an economic model to attract GISc practioners • to the rural areas with incentives and suitable career paths

28. Model for the redeployment of GISc Practitioners to the rural areas Integrated GI Management System Model Visualisation Analyse Accessability MUNICIPALITY Professional GISc practioner GISc Technologist GISc Technicians GIS Operators Regional Office Regional Office/ Big Town Integrate Maintain Disseminate Information Technologist Technician Operator Technologist Technician Operator Village Technician Gather info Town Technician Gather info 2 X Villages Technician Operator Gather info

29. CONCLUSION Knowledge, skills and competence in GISc is essential to Africa’s long term economic growth, development and prosperity

30. THANK YOU QUESTIONS?

31. REFERENCES • Government Gazette, Republic of South Africa, Vol 489 March 2006 no. 28574 • Geographic Information Science and Technology, Body of Knowledge 2006, David DiBiase Ed. • Towards GI science qualifications in South Africa, JG van Wyk, AC Vlok, 2003 • Development of Model Undergraduate Curricula for Geographic Information Science & Technology, Strawman Report, University Consortium for Geographic Information Science • A Conceptional model for Geomatics, HJ du Plessis, 2006 • Capacity building and a career in GIS - perspectives on educational initiatives in the field of GIS, JG van Wyk, 2006 • CETA slides supplied by Christoph Heil, CETA TOM, 2006 • Qualifications, Learnerships and a proposed centre of excellence, PositionIT, May/June 2007, HJ du Plessis