273
CAUSES ET
GEOMATICS EDUCATION IN NIGERIA: THE CURRENT DRIVES
A.L. Gueye*, O. Aguda**
* Lecturer in the Department of Remote Sensing & GIS, RECTAS, Ile-Ife, Nigeria
**Lecturer in the Department of Geography, Obafemi Awolowo University, Ile-Ife, Nigeria
ISPRS Commission VI Working Group 3
de production
ibre des cadres
tographique et
id regret qu’on
■ pays témoigne
- e en place une
ions acquises à
nee.
la Technologie
:erpersonnelles.
conception de
ocial dans un
doppement. Le
e management.
.tique empêche
urd’hui que de
•é la croissance
traduction des
lériode de trois
e en particulier
nents adéquats
llance dans la
ésistance à la
conceptions de
Abstract
Geographic Information Systems are being widely proposed as a valuable tool to support
administration, teaching and research within a variety of fields [1]. In Nigeria, this new drive has
occasioned a proliferation of academic departments offering various forms of specialization in this
area and its related disciplines. Parallely, there has been an involving increase in the opportunities
for staff training and up-grading both overseas and locally to provide the necessary capability to
facilitate implementation at training levels [3]. Presently, courses in GIS are being offered by at
least three departments at the University of Lagos. The Obafemi Awolowo University (O.A.U.), Ile-
Ife is yet to start at the Master’s level in the department of Geography.
The scramble for Geomatics education can be explained by the fact that it is seen as a totally new
and modem discipline, in contrast to existing programs which are long overdue for revision. On the
other hand, issues such as the high initial investment and subsequent maintenance cost on the
required instmmentation, the obligatory organizational changes necessitated, inter-departmental
competition and conflicts and more crucially, the short-term obsolete nature of computer
technology, are seriously affecting the efforts undertaken so far. These issues can not be addressed
by single departments alone [1]. Kufoniyi [2] proposes a national geospatial information
infrastructure for the establishment of communication, links and partnerships guidelines and the
sharing of data amongst individuals and organizations within the geodata community. This paper
will attempt to set up a framework for standardized training, education and research universities and
other tertiary education centers.
References
1. M. Barry and S. Butcher: Implementation of GIS at the University of Cape Town: a model for
tertiary education institutions. ITC Journal 1998-3/4
2. O. Kufoniyi: Aspects of institutional framework for the implementation of GIS in Nigeria:
1998.
3. K.J. Beeck and C.M.J. Paresi: Geoinformation: a world in motion.
[ map revision
