Gis in Polish Higher Education – a Discussion
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Data
2015Autor
Jażdżewska, Iwona
Białousz, Stanisław
Będkowski, Krzysztof
Eckes, Konrad
Bielecka, Elżbieta
Nalej, Marta
Werner, Piotr
Zwoliński, Zbigniew
Rogowski, Jan
Urbański, Jacek
Kozak, Jacek
Stateczny, Andrzej
Gaździcki, Jerzy
Lewandowicz, Elżbieta
Szady, Bogumił
Gawrysiak, Leszek
Brach, Michał
Hawryło, Paweł
Kwaśny, Łukasz
Olenderek, Tomasz
Strzeliński, Paweł
Szostak, Marta
Szymański, Paweł
Tracz, Wiktor
Wężyk, Piotr
Tymków, Przemysław
Kostrzewski, Andrzej
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Pokaż pełny rekordStreszczenie
The experience of Polish scientists and educators in the GIS has not been
as long as mentioned by Michael F. Goodchild who jointly with Ross
Newkirk (Goodchild 2006) started the fi rst GIS training course at the University
of Western Ontario in Canada in 1975. Discussions on the scope of
knowledge included in the GIS have continued at most universities that
have offered such classes. In 1988/89, owing to the National Centre for Geographic Information and Analysis (NCGIA), the 3-volume document of
over 1000 pages was put together to include curriculums, student materials
and other teaching aids. We have good models and we can use
them. Meetings and discussions about the GIS education have been and
still are regularly held all over the world (Forer P., Unwin D. 1999). When
employees of Polish universities were starting to learn the GIS software
and possibilities, Morgan J. M., Fleury B., Becker R. A. (1996) had already
identifi ed over 800 higher education institutions all over the world that
had offered at least one GIS course. The rapid development of new technologies,
methods, the creation of new labour markets has arisen discussions
on the contents GIS training in various centres of higher education,
e.g. in the Netherlands, the US, and those have been similar to the ones
presented in this article (Toppen F. J. 1992) and some issues needed to be
resolved in court (DiBiase, D. 2008). You can see how important these meetings of educators are for exchanging
opinions and experience. They have allowed to meed people representing
various fi elds involved in the geoinformation, which may result in
co-operation and new educational initiatives, and sometimes, competition.
Finally, we should agree with prof. J. Gaździcki (2009 p. 12) that “It is obvious
that the success of any measures to modernise education in the area
under consideration depends on the interest of academic communities,
involvement of research and academic staff in these endeavours, their
will, ambition and willingness to co-operate”.
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