Karl Donert, President EUROGEO, Consultant: Director: European Centre of Excellence: digital-earth.eu

eurogeomail@yahoo.co.uk

March 15 2017

Promoting Geospatial Education In Europe

EUROGEO• European Association of Geographers • Legally based in Belgium • International NGO – established 1979 by the

European Commission to network geographers• A professional association for geographers, geo-

scientists and related areas• Developed further by the HERODOT (Bologna

Process) Network for higher education in Europe

EUROGEO Aims Advance the status of geography:• organise events / activities for members• produce publications• support geographers• identify and promote good practise• research, give advice on geography• lobby at national and international levels• make recommendations on policies

• Networking: Digital-earth.eu• Tools: I-Use, YouthMetre• Training: iGuess• Education: Spatial Citizenship• Curriculum: GI Learner• Careers: GeoSkills Plus

EUROGEO: geospatial education initiatives

Benefits of the Geospatial Industry

http://opendatabarometer.org/

Dashboard on Open Data in Europe, http://www.europeandataportal.eu/en/dashboard .

Dashboard on Open Data in Europe, http://www.europeandataportal.eu/en/dashboard .

Dashboard on Open Data in Europe, http://www.europeandataportal.eu/en/dashboard .

Open Science

Open Education

State of Geospatial: enabling a Digital Europe

Geospatial sector 2017

Stakeholder Expert Workshop http://tinyurl.com/GWF-geocap2014

What if …..• citizens remain unaware the geospatial sector exists• best students hijacked by non-geospatial industry• lack of a qualifications profile is THE key limiting

factor in further geospatial sector development • not enough graduates to meet needs • potential for more efficient economy and society

not developed

• use the users and involve geo-industry more (public/private)

• raise awareness with education decision makers• network key organisations - share knowledge and

information • bridge the gap between technical, policy, education

experts• establish THINK TANK - leaders forum from industry-

education-NGOs-policy

• broad, effective PR for geospatial professions• common (European) qualifications,

benchmarks, curriculum• find ways to cluster / sustain good education

projects • create exciting education with geospatial• support continued rise of open in education ...

Beware: The Next Revolution?

Gakstatter E. (2014), Will the Next Industrial Revolution Be Bigger than the First? Will Geospatial Technology be Part of It?, Geospatial Solutions, http://tinyurl.com/qxhohom

Waves of innovation, after Kondratiev (1925)

Cloud Computing

Option A: European Success

• universities are thriving in strong partnerships with regional institutions.

• education is ‘in’ … to solve global problems • automation and data-intensive science• from open science to radical open science• Smart cities as growing laboratories of

democracy

Option B: Europe misses out

• automation and globalisation • rich core and weak periphery in Europe• mass unemployment • social exclusion• discontent• three threats: structural unemployment and

inequality, funding shortfalls, and a skills crisis

Three broad principles

Principles to guide thinking about what Europe’s knowledge institutions and governance must do: Principle 1: An open knowledge system in EuropePrinciple 2: Flexibility and experimentation in innovationPrinciple 3: European-level cooperation

1: An open knowledge system

• Promote open access to data and data literacy • European Knowledge Space, knowledge pool• on-line framework open to all citizens for

research, analysis, debate and sharing• integrated framework of policies, incentives and

ICT tools for sharing• rethink intellectual property

2: Flexibility and experimentation in innovation

• greater freedom of action • stronger regional innovation ecosystems, urban

place-based knowledge triangles• support autonomy of universities, research

funds, new types of education• experimentation in the economy and society• experimentation in social, environmental policy

3: European-level cooperation• coordination role for policy, regulation, support,

education• single knowledge market – research area, research for

good• link knowledge-related policy with cohesion and social

welfare – unemployment, participation• update educational curricula and certification for an age

of fast-changing jobs• identify inspiring Grand Projects for 2050 and ambitious

global goals

European Commission (2015), Creating Value Through Open Data http://tinyurl.com/j6qypoe

Empower the work force… a skills gap … supply side workforce shortage… government responsibility

European Commission (2015), Creating Value Through Open Data http://tinyurl.com/j6qypoe

• bb

Bratislava eSkills Declaration http://tinyurl.com/zlck4a6

• Foster digital skills training programmes• Harness industry-led education• Accelerate labour mobility for digital jobs• National Digital Skills and Jobs Coalitions

• bb

Bratislava eSkills Declaration, 2016 http://tinyurl.com/zlck4a6

• Raise awareness of key enabling technologies in the digital single market and digital career opportunities

• Maturing the ICT profession• EU funds dedicated to upskilling initiatives and

training platforms • Encourage better gender balance

• guarantee fast Internet everywhere• make fastest connections in schools, and other

major places where people gather• provide free wi-fi in cities around the EU • desperate plea for better technology education

GI Learner Project • A project to develop geospatial thinking

learning lines in secondary schools • http://www.gilearner.ugent.be/

GI Learner Context

• To help meet mismatch between workforce demand and labour supply in GI occupation sector.

• Due to students leaving high school or university without necessary skills and knowledge.

• Big problem for companies, also for society where students finish their studies but don’t find a job.

What is a learning line?

A learning line is an educational term that refers to the construction of knowledge and skills throughout the whole curriculum. This learning line reflects an increasing level of complexity, ranging from easy (more basic skills and knowledge) to difficult.

Zwartjes, L., 2014. The need for a learning line for spatial thinking using GIS in education. Innovative Learning Geography in Europe: New Challenge for the 21st Century, pp.39-62.

Literature Review

Learning Line examples

learning lines

Fieldwork Working with images

Working with maps

Working with

statistics

Creation of knowledge

Level 1 Perception – knowledge of facts

Level 2 Analysis – selection of relevant geographic information

Level 3 Structure – looking for complex connections and relationships

Level 4 Application – thinking problem solving

Literature Review

Geospatial thinkingTen geospatial thinking competences proposed:1. Critically read, interpret cartographic and

other visualisations in different media 2. Be aware of geographic information and its

representation through GI and GIS.3. Visually communicate geographic information4. Describe and use examples of GI applications

in daily life and in society

Ten geospatial thinking competences proposed:5. Use (freely available) GI interfaces6. Carry out own (primary) data capture 7. Be able to identify and evaluate (secondary) data8. Examine interrelationships9. Synthesise meaning from analysis 10.Reflect and act with knowledge

Geospatial thinking

How to empower youth to become engaged & make an impact on EU youth policy?

http://www.youthmetre.eu

Professor Karl Donert, President EUROGEO

http://eryica.org/page/principles-online-youth-information

Data & Policy Making• better-informed evidence-based policy

decisions• collective decision-making processes• understanding what is relevant to the public• monitor and assess the policy effectiveness• complex skills required • public need to take control of their own data

http://youthmetre.eu/youthmetre/

Wanting to set up own business, but not able to

Temporary contracts

• spatial technology a critical tool for identifying and addressing key societal challenges

• geospatially-driven smart communities• cities that will change the way we live• GIS an evidence-based tool for decision-making

Directions Magazine https://t.co/dTy7r6EJdW

Smart Navigable Cities

• Forecast rapid urban growth • Challenges of urban mobility• Security and privacy issues • Citizens need data and information literacy• Only as ‘smart’ as the people operating the

cities

• “urban geo-data gap” • challenge to keep up with population growth

and land expansion / change• Global Platform for Sustainable Cities (GPSC)• satellite-based approaches • HABITAT III

GeoCapabilitiesWhat sort of geo-education: • develops knowledge that empowers

individuals to identify, select and make informed, defensible choices about how to live (for the best)

• is based on participation, citizenship and sustainability?

http://www.geocapabilities.org

GIS in Schools

https://blogs.esri.com/esri/esri-insider/2016/12/01/esri-pledges-to-help-boost-digital-skills-in-europe/

University Education 2017

School Education 2017

Geospatial sector 2017

Where is Geospatial Education in Europe 2017?

State of GIS: enabling a Digital Europe

Enabling Geospatial In Europe: some recommendations

• Common public message – media – investment = valuation of the sector

• Long-term commitment …… from stakeholders • Education a priority (including research)• EC engagement on skills, qualifications• Funding ….. support from industry/EC“What happens if we don’t develop geospatial education

?”

Karl Donerteurogeomail@yahoo.co.uk

@karldonert