Regional SDI & Land Administration, Capacity and ... - INSPIRATION

ISBN 978-953-55793-2-8 

The European Union’s IPA Programme 

INSPIRATION – 

Spatial Data Infrastructure in the 

Western Balkans 

Reference N°: 2011/281-381 

Project Identification No. 

EuropeAid/130907/C/SER/Multi 

Regional SDI & Land Administration 

(LA) Capacity and Education Study 

and Regional SDI & LA Capacity and 

Education Recommendation Report 

(Act. 2.1 i 2.2) 

March 2013 

This project is funded by 

the European Union 

A project implemented by 

GFA Consulting Group GmbH / conterra / 

Umweltbundesamt / GDI Gisdata

Your contact persons within 

GFA Consulting Group GmbH are 

Fritz Kroiss (Team Leader) 

Conrad Graf Hoyos (Project Director) 

Disclaimer 

INSPIRATION – Spatial Data Infrastructure in the 

Western Balkans 

The content of this publication is the sole responsibility of Ivica Skender and Fritz Kroiss 

and can in no way be taken to reflect the views of the European Union. 

EuropeAid/130907/C/SER/Multi 

Regional SDI & Land Administration (LA) 

Capacity and Education Study 

and 

Regional SDI & LA Capacity and Education 

Recommendation Report (Act. 2.1 and 2.2) 

March 2013 

Author: Ivica Skender 

GFA Consulting Group GmbH 

Eulenkrugstraße 82 

D-22359 Hamburg, Germany 

Phone: +49 (40) 6 03 06 – 175 

Fax: +49 (40) 6 03 06 – 179 

E-Mail: Conrad.hoyos@gfa-group.de 

This project is funded by the European Union 

A project implemented by GFA Consulting Group GmbH / conterra / Umweltbundesamt / GDI Gisdata 

Publisher for the consortium: GDi Gisdata, Zagreb 

Zagreb, december 2013.

Table of Contents 

Table of Contents ......................................................................................................... 1 

Acronyms ..................................................................................................................... 1 

1 Introduction ..................................................................................................... 1 

2 Regional SDI & LA Capacity and Education Study .......................................... 3 

2.1 Overall Study Design and Context .................................................................. 3 

2.2 Study objectives .............................................................................................. 5 

2.3 Target groups and their identification in each Beneficiary Country .................. 5 

2.4 Study results ................................................................................................... 6 

2.4.1 Overview ................................................................................................. 6 

2.4.2 Presentation of survey results by questions ............................................. 7 

2.4.3 Strengths and weaknesses by countries / cadastral administrations ...... 24 

2.5 General observations of the survey ............................................................... 46 

2.6 University teaching programmes in the region ............................................... 46 

2.7 Reference case: SDI Capacity Building Project in Poland ............................. 47 

2.7.1 Case Poland: Training ........................................................................... 47 

2.8 SWOT summary of the state of play of Capacities and Education in the region 

47 

3 Conclusions and recommendations .............................................................. 49 

4 References ................................................................................................... 57 

INSPIRATION – Spatial Data Infrastructure in the Western Balkans 

Regional SDI & Land Administration (LA) Capacity and 

Education Study and Recommendations Report 

(Act. 2.1 and Act. 2.2), March 2013

List of Figures 

Figure 1: Organization of the components of the Activity 2 ........................................ 2 

Figure 2: Number of responses per country/entity ..................................................... 6 

Figure 3: Number of employees............................................................................... 10 

Figure 4: Employees’ field of activity ........................................................................ 11 

Figure 5: Educational structure of employees .......................................................... 12 

Figure 6: Number of employees that in the last 2 years achieved degrees .............. 12 

Figure 7: Number of employees attending postgraduate studies (MSc, MBA or PhD 

degree) at the moment by the field of activity ............................................ 13 

Figure 8: Number of employees that attended training and conferences ................. 14 

Figure 9: Long Learning options and support available ............................................ 15 

Figure 10: SDI roles present at organizations ............................................................ 15 

Figure 11: How important education is for your organization – distribution of grades . 17 

Figure 12: Importance and support of education ........................................................ 18 

Figure 13: Budget spending preference for the purpose of building capacity for SDI . 19 

Figure 14: Estimation of knowledge and skills for SDI by categories ......................... 20 

Figure 15: Estimate the SDI knowledge and skills of certain professional expert groups 

– grade distribution ................................................................................... 20 

Figure 16: Assessment of hardware (1 to 5) used for spatial data infrastructure ........ 22 

Figure 17: Ownership of ICT infrastructure for SDI .................................................... 23 

Figure 18: Comparison of the number of employees in land administration bodies .... 25 

Figure 19: Primary beneficiaries by employees’ main activities ................................. 26 

Figure 20: Educational structure of primary beneficiary organizations (cadastral 

agencies) .................................................................................................. 27 

Figure 21: Degrees achieved in the last two years at cadastral agencies .................. 28 

Figure 22: Attending postgraduate studies at the moment by LA agency employees 

and by topic of study ................................................................................. 28 

Figure 23: Employees attendance at training courses – LA agencies ........................ 29 

Figure 24: Participation in conferences on spatial information management; spatial 

data infrastructure; mapping; GIS; location based services (LBS); LiDAR 

scanning and processing; digital photogrammetry; remote sensing; 

operating mobile mapping units/vehicles; 3D modelling and visualization; 

sensor data warehousing, processing and utilization (time series); mobile 

GIS ........................................................................................................... 30 

Figure 25: Distribution of hypothetical budget for capacity building for SDI ................ 35 

Figure 26: How many services does your organization provide within the (N)SDI?.... 37 

Figure 27: Universities in Serbia providing academic education in the specific topics of 

surveying (high intensity -; low intensity - ) ...................................... 45 

Figure 28: Bodies of the Memorandum of Understanding on Spatial Infrastructure in 

the Western Balkans ................................................................................ 50 





List of Tables 

Table 1: Ownership of ICT infrastructure for SDI in primary beneficiary organizations 

................................................................................................................. 24 

Table 2: Learning options ....................................................................................... 31 

Table 3: Names of permanent public sector employees education institutions ....... 31 

Table 4: Lists of study trips in last two years........................................................... 31 

Table 5: Lists of the exchange of experience workshops ........................................ 32 

Table 6: NSDI roles found in cadastral agencies .................................................... 33 

Table 7: Education ................................................................................................. 33 

Table 8: Narrative description of programmes for promoting and elevating computer 

literacy ...................................................................................................... 34 

Table 9: Estimation of SDI knowledge and skills at professional expert groups in the 

agencies ................................................................................................... 36 

Table 10: Comments from the cadastral agencies on what knowledge and skills 

would they recommend to enhance or introduce in university curricula to 

better support NSDI .................................................................................. 36 

Table 11: List the SDI services the cadastral agencies provides .............................. 37 

Table 12: Ownership of ICT infrastructure for SDI at the cadastral agencies ............ 38 

Table 13: Server rooms and number of supporting staff ........................................... 38 

Table 14: Services provided from the organizations’ servers to the Internet (including 

hosted services) ....................................................................................... 39 

Table 15: SWOT analysis for the region from the capacity building and education 

point of view ............................................................................................. 48 





Acronyms 

CPD Continuous Professional Development 

EC European Commission 

ESDI European Spatial Data Infrastructure 

EU European Union 

INSPIRE INfrastructure for SPatial InfoRmation in Europe 

JRC Joint Research Centre 

LA Land administration 

LLL Life-Long Learning 

LPIS Land Parcel Identification System 

MIS Management Information System 

MoA Ministry of Agriculture 

M&E Monitoring and Evaluation 

NMCA National Mapping and Cadastre Authority 

NGO Non Governmental Organisation 

NSDI National Spatial Data Infrastructure 

PCA Partnership and Cooperation Agreement 

PRPs Pre-Requisite Programmes’ 

PCM Project Cycle Management 

PSC Project Steering Committee 

PT Project Team 

PRPs Public Relations 

QMS Quality Management System 

R Result 

RCS Regional Cooperation on Cadastre and Spatial Infrastructure 

SDI Spatial Data Infrastructure 

SSPMG Senior Strategic Project Management Group 

STE Short term expert 

SWOT Strength – Weaknesses – Opportunities – Threats 

TL Team Leader 

TAB Technical Advisory Body 

TA Technical Assistance 

ToR Terms of Reference 

ToT Training of Trainers 

WG Working Group 

WB World Bank 





1 Introduction 

The Terms of Reference state the following about the activity 2.1: 

“2.1. Regional SDI & Land Administration (LA) Capacity and Education Study 

A study will analyse capacities available in all Beneficiaries in relation to the 

development of SDI and modern Land Administration, including a state of play of 

existing curricula for the SDI and LA experts.“ 

(Project ToR, page 16) 

Following the ToR the Regional SDI & Land Administration (LA) Capacity and 

Education Study has two main components: 

a survey of capacities for the SDI and LA 

an analysis of the state of play of the existing curricula for the SDI and LA experts 

The Inception Report specifies more in detail the expected results and outcomes of 

the Regional SDI & LA Capacity and Education Study: 

This activity serves to elaborate a study on available capacities and educational 

programmes for SDI and modern Land Administration in all beneficiary countries. 

Based on the identification of basic skill-sets required to cope with SDI and LA 

development, the study will focus on: 

A survey to identify the human capacities already available in the relevant 

institutions and industries; 

Different needs in terms of education and capacities in the different beneficiaries’ 

sectors (government, education, economy); 

List of institutions (e.g. universities, agencies, companies) providing training for 

SDI and land administration; 

University and other curricula for SDI and LA existing in the region and in the EU 

State of play analysis of existing SDI and LA related curricula 

The Terms of Reference defines the Activity 2.2 like this: 

“The integrated report will provide recommendations to the Beneficiaries in relation to 

the scope of knowledge necessary to those experts who will be actively involved in 

the development and implementation of NSDI, as well as basic requirements to 

improve the curriculum on NSDI.“ 

(Project ToR, page 16) 

Here is how the inception report specifies the expected results and outcomes of the 

Regional SDI & LA Capacity and Education Recommendation Report: 




(Act. 2.1 and Act. 2.2), March 2013 

1

The report will be based on the outputs of activity 2.1. The objective of the report is to 

provide strategies and recommendations on how the educational level and human 

capacities can be improved according to the needs identified by activity 2.1. 

This report will contain: 

- Description of the methodology; 

- Recommendations in relation to the scope of knowledge necessary for further 

development and implementation of SDI; 

- Estimation of the quantity of educational and training measures needed in the 

short, medium and long term; 

- Recommendation for the improvement of NSDI and of LA curricula in the 

beneficiary countries and the region. 

Following the decision of the Beneficiary Project Team, the Regional SDI & Land 

Administration (LA) Capacity and Education Study and the Regional SDI & LA 

Capacity and Education Recommendation Report (Act. 2.2) are going to be published 

together in one document. 

The implementation of components of the activity 2 is presented by the diagram in the 

Figure 1Error! Reference source not found.. 

Figure 1: Organization of the components of the Activity 2 

A2.1 

Regional SDI & 

LA Capacity and 

Education Study 

A2.2 

Regional SDI & LA 

Capacity and Education 

Recommendation 

Report 

A2.3 

Conference on the organisation of 

Capacity Building and Education in 

the fields of Surveying, Geomatics 

and SDI 

A2.4 Training on INSPIRE implementation 

A2.5 Workshops at national level 





2

2 Regional SDI & LA Capacity and Education Study 

The aim of this section is the introduction of the selected approach for the Regional 

SDI & Land Administration (LA) Capacity and Education Study that is the key task for 

Activity 2 – Capacity building and knowledge transfer. This section will provide 

information on the objectives, target groups and used methodology; it will also reflect 

the used approach regarding its impact and effectiveness. 

The study aims at establishing the analytic platform for the Regional SDI & LA 

Capacity and Education Recommendation Report. 

The study relies on four main inputs: 

Capacity and Education Survey 

University teaching programmes for geomatics/surveying profiles 

Update on local situation from the project local experts 

Comparison case of the project for capacity building for INSPIRE in Poland 2010- 

2012. 

2.1 Overall Study Design and Context 

Activity 2.1 is the base for Activity 2.2 Regional SDI & LA Capacity and Education 

Recommendation Report. 

Traditionally, capacity building was focused on achieving short-term results and goals 

by targeting formal education and training that would resolve the lack of qualified 

personnel. Nowadays, capacity building is seen in much wider context of developing 

institutional infrastructure of society in a sustainable way. That way the capacity 

needs can be met at societal, organizational and individual level. 

The right approach to capacity building includes developing the institutional capacity 

to support the administration, legislation and policy aspect. In that regard, the 

institutional capacities in the beneficiary countries are in different stages of inception, 

development or maturity. 

The real challenge of the study is to obtain the regional approach to capacity and 

education study in the field of land administration, and especially in the field of SDI. 

Land administration is a field that is traditionally managed by the cadastral agencies 

or administrations respectively, and most of the related skills are traditionally taught at 

the universities. The practice of keeping records on cadastre is over a hundred years 

old in most of the region. Conferences on cadastre are held for years in the countries 

of the region, and in some countries (Croatia, FYRO Macedonia) licensed surveyors 

get credited for attendance to such events. Some of the cadastral authorities organize 

seminars for licensed surveyors, while the cadastral office employees receive training 

on the tools acquired for the purposes of records management and alike. On the 

regional level the initiative called Regional Conference on Cadastre had resulted in 

annual conferences on the high level of agency directors and their assistants for five 

years in a row, the last having been held in June 2012 in Banja Luka, Bosnia and 

Herzegovina. Recently, the initiative has extended its name and scope to include 

Spatial Data Infrastructure. 





3

All the beneficiary countries of the Project INSPIRATION - Spatial Data Infrastructure 

in the Western Balkans took part in this initiative, with addition of Slovenia. 

The SDI concept, on the other hand, was introduced in the last five years, first by 

including articles in the Croatian Law on State Survey and Real Estate Cadastre that 

define the framework of the NSDI. Other countries of the region followed that 

approach and gradually introduced NSDI sections / paragraphs, usually in their laws 

on cadastre. In the case of Croatia, the first two NSDI working groups (for technical 

standards and for data sharing) were formed in 2008 and they first received initial 

education through consulting assistance and a study tour in Spain and Germany, all 

in the frame of the PHARE programme. And even before that, a systematic series of 

experience exchange events was organized by SGA where developed countries 

presented their NSDI (Sweden, Canada, Germany, and Norway). However, to support 

NSDI activities on a wider scale and on the long run, there is a need for capacity 

building approach that: 

- carefully watches and listens to the stakeholders to identify their needs; 

- continuously follows the institutional and technical developments in NSDI; 

- is capable of promptly converging the requirements from the two previous bullet 

points; 

- supports the Life Long Learning (LLL) and Continuous Professional Development 

(CPD); 

- creates conditions to involve universities as soon as possible; 

- puts the capacity building in the mainstream focus instead of treating it as a side 

ingredient of SDI. 

Traditional approach targets the gap between the qualifications and skills of a person 

and needed skills for a particular set of activities on individual level. The approach 

needs to be upgraded to organizational level, or even more, to societal level. 

Especially is that true in the situations of introducing rather new concepts such as 

SDI, where individuals are not just trying to reach the level of their colleagues, but to 

acquire competencies that their colleagues do not have yet and their managers are 

only getting acquainted with the new paradigms. Not only individuals need to build 

certain SDI skills, but they are needed for the society to reach the full effect of SDI, to 

create a community where the new language is understood and to gain awareness as 

the critical amount of communication with expert and general public is initiated. With 

approach of targeting capacity building on the societal level the effect of capacity 

building is more sustainable. 

Each country in the region has its own needs regarding SDI capacity building and 

education. But there sure is a great deal of overlapping among these need sets. The 

most recent proof of that were the three Regional INSPIRE Trainings held in the 

course of INSPIRATION Project. Despite the limited number of participants, these 

have shown that there are many topics that could be targeted with capacity building 

and education in all countries regardless of their stage in building the SDI. 

In terms of progress in the process of setting up the NSDIs and adopting INSPIRE 

principles, the Western Balkans region seemed very asymmetrical in the initiation of 

the project; it still is, but the differences are decreasing because every country 

recognizes the need and benefits of the approach, and because they all are in some 

stage of accessing the EU and adopting the INSPIRE Directive. 





4

In that sense there is an opportunity to develop standardized modules of learning, like 

University and Life-Long Learning curricula, e-learning lectures, webinars and other 

tools on the regional level with some customization as needed (mostly languagewise) 

and use them throughout the region, and even wider. 

Forces could be joined (and modules improved on the go) to also obtain support to 

the Network from pre-accession or structural EU funds. With joined efforts, the 

Regional Cooperation on SDI can achieve effects of economies of scale, rather than 

repeating most of the capacity building content in each country. The network is more 

likely to bring most relevant lecturers in many SDI topics. 

Another effect of the regional approach to capacity building and education for SDI is 

creating a community where everybody speaks the “common language”. In that 

regard the Regional Cooperation reinforces inside by creating common understanding 

and increased communication between expert professionals, university teachers and 

institutions, but also by creating a new communication channel with SDI in the EU 

and the rest of the world. 

There is, however, always a body of knowledge specific to each country, which will 

have to be left to the members themselves. 

2.2 Study objectives 

The objective of the activity is to detect the state of play in the field of capacity 

building, identify the needs for additional competencies and create the analytical 

platform for the Activity 2.2 Regional SDI and Land Administration Capacity and 

Education Recommendation Report. 

2.3 Target groups and their identification in each Beneficiary 

Country 

Primary target group of the study are the cadastral agencies in the Beneficiary 

Countries, secondary target group are universities and tertiary target group are other 

project stakeholders such as ministries of environment, other ministries involved in 

geoinformation management and use, public sector agencies and enterprises, private 

geomatics and geoinformation companies, etc. 

For the purpose of the survey a questionnaire was designed that was intended to be 

sent to all stakeholders throughout the region. Its outline and content were discussed 

within the project team and then with some of the local experts. But before sending 

out the main Activity 2.1 questionnaire the list of actors and stakeholders – 

questionnaire recipients – had to be made. For that purpose, and for the need of the 

Public Awareness Survey under Activity 3 of the Project, primary beneficiaries 

received a document called Stakeholder List Form and were asked to fill in the 

stakeholders with contacts that can be the respondents of the questionnaires. First of 

all they were asked to provide the list of universities that teach skills related to 

geoinformation management, cadastral information management, surveying, 

mapping, photogrammetry, GIS, or related discipline; then also the other NSDI 

stakeholders, e.g. other governmental institutions, especially ministries of Agriculture 

(LPIS), statistical offices, local authorities, geological and hydrographical surveys, etc. 

And finally, they were asked to list the relevant private sector stakeholders in 

respective countries, like mapping, survey, and geoinfo companies, telecom 





5

operators, IT, Internet providers, small and medium size software companies; and 

most significant other niche companies – environment, geology, traffic, agriculture, 

construction, spatial planning. Since the same list of actors and stakeholders was 

intended to be used for the survey on awareness for SDI & INSPIRE, the scope was 

broadened to major market research agencies and media – television and radio 

stations, newspapers, internet portals, etc. The list of actors and stakeholders had to 

be populated with contact details, first of all the e-mail addresses and telephone 

numbers. 

The responses from the primary beneficiaries, combined with the project experts’ own 

investigation in some cases, were used to set up the list of stakeholders. The list was 

divided by countries and the main questionnaire on capacity and education was sent 

by e-mail in groups by countries. Since most of the stakeholder lists came later than 

planned, and since for some countries they had to be done from scratch, the main 

questionnaires were sent relatively late, the first having been sent amid July, 2012, 

during a few subsequent days, as the recipient lists have been completed. 

Figure 2: Number of responses per country/entity 

14 

12 

10 

8 

6 

4 

2 

0 

Act 2.1 Capacity and Education Study 

No. of responses 

2.4 Study results 

2.4.1 Overview 

After sending the questionnaire to several hundreds of stakeholder addresses, 56 

completed questionnaires were received which could then be processed. The return 

rate could not be precisely measured; one of the reasons is that there were many 

non-delivered e-mails, so the comparison would not be realistic. 





6

2.4.2 Presentation of survey results by questions 

Questions are grouped in three areas of interest: 

- Human Capacities, 

- Education and 

- Technical Capacities. 

2.4.2.1 Human Capacities 

The complete list of questions in this section is: 

Organization name 

Country 

Name of the person filling the answers 

Please, briefly describe how you see your organization’s role in the national 

spatial data infrastructure 

Number of employees 

o Total number 

dealing with 

o Land administration 

o Spatial data infrastructure 

o Other technical affairs 

o Administrative affairs 

Educational structure of employees : 

o Below university degree 

o BSc/MA 

o MSc 

o MBA 

Number of employees that in the last 2 years achieved: 

o Below university degree 

o BSc/MA 

o MSc 

o MBA 

Number of employees attending postgraduate studies (MSc, MBA or PhD degree) 

at the moment: 

o Land administration 

o Spatial data infrastructure 

o Other technical disciplines 

o Administrative disciplines 

Number of employees that attended: 

o Training course for Database – administration, programming, using, 

modelling 

o Training course for GIS tools (spatial data display, spatial analysis, editing, 

modelling, advanced analysis and visualization, spatial data management) 

o Conference (within last 24 months) on spatial information management; 

spatial data infrastructure; mapping; GIS; location based services (LBS); 

LiDAR scanning and processing; digital photogrammetry; remote sensing; 



GIS. 





7

• (employees) 

• (total employee-conference days) 

How many papers/presentations your employees have presented at the 

conferences (see previous question) in the last 24 months? 

Does your organization encourage/support/stimulate Continual Professional 

Development (CPD) and/or Life Long Learning (LLL)? Yes|No 

Is there a permanent education institution for public sector employees in your 

country used to teach skills needed for performing everyday tasks of public 

servants (through internal basic training programme in areas such as law, 

economics, foreign languages and information technology) – either one 

government institution (like e.g. the Academy of Public Administration in Austria), 

or permanent training centres e.g. at ministries? Yes|No 

o If Yes, please name it (or list, if more than one). 

Does your organization provide internship programmes aimed at acquiring skills 

by apprentices? Yes|No 

o If Yes, please describe shortly the internship model. 

Does your organization undertake study trips to visit reference sites or exchange 

experiences with peer organizations inland or abroad? Yes|No 

o If yes, please list study trips that you know of in the last two years (with 

number of people in each of the trips). 

Does your country organize exchange of experience workshops where experts 

from other countries present their projects or infrastructures in the fields of Spatial 

Data Infrastructure or Land Administration? Yes|No 

o If yes, please list the workshops. Also please provide any additional 

comments. 

Do professional associations or legally mandated organizations require / issue / 

credits (points) for attending professional events - conferences, trainings, etc. in 

the fields of Spatial Data Infrastructure or Land Administration to maintain 

certification / status / membership? Yes|No 

What associations or legally mandated organizations in your country require 

attendance at professional development events? Please, list. 

Please, list the conferences and other events in the last 12 months for which one 

could earn credits (points). 

Does your organization provide online seminars or teleconference distant 

training? Yes|No 

Please, tick box (with “X”) at each role that is present at your organization. Add 

your own roles related to SDI if appropriate. 

o Responsible person 

o Editor 

o Supplier 

o Keeper 

o Manager 

o Data administrator 

o Operator 

o Technical developer 

o Person responsible for data transformation 

o Service administrator 

o Metadata administrator 

o Geoportal administrator 





8

Question: Number of employees 

Answers on the number of employees provide a picture of which organization 

contributes to the SDI with what size. It is shown in Figure 3, that cadastral 

authorities, shown in red colour, make biggest organizations that provided response 

in terms of number of employees. The picture lists some of the organizations that took 

part in the survey. Total number of employees in the responding organizations is 

10,978. 

The universities were asked to only provide the number of teaching personnel. 

There were indications that in a few cases given numbers are not referring to the 

whole organization, but only to the department dealing with geoinformation. Since the 

number of such cases is low, it is very unlikely that it influences the results of the 

whole set. 





9

Figure 3: Number of employees 

Republic Geodetic Authority [RGA] Serbia 

STATE GEODETIC ADMINISTRATION Croatia 

Rep.Administration for geodetic and property affairs B&H, RS 

Agency for real estate cadastre FYROM 

City of Skopje FYROM 

Una-Sana Forest, Bosanska Krupa B&H, FB&H 

Central Office of Immovable Property Registration Albania 

Republical statistical office Serbia 

IPKO Telecommunications Kosovo* 

Real estate administration Montenegro 

Ministry of Education,Science and Technology Kosovo* 

Ministry of Sustainable Development and Torism Montenegro 

Study Prog.Geod.&Geomatics, F.of Tech.Sc., Univ.Novi Sad Serbia 

Kosovo Agency of Statistics Kosovo* 

MED Kosovo* 

Faculty of Civil Engineering FYROM 

Faculty of Electrical Engineering, University of Sarajevo B&H, FB&H 

Geodetski fakultet Croatia 

Faculty of mining, geology and petroleum engineering Croatia 

Institute for Canton Planning B&H, FB&H 

Agricultural and Food Science, University of Sarajevo B&H, FB&H 

Independent Commission for Mines and Minerals Kosovo* 

University Split, Faculty of Civil Eng., Archit. and Geodesy Croatia 

Faculty of Civil Engineering Osijek Croatia 

F. of Geology and Mining, Polytechnic Univ. of Tirana. Albania 

Mining, Geology and Civil Eng. Faculty, Univ. of Tuzla B&H, FB&H 

MARITIME SAFETY DEPARTMENT Montenegro 

Ministry of Physical Planning, Civil Engineering and Ecology B&H, RS 

KOSOVA CADASTRAL AGENCY Kosovo* 

Gov.of Vojvodina, Secr.for Agric., Water Mngt. and Forestry Serbia 

Water Directorate of the Min. of Agric.,Fores.&Water Mngt. Serbia 

Cultural Heritage Protection Office Republic of Macedonia FYROM 

Cadastre communityTuzla B&H, FB&H 

Republic Agency for spatial planning Serbia 

Departament of Cadastre Prishtina Kosovo* 

National Agency of Territory Planning / Albania Albania 

Spatial Planning Agency FYROM 

Dept. of Geodesy,Civ.Eng.F.,Polytechnic Univ. of Tirana Albania 

Univ. Belgrade, F. of Civ.Eng., Dept. of Geod. and Geoinf. Serbia 

Federal Office for Agropedology B&H, FB&H 

APPDEC Kosovo* 

Admin.for geod.&real prop.aff. of Federation B&H B&H, FB&H 

Agency for Watershed of the Adriatic Sea Mostar B&H, FB&H 

Tirana University, Department of Geography Albania 

SEISMOLOGICAL SURVEY OF SERBIA Serbia 

Directorate of Cartography& GIS-IT - ALUIZNI Albania 

GDi GISDATA DOO Beograd Serbia 

Livona d.o.o. Serbia 

Dept.of Seismology,Inst.of Geoscience,Energy,Water&Environ . Albania 

F.of Civ.Eng., Dept. of Geodesy, University of Sarajevo B&H, FB&H 

Admin.f.Geod.&Prop.Aff. Herzegovina-Neretva C., Mostar B&H, FB&H 

Geoprojekt d.o.o. B&H, RS 

MIN. OF ENVIRONMENT AND SPATIAL PLANNING Kosovo* 

Min. of Agriculture, Forestry and Rural Development Kosovo* 

238 

150 

140 

125 

121 

120 

117 

108 

95 

82 

78 

71 

70 

67 

66 

65 

58 

51 

47 

40 

40 

40 

37 

32 

32 

31 

30 

30 

28 

28 

27 

26 

22 

20 

16 

16 

15 

13 

12 

10 

10 

9 

5 

4 

547 

533 

485 

430 

351 

655 

844 

829 

1147 

2715 

0 400 800 1200 1600 2000 2400 2800 


Regional SDI & Land Administration (LA) Capacity and Education 

Study and Recommendations Report 


10

Question: Employees’ field of activity 

More than half of the respondents deal primarily with land administration. That is consistent 

with the previous question result. 

The number of personnel dealing with SDI is rather low, actually even one level of magnitude 

lower than numbers in other fields. The low number can be explained with the situation, 

where the beneficiary countries are only entering into SDI activities, have no legal obligations 

and budgets ready for larger systematization into SDI and no political support. This number 

is expected to increase significantly in the coming years, yet the primary concern at the 

cadastral agencies will remain to be land administration. 

Figure 4: Employees’ field of activity 

0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 

Land administration 

4905 

Spatial data infrastructure 

371 

Other technical affairs 

1286 

Administrative affairs 

1175 

Question: Educational structure of employees 

The organizations having taken part in the survey have rather convenient ratios of number of 

employees with education background below university degree and above it. Also the 

number of MSc and PhD degrees is relatively high. This represents a good ground for 

acquiring new competencies and passing them on to peer colleagues. 

INSPIRATION – Spatial Data Infrastructure 

in the Western Balkans 




11

Figure 5: Educational structure of employees 

PhD 

515 

MBA 

138 

MSc 

1933 

BSc/MA 

3423 

Below university degree 

4432 

0 500 1000 1500 2000 2500 3000 3500 4000 4500 

Question: Number of employees that achieved degrees in the last 2 years 

The number of employees that recently achieved their degrees shows that organizations 

employed a low number of newcomers, probably due to the economic situation and the 

related limitations in recruiting new employees. 

Figure 6: Number of employees that in the last 2 years achieved degrees 

PhD 

52 

MBA 

12 

MSc 

107 

BSc/MA 

170 

0 20 40 60 80 100 120 140 160 180 






12

Question: Number of employees attending postgraduate studies 

There are two conclusions from answers to this question. Firstly, the land administration did 

not employ many new staff in the last two years, and secondly, the comparison with total 

number of employees shows that the structure is rather “old”. This suggests that special 

accent in capacity building is to be put on the part of the staff that has graduated earlier. 

It is also reasonable to assume that the category “Other technical affairs” encapsulates quite 

some IT staff. In the Technical Capacity group of questions there was a high level of IT 

infrastructure support declared. SDI is putting even higher demand on IT support, although 

that can be solved also by some organizational or business arrangements, e.g. organizations 

with stronger IT departments can host services for smaller organizations. 

Figure 7: Number of employees attending postgraduate studies (MSc, MBA or PhD 

degree) at the moment by the field of activity 

Total number 

322 


23 


151 


21 


33 

0 50 100 150 200 250 300 350 

Question: Number of employees that attended training and conferences 

The answers here suggest that the employees attend many trainings and conferences, e.g. 

in average five GIS tools trainings and three database trainings per organization, eight 

employees per organization have attended conferences in the last two years with an average 

of 2.5 days per attendee. Ability and readiness to share knowledge is also expressed through 

a number of presentations given at the conferences. 






13

Figure 8: Number of employees that attended training and conferences 

Training for Database 

168 

Training for GIS tools 

287 

Conference - no. of employees 

431 

Conference - no. of employee/days 

1036 

No. of papers presented at conferences 

257 

0 200 400 600 800 1000 1200 

Question: Life Long Learning options and support 

The affirmative answers were in majority for the following questions: 


Development (CPD) and/or Life Long Learning (LLL)? 

Is there a permanent education institution for public sector employees in your country 

used to teach skills needed for performing everyday tasks of public servants (through 

internal basic training programme in areas such as law, economics, foreign languages 

and information technology) – either one government institution (like e.g. the Academy of 

Public Administration in Austria), or permanent training centres e.g. at ministries? 

Does your organization undertake study trips to visit reference sites or exchange 

experiences with peer organizations inland or abroad? 

Does your country organize exchange of experience workshops where experts from other 

countries present their projects or infrastructures in the fields of Spatial Data 

Infrastructure or Land Administration? 

The majority of organizations do not provide internship programmes aimed at acquiring skills 

by apprentices. This is now changing e.g. in Croatia, where 91 persons will be admitted to 

internship programme within SGA in year 2012 (http://www.dgu.hr/). 

Also, with exceptions of licensed surveyors in Croatia and FYR Macedonia, no other 

profession noted obligation to collect CPD points. Requiring credits for continuous 

professional development is a good method for encouragement and enforcing the necessary 

skills among some of the professional groups. 

The fact that online seminars and/or distant learning were practically not utilized at all is 

obviously calling for action. Although classroom education cannot be entirely replaced by 

technical means, we witness that these days, complementary to class teaching, many 

educational content and trainings are successfully delivered by means of Internet 

infrastructure and web environment, as well as distant learning solutions, such as webinars, 

as complementary. 






14

Figure 9: Long Learning options and support available 

organization encourages CPD and Life 

Long Learning? 

10 

45 

permanent education institution for 

public sector exists? 

17 

31 

organization provides internship 

programmes? 

14 

38 

organization undertakes study trips? 

19 

33 

Yes 

No 

country organizes exchange of 

experience workshops? 

21 

28 

credits (points) for attending 

professional events required / issued? 

7 

25 

organization provides online seminars 

or distant training? 

2 

48 

0 5 10 15 20 25 30 35 40 45 50 

Question: What SDI roles are present at your organization 

The interest here was to identify what roles are present in the responding organizations. The 

role titles were not explained, to keep the filling out process as simple as possible. What we 

can see from the answers is that most roles identified can be related to traditional spatial 

data handling and management roles, while pure SDI roles appear only from the middle 

ranked geoportal administrator and downward (service administrator, metadata 

administrator). 

Initially a gap analysis approach was considered to determine the needs by defining the 

necessary roles. Since there is no generally accepted SDI operational/occupational role list 

with skills attached to each role, this approach could not be taken. 

Figure 10: SDI roles present at organizations 

Responsible person 

35 

Data administrator 

26 

Operator 

25 

Person responsible for data transformation 

24 

Technical developer 

20 

Manager 

20 

Geoportal administrator 

18 

Editor 

17 

Service administrator 

16 

Metadata administrator 

14 

Keeper 

13 

Supplier 

13 

Field checker 

2 

0 5 10 15 20 25 30 35 






15

2.4.2.2 Education 

The complete list of questions in this section is: 

Do you consider education important for your organization? Yes|No 

How important education is for your organization (in your personal opinion)? 

(from 1 to 5, where 1 = Not Important, 2 = Low Importance, 3 = Moderate Importance, 4 = 

Very Important, and 5 = Crucially Important) 

Does your organization encourage/support students studying certain disciplines? 

Yes|No 

Does your organization offer scholarship for certain education programmes? Yes|No 

Does your organization review/influence the educational programmes at certain 

institutions? Yes|No 

Does your organization encourage/stimulate its employees to attend certain educational 

programmes? Yes|No 

Does your organization recognize the ECDL (European Computer Driving Licence) 

programmes and certification? Yes|No 

Is there any other programme that your organization (or government, or an association in 

your country) implements with aim to promote and elevate computer literacy? 

Yes|No 

o If yes, please describe! 

How would you spend 100 units of money / budget for the purpose of building capacity 

for SDI? 

Please fill in the values so the fields sum up to 100. 

a) Education of employees for new tools and methods 

b) Education of employees for basic IT skills and concepts 

c) Support for University programmes 

d) Online learning 

e) Distant lectures 

f) Building SDI institutions/bodies 

g) Hardware 

h) Software 

i) Building a specialized national SDI education centre 

j) Building a specialized regional SDI education centre 

o Total 

How would you estimate the knowledge and skills of certain professional expert groups 

(typically BSc/MA level and higher) in your organization necessary for spatial data 

infrastructure establishment, maintenance and support: 

(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 = 

Excellent) 

o geomatics experts (i.e. engineers of geodesy, surveying, geomatics, geoinformation, 

photogrammetry, remote sensing) 

o ITC experts 

o core business technical experts 

o legal and administrative experts 

If you have additional comment, please provide it here. 

How would you assess the skills and knowledge level of the students that graduate at 

universities in your country with regard to needs for NSDI setup and operation? 

(from 1 to 5 where 1 = Insufficient and 5 = Excellent) 

What knowledge and skills would you recommend to enhance or introduce in university 

curricula to better support NSDI? Please, comment. 






16

Question: Importance and support of education 

The complete questions are: 

Do you consider education important for your organization? 


Does your organization encourage/support students studying certain disciplines? 

Does your organization offer scholarship for certain education programmes? 

Does your organization review/influence the educational programmes at certain 

institutions? 

Does your organization encourage/stimulate its employees to attend certain educational 

programmes? 

Does your organization recognize the ECDL (European Computer Driving Licence) 

programmes and certification? 

Is there any other programme that your organization (or government, or an association in 

your country) implements with aim to promote and elevate computer literacy? 

Education is important for all organizations. The answers with quantifying that importance 

confirm that education plays an important role for the organizations dealing with 

geoinformation, from the opinion of the persons completing the questionnaire. The average 

grade of the region was 4.6 (from 1 to 5, where 1 = Not Important, 2 = Low Importance, 3 = 

Moderate Importance, 4 = Very Important and 5 = Crucially Important). 

Figure 11: How important education is for your organization – distribution of grades 

45 

40 

35 

30 

25 

20 

15 

10 

5 

0 

1 2 3 4 5 

It is no wonder, that even without the SDI in scope, organizations dealing with geoinformation 

- which is a niche no more than 10 to 20 years old - depend very much on education. The 

reality is that the geospatial information management technology changes so rapidly that 

keeping pace with these changes presents a major challenge to organizations, and there is 

experience that education is the right way. 

Organizations encourage/support students studying certain disciplines in more than 2/3 of 

the organizations, but the support is put to question in some subsequent answers and the 

encouragement remains mainly verbal. 






17

4/5 organizations do not offer scholarships to students. Main cause for that is probably the 

recession. Besides that, or right because of the crisis, the organizations may also prefer 

capacity building over inert university teaching curricula, as they express in the question on 

encouraging the employees to attend certain educational programmes. 

Less than half of the responding organizations review or influence the educational 

programmes at certain institutions. 

When it comes to its own employees, the organizations are more actively involved as they 

encourage or stimulate their employees to attend certain educational programmes in 2/3 of 

the organizations. This is good news for the SDI capacity building. 

Half of the respondents’ organizations recognize ECDL. Also half of the respondents know of 

other programmes in their organization (association, country) for improving computer literacy. 

ECDL is potentially a valuable tool in managing the capacity building process, if used 

appropriately. One issue in capacity building requires previous level of knowledge of the 

training attendees. Unlike university students, who have certain formal preconditions to fulfil 

before they are qualified to attend subsequent lectures, the public sector (and other) 

employees may not be on the required level of computer literacy to follow capacity building 

trainings. Other computer literacy elevation programmes are country specific and might not 

be usable in other countries. In that regard certain level of ECDL certificate could be set as 

precondition for SDI capacity building in the region. 

Figure 12: Importance and support of education 

education important? 

0 

52 

encourage/support certain disciplines? 

17 

39 

offer scholarship? 

12 

42 

review/influence programmes? 

encourage/stimulate certain programmes? 

17 

23 

30 

35 

No 

Yes 

recognize ECDL? 

any other computer literacy programme? 

25 

29 

22 

25 

0 10 20 30 40 50 60 

Question: How would you spend 100 units of money / budget for the purpose of 

building capacity for SDI? Please fill in the values so the fields sum up to 100. 

This question puts education far in front of other ways of support to capacity building for SDI. 

Building SDI institutions / bodies is ranked second together with software. Also significantly 

high is building specialized national SDI educational centre (together with elevating computer 

literacy), while support to university programmes and building regional centre is closer to the 

bottom. 






18

The relative high score of the categories Software and Hardware can be explained by the 

general equipment needs as these are precondition for many other aspects of capacity 

building. 

Online learning and distant lectures are given lowest budget in the preferences of the 

respondents. This can be explained by the lack of experience, evident from a previous 

question on Life Long Learning options and support. 

Main conclusion: Education for emerging new tools and methods has the highest priority in 

the eyes of the respondents, as well as building SDI institutions. 

Figure 13: Budget spending preference for the purpose of building capacity for SDI 

Education for new tools and methods 

19 

Software 

Building SDI institutions/bodies 

13 

13 

Hardware 

Build specialized national SDI educ.centre 

Education for basic IT skills and concepts 

10 

10 

10 

Support for University programmes 

8 

Build specialized regional SDI educ.centre 

7 

Online learning 

6 

Distant lectures 

4 

0 2 4 6 8 10 12 14 16 18 20 

Question: How would you estimate the knowledge and skills of certain professional 

expert groups (typically BSc/MA level and higher) in your organization necessary for 

spatial data infrastructure establishment, maintenance and support? (from 1 to 5 

where 1 = Insufficient and 5 = Excellent). 

How would you assess the skills and knowledge level of the students that graduate at 

universities in your country with regard to needs for NSDI setup and operation? (from 

1 to 5) 

Surprisingly low score was achieved within all categories, although geomatic experts 

received many fours and fives, as well as ITC experts who were stronger in threes. 

Significantly low score was obtained for the category of students that graduate at 

universities. For the SDI and LA capacity building area this explains why respondents are not 

in favour of supporting university programmes, but rather of LLL/CPD approach. 






19

Figure 14: Estimation of knowledge and skills for SDI by categories 

0,0 1,0 2,0 3,0 4,0 5,0 

geomatics experts 

3,4 

ITC experts 

3,4 

core business technical experts 

3,0 

legal and administrative experts 

3,2 

students that graduate at universities with 

regard to needs for NSDI 

2,9 

Figure 15: Estimate the SDI knowledge and skills of certain professional expert 

groups – grade distribution 

25 

20 

15 

10 

5 

0 

1 2 3 4 5 

geomatics experts 

ITC experts 



students that graduate at universities with regard to needs for NSDI 






20

2.4.2.3 Technical Capacities 

The questions and answers in this section reflect not just the technical aspects of SDI, but 

also organizational and management aspects of approach to building SDI, as well as factual 

status of e.g. published SDI services etc. 

The complete list of questions in this section 

How would you estimate the technical capacity in your organization used for spatial data 


(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 = 

Excellent) 

o hardware equipment 

o software – quality 

o software – quantity (number of available licenses) 

o networking capacity 

Maintenance level of the hardware and networking components dedicated to SDI tasks 

(tic one box) 

o Non-existent 

o Working hours 

o 24x7 

o High availability 

How many services does your organization provide within the (N)SDI 

Please, list the SDI services your organization provides: 

o If you have additional comment, please provide it here. 

Is your ICT infrastructure for SDI: 

• Hardware 

• Software 

• Storage 

• Communications / Networking 

• Internet presence 

o Completely owned by your organization 

o Partially outsourced (collocated servers, hosted services, cloud services) 

o Completely outsourced (collocated servers, hosted services, cloud services) 

Does your organization use desktop software to acquire, process, maintain and prepare 

for publishing spatial data that are part of the NSDI? Yes|No 

Please, list desktop software products that your organization owns and uses for the 

purposes referred to in the previous question (GIS, CAD, Remote Sensing, Digital 

Photogrammetry, LiDAR Processing, etc.) 

How many licenses (concurrent users) of the listed desktop software products your 

organization owns? 

How many licenses (concurrent users) of the listed desktop software products are on 

regular technical support and maintenance? (approx. answer is acceptable) 

What percentage of the spatial data that are part of the NSDI are kept and maintained in 

file-based (non DBMS) structures (e.g. dwg or shp)? 

How many server software licenses does your organization own and use for publishing 

spatial data and services that are part of the NSDI? 

How many of the server software licenses for publishing spatial data and services at your 

organization are on regular technical support and maintenance? 


What is the throughput of the network connection your organization uses to access 

Internet? 

What is the average number of persons that access internet daily? 






21

Does your organization have a separate line for services on the Internet that it provides? 

(Hosted services count) Yes|No 

What is the throughput of that separate output line? 

What services does your organization provide from its servers to the Internet? Please, 

list. 

(Hosted services count) 

Does your organization have its own server room? Yes|No 

How many employees support the server room? 

Does your organization have its own technical support department? Yes|No 

What is the level of service the server room provides? 

o Working hours 

o Two daily shifts 

o 24x7 

o High availability 

Question: How would you estimate the technical capacity in your organization used 

for spatial data infrastructure establishment, maintenance and support? (from 1 to 5 

where 1 = Insufficient and 5 = Excellent) 

These answers reflect employees’ satisfaction with the technical infrastructure for IT. 

Software and hardware seem to be well appreciated, but the number of licenses and network 

capacity fall behind. It is interesting to notice in some other answers that a high number of 

desktop seats are not under regular maintenance and support, and, therefore, outdated, 

which could also influence dissatisfaction of employees. 

Figure 16: Assessment of hardware (1 to 5) used for spatial data infrastructure 

3,00 3,50 

hardware equipment 

3,42 

software – quality 

3,43 

software – quantity (no. of avail.licenses) 

3,26 

networking capacity 

3,29 

Question: What percentage of the spatial data that are part of the NSDI is kept and 

maintained in file-based (non DBMS) structures (e.g. dwg or shp)? 

This question was asked to assess the ratio of enterprise-level approach to geoinformation 

systems, which is required for an effective SDI. 

The average is 61.3%, not in favour of enterprise-level approach. That also raises the issue 

of the need for adequate training once the enterprise GIS approach is adopted, but also the 

need to rationalize the number of IT-support providing organizations. 






22

Question: Please, list the SDI services your organization provides 

Here are some of the answers: 

- viewing service 

- download by requests service 

- Transformation service 

- Public information service" 

- Discover service 

- Viewing service 

- Download service 

- Transformation service 

- Evacuation service" 

- Technical expertise 

- Educational subject on INSPIRE& NSDI 

These answers are on a general, abstract level and show that actual SDI services are very 

few. 

Question: Ownership of ICT infrastructure for SDI 

Ownership of the ICT infrastructure for SDI presents a situation that has room for some 

rationalizations. As shown in the next figure, most of the infrastructure is owned by SDI 

stakeholders. This is connected with related high expenses of hardware maintenance 

(although not many have regular maintenance ensured, which leads to uncertain availability), 

and of human resources for operating and supporting that infrastructure (or limited availability 

if night and weekend shifts are not present). Rationalization could be made by having a 

service centre (public or private sector) hosting SDI services for many stakeholders that 

maintain their data and are responsible for spatial datasets and services. 

Figure 17: Ownership of ICT infrastructure for SDI 

Internet presence 

4 

7 

17 

Communications / Networking 

Storage 

Software 

3 

3 

4 

3 

3 

7 

18 

23 

24 

Completely outsourced 

(collocated servers, hosted 

services, cloud services) 

Partially outsourced 

(collocated servers, hosted 

services, cloud services) 

Completely owned by your 

organization 

Hardware 

0 

1 

29 

0 5 10 15 20 25 30 






23

The comparison of provided answers to the same question by primary beneficiaries in the 

table below shows similar pattern. 

Table 1: 

ICT infrastructure for SDI: 

Ownership of ICT infrastructure for SDI in primary beneficiary organizations 

Completely 

owned 

Partially 

outsourced 

Completely 

outsourced 

Hardware 

Software 

Storage 



Hardware 

Software 

Storage 



Hardware 

Software 

Storage 



Hardware 

Software 

Storage 



IPRO Albania 

AREC FYROM 

REA Montenegro 

RAGPA RS, B&H 

2.4.3 Strengths and weaknesses by countries / cadastral administrations 

2.4.3.1 Comparative analysis of cadastral administrations 

Cadastral / Land Administration agencies are among the largest organizations within the 

respondents to the Capacity Building and Education questionnaire. The only two exceptions 

are Kosovo Cadastral Agency and Administration for geodetic and real property affairs of the 

Federation of Bosnia and Herzegovina. 






24

Figure 18: Comparison of the number of employees in land administration bodies 

Republic Geodetic Authority Serbia 

2715 

State Geodetic Administration Croatia 

1147 

Administration for Geodetic and Property Affairs RS, B&H 

844 

Agency for real estate cadastre FYROM 

829 

Central Office of Immovable Property Registration Albania 

533 

Real estate administration Montenegro 

Kosova Cadastral Agency Kosovo* 

Administration for Geodetic and Real Property Affairs FB&H, B&H 

351 

47 

26 

1000 

2000 

3000 

0 

Figure 19 presents distribution of cadastral agency employees by primary activity using the 

logarithmic scale. Land administration prevails, and the ratio to SDI shows that SDI at the 

moment is a preoccupation of only small number of employees. The only exceptions are 

Albania and FB&H; in the case of Albania the numbers are doubtful as IPRO is a land 

registration agency, and not a spatial data and services provider; probably services as GNSS 

and such were considered as SDI. FB&H has only a small number of employees in the 

cadastre agency and land administration duties are mainly performed at local government 

level. On the other side, relatively more staff can be involved in SDI activities. 

In general, administrative affairs are second largest; as the agencies are mostly part of the 

government administration, this is not unexpected. Again, exceptions are Albania and FB&H, 

but also Serbia, where “Other technical affairs” are second largest. 






25

Figure 19: Primary beneficiaries by employees’ main activities 

10000 

2381 

1000 

1050 

711 

232 

194 

302 

219 

100 

10 

51 56 

37 

9 

8 

8 

5 

11 

39 

19 

6 

105 107 

14 14 

8 





1 

0 

Figure 20 shows the educational structure of primary beneficiary organizations (logarithmic 

scale). Most of the employees of big administrations have no university degrees, but still the 

number of university graduates is high. RGA Serbia has unusually high ratio of MSc degrees, 

even more than BSc/MA degrees. If the number of employees dealing primarily with “other 

technical affairs” encapsulates mainly IT affairs, in combination with the high number of 

scientific degrees gives SGA Serbia an enormous development potential. 






26

Figure 20: Educational structure of primary beneficiary organizations (cadastral 

agencies) 

10000 

1000 

702 

412 

447 

387 

202 

159 

559 

272 

1164 

901 

650 

100 


10 

18 

6 

5 

19 

22 

14 

10 11 

BSc/MA 380 

MSc 324 

PhD 

2 

2 

1 

0 1 1 

Figure 21 presents the degrees achieved by employees of cadastral agencies in the last two 

years (on logarithmic scale). The only countries that were recruiting new staff were FYR 

Macedonia and Montenegro. Croatia seems to only have its employees finish MSc degrees 

and Albanian figures are inconsistent with previous answer. 






27

Figure 21: Degrees achieved in the last two years at cadastral agencies 

100 

87 

38 

32 

22 

10 

6 

7 

5 

4 


BSc/MA 

MSc 

PhD 

2 

2 

1 

1 0 0 0 

Figure 22 shows how many land administration (LA) agency employees are currently 

attending the postgraduate studies and in what areas (topics). Not many people seem to be 

reported, and in that regard it seems that - due to lower budgets - organizations do not 

encourage postgraduate studies. Exception is RAGPA RS, B&H, where 23 people are 

attending postgraduate studies in the fields of land administration, other technical affairs and 

administration affairs. 

Figure 22: Attending postgraduate studies at the moment by LA agency employees 

and by topic of study 

15 

15 

10 


5 

4 

4 

3 

5 




2 

2 

1 

1 

0 

0 0 0 






28

From Figure 23 it seems that Serbian, Montenegrin, Macedonian and RS B&H LA agencies 

have invested in their employees skills in GIS tools. This is a good development for it 

presents the foundations of SDI. Everybody else invested in database (DB) skills in more 

moderate numbers, but that, too, is a good indicator as DB training is typically less required 

due to a lower number of people that need it. 

Figure 23: Employees attendance at training courses – LA agencies 

30 

30 

25 

20 

Training course for Database – 

administration, programming, 

using, modelling 

15 

12 

10 

5 

0 

5 

3 

1 

1 

6 

10 

3 

5 5 5 

Training course for GIS tools 

(spatial data display, spatial 

analysis, editing, modelling, 

advanced analysis and 

visualization, spatial data 

management) 

Figure 24 shows participation of cadastral agencies at thematic conferences within last two 

years. Serbia is top of the list with 400 conference days of its 400 employees. In that regard 

the number of presentations at conferences is relatively low. RAGPA RS, B&H has rather 

high figures, especially number of conference days, in comparison with the number of 

employees. Croatia also has a high number of employees that attended conferences within 

last 24 months (number of conference days was not provided). 






29

Figure 24: Participation in conferences on spatial information management; spatial 

data infrastructure; mapping; GIS; location based services (LBS); LiDAR 

scanning and processing; digital photogrammetry; remote sensing; 



GIS 

400 

400 

350 

300 

250 

200 

150 

150 

Conference (within last 24 

months) - number of employees 

Total employee-conference days 

(within last 24 months) 

100 

50 

4 

50 

20 

45 

24 

8 10 

7 

1 

60 

30 

20 

10 10 10 

35 

Papers/presentations by the 

employees at conferences in the 

last 24 months 

0 

Regarding options for learning at cadastral agencies, answers to those questions are 

presented in Table 2. 

All agencies, with two exceptions, encourage Continual Professional Development or Life- 

Long Learning (LLL). Also all agencies state that there is a permanent education institution 

for public sector employees in their countries (with same two exceptions) – named in Table 

3. It is similar regarding the questions if the agency undertakes study trips to reference sites 

inland or abroad and if the agency organizes exchange of experience workshops with 

experts from other countries' SDIs (only one exception to each). 

On the question if professional associations or legally mandated organizations require 

attending professional events to maintain certification the answers are divided equally (3:3). 

No agency provides internship programmes where apprentices could build competences 

(although Croatian SGA has introduced such a programme right after the response was 

provided). No agency, with one exception (Albania), provides online seminars or 

teleconference distant training. 






30

Table 2: 

Learning options 

Organization name: 

Your organization encourage/support/stimulate Continual 

Professional Development or Life Long Learning? 

Is there a permanent education institution for public sector 

employees in your country (in areas such as law, economics, 

foreign languages and information technology)? 

Does your organization provide internship programmes aimed 

at acquiring skills by apprentices? 

Does your organization undertake study trips to visit reference 

sites or exchange experiences with peer organizations inland 

or abroad? 

Does your country organize exchange of experience workshops 

where experts from other countries present their projects or 

infrastructures in the fields of Spatial Data Infrastructure or 

Land Administration? 

Do professional associations or legally mandated organizations 

require attending professional events - conferences, trainings, 

etc. to maintain certification? 

Does your organization provide online seminars or 

teleconference distant training? 

IPRO 

Albania 

SGA Croatia 

FAGRPA 

B&H 

KCA 

Kosovo* 

AREC 

FYROM 

REA 

Montenegro 

RAGPA RS, 

B&H 

RGA Serbia 

Yes Yes No Yes Yes Yes No 

Yes Yes No Yes Yes Yes No 

No No No No No No No 

Yes Yes No Yes Yes Yes Yes 

Yes Yes No Yes Yes Yes Yes 

No Yes Yes No Yes No 

Yes No No No No No No 

Table 3: 

Names of permanent public sector employees education institutions 

Organization name: IPRO Albania AREC FYROM RAGPA RS, B&H 

Name a permanent education institution for public sector 

employees in your country used to teach skills needed for 

performing everyday tasks of public servants (through 

internal basic training programme in areas such as law, 

economics, foreign languages and information technology) 

– either one government institution (like e.g. the Academy 

of Public Administration in Austria), or permanent training 

centres e.g. at ministries? 

Educational 

Institute of Public 

Servants 

Administration / 

Tirana. 

Agency for 

Administration 

Agency for state 

administration 

Lists of study trips in the last two years (with number of people in each of the trips) provided 

by cadastral agencies is given in Table 4. 

Table 4: 

IPRO Albania 

AREC FYROM 


RAGPA RS, B&H 

Lists of study trips in last two years 

Sweden (6), Lithuania (6), Sweden (6), Macedonia (3). Monte Negro (4), Slovenia (2), Bosnia 

Herzegovina (4), Croatia (4) 

1) Geospatial World Forum Amsterdam, Netherlands 2012 (23.04-27.04.2012) – 5 participants 

2) Meeting of the working groups for harmonizing cadastral real estate documents by the state 

border between Macedonia & Serbia (25.04. – 27.04. 2012) -3 participants 

3) FIG Working Week "Knowledge how to manage with territory", Rome, Italy 06.05. – 

10.05.2012) - 3 participants 

4) Participation at the final seminar of the JICA mapping project in Serbia - 21 февруари 2012 - 

3 participants 

5) EUREF 2012 symposium, Paris, France (06.06. – 08.06.2012) -3 participants 

6) First Serbian Geodetic congress, Belgrade, Serbia (01. - 03.2011) - 3 participants 

7) International EUPOS symposium 2011, Berlin, Germany (10.10-13.10.2011) -3 participants 

8) Symposium EUREF 2011, Chisinau, Moldova (25.05.-28.05.2011) - 2 participants 

Young surveyors conferences in Rome and Athens, study visit to Norway 

Sweden-5, Finland-2, Norway-2, Northern Ireland-2, Austria-2 






31

RGA Serbia 

Capacity building for Serbia: Real Estate Cadastre and Registration Project, phase III (supported 

by Sweden: SIDA and Lantmateriet) 

Management visit 

7+2+10 

Geoid Development 

2+2 

Mortgage System 

8 

Development of Mass Appraisal Concept 

8+11+8+2 

Development of Quality Control Concept 

8+11+8+3 

Digital Archive System 

Intranet Development 

9+8+2 

IGIS project (supported by IGN France and Astrium) 

10 

Capacity development for digital basic state map production in the Republic of Serbia” Project 

(supported by Japan: JICA) 

5+3 

RGA – Statens Kartverk Twinnig Project: Geographic information for development and EU 

integration (supported by Norway: Statens Kartverk) 

4 

Lists of the exchange of experience workshops where experts from other countries 

presented their projects or infrastructures in the fields of Spatial Data Infrastructure or Land 

Administration (with comments) is given in Table 5. 

Table 5: 

IPRO Albania 

Lists of the exchange of experience workshops 

Almost this is done through the trips in Lantmateriet (Sweden), and Lithuania. With Lantmateriet 

we have the twining agreement between our institutions. In Lithuania we have been to exchange 

experience because there is the new registration system, and Lantmateriet recommended us to 

see in the field. Also in Tirana, in our office have been a delegation of expert from Estonia that 

introduce the achievements in the field of Land Administration and SDI. 

AREC FYROM 


RAGPA RS, B&H 

1) Conference for national infrastructure for spatial data „The influence of NSDI in the society, 

challenges for establishment" 19-20 September 2011, Skopje, Macedonia 

2) NSDI Forum 28 March 2011, Skopje, City of Skopje 

Eurogeographics general assembly, Regional conference on cadastre, Inspiration project meeting 


RGA Serbia 1st Geodetic Congress (December 2011): over 400 participants from 23 countries, 77 

presentations 

Celebration of Completion of the Real Estate Cadastre and Registration Project in Serbia 

supported by World Bank (May 2012) 

NSDI roles found in cadastral agencies are shown in Table 6. Largest number of roles is 

found in RGA Serbia, followed by IPRO Albania and REA Montenegro. However, roles that 

are clearly connected with SDI – Metadata administrator and Geoportal administrator – are 

present (beside already mentioned Albania, Serbia and Montenegro) only in SGA Croatia 

and AREC FYR Macedonia. 






32

Table 6: 

NSDI roles found in cadastral agencies 

Organization name*: IPRO Albania SGA Croatia FAGRPA B&H KCA Kosovo* AREC FYROM REA 

Montenegro 

RAGPA RS, 

B&H 

Responsible person X x X X X X 

RGA Serbia 

Editor X x X X 

Supplier X x X X 

Keeper X x X X 

Manager X X X 

Data administrator X x X X X 

Operator X x X X 

Technical developer X X X 

Person responsible for data transformation X X X X 

Service administrator X X X 

Metadata administrator X x X X 

Geoportal administrator X x X X X 

Cooperation/stakeholders interaction 

Secretarial work for NSDI bodies 

Legislation/Agreements 

Data management (data models and standards) 

Digital Right Management 

Web Services 

X 

X 

X 

X 

X 

X 

Table 7 shows answers to education group of questions by cadastral agencies. Education is 

considered important by all agencies. On the other hand, no agency offers scholarships 

except for REA Montenegro. 

Most (all but two) of the agencies encourage/stimulate its employees to attend certain 

educational programmes. 

Five of eight agencies encourage/support students studying certain disciplines. Five of eight 

also encourage/stimulate its employees to attend certain educational programmes. Only four 

out of eight review/influence the educational programmes at certain institutions. 

Only three agencies recognize the ECDL programmes and certification, whilst three other 

agencies state there are other programmes for elevating computer literacy. 

Table 7: 

Education 


IPRO 

Albania 

SGA 

Croatia 

FAGRPA 

B&H 

KCA 

Kosovo* 

AREC 

FYROM 

REA RAGPA RS, RGA Serbia 

Montenegro B&H 

Do you consider education important for your 

organization*? Yes Yes Yes Yes Yes Yes Yes Yes 

Does your organization encourage/support students 

studying certain disciplines? Yes No No Yes Yes Yes Yes No 

Does your organization offer scholarship for certain 

education programmes? No No No No No Yes No No 

Does your organization review/influence the educational 

programmes at certain institutions? Yes Yes No Yes Yes No No 

Does your organization encourage/stimulate its 

employees to attend certain educational programmes? Yes Yes Yes Yes Yes No No 

Does your organization recognize the ECDL programmes 

and certification? No No No Yes No Yes Yes 

Is there any other programme in your country with aim 

to promote and elevate computer literacy? Yes No No Yes Yes No 






33

Table 8 displays the narrative descriptions of programmes that the agency or government 

implements with aim to promote and elevate computer literacy. 

Table 8: 

IPRO 

Albania 

Narrative description of programmes for promoting and elevating computer 

literacy 

Government through the National Agency of Information Technology as well as Digital 

Albania Department in Ministry of Innovations have actually compiled a strategy in 

order to promote developments and modern information technologies in all Albanian 

territory and all sectors of economy, education, studies, projects, etc. 

REA 

Montenegro 

RAGPA 

RS, B&H 

Programmes organized by Directorate for human resources 

Agency for state administration regularly organises courses 

Figure 25 displays how cadastral agencies responded to the question „How would you spend 

100 units of money / budget for the purpose of building capacity for SDI?“ with predefined 

items and responder-entered amounts. It shows up that for RAGPA RS, B&H, a significantly 

high amount would be given for software and hardware, for SGA Croatia it is building the SDI 

institutions/bodies and building a specialized national SDI education centre, for RGA Serbia it 

is education of employees for new tools and methods, as well as building a specialized 

national SDI education centre, for REA Montenegro it is building SDI institutions/bodies and 

education of employees for new tools and methods. FYR Macedonia distributed equally to 

education of employees for new tools and methods, education of employees for basic IT 

skills and concept, support for university programmes and online learning. 

In conclusion, among cadastral agencies highest budgets are given to “Education of 

employees for new tools and methods”, “Building SDI institutions/bodies”, “Hardware”, 

“Software” and “Building a specialized national SDI education centre”. All others seem to be 

of less importance to the responding cadastral agencies. 






34

IPRO Albania 

SGA Croatia 

FAGRPA B&H 

KCA Kosovo* 

AREC FYROM 


RAGPA RS, B&H 

RGA Serbia 

Figure 25: Distribution of hypothetical budget for capacity building for SDI 

40 

35 

30 

25 

Education of employees for new tools and methods 

Education of employees for basic IT skills and concepts 





Hardware 

Software 

Building a specialized national SDI education centre 

Building a specialized regional SDI education centre 

20 

15 

10 

5 

0 

Building a specialized regional SDI education centre 

Building a specialized national SDI education centre 

Software 

Hardware 





Education of employees for basic IT skills and concepts 

Education of employees for new tools and methods 

IPRO 

Albania 

SGA 

Croatia 

FAGRPA 

B&H 

KCA 

Kosovo* 

AREC 

FYROM 

REA RAGPA RS, 

Montenegro B&H 

RGA 

Serbia 

Education of employees for new tools and methods 10 10 10 15 15 5 30 

Education of employees for basic IT skills and concepts 5 10 10 15 5 5 10 

Support for University programmes 10 0 10 5 10 0 5 

Online learning 5 10 10 5 5 0 5 

Distant lectures 5 10 10 5 5 0 0 

Building SDI institutions/bodies 15 40 10 15 30 10 10 

Hardware 5 0 10 10 10 30 10 

Software 15 0 10 10 10 40 10 

Building a specialized national SDI education centre 20 20 10 10 5 10 15 

Building a specialized regional SDI education centre 10 0 10 10 5 0 5 

Answers from cadastral agencies to the question “How would you assess the skills and 

knowledge level of the students that graduate at universities in your country with regard to 

the needs for NSDI set-up and operation? (from 1 to 5 where 1 = Insufficient and 5 = 

Excellent)” are displayed in Table 9. It is evident that geomatic experts group won solid 

marks, while students that graduate at universities have a rather low score. This is consistent 

with the overall results of all respondents and indicates that university education has room for 

improvement. 






35

Table 9: 

Estimation of SDI knowledge and skills at professional expert groups in the 

agencies 


IPRO 

Albania 

SGA Croatia 

FAGRPA 

B&H 

KCA AREC FYROM REA 

Kosovo 

Montenegro 

RAGPA RS, 

B&H 

geomatics experts 3 3 4 3 5 4 4 

ITC experts 4 3 3 4 3 4 

core business technical experts 4 3 2 4 3 4 

legal and administrative experts 4 3 4 3 3 2 3 

students that graduate at universities with regard to needs for NSDI 3 3 3 1 4 2 4 

RGA Serbia 

Comments from the cadastral agencies to the question “What knowledge and skills would 

you recommend to enhance or introduce in university curricula to better support NSDI? 

Please, comment” are brought in Table 10. 

Table 10: Comments from the cadastral agencies on what knowledge and skills 

would they recommend to enhance or introduce in university curricula to 

better support NSDI 

IPRO Albania 

SGA Croatia 

FAGRPA B&H 

AREC FYROM 

REA 

Montenegro 

RAGPA RS, 

B&H 

RGA Serbia 

Increasing the knowledge on Data Quality and Evaluation in the context of 

dataset (at national level), in order to filter, evaluate needs for upgrade and 

improvement of them (data sets). 

Knowledge on Metadata, standards (ISO and those for NSDI) and specification 

in context of NSDI and Inspire directive. 

Knowledge or subjects as a part of GIS subject on Web-GIS, GIS open- sources, 

portals, etc. 

Strengthening and promote increasing of modern surveying technologies like, 

GPS, remote sensing, etc. 

Knowledge on the European Coordinative systems and transformations between 

them. 

Management, coordination 

GIS, practical geoinformation knowledge 

- What is INSPIRE Directive 

- INSPIRE Data Specifications 

- Metadata 

EU legislation, IT specific tools 

Database administration, GIS data structuring, SOAP, IT Project management 

Introduction to INSPIRE (legal and technical framework); Web mapping services 

development; New tools (geoportals, openSource ...); Standardisation for 

geoinformation; Organisation and management in geosector; 

The question „How many services does your organization provide within the (N)SDI?“ 

(illustrated in Figure 26) and the following table with narrative listings of those services (by 

the way, these answers are not always mutually consistent) prove that still there is only a 

limited number of SDI services at cadastral agencies or not at all, or that there is a 

misconception of what SDI services are. Such responses are no exception in their countries. 






36

Figure 26: 

5 

How many services does your organization provide within the (N)SDI? 

5 

5 

4 

4 

4 

3 

3 

2 

2 

2 

1 

1 

0 

0 0 

Table 11: 

IPRO Albania 

SGA Croatia 

AREC FYROM 


RAGPA RS, B&H 

RGA Serbia 

List the SDI services the cadastral agencies provides 

Technical expertise 

Educational subject on INSPIRE & 

NSDI 

Discovery, viewing 

view services 

points of the geodetic network 

property list 

excerpt of the data of AKN –GIS 

PORTAL 

Catalogue view, search, invoke… 

Geoportal, e-Cadastre, Metadata 

catalogue, object catalogue and GNSS 

network 

Discovery and View services 

Like other respondents in the region, most agencies (of the five that responded to this 

question) completely own their infrastructure for SDI, see Table 12. The only components 

that are completely outsourced are Communications/Networking and Internet presence in 

case of AREC FYR Macedonia. 

Owning ICT infrastructure for SDI is a demanding model as there are significant costs 

incurred with it. These costs include hardware and software acquisition and maintenance, 

storage management, system and network administration, security, 24x7 working shifts of 

staff, power supply, facility management, backup storage, fire protection, etc. 

Very much related to the previous point is the question whether organizations have their own 

server room (results for the cadastral agencies are shown in Table 13). Although one can 

speculate that server room means different thing to different people, the number of 

supporting staff confirm that these are not big facilities. 






37

Does your organization have 

its own server room? 

How many employees 

support the server room? 

Probably all agencies will have to make a decision on how to proceed with the ICT 

infrastructure. One possibility for an agency is that it develops a specialized service centre 

for SDI; in that case it can provide services to other SDI stakeholders, especially small ones. 

The other possibility is to outsource the infrastructure to specialized service providers and 

just keep the responsibility for data, services and applications. 

Table 12: 

Ownership of ICT infrastructure for SDI at the cadastral agencies 

Hardware Software Storage Communicatio 

ns /Networking 

Internet 

presence 

IPRO Albania OWN PAR PAR PAR PAR 

SGA Croatia - - - - - 

FAGRPA B&H - - - - - 

KCA Kosovo* - - - - - 

AREC FYROM OWN OWN OWN OUT OUT 

REA 

Montenegro 

OWN PAR OWN OWN OWN 

RAGPA RS, 

B&H 

OWN OWN OWN OWN OWN 

RGA Serbia OWN OWN OWN PAR PAR 

OWN - Completely owned by the organization 

PAR - Partially outsourced (collocated servers, hosted services, cloud services) 

OUT - Completely outsourced (collocated servers, hosted services, cloud services) 

Table 13: 

Server rooms and number of supporting staff 

IPRO Albania Yes 4 

SGA Croatia Yes 3 

FAGRPA B&H No 

KCA Kosovo* Yes 

AREC FYROM Yes 5 

REA 

Yes 3 

Montenegro 

RAGPA RS, Yes 1 

B&H 

RGA Serbia Yes 5 






38

Table 14 lists the services that cadastral agencies provide from their servers to the Internet 

(including hosted services). These are not just SDI services, but all services of the agencies. 

Table 14: Services provided from the organizations’ servers to the Internet (including 

hosted services) 

IPRO Albania 

AREC FYROM 

REA 

Montenegro 

RAGPA RS, 

B&H 

RGA Serbia 

Public information for first registration process. 

- view service 

- points of the geodetic network 

- property list 

- excerpt of the data of AKN – GIS PORTAL 

Cadastral data, digital maps, geoportal 

Geoportal, e-Cadastre, Metadata catalogue, Object catalogue and GNSS 

network 

RGA website; geoportal; web services for Real Estate Cadastre; Central 

mortgage register; Active geodetic reference basis of Serbia – AGROS 

service; Register of licenses for surveying organisations, services for 

submitting requests to RGA 

2.4.3.2 Immovable Property Central Registration Office (IPRO) of the Republic of 

Albania 

During the last five years, IPRO has been involved in various activities with impact on 

building the NSDI and on the implementation of INSPIRE. 

IPRO has created and maintains the Index map for 85% of the territory of Albania; to 

date the maps have been digitized and efforts are being made to complete the territory 

of the entire country; also the entire base map has been digitized for the needs of 

creating the Index map for first registration process; 

The First Registration process in urban areas is going on, which means bringing the data 

of properties in digital form; until now about 85% of cadastral zones in rural areas all 

over the country have been finished; the work plan is to finish First Registration in urban 

areas by next year; 

There is the ongoing process of computerized system implementation in the ten big 

registration offices; so far only Tirana office has been finished; 

IPRO has been, and still is, member of Consortium for arguing, designing, and 

implementation of ALBPOS GNNS System; 

IPRO has been involved in the preparation of the draft new Law of Properties 

registration. 

In 2012, a substantial change took place in Albania which shifts responsibilities for NSDI 

among the stakeholders: the Law on organization and functioning of National Infrastructure 

for Geospatial Information in the Republic of Albania passed in the Parliament in June 2012 

stipulates the set-up of State authority for geospatial information (ASIG). According to this 

law ASIG is the decision-making, executive and coordinating institution and plays a major 

role in the NSDI: makes decision on collecting, processing and updating of geospatial data 

for any of the specified themes; for each of the themes, identifies responsible public 

authorities for collecting, processing and updating of geospatial data, the deadlines for 

collection and their deposit near ASIG; approves or denies the involvement of collected data 

in the National GIS. 






39

As stated in Article 7, paragraph 2, point j), ASIG cares about education and increasing the 

capacity of actors involved in processes related with national infrastructure of geospatial 

information as well as for the dissemination of information related with it, to the public and 

interested groups. 

In establishing ASIG the crucial issue will be how to set up an operational team that will have 

to take its responsibilities in a short time. In other words, the key factor will be human 

resources with appropriate experience in management of spatial information. There are four 

sources of such staff: 

the Immovable Property Central Registration Office (IPRO) 

Agency for Legalization of Urban and Informal Zones and Buildings - ALUIZNI 

Albanian Geographic (Military) Institute (AGMI) 

the academic sector, primarily Department of Geodesy Tirana. 

As the establishment of land administration system in Albania has passed its peak, the 

pressure on IPRO from the first registration is reduced, yet there is the next potential 

challenge – digital cadastral map that is about to replace the existing so called index map. 

Some of its 533 employees have skills in geodesy or geoinformation management and can 

contribute to ASIG, but the majority have experience in land registration. Similarly, ALUIZNI 

has done a great job in mapping the informal settlements and properties and now has a 

small, but skilful team with experience in geospatial data collection, processing and 

management. Having completed most of the initial entry, the ALUIZNI geoinformation team 

may give contribute significantly to forming the ASIG. 

AGMI is known to have produced topographic at ranges of scales from 1:10,000 to 1:100,000 

for the whole territory of Albania. It is somewhat less known and less open due to its defence 

mapping nature. However, it may be worth seeking for capacities there. 

The academic sector, with the Geodesy Department, but also Department of Geography and 

Faculty of Geology and Mining, is actively following the developments in geoinformation 

technologies, as well as (to some extent) management, legal and institutional aspects of 

spatial data infrastructures. ASIG will most probably look for assistance, and maybe even for 

staff, in this circle. 

Beside the listed organizations there are some others, such as Albanian Geologic Survey 

(AGS), Central Technical Archive in Tirana, National Forest Agency, N.A. for Water, N.A. for 

Environment, N.A. for Territory Administration, local governments, and private geomatic and 

geoinformation companies. 

Anyway, up to the time of the National INSPIRE Workshop in Tirana held in November 2012, 

ASIG was not established, a director was not appointed. So, the INSPIRATION project’s 

primary beneficiary organization for Albania, the Immovable Property Central Registration 

Office (IPRO), is still the main acting authority for spatial data infrastructure implementation 

in Albania. IPRO has a good cooperation with the Department of Geodesy Tirana 

(Polytechnic University Tirana, Civil Engineering Faculty). 






40

Strengths 

There is an MA degree study of Geodesy at the 

Polytechnic University of Tirana, Civil Engineering 

Faculty, Department of Geodesy 

New Law on NSDI is in power since June 2012 

There are relevant and up to date spatial datasets 

resulting from projects such as legalization of urban and 

informal zones and buildings, address register, 

cadastral index map, etc. 

There are experienced organizations 

Weaknesses 

State authority for geospatial information (ASIG) not yet 

established 

Opportunities 

Use the capacities built through previous projects such 

as legalization of informal settlements and buildings or 

creation of cadastral map 

Threats 

2.4.3.3 Federal Administration for Geodetic and Real Property Affairs (FAGRPA) 

and Republic Authority for Geodetic and Property Affairs (RAGPA) of the 

Republic of Srpska, Bosnia and Herzegovina 

NSDI has started well with the initiative of the Federal Ministry of Spatial Planning and 

FAGRPA in 2011 and the round table on SDI in June 2011, with good feedback from the 

Federal Government. At the moment, FAGRPA is more concerned with land administration 

issues, while there is no legal background for SDI yet. However, the geoinformation 

community in the Federation BiH expects SDI to be established, and FAGRPA has 

presented its vision of SDI. Among the expected problems to be tackled is complex 

constitutional set-up of BiH Federation and lack of SDI legal framework, as well as general 

lack of experts in geoinformation and IT. 

Strengths 

High level political support at conceiving the SDI of FBH 

Universities in Sarajevo and Tuzla educate Masters in 

Geodesy and Geoinformation 

Good cooperation with the other land administration 

authority in Bosnia and Herzegovina, the Republic 

Authority for Geodetic and Property Affairs (RAGPA) of 

the Republic of Srpska 

Good regional cooperation 

Weaknesses 

Lack of legal framework for SDI 

Inadequate cooperation of responsible institutions 

(stakeholders) 

No association requiring attendance at professional 

development events regarding field of LA and SDI 

Lack of interest in learning 

No scholarship programmes (except for socially 

despaired and remarkably talented students) 

Poor knowledge of foreign languages 

Opportunities 

Donor projects in the area of SDI 

Threats 

Complex political and economic environment 

Lack of experts in Geoinformation and IT 






41

2.4.3.4 State Geodetic Administration (SGA) of the Republic of Croatia 

Croatia is approaching the accession date, which is foreseen for July 1 st , 2013, i.e. a little 

more than half a year. This fact influences its situation to a great extent. Since 2007, NSDI 

has been formalized in the Law on State Survey and Real Estate Cadastre, NSDI bodies 

have been formed and working, some normative regulations have been promulgated at 

Government level, like national metadata profile and metadata implementing rules, etc. One 

of the obligations is to transpose INSPIRE Directive into the national legislation and that 

activity is taking place now in the form of the new NSDI Law which takes out NSDI from the 

land administration and survey arena into a separate law which not only transposes INSPIRE 

Directive, but also sets out the foundation of NSDI in general. 

Unlike multiple other primary beneficiaries, in the presentation at the 1 st Regional INSPIRE 

Forum in Zagreb on 27 September 2012, SGA did not list the capacity issue in the “Missing 

Ingredients” slide, but this does not mean that SGA does not meet that challenge. In some 

projects it was obvious that SGA does not have sufficient human resources to take full care, 

responsibility and ownership of the NSDI components such as the Geoportal. 

Strengths 

Legal framework for NSDI exists 

New Law on NSDI underway 

Institutional framework for NSDI in place: NSDI Council, 

Committee, Working Groups 

Normative regulations in place, such as national 

metadata profile, metadata implementing rules, 

implementing rules for network services 

Study visits to EU sites; workshops in Croatia on good 

examples in EU and other countries 

Existence of Geodetic Faculty in Zagreb as the 

autonomous institution for high education in geodesy, 

geomatics and geoinformation within the University of 

Zagreb 

Existence of study programmes for geodesy at two 

other universities in Croatia 

Chamber of geodetic engineers requires licensed 

surveyors to attend certain educational events (like 

conferences and seminars) , in order to maintain their 

licenses and collect credits 

Weaknesses 

NSDI still mostly in the courtyard of geodesy/surveying 

There is no NSDI Strategy yet 

Communication and coordination of institutions on 

broad scale insufficient regarding all aspects 

Lifelong learning is not yet well implemented and not 

harmonized with other supplemental forms of education 

Short time for discussion on the NSDI Law and 

improvements 

There is no institution for public sector employees’ 

education 

Opportunities 

Plenty of existing communication channels available 

(magazines, web pages, events, etc.) 

Joining the EU 

Internationalized professional education and mobility of 

students and teachers increased 

Threats 

2.4.3.5 Kosovo Cadastral Agency (KCA), Kosovo* 

One of the remarkable circumstances about KCA is that the number of employees is only 47 

(as reported in the response to the Questionnaire on capacity and education). This number 

includes all sectors, however there are some experts working for KCA, but getting paid from 

donor organizations (e.g. seven experts paid by German GIZ, some other experts financed 

by World Bank). 






42

Strengths 

There is a bachelor study programme in geodesy since 

2003 at the Faculty of Civil Engineering and 

Architecture, Pristina University 

At the Faculty of Civil Engineering and Architecture, 

Pristina University, there is an optional subject taught 

within the Geodesy Department named Geoinformation 

infrastructure in the 6 th semester with 2+2 hours per 

week, which was introduced after 2007 

Kosovo Cadastral Agency (KCA) provides to students 

free of charge official data up to 100 Euro of cost per 

student, for exercises and examinations in faculty 

SDI will be defined and established at the beginning of 

2013 

First SDI conference held in October 2012 in Pristina 

Opportunities 

Programmes for master studies are in the process of 

being prepared at the Geodesy department, Faculty of 

Civil Engineering and Architecture, Pristina University 

Kosovo* is in the process of accessing the EU and, 

therefore, can use appropriate EU funds 

Weaknesses 

Department of SDI is under organizational schema of 

Kosovo Cadastral Agency, but there is still lack of 

employees 

Geodesy department and geodetic high education in 

Kosovo* are very young, i.e. in their beginnings, started 

only in academic year 2003/04 

The Geodesy Department is very poorly equipped 

NSDI institutional framework still not established 

Threats 

2.4.3.6 Agency for the Real Estate Cadastre (AREC) of the F.Y. Republic of 

Macedonia 

FYR Macedonia has ambitions to transpose INSPIRE Directive into its legislation very soon, 

with December 2013 being the deadline for having the draft law worked out and ready for 

public discussion. Since the tender for Geoportal implementation is being completed, there is 

a big need for the capacity building within AREC, as well as within other NSDI stakeholders. 

Writing the metadata records, including the existing spatial services into GIS applications, 

searching for suitable data, preparing and maintaining interoperable spatial datasets for the 

INSPIRE Annex themes, exchanging spatial data and services with other stakeholders, 

enforcing license agreements or licensing policies, setting up discovery, view and download, 

as well as transformation services – this is the list of the most common, but not all activities 

related with NSDI. Questionnaire responses and university study programme of geodesy 

confirm this need. Also at the 1 st INSPIRE Forum in Zagreb on 27 September 2012 AREC 

presented a 3-year vision of SDI. The second item in the “What are we missing” slide was 

“Trained staff/education”. 

During the period 2008-2013, capacity building for the implementation of the Strategic Plan 

for AREC is being carried out, financed by Swedish Sida. The main focus of this capacity 

building project is on technical and human resources development resulting in confident 

rendering an effective service delivery to fellow citizens. The project is concerned mainly with 

the land administration aspect of AREC. 






43

The Project components are: 

1. E-cadastre 

2. Geodesy 

3. Digital maps 

4. Effective Business Processes 

5. Human Resources Development. 

Strengths 

Chamber of surveyors requires licensed surveyors to 

attend certain educational events (like conferences and 

seminars) in order to maintain their licenses and collect 

credits 

Active work on the new NSDI law that will transpose 

INSPIRE Directive 

Opportunities 

Weaknesses 

Threats 

2.4.3.7 Real Estate Directorate of the Republic of Montenegro 

In the academic year 2002/2003 two new sections were opened at the Faculty of Civil 

Engineering, University of Montenegro: Architecture with two specializations, Design and 

Urbanism, and Geodesy also with two specializations, State Survey and Cadastre, and 

Geodesy. The Architectural Section was transformed into a faculty during the academic year 

2006/2007. It is expected that the Geodetic Section will transform to Geodetic Faculty and, at 

the moment, it has the status of an independent study programme. 

Strengths 

Independent study programme exists at the Faculty of 

Civil Engineering, University of Montenegro 

Weaknesses 

NSDI Council not yet established 

No NSDI Strategy yet 

Opportunities 

Threats 

Low level of autonomy of the Real Estate Directorate 

within the Ministry of Finance 

2.4.3.8 Republic Geodetic Authority (RGA) of the Republic of Serbia 

RGA of Serbia presented an ambitious programme of activities at the Regional INSPIRE 

Forum in Zagreb on September 27 2012, which is consistently presented on their web page. 

Items “Capacity building of employees in geosector” and “Education programme adaption to 

achieve SDI requirements” are listed among the mid-term activities / institutional framework, 

and under “Challenges and Obstacles” there is an item “Human resource stability and 

development based on team work”. One can see that the issue of capacity building and 

education is recognized, but the approach is such that no strong momentum is given to 

creating a solution. 






44

Currently, knowledge transfer on topics of surveying is offered by several Universities and 

Universities of Applied Sciences. Figure 27 provides an overview of these academic 

institutions in Serbia and indicates the thematic focus of the specific academic study 

programme(s) provided by the particular institution. Study programmes are adapted to the 

three-cycle system (bachelor / master / PhD) to fulfil the requirements of the Bologna 

Agreement. Although spatial data infrastructure is mentioned in specific parts of other 

subjects, there is no specific subject for it. 

Figure 27: 

Universities in Serbia providing academic education in the specific 

topics of surveying (high intensity -; low intensity - ) 

Strengths 

The Law on State Survey and Cadastre as the legal 

basis for NSDI establishment 

There is an existing medium-term programme for NSDI, 

2011 – 2015, while SDI Strategy of Serbia for the period 

2013-2015 is under preparation 

NSDI Council exists (since 2010), as well as three 

working groups 

Geoportal since 2010, metadata profile, metadata 

editor, WMS services 

Geodata sharing policy 

Accession to EU 

Opportunities 

Weaknesses 

No strong emphasis on the issue of capacity building & 

education 

Threats 






45

2.5 General observations of the survey 

It is a specific situation in the Western Balkans region that cadastral agencies carry primary 

responsibility for SDI; however SDI has only begun to be of significant importance to these 

agencies, as they still bear responsibility for major activities like cadastre, surveying and 

mapping. Cadastral agencies’ answers in many cases refer more to land administration, 

which is their primary concern, than to SDI. 

The responsibility for SDI does not only lie with the cadastral agencies; other stakeholders 

have their responsibilities and interests, too. Their responses also sometimes point out that 

there is a need to build certain capacities in the field of SDI. The general impression is (even 

directly through comments in the questionnaires), that most stakeholders express the need 

to strengthen the staff’s competencies not just in their organizations, but also in the university 

programmes. 

Particular answers provided in the survey show that full understanding of SDI concepts and 

terminology is yet to be developed. Given that, in most cases, the questionnaires were filled 

in by those persons in the organizations that are considered to have the most knowledge 

about SDI, the rest of the employees may only be less informed. 

The good experiences of the regional trainings and national workshops that were performed 

in the course of the project so far encourages. The attendees’ motivation was high, which 

was evident through active participation in discussions and through expression of satisfaction 

in the evaluation forms. 

The questionnaire itself is rather demanding in terms of detailed information that is expected, 

especially in the first section “Human Capacities”. Information on how many people attended 

postgraduate studies or conferences, educational structure of the employees etc. require 

some investigation. On the other hand, the guidelines provided in the accompanied letter 

mentioned that if it makes it too lengthy or even impossible to complete the questionnaire, it 

is better to skip particular questions, or to give best guess answers. Several fields were, 

therefore, not filled, while information was received from many organizations that they were 

gathering precise data. 

The questionnaire was not all about hard figures, but also demanded the person completing 

the answers to provide his/her opinion on some matters. Such was the question about skills 

for SDI at some profession or at students that graduate, or the question on budgeting the 

capacity building. 

2.6 University teaching programmes in the region 

For the purpose of this study we have focused on the studies of geodesy / geomatics in the 

universities of the region and observed their curricula with special interest for the topics of 

teaching that are connected with NSDI. 

A general remark is that the studies of geodesy and geomatics are still focused primarily on 

the spatial data collection and data provision. The geographic information systems and 

spatial data management are regularly present in a small number of topics, while SDI is not 

visible, and may only be mentioned within those collegia. There is though one exception: at 

the Faculty of Geodesy, University of Zagreb, there is an optional course in the 6 th semester 

titled Geoinformation Infrastructure (GII). 






46

2.7 Reference case: SDI Capacity Building Project in Poland 

If we are looking for reference cases in the field of capacity building, the Polish project is a 

good one. Poland is one of the youngest EU members. 

The project “Educational support to the implementation of the INSPIRE Directive in local 

government administration in the context of improving the quality and efficiency of services in 

Poland” is a good reference case for the SDI capacity building in an EU member state that 

has the obligation to implement the INSPIRE Directive. 

The project was implemented by the Head Office of Geodesy and Cartography, Poland, and 

is co-financed by the European Union. 

The aim of the project was to support local government services and selected central 

government level employees in the implementation of the INSPIRE Directive, in particular in 

the construction of infrastructure for spatial information (SDI). 

The project involved conducting a series of training courses for civil servants and for selected 

services involved in the construction process, as well as administration of the SDI. Training 

was about to improve the quality of service and efficiency of the officials responsible for 

conducting and sharing of spatial information, and thus improve the implementation of the 

INSPIRE Directive and the functioning of SDI. 

2.7.1 Case Poland: Training 

Due to the varied needs of potential participants and their different roles in the 

implementation of the INSPIRE Directive, three types of training were prepared. 

Basic Training, attended by 4,000 participants, introduced local government employees 

engaged in cases specified in the INSPIRE Directive of the key issues concerning the 

Infrastructure for Spatial Information. 

Expert training has been prepared with the aim of creating a group of 150 experts who use 

the knowledge gained in the classroom to support the implementation of the INSPIRE 

Directive. Their tasks will include, among other, to propose procedures for cooperation 

between the government, in order to build SDI, and to provide professional support to those 

units. 

Postgraduate studies will form specialists in the use, administration and design for spatial 

information systems, as well as for management and e-government organization in the field 

of geoinformation. 

2.8 SWOT summary of the state of play of Capacities and Education in 

the region 

From the survey and from the local expert contribution strengths and weaknesses, as well as 

opportunities and threats for the capacity building and education are identified in the form of 

SWOT quadrants, Table 15. 

Project INSPIRATION engaged local experts that know the situation very well, in most cases 

these are professors that teach at universities. Some of them provided relevant contribution 

to the analysis of the responses to the questionnaire in their respective countries and of the 

SDI capacity building and education situation in these countries in general; these summaries 

are given in Annex D. 






47

Table 15: 

SWOT analysis for the region from the capacity building and education point of view 

Strengths 

Weaknesses 

Organized study trips to other countries (33 respondents say they do organize such trips, 19 

say they don’t); 

High educational profile: 

o 58% university degree or above, 19% MSc and 5% PhD; 

o good trends: in last two years 77% achieved university degree or above, 24% MSc and 

12% PhD 

o at the moment 322 persons attend the postgraduate studies 

Most responding organizations take part at conferences: in total, 431 persons were reported 

to have attended some of the geodata collection, management and analysis conferences, 

with total of 1036 person/days and 257 papers or presentations. 

Most organizations encourage/support/stimulate LLL / CPD 

o 70% encourage/support students studying certain disciplines 

o 43% review/influence the educational programmes at certain institutions 

For all respondents education is considered important, with average grade of 4,6 (from 1 to 5) 

More than half respondents recognize ECDL as a tool for development and/or evaluation of 

computer literacy among their employees 

o Many (about 50%) have also their own ways or recognize others to improve computer 

literacy 

Most of the organizations have experience with usage of desktop software for acquisition, 

processing, maintenance and preparation for publishing of spatial data that are part of NSDI 

Opportunities 

All of the countries of the region are in the process of accession to EU, observing benefits of 

INSPIRE implementation and ready to apply for appropriate funds to implement SDI projects 

Existing experience and achievements of the Regional Cooperation in Cadastre and SDI 

In most countries of the region there are already developed institutions of professional 

development and competences building for public servants within more or less specialized 

government organizations 

Narrow scope of geodesy/geomatics towards SDI 

Low level of skills/competences of graduated students for SDI – average grade 2,9 (1 to 5) 

Distant learning / e-learning not utilized (48 No, 2 Yes) 

Majority of organizations do not provide internship programmes aimed at acquiring skills by 

apprentices; out of those who answered they do provide it most descriptions proved the 

opposite 

Only chambers of chartered/authorized geodetic engineers of Croatia and FYR Macedonia 

enforce CPD through the concept of points that are collected by attending the recommended 

events. Other countries and other professions either don’t nurture that concept or do not 

recognize there is one (e.g. in some legislative frameworks chamber system has been 

established for technical professions). 

Of 329 licenses of desktop software for dealing with NSDI data, only 94 are under support 

Most of the university studies of geodesy and geomatics don’t include any SDI-oriented topics 

in their programmes; geoinformation and spatial databases are present in most programmes, 

but just in small proportion to other geodetic and geomatic topics, and may include 

mentioning and elaborating SDI in one or more lectures 

Practical culture of maintaining standardized spatial metadata is nonexistent 

Few SDI services available 

Threats 

Cadastral agencies are primarily concerned with cadastral survey, land administration (LA) 

reform and, in many cases, official cartography, too; they are also highly dependent on 

political hierarchy, which is interested in having the LA reform completed within its agenda, 

and that lowers priority of (capacity building for) SDI 




Education Study and Recommendations Report (Act. 2.1 

and Act. 2.2), March 2013 

48

3 Conclusions and recommendations 

It is of essential importance to bring up the regional recommendations on capacity building 

and education to consider the advantages of regional approach, especially as opposed to 

national level. First of all, capacity building needs for SDI can be standardized at regional 

level and then fewer resources can be spent for greater effect. 

The basic contour of the body of knowledge that these recommendations for capacity 

building and education refer to is in a way already determined in the project INSPIRATION 

by the topics taught at the regional trainings and national workshops. These are: 

- Introduction to SDI 

- Introduction to and overview of INSPIRE and its services architecture 

- OGC and INSPIRE services: protocols, technical guidelines, best practices 

- INSPIRE Metadata 

- Institutional and legislative framework for NSDI 

- Data harmonization 

- INSPIRE implementation in some EU Member States 

- Legal transposition of the INSPIRE Directive 

- Public Sector Information Directive 

- Licensing under INSPIRE: Licensing templates, Creative Commons licenses 

- Open Data Initiative: Licensing issues, Business model and benefits for providers 

- Enforcement and implementation of licensing regarding SDI 

- Best practices projects in beneficiary countries 

There are a number of general recommendations in the manner of best practice advice that 

will not be elaborated in more detail here. These are: 

- keep the topics and content of the capacity building relevant for SDI 

- take part in cross country activities in education - with active participation in ERASMUS 

and ERASMUS Mundus programmes 

- consider short/long term secondments of experts between participating countries 

- take advantage of existing regional cooperation initiatives and activities, such as ReSPA - 

Regional School of Public Administration with offices, modern training facilities and a 

campus in Danilovgrad, Montenegro, 

- promote and develop e-learning programmes according to the world trends in academic 

and life-long-learning teaching with the aim to improve the process and increase the 

efficiency and effectiveness in acquiring knowledge 

- utilize social networks’ features (videos on YouTube, groups on Linkedin, communities on 

Facebook, Google+, ...) for better penetration to the audiences in order to provide them 

the content and to channel potential students to consider recommended ways of building 

their capacities. 

Some of the recommendations herein are related to the central recommendation of the 

Regional SDI Legislation Framework Analysis and Regional SDI Establishment 

Recommendation Report (Act. 1.1 and 1.2). In that report the proposed Memorandum of 

Understanding (MoU) on Spatial Infrastructure in the Western Balkans acts as institutional 






49

framework for other recommended actions in the field of capacity building and knowledge 

transfer, namely the Recommendation 2.1 Network for Geographic Information in the 

Western Balkans, while the Permanent Regional Secretariat will act as operational body and 

is supposed to conduct and manage the related recommendations. 

The recommendations elaborated herein have cross-cutting effects with public awareness 

recommendations. For example, educating a relatively high number of professionals in SDI 

and Land Administration competences creates, without a doubt, the effect of a significant 

increase in public awareness within the geoinformation community. 

Figure 28: 

Bodies of the Memorandum of Understanding on Spatial Infrastructure in 

the Western Balkans 

Recommendation 2.1: Building a Network for Geographic Information in the Western 

Balkans 

Description 

Key task for this network is capacity building and knowledge transfer. The knowledge transfer in this 

context is primarily related to life-long-learning (LLL) and continuous professional development (CPD) 

and is foreseen primarily for the public administration employees. It should open also to the academic 

and business sectors as necessary. The Network should cooperate with academic institutions. 

‣ The network is supported in knowledge acquisition by regional thematic hubs, e.g. in three large 

cities of the region Zagreb, Belgrade, Tirana; each hub is specialized in a particular topic, e.g. 

INSPIRE data and services requirements, NSDI legal framework, land administration, 

environment, spatial planning. 

‣ The Network strives for cooperation with universities in the region, as well as with JRC. 

‣ The Network identifies institutions with mandate and practice in teaching necessary skills to 

public sector employees with regard to utilizing those institutions for NSDI knowledge transfer. 

‣ The Network facilitates exchange of knowledge with renowned experts for SDI and Land 

Administration, including implementers of SDI in EU countries and professors from universities 

throughout the EU. 






50

Addressed 

problem 

Target Group 

‣ The Network is related to the Memorandum of Understanding on Spatial Infrastructure in the 

Western Balkans and the Forum for Geographic Information in the Western Balkans which will 

have the mission of Public Awareness Raising as it promotes basic concepts of SDI to a wider 

range of professionals. 

This recommendation is targeting the need to build the public sector employees’ capacities in the fields 

of National Spatial Data Infrastructure and Land Administration, in the regional perspective. The need 

for these skills is suddenly appearing as the legislation addresses NSDI in the countries of the region. 

But this body of knowledge can be standardized and channelled at regional level, and particularly in a 

more cost-effective way than at country level. 

Countries of the region are at different stages of NSDI establishment, but what they all have in 

common is accession to EU and in that sense observing and implementing the INSPIRE Directive. 

Therefore, INSPIRE competences make an important topic of teaching. 

This recommendation is on the high level. It takes into account the regional perspective and 

contributes towards creating standardized set of skills that can be used region wide – and wider – on 

the plug-and-play basis. 

Countries of the region, main NSDI stakeholders, public sector employee education institutions where 

exist, universities. 

Expected Impact ‣ General increase of the NSDI and INSPIRE knowledge at societal level in the countries of the 

region. 

Risks resp. 

Problems 

Funding 

‣ This recommendation is on high level and practically does not produce risks / problems; the 

main risk is connected to the dependency on establishing the Memorandum of Understanding 

(MoU) on Spatial Infrastructure in the Western Balkans; without political and financial support for 

it the network for education is jeopardized. 

Define funding mechanisms as a combination of financial contributions of member states and financing 

from donors, like EU, World Bank and bilateral co-operation already in the MoU text. It is important that 

there is a self-sustaining funding model in the long run, beyond the initialization phase, when we 

should not rely on 3 rd party funds. 

Milestones ‣ Setting up the Secretariat 

‣ Creating a network of contacts between NSDI leading institutions in the countries of the region, 

universities and public servant education institutions where exist, including JRC 

‣ Adopting a decision to develop a master plan and a draft Implementation Programme for a 

regional “Network for Geographic Information” in the conclusions of the next regional cadastral 

conference in 2013 

Success criteria ‣ Flow of knowledge in the fields of NSDI/INSPIRE and Land Administration from EU and between 

the countries in the region significantly increased 

‣ Level of competences for NSDI and INSPIRE implementation raised at regional level to enable 

effective NSDI operation 

Recommendation 2.2: Development of curricula for profiles of SDI experts or users 

Description 

Develop a number of curricula for profiles of SDI experts or users. 

‣ The curricula are developed around the concept of LLL / CPD. It will eventually influence also 

the university curricula. The realistic number for the initial period is three curricula. The proposed 

three profiles are: 

a. NSDI Data Management Expert curriculum for geomatic / land administration professionals, 

with specialization in spatial data management, quality and standards enforcement, 

including harmonization of INSPIRE data themes, keeping and manipulating data, setting up 

basic spatial services, managing metadata, etc. 

b. NSDI Disaster Management User Expert for professionals in management of disaster 

response and emergency services, industrial accident crisis management and environmental 

accident management; the specialization is in searching and accessing the existing spatial 

data and services, setting up command and control mapping, performing needed analysis, 

creating status reports etc. 






51

Addressed 

problem 

Target Group 

c. NSDI Geoinformation User Expert for general population of professional GI users, including 

searching for spatial resources, differentiating the available data and assessing suitability of 

found resources, mash up mapping, creating metadata, etc. 

‣ Through this effort a concept of certification for these profiles should also be developed. 

d. Thus the attendees get a proof of competence they developed 

e. NSDI Expert Certificate can be used as a tool for differentiation and appreciation on the job 

market 

f. The aim and stimulus for further professional development 

The employees of the public sector organizations have a need to align their work with the requirements 

of the NSDI/INSPIRE. 

Public sector employees in the fields of National Spatial Data Infrastructure and Land Administration. 

Expected Impact ‣ Creating a number of education programmes for life-long-learning and continuous professional 

development of the public sector employees. 

Risks resp. 

Problems 

Funding 

‣ Certification is complex and demanding 


from donors, like EU, World Bank and bilateral co-operation already in the MoU text. Consider a selfsustaining 

funding model in the long run. 

Milestones ‣ Curricula completed and submitted to the Permanent Regional Secretariat and Regional Board 

for verification 

‣ Regional Working Group on Education and Communication approves the programmes 

Success criteria ‣ Experts completing their curriculum 

‣ Certificates being issued 

Recommendation 2.3: Develop the concept and tasks for learn-on-project work of the 

students 

Description 

Addressed 

problem 

Target Group 

Expected Impact 

Risks resp. 

Problems 

Develop the concept (and a number of tasks) for learn-on-project work of the students; (by students 

the employees of public administration are meant) 

The modern trends in capacity building insist on project-organized education or “action learning” where 

students solve a real-world project task with some lecture courses that support the work, following the 

project plan and implementation. 

‣ The tasks have 

defined data sources, 

ICT resources, 

target result (map, service, application), 

deadline 

set of theoretic lectures that the team chooses from the topic menu to support the task. 

‣ Students are grouped in task teams. 

‣ Each task team has one senior expert as mentor. 

The competence of the attendees / students should be built on the real world problem solving 

principles instead of classical lecture-based approach. Students should be able to solve problems they 

face (or will face) in their everyday work. 

Employees of public administration 

‣ The competence based on experience of solving problems 

‣ Team work improved 

‣ Interest raised for knowledge acquisition (“learning” approach instead of “teaching” approach) 

‣ Finding the appropriate mentors could be an issue 






52

Funding 

Milestones 

Success criteria 




The trainings can partially be funded by the student’s employee in the way that the learning project 

work is done within the working hours of the organization, on its infrastructure. 

‣ Adoption of the project tasks 

‣ Completing the tasks by student teams 

‣ Number of students having completed a learning project 

Recommendation 2.4: Develop atomic simple skills based on the Train-the-Trainers 

concept 

Description 

Addressed 

problem 

Target Group 

Expected Impact 

Risks resp. 

Problems 

Funding 

Milestones 

Success criteria 

In addition to the previous one, this recommendation is focused on the development of skills of a larger 

number of professionals dealing with geoinformation and SDI in their everyday work, whether they are 

geomatic experts (geodesists, surveyors, photogrammetrists, geoinformation officers or alike) or they 

apply geoinformation in their specific jobs/professions (conservation biologists, spatial planners, 

environmentalists, transportation and logistics dispatchers, construction compliance inspectors, 

foresters, statisticians, local government officers, landscape architects, cultural heritage restorers, 

development investment managers, mineral exploration geologists, etc.). 

‣ The atomic skills in the domain of SDI are for example: 

Find the suitable data for a task using metadata catalogue portals. 

Include an existing OGC or INSPIRE map service into a map using certain GIS desktop 

tools 

Create a map out of data available through spatial services and local data 

Set up a map service to share spatial information among colleagues, a target group of 

professionals or general public 

Create a metadata record compliant with INSPIRE rules and guidelines 

etc. 

‣ Trainers acquire knowledge and then teach their peers/colleagues in one of the above listed 

atomic skills by: 

spreading the concept, 

teaching the skills needed, and 

sharing the experience. 

‣ Each of these simple courses shall have a mini-project that the class has to complete. 

Since the atomic skills can be technology specific, the Permanent Regional Secretariat or MoU 

member countries respectively can tender the implementation of a number of train-the-trainer courses. 

There is a need to develop some basic competences within the geoinformation community in a 

relatively short timeframe. Limiting the scope of each unit and applying the train-the-trainers concept 

aims at achieving goals in a rather short time. 


‣ Assured knowledge of basic concepts and skills in a short timeframe 

‣ Basic concepts and units of knowledge spread to a large number of NSDI users 

‣ 




The training can partially be funded by the student’s employee in the way that the mini project work is 

done within the working hours of the organization, on its infrastructure. 

‣ First generation of trainers trained 

‣ Designated mini-projects completed 

‣ Both trainers and their colleague-students use acquired knowledge in their subsequent work 






53

Recommendation 2.5: Make data freely accessible and available for education 

purposes 

Description 

Addressed 

problem 

Target Group 

A specified set of spatial datasets are made available for free for education purposes. The minimum 

list of these datasets and the period of updating is multilaterally agreed among the countries of the 

region, together with terms of use and conditions of eligibility. Also the minimum area of extent should 

be defined per country. NSDI stakeholders are free to add datasets beyond the minimum list. 

Data made available not necessarily have to be compliant with common specification, but the providers 

are encouraged to share the data harmonized with INSPIRE annex theme specifications. 

For the needs of the capacity building of the public sector institutions, as well as for the needs of 

university students, even for secondary schools, the actual concrete spatial data are a necessity. At 

least the proposed Network for Geographic Information in the Western Balkans will be in demand of, if 

at all possible, the cross border data. 

Employees of public administration, university students, students at secondary schools. 

Expected Impact ‣ Promote the culture of data sharing 

‣ Facilitate learning on the real world data 

‣ Increased public awareness level for SDI 

‣ Good reputation of the organizations providing educational spatial datasets 

Risks resp. 

Problems 

Funding 

‣ Mutual agreement among the countries on the definition of data is not easy to reach 

‣ Educational needs for data not taken seriously 

‣ Misuse for non-educational purposes 

This recommendation does not cost substantial money; it is more depending on the political will. There 

is no need for new data acquisition, only existing data are used. The costs of burning data to produce a 

standard DVD or adding technical capabilities to an existing web geoinformation suite can be covered 

by the participating countries. 

Milestones ‣ Definition of minimum list of datasets agreed on the regional level 

‣ Technical means ensured for students to be able to download or take over data 

Success criteria ‣ Datasets, following this recommendation, in use by capacity building and university students 

‣ Education projects completed using the data in subject. 

Recommendation 2.6: Develop a proposal for an initial set of webinars that cover 

specific SDI topics 

Description 

Although the traditional classroom teaching will not be replaced by virtual means, the paradigm of 

distant learning and the Web enabled delivery of courses, seminars and training to a larger number of 

interested candidates. Recently a widely spread concept is that of webinars, or seminars delivered 

over the Web, where the content of the lecturer’s display is transmitted to the audience along with the 

voice in real time and the audience can ask questions either over voice transmission or a chat 

dialogue, followed by the teacher’s answers. The webinars are usually recorded and made accessible 

on the web for later watching over the period of the content relevance. 

The specification should enable tendering out the implementation of webinars for specific topics. 

‣ Develop specification for webinars (online seminars) 

‣ Realize a number of pilot webinars on certain SDI topics 

in cases where the lecturer is not from the countries of the region, the language is English 

in cases where the relevance overgrows the language areas the language is also English 

in cases where intention is to make the content more easily understandable to more local 

professionals, domestic language is used 

‣ Webinars should be recorded and accessible at certain location on the web after the events 

For content that is technology specific, the Permanent Regional Secretariat or MoU member countries 

respectively can tender out the implementation of a number of webinars. 






54

Addressed 

problem 

Target Group 

On-site knowledge acquisition is in many regards not easy for the target audience for some of the 

following reasons: 

- high cost of bringing relevant teachers to each country, city 

- lack of time to attend the classroom lectures and learn-on-the-project exercises 

Online teaching has also the advantage of fast response to the newly emerged technologies and 

regulations. 


Spatial data collectors and geodata base managers 

All other users of SDIs 

Expected Impact ‣ Higher availability of teaching content 

‣ Increase in the level of knowledge and skills for NSDI tasks 

Risks resp. 

Problems 

Funding 

‣ There is a need to establish a number of relay sites where the lecturers come and present the 

teaching content; such sites have to be equipped with appropriate hardware, software and 

internet access resources, and the challenge is for the Permanent Regional Secretariat and the 

involved countries to ensure those 

‣ Quality of recorded material not high enough to be widely accepted 

For the region-level relevance webinars Define funding mechanisms as a combination of financial 

contributions of member states and financing from donors, like EU, World Bank and bilateral cooperation 

already in the MoU text. Consider a self-sustaining funding model in the long run. 

For the country-level relevance the participating countries have to provide funding. 

Milestones ‣ Development of specification for NSDI / INSPIRE webinars and its approval 

‣ Realization of pilot webinars: one at regional level and seven more at country level 

Success criteria ‣ Number of online attendees 

‣ Number of recorded webinar downloads 

Recommendation 2.7: Extend the work and mandate of the NSDI working groups for 

capacity building 

Description 

Addressed 

problem 

Target Group 

Typically the countries building their NSDIs establish working groups to facilitate implementation. One 

such group always includes capacity building and education issues. The work and mandate of the 

NSDI working groups for capacity building in the countries of the region should be permanent and 

include: 

‣ Responsibility for country re-assessment of capacity needs on annual or bi-annual basis, 

‣ Monitoring capacity building activities by performing survey on indicators of success, 

‣ Recommending measures to address gaps between needs and available resources. 

In addition to that there may be a special thread in the Forum for Geographic Information in the 

Western Balkans which will coordinate these efforts on the regional level. 

‣ Communication with the Permanent Regional Secretariat and the regional working groups 

‣ Ongoing support to capacity building after the course of INSPIRATION Project, monitoring, realigning 

and bridging gaps. 

Countries of the region. 

Expected Impact ‣ Responsibility for the continuous support, monitoring and advancements in capacity building and 

education taken over by the countries themselves 

Risks resp. 

Problems 

Funding 

‣ The working groups in the respective countries may not have the appropriate mandate to 

perform these tasks 

Responsibility for the working groups is on the country level, so is the funding for their work, even the 

extended mandate. For the regional coordination of activities the mechanisms of funding the regional 

Network could apply. 

Milestones ‣ Formal extension of duration and mandate of the national working groups for capacity building 

and education. 

Success criteria ‣ Engagement of NSDI working groups for capacity building and education 






55

Recommendations 2.2, 2.3, 2.4 and 2.6 assume certain teaching / training courses and the 

question arises who will be responsible for conducting those courses. A viable solution might 

be, on the regional level, to transform the recommendation into a programme with a set of 

projects and for each project to form (tender out) a consortium of organizations/companies 

that would take care of organization, logistics, resources, teachers, programmes, as well as 

cooperation with universities, JRC and Secretariat of the Memorandum of Understanding on 

Spatial Infrastructure in the Western Balkans. The Permanent Regional Secretariat should 

set the terms of reference, with rules of eligibility for teaching. 






56

4 References 

[1] Betriebsmodell der GDI Sachsen, version 1.0 of June 30, 2011, Saxon State Ministry 

of the Interior with the participation of the State Enterprise Geodatabase Information 

and Surveying Saxony and Dresden University of Technology 

(http://www.gdi.sachsen.de/inhalt/download/doku/Betriebsmodell_V_1_0.pdf) 

[2] Ian Williamson, Stig Enemark, Jude Wallace, Abbas Rajabifard: Land Administration 

for Sustainable Development, Esri Press Academic, 2010 

[3] Educational support to the implementation of the INSPIRE Directive in local 

government administration in the context of improving the quality and efficiency of 

services, Poland 2010-2012 (http://www.szkoleniainspire.gridw.pl/o-projekcie) 

[4] http://www.dgu.hr 

[5] Linkedin page of the Swedesurvey capacity building project in FYR Macedonia 

(http://www.linkedin.com/company/swedesurvey---project-inmacedonia?trk=company_logo) 

[6] Strengthening of the capacities for implementation of the AREC strategic plan 2009- 

2012 

(http://www.katastar.gov.mk/en/Page.aspx?Id=379&m=1517) 

[7] Besnik Çomo: Presentation of the Central Office of Immovable Property Registration, 

Albania at the 1 st INSPIRE Regional Forum in Zagreb, September 27, 2012 

http://nipp.kartografija.hr/tl_files/Savjetovanje_2012/Prezentacije/Como_Albania.pdf 

[8] Nedţad Pašalić: Presentation of the Federal Administration for Geodetic and Real 

Property Affairs, Bosnia and Herzegovina at the 1 st INSPIRE Regional Forum in 

Zagreb, September 27, 2012 

http://nipp.kartografija.hr/tl_files/Savjetovanje_2012/Prezentacije/Pasalic_FBiH.pdf 

[9] http://www.geof.unizg.hr/ 

[10] http://www.grf.bg.ac.rs/ 

[11] http://geodezija.gf.ukim.edu.mk/ 

[12] http://agf.unibl.org/85/agfbl/Geodetski 

[13] http://www.upt.al, http://www.fin.edu.al/ 

[14] http://www.gf.ucg.ac.me/ 

[15] http://www.gf.unsa.ba/ 






57

Annex A – Stakeholder List Form 

Dear partners and colleagues of the INSPIRATION project! 

In line with the workplan agreed upon together with you in the inception workshop, we have already 

initiated work on the methodology of the assessment and analysis related subactivities of all there 

project activities. 

With this document we want to lay the foundations for 

‣ Activity 2.1 (related to the Regional SDI & Land Administration (LA) Capacity and Education 

Study) and 

‣ Activity 3.1. (related to the Regional Public Awareness Study) 

We have named this document a “project stakeholder information form”, with the aim to create a 

list of organizations to which we will send the main questionnaire for the studies and carry out 

structured interviews respectively. 

With this exercise we would like to find out: 

- who is the target audience group for the capacity and education study questionnaire 

- who are the stakeholders (2 nd and 3 rd line according to INSPIRATION Project approach) 

- which universities exist in each country, and also which of them teach geoinformation 

management and SDI 

- what private sector subjects should be included in the study 

- what related or similar recent studies already exist in your country or in the region that can at 

least be taken into account 

- and further relevant issues 

The “project stakeholder information form” is addressed to the narrow circle of beneficiary 

organizations – primary stakeholders (national cadastre and mapping agencies) and the National 

Coordinators of the respective beneficiary working groups. Please, fill in your answers below 

(electronically) and send the form back via e-mail if possible by 5 th of June, 2012 (i.e. before the start 

of next week´s training). 

Please do the completion of the form to your best knowledge; you don’t have to spend much time in 

research of the complete information. (e.g. in case you don’t know some of the contact information 

or some other detail, we’ll find out - it is more important that we have the stakeholders list on time). 

In preparation of our next week´s meeting we would also like to make up your mind on the following 

issue: 

For the purpose of the “Regional SDI & Land Administration (LA) Capacity and Education Study” we 

would like to have your opinion on the typical roles in SDI that you consider important in your 





and Act. 2.2), January 2013 

58

country. A clear understanding of roles is necessary for the project´s further work towards 

recommendation related to capacity building and education. 

Please, list the roles that are already present and/or the ones you may foresee for the future in your 

LAS and SDI. You may also comment on each of them. 

Here are some typical roles you might want to consider: 

‣ spatial data editor, 

‣ spatial data administrator, 

‣ person responsible for providing spatial data, 

‣ SDI (GIS) manager, 

‣ technical developer, 

‣ person responsible for data transformation, 

‣ service administrator, 

‣ metadata administrator, 

‣ geoportal administrator 

‣ etc. 

Please, create the analog list of roles for the Land Administration System (LAS). 

We plan to discuss the overall methodology for the assessment and analysis related subactivities of 

all there project activities at the regional INSPIRE Training and/or the Regional Cadastral Conference 

in Banja Luka next week and are looking forward to meeting some of you soon. 

Yours, 

Ivica Skender, 

Key Expert 2 






59

1. List the universities in your country with name, location (city), number of students if you know, 

and mark those that teach skills related to geoinformation management, cadastral information 

management, surveying, mapping, photogrammetry, GIS, or related discipline. 

In cases where more departments / faculties of the same university teach SDI/LA related skills 

you can enter multiple lines. 

University Name; 

contact person; 

contact e-mail 

City 

No. of 

students 

(optional) 

Department / Faculty that 

teaches skills related to SDI 

and/or Land Administration 

Teaches GI mngt., cadastral info 

mngt., surveying, mapping, 

photogrammetry, GIS, or related 

discipline 

 

 

 

 

 

 

 

 

geoinformation management 

cadastral information 

management 

surveying 

mapping 

photogrammetry 

GIS 

software tools 

related discipline (specify) 

__________________________ 

 

 

 

 

 

 

 

 



management 

surveying 

mapping 


GIS 



__________________________ 

 

 



management 






60

surveying 

mapping 


GIS 



__________________________ 

 

 

 

 

 

 

 

 



management 

surveying 

mapping 


GIS 



__________________________ 

 

 

 

 

 

 

 

 



management 

surveying 

mapping 


GIS 



__________________________ 

 

 








61

management 

 

 

 

 

 

 

surveying 

mapping 


GIS 



__________________________ 

 

 

 

 

 

 

 

 



management 

surveying 

mapping 


GIS 



__________________________ 

 

 

 

 

 

 

 

 



management 

surveying 

mapping 


GIS 



__________________________ 






62

2. List of stakeholders 

Please, list the institutions that should be considered as tertiary beneficiaries according to ToR 

of the project INSPIRATION: 

Tertiary beneficiaries: NSDI stakeholders, e.g. other governmental institutions, especially 

Ministries of Agriculture (LPIS), statistical offices, local authorities, geological and hydrograhical 

surveys, private surveying, GIS and geomatics commercial sector, research organisations. 

If needed, explain how, in your opinion, the organization is relevant for the study. 

Organization name 

Contact 

person 

Contact 

phone 

Contact e-mail 

Describe how the company is relevant for 

the study 

3. List the relevant private sector stakeholders in your country 

a. mapping, survey, geoinfo, etc. companies 

b. telecom operators, IT, Internet providers, small and medium size software companies 

c. most significant other niche companies – environment, geology, traffic, agriculture, 

construction, spatial planning, etc. 






63

d. major market research agencies, 2-3 per country (and marketing surveys already done, 

to your knowledge) 

e. media (activity 3): main television and radio stations, newspapers (daily and weekly 

editions; specialized magazines, primarily geoinformation, geomatics and SDI magazines, 

etc.), internet portals, etc. 

Company name 

Contact 

e-mail 

Core business 

Describe how the company is relevant for the study 

4. What recent studies related to capacity and education for SDI and Land Administration, or to 

public awareness, already exist in your country or in the region that can at least be taken into 

account? 






64






65

Annex B – Questionnaire, Capacity and Education for SDI and LA 

inspiration • c/o GDi GISDATA 

Bastijanova 52 A • Zagreb, Croatia 

To: 

Beneficiaries of the Project INSPIRATION - Spatial 

Data Infrastructure in the Western Balkans 

Activity 2.1 Regional Study on Capacity and Education - Questionnaire 

Dear colleagues and partners! 

INSPIRATION 

Spatial Data Infrastructure 


c/o GDi GISDATA 

Bastijanova 52 A 

Zagreb, Croatia 

phone +385 1 3696-146 

e-mail info@inspiration.eu 

www.inspiration-westernbalkans.eu 

11.07.12 

In front of you is the questionnaire that we designed for the needs of the Regional SDI & 

Land Administration (LA) Capacity and Education Study. Please, assist us by providing your 

answers to get the best possible picture of the state of capacities and needs for education in 

your organization and your country. 

You may think it’s not easy to answer to all the questions. For the questions in the areas out 

of your responsibility or out of your knowledge, I would kindly ask you to try to get assistance 

of your colleagues, but if it is not doable in a simple and timely manner, you may leave the 

question unanswered. For the rest of the questions, please provide answers to the best of 

your knowledge, or provide your opinion where it is requested. The mandatory questions are 

marked with “*”. 

Should you need any assistance, we can provide it by our local experts; please, request it as 

early as possible. 

We are considering privacy of your answers highest priority and will handle the provided 

information with proper care. Hereby we are committing ourselves to not share or 

publish any of the individual questionnaires, in part or as a whole, but rather in an 

aggregated way (by country and by the whole region) only. We also take your competitive 

position very seriously and will take every possible measure to prevent unfair usage or 

leaking of information. We may however quote some of the comments in the published 

study to illustrate the responses, yet without any reference to the originator of the quoted 

text; at the same time we also make sure not to take parts of statements out of context. You 

are free to avoid answering to any question which you feel uncomfortable with. 

I would appreciate if you fill your answer in the forms (tables) below and send them back to 

me electronically. Please, provide your answers latest by August 1, 2012, so we can process 

them and provide preliminary results of the study by the 1st Regional INSPIRE Forum in 

Zagreb, September 27, 2012. 






66

Thank you for your effort! 

Ivica Skender 

Key Expert 2, Project INSPIRATION - Spatial Data Infrastructure in the Western Balkans 

Human Capacities 

Organization name*: 

Country*: 

Name of the person filling the 

answers: 

Please, briefly describe how you 

see your organization’s role in the 

national spatial data infrastructure. 

Number of 

employees 1 

dealing with 

Total number* 

Land 

administration 

Spatial data 

infrastructure 

Other technical 

affairs 

Administrative 

affairs 

Educational structure of employees 2 : 

Below university 

degree 

BSc/MA MSc MBA PhD 

Number of employees 3 that in the last 2 years achieved: 

Below university 

degree 

BSc/MA MSc MBA PhD 

1 Universities/faculties, please fill in the number of teaching personnel. 








67

Number of employees 4 attending postgraduate studies (MSc, MBA or PhD degree) at the 

moment: 


Spatial data 

infrastructure 

Other technical 

disciplines 

Administrative 

disciplines 

Total number* 

Number of employees 5 that attended: 

Training course for Database – administration, programming, using, 

modelling 

Training course for GIS tools (spatial data display, spatial analysis, 

editing, modelling, advanced analysis and visualization, spatial data 

management) 

Conference (within last 24 months) on spatial information management; 

spatial data infrastructure; mapping; GIS; location based services (LBS); 

LiDAR scanning and processing; digital photogrammetry; remote 

sensing; operating mobile mapping units/vehicles; 3D modelling and 

visualization; sensor data warehousing, processing and utilization (time 

series); mobile GIS. 

(employees) 

(total 

employeeconference 

days) 

How many papers/presentations your employees have presented at the 

conferences (see previous question) in the last 24 months? 


Development (CPD) and/or Life Long Learning (LLL)? 

Yes|No 








68

Is there a permanent education institution for public sector employees in 

your country used to teach skills needed for performing everyday tasks of 

public servants (through internal basic training programme in areas such as 

law, economics, foreign languages and information technology) – either one 

government institution (like e.g. the Academy of Public Administration in 

Austria), or permanent training centres e.g. at ministries? 

Yes|No 

If Yes, please name it (or list, if more than one). 

Does your organization provide internship programmes aimed at acquiring 

skills by apprentices? 

Yes|No 

If Yes, please describe shortly the internship model. 

Does your organization undertake study trips to visit reference sites or 

exchange experiences with peer organizations inland or abroad? 

Yes|No 

If yes, please list study trips that you know of in the 

last two years (with number of people in each of 

the trips). 

Does your country organize exchange of experience workshops where 

experts from other countries present their projects or infrastructures in the 

fields of Spatial Data Infrastructure or Land Administration? 

Yes|No 

If yes, please list the workshops. Also please provide any additional comments. 

Do professional associations or legally mandated organizations require / 

issue / credits (points) for attending professional events - conferences, 

trainings, etc. in the fields of Spatial Data Infrastructure or Land 

Administration to maintain certification / status / membership? 

Yes|No 

What associations or legally mandated 

organizations in your country require attendance at 

professional development events? Please, list. 

Please, list the conferences and other events in the 

last 12 months for which one could earn credits 

(points). 






69

Does your organization provide online seminars or teleconference distant 

training? 

Yes|No 

Please, tick box (with “X”) at each role that is present at your organization. Add your own 

roles related to SDI if appropriate. 

Responsible 

person 

Editor Supplier Keeper 

Manager 

Data 

administrator 

Operator 

Technical 

developer 

Person responsible 

for data 

transformation 

Service 

administrator 

Metadata 

administrator 

Geoportal 

administrator 

Education 

Do you consider education important for your organization*? 

Yes|No 


(from 1 to 5, where 1 = Not Important, 2 = Low Importance, 3 = Moderate 

Importance, 4 = Very Important, and 5 = Crucially Important) * 

Does your organization encourage/support students studying certain 

disciplines? 

Does your organization offer scholarship for certain education 

programmes? 

Does your organization review/influence the educational programmes at 

certain institutions? 

Does your organization encourage/stimulate its employees 6 to attend 

certain educational programmes? 

Does your organization recognize the ECDL (European Computer Driving 

Licence) programmes and certification? 

Yes|No 

Yes|No 

Yes|No 

Yes|No 

Yes|No 







70

Is there any other programme that your organization (or government, or an 

association in your country) implements with aim to promote and elevate 

computer literacy? 

Yes|No 

If yes, please 

describe! 

How would you spend 100 units of money / budget for the purpose of building capacity for 

SDI? 

Please fill in the values so the fields sum up to 100*. 

a) Education of employees for new tools and methods 0 

b) Education of employees for basic IT skills and concepts 0 

c) Support for University programmes 0 

d) Online learning 0 

e) Distant lectures 0 

f) Building SDI institutions/bodies 0 

g) Hardware 0 

h) Software 0 

i) Building a specialized national SDI education centre 0 

j) Building a specialized regional SDI education centre 0 

Total 0 

How would you estimate the knowledge and skills of certain professional expert groups 

(typically BSc/MA level and higher) in your organization necessary for spatial data 


(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 = Excellent) 

geomatics experts (i.e. engineers of geodesy, surveying, geomatics, 

geoinformation, photogrammetry, remote sensing) 

ITC experts 









71

How would you assess the skills and knowledge level of the students that 

graduate at universities in your country with regard to needs for NSDI setup 

and operation?* 

(from 1 to 5 where 1 = Insufficient and 5 = Excellent) 

What knowledge and skills would you recommend to enhance or introduce in university 

curricula to better support NSDI? Please, comment. 

Technical Capacities 

How would you estimate the technical capacity in your organization used for spatial data 


(express your estimation with a number from 1 to 5 where 1 = Insufficient and 5 = Excellent) 

hardware equipment 

software – quality 

software – quantity (number of available licenses) 

networking capacity 

Maintenance level of the hardware and networking components dedicated to SDI tasks (tic 

one box) 

Nonexistent Working hours 24x7 High availability 

How many services does your organization provide within the (N)SDI 

Please, list the SDI services your organization provides: 







72

Is your ICT 

infrastructure for SDI: 

Completely owned 

by your organization 

Partially outsourced 

(collocated servers, 

hosted services, 

cloud services) 

Completely 

outsourced 

(collocated servers, 

hosted services, 

cloud services) 

Hardware 

Software 

Storage 

Communications / 

Networking 


Does your organization use desktop software to acquire, process, maintain 

and prepare for publishing spatial data that are part of the NSDI? 

Yes|No 

Please, list desktop software products that your organization owns and uses for the purposes 

referred to in the previous question (GIS, CAD, Remote Sensing, Digital Photogrammetry, 

LiDAR Processing, etc.) 

How many licenses 7 (concurrent users) of the listed desktop software 

products your organization owns? 

How many licenses (concurrent users) of the listed desktop software 

products are on regular technical support and maintenance? (approx. 

answer is acceptable) 

What percentage of the spatial data that are part of the NSDI are kept and 

maintained in file-based (non DBMS) structures (e.g. dwg or shp)? 

How many server software licenses does your organization own and use for 

publishing spatial data and services that are part of the NSDI? 

How many of the server software licenses 8 for publishing spatial data and 

services at your organization are on regular technical support and 

maintenance? 

7 Universities/faculties, please include the education licenses. 

8 Universities/faculties, please include the education licenses. 






73


What is the throughput of the network connection your organization uses to 

access internet? 

What is the average number of persons that access internet daily? 

Does your organization have a separate line for services on the internet that 

it provides? (Hosted services count) 

Yes|No 

What is the throughput of that separate output line? 

What services does your organization provide from its servers to the internet? Please, list. 

(Hosted services count) 

Does your organization have its own server room? 

Yes|No 

How many employees support the server room? 

Does your organization have its own technical support department? 

Yes|No 

What is the level of service the server room provides? 

Working hours Two daily shifts 24x7 High availability 






74

Annex C – Teaching programmes, Study of Geodesy in the region 

Albania 

POLYTECHNIC UNIVERSITY OF TIRANA/ CIVIL ENGINEERING FACULTY; DEPARTMENT OF GEODESY 

TEACHING CURRUCULUM FOR FIRST LEVEL (3-Years) / GEODESY : Diploma DNP(Bechalor) 

Nr 

Teaching Subjects 

Credits 

(CRTS) 

Year I, First Semester, (Teaching weeks : 14) 

1 Algebra & Analytical Geometry 4.5 

2. Mathematical Analyze 1 4.5 

3. General Physics 6.0 

4. *General Geodesy 

5 Informatics 3.0 

6 Descriptive Geometry & Technical Drawing 6.0 

7. Foreign Language & Economics 3.0 

8. Foreign Language 3.0 

Total first semester: 30.0 

Second Semester, (Teaching weeks : 14) 

9. Probability, Spheris Trigonometry , Differential Geometry 6.0 

10. Mathematical Analyze 2 4.5 

4. *General Geodesy + FW (Field Work) 13.5 

11. Applied Mathematics (Programming in geodetic models and graphics) 6.0 

Total of second Semester: 30.0 

Total of the first year : 60 






75

Year II, Third semester, (Teaching weeks : 14) 

12. *Topography and State Geodetic Networks 

13. Theory of Errors and valuation of measurements in geodesy 7.5 

14. Astronomy & FW 7.5 

15. Mathematical Geodesy 7.5 

16. General Cartography 7.5 

Total III: 30.0 

Fourth Semester, (Teaching weeks : 14) 

12. *Topography and State Geodetic Networks + FW ( field Works) 11.5 

17. High accurate Leveling + FW 9.0 

18. Cadastral Systems 6.0 

19. Hydrotechnics works and urban engineering networks 4.5 

Total IV: 30.0 

Total of the second Year: 60.0 

Year III Fifth Semester, (Teaching weeks : 14) 

20. Geomatics 7.5 

21. Photogrammetry + FW ( Field Works) 7.5 

22. *Engineering Geodesy I 

23. Evaluation of Immovable Property and Elements of Building Construction. 5.0 

24. Topo-geodetic Design and Works of Roads and Railways +FW 7.5 

Total V: 27.5 

Sixth Semester, (teaching weeks: 14) 

22. *Engineering Geodesy II + FW ( Field Works) 8.5 

25. Satellite Geodesy(GPS) + FW (Field Works) 9.0 

26. Geographic Information Systems (GIS) 6.0 

27. Imazhet Satelitore 5.0 

28. Diploma (Final Examination) 4.0 






76

Total VI 32.5 

Total of the third year 60 

CRTS TOTAL FOR THREE YEARS 180 






77

Nr Teaching Subjects CRST 

Year I Semester I, (teaching weeks: 14) 

1 Statistics 5.0 

2 Numerical Analyze 5.0 

3 Coordinative References and Systems in Geodesy 5.0 

4 Geodetic Astronomy 7.5 

5 Adjustment Computations in Geodesy 7.5 

Total I: 30.0 

Year I Semester II, (teaching weeks: 14) 

5 Physical Geodesy 5.0 

6 Modeling and Designing of GIS and Geo-information Systems 5.0 

7 Knowledge on Satellite Communication Technology 5.0 

8 Digital Photogrammetry and Applications ( Orthophoto) 7.5 

9 Advanced Satellite Geodesy and Application. 7.5 

Total II: 30.0 

Year II Semester III, (teaching weeks: 14) 

10 Digital Cartography and Applications 6.0 

11 Hydrography and Sea Geodesy 5.5 

12 Engineering Geodesy in Special Works. 7.5 

13 

Legislation on European & Albanian geo-information and NSDI : INSPIRE 5.0 

14 Knowledge on construction Design and Projects 6.0 


Year II 

Simester IV, Teaching Weeks:14) 

15 Professional Field work 9.0 

16 PREPARING and PRESENTATION OF DIPLOMA THESIS 21.0 






78

Total IV: 30.0 

CRTS TOTAL FOR TWO YEARS 120.0 






79

TEACHING CURRUCULA FOR SECOND LEVEL (2-Years)/GEODESY 

Diplomma DND (Master of Professional ) (1.5 year or three semesters). 

Nr Teaching Subjects CRST 

Year I 

Semester I ( 14 teaching weeks) 

1 Digital Cartography and Applications 6.0 

2 Hydrography and Sea Geodesy 5.5 

3 Engineering Geodesy in Special Works. 7.5 

4 

5 

Legislation on European & Albanian geoinformation 

and NSDI : INSPIRE 

Knowledge on construction Design and 

Projects 

5.0 

6 

CRST Total , first semester: 30.0 

Year I 

7 

8 

9 

10 

11 

Semester II (14 teaching weeks) 

Modeling and designing of GIS and geoinformation 

systems. 

Digital Photogrammetry and image 

processing(Orthophoto). 

Knowledge on satellite communication 

technologies . 

Advanced Satellite Geodesy And 

Application. 

Knowledge on urban planning and 

projects. 

6.0 

6.0 

5.0 

7.0 

6.0 

Total II : 30.0 

Year II 

Semester III, (14 weeks) 






80

12 Professional Fieldwork (6-9 weeks) 9 

13 

Preparation and presentation of Master P. 

Diploma Thesis. 

21 


CRTS TOTAL of one year and half: 90.0 






81

Bosnia and Herzegovina 

Faculty of Architecture and Civil Engineering, Banja Luka, Study of Geodesy 

Прва година 

први дио студија – општа настава 

1. ГОДИНА СТУДИЈА 

1. 2. 

Бр. Назив предмета 

ECTS семестар семестар 

(П+В) (П+В) 

1. Линеарна алгебра и аналитичка геометрија 5 2+2 

2. Диференцијални и интегрални рачун 1 7 3+3 

3. Информатика 1 4 1+2 

4. Нацртна геометрија и техничко цртање 7 2+4 

5. Геодетски премјер 1 5 2+2 

6. Техника геодетских мјерења 2 1+1 

7. Диференцијални и интегрални рачун 2 7 3+3 

8. Основе земљино-књижног права 3 2+0 

9. Информатика 2 4 1+2 

10. Физика 7 3+3 


12. Програмирање 4 2+2 

УКУПНО: 60 25 25 

13. 

ИЗБОРНИ 

1. Страни језик 

Провјера 

знања 

семинарски 

рад (са усменом 

одбраном) 

0+1 0+1 семинарски рад 

ГЕОДЕТСКИ ОДСЈЕК-НАСТАВНИ ПРОГРАМИ 

На првој години студија наставни програми су идентични са наставним програмима 

Грађевинског одсјека из сљедећих предмета: 

1. Линеарна алгебра и аналитичка геометрија, 

2. Диференцијали и интегрални рачун 1, 

3. Информатика 1, 

4. Нацртна геометрија и техничко цртање, 

5. Дифернцијални и интегрални рачун 2, 

6. Информатика 2, 

7. Физика, 

8. Програмирање, као и страни језик. 






82

Назив предмета: Основе земљишно-књижног права 

Година студија: Прва , Семестар: 2, Фонд часова: 2+0, ЕЦТС: 2 

Начин извођења Предавања 

Условни испити / 

Захтјеви / 

Стицање основних знања из области права која се односе на стварна, 

Циљ курса 

Садржај 

предавања 

облигациона и управана права. 

Основни појмови о праву 

Настанак и развој државе и права 

Извори права, начело уставности и законитости 

Субјекти права, правни односи и правни систем 

Основе стварног права и својинско-правних односа 

Ствар, право својине, право службености, заложно право, 

хипотека 

Земљишна књига 

Књижна права 

Облици својине 

Управно право 

организација државне управе 

управни поступак 

управни спор 

Основе облигационог права 

облигациони односи 

облигације 

Садржај вјежби / 

Литература 

Панић М.: Увод у социологију и право 

Закон о облигационим односима 

Напомене / 

Назив предмета: Геодетски премјер 1 

Година студија: Прва, Семестар: 1, Фонд часова: 2+2, ЕЦТС: 5 

Начин 

извођења 

Условни 

испити 

Захтјеви 




Предавања, рачунске вјежбе, показне вјежбе 

/ 

Овјерен семинарски рад 

Упознавање са основним појмовима о премјеру, координатним 

системима и методама рачунања положаја тачака у равни. 

Увод у референтне површи и координатне системе 

Врсте премјера 






83

Азимут и дирекциони угао 

Оријентација праваца 

Индиректно одређивање углова и дужина 

Методе одређивања координата тачака у равни 

Рачунање површина парцела 

Геодетска основа премјера 

Правила и прописи у премјеру 

Подела на листове и скице детаља 

Снимање детаља 

Снимање водова 

Дигитални модел терена – прикупљање података 


вјежби 


Напомене 

Рачунање дирекционих углова и дужина из координата 

Рачунање оријентисаних праваца 

Ресавање троуглова 

Рачунање координата тачака у равни 

Рачунање површина и запремина из координата и висина 

тачака 

Формирање листова и скица детаља 

Снимање тачака детаља поларном методом 

Картирање снимљеног детаља у неком од CAD програма 

Михаиловић, К., Врачарић, К.: Геодезија 1, Научна књига, 

Београд,1981. 

2 писмене провере знања у току семестра 

Назив предмета: Геодетски премјер 2 


Начин 



испити 





Предавања, показне вјежбе 

Геодетски премјер 1 


Стицање теоријских и практичних знања о примјени математичких 

модела у области геодетског премјера неопходних при дефинисању 

геодетске основе у равни 

Дефиниција геодетског премјера 

Основни принципи у геодетском премјеру 

Референтна мрежа 






84

Тригонометријска мрежа 

Посредно и условно изравнање – функционални и стохастички 

модел 

Трилатерација – функционални и стохастички модел 

Хомогенизација тежина 

Полигонска мрежа - изравнање 

Трансформације координата - опште рјешење 

Модели трансформације 


вјежби 



Одређивање координата тачака пресјеком унутрашњих и 

спољашњих праваца 

Изравнање тригинометријске мреже 

Изравнање трилатерационе мреже 

Трансформације координата 

Михаиловић, К.: Геодезија 2, 1. део, Геокарта, Београд, 1995. 

Михаиловић, К.: Геодезија 2, 2. део, Геокарта, Београд, 1995. 

Алексић, И.: Геодезија 3 – Збирка решених задатака, Научна 

књига, Београд, 1990. 


На другој години студија наставни програми су идентични са наставним програмима 

Грађевинског одсјека из сљедећих предмета: 

Инжењерска геологија, 

Инжењерска екологија, 

Рачунари у гедезији, као и страин језик 


Начин 

Предавања, индивидуалне вјежбе, показне вјежбе 



Објектно-орјентисано програмирање 

испити 


Увођење студената у проблематику база података. Овај предмет се 

Циљ курса логично надовезује на материју предмета Информатика 1 и 2, а 

припрема студенте за материју предмета Геоинформатика 1. 

Подаци. Логичка и физичка организација података. Слогови. 

Садржај Датотеке. Концепт базе података. 

предавања Модел података. Ентитети. Везе. Атрибути. Хијерархијски, 

мрежни, релациони, објектни модел. Модел ентитета и веза. 






85

Релационе базе података. 

Логичко пројектовање. Нормализација. Нормалне форме. 

Релациона алгебра. Упити и измене података. SQL. 

Интегритет података 

Трансакције и конкурентна обрада. 

Заштита података 

РДБМС софтвер. 


вјежби 

Рад са РДБМС софтвером 

Пројектовање базе података 

SQL упити 



Назив предмета: Техника геодетских мјерења 2 

Година студија: Прва, Семестар 4, Фонд часова: 2+1, ЕЦТС: 4 

Начин 



испити 






Технике геодетских мјерења 1 


Упознавање са основним принципима мјерења дужина 

електрооптичким даљиномерима и примјеном ГПС у топографском 

премјјеру. 

Принцип рада електрооптичких даљиномера 

Простирање електрооптичких таласа кроз атмосферу 

Поправке мјјерења електрооптичким даљиномерима 

Поправке за брзину простирања таласа 

Геометријске поправке 

Тотална станица – принципи конструкције 

Испитивање и ректификација тоталне станице 

Мјерење тоталном станицом 

ГПС пријемник – принципи конструкције и функција појединих 

делова 

Примјена ГПС код израде математичке основе премјера 

Кинематичка и РТК методе премјера 

Концепт виртуалних референтних станица као геодетска основа 

премјера 






86


вјежби 



Мјерење дужина електрооптичким даљиномерима и обрада 

података мјерења 

Мјерење, регистрација и пренос података мјерења тоталном 

станицом 

Снимање детаља ГПС кинематичким методама 

Михаиловић, К., Врачарић, К.: Геодезија 1, Научна књига, Београд, 

1981. 


Друга година 


3. 4. 

Бр. Назив предмета ECTS семестар семестар 

(П+В) (П+В) 


2. Геодетска астрономија 5 2+2 

3. Инжењерска геологија 5 2+2 

4. Инжењерска екологија 3 2+0 

5. Рачун изравнања 1 4 2+1 

6. База података 5 2+2 

Практична настава из 

7. 

премјера 

3 0+3 

8. Гравиметрија 3 2+0 

9. Фотограметрија 1 4 2+1 

10. Геоинформатика 1 4 2+1 

11. Катастар непокретности 1 5 2+2 

12. Картографија 1 5 2+2 

13. Геодетска метрологија 4 2+1 


15. УКУПНО 60 25 25 



2. Рачунари у геодезији 

0+1 

0+1 

0+1 

Провјера знања 

семинарски рад са (усменом 

одбраном) 

Назив предмета: Техника геодетских мјерења 1 

Година студија: Друга 

Семестар: 4 






87

Фонд часова: 2+1 

ЕЦТС: 3 

Начин 



Условни испити / 

Захтјеви Овјерен семинарски рад 

Упознавање са основним геодетским инструментима и мјерењима 


углова, дужина и висинских разлика. 

1. Мјерне јединице 

2. Теодолит – принципи конструкције 

3. Испитивање и ректификација теодолита 

4. Методе мјерења хоризонталних и вертикалних углова 

5. Обрада података мјерења углова 

6. Мјерење дужина мјерним тракама 


7. Принцип конструкције оптичких даљиномера 


8. Мерења оптичким даљиномерима и обрада података 

9. Нивелир – принципи конструкције 

10. Испитивање и ректификација нивелира 

11. Мјерење висинских разлика геометријским нивелманом 

12. Обрада података мјерења висинских разлика 

Садржај вјежби 



1. Центрисање и хоризонтирање теодолита 

2. Испитивање и ректификација теодолита 

3. Мјерење хоризонталних и вертикалних углова и обрада 

мјерења 

4. Мјерење дужина мјерним тракама 

5. Мјерење дужина и висинских разлика оптичким 

даљиномерима 

6. Испитивање и ректификација нивелира 

7. Мјерење висинских разлика нивелиром и обрада мјерења 

1. Михаиловић, К., Врачарић, К.: Геодезија 1, Научна књига, 

Београд, 1981. 

У току семестра бице 2 писмене провере знања. 

Назив предмета: Практична настава из премјера 

Година студија: Друга, Семестар: 4, Фонд часова: 0+3, ЕЦТС: 3 

Начин извођења Теренски рад 






88

Условни испити Технике геодетских мјерења 1 и 2, Геодетски премјер 1, 2. 

Захтјеви Овјерен елаборат практичне наставе 

Примјена теоријских сазнања у реализацији теренских мјерења и 

Циљ курса обради података 

приликом рјешавања практичних задатака у премјеру. 



Садржај вјежби 



/ 

1. Формирање математичке основе за реализацију премјера 

детаља 

2. Мјерења углова и дужина у полигонском влаку 

3. Мјерење висинских разлика геометријским нивелманом 

4. Мјерење висинских разлика тригонометријским нивелманом 

5. Формирање листова и скица детаља 

6. Снимање детаља поларном методом применом тоталних 

станица 

7. Снимање детаља ГПС кинематичком методом 

8. Снимање детаља ГПС РТК методом 

9. Обрада података снимања детаља 

10. Израда елабората 

Назив Предмета: Геодетски премјер 3 

Година студија: Друга, Семстар 3, Фонд часова: 2+2, ЕЦТС: 4 

Начин 



испити 





Предавања, показне вјежбе 

Геодетски премјер 2 

Овјерен семинарски рад, овјерен елаборат практичне наставе 

Стицање теоријских и практичних знања о примјени математичких 

модела у области геодетског премјера неопходног при дефинисању 

геодетске основе у равни 

1. Дефиниција висина у премјеру 

2. Мрежа геометријског нивелмана 

3. Функционални и стохастички модел изравнања у мрежама 

геометријског нивелмана 

4. Мрежа тригонометријског нивелмана 

5. Функционални и стохастички модел изравнања у мрежама 

тригонометријског нивелмана 

6. Једнодимензионална трансформација 






89

7. Позиционирање мреже премјера 

8. Мрежа глобалног позиционог система у премјеру 

9. Тродимензионалне трансформације у премјеру 

10. Модели 3Д трансформација 


вјежби 



1. Изравнање мреже геометријског нивелмана 

2. Изравнање мреже тригонометријског нивелмана 

3. Обрада мјерења у локалним ГПС мрежама 

4. Повезивање глобалних и локалних ГПС мрежа 

5. Повезивање ГПС и државне мреже 

1. Михаиловић, К.: Геодезија 2, 1. део, Геокарта, Београд, 1995. 

2. Михаиловић, К.: Геодезија 2, 2. део, Геокарта, Београд, 1995. 

3. Алексић, И.: Геодезија 3 – Збирка решених задатака, Научна 

књига, Београд, 1990. 


Назив предмета: Геодетска метрологија 

Година студија: Друга, Семестар: 3, Фонд часова: 2+2, ЕЦТС: 4 

Начин 



испити 





Предавања, лабораторијске и рачунске вежбе 

/ 

Оверене рачунске вјежбе 

Упознавање студената са циљевима, задацима и методама геодетске 

метрологије. 

1. Предмет, циљеви и задаци геодетске метрологије. 

2. Међународни систем мјера и јединица. 

3. Принципи метрологије. 

4. Анализа методе мјерења хоризонталних углова - одређивање 

појединих извора грешака при мјерењу, класификација грешака 

по значају. Изрази за оцену тачности мјерења хоризонталних 

углова, услови тачности. 

5. Анализа методе мјерења висинских разлика - одређивање 

појединих извора грешака при мјерењу, класификација грешака 

по значају. Изрази за оцену тачности мјерења висинских разлика, 

услови тачности. 

6. Анализа методе мјерења дужина електро-оптичким 

даљиномерима -одређивање појединих извора грешака при 

мјерењу, класификација грешака по значају. Изрази за оцену 






90

тачности мјерења, услови тачности. 

7. Метролошко обезбеђење одређивања вектора применом ГПС 

технологије - анализа методе мјерења, одређивање појединих 

извора грешака при мјерењу, класификација грешака по значају, 

изрази за оцену тачности мјерења, услови тачности. 

8. Метролошко обезбеђење мјерења убрзања силе земљине теже - 

анализа методе мјерења, одређивање појединих извора грешака 

при мјерењу, класификација грешака по значају, изрази за оцену 

тачности мјерења, услови тачности. 


вјежби 

1. Упознавање са инструментима за мјерење хоризонталних углова. 

2. Испитивање осетљивости и прецизности либеле. 

3. Испитивање правилности кретања алхидаде. 

4. Испитивање грешака оптичког микрометра теодолита. 

5. Одређивање колимације, 2ВВ и нагнутости осе дурбина 

теодолита. 

6. Одређивање грешке визирања и коинцидирања код мјерења 

хоризонталних углова. 

7. Одређивање угла и код нивелира. 

8. Испитивање грешака поделе оптичког микромртра нивелира. 

9. Испитивање грешака поделе нивелманске летве. 

10. Одређивање адиционе и мултипликационе корекције код 

електрооптичких даљиномера. 


Р. Мркић: Геодетска метрологија 

Скрипта 


Назив предмета: Геодетска астрономија 

Година студија: Друга, Семестар 3, Фонд часова: 2+2, ЕЦТС: 4 

Начин 



испити 





Предавања и рачунске вјежбе 

Математика 1, 2 

Положене провјере знања 

Упознавање студената са теоријом и основним принципима 

астрометријских метода примењених у геодезији 

1. Координатни системи (хоризонтски, мјесни и небески 

екваторски, еклиптички и галактички) 

2. Временски системи и мјерење времена (природне, теоријске и 

статистичке временске скале) 






91

3. Топоцентричне и геоцентричне координате (астрономска 

рефракција, геоцентрична паралакса, дневна аберација) 

4. Хелиоцентричне и барицентричне координате (годишња 

паралакса, годишња аберација) 

5. Звездано кретање (сопствено кретање и барицентрична 

радијална брзина) 

6. Прецесија 

7. Астрономска нутација 

8. Средње, привидне и праве координате (Померање Земљиних 

полова, поступак редукције координата) 

9. Међународна служба за Земљину ротацију и референенте 

системе (ИЕРС) 

10. Основне методе мјјерења (зенитне, азимутне и комбиноване 

методе) 


вјежби 

1. Трансформације координата 

2. Рачунање времена у различитим временским системима 

3. Звездано кретање 

4. Рачунање релативистичких ефеката 

5. Прецесиона матрица 

6. Нутациона матрица 

7. Рачунање привидног положаја небеског тела 

8. Свођење на ЦИП 

Литература Скрипта и збирка задатака 


Назив предмета: Рачун изравнања 1 


Начин 



испити 





Предавања, вјежбе 

Математика 1 


Стицање детаљних знања о грешкама мјерења, њиховим распоредима и 

параметрима распореда. Курс даје основу за анализу грешака мјерења и 

функција резултата мјерења, за изравнање резултата мјерења и оцјену 

тачности изравнатих величина и њихових функција. Посебан акценат даје 

се на рјешавање разних задатака из геодезије уз примјену теорије 

грешака и теорије вероватноће и математичке статистике. 

1. Увод у теорију грешака мјерења 






92

2. Резултат мерења и веза са теоријом вероватноће и математичком 

статистиком 

3. Структура и корелисаност грешака мјерења 

4. Врсте грешака и њихови распореди 

5. Мјере положаја и растурања резултата мјерења 

6. Тестови о грубим и систематским грешкама 

7. Грешке функција и њихови распореди 

8. Прави и обратни задатак теорије грешака 

9. Основе теорије оцјена. Директна мјерења, серије мјерења, парови 

мјерења 

10. Врсте променљивих и врсте зависности међу променљивим. 

Математички модел 

11. Посредно изравнање резултата мјерења 


вјежби 

1. Емпиријски распоред низа мјерења. Мјере положаја и растурања 

2. Тестови о грубим и систематским грешкама 

3. Физичка и алгебарска корелација 

4. Дисперзије функција. Прави и обратни задатак 

5. Принцип занемарљивости грешака 

6. Парови мјерења исте тачности 

7. Тестирање линеарних хипотеза: о дисперзијама, о очекиваним 

вриједностима, о распореду 

8. Посредно изравнање. Тест адекватности модела, тестови о грубим 

грешкама, тестови хипотеза о параметрима, области повјерења 

Г. Перовић Рачун изравнања, књига И теорија грешака мерења 


Г. Перовић Метод најмањих квадрата, Монографија (рукопис) 


Назив предмета: База података 

Назив предмета: Гравиметрија 


Начин 



испити 

Захтјјеви 


Предавања 

Физика 


Циљ курса је упознавање са принципима и праксом гравиметријских 

мјерења и значајем гравиметријских података у геодезији и геофизици. 

Материја обезбеђује неопходно разумјевање гравиметријских метода 

физичке геодезије. 






93



1. Уводна разматрања. Циљеви, задаци и значај гравиметрије у 

геодезији и геофизици. Поље реалног убрзања силе Земљине теже. 

Поље нормалног убрзања силе Земљине теже. 

2. Методе одређивања убрзања. Одређивање убрзања принципом 

клатна. Одређивање убрзања принципом опруге. Одређивање 

убрзања принципом слободног пада. Одређивање убрзања 

астазираним системима. Гравиметријски референтни систем 

ИГСН71. 

3. Гравиметријске мреже. Принципи развијања гравиметријских 

мрежа. Методе мјерења у гравиметријским мрежама. 

Гравитационе поправке мјерења. Геометријске поправке мјерења. 

Математички модел мјерења. Изравнање гравиметријских мрежа. 

4. Гравиметријски премјер. Терестрички гравиметријски премјер. 

Одређивање убрзања на покретним платформама. Марински 

гравиметријски премјер. Аерогравиметријски премјер. 

Гравиметријски премјер сателитским методама. 

Литература Старчевић М.: Гравиметрија 


Назив предмета: Фотограметрија 1 

Година студија: Друга 

Семестар 4, Фонд часова: 2+1, ЕЦТС: 3 

Начин 




испити 

/ 


Циљ курса Увођење студената у свијет фотограметрије. 



1. Увод у фотограметрију (дефиниције, примјене, историјски 

развој) 

2. Области примјене 

3. Основни принципи фотограметрије. 

4. Системи за фотограметријско снимање (летилице, 

аерофотограметријске мјерне камере, терстричке мјерне камере, 

пратећа опрема) 

5. Принципи фотографије (оптичке основе, фотографске основе, 

емулзије, филтери, фотографска обрада) 

6. Математичке основе појединачне слике (сликовни координатни 

систем, унутрашња оријентација, једначине колинаритета, 






94

спољна оријентација) 

7. Математичке основе стереопара (релативна и апсолутна 

оријентација) 

8. Математичке основе фотограметријског блока (формација низа 

модела, формација блока модела, формација блока 

перспективних снопова) 

9. Стерео гледање и мјерење (природно гледање, стереоскопско 

гледање, принципи стерореституције) 

10. Системи за стерореституцију (аналогни, аналитички системи, 

дигитални) 

11. Основе израде ортофотоа 


вјежбе 

1. Демонстрација техника стереоскопског начина гледања 

2. Снимање терестричком мерном камером (прорачун тачности и 

диспозиције снимања, припрема, снимање) 

3. Основни задаци из аналитичке фотограметрије (задаци засновани 

на мјерењима у равни снимка и у моделу) 

4. Мјерење (стереореституција - аналогни, аналитички и дигитални 

системи) 


Фотограметрија, Д. Јоксић; Фотограметрија, Књига 1, К. Краус, Основи 

геоинформатике, скрипта, Д. Михајловић (Дигитална фотограметрија) 


Назив предмета: Геоинформатика 1 


Начин 




испити 





Увод у информатику, Објектно-орјентисано програмирање, Базе 

података 

Увођење студената у свијет геоинформација и проблематику која прати 

обраду просторних података. Надовезивање на материју предмета 

Информатика 3, а припрема студенте за материју предмета 

Геоинформатика 2. 

1. Основи геоинформатике. Терминологија. Информатика. 

Геоинформатика. Геоинформациони системи. Примјене у 

геодезији. 

2. Рачунарска графика. Хардвер. Софтвер. Векторска и растерска 

графика. 

3. Векторска графика. CAD. Моделирање геометријских објеката. 






95

Координате. Визуелизација (перспективна и ортогонална 

пројекција). Стандарди. Софтвер. Примјене у геодезији. 

4. Геостатистика. Самплинг. Анализе тачкастих узорака 

(интерполација и апроксимација). Површинске анализе. 

5. Просторни подаци. Геометрија и топологија просторних података. 

Атрибути. 

6. Организација просторних података. Сортирање и претраживање 

просторних података (QuadTree, OctTree, Hash indeksiranje, R- 

стабло, ...). 

7. Визуелизација просторних података. Картографски приказ. 3Д 

приказ. ОпенГЛ. 


вјежби 

1. Геореференцирање 

2. Решавање типичних геодетских задатака кориштењем CAD 

софтвера 

3. Просторне анализе коришћењем ГИС софтвера 

4. Конверзија података (CAD, растерски и векторски формати) 

Основи геоинформатике, скрипта, Д. Михајловић (поглавља: Увод у 

Литература ГИС, Моделирање и обрада просотрних података, Анализа просторних 

података, Дистрибуција просторних података) 


Назив предмета: Катастар непокретности 1 


Начин 



испити 

Захтеви 




Предавања, вјежбе у рачунарској учионици 

/ 

Овјерене двије тест провјере знања и овјерен елаборат 

Стицање практичних знањх о изради геодетских (топографских, 

катастарских, катастарско-топографских, ситуационих) планова и 

планова инфраструктурних водова, изради и одржавању катастра 

непокретности, оџавању катастра земљишта и изради и одржавању 

катастра водова. 

1. Основни појмови и историјски развој евиденције о 

непокретностима 

2. Државни премјер непокретности и водова 

3. Геодетски планови 

4. Катастарски планови 

5. Регистар просторних јединица, 

6. Катастар земљишта 






96

7. Земљишна књига 

8. Катастар непокретности 

9. Катастар водова 

10. Информациони систем "Катастар непокретности и водова" 


вјежби 

1. Практични примјери израде појединих врста геодетских планова 

(топографског, катастарског, катастарско-топографског и плана 

водова) у дигиталном облику 

2. Примјери провођења промјена (одржавања) на катастарским 

плановима у дигиталном и аналогном облику 

3. Примјер израде и одржавање алфанумеричке базе података 

катастра земљишта 

4. Примјер израде и одржавања алфанумеричке базе података 

катастра непокретности 

5. Упознавање са радом државних служби за катастар непкретности. 

В. Лукић: Катастар некретнина 

Литература И. Живковић: Топографски Планови 

М. Миладиновић: Катастар непокретности 


Назив предмета: Картографија 1 


Начин 



испити 





Предавања уз “Power Point” презентацију. 

Вјежбе се изводе у рачунарској сали уз коришћење одговарајућег 

софтвера. 

Математика 1, Математика 2, Математика 3, Математика 4 

Оверен елаборат 

Стицање знања о најчеће коришћеним картографским пројекцијама, и то 

њиховој: математичкој основи, једначинама и својствима и 

деформационим карактеристикама. 

За Гаус Кригерову пројекцију циљ је савладавање знања код рачунања 

основних задатака у овој пројекцији. 

1. Уводна излагања: Општа подјела картографије. Предмет и задаци 

математичке картографије и веза са другим наукама. Основи 

теорије пресликавања површи. Појам и задаци картографског 

пресликавања. Неопходна знања о површи земљиног елипсоида и 

лопте. 

2. Општа теорија картографског пресликавања: Опште једначине 

картографског пресликавања у правоуглим координатама. Опште 

једначине картографског пресликавања у поларним координатама. 






97

3. Изучавање појединачних пројекција: Класификација 

картографских пројекција. Конусне пројекције. Цилиндричне 

пројекције. Азимутне пројекције. Поликонусне пројекције. 

Пројекција Међународне карте света у размери 1:1.000.000. 

Псеудоконусне пројекције. Псеудоцилиндричне пројекције. 

4. Гаус-Кригерова пројекција: Опште карактеристике. Извођење 

основних једначина (директни картографски задатак). Рачунање 

географских координата из правоуглих (обрнути картографски 

задатак). Рачунање конвергенције меридијана. Рачунање линеарне 

размјере и размјере површина. Одређивање величине подручја 

пресликавања. Редукција координата. Државни правоугли 

координатни систем. 

5. УТМ 


вјежби 


1. Рачунање дужине меридијана и паралала и површине елипсоидног 

трапеза. Класификација задате пројекције према карактеру 

деформација. 

2. Рачунање локалних деформационих параметара. 

3. Графичко одређивање елемената елипсе деформација. 

4. Рачунање координата пресјека меридијана и паралела и 

карактеристика пројекције у пресјечним тачкама картографске 

мреже 

5. Исцртавање мреже меридијана и паралела и исцртавање дијаграма 

карактеристика за конусне, цилиндричне, азимутне, поликонусне, 

псеудоконусне и псеудоцилиндричне пројекције. 

6. Решавање задатака у Гаус-Кригеровој пројекцији. 

1. "Математичка картографија", Велибор Јовановић, Војногеографски 

Институт, Београд, 1983. 

2. “Гаус-Кригерова пројекција меридијанских зона”, Бранко Борчић, 

Свеучилиште у Загребу, Геодетски факултет, Загреб, 1976. 


Назив предмета: Рачун изравнања 2 


Начин 



испити 

Предавања, вјежбе 

Математика 1 






98






вјежби 



Стицање детаљних знања о математичко-статистичкој анализи разних 

геодетских задатака, посебно у области геодетских мрежа 

1. Математичко-статистичке основе геодетских мрежа 

2. Линеарна регресија с једном независном променљивом 

3. Коваријациона анализа 

4. Директно (условно) изравнање 

5. Посредно изравнање са условима 

6. Условно изравнање са непознатим параметрима 

7. Парови мјерења различите тачности 

8. Анализа компоненти дисперзија 

9. Робусно оцјењивање 

10. Основе теорије подударности 

11. Уклапање мрежа 

1. Мјере и критеријуми квалитета мрежа 

2. Линеарна регресија 

3. Коваријациона анализа 

4. Директно изравнање. Спољашња и унутрашња тачност 

5. Посредно изравнање са условима 

6. Условно изравнање са непознатим параметрима 

7. Парови мјерења различите тачности 

8. Компоненте дисперзија 

9. Робусне оцјене очекиване вриједности и дисперзије низа 

мјерења и робусни МНК 

10. Основе теорије подударности фигура и положаја тачке 

11. Тестови о подударности двије мреже и тестови о одскачућим 

тачкама 

Г. Перовић, Рачун изравнања књига прва теорија грешака 

мерења 

Г. Перовић, Леаст сqуарес, Монограпх 

Г. Перовић, Сингуларна изравнања 

Г. Перовић, Congruence Theory, (Manuscript) 


Трећа година 






99



5. 6. 

ECTS 

семестар семестар 

1. Математичка геодезија 3 2+0 

2. Гравиметрија 4 3+1 

3. Фотограметрија 2 5 2+2 

4. Геоинформатика 2 4 2+1 

5. Уређење замљишта 5 2+2 

6. Картографија 2 5 2+2 

7. Инжењерска геодезија 1 5 2+2 

8. Основе менаџмента 3 2+0 

9 Сателитска геодезија 4 3+0 

10. Основе геодетских референтних мрежа 4 2+1 

11. Практична настава из више геодезије 2 0+2 

12. Даљинска детекција 3 2+0 

13. Дигитално моделирање терена 2 1+1 


Практична настава из инжењерске 

15. 

геодезија 

3 0+3 

УКУПНО: 60 25 25 



знања 



0+1 0+1 

Четврта година 



7. 8. 

ECTS 

Провјера знања 


1. Математика 5 2+2 

2. Теорија сателитског позиционирања 5 2+2 


4. Картографске пројекције 5 2+2 

5. Електроника у геодезији 4 2+1 

6. Гео-информациони систем (ГИС) 4 2+1 


8. Даљинска детекција 2 4 2+1 

9. Дигитална фотограметрија 4 2+1 






100

ЗАВРШНИ РАД 4 

10. Изборни предмет 1 3+2 3+2 

11. Изборни предмет 2 2+2 2+2 

УКУПНО: 60 25 25 




3. Дигитални планови 

4. Организација геодетских радова 

5. Примјена ласерских мјерења 

други дио студија – усмјерена настава 

Пета година 


Бр. Назив подручја / предмета 

9. 10. 

ECTS 


1. Сателитске методе физичке геодзије 3 1+1 

2. Практична настава из геодезије 4 0+4 

3. Катастар непокретности 2 4 2+1 

4. Дигитална картографија 4 2+1 

5. Електроника у геодезији 4 2+1 

6. Савремене методе премјера 4 2+1 

7. Просторно и урбанистичко планирање 2+1 

8. Основи грађевинарства 2+1 

9. Изборни предмет 1 2+2 

10. Изборни предмет 2 2+1 

ЗАВРШНИ РАД ЗА ДРУГИ СТЕПЕН 30 8+12 

УКУПНО 60 25 25 




3. Уређење земљишта 2 

4. Web GIS 

5. Процјена вриједности 

непокретност 

6. Организација геодетских радова 

0+1 

2+2 

2+1 

1+0 

1+0 

2+1 

2+2 


знања 






101

7. Глобална геодезија 

Напомена: 

Наставни план ће се модификовати и сукцесивно усвајати по годинама, а предмети 

груписати по сродним студијским подручјима. 






102

Bosnia and Herzegovina 

Faculty of Civil Engineering, Sarajevo, Department of Geodesy 






103






104






105






106






107






108

Croatia 

University of Zagreb, Geodetic Faculty 

Study : Geodesy and Geoinformatics 

Legend 

L - Lectures 

P - Practicum 

FE - Field exercises 

LE - Laboratory exercises 

S - Seminar 

PEE - Physical education excercises. 

E - Exercises 

- 

* - Not graded 

** - Not held 

Type of study: University undergraduate 

Semester 

Compulsory courses 

1 Course L P FE LE S PEE E ECTS 

Analytical Geometry and 

Linear Algebra 30 0 0 0 0 0 30 0 5.0 

Mathematical Analyses 30 0 0 0 0 0 30 0 5.0 

Physics 30 0 0 0 0 0 30 0 5.0 

Basics of Geoinformatics 30 0 0 30 0 0 0 0 5.0 

Geodetic Instruments 30 30 0 0 0 0 0 0 5.0 

Engineering Graphics in 

Geodesy and Geoinfromatics 15 0 0 30 0 0 0 0 3.0 

Physical Education 0 0 0 0 0 30 0 0 0.0 

Elective courses 

Elective group 

Optional courses in 1st semester > 

Course L P FE LE S PEE E ECTS 

Basics of Informatics 15 0 0 15 0 0 0 0 2.0 

Business Communication 15 0 0 0 15 0 0 0 2.0 

Introduction to Geodesy 30 0 0 0 0 0 0 0 2.0 






109

Semester 



Computer Geometry 30 0 0 0 0 0 0 30 5.0 

Programming 30 0 0 30 0 0 0 0 5.0 

Land Surveying 30 0 60 0 0 0 0 0 5.0 

Field Measurements 30 0 30 0 0 0 0 0 5.0 

Vector Analysis 30 0 0 15 0 0 0 0 3.0 

Basics of Statistics 30 0 0 15 0 0 0 0 4.0 




Optional courses in 2nd semester > 

1 Course 2 L 3 P 4 FE 5 LE 6 S 7 PEE 8 E 9 10 ECTS 

Basics of English for 

Special Purposes 15 0 0 0 15 0 0 0 3.0 

Basics of German for 


Spherical Trigonometry 15 0 0 0 0 0 15 0 3.0 

Semester 



Analysis and Processing of 

Geodetic Measurements 30 0 0 0 0 0 0 45 5.0 

Databases 30 0 0 0 0 0 0 30 5.0 

Differential Geometry 30 0 0 0 0 0 30 0 5.0 

Geodetic Plans 30 0 0 0 0 0 0 30 5.0 

Introduction into Information 

Society 15 0 0 0 15 0 0 0 3.0 

Principles of Land Rigister Law 30 0 0 0 0 0 0 0 2.0 




Optional courses in 3rd semester > 


Basics of Informatics 15 0 0 15 0 0 0 0 2.0 

Business Communication 15 0 0 0 15 0 0 0 2.0 






110

English in Geodesy 15 0 0 0 15 0 0 0 3.0 

German in geodesy 15 0 0 0 15 0 0 0 3.0 

Introduction to Geodesy 30 0 0 0 0 0 0 0 2.0 

Professional Practice in 

Bussines 0 0 80 0 0 0 0 0 3.0 

Topography 30 0 0 0 0 0 0 0 3.0 

Semester 



Cartography 30 0 0 0 0 0 0 30 5.0 

Geodetic Reference Frames 30 0 0 30 0 0 0 0 5.0 

cadastre 30 0 0 0 0 0 0 45 5.0 

Photogrammetry 30 0 0 30 0 0 0 0 5.0 

Geoinformation Modelling 30 0 0 0 0 0 0 30 5.0 




Optional courses in 4th semester > 


Geoinformation 

Manipulation 30 0 0 0 0 0 0 30 5.0 

Geoinformation Quality 30 0 0 0 0 0 30 0 5.0 

Semester 



Satellite Positioning 30 0 0 0 0 0 0 30 5.0 

Engineering Geodetic Bases 30 0 0 0 0 0 0 30 5.0 

Remote Sensing 30 0 0 0 0 0 0 30 5.0 

Land Development 30 0 0 0 0 0 0 30 5.0 

Professional Practice 0 0 45 0 0 0 0 0 3.0 



Optional courses in 5th semester > 


Land Information 

Systems 30 0 0 0 0 0 0 30 5.0 

Practical Work with 

Geodetic Instruments 15 0 0 15 0 0 0 0 3.0 

Topographic 30 0 0 0 0 0 0 15 4.0 






111

Cartography 

Semester 



Engineering Geodesy 30 0 10 0 0 0 0 20 5.0 

State Survey 30 0 0 30 0 0 0 0 5.0 

Map Projections 30 0 0 0 0 0 0 30 5.0 

Hydrographic Survey 30 0 0 0 0 0 0 30 5.0 



Optional corses in 6. semester > 


Basics of Geodetic 

Astronomy 30 0 0 0 0 0 0 30 5.0 

Discrete Mathematics 30 0 0 0 0 0 30 0 5.0 


Infrastructure 30 0 0 0 0 0 0 30 5.0 

Introduction into 

Management 15 0 0 0 15 0 0 0 2.0 

Web Cartography 15 0 0 0 0 0 0 15 3.0 

Type of study: University graduate 

-Specialization : Geodesy 

Semester 



Cadastral Survey 30 0 0 0 0 0 0 30 6.0 

Special Algorithms of 

Geodetic Measurement 

Processing 30 0 0 0 0 0 0 30 6.0 

Engineering Geodesy in 

Construction 30 0 0 0 0 0 0 30 6.0 



Geodesy - optional courses in 1st semester > Altogether 12 ECTS credits are selected among optional courses 


Basics of Civil 

Engineering 30 0 0 0 0 0 0 30 6.0 

Cartography and GIS 30 0 0 0 0 0 0 30 6.0 






112

Complex Analysis 30 0 0 0 0 0 0 30 6.0 

Digital Plans 30 0 0 0 0 0 0 30 6.0 

English for Academic 

Purposes 30 0 0 0 20 0 0 10 6.0 

Geodesy in 

Environmental 

Protection 30 0 0 0 0 0 0 30 6.0 

Geodetic Works in 

Hydrotechnics 30 0 0 0 0 0 0 30 6.0 

Geokinematics 30 0 0 0 0 0 0 30 6.0 

Global Geodesy 30 0 0 0 0 0 0 30 6.0 

Hydrotechnical 

Improvements 30 0 0 0 0 0 0 30 6.0 

Movements and 

Deformations 30 0 0 0 0 0 0 30 6.0 

Organisational Theory 30 0 0 0 30 0 0 0 6.0 

Presentation Techniques 30 0 0 0 10 0 0 20 6.0 

Space Geodesy 30 0 0 0 0 0 0 30 6.0 

System of Scientific 

Information 30 0 0 0 0 0 0 30 6.0 

Semester 



Navigation 30 0 0 0 0 0 0 30 6.0 

Physical Geodesy 30 0 0 0 0 0 0 30 6.0 

Geodetic Networks for Special 

Purposes 30 0 0 0 0 0 0 30 6.0 



Geodesy - optional courses in 2nd semester > Altogether 12 ECTS credits are selected among optional courses 


71 Application of Laser 

Devices 30 0 0 0 0 0 0 30 6.0 

Geodesy in Geosciences 30 0 0 0 0 0 0 30 6.0 

Geodetic Business 

Activity 30 0 0 0 10 0 0 20 6.0 

Geodetic Heritage 30 0 0 0 0 0 0 30 6.0 

Geomagnetic Survey 30 0 0 0 10 0 0 20 6.0 

Geomathematics 30 0 0 0 20 0 0 10 6.0 

German for Academic 

Purposes 30 0 0 0 20 0 0 10 6.0 

Industrial Survey 30 0 0 0 0 0 0 30 6.0 






113

Numerical Analysis 30 0 0 0 10 0 0 20 6.0 

Numerical Linear 

Algebra 30 0 0 0 10 0 0 20 6.0 

Optimizing of Geodetic 

Networks 30 0 0 0 0 0 0 30 6.0 

Organisation of Geodetic 

Works 30 0 0 0 0 0 0 30 6.0 

Precise Geodetic 

Measurements 30 0 0 0 0 0 0 30 6.0 

Semester 



Geophysical Geodesy 30 0 0 0 0 0 0 30 6.0 

Land Consolidation 30 0 0 0 0 0 0 30 6.0 

Marine Geodesy 30 0 10 0 0 0 0 20 6.0 

Diploma Thesis 150 150 0 0 0 0 0 0 30.0 



Optional projects in 3rd semester > Altogether 12 ECTS credits are selected among optional courses 


4D-Geodesy 0 0 0 0 60 0 0 0 6.0 

Cartography and 

New 

Technologies 0 0 0 0 60 0 0 0 6.0 

Determination 

of the Earth?s 

Shape 0 0 0 0 60 0 0 0 6.0 

Determination 

of Water Power 

Plant Object 

Movement 0 0 0 0 60 0 0 0 6.0 

Digital Plans 0 0 0 0 60 0 0 0 6.0 

Engineering 

Geodesy in 

Construction 0 0 0 0 60 0 0 0 6.0 

Generalization 

of 

Geoinformation 0 0 0 0 60 0 0 0 6.0 

Geodetic 

Astronomy 0 0 0 0 60 0 0 0 6.0 

Geodetic 

Networks for 


Geodynamics of 

the Adriatic 

Microplate 0 0 0 0 60 0 0 0 6.0 

Geomagnetic 0 0 0 0 60 0 0 0 6.0 






114

Networks 


How Marketing 

Operates ? Its 

Tools and 

Techniques 0 0 0 0 60 0 0 0 6.0 

Influence of 

Atmospheric 

Condition on 

Optical Function 

of Theodolite 

Telescope 0 0 0 0 60 0 0 0 6.0 

Land 

Information 

Management 0 0 0 0 60 0 0 0 6.0 


Optimizing of 

Geodetic 

Networks 0 0 0 0 60 0 0 0 6.0 

Practical 

Cartography 0 0 0 0 60 0 0 0 6.0 

Programming in 


Systems 0 0 0 0 60 0 0 0 6.0 


Satellite 

Positioning 0 0 0 0 81.1.1 60 81.1.2 0 81.1.3 0 81.1.4 0 81.1.5 6.0 

Selected 

Chapters of 

Photogrammetry 

and GIS 0 0 0 0 60 0 0 0 6.0 

Spatial 

Development 0 0 0 0 60 0 0 0 6.0 

Testing and 

Calibration of 

Geodetic 

Instruments and 

Accessories 

According to ISO 

Standards 0 0 0 0 60 0 0 0 6.0 

Semester Compulsory courses 



Type of study: University graduate 

-Specialization : Geoinformatics 






115



Spatial Databases 30 0 0 0 10 0 0 20 6.0 

Spatial Management Support 30 0 0 0 0 0 0 30 6.0 

Computer Cartography 30 0 0 0 0 0 0 30 6.0 



Geoinformatics - optional courses in 1st semester > Altogether 12 ECTS credits are selected among optional 

courses 


Application of Remote 

Sensing 30 0 0 0 0 0 0 30 6.0 

Complex Analysis 30 0 0 0 0 0 0 30 6.0 

English for Academic 

Purposes 30 0 0 0 20 0 0 10 6.0 

Map Generalization 30 0 0 0 0 0 0 30 6.0 

Mobile Surveying and 

GIS 30 0 0 0 10 0 0 20 6.0 

Organisational Theory 30 0 0 0 30 0 0 0 6.0 

Presentation Techniques 30 0 0 0 10 0 0 20 6.0 

Real Estate Estimation 30 0 0 0 0 0 0 30 6.0 

System of Scientific 

Information 30 0 0 0 0 0 0 30 6.0 

Topographic Information 

Systems 30 0 0 0 0 0 0 30 6.0 

Semester 



Advanced Remote Sensing 30 0 0 0 0 0 0 30 6.0 

Geoinformation Systems 30 0 0 0 0 0 0 30 6.0 

Spatial Data Analysis 30 0 0 0 10 0 0 20 6.0 



Geoinformatics - optional courses in 2nd semester > Altogether 12 ECTS credits are selected among optional 

courses 


Close Range 

Photogrammetry 30 0 0 0 0 0 0 30 6.0 






116

Geomathematics 30 0 0 0 20 0 0 10 6.0 

German for Academic 

Purposes 30 0 0 0 20 0 0 10 6.0 

GIS in Application 30 0 0 0 0 0 0 30 6.0 

Multimedia Cartography 30 0 0 0 0 0 0 30 6.0 

Numerical Analysis 30 0 0 0 10 0 0 20 6.0 

Numerical Linear 

Algebra 30 0 0 0 10 0 0 20 6.0 

Programme Engineering 

in Geomatics 30 0 0 0 10 0 0 20 6.0 

Risk Management 30 0 0 0 0 0 0 30 6.0 

Thematic Cartography 30 0 0 0 0 0 0 30 6.0 

Semester 



Integrated Systems in 

Geomatics 30 0 0 0 0 0 0 30 6.0 

Image Survey 30 0 0 0 0 0 0 30 6.0 

Geovisualisation 30 0 0 0 0 0 0 30 6.0 




Optional projects in 3rd semester > Altogether 12 ECTS credits are selected among optional courses 


4D-Geodesy 0 0 0 0 60 0 0 0 6.0 

Cartography and New 

Technologies 0 0 0 0 60 0 0 0 6.0 

Determination of the 

Earth?s Shape 0 0 0 0 60 0 0 0 6.0 

Determination of Water 

Power Plant Object 

Movement 0 0 0 0 60 0 0 0 6.0 

Digital Plans 0 0 0 0 60 0 0 0 6.0 

Engineering Geodesy in 

Construction 0 0 0 0 60 0 0 0 6.0 

Generalization of 

Geoinformation 0 0 0 0 60 0 0 0 6.0 

Geodetic Astronomy 0 0 0 0 60 0 0 0 6.0 

Geodetic Networks for 







117

Geodynamics of the 

Adriatic Microplate 0 0 0 0 60 0 0 0 6.0 

Geomagnetic Networks 0 0 0 0 60 0 0 0 6.0 


How Marketing Operates 

? Its Tools and 

Techniques 0 0 0 0 60 0 0 0 6.0 

Influence of Atmospheric 

Condition on Optical 

Function of Theodolite 

Telescope 0 0 0 0 60 0 0 0 6.0 

Land Information 

Management 0 0 0 0 60 0 0 0 6.0 


Optimizing of Geodetic 

Networks 0 0 0 0 60 0 0 0 6.0 

Practical Cartography 0 0 0 0 60 0 0 0 6.0 

Programming in 

Geoinformation Systems 0 0 0 0 60 0 0 0 6.0 


Satellite Positioning 0 0 0 0 60 0 0 0 6.0 

Selected Chapters of 

Photogrammetry and 

GIS 0 0 0 0 60 0 0 0 6.0 

Spatial Development 0 0 0 0 60 0 0 0 6.0 

Testing and Calibration 

of Geodetic Instruments 

and Accessories 

According to ISO 

Standards 0 0 0 0 60 0 0 0 6.0 









118

Kosovo* 

Prishtina University, Faculty of Civil Engineering and Architecture, Geodesy Department 

1 st Semester 

Nr. Subject Status L+E ECTS 

1 Linear algebra and analytical geometry Obligatory 2+2 6 

2 Programming Obligatory 2+2 6 

3 Basics of geoinformatics and informatics Obligatory 2+2 6 

4 Geodetic instruments and introduction into geodesy Obligatory 2+2 6 

5 Foreign language Optional 2+0 6 

6 Physics Optional 2+2 6 

Total 30 

2 nd Semester 


1 Computer geometry Obligatory 2+2 6 

2 Mathematical analyses Obligatory 2+2 6 

3 Land surveying Obligatory 2+2 6 

4 Analyses and processing of geodetic measurements Obligatory 2+2 6 

5 Field measurements Optional 2+2 6 

6 Basics of property rights for land registration Optional 2+2 6 

7 Spherical trigonometry Optional 2+2 6 

Total 30 

3 rd Semester 


1 Databases Obligatory 3+2 7 

2 Differential geometry Obligatory 2+2 6 

3 Cadastre Obligatory 2+2 6 

4 Geodetic plans Obligatory 2+2 6 

5 Topography Optional 2+1 5 

6 Practical work with geodetic instruments Optional 2+2 5 

Total 30 






119

4 th Semester 


1 Cartography Obligatory 2+2 6 

2 Geodetic reference frames Obligatory 2+2 6 

3 Photogrammetry Obligatory 2+2 6 

4 Utilization of geoinformations Obligatory 2+2 6 

5 Geoinformation modeling Obligatory 2+2 6 

Total 30 

5 th Semester 


1 Satellite positioning Obligatory 2+2 6 

2 Engineering geodetic basis Obligatory 2+2 6 

3 Remote sensing Obligatory 2+2 6 

4 Land development Obligatory 2+2 6 

5 Land information systems Optional 2+2 6 

6 Topographic cartography Optional 2+2 6 

Total 30 

6 th Semester 


1 Engineering geodesy Obligatory 2+2 6 

2 State survey Obligatory 2+2 6 

3 Map projections Obligatory 2+2 6 

4 DIPLOMA THESIS Obligatory 8 

5 Geoinformation infrastructure Optional 2+2 4 

6 Web cartography Optional 2+2 4 

7 Basics of geodetic astronomy Optional 2+2 4 

8 Hydrographic survey Optional 2+2 4 

Total 30 






120

FYR Macedonia 

Faculty of Civil Engineering Skopje, Study of Geodesy 

Obligatory Courses 

.Бр Предмет I II III IV V VI VII VIII Е.К 

1. Нацртна геометрија Descriptive geometry 2+3 7 

2. Математика Math 4+4 9 

3. Физика Physics 2+2 5 

4. Основи на геодезијата Basics of geodesy 3+3 9 

(Физичко воспитување) PE (0+2) (0+2) 0 

5. Геодезија 1 Geodesy 3+3 9 

6. Основи на електрониката Basics of electronics 2+2 6 

7. Геодетски подлоги Geodetic underlays 2+2 7 

8. Странски јазик 1 Foreign language 1 2+2 4 

9. Изборен од општи предмети Choice from general subjects 2+2 4 

Физичко воспитување PE 0+2 0 

10. Теорија на грешки Theory of errors 3+3 8 

11. Основи на сообраќајници Basics of traffic ways 2+2 6 

Изборен од 

Optional topic from group I 

12. група I 

2+2 4 

13. Земјишно право и регулативи Land Law and Legislation 2+0 2 

14. Основи на хидротехниката Basics of hydrotechnics 2+2 6 

15. Изборен од општи предмети Choice from general subjects 2+2 6 






121

16. Геодетски израмнувања surveying adjustments 3+3 6 

17. Геодетска метрологија geodetic metrology 3+3 6 

18. Бази на податоци Databases 2+2 4 


Optional topic from group I 

19. група I 

2+2 4 

20. Странски јазик 2 Foreign language 2 2+2 4 

Геодетска Surveying practice 1 

21. пракса 1 

0+6 6 

22. Фотограметрија Photogrammetry 3+3 7 

23. Катастар Cadastre 3+3 7 

24. Елипсоидна геодезија Ellipsoidal geodesy 2+2 5 

25. Геоинформациски системи Geoinformation systems 3+3 7 


Optional topic from group II 

26. група II 

2+2 4 

27. Виша геодезија Higher geodesy 3+3 6 

28. Математичка картографија Mathematical cartography 3+3 6 

29. Инженерска геодезија Engineering geodesy 3+3 6 

30. Просторно планирање Spatial planning 2+2 3 

31. 

32. 


Optional topic from group III 

група III 

Геодетска Surveying practice 2 

пракса 2 

2+2 3 

0+5 3 






122

33. Дипломска работа Diploma thesis 0+3 3 






123

Optional Courses 

Часови/ 

Р.Бр 

Предмет 

Course 

неделно 

Е.К 

1. Социологија на претпријатија Sociology 2+2 4 

2. Веројатност и статистика Probability and Statistics 2+2 4 

3. Сферна тригонометрија Spherical trigonometry 2+2 4 

4. Програмирање Programming 2+2 4 

5. Теориска механика Theoretical Mechanics 2+2 4 

6. Основи на информатика Basics of Informatics 2+2 4 

7. Web дизајн Web design 2+2 4 

ИЗБОРНИ ПРЕДМЕТИ - ГРУПА I 

8. Дигитални геодетски подлоги Digital geodetic underlays 2+2 4 

9. Геодетска мерна технологија 

Geodetic measurement 

technology 2+2 4 

10. Геодезија 2 Geodesy 2 2+2 4 

11. 

ИЗБОРНИ ПРЕДМЕТИ - ГРУПА II 

Израмнување на специјални 

мрежи Adjustments of special networks 2+2 4 

12. Општа картографија General cartography 2+2 4 

ИЗБОРНИ ПРЕДМЕТИ - ГРУПА III 

13. 

Софтверски пакети во 

геодезијата Software packages in geodesy 2+2 4 

14. Менаџмент на недвижности Management of real estate 2+2 4 






124

Montenegro 

Faculty of Civil Engineering, University of Montenegro, Section of Geodesy 

Geodesy in Montenegro is taught through the independent study of geodesy. Since the programme 

is not available, given here are detailed descriptions of four geodesy and GIS related topics taught at 

the Faculty of Civil Engineering. 

Naziv predmeta: 

Geodezija 

Šifra predmeta Status predmeta Semestar Broj ECTS kredita Fond časova 

112 000000000 113 obavezan 114 I 4 115 2P+2V 

Studijski programi za koje se organizuje: 

MENADţMENT U GRAĐEVINARSTVU, Primijenjene studije, duţina trajanja 6 semestara i 180 kredita. 

Uslovljenost drugim predmetima: Nema uslovljenosti. 

Ciljevi izučavanja predmeta: Kroz ovaj predmet studenti se upoznaju sa topografskim podlogama kao osnovama 

na kojima se projektuju razliĉitii graĊevinski objekti. 

Ime i prezime nastavnika i saradnika: Dr Mitar Čvorović - nastavnik, 

Zoran Sušić - saradnik 

Metod nastave i savladavanja gradiva: Predavanja, vjeţbe, pokazne vjeţbe za rad sa kartama, topografskim 

podlogama i instrumentima. Uĉenje i samostalna izrada domaćih 

zadataka. Konsultacije. 

116 Sadržaj predmeta: 

Pripremna nedjelja Priprema i upis semestra. 

I nedjelja Uvod. Geodezija u graĊevinarstvu. Osnovni ciljevi i zadaci. 

II nedjelja Topografska podloga, kao dio projekcione ravni. Razmjera i razmjernici. 

III nedjelja Lokalni i drţavni koordinatni sistem. Gaus-Krigerova projekcija meridijanskih zona. Podjela 

projekcione ravni na listove detalja. 

IV nedjelja Karta dijela zemljine površi. Plan dijela zemljine površi. Sliĉnosti i razlike. 

V nedjelja Pravougle koordinate i njihova primjena kod opisa prostornih formi. Predstavljanje reljefa. 

VI nedjelja I KOLOKVIJUM 

VII nedjelja SLOBODNA NEDJELJA 

VIII nedjelja Osnovne karakteristike instrumenata za mjerenje uglova. 

IX nedjelja Instrumenti za mjerenje duţina i automatsko raĉunanje koordinata taĉaka. 

X nedjelja Instrumenti za mjerenje visinskih razlika i GPS tehnike. 

XI nedjelja Osnovni principi metoda izrade topografskih podloga. Polarna, GPS, Fotogrametriska. 

XII nedjelja Topografski kljuĉ – šifre za prikazivanje osobina razliĉitih objekata. 

XIII nedjelja II KOLOKVIJUM 

XIV nedjelja Ĉitanje karte i plana. Upotreba karte i plana u sluĉaju kada su izraĊeni na papirnom i magnetnom 

mediju. Deformacija plana izraĊenog na papirnoj podlozi. Rad sa skeniranim podlogama. 

XV nedjelja Izrada Digitalnog modela terena iz skenirane podloge i podataka snimanja. Procjena cijene i roka 

izvoĊenja pojedinih vrsta geodetskih radova. 

XVI nedjelja Završni ispit. 

Završna nedjelja Ovjera semestra i upis ocjena. 

XVIII-XXI nedjelja Dopunska nastava i popravni ispitni rok. 

Nedjeljno 

4 kredita x 40/30 = 5 sati i 20 minuta 

Struktura: 

2 sata predavanja 

1 sat vjeţbi sa topo podlogama 

1 sat vjeţbi sa instrumentima 

1 sata i 40 minuta samostalnog 

rada, ukljuĉujući konsultacije 

OPTEREĆENJE STUDENATA 

U toku semestra 

Nastava i završni ispit: (5 sati i 20 minuta) x 16 = 85 sati i 20 minuta 

Neophodne pripreme prije poĉetka semestra (administracija, upis, ovjera) 

2 x (5 sati i 20 minuta) = 10 sati i 40 minuta 

Ukupno opterećenje za predmet 4x30 = 120 sati 

Literatura: M. Ĉvorović, Geodezija u graĊevinarstvu I dio, Unireks Nikšić 1992 god. 

S. Kontić, Geodezija, GraĊevinska knjiga Beograd, 1982 god. 

Dopunski rad za pripremu ispita u popravnom ispitnom roku, ukljuĉujući i 

polaganje popravnog ispita od 0 do 24 sata (preostalo vrijeme od prve dvije 

stavke do ukupnog opterećenja za predmet 120 sati) 

Struktura opterećenja: 

85 sati i 20 min. (Nastava)+ 10 sati i 40 min. (Priprema)+24 sata (Dopunski rad) 






125

Oblici provjere znanja i ocjenjivanje: 

- 5 domaćih zadataka ukupno 5 poena (svaki domaći zadatak 1 poen) 

- Dva kolokvijuma po 20 poena (ukupno 40 poena) 

- Uredno pohaĊanje nastave 5 poena (svaki izostanak –1 poen) 

- Završni ispit 50 poena. 

- Prelazna ocjena se dobija za najmanje 51 poen. 

Posebne naznake za predmet:: 

Predavanja se izvode za grupu do 20 studenata a vjeţbe za grupu od po 20 studenata 

Ime i prezime nastavnika koji je pripremio podatke: Dr Mitar Čvorović 

Napomena: Dodatne informacije o predmetu mogu se dobiti kod predmetnog nastavnika, saradnika, šefa 

studijskog programa, prodekana za nastavu, i na http://www.dos.cg.ac.yu 


Inženjerska geodezija 


161007601 obavezni I 4.5 2P+1V+1L 

Studijski programi za koje se organizuje : 

GRAĐEVINARSTVO - Smjer SAOBRAĆAJNI, Postdiplomske specijalistiĉke studije, duţina trajanja 2 semestra i 60 kredita. 

Uslovljenost drugim predmetima: 

Ciljevi izučavanja predmeta: Kroz ovaj predmet studenti se upoznaju sa geodetskim radovima u inţenjerskim 

poslovima projektovanja i izgradnje graĊevinskih objekata. 

Ime i prezime nastavnika i saradnika: Dr Mitar Čvorović - nastavnik 

Zoran Sušić 

- saradnik 

Metod nastave i savladanja gradiva: Predavanja, vjeţbe, pokazne vjeţbe za rad sa kartama, topografskim 

podlogama i instrumentima. Uĉenje i samostalna izrada domaćih zadataka. 

Konsultacije. 


Pripremna nedjelja Priprema i upis semestra. 

I nedjelja Uvod. Geodezija u graĊevinarstvu. Osnovni ciljevi i zadaci geodezije kod izrade projekata i izgradnje 

graĊevinskih objekata. Projekat obiljeţavanja graĊevinskih objekata. 

II nedjelja Operativni poligon, suština, naĉin razvijanja i odreĊivanja koordinata, primjena kod projektovanja i 

izgradnje saobraĊajnica. 

III nedjelja Prikupljanje podataka geodetrskim i fotogrametriskim metodama i tehnološki postupak izrade 

topografskih podloga. Katastarsko'topografski plan kao podloga za izradu projekata prostornog 

planiranja i saobraćajnica. 

IV nedjelja Digitalni model terena suština, naĉin realizacije, primjena u graĊevinarstvu sa posebnim osvrtom na 

projektovanje saobraćajnica. 






126

117.1.1 V nedjelja 117.1.2 Obiljeţavanje osovinskih i drugih taĉaka raznih objekata sa operativnog poligona , greške i 

taĉnost obiljeţavanja. 

117.1.3 VI nedjelja 117.1.4 I KOLOKVIJUM 

117.1.5 VII nedjelja 117.1.6 SLOBODNA NEDJELJA 

117.1.7 VIII nedjelja 117.1.8 Obiljeţavanje pravca izmeĊu taĉaka koje se nedogledaju. Raĉunanje koordinata taĉaka 

prelaznica i kruţnih krivina u poligonskom vlaku i izrada projekta obiljeţavanja. 

117.1.9 IX nedjelja 117.1.10 Lokalne geodetske mreţe, svrha namjena i naĉin projektovanja. Transformacija lokalnih 

mreţa u drţavni koordinatni sistem. Lokalna mreţa kod projektovanja mostova. 

117.1.11 X nedjelja 117.1.12 Tunelske mreţe, podzemna i nadzemna, njihovo povezivanje, proraĉun taĉnosti proboja, 

mreţa i naĉin mjerenja konvergencije i osmatranje pomjeranja tunela u izgradnji i 

eksploataciji. 

117.1.13 XI nedjelja 117.1.14 Savremena mjerna tehnika i njena primjena kod obiljeţavanja saobraćajnica i ostalih 

graĊevinskih objekata. 

117.1.15 XII nedjelja 117.1.16 II KOLOKVIJUM 

117.1.17 XIII nedjelja 117.1.18 GPS tehnologija i njena primjena u izradi topografskih podloga i obiljeţavanju 

saobraĊćajnica i ostalih objekata. 

117.1.19 XIV nedjelja 117.1.20 Osmatranje saobraćajnice i objekata u toku izrgradnje i eksploatacije. Osnovni pojmovi o 

Geografskom informacionom sistemu. Formiranje Informacionog sistema o prostornoj i 

fiziĉkoj strukturi saobraćajnih objekata. 

117.1.21 XV nedjelja 117.1.22 Osnovni pojmovi o Katastaru nepokretnosti i katastru vodova i podzemnih objekata. 

117.1.23 XVI nedjelja 117.1.24 Završni ispit. 

117.1.25 Završna nedjelja 117.1.26 Ovjera semestra i upis ocjena. 

117.1.27 XVIII-XXI nedjelja 117.1.28 Dopunska nastava i popravni ispitni rok. 

117.1.30 Nedjeljno 

4.5 kredita x 40/30 = 6 sati 

Struktura: 


2 sata računskih vježbi 

1 sat laboratorijskih vježbi 

2 sata samostalnog rada, 

uključujući konsultacije 

Literatura: 

117.1.29 OPTEREĆENJE STUDENATA 


Nastava i završni ispit: (6 sati) x 16 = 96 sati 


2 x (6 sati ) = 12 sati 

Ukupno opterećenje za predmet 4.5x30 = 135 sati 


polaganje popravnog ispita od 0 do 27 sati (preostalo vrijeme od prve dvije 



96 sati (Nastava)+12 sati (Priprema)+27 sata (Dopunski rad) 

M. Čvorović, Geodezija u građevinarstvu I dio, Unireks Nikšić 1992 god. 

S. Kontić, Geodezija, Građevinska knjiga Beograd, 1982 god. 


- 5 domaćih zadataka ukupno 5 poena (svaki domaći zadatak 1 poen) 

- Dva kolokvijuma po 20 poena (ukupno 40 poena) 

- Uredno pohaĊanje nastave 5 poena (svaki izostanak –1 poen) 

- Završni ispit 50 poena. 

- prelazna ocjena se dobija ako se sakupi 51 poen 

Posebne naznake za predmet: Predavanja se izvode za grupu do 75 studenata a vjeţbe za grupu od po 25 studenata 

Ime i prezime nastavnika koji je pripremio podatke: Dr Mitar Čvorović 

Napomena: Dodatne informacije o predmetu mogu se dobiti kod predmetnog nastavnika, saradnika, 

šefa studijskog programa i kod prodekana za nastavu. 






127


Informatika i savremeno upravljanje 

u sistemima vodovoda i kanalizacije 


izborni I 6.0 2P+2V 


GRAĐEVINARSTVO - Smjer HIDROTEHNIĈKI, Magistarske studije, duţina trajanja 2 semestara i 60 kredita. 


Ciljevi izučavanja predmeta: Kroz ovaj predmet stiĉu se dodatna znanja iz oblasti informatike i savremenog 

upravljanja u sistemima vodovoda i kanalizacije 

Ime i prezime nastavnika i saradnika: - nastavnik po pozivu 

- saradnik po pozivu 

Metod nastave i savladavanja gradiva: Predavanja, vjeţbe, konsultacije. 


Pripremna nedjelja Priprema i upis studija, sa izborom obaveznih predmeta i teme magistarskog rada. 

I nedjelja Uvod, tehnološka revolucija u savremenim vodovodima. 

II nedjelja Sistem daljinskog nadzora vodovoda. 

III nedjelja Sistem daljinskog upravljanja. 

IV nedjelja Mjerna i kontrolna oprema. 

V nedjelja Telemetrijski sistemi. 

VI nedjelja GIS u sistemu vodovoda. 


VIII nedjelja Kolokvijum 

IX nedjelja Operativna analiza podataka dobijenih mjerenjem i nadzorom. 

X nedjelja UtvrĊivanje stvarne potrošnje vode. 

XI nedjelja Otkrivanje gubitaka vode. 

XII nedjelja Primjena matematiĉkog modeliranja u opreativnim uslovima. 

XIII nedjelja Pravci daljeg razvoja tehnologije. 

XIV nedjelja Neki problemi modernizacije vodovoda. 

XV nedjelja Kolokvijum 


Završna nedjelja Ovjera semestra i usvajanje teme magistarskog rada. 


Nedjeljno 

6 kredita x 40/30 = 8 sati 

Struktura: 


2 sata vježbi 





Nastava i završni ispit: (8 sati ) x 16 = 128 sati 


2 x (8 sati ) = 16 sati 






128 sati (Nastava)+16 sati (Priprema)+36 sati (Dopunski rad) 

Literatura: B. Ristić: Hidromašinska oprema, Nauĉna knjiga, Beograd, 1996. 

B.Batinić, "Hidraulika", GraĊevinski fakultet, Beograd, 1993. 


- pozitivno ocijenjene provjere znanja i prisustvo nastavi od 50 do 100 poena. 

- završni ispit do 50 poena. 

- prelazna ocjena se dobija ako se sakupi 51 poen. 

Posebne naznake za predmet: Nastava se izvodi za grupu do 30 studenata, a vjeţbe po grupama od 15 studenata. 

Mentorska nastava se organizuje ako je broj kandidata manji od 5. 

Ime i prezime nastavnika koji je pripremio podatke: Dr Goran Sekulić 






128


šefa poslijediplomskih studija i kod prodekana za nastavu. 


Primjena kompjuterskih programa 




GRAĐEVINARSTVO - Smjer INŢENJERSKO–URBANISTIĈKI, Magistarske studije, duţina trajanja 2 semestara i 60 kredita. 


Ciljevi izučavanja predmeta: Kroz ovaj predmet stiĉu se dodatna znanja iz oblasti potrebnih kompjuterskih aplikacija. 






I nedjelja CAD - projektovanje: definicija, koncepcija, trendovi,primjeri. 

II nedjelja CADD - Computer aided design and Drafting, spajanje vektorske i rasterske grafike, skeniranje. 

III nedjelja Geometrijske transformacije: ravanske i prostorne. 

IV nedjelja AUTOCAD - osnove rada s programskim paketom za crtanje. 

V nedjelja Archi Cad - osnove rada s programskim paketom za crtanje. 

VI nedjelja Praktiĉan rad na raĉunarima. 


VIII nedjelja GIS - Geografical Information system: definicija, primjena, primjeri. 

IX nedjelja ArcInfo, ArcView -osnove rada s programskim paketom za GIS. 

X nedjelja Analize podataka u GIS-u. 

XI nedjelja Povezivanje s ostalim bazama podataka i naĉinima prikazivanja prostornih podloga. 

XII nedjelja Osnove programa za simulaciju vodovodnih mreţa (EPANET, WESNET). 

XIII nedjelja Osnove programa za simulaciju kanalizacionih mreţa (SEWER). 

XIV nedjelja Prikaz katastra podzemnih instalacija. 

XV nedjelja Praktiĉan rad na raĉunarima. 




Nedjeljno 


Struktura: 





Literatura: 





2 x (8 sati ) = 16 sati 


















129





Informatika i savremeno upravljanje 

u sistemima vodovoda i kanalizacije 




GRAĐEVINARSTVO - Smjer HIDROTEHNIĈKI, Magistarske studije, duţina trajanja 2 semestara i 60 kredita. 


Ciljevi izučavanja predmeta: Kroz ovaj predmet stiĉu se dodatna znanja iz oblasti informatike i savremenog 

upravljanja u sistemima vodovoda i kanalizacije 






I nedjelja Uvod, tehnološka revolucija u savremenim vodovodima. 

II nedjelja Sistem daljinskog nadzora vodovoda. 

III nedjelja Sistem daljinskog upravljanja. 

IV nedjelja Mjerna i kontrolna oprema. 

V nedjelja Telemetrijski sistemi. 

VI nedjelja GIS u sistemu vodovoda. 


VIII nedjelja Kolokvijum 

IX nedjelja Operativna analiza podataka dobijenih mjerenjem i nadzorom. 

X nedjelja UtvrĊivanje stvarne potrošnje vode. 

XI nedjelja Otkrivanje gubitaka vode. 

XII nedjelja Primjena matematiĉkog modeliranja u opreativnim uslovima. 

XIII nedjelja Pravci daljeg razvoja tehnologije. 

XIV nedjelja Neki problemi modernizacije vodovoda. 

XV nedjelja Kolokvijum 




Nedjeljno 


Struktura: 









2 x (8 sati ) = 16 sati 







Literatura: B. Ristić: Hidromašinska oprema, Nauĉna knjiga, Beograd, 1996. 

B.Batinić, "Hidraulika", GraĊevinski fakultet, Beograd, 1993. 










130











131

Serbia 

Faculty od Civil Engineering, University of Belgrade 

First-degree Academic studies 

Geodesy Master Academic Studies Belgrade 






132






133






134






135






136

Annex D – Local Expert contribution - summary of the SDI capacity 

building and education in the countries of the region 

Pal Nikolli, Albania 

Conditions for communication 

Description 

Establishing of the Ministry of Innovation, Information Technologies and Communication (MITIC) 

affirms and reinforces the government's determination for the implementation of national spatial 

data infrastructure (NSDI), the adoption of the INSPIRE Directive, the establishment of an 

institutional and legal frame for spatial data generation and distribution, providing their use on the 

national level, avoiding all misunderstandings and duplication, and improving the quality of the final 

projects deliverables especially for infrastructure studies and the environment. 

Since beginning of 2011, ALBANIA has started efforts for Realisation of European Directive INSPIRE 

2007/2/EC. 

Actually, in Albania, spatial data are collected and processed by some institutions such as: 

Albanian Geographic (Military) Institute (AGMI), known in Albania as IGJUSH (Institute Gjeografik 

Ushtarak Shqiptar, or as the Geographic Institute of Albania - AGMI), is currently part of the Ministry 

of Defense and it is essentially responsible for the topographic mapping and geodetic works in 

Albania. It is the main institution producing and providing data on Datum, projection, state 

triangulation coordinates, state leveling heights and networks, as well as producing and providing the 

Topographic maps which cover the entire territory of Albania in large, medium and small scales, 

specifically 1:10 000, 1:25 000, 1:50 000, 1: 100 000. In detail the inventory of products owned by 

AGMI are: 

• Topographic Map at scale 1:25 000, all Albanian territory, 256 map sheets (analog, digital and 

vectorized); 

• Topographic Map at scale 1:10 000, Western Part and Coast Line of Albania, 200 map sheets 

(analog, digital and vectorized); 

• Topographic Maps at scale 1:50 000, conformant with NATO standards; Cartographic projection is 

TM (Transversal Cylindrical Mercator) with quadratic net by 1000 m. Based on European Datum 

WGS-84. 

• Digital Cartographic Products available for any users: 






137

Map of Kosovo at scale 1:250 000; 

Map of Albanian Roads (Transport) at scale 1:400 000; 

Map of Albanian Roads (Transport) at scale 1:200 000; 

Topographic Map of Albania at scale 1: 500 000 

Map of Tirana at scale 1:125000; 

Map TIRANA_Durres_Kavaja Metropol at scale 1:75 000; 

• Map of administrative boundary of Republic of Albania at scale 1:300 000; 

• Marine Maps of Albania (Marine Map of Durresi Bay) at scale 1:35 000; 

• Marine Map of Vlora Bay at scale 1:35 000; 

Those Maps are actually digitised, georeferenced in Alb87 coordinate reference system, and 

evaluated for accuracy and quality. They are in TM and UTM system. Can be used in INSPIRE as 

“spatial data only once”. 

Central Office of Immovable Properties Registraton and its branches. 

The main products used by IPRO in Tirana and other districts are those called Index Maps which 

describe the ownership on parcels and properties of the country. These maps are produced in scale 

1:5000 and have derived from the Institute of land use and the mapping registration process during 

the last 20 years. 

Registration of land and its ownerships are based on planimetry maps at basic scale 1:2500. 

Ownership Index Maps, Cadastral attributive data and maps, Cadastral zoning, Ownership charts, 

addressing, codes, etc. 

Albanian Geologic Survey (AGS): 

AGS is also an important provider for data and information through studies and maps. For more then 

40 years they recorded in topographic maps in various scales (1:5000 till to 1: 100 000) all their 

studies, geologic observations and monitoring, various projects and studies on separate fields of 

geology, geophysics, environment etc. All these documents are collected and systemized in the 

Central Archive of Geology, a structure of AGS. During the last 10 years AGS established the 

Department of Geoinformation with the objective to create a digital Information system on Geologic 

Data. Additionally, AGS policy is oriented towards Geosciences studies and products. Therefore, 

digital processing of Satellite Images and other photogrammetric data, GIS, topographic maps in 






138

various scales are currently used by AGS. AGS is a public Institute and can be considered a useful 

stakeholder and provider of EO and spatial data. 

Main Producer of Geologic, Hydrologic, Risk and Natural Hazards, Mineral Resources, and other 

maps. At range of scales 1:10.000 till 1: 100.000 and even more, as 1:200.000. Those maps are 

implemented by GIS, built with 11 layers. AGS has actually increased digital capacities and the 

volumes. Those data in digital format can be an entry to INSPIRE. 

Agency for Legalisation of Urban and Informal Zones and Buildings (ALUIZNI): 

ALUIZNI is actually the main provider of digital photogrammetric data offered to the public, 

government and the private sector, in orthophoto maps with a resolution to provide printed 

reproduction in scale 1:1.000. As a public organization, ALUIZNI has clearly grown rapidly during the 

last years. It is actually one of the main stakeholders in producing, providing and using spatial or EO 

data which comes from photogrammetric processing. It has realized one of the largest investment in 

EO production (national ortho-photography, 1 ml EURO equipment for GIS and photogrammetric 

equipment and software applications). This EO product can be an entry in INSPIRE/SDI. The orthophotography 

is a major national asset and should be used to the best benefit of Albania. ALUIZNI is 

sharing this data free of charge with other users, i.e. citizens, public and governmental institutions. 

Central Technical Archive in Tirana. 

Central Technical Archive has archived and is provider of all local geodetic networks and topographic 

and mapping survey plans, Engineering Geologic Studies and maps, etc. of all Cities and Towns, as 

well as many villages in Albania at ranges of Sc. 1:500, 1:1000 and 1:2000, done before the year ’90, 

by the former Technical Institute Geology -Geodesy. All those works or EO Data Sets are evaluated as 

with High accuracy standards. Updating, filtering, migration, georeferencing of all those data first 

into the National Coordinative System Frame, adaptation of them in respect with specfication and 

standards of INSPIRE directive, can be result as EO data entry in NSDI. 

others: 

Their role appears to be very important concerning the policies and decision making on spatial, EO 

data, surveying, legislation, INSPIRE, etc. 

• Ministry of Innovation and Technology of Information and Communication – A key role in INSPIRE 

Directive, creation of a National Data Base, National geoinformation Agency or Entity, eGov etc. 

• Ministry of Agriculture and Food – Agricultural planning, Policy and Monitoring, cadastral data and 

Information, erosion data and studies; 






139

• AKKP (Property Restitution and Compensation Agency) Old data and maps. Properties and parcels, 

Index maps, etc; 

• Ministry of Environment, Forestry and Water Management – Environmental policies, studies and 

project-ideas, environmental mapping, floods, pollution. 

• Ministry of Public Works and Transport – Road infrastructure and transport, network studies, 

projects, urban planning, illegal areas, e_Gov etc; 

• Ministry of Justice, responsible for the System of Registration on Immovable Property and Parcels 

as well as the access on the ALBPOS System. 

• Regional Environmental Offices (12) throughout complete Territory of Albania, dependent on the 

Ministry of Environment, Forestry and Fishing, responsible for the implementation and executing 

various projects, to issue the Environment Permission as precondition before the execution of Civil 

Engineering Projects. 

• Urban and Regional Planning Offices and Institute, Dependent on the Ministry of Transport and 

Civil Works; 

• Private Surveying, topographic and geoinformation Companies; 

• Surveyors, Builders and other Real estate professionals; 

Human capacities 

Three faculties see their role in NSDI as education and capacity building institutions, whereas 

Civil Engineering Faculty (Department of Geodesy) is the main institution responsible for NSDI in 

Albania. Average staff number of department is 20. Percentage of staff directly involved in land 

administration and SDI 30 %. 

Educational structure of employees on department of geodesy is high, between about 90% 

including administrative and supporting staff reached university degree, out of which 50% have PhD. 

30% of staff reached MSc. 

In respect to short term education (courses, conferences) all institutions have reported 

participation on conferences (within last 24 months) on spatial information management; spatial 

data infrastructure; mapping and GIS. 

All institutions replied negative regarding providing internship programmes aimed at 

acquiring skills by apprentices. Only IPRO has replied positive about undertaking study trips to visit 

reference sites or exchange experiences with peer organizations inland or abroad, but without listing 

it. 






140

All institutions replied “yes” on question about organizing exchange of experience workshops 

in Albania where experts from other countries present their projects or infrastructures of spatial data 

or Land Administration. 

On education 

Three university level educational institutions and IPRO were in rating importance of 

education to their institutions and about institutional support in studying. 

Technical capacity 

GPS (Global Positioning Systems); 

Satellite Imaging (REMOTE SENSING); 

Geografic Information systems (GIS + WEB-GIS); 

- Those Technologies are foreseen as the main and basic tools for production and processing of 

spatial data to be used for Building, Implementing and Admnistration of SDI – INSPIRE infrastructure. 

In response of those important tools to build the NSDI, Albania has developments as: 

1. Establishing ALBPOS, Albanian Sallite Positioning System, which comprises 16 permanent 

stations that have taken coordinates in the frame ETRF2000 epoch 2008, a Control Center, 

actually not certified from EUPOS. The ALBPOS assures the positioning accuracy of ± 2 cm using 

the RTK Method. (ALBPOS is seen as a basic technique for Building of NSDI). 

2. Orthophoto and Satellite images are very important for building of many layers and monitoring in 

NSDI. Orthophoto (orthophoto images) is one of products to complete one of the layers in SDI. Based 

on principle “only once”, Orthophoto done by ALUIZNI is seen as a Product to be entry in the NSDI/ 

Albania. 

2. Satellite Images are very important for Building NSDI / INSPIRE. Actually satellite Images and 

Remote Sensing data ofer very accurate and qualitative Data. They offer data on such layers like: 

Land Use, Waters, Seas, Protected Zones, Land Covers, etc. 

3. GIS – have to play two roles: 

1. Like Builder of internals of NSDI (Layers and DBASE); 

2. For export-import of data and Info through Portals (Web_GIS), 






141

Resume 

Combine data from different sources all over Europe “seamlessly”, suggests to be solve 

Coordinative Refencing System ( Basic & Foundation Layer): 

A 

1. Determination of a Coordinative Refencing System (a basic layer in INSPIRE), should be in 

coherence with the EUROPEAN Satellite Reference Frame (EUREF) and to be proper to support other 

NSDI Layers in optimal way for migration into European INSPIRE Frame. 

2. Determination of Hights System (a Layer in SDI), with the same concept as in point 1. In this 

context a new overview on Hights Systems and undertaking studies, analyses as well as a designed 

project for the local determination of the local GEOID included the overview the status and 

functioning of Mareograph/Durres, for a accurate MSL. 

NEEDS: Qualification and training of Control Center staff. 

Albania should think to Establish: 

A Certified Center for processing of Satellite Images and Remote Sensing. 

- To be a public institution; 

- With dependency from the National Authority of GeoSpatial data; 

- To generate productes for NSDI and Governmental Decision in the case of natural hazars and in 

consistent way for risks; 

Communication activities and products 

Description of Activities and Products: 

IPRO during last 5 years has been involved in various preparatory institutional activities with impact 

in the implementation of INSPIRE and building the NSDI. 






142

- IPRO has created and maintains the Index map for 85 % of territory of Albania. Today the entire 

maps are digitised, and the work is going on to complete all the territory of country. Also, IPRO has 

digitised the entire base map that needed to create Index map for first registration process. 

- It is going on the First Registration process in Urban Area, witch means bringing the data of 

properties in digital form. Until now there are finished about 85 % of Cadastral Zones in Rural area in 

all over the country. This process will go to end by the second half of the next year. 

- It is going on the process of implementation the computerised system in 10 big registration offices. 

Until now the system is installed and runnig on in Tirana office. 

- IPRO is included in all phases of GNNS, as arguing, designing, implementation all phases, and 

establishing of GNNS (ALBPOS System, as the main important Tool for NSDI). 

- IPRO has been involved also in the preparation of first draft for new Law of Properties registration. 

Resume: 

During this process they made evident three aspects to be considered and solved, which are: 

Problems of technical background, which have to do with the standards that are connected to the 

Geodetic Reference System (actually is ALB87), transforming the Orthophotos dated in 2007 into 

ALB87, considering that ALBPOS is based on ETRF 2000 epoch 2008. The main problem to be solved is 

the absence of technical standards of the international Standard Organization (ISO) which are 

supposed to be set in order to obtain transformed Spatial Data (SD). Also the implementation of 

ALBPOS still remains to be a problem for its continued operation. 

Problems with institutional schema. It is evident that MTI (IGJUS) which before ’90 was a kind of a 

Head Institution for SD in Albania, doesn’t have such a role anymore. This is due to the fact of the 

changes in politics and the eco-social aspects. Even the establishing Law is out of date and the role of 

this institute doesn’t fulfil the civilian requirements of studies, projects, etc. So, it is clear that the 

absence of a National Authority for SD, geodesy, cartography, geoinformation, etc. is apparently an 

obstacle even for the implementation of the INSPIRE Directive. 

The existing infrastructure of SD products is fragmented, too. For example three main structures i.e. 

AGMI, ZRPP, ALUIZNI are acting independently and work with their own internal standards, etc. 

There is no coordination authority above them in order to at least establish their cooperation, avoid 

duplications and allow exchange of SD products. 

They are also using different Geo Database Systems and software to support their GIS, resulting to a 

gap and lack of interpretability among the institutes and absence of the common European 

Standards. 






143

Problems of juridical background. The lack of a juridical and functional Structure (Law package) 

compatible to the EU legislation allowing the implementation of INSPIRE Directive and the creation of 

NSDI, is also a very important problem to be solved. 

The certain activities and measures that are taken from MITIC to support the adoption of INSPIRE 

can be summarized below: 

- Establishing of the ALBPOS System (Albanian Positioning system). 

- Production of the ORTHOPHOTOs for almost of entire Albania in Digital format in both operating 

cartographic system: International (WGS84, UTM) and the original Albanian Reference System 

(Krassovsky 42, ALB87). 

- Maintenance of the national map 1:25000 scale in digital format, vectorized 10 years ago. 

- Improving the cadastral and registrations system by using the above mentioned products (ALBPOS 

and ORTHOPHOTOS). 

- Preparing a strategy for the implementation of the INSPIRE Directive, consisting the preparation of 

an NSDI, SD Base and a law in conformity with the demands of EU. Specifically the state has: 

a. Established an Intra-Institutional Working Group, with the objective: 

"Preparation of a Policy Paper, Action Plan and necessary legal framework for the organization and 

functioning of institutions responsible for production, exchange, access and use of interoperable 

spatial data information for the implementation of the EU Directive 2007 / 02/CE "INSPIRE" in 

Albania. 

b. Designed a project for the implementation of INSPIRE DIRECTIVE covering the following issues: 

1. Identifying, summarizing and analyzing the main features of the existing similar frameworks 

around the world and in the EU countries; 

2. Developing and presenting to the Government the proposal including short, medium and long 

term goals; 

3. Processing the results of the above-mentioned data and presenting them in the form of a Policy 

Paper that identifies the gaps and problems in the present legal structure and proposes the 

legislative and institutional way including an approximate financial cost which will be necessary to 

implement the new legislation. 

SWOT analysis 

STRENGHTS 

WEAKNESSES 






144

NSDI defined by law is established 

Number of professional associations involved 

and supporting SDI development 

NSDI bodies are not established 

Limited participation and recognition of SDI 

by other professions 

Communication and coordination of 

institutions on broad scale insufficient 

regarding all aspects 

Insufficient financing both for SDI 

development, 

LLL is not yet well implemented 

LLL and other supplemental forms of 

education are not harmonized 

OPPORTUNITIES 

Implementation of Inspire obligatory – SDI 

must be established 

More possibilities in usage of EU funds and 

programme contracts (cooperation) 

Professional education will be 

internationalized with greater mobility of 

students and teachers 

Tirana, 14. 11. 2012. 

County expert Albania : 

dr. sc. Pal Nikolli 






145

Slobodanka Ključanin, Bosnia and Herzegovina 

The regional project „Inspiration – Spatial Data Infrastructure in the Western Balkans“, 

covering seven countries of Western Balkans (Albania, Bosnia and Herzegovina, Croatia, FYR 

Macedonia, Kosovo*, Montenegro and Serbia), funded by EU from the IPA-2010 Multi-beneficiary 

Programme and executed by consortium consisting of GFA Consulting Group (consortium leader), 

Conterra, GDi GISDATA and Austrian Federal office for Environmental Protection requires under 

Activity 2: Capacity-building and knowledge transfer Task 2.1 delivery of Regional SDI & Land 

Administration (LA) Capacity and Education Study. 

Under mentioned task following is understood: „A study will analyse capacities available in 

all Beneficiaries in relation to the development of SDI and modern Land Administration, including a 

state of play of existing curricula for the SDI and LA experts“ (TOR). 

As initial activity a unified questionnaire has been issued to the principal, secondary and 

tertiary stakeholders in the region. Respectively Bosnia and Herzegovina the questionnaire has been 

sent to 51 stakeholders. Out of them 15 stakeholders have responded (13 from Federation BiH, and 2 

from Republic of Srpska), principal (Federal Administration for Geodetic and Real Property Affairs - 

FAGRPA) and four secondary stakeholders (from four different faculties): 

- Administration for geodetic and real property affairs of Federation B&H 

- Administration for geodetic and property affairs of the Herzegovina-Neretva Canton – 

Mostar 

- Cadastre community Tuzla 

- Ministry of physical planning Federation B&H, Sarajevo 

- Agency for Watershed of the Adriatic Sea, Mostar 

- Sava River Watershed agency, Sarajevo 

- Federal Office for Agropedology 

- Una-Sana forest – Bosanska Krupa 

- Institute for Planning Canton Sarajevo 

- Ministry of physical planning, Civil engineering and ecology, Republic Srpska 

- Geoprojekt d.o.o., Banja Luka – Republic Srpska 

- Faculty Agricultural and Food Science, University of Sarajevo 

- Faculty of Civil Engineering – Department of Geodesy, University of Sarajevo 






146

- Faculty of Electrical Engineering, University of Sarajevo 

- Mining, Geology and Civil Engineering Faculty, University of Tuzla. 

For the required Study the number of responses is rather limited. Additionally the 

questionnaire has been focused on SDI although some questions have general character valid also for 

Land Administration part. 

Based on received replays on presently issued questionnaire (as principal source) resulted in 

following Analysis and Recommendations. 

1. Analysis of the questionnaire 

1.1 General picture and overall impression 

The response on questionnaire has been limited, although for two categories of stakeholders 

(principal – NMCA, and secondary - university education - faculties) it is representative. Since NMCA 

and faculties are the key players in capacity building and education, inputs from the questionnaire 

can be understood as representative, especially from the side of key stakeholder and key education 

providers. 

Bosnia and Herzegovina SDI has been developing in recent 1-2 years. Law on Ministry of 

physical planning Federation B&H and Administration for geodetic and real property affairs of 

Federation B&H did not treat SDI. Unlike them, University curricula modernized (Sarajevo and Tuzla 

educate Masters in Geodesy and Geoinformatics) and have visible percentage of lectures dealing 

with geoinformation and geomatics. SDI is also subject of lecturing in several lectures, but there is no 

specific lecture course only on SDI and related issues. 

1.2 Findings from the questionnaire 

1.2.1 Chapter on human capacities 

Four faculties see their role in NSDI as education and capacity building institutions. Average 

staff number of faculties is 68 and FAGRPA’s 99. Percentage of staff directly involved in land 

administration and SDI except for FAGRPA (6,5%) and Faculty are none (estimated 0% of total staff). 

No staff directly involved in SDI is estimated in FAGRPA. 

As expected, educational structure of employees on faculties is very high, between 80 – 90% 

including administrative and supporting staff reached university degree, out of which 56% have PhD. 

Picture in FAGRPA logically differs, 19% of staff reached BSc/MA level, 2,5% MSc, and 0% PhD 

educational level. Figures in replies on questions regarding achieving higher educational level in past 






147

two years show, again logically, one picture valid for faculties where achieving MSc and PhD level is 

in the focus of the staff (about 8% of the staff achieved MSc, in 3 institutions that replied, and about 

7% of staff achieved PhD in past 2 years), whereas in FAGRPA 6 MSc degree have been achieved. 

Situation regarding number of employees presently attending postgraduate studies varies. Only two 

out of four faculties responded: Faculty of Agricultural and Food Science are reporting to have 26 and 

Faculty of Electrical Engineering reporting to have 30 employees on postgraduate studies. Institution 

of administration is reporting to have 3 employees on postgraduate studies of land administration 

and spatial data infrastructure, 4 employees on administrative affairs, and 65 on other technical 

affairs (total number 75). Anyhow, only 6% of employees are currently studying Land administration 

and spatial data infrastructure (90% are studying other technical affaires). Regarding topics all have 

surprisingly categorized those postgraduate studies as “other technical affairs”. 

In respect to short term education (courses, conferences) six institution reports participation 

at training course for GIS tools, whereas eight reported participation on conferences (within last 24 

months) on spatial information management; spatial data infrastructure; mapping; GIS; location 

based services (LBS); LiDAR scanning and processing; digital photogrammetry; remote sensing; 

operating mobile mapping units/vehicles; 3D modelling and visualization; sensor data warehousing, 

processing and utilization (time series); mobile GIS. Faculties and Administration reported 27 

respectively 58 participants with average duration of 2-10 days. 

Answers in the questionnaire recognize that in Bosnia and Herzegovina no association 

requires attendance at professional development events regarding field of LA and SDI. In line with 

replies on previous questions Faculties and Administration has “produced” 28(14+14) papers. 

Ten of 15 institutions support activities in CPD and LLL. Existence of such 

institutions/organizations is reported by one faculty from Sarajevo (Faculty of Public Administration 

associate member of University of Sarajevo) and Administration (Agency for Civil Service Federation 

B&H). Eleven institutions replied negative regarding providing internship programmes aimed at 

acquiring skills by apprentices. Only Administration (Ministry of physical planning Federation B&H, 

Agency for Watershed of the Adriatic Sea Mostar, Una-Sana Forest, Bosanska Krupa, Administration 

for geodetic and real property affairs of Federation B&H) has replied positive about undertaking 

study trips to visit reference sites or exchange experiences with peer organizations inland or abroad, 

but without listing it. 

One institution did not reply and six replied “yes” on question about organizing exchange of 

experience workshops in B&H where experts from other countries present their projects or 

infrastructures of spatial data or Land Administration (four from faculties and two from 

Administration). Examples of such events have been listed under questions “Does your country 

organize exchange of experience workshops where experts from other countries present their projects 

or infrastructures in the fields of Spatial Data Infrastructure or Land Administration? Please, list; and 

What associations or legally mandated organizations in your country require attendance at 

professional development events? Please, list.” 






148

1.2.2 Chapter on education 

Four university level educational institutions and Administration were unanimous in rating 

importance of education to their institutions (average note 4,3 out of 5) and about institutional 

support in studying (7/13). From the answers on questions about influence on educational 

programmes we can see that only faculties participate in the formulation of educational programs 

(4/13) and positive picture rises from the answers on questions about encouragement of employees 

to attend educational programmes (8/13). 

Answers on questions about scholarship support (1/13) and recognition of ECDL programmes 

and certification (8/13) give us different picture. Only one Administration (Una-Sana forest) offered 1 

scholarship for graduate engineers or masters of science. Regarding faculties they do not give 

scholarships themselves. 

Recognition about relevance of certain topic for building capacity for Administration shows 

that education of employees for new tools and methods is recognized as most important (19%), 

followed by software (16%), hardware (14%) and building SDI institutions (13%). Medium importance 

is recognized for education of employees for basic IT skill, online learning (10%), building a 

specialized national SDI education centre (7,5%) and support for University programmes (7%). 

Building a specialized regional SDI education centre and Online learning is recognized relatively low 

(each 5%) as well as distance lectures (3,5%). 

Regarding knowledge and skills of certain professional expert groups best average mark is 

given to ITC experts (3), followed by geomatics experts (4) and core business technical experts (3). 

1.2.3 Technical capacity 

Response about technical capacity is somewhat ambiguous especially since answers on 

certain questions are missing. Regarding the general impression of institutions which replied on the 

questionnaire they rated their capacity of hardware with average mark 3,5 (out of 5), quality of 

available software with average mark 3,2, quantity of available software with average 3,2 and 

network capacity with average 3, showing relatively good perception of technical capacity in the 

institutions for establishment, maintenance and support of SDI. 

Less encouraging picture results from responses on maintenance level of the hardware and 

networking components dedicated to SDI tasks. Only in Institute for Canton Sarajevo Planning this 

level reaches 24/7, while other institutions responded either as this support is nonexistent or 

working hours or did not answer the question. It is opinion of the consultant that this respond has to 

be considered relative, since all university institutions in Bosnia and Herzegovina have established ICT 






149

maintenance and staff taking general care about the ICT systems in their institutions at least during 

working hours. 

Desktop software is most commonly used, but is not maintained frequently. Faculties and 

Administration 54 licenses, all with none or minimal (9 license) are on the regular technical support 

and maintenance. There is only one server software for publishing spatial data and services which are 

part of the NSDI. Mentioned institutions estimate 90% of spatial data that are part of the NSDI are 

kept in file based structures. 

Regarding ICT networks capacities only a third of the surveyed have a separate internet connection. 

A fifth of the surveyed has a technical support service. Half of the surveyed do not have a server 

room. Regarding server rooms and its maintenance, only four institutions have it, all of them have 

permanent staff supporting them (1-2 employees), and two of them have its own technical support 

department (out of 11 responses). 

2. Expert view 

First of all one should emphasize relatively small sample of the questionnaire answered. At 

the same time it should be underlined that questionnaires were not entirely filled in, so the local 

expert has interpolated some answers based on known facts from other surveys, studies and works, 

as well as from expert own knowledge. 

General impression is that all persons that filled the questionnaires agree that education is of 

crucial importance for further work of their organization. They occasionally support their employees 

in their education is certain fields of studies. When assessing what needs more resources to achieve 

progress in managing spatial information the survey showed the priority is building SDI 

institutions/bodies. 

Younger employees have knowledge about new technologies. The knowledge and skills of 

geomatics experts (i.e. engineers of geodesy, surveying, geomatics, geoinformation, 

photogrammetry, remote sensing), legal and administrative experts, core business technical experts 

and students that graduate at universities in our country with regard to needs for NSDI setup is 

average. 

We can draw a conclusion there are average technical capability of establishing the 

geospatial infrastructure (hardware, software, number licensed software, network capacity). They 

tend to cooperate with other organizations for developing network communication and internet. 

Further, notes the irresponsible towards the undertaken responsibilities, lack of trust and 

professional cooperation between the two entities (FBIH and RS). The lack of a legal framework for 

implementing and monitoring the INSPIRE directive. 






150

When we talk about the staff employed in the administration can be concluded that there is a lack of 

interest in learning - there is no tradition of lifelong learning. There is also lack of support for staff 

education: lack of scoring work in the institutions, which could be the basis for professional 

development and lack of financial support for life-long learning. There are no programs that allow to 

apply for scholarships (except for social cases and remarkably talented students). Older generation of 

staff have poor knowledge of foreign languages. 

In Bosnia and Herzegovina there are a very small number (1-3) of professional associations which 

promote the progressive ideas in the region or the world. 

In general we can say that in Bosnia and Herzegovina politics interferes in all spheres of 

management. 

Lack of interest for the national and regional education centres could be explained by focus 

on everybody’s own issues and insufficient active participation of the faculties in establishing of the 

SDI. On the other hand there is a question of the long term education and defining the topic, or even 

the inter-disciplinary study with an important objective being SDI. 

3. SWOT analysis 

Based on the findings from the questionnaires and personal view of the consultant SWOT 

analysis has been conducted to emphasise key strengths and weaknesses of present situation in 

capacity building and education on SDI and LA in Bosnia and Herzegovina, as well as to list 

opportunities and threats to those activities (respectively to further development of SDI and LA). 

STRENGHTS 

WEAKNESSES 

NSDI no defined by law and NSDI bodies are 

not established 

Professional associations not involved and 

supporting SDI development 

SDI is still mostly in the geodetic courtyard 







development, but especially maintenance of 

ICT 







151

OPPORTUNITIES 



usage of EU funds and program contracts 

(cooperation) for the purpose of establishing 

and maintaining SDI 




THREATS 

Lack of interest of establishing the legal 

framework and NIPP the economic crisis and 

the political crisis in B&H 

Losing of enthusiasm due to the lack of 

finances and practical implementations of 

SDI (metadata services, national Geoportal, 

...) 






152

4. Recommendations 

Findings in previous three chapters supported with results from additional studies and 

documents mentioned in introduction are considered present situation in B&H. Findings result in 

following (draft) general recommendations: 

1. Concrete efforts have to be made in spreading general ideas of SDI and principles of its 

establishment (system of “basic” and advanced courses should be developed) 

2. Effort has to be made in introducing more concentrated education about SDI concept and its 

implications at the university level with some kind of coordination of efforts between 

stakeholders (up to definition of interdisciplinary study involving SDI). 

3. NSDI strategy should be created and achieved development level and political, economical and 

professional circumstances. 

4. Concept of LLL regarding LA and SDI should be reviewed and expanded 

5. Some of educational institutions has to take lead in implementation of SDI in education 

processes 

6. Modern forms of education (e-learning, distance learning, ...) have to be implemented widely 

and recognized by authorities (acceptance of certificates) 






153

Vesna Poslončec Petrid, Croatia 

Zagreb, 14. 11. 2012. 

Subject: Task C – Contribution to the Regional Capacity Building and Education Study 

- expert analysis/recommendations – Croatia 



Macedonia, Kosovo, Montenegro and Serbia), funded by EU from the IPA-2010 Multi-beneficiary 








As initial activity a unified questionnaire has been issued to the principal, secondary and 

tertiary stakeholders in the region. Respectively Croatia the questionnaire has been sent to 33 

stakeholders. Out of them 5 stakeholders have responded, principal (SGA) and four secondary 

stakeholders (from four different faculties): 

State Geodetic Administration 

Faculty of Geodesy at the University of Zagreb, 

Faculty of Civil Engineering, Architecture and Geodesy at the University of Split, 

Faculty of Mining, Geology and Petroleum Engineering at the University of Zagreb and 

Faculty of Civil Engineering at the University of Osijek. 

For the required Study the number of responses is rather limited. Additionally the 

questionnaire has been focused on SDI although some questions have general character valid also for 

Land Administration part. Therefore additional investigations (questionnaires), studies and papers 

have been used conducting this analysis and writing draft recommendations: 






154

Spatial Data in Secondary Education in Croatia (investigation based on questionnaire issued 

by Working Group on capacity development of the Croatian IPP Council)( 9 , 10 , 11 , 12 , 13 ) 

Service Provision for the Support to the National Spatial Data Infrastructure Development ( 14 ) 

Distribution of Spatial Data official cartography in the Republic of Croatia (Poslončec-Petrid, 

2010 15 ) 

5th Regional Study on Cadastre and Spatial Data Infrastructure (Bačid & Poslončec-Petrid, 

2012 16 ) 

9 Poslonĉec-Petrić, V., Hećimović, Ţ., Baĉić, Ţ. (2011): Implementation of the NSDI into secondary school 

education, International NSDI Conference, Impact of the NSDI in Society, Challenges for Establishment, 

Skopje, Macedonia, http://bib.irb.hr/datoteka/528338.Skopje_2011-def.pdf. 

10 Poslonĉec-Petrić, V., Cetl, V., Hećimović, Ţ. (2011): Promoting of the importance of spatial data and 

recommendations for NSDI improvement, Proceedings of papers of 1st Serbian Geodetic 

Congress, Beograd, Serbia, 

http://bib.irb.hr/datoteka/571643.Promoting_of_the_importance_of_spatial_data_and_recomm 

endations_for_NSDI_improvement.pdf 

11 Poslonĉec-Petrić, V., Hećimović, Ţ., Pernar, R. Boto, D., Ludaš, S. Šustić, I. Grgesina, V., Pavić, M., 

Matošina Ljulj, M., Klement, M. (2011): Capacity building of the NSDI in Croatia, 25th 

International Cartographic Conference, Paris, France, 3-8. 7. 2011., 

http://bib.irb.hr/datoteka/528013.Poster_NIPP_Kapaciteti_ICA2011_Pariz-def2.pdf. 

12 Cetl, V., Poslonĉec-Petrić, V. (2011): NSDI capacity building in Croatia, Proceedings of INSPIRE 

Conference, Edinburg, Scotland, 27.06.-01.07.2011. 

13 Bačid, Ž., Bašid, T. (2011): Modernizacija programa obrazovanja geodetskih stručnjaka u skladu s reformom 

geodetsko-katastarskog sustava u Hrvatskoj, II. kongres o katastru u BIH, ILIDŽA 28.- 30.09.2011. 

Ilidža, Bosna i Hercegovina. 

14 Service Provision for the Support to the National Spatial Data Infrastructure Development, 

http://www.nipp.hr/UserDocsImages/Croatian%20national%20metadata%20profile_draft.pdf, 

(15.10.2012.) 

15 Poslonĉec-Petrić, V. (2010): Distribucija prostornih podataka za potrebe sluţbene kartografije, 

Disertacija, Sveuĉilište u Zagrebu, Geodetski fakultet, Zagreb, 

https://bib.irb.hr/datoteka/497901.Distribucija_prostornih_podataka_za_potrebe_slubene_kart 

ografije_u_RH.pdf), (15.10.2012.) 

16 Baĉić, Ţ., Poslonĉec-Petrić, V. (2012): 5th Regional Study on Cadastre and Spatial Data 

Infrastructure, Publisher: Bureau for Geodetic and Property Relations of Republic Srpska and 

Federal Geodetic Administration of the Federation Bosnia and Herzegovina. 






155

Based on received replies on presently issued questionnaire (as principal source) and above 

mentioned additional documents work of Croatian expert resulted in following Analysis and 

Recommendations. 



The response on questionnaire has been limited, although for two categories of stakeholders 

(principal – NMCA, and secondary - university education - faculties) it is representative. Since NMCA 

and faculties are the key players in capacity building and education inputs from the questionnaire 

can be understood as representative, especially from the side of key stakeholder and key education 

providers. 

Croatian SDI is under development for 10 years now (since first study investigating 

requirements on spatial information by EU in case of Croatia, conducted by Blom for SGA in 2002) 

what has been formalized in 2007 through the adoption of the Law on State Survey and Real-Estate 

Cadastre in which chapter on NSDI has been introduced. All of this resulted in SDI structures 

developed and functioning on national level (NSDI Council, Board and 5 WG), University curricula 

modernized (Zagreb and Split educate Masters in Geodesy and Geoinformatics) and have visible 

percentage of lectures dealing with geoinformation and geomatics. SDI is also subject of lecturing in 

several lectures, but there is no specific lecture course only on SDI and related issues. 

Beside formal SDI structure in Croatia instruments of general public awareness and education 

are also present. There was already public awareness campaign conducted in 2005-2008 (lectures & 

publications on SDI development in other countries), work on NSDI strategy, running the Croatian SDI 

& Inspire Day conference (since 2009), etc. 


1.2.1 Chapter on human capacities 

Four faculties see their role in NSDI as education and capacity building institutions, whereas 

SGA is the main institution responsible for NSDI in Croatia. Average staff number of faculties is 85 

(67-109) and SGA’s 1147. Percentage of staff directly involved in land administration and SDI except 

for SGA (92%) and Faculty of Geodesy in Zagreb is (around 60%) whereas for other three faculties is 

rather small (estimated 1 - 3% of total staff). Staff directly involved in SDI is estimated in SGA and 

others on 1% (no figures for Faculty of Geodesy in Zagreb). 






156

As expected, educational structure of employees on faculties is very high, between 80 – 90% 

including administrative and supporting staff reached university degree, out of which 40 – 71% have 

PhD. (average 57%). Picture in SGA logically differs, but still, 36% of staff reached BSc/MA level, 1,6% 

MSc, and 0,5% PhD educational level. Figures in replays on questions regarding achieving higher 

educational level in past two years show, again logically, one picture valid for faculties where 

achieving PhD level is in the focus of staff (about 10% of staff achieved it in past 2 years (on 3 

institutions which replayed), whereas in SGA 6 MSc and 1 PhD degree have been achieved. 

Situation regarding number of employees presently attending postgraduate studies varies. 

Namely, two out of five institutions responded doubtful figures, Split reporting to have only 1 

employee on postgraduate studies out of total 70, and Osijek having 47 out of total 67. It is more 

likely that Split reported only employee on postgraduate studies for “geodesy” unit (4 employees), 

while for Osijek given figure does not match with others. Anyhow, with given assumption for Split, 

percentage of staff presently attending postgraduate studies is very similar (21 – 25%) and for SGA at 

the level of 2,5%, looking very encouraging. Regarding topics all have surprisingly categorized those 

postgraduate studies as “other technical affairs”. 

In respect to short term education (courses, conferences) only one institution reports 

participation at training course for GIS tools, whereas all have reported participation on conferences 

(within last 24 months) on spatial information management; spatial data infrastructure; mapping; 

GIS; location based services (LBS); LiDAR scanning and processing; digital photogrammetry; remote 

sensing; operating mobile mapping units/vehicles; 3D modelling and visualization; sensor data 

warehousing, processing and utilization (time series); mobile GIS. Faculty of Geodesy in Zagreb and 

SGA reported 47 respectively 50 participants with average duration of 2 days. Figures for other three 

faculties are more modest, varying between 1 – 5 participants and 2 – 20 days. 

Croatian SDI and Inspire Day connected with Conference on Cartography and Geoinformation 

are clearly recognized as the regular event and place of exchange of experience in the field of SDI 

both nationally and internationally. In addition to this also International Symposium on Engineering 

Geodesy held in 2011 has been recognized. Answers in the questionnaire recognize Croatian 

Chamber of Chartered Geodetic Engineers as the association requiring attendance at professional 

development events regarding field of LA and SDI. In this respect above mentioned events and 

Symposia of Chartered Geodetic Engineers are listed as education credit earning one. In line with 

replies on previous questions Faculty of geodesy has “produced” 115 and SGA 20 papers, whereas 

other three institutions reported total of 3 papers. 

All five institutions support and have as a part of their activities CPD and LLL. Existence of 

such institutions/organizations is reported by two faculties from Zagreb and SGA (there are several 

institutional frame for civil servants, for example: Centre for education of civil servants at the 

Ministry of Administration and Judiciary Academy under the Ministry of Justice – comment by 

consultant). All institutions replied negative regarding providing internship programmes aimed at 

acquiring skills by apprentices. Only SGA has replied positive about undertaking study trips to visit 






157

eference sites or exchange experiences with peer organizations inland or abroad, but without listing 

it. 

Despite one institution did not reply and one replied negative, other three replied “yes” on 

question about organizing exchange of experience workshops in Croatia where experts from other 

countries present their projects or infrastructures of spatial data or Land Administration. Examples of 

such events (3 in past calendar year) have been listed under questions “Does your country organize 

exchange of experience workshops where experts from other countries present their projects or 

infrastructures in the fields of Spatial Data Infrastructure or Land Administration?” and “What 

associations or legally mandated organizations in your country require attendance at professional 

development events?”. According to Croatian legislative framework Chamber system has been 

established for technical professions and in this content also Croatian Chamber of Chartered 

Geodetic Engineers, which has introduced continuous education system for its members and 

employees in licensed surveying companies (credit system) requiring attendance on the annually 

defined events. All events mentioned in that questions are of such type. 


Four university level educational institutions and SGA were unanimous in rating importance 

of education to their institutions (average note 4,5 out of 5) and about institutional support in 

studying (4/5). Similar positive picture rises from the answers on questions about influence on 

educational programmes at certain institutions (4/5) and encouragement of employees to attend 

educational programmes (4/5). Less positive result, regarding the fact that answers came from 

science and education institutions was regarding implementing programme promoting computer 

literacy where only 2 out of 5 responses were positive! 

On the contrary, answers on questions about scholarship support (0/5) and recognition of 

ECDL programmes and certification (1/5) give us different picture. Those answers deserve special 

comment. SGA offered in past 5 years some 50 scholarships to own employee’s resulting in number 

of graduate engineers, masters and doctors of science. Regarding faculties they do not give 

scholarships itself, but, thorough the science support system of Ministry of science, number of young 

employees at those institutions are benefiting scholarships, meaning that answer on this question 

could also be (5/5) depending on perception. Regarding ECDL system it is obligatory for Croatian 

university education so answer should be (4/5). 

Recognition about relevance of certain topic for building capacity for SDI shows that 

education of employees for new tools and methods is recognized as most important (21%), followed 

by support for University programmes (16%) and building SDI institutions (14%). Medium importance 

is recognized for education of employees for basic IT skill, online learning (9%) and distance lectures 

(8%). Relevance of hardware and software is recognized relatively low (each 6%) as well as building a 






158

specialized national SDI education centre (6%) or regional centre (3%). Regarding the responses it is 

to emphasize that SGA response differs significantly in some questions. For example relevance of 

building of SDI institutions and bodies has scored 40% as well as building of specialized national SDI 

education centre (20%). 

Regarding knowledge and skills of certain professional expert groups best average mark is 

given to ITC experts (4), followed by geomatics experts (3) and core business technical experts (2). 


Response about technical capacity is somewhat ambiguous especially since answers on 

certain questions are missing. Regarding the general impression of institutions which replayed on the 

questionnaire they rated their capacity of hardware with average mark 3,6 (out of 5), quality of 

available software with average mark 3,4, quantity of available software with average 3,4 and 

network capacity with average 2,8, showing relatively good perception of technical capacity in the 

institutions for establishment, maintenance and support of SDI (discrepancy in marks for first three 

items is minimal (1) and only for fourth question it achieves maximum rate (4). 

Less encouraging picture results from responses on maintenance level of the hardware and 

networking components dedicated to SDI tasks. Only in SGA this level reaches 24/7, while other four 

(faculty) institutions responded either as this support is nonexistent or did not answer the question. 

It is opinion of the consultant that this respond has to be considered relative, since all university 

institutions in Croatia have established ICT maintenance and staff taking general care about the ICT 

systems in their institutions at least during working hours (see last paragraph in this section). 

Faculties did not list any SDI service they are providing to the society (Faculty of Geodesy in 

Zagreb comment: “Faculty is educational institution and is not formally provider of any data services 

in (N)SDI”), which is at certain level of development of NSDI also logical, but the same answer form 

SGA not to provide any SDI service is surprising. Two institutions respond positive on usage of 

desktop software to acquire, process, maintain and prepare for publishing spatial data that are part 

of the NSDI, whereas listing of the desktop software has been made by all four faculties (SGA did not 

list the software, but clearly states it does use it) gives answer on previous question to be 5 out of 5. 

Similar ambiguity is present regarding quantity of used and maintained licenses. Only two 

institutions responded. Faculty of civil engineering, architecture and surveying owns 20 and Faculty 

of mining, geology and petroleum engineering 25 licenses, both with none ore minimal (1 license) are 

on the regular technical support and maintenance. Same picture appears for server software licenses 

for publishing spatial data and services which are part of the NSDI (2 licenses, one maintained). 

Mentioned institutions estimate 90% of spatial data that are part of the NSDI are kept in file based 

structures. 






159

Regarding ICT networks capacities no respond is given from SGA which is institution with 

most probably best network infrastructure. Remaining institutions responded network connection 

throughput figures vary very much (from 2 to 1000 Mbps) and no separate line for services on the 

internet that they provide. Daily average number of persons that access internet daily varies from 70 

to 140 corresponding to the staff and student number of the institutions. No valid response has been 

given on question regarding services provided from the servers to the internet. 

Regarding server rooms and its maintenance, all institutions have it (5), all of them have permanent 

staff supporting them (2-3 employees, average 2,2), all of them have its own technical support 

department (4 out of 4 responses) and at least working hours support (3/4) or reported as high (1/4). 


First of all one should emphasize relatively small sample of the questionnaire answered and 

the fact that it is representative only for the category of university education. At the same time it 

should be underlined that questionnaires were not entirely filled in, so the local expert has 

interpolated some answers based on known facts from other surveys, studies and works (listed in the 

chapter Literature), as well as from expert own knowledge. 

General impression is that the correspondents, i.e. persons that filled in the questionnaires 

focused on more narrow “geodetic/surveying” aspect of SDI, which is obvious from a number of 

answers of almost all institutions (e.g. responses that narrow down to only surveying expert at 

certain faculties, reference made only to geodetic / geomatic events, referring only to education and 

institutions connected with surveyors, ...). Thus the scope and results of the survey mostly limited to 

just one profession (geodesy/surveyors), which has to be taken into consideration when evaluating 

the findings and recommendations. 

A conclusion also arises from the above mentioned that trough the responses a perception is 

visible that SDI is responsibility of geodesists (coming out from the responses of the faculties on who 

is involved in land administration and SDI) and that the responses are focused on them (e.g. what 

organization require attendance at events, where only geodetic chamber is mentioned). From the 

perspective of SDI there are for sure also chamber of civil engineers, chamber of architects, chamber 

of agronomist, etc.). 

A discrepancy in information regarding available and used ITC technology, or its 

maintenance, is notable. One could conclude that in most answers the ITC experts were not involved, 

or did not engage in the right way. Taking the fact that in the past few years, in line with global 

trends, and especially during last year (e.g. Geodetic Faculty) in Croatia an effort has been made to 

manage the usage of computer programmes only with valid licenses that had a consequence in 

removing literary hundreds of instances of various software packages from the systems. As the 






160

process is still ongoing and not all non-licenses programmes were replaced with licensed ones 

(primarily due to the recent measure of savings), it is not easy to give an objective picture on this. 

It is worth recognizing the fact that in Croatia there is an established and functional 

educational system is in place, as well as system of information exchange of information in the field 

of LA and SDI, which by all means contributes to exchange of experiences, encourages 

implementation and widens the circle of stakeholders. Also a positive fact is that the educational 

level, at least at the responding institutions, above the average, which means there are capacities 

that could be engaged for building the SDI. 

Lack of interest for the national and regional education centres could be explained by focus 

on everybody’s own issues and insufficient active participation of the faculties (with exception, to 

certain level, of the Geodetic Faculty Zagreb, in establishing of the SDI. On the other hand there is a 

question of the long term education and defining the topic, or even the inter-disciplinary study with 

an important objective being SDI. 


Based on the findings from the questionnaires and personal view of the consultant SWOT 

analysis has been conducted to emphasise key strengths and weaknesses of present situation in 

capacity building and education on SDI and LA in Croatia, as well as to list opportunities and threats 

to those activities (respectively to further development of SDI and LA). Only one or two general 

remarks about NSDI in Croatia relevant for following recommendations are given for each category 

while others are focused on the topic of this study. 

STRENGHTS 

NSDI defined by law and NSDI bodies are 

established 

Good results in NSDI establishment till now 

Number of professional associations involved 

and supporting SDI development 

strong high school and university institutions 

already involved in NSDI establishment 

(geodetic) 

plenty existing communication channels 

WEAKNESSES 

SDI is still mostly in the geodetic courtyard 







development, but especially maintenance of 

ICT 






161

available (magazines, web-pages, events, ...) 


LLL and other supplemental forms of 

education are not harmonized 

OPPORTUNITIES 

Croatia joining the European Union 



More possibilities in usage of EU funds and 

programme contracts (cooperation) 




THREATS 

Slowing down NSDI development due to the 

economic crisis 


finances 


practical implementations of SDI (metadata 

services, national Geoportal, ...) 

Non-existence of clear strategy and 

implementation plan 

SDI remaining in geodetic courtyard 






162

4. Recommendations 

Findings in previous three chapters supported with results from additional studies and 

documents mentioned in introduction are considered compliant with Croatian NSDI strategy and 

present situation in Croatia. Findings result in following (draft) general recommendations: 

7. Concrete efforts have to be made in spreading (promotion of) general ideas of SDI and principles 

of its establishment (system of “basic” and advanced courses should be developed) 

8. Effort has to be made introducing more concentrated education about SDI concept and its 

implications at the university level with some kind of coordination of efforts between 

stakeholders (up to definition of interdisciplinary study involving SDI). Meaning that curricula 

about NSDI should be developed and implemented at universities as soon as possible. Starting 

with education of geodesy and geoinformation engineers but also spread to other geo-related 

professions. 

9. NSDI strategy should be reviewed and refreshed to achieved development level and political, 

economical and professional circumstances. 

10. Introduction of NSDI topics should be made on events of all geo-professions promoting SDI itself 

and NSDI efforts in particular. This should be even understood as a task for a group of experts to 

do it in Croatia supported by SGA and FoG at UoZ. 

Findings also result in following (draft) specific recommendation: 

11. Concept of LLL regarding LA and SDI should be reviewed and expanded. HKOIG frame is not 

sufficient but can be used as a good platform for expansion of education. 

12. SGA or some of educational institutions has to take lead in implementation of SDI in education 

processes 

13. Modern forms of education (e-learning, distance learning, ...) have to be implemented widely 

and recognized by authorities (acceptance of certificates) 

14. Publication of lecture materials and books about NSDI and related topics should be supported by 

institutions (SGA, HKOIG and others) either financially or creating environment for work on 

publications. 

County expert Croatia: 






163

dr. sc. Vesna Poslončec-Petrid 

5. REFERENCES 

1 Poslončec-Petrid, V., Hedimovid, Ž., Bačid, Ž. (2011): Implementation of the NSDI into 

secondary school education, International NSDI Conference, Impact of the NSDI in 

Society, Challenges for Establishment, Skopje, Macedonia, 

http://bib.irb.hr/datoteka/528338.Skopje_2011-def.pdf. 

2 Poslončec-Petrid, V., Cetl, V., Hedimovid, Ž. (2011): Promoting of the importance of spatial 

data and recommendations for NSDI improvement, Proceedings of papers of 1st 

Serbian Geodetic Congress, Beograd, Serbia, 

http://bib.irb.hr/datoteka/571643.Promoting_of_the_importance_of_spatial_data_a 

nd_recommendations_for_NSDI_improvement.pdf 

3 Poslončec-Petrid, V., Hedimovid, Ž., Pernar, R. Boto, D., Ludaš, S. Šustid, I. Grgesina, V., 

Pavid, M., Matošina Ljulj, M., Klement, M. (2011): Capacity building of the NSDI in 

Croatia, 25th International Cartographic Conference, Paris, France, 3-8. 7. 2011., 

http://bib.irb.hr/datoteka/528013.Poster_NIPP_Kapaciteti_ICA2011_Pariz-def2.pdf. 

4 Cetl, V., Poslončec-Petrid, V. (2011): NSDI capacity building in Croatia, Proceedings of 

INSPIRE Conference, Edinburg, Scotland, 27.06.-01.07.2011. 

5 

Bačid, Ž., Bašid, T. (2011): Modernizacija programa obrazovanja geodetskih stručnjaka u 

skladu s reformom geodetsko-katastarskog sustava u Hrvatskoj, II. kongres o katastru 

u BIH, ILIDŽA 28.- 30.09.2011. Ilidža, Bosna i Hercegovina. 

6 Service Provision for the Support to the National Spatial Data Infrastructure Development, 

http://www.nipp.hr/UserDocsImages/Croatian%20national%20metadata%20profile_ 

draft.pdf, (15.10.2012.) 

7 Poslončec-Petrid, V. (2010): Distribucija prostornih podataka za potrebe službene 

kartografije, Disertacija, Sveučilište u Zagrebu, Geodetski fakultet, Zagreb, 

https://bib.irb.hr/datoteka/497901.Distribucija_prostornih_podataka_za_potrebe_sl 

ubene_kartografije_u_RH.pdf), (15.10.2012.) 

8 Bačid, Ž., Poslončec-Petrid, V. (2012): 5th Regional Study on Cadastre and Spatial Data 

Infrastructure, Publisher: Bureau for Geodetic and Property Relations of Republic 

Srpska and Federal Geodetic Administration of the Federation Bosnia and 

Herzegovina. 






164






165

Sami Duraku, Kosovo * 

The project INSPIRE in the Republic of Kosovo * , about the data Infrastructure in the western 

Balkans, the project financed by the European Commission, has for purpose the support to all 

countries of the West Balkans region, in upgrading the level of development in the spatial data 

Infrastructure based on the EU INSPIRE Directive, which requires from Member States to implement 

and monitor the use of their Infrastructures on spatial information and to report on the 

implementation of the Directive. 

The questionnaires sent to the institutions of Kosovo * such as: ministries, agencies, Universities and 

private Companies, in hard copy and by e-mail to the 30 institutions, only 13 of them have responded 

or have fulfilled our questionnaires. From these we can understand that: 

1. From Education Institutions of Kosovo * responded the questionnaire are: 

University of Prishtina, Faculty of Civil Engineering 

2. Nine administrative institutions, ministries, agencies. 

‣ Department of Cadastre in Prishtina Municipality 

‣ Independent Commission for Mines and Minerals 

‣ Kosovo * Cadastral Agency 

‣ Kosovo * Agency of Statistics 

‣ Ministry of Economy and Development 

‣ Ministry of Environment and Spatial Planning 

‣ Ministry of Education, Science and Technology 

‣ Ministry of Agriculture, Forestry and Rural Development 

‣ Institute for Spatial Planning 

3. There are 3 private companies that responded the questions of our questionnaire, and they 

are as following: 

‣ IPKO Telecommunications 

‣ ITEG (IT, Project Engineering & GIS Solutions) 

‣ APPDEC. Sh.p.k 








166

Based on the questionnaires and responses given by institutions, we did an analysis and we 

have given our recommendations in the end about the capacity and human resources that actually 

are working in these institutions. 

Actually based on the collected data, we have gained an overview of capacities and human 

resources in these institutions. The responses of the parties in our questions were limited and 

uncompleted however they have given good results for analysis, knowing that education plays a 

great role in the capacity building. 

Kosovo is in the initial stage of building an SDI; Institutions of Kosovo * during 2009 have tried 

to build an NSDI or National WebGIS in Kosovo * , the project will be continuously developed and will 

adjust some fields in the aspect of spatial data that will be integrated, in the applications that will 

serve for the needs of state users, the public and the private sector. Despite the fact that the 

investments have been done in the system, this is not yet a functional system. Our institutions have 

continued to offer their services to the stakeholders only as a manual service, not through National 

WegGIS or geo-portal. 

But in the conference held in Prishtina on 10, 11, 12, October 2012 a step forward was made 

related to the INSPIRE EU directive, the participants of different institutions and those of private 

sector were informed in details about the EU directives. The final proposal of the conference 

contains in itself an appeal, especially for the Institutions that should undertake concrete steps in the 

implementation of INSPIRE Directives. 

It has been made clear to the participants in the conference that the EU Directives are for 

the good of our country, to the institutions and the stakeholders that the data shall be standardized 

and shall be published through Geo-portal. 

Many institutions in the Republic of Kosovo * have created geo-spatial data systems, now is 

more than necessary to do their standardization, also the aspects of cooperation and exchange of 

these data between respective institutions shall be regulated by laws and administrative directives. 

The idea is to collect the spatial data only once with low cost and that they can be exchanged and 

used by everybody. 

The awareness of public opinion currently is at a low level; despite the fact that our 

Universities offer education in the Geodesy and IT, there are few lectures for SDI, there is actually a 

lack of them. The awareness raising efforts about SDI have not been done until now. 







167

The Institutions of Kosovo but also the private companies even the University itself – Faculty of 

Geodesy, see the education as a key factor in the capacity building. There have been delivered 5 

questionnaires to the faculties in the University of Prishtina, and only one of them has fulfilled the 

questionnaire, the Faculty of Civil Engineering. Total number of employees in this faculty is 10 and 

the percentage of employees in land administration is 20% and 80% are employees in spatial data 

infrastructure. Seven of the employees have the PHD level whereby three of them have the BSC/MA 

level. That means 30% of the employees have the BSC/MA level and 70% are in PHD level. 

The situation about employees that are attending postgraduate studies on the institutions 

that have filled the questionnaire is different compared to private companies and those of 

government institutions. The number of employees attending the postgraduate studies in all 

institutions is 9. 

Almost all the institutions have sent their employees in short training courses, conferences. 

The number of these employees that have attended the short training courses is 146. The employees 

have been trained in different topics such as: mapping; GIS; location based services (LBS); LiDAR 

scanning and processing; digital photogrammetry; remote sensing; operating mobile mapping 

units/vehicles; 3D modelling and visualization; sensor data warehousing, processing and utilization 

(time series); and mobile GIS. 

Some of our institutions offer memorandum of understanding for capacity building and 

exchange of knowledge between local institutions to international ones by sending their employees 

in different trainings, conferences and different events in foreign countries. 

From 13 institutions, five did not reply and two replied negative, other six replied “yes” on question 

about organizing exchange of experience workshops in Kosovo where experts from other countries 

present their projects or infrastructures of spatial data or Land Administration. 


Five out of thirteen have replied “Yes” offering scholarship for certain education programmes, only 

one did not reply, and seven of them replied “No”. Based on our analysis but also based on 

information means in general our institutions offer scholarships for the youth of Kosovo, every 

Municipality in the beginning of academic year offer scholarships for students, usually scholarships 

are offered for exact sciences, especially in the IT, GIS and geo-sciences subjects. The Government of 

Kosovo together with the USA Embassy in Prishtina in the beginning of August have allocated a fund 

of 21 million dollars for personnel and capacity buildings, these scholarships are offered to all 

interested ones to apply for Scholarships. 

Other characteristic is that in Kosovo for the Government Institutions and for the University 

of Prishtina (including all Faculties), the certification in ECDL is offered for the staff, whereas ECDL is a 

condition obliged for the certification of teachers for the institutions of medium and low education. 






168

The interest of our institutions related to the importance to determine the certain topics for building 

capacity for SDI shows that education of employees to implement the new methods and techniques 

is important for them and it achieves 17 %. It is worth to mention that the demands for IT and its 

concepts are only (9%). The demands to have a support for the University programmes (10%) online 

learning is only (7%) the interest of employees to have distance lectures is (5%) it is important that 

the interest of our institutions regarding the building of SDI body only 6 institutions have replied to 

our questionnaires. This makes us understand that there is still a need to address the awareness of 

the public for the role of SDI in our country. Other characteristic is that on the importance of 

hardware only 9 institutions have replied to our questionnaire, while regarding the importance of 

software the responses are the same as those of hardware. 

A part of our institutions require building of specialized national SDI centre as Education 

centre, 8 of our institutions have rated this idea. Whereas the response in the question of building a 

regional centre where there will be offered trainings and building capacities in SDI only 6 institutions 

have responded. 


The responses taken from the questionnaires sent to the institutions show that it is rated the 

role of technical equipments in capacity building with 4 out of the maximum evaluation of 5 points 

offered as maximum evaluation in questionnaire. The quality of software is rated with average mark 

4 out of the total evaluation of 5 points offered to the institutions. Regarding the number of licences 

for software from our institutions is rated with 3.2 regarding the offering of network and its 

maintenance the results are satisfactory where the network and maintenance are offered to the 

employees. 

The educational institutions in Kosovo do not offer SDI services for the moment no matter we 

have taken a formula from 5 Faculties which we have sent the questionnaires to them, but based 

also in our knowledge we have not heard for such services from the educational Institutions that 

they offer such a thing. 

Our institutions, except MESP, ICMM, IPKO and ITEG, that offer services in geoportal, do not have 

any data or information that they offer through SDI despite the fact that they possess the licence of 

programmes to offer such a service. 

A very important characteristic is that none of our Institutions have support in maintenance of the 

licences of programmes that they possess no matter this will help them in their daily work even such 

a service will enable to get new versions of software (such as for example ArcGIS 8.x in ArcGIS 10; 

similar is with other programmes). 

Regarding server rooms and its maintenance, all institutions have it (5), all of them have permanent 

staff supporting them (2-3 employees, average 2,2), all of them have its own technical support 

department (4 out of 4 responses) and at least working hours support (3/4) or reported as high (1/4). 






169

Regarding the maintenance of server rooms the majority of our institutions do the maintenance of 

server rooms by its staff, we do not have any case that our institutions have said that the 

maintenance is offered by third party. There is a case where our institutions did not give response 

about this issue. 


First of all one should emphasize relatively small sample of the questionnaire answered and 

the fact that it is representative only for the category of university education. At the same time it 

should be underlined that questionnaires were not entirely filled in, so the local expert has 

interpolated some answers based on known facts from other surveys, studies and works (listed in the 

chapter Literature), as well as from expert own knowledge. 

From the collected data (where it can be seen that 78% of questionnaires are collected the data from 

the Institutions such as different Ministries and Agencies) there were cases where some of the 

questions were not filled in by the institutions, which makes us understand that the questionnaires 

are not always filled in by the adequate persons of determinate subjects. There is frequently an 

impression that the professionals either did not want to deal with questionnaires or were not 

allowed by the management to do such a thing. It can be seen frequently that the IT persons and GIS 

specialists were less involved to fill in the questionnaires. 

Despite the fact that some institutions have departments established especially for SDI there is a lack 

of staff to deal with SDI. Other institutions, such as MESP, have enough staff as well as hardware and 

software equipment. 


Based on the collected data that were collected by the key institutions of our country, it can be easily 

seen the strong points and weaknesses in SDI and LA in our country. The technical and professional 

capacity building is needed for further development of SDI in Kosovo. 

STRENGTHS 

SDI will be defined and established in the beginning of 2013 

NSDI bodies will be established during 2012 

During the October in Prishtina was held first SDI conference 

WEAKNESSES 

SDI is still only in the responsibility of Kosovo Cadastral Agency 

NSDI bodies still are not established 

Department of SDI is on the organization chart of Kosovo Cadastral Agency, but there is still lack 

of employees 






170

Slowing down NSDI development due to the economic crisis and reduced funds 

There is a lack of knowledge and literature in our education institutions 

OPPORTUNITIES 

More possibilities in usage of EU funds and programme contracts (cooperation) 

Kosovo one day will join the European Union and there are lot of conditions to be fulfilled and 

one of them is the SDI Directives 

Implementation of Inspire obligatory – SDI must be established 

THREATS 

Losing of enthusiasm due to the lack of finances and practical implementations of SDI (metadata 

services, national Geo portal 






171

Ivan Aleksid, Serbia, Montenegro 



Macedonia, Kosovo, Montenegro and Serbia), funded by EU from the IPA-2010 Multi-beneficiary 








All data in questionnaires for the needs of the Regional SDI & Land Administration (LA) 

Capacity and Education Study, obtained from institutions from Republic of Serbia and Montenegro, 

incorporated into the Summary Capacity Questionnaire. Data were entered for the 10 institutions 

from Serbia and 3 from Montenegro. 

All data were collected in the month of October 2012 and inserted in Summary Capacity 

Questionnaire for Serbia and Montenegro. 

The list of institutions for Serbia and Montenegro is given in Table 1. 






172

Table 1: Summary Capacity Questionnaire for Serbia and Montenegro 

121 N 

o 

124 1 

Serbia 

122 Institutions 123 Activity 

1. Republic Geodetic Authority [RGA] 

2. Ministry of Defence (MOD and Military Geographical 

Institute) 

3. Republical statistical office 

4. Republic Agency for spatial planning 

5. Water Directorate of the Ministry of Agriculture, 

Forestry and Water Management 

6. Government of Autonomous Province of Vojvodina The 

Provincial Secretariat for Agriculture,Water 

Management and Forestry 

7. Seismological survey of Serbia 

8. University of Belgrade, Faculty of Civil Engineering, 

Department of Geodesy and Geoinformatics 

9. Study Program Geodesy and Geomatics, Faculty of 

Technical Sciences, University Novi Sad 

10. Livona d.o.o. 

Activity 2.1 Regional 

Study on Capacity and 

Education 

2 Montenegro 

1. Real estate administration 

2. Ministry of Sustainable Development and Tourism 

3. Maritime safety department 

Activity 2.1 Regional 

Study on Capacity and 

Education 

Types of institutions in Serbia are: 

1. Ministries 1 

2. State authority 2 

3. Universities 2 

4. Private companies 1 






173

Types of institutions in Montenegro are: 

1. Ministries 1 

2. State authority 2 

EDUCATION STUDY 

1. ACADEMIC EDUCATION 

National and International Frame 

On a European level one result of this trend was the implementation of an European Higher 

Education Area (EHEA) – better known under the name ”Bologna Process”. The aim of this on-going 

process is the creation of a space providing unlimited mobility for students, staff, teachers and early 

stage researchers, with full recognition, quality assured offers and comparable, transparent study 

cycles. 

In April 2012, Ministers responsible for higher education in the 47 countries of the EHEA met in 

Bucharest. They recognized that since the start of the Bologna process the academic study programs 

are more compatible and comparable and students benefit from a wider variety of educational 

opportunities and increased mobility. The Ministers also agreed to support the higher education 

institutions and stakeholders in their efforts to deliver meaningful changes and to further the 

comprehensive implementation of all Bologna action lines to enable graduates to combine 

transversal, multidisciplinary, and innovation skills and competences with up-to-date subject-specific 

knowledge. So they will be able to contribute to the wider needs of society and the labour market. 

This can be achieved by improving cooperation between employers, students and higher education 

institutions, especially in the development of study programs that help increase the innovation, 

entrepreneurial, and research potential of graduates. 

The process of integration of the Republic of Serbia into the European Union, initiated in 2000, 

offered the opportunity for qualitative reform of higher education, in accordance to Bologna 

objectives. Following that goal, the new Higher Education Law was passed in 2010. 

Institutions providing academic surveying education 

Since the beginning of surveying education the traditional field of activities of the surveying 

profession – the measuring of the earth, the land and object – was extended by additional tasks to 

document and manage land. Therefore the curricula were modified to the new demands and 

nowadays the surveying students are gaining also knowledge on social and human sciences. Soft 






174

skills, management tools and legal sciences are part of the current surveying education – besides the 

classical contents of technical and natural sciences. To meet the demands of an all-embracing 

surveying education the number of study courses, the number of classes, the number of students, 

and the number of academic institutions providing training and education in this extended field of 

surveying has increased. 

Currently knowledge transfer on topics of surveying is offered by several Universities and 

Universities of Applied Sciences [1]. Figure 1 provide an overview of these academic institutions in 

Serbia and indicate the thematic focus of the specific academic study programme(s) provided by the 

particular institution. Study programmes are adapted to the three-cycle system (bachelor / master / 

PhD) to fulfil the requirements of the Bologna Agreement. 

Figure 1: Universities in Serbia providing academic education 

in the specific topics of surveying (high intensity -; low intensity - ) 

Paradigm Shifts in Academic Education and Training 

Universities are in charge of the development and the transfer of the resource Knowledge. 

This is done by research and teaching activities. Staff of universities work scientifically and provide 

high-quality education and up-to-date training for students and experts in the specific profession. 

Within the last years the didactical and pedagogical concepts of knowledge transfer the 

following paradigm shifts can be observed in academic education: 

From teaching to learning: 

New teaching concepts focus on students, on learning processes and on learning outcomes. 

Subject-orientated teaching is amended or sometimes replaced by individual project-orientated 

and self-organised learning. Teachers are changing their role from presenters and instructors to 

facilitators, mentors, tutors, coaches, and consulters. 

From timed and on-site courses to time and site independent education: 






175

Self-paced and self-directed learning with a high flexibility on time and site was enabled by the 

introduction of e-learning. With the availability of e-learning students have access to learning 

materials and they are able to get some support up to 24 hours / 7 days. 

From self-contained studies to life-long-learning: 

The increase of worldwide knowledge is estimated that existing knowledge is doubled within four 

years. Therefore the existing concept of self-contained study courses has to be amended / replaced 

by the concept of continuing professional development. 

These new concepts are recognised and accepted in Serbia. Nevertheless, the level of 

implementation is different for the three above presented paradigm shifts: 

Modern teaching and learning methods become part of the surveying education and enable 

an optimal knowledge gaining to students. This is not remarkable as most of the core 

surveying courses offer the necessary matrix for an up-to-date knowledge transfer and 

knowledge exchange: practical (field) work, a well-balanced ratio between educational staff 

and students, and the self-conception for Information- and Communication Technology (ICT). 

Problem-based or project-based education and training is part of almost all study programs 

in many countries. 

The integration of e-learning tools and with it the transformation of the teaching concept 

from Face-to-Face Teaching to Blended Learning and/or Distance Learning mainly can be 

recognised in study courses with a huge amount of students. Students appreciate the easy 

access to learning materials and the possibility to test their knowledge using self-assessment 

quizzes and online tests. From a lecturer’s point of view, self-assessment quizzes lead to a 

harmonisation of knowledge. As weaknesses the time-consuming process for the preparation 

of e-learning courses has to be mentioned. This problem can be solved by developing e- 

learning contents in an inter-university cooperation. 

Life-Long-Learning (LLL) or Continuous Professional Development (CPD) will be found in most 

of the strategies of educational institution on European, national and university level, but 

practical progress is marginal. 

Adaption of Curricula and Design of New (CPD) Study Programmes 

The change in the professional field of surveyors as well as the enacting of amendments in 

educational laws on national and international level is a dynamic process and with it the requirement 

to maintain and update academic surveying study programs. The adaption of study course 

programmes is an evolutionary process, often influenced or characterized by defined deadlines, 

existing classes, available teaching staff, and disposable budgets. Teaching experts are aware that the 

lack of time and/or the lack of resources are always barriers for a complete redesign of curricula. The 

long-term strategic objective of EU education policy is to make Life-Long-Learning a reality. 






176

Continuous professional development is a requirement to keep a public surveying licence. Therefore 

academic institutions have to provide post graduate (part-time) education and training programmes. 

The design of a new study program could be based on the following stages: 

At the beginning the activity fields of the target group (surveyors) have to be described: 

Educational bodies – in cooperation with stakeholders and target groups – have to outline 

typical tasks and processes of the specific field of profession. 

The next step is the definition of knowledge, experiences and competences that are required 

to meet the demands of the upper described activity fields/tasks/processes. All fields of 

competences have to be regarded: professional/key competences; organizational 

competences, social competences, and legal competences. 

The final stage – the design of courses is an important task in curriculum development. The 

subjects and the kind of classes have to be optimized to gain the described knowledge, 

experiences and competences. The contents of classes have to be defined indirectly by 

learning outcomes and the time frame of courses can be described by ECTS. The concept of 

training and the kind of courses (e.g. lectures, exercises, projects, and seminars) have to be 

adjusted to the educational objective (knowledge transfer, knowledge exchange, capability 

enhancement). 

The developed study programs have to be conforming to national and international standards and 

regulations. 

Introduction of a Quality Management System 

The availability of modern e-learning tools with its advanced possibilities of distance learning 

as well as the enhanced mobility of students enable a global market for study programmes. 

Nowadays academic surveying education is provided across national boundaries and offered in 

several languages and students are supported by European and national mobility programmes to 

gain their academic education in different sites on the globe. 

The globalisation of academic education in general and academic surveying education in 

particular requires measures to ensure the quality of training and education. Quality assurance has 

become an important national and international challenge. A clearly defined framework of goals, 

tools, and indicators is needed to facilitate the integrity, monitoring and continuous improvement of 

academic programmes. These start from a common core curriculum referenced to established 

benchmarks, standards for teaching and performance assessment, and cross-programme checks like 

joint degrees, credit transfer options, and mutual evaluations. 

The system is based on the following three activities: 

Selection of teachers with professional competence and adequate didactic qualification; 

Continuous evaluation of courses by students; 






177

Obligatory reporting to the Dean of Academic Affairs (requires consequences in case of 

remarkable positive / negative evaluation results) 

Additionally the quality management system of universities has to include periodic 

examinations on the quality of study courses and on the qualification of the educational and 

scientific staff. These examinations have to be outlined by international reviewers. An essential 

factor for high quality in academic education is the availability of motivated and well-trained 

teachers. This only can be achieved by 

offering a continuous pedagogical and didactical training to the teaching staff, 

an increasing awareness for educational issues, 

the implementation of parameters describing the teaching performance of staff members, 

and 

the introduction of an incentive system. 

Finally success factors for ensuring a high level of quality in surveying education are the availability of 

proper lecture infrastructure (as lecture halls, laboratories, instruments, literature). 

Conclusion 

The future activities in the academic surveying education have to lie in the redesigning of 

existing study programs as well as in the development of new post-graduate curricula for continuous 

professional development. 

Learning for life has to be shifted to life-long learning to meet the challenges of this 

accelerated change of requirements for profession. The need for more flexible learning paths will 

keep growing in the future to react to the ever-faster changing needs of the labour markets, to the 

demographic developments and to the more mobile workforce. 

2. DEVELOPING A CONTINUOUS PROFESSIONAL EDUCATION PROGRAM 

Continuous Personal Development (CPD) and Lifelong Learning (LLL) 

Continuous Personal Development (CPD) and Lifelong Learning (LLL) are prominent objectives 

in national, regional, and global strategy papers of educational policy. 

Employability as well as personal and professional development of graduates throughout their 

careers has to be enhanced. Lifelong learning (LLL) is one of the ingredients to meet the needs of a 

changing labour market [3]. 






178

The objective of lifelong learning is a continuous activity to increase knowledge, experiences, 

and competences. It includes various learning activities using numerous media at any age and at 

different sites: in academic institutions, in schools, at home, at the workplace, etc. [4]. 

Research centres and academic education institutes – like universities – have a responsible 

role in the development and in the transfer of knowledge. They have to promote and deliver 

qualified education and they have to guarantee practice-orientated training [5]. Within the last years 

universities launched life-long learning programs to satisfy the political requirements, to meet the 

needs of our society, and increase the employability of their alumni. 

In the field of land management the development of lifelong learning programs is at the very 

beginning. Lack of resources is the main obstacle for academic institutions to design and implement 

continuous professional development – though CPD is part of an adequate higher education [2]. 

In the field of surveying a lot of new technologies, like GNSS (Global Navigation Satellite 

Systems), GIS (Geographic Information Systems), HRSI (High-resolution satellite images), and Laser 

Scanning Technology were introduced in the last two decades. The applications of all these new 

technologies require well-educated professionals". 

Needs and activities to introduce CPD in the field of land management 

Another challenge to be faced in academic education is the big swing in the surveying 

profession that could be entitled "From Measurement to Management". Surveyors extended their 

field of professions with additional tasks, like land development and disaster management. The 

impact of this paradigm shift became obvious in the study programs: due to additionally required 

skills of alumni contents of agricultural, social, and human sciences were added to the curricula 

whereas lectures in natural and technical sciences were reduced (Figure 2.). 

Figure 2: Skills in fields of sciences needed for specific branches in surveying. 






179

Employability is the word that describes the requirements of modern education and which is 

identified as one of the main priorities in strategy papers of the European Commission Education and 

Training. The results of an employability–orientated education are the 'Global Surveyor' and the 

‘Interoperable Surveyor’ or the ‘Plug & Play Surveyor’. Academic education for surveying profession 

has to meet the rapidly developing technology and it has to be tailored to the changing needs of 

society. These objectives only can be achieved by flexible study programs and by proper study 

concepts. However, the flexibility must not restrict the in-depth education. Thus, for any new topic 

added to the curriculum, an existing topic must be dropped and it is a delicate question, which topic 

can be dropped. A possible solution for this dilemma is providing a thorough basis during the 

bachelor/master curriculum and offer post-graduate education on advanced topics. 

But there is also a need to provide new knowledge to professionals, who received their 

academic degrees in the past. Extended competences in land management also have to be delivered 

to alumni of study programs in surveying. Continuous Professional Development (CPD) and Life Long 

Learning (LLL) are MUST’S of a profound, comprehensive, and up-to-date education. 

In 2009 during the workshop Navigation the Future of Surveying Education the question ‘How 

to encourage LLL, project management, and quality management’ was discussed with following 

outcomes [6]: 

Professionals in surveying should have access to available knowledge to keep their skills and 

knowledge up-to-date. 

In some countries there is mandatory Continuous Professional Development (CPD) where 

either a chamber of engineers or a professional body is involved. 

In some countries compulsory Professional Indemnity Insurance (PII) requires skills to be 

up-to-date or the insurance would be invalidated. 

Chambers or professional bodies should monitor CPD / Life Long Learning (LLL) records and 

regulations should enable members to be expunged if they fail to comply with mandatory 

CPD or LLL requirements. 

Making mandatory competence in Project Management and Quality Management should 

ensure that these skills are acquired. 

Nowadays modern learning and teaching methods are available for providing post-graduate, 

extra-occupational, and lifelong learning education. E-Learning is the proper facilitator to enable the 

paradigm shift in academic surveying education 

from teaching to learning 

from timed and on-site lectures to time and site independent education, and 

from self-contained studies to lifelong learning. 

Conclusions 






180

Lifelong Learning involves the acquisition of qualifications, the widening of knowledge and 

understanding, the gaining of new skills and competences, and support of personal development. 

This only can be achieved by flexible learning facilities, including part-time study courses or extraoccupational 

education. 

Lifelong Learning is part of the duties of universities. Universities have to provide study courses 

and continuous learning activities. Managers, lecturers and staff are aware of this duty and they are 

willing to implement LLL programs, but until yet the lack of resources is an almost impassable barrier 

for the execution of the above mentioned political goals. 

Lifelong learning is subject to the principle of public responsibility. It is important to ensure the 

accessibility, quality of service delivery and information transparency. Lifelong Learning must be 

supported by adequate organizational structures and funding. It has to be incorporated into the 

institutional practices of the universities and it has to be funded by the national policy. 

The implementation of Lifelong Learning activities requires co-operation between public 

authorities, universities, professional bodies, students, employers, and employees. Continuous 

education will not be possible, for example, without the willingness of employers to support their 

employees either financially or at least by letting them take the necessary leave days. Professional 

authorities and public authorities are in a perfect position to support Lifelong Learning by 

establishing a covenant for continued education. 

Society has to enhance awareness about the importance of education and about the necessity 

of lifelong learning: ‘Well educated people are capital for society’. 

Reference 

[1] Academic education and continuous professional development in Surveying: a review of the 

situation in Austria and Serbia / Ivan R. Aleksid, Reinfried Mansberger, Gerhard Muggenhuber, 

Gerhard Navratil, Toša Ninkov// Professional practice and education in geodesy and related 

fields. International scientific conference and XXIV meeting of Serbian Surveyors, 24-26 June 

2011, Kladovo, upon Danube, Serbia. Proceedings: ISBN 978-86-7518-135-4 pp. 411-418. 

[2] Developing a continuous professional education program for land management experts in 

Austria and Serbia / R. Mansberger, G. Navratil, I. R. Aleksid, B. Božid // Naučni skup – Ključne 

kompetencije obrazovnih profila geodezija, geoinformatika i upravljanje nepokretnostima-Nivo 

visokog obrazovanja. Beograd, 2012. ISBN 978-86-7518-154-5 s. 186-198. 

[3] EHEA, 2012. Making the Most of Our Potential: Consolidating the European Higher Education 

Area. Bucharest Communiqué. EHEA Ministerial Conference. Bucharest, 26-27 April 2012. 

[4] BMWF, 2012. Bologna 2012. Bericht über die Maßnahmen der Umsetzung der Bologna-Ziele in 

Österreich. Bundesministerium für Wissenschaft und Forschung. Berichtszeitraum 2010-2012. 

p 20. Wien. 






181

[5] Mansberger, R., Schuh, H., Steinkellner, G., 2006. Impacts of the Bologna Process and of New 

Public Management on the Academic Surveying Education in Austria. In: International 

Federation of Surveyors, XXIII International FIG Congress, 8. - 13. October 2006, Munich. 

[6] Mahoney, R., 2009. Report Workshop ‘Students Where Are You?’. In: FIG Workshop on 

Navigation the Future of Surveying Education. Proceedings. Editor: Austrian Society of 

Surveying and Geoinformation. Österreichische Zeitschrift für Vermessung und 

Geoinformation (vgi). 97. Jahrgang, Heft 1/2009. pp 209-210. Vienna, Austria. ISSN 0029-9650. 






182

Regional SDI & Land Administration, Capacity and ... - INSPIRATION

Create successful ePaper yourself

Delete template?

Save as template?