The focus of FIG Commission 2 is on innovative and effective
professional education and training for surveyors. With clear
linkages to the vision of the FIG Council Work plan through the
commission working groups our activities are underpinned by ensuring
that surveyors work for the good of society and to ensure their
relevance.
FIG Commission 2 in the previous term has started a FIG
publication on the topic: Enhancing Surveying Education through
Blended Learning, which is in almost ready to publish version and
after the final proofreading by the editors the process of
publishing may start.
The commission is focusing on developing academic networks for
knowledge sharing, innovative learning and teaching and learning
styles in surveying education. Our new Working
Group will focus on Education in the domain of Land Administration
and will work jointly with FIG Commission 7 WG 7.7.
Terms of Reference
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.
An inventory of all Surveying education institutions in the world.
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 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 innovative
education in surveying domain, and preparing land professionals for
new challenges. A new propriety area included in the key priorities
would be the topic Ethics in professional education and research.
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.
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 curriculum (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, 2008, 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.
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 the term 2019 -2022, FIG Commission 2 has continued to build
on the work carried out by the former commission chairs. FIG
Commission 2 term 2019 – 2022 has developed following focus areas
and the new term 2023-2026 intends to continue:
Although the period 2019-2022 was affected by the worldwide
pandemic, the FIG Commission 2 had several activities F2F (in 2019
and 2022), one Annual Meeting outside regular WW (joint with
Commission 7) and online activities, resulting with a very serious
draft of the FIG publication from Commission 2 with highly
appreciated input from active members called: Enhancing Surveying
Education through Blended Learning.
The new term od FIG Commission 2 2023-2026 is continuation of the
previous excellent work of the active chair, WG chairs and other
members of this commission with inheritance that quality and hard
work should continue in the future. The new term is continuing the
previous philosophy of Commission 2 adding to it one more working
group which is described and explained in details in the next
section.
Working Groups
The work of FIG Commission 2 is organized in 4 working groups.
Each of the working groups represents an area of focus in
professional surveying education. During the four-year term of
office workshops at least one Commission 2 workshop will be
organized. Ideally, each planned event will focus on one or more
themes from a working group.
Working Group 2.1 Developing and strengthening academic networks
Experience has shown that regional networks of academic
institutions supports knowledge sharing in areas of education,
research and capacity development.
Specific 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:
Francis Roy, Laval University, Canada francis.roy [at] scg.ulaval.ca
Co-chair TBC
Support Dimo Todorovski, University of Twente, the Netherlands,
d.todorovski[at]utwente.nl
Contributing partner – GLTN.
Workshop(s)
Developing and Strengthening Academic Networks Workshop/Session
within FIG 2023; in Orlando USA
Similar workshop/session during the FIG Working Week in 2024 (or
2025).
The final report presented and discussed at the Congress in 2026.
Publication(s)
Contribute a chapter on the role of academic networks to the
Commission 2 report on surveying education.
Latin America Land Administration Network (LALAN) current status and
planed future activities; for FIG 2023.
Developing a Francophone Academic Network of Universities (FANU);
for FIG 2025 (or FIG 2026).
Timetable
The report is the major output of this working group and will be a
4-year project.
Beneficiaries
Higher education institutions, national associations, governments,
international governing bodies, cadaster and land registration
organizations; chartered surveyors, private surveyors and FIG
Corporate Members.
Working Group 2.2 Innovation in Curriculum development
implementation
The topic of this working group was a focus of attention of at
least previous three to four terms of Commission 2. This term
2023-2026 will extend the work done by Commission 2 in the previous
terms, which focused on Europe, and extend this focus globally. This
align with aspects highlighted in Masum et al (2017) Enhancing
the Role of Surveyors: Bridging the Gap Between Demand for and
Supply of Professional Education (paper published in a peer
reviewed journal late 2018).
Specific 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 the FIG membership's understanding of the
challenges, trends, theories and innovation in professional
education by exploring the needs of society and industry – from
perspective of innovation in Curriculum development and
implementation
Contribute to the final Commission 2 report on professional
education.
To capture and share the very best teaching and research in
higher education that FIG members are doing and not currently
writing about.
To support and promote advances in learning and teaching
methods and content of curricula with an emphasis on the impact
of technology and learning styles on education.
Develop continuing professional development (CPD) programs
in response to societal and industrial changes
A new propriety area included in the key priorities would be
the topic Ethics in professional education and research. A topic
that could be jointly developed with Commission 1.
Chair
William Kelly, University of Glasgow, Scotland,
william.kelly[at]glasgow.ac.uk
Co-chair TBC
Support Rosario Casanova, Universidad de la República de Uruguay,
Uruguay casanova[at]fing.edu.uy
Contributing partner – UN-GGIM Academic Network.
Specific project(s)
This working group will encourage members to publish and present
on innovative learning, teaching and technology (both as used in
industry and as used in education) applied to Surveying and
Geomatics education. This includes, but is not limited to, student
online peer assessments, rubrics, inter-grader reliability in
marking of practical projects, personal reflective diaries, and
development of ‘graduate attributes’ in surveying students.
Workshop(s)
Workshops/sessions during the FIG Working Weeks in 2023, 2024 and
2025.
The final report presented and discussed at the Congress in 2026
.
Publication(s)
Conference papers and journal papers arising from the work of
this working group.
Timetable
The report is the major output of this working group and will be
a 4-year project.
Beneficiaries
Higher education institutions, national associations,
governments, international governing bodies, cadaster and land
registration organizations; chartered surveyors, private surveyors
and FIG Corporate Members.
Working Group 2.3 Young surveyors in Education - Learning styles
in surveying education
This working group is intended to have representative suggested
by the president of Young Surveyors Network YSN to work closely
other WG of FIG Commission 2 for improving the professional
education globally. In addition this Working Group 2.3 would support
the idea of the FIG Vice-Chair to make an inventory of all Surveying
education institutions in the world. A new opportunity for FIG
inter-commission-task force is the collaboration with the TF on
Diversity and inclusion.
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:
Dimo Todorovski (temporary) , University of
Twente, the Netherlands
d.todorovski[at]utwente.nl
Co-chair TBC
Other members : Vanessa Simataa, Namibia University of Science and
Technology (NUST), Namibia,
vanessasimataa[at]gmail.com
Obianinulu Oduwegwu, FIG Commission 2 Social Media Officer,
Institution of study: the University of Nigeria Nsukka; The course
of study: Geo-informatics and Surveying; Nationality: Nigerian
nuluoduwegwu80[at]gmail.com
Specific project(s)
This working group will work with the Commission 2 chair and
vice-chair, and YSN chair to design and implement a
survey/questionnaire in order to make the inventory of all Surveying
education institutions in the world. A key focus in the first year
will be designing the survey/questions and then implementing the
questionnaire in as many countries in the world as practical.
The working group will seek support from FIG to send to all FIG
academic members, and of the FIG regional networks and Working Group
2.1 to distribute to regional networks. This will take the scope
beyond a focus on young surveyors.
Workshop(s)
Workshops during the FIG Working Week in Acra Ghana 2024
Interim results presented at Working Weeks in 2024 and 2025, and
the final report presented at the Congress in 2026.
Publication(s)
Contribute a chapter on student learning styles to the
Commission 2 report on surveying education.
Other specific conference papers and journal papers arising
from the work of this working group.
Timetable
The report is the major output of this working group and
will be a 4-year project.
Beneficiaries
Individuals, potential surveyors, higher education institutions,
vocational schools, society, labor market, public and private
sector; FIG’s corporate members; young surveyors and potential
surveyors.
Working Group 2.4 / 7.7 Land Administration Education
Land administration is multi-faceted and encompasses ‘hard’
aspects such as 3D modelling, digital twins, artificial intelligence
and BIM, and ‘softer’ aspects such as land tenure, customary rights,
fit-for-purpose solutions, integrated land use planning, and gender.
Effective land administration is crucial for development and tenure
security, addressing several sustainable development goals. Several
higher education institutions already offer land administration
curricula at undergraduate and/or postgraduate levels, however there
is need for constant revision and update to accommodate new
approaches and opportunities. This combined C2 / C7 working group
seeks to evaluate, support and further develop land administration
teaching essentials.
Objectives
To survey, analyse and document land administration
curricula in use and proposed in different regions.
To partner with GLTN, NELGA and other stakeholders in the
further development of the Teaching Essentials for Responsible
Land Administration (TERLA), including implementation guidelines
and use cases.
To explore context-specific land administration needs and
support universities and other educational organizations to
develop mechanisms and processes that will help to meet those
needs.
Policy Issues
FELA pathway 8: Capacity and Education. The WG will act to
support higher education in developing and implementing curricula
for land administration.
SDG 4.4: Improving skilled youth and adults through education and
training.
SDG 4.7: Ensuring learners acquire knowledge and skills to promote
sustainable development.
Chair
Simon Hull, University of Cape Town, Republic of
South Africa,
simon.hull[at]uct.ac.za
2023 – 2025: There are currently 6 modules in the
Teaching Essentials. The WG could focus on reviewing one
module per semester for 3 years, with feedback at Working
Weeks.
2025 – 2026: Plan and implement FIG joint WG sessions /
workshops to share experiences from TERLA implementation.
Use these to develop one or more curricula at willing
institutions.
2026: Presentation at Congress and FIG/GLTN Publication
on the entire TERLA curriculum, including implementation
guidelines and use cases.
Land administration curriculum review: in parallel with and
in support of 1 above:
2023 – 2025: review of published land administration
curricula disseminated into undergraduate, Honours, Masters
and PhD levels. Combination of desktop study and interview /
survey.
2026: Presentation at Congress and peer-reviewed journal
article (Survey Review).
Workshop(s)
Workshops may be organised around each TERLA module, for
implementation experiences, and for data collection pertaining to
the curriculum review.
Publication(s)
Joint FIG/GLTN publication on TERLA.
Presentations at Working Weeks and Congress.
Peer-reviewed journal article: Teaching the next generation
of land administrators (provisional title).
Timetable
See above.
Beneficiaries
Higher education institutions offering formal programmes and/or
CPD; government officials, NGOs and others attending; member
associations and education/training accreditation bodies.
Co-operation with Other Commissions and Task Forces
By its nature FIG Commission 2, Professional Education, has a
relation to all the other technical commissions as is illustrated in
figure 1. However, with some commissions it has a stronger relation
than with others.
Figure 1. The position and function of FIG Commission 2 in
relation to the other Commissions.
Commission 2 works closely together with Commission 1 and in
particular with Working Group
1.1 - Changing Nature of Work and the Role of a Surveyor.
Commission 2 has a close connection to Commission 7 Cadastre and
Land Management. The changing nature of the surveyor or land
professional is best illustrated by the trends and developments in
cadaster and land management.
FIG Commission 2 has a role in supporting the Young Surveyors
Network, some of FIG Task Forces like Africa Task Force and the
OICRF (The International Office for Cadastre and Land Records)
(OICRF).
FIG Task Force on Sustainable Development Goals (TF on SDGs)
Commission 2 focuses on innovative and effective professional
education and training for surveyors. That makes SDG Goal 4 "ensure
inclusive and equitable quality education and promote lifelong
learning opportunities for all" the most relevant to the work of
Commission 2. As we focus on higher education the following targets
are particularly relevant:
Target 4.3: By 2030, ensure equal access for all women and men to
affordable and quality technical, vocational and tertiary education,
including university
Target 4.5: By 2030, eliminate gender disparities in education and
ensure equal access to all levels of education and vocational
training for the vulnerable including persons with disabilities,
indigenous peoples and children in vulnerable situations
Target 4.7: By 2030, ensure that all learners acquire the knowledge
and skills needed to promote sustainable development, including,
among others, through education for sustainable development and
sustainable lifestyles, human rights, gender equality, promotion of
a culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and of culture’s contribution to
sustainable development
How do you include the SDG's in your daily work?
The indicators under Targets 4.3, 4.4 and 4.5 provide some guidance
on how Commission 2 can support meeting the overall Goal 4. Our work
focusses on making higher education more accessible for all
potential surveying students therefore supporting participation and
this is a key focus of Working Group 1 on regional academic
networks. Working Group 2 also seeks to support education for
sustainable development in conjunction with the other commissions.
Indicator 4.3.1: Participation rate of youth and adults in formal
and non-formal education and training in the previous 12 months, by
sex
Indicator 4.5.1: Parity indices (female/male, rural/urban,
bottom/top wealth quintile and others such as disability status,
indigenous peoples and conflict-affected, as data become available)
for all education indicators on this list that can be disaggregated
Indicator 4.7.1: Extent to which (i) global citizenship education
and (ii) education for sustainable development are mainstreamed in
(a) national education policies; (b) curricula; (c) teacher
education; and (d) student assessment. (statement from David
Mitchell previous chair FIG Commission 2)
Co-operation with United Nation
Organisations, Sister Associations and other Partners
UN-GGIM and FIG Comm 2
Co-operation with the Academic Network of UN-GGIM, special with the
Americas is envisaged. The FIG Commission 2 vice-chair is the
academic representative of Americas into the UN-GGIM. Considering as
our commission’s strength our vice-chair will be a bridging person
between these two organisations and identify appropriate channels
for enriching this relation and collaboration.
FAO/FIG Academic forum
The Academic Forum is the platform for FIG Academic Members.
Traditionally Commission 2 has a leading role in the Academic Forum.
During the FIG Congress 2014 in Kuala Lumpur the Forum discussed and
prepared an initial statement on Academic responsibilities and the
Voluntary Guidelines on the Responsible Governance of Tenure (VGGT).
Further Academic Forums were held at subsequent FIG Working Weeks
and the 2018 Istanbul Congress. For its new term, FIG Commission 2
will continue to play an instrumental part in the Academic Forum and
working with the Council to explore partnership with FAO and FIG
Academic Partnership program.
During the 2022 Congress, Commission 2 contributed to one of two
joint FIG/FAO sessions with core emphasis on progress in supporting
the application of the Guidelines, including FAO selected invitees
as presenters of related experiences:
· FAO/FIG Academic
Forum - Progress in supporting the application of the Guidelines,
and opportunities to engage regional, sub-regional, academic and
young surveyors’ networks
Commission 2 Officers
Commission 2 Chair
Dimo Todorovski, University of Twente, the Netherlands
d.todorovski[at]utwente.nl
Vice Chair of Administration FIG Commission 2
Rosario Casanova, Universidad de la República de Uruguay, Uruguay
casanova[at]fing.edu.uy
Chair of Working Group 2.1
Francis Roy, Laval University, Canada
francis.roy[at]scg.ulaval.ca
Chair of Working Group 2.2
William Kelly, University of Glasgow, Scotland,
william.kelly[at]glasgow.ac.uk
Chair of Working Group 2.3
Dimo Todorovski, University of Twente, the Netherlands
d.todorovski[at]utwente.nl
Chair of Working Group 2.4
Simon Hull, University of Cape Town, Republic of South Africa,
simon.hull[at]uct.ac.za
Chair of Commission 2
Dimo Todorovski
commission2[at]fig.net
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