Centre for Geoinformatics – University of Salzburg Current needs and offerings in GI-related vocational education …with a focus on the NATURE-GIS & NATURE-SDI+ Community VESTA-GIS – NATURE-SDIplus Workshop, Genova Nov. 6th, 2008 Christoph Traun & Hermann Klug Z_GIS, University of Salzburg

Centre for Geoinformatics – University of Salzburg 2 Traun/Klug 2008 The survey  Aims  Assessment of present training needs & supply for the VESTA-GIS target groups (GIS-professionals, "fresh" graduates within the application domain and INSPIRE)  Design of a suitable metadata structure for the course catalogue  Online questionnaires (104 valid responses / 11 from Nature SDI+) + 16 qualitative interviews

Centre for Geoinformatics – University of Salzburg 3 Traun/Klug 2008 Target Groups for the survey For identification of actual demands in GI education  public administration officers  environmental operators  research institutes  companies providing GI services that need qualified skills For identification of vocational education supply  academics and  professional operators providing vocational education & training in GI

Centre for Geoinformatics – University of Salzburg 4 Traun/Klug 2008 General conditions and constraints  90% (100% of NATURE SDI+) of the responding employers rate in-service training of co-workers as important or very important  60% financially support vocational education  45% working time can be set aside for education (median 10 days/year)  very limited resources for vocational education in small companies  Institutions often demand custom tailored courses  one third of education providers deliver this course type

Centre for Geoinformatics – University of Salzburg 5 Traun/Klug 2008 Duration Which kind of continuing professional education would you prefer for your co-workers? (n = 62) 1-3 days up to 2 weeks Full time comprehensive GIS course Part time comprehensive GIS course Response [%] 21,0 16,1 48,4 43,5

Centre for Geoinformatics – University of Salzburg 6 Traun/Klug 2008 Duration NATURE SDI+ 1-3 days up to 2 weeks Full time comprehensive GIS course Part time comprehensive GIS course Response [%] 21,0 16,1 48,4 70,0 Which kind of continuing professional education would you prefer for your co-workers?

Centre for Geoinformatics – University of Salzburg 7 Traun/Klug 2008 Constraints Where do you see the difficulties in in-service continuing professional education in GI? (n = 65) Lack of time due to overload Cost factor No appropriate course available Complex and unclear GI market situation Personal reluctance No difficulties No need for lifelong professional learning 76,9 27,7 29,2 10,8 3,1 0,0 Response [%]

Centre for Geoinformatics – University of Salzburg 8 Traun/Klug 2008  Most important quality-benchmark of continuing professional education is the successful application of the acquired skills/knowledge in the job.  Employers value long-term academic education programmes higher than non- academic training certificates.  The choice of appropriate courses is difficult due to the variety of training provided by service institutions such as private companies and universities  the “VESTA-GIS certification” Attitudes towards formal and informal training results

Centre for Geoinformatics – University of Salzburg 9 Traun/Klug 2008 Demanded and offered contents in GI technology Job applicants (1st, n=67) Co-worker (2nd, n=68) GI Service provision (3rd, n=36)

Centre for Geoinformatics – University of Salzburg 10 Traun/Klug 2008 Demanded and offered contents in natural environment protection Which topics need to be addressed? (1st, n=25) Where your co-workers need education? (2nd, n=15) Which aspects are offered in edu programmes? (3rd, n=16)

Centre for Geoinformatics – University of Salzburg 11 Traun/Klug 2008 Demand and Supply related to knowledge on INSPIRE  Less than half of the respondents say their organisations have the knowledge and expertise to apply INSPIRE principles. Within the NATURE SDI+ group 70% say they have this knowledge.  In the context of SDIs both technicians and SDI users require additional training to improve their soft competences like communication skills, co- operative work forms and project management.  13 (of 36) institutions offer vocational education on GI-policy topics (national, INSPIRE and other EU directives, standards … ). Most of them work together with other disciplines (ICT,…) when setting up training on INSPIRE Demand Supply