/ ! ,. ·~. '
, .
'J N IT ED NAT I ON S
[C·ONOMIC ( . \
,\ND '\ I
SOCIAL COUNCIL ~
UNITED NATIONS REGIONAL Cill.TOGRAPBIC CONFERENCE FOR AFRICA
Nairobi (Kenya), 1-13 July 1963 Provisional agenda item 8
Distr.
LIMITED
E/CN.14/Cill.T/31 ( E/CONF.43/31
21 May 1963 ) Original I ENGLimf
DOCUMENTS OH:CT
1
11I L I~ r O P Y
l_:~)
lD RE T Al(EN OUT63-1688
THE DEVELOPMENT OF SURVEYING AND PHOTOGRAMMETRY
AS A UNIVERSITY DISCIPLINE IN EAST AFRICA
(Submitted by the Government of Kenya)
'i/~N .14/ci.:RT/j,1 E/CONJ'.43/31 '.
THE DEVELOPMEl:fT OF SURVEYilW AND PROTOGRAMMETRY AS A UNIVERSITY DISCIPLINE IN EAST AFRICA R,S, WILLWIS~ M.So,, B, Sc.
Department of Land Surveying,
,. - , , , ' '
L
Il:iTROD11CTION •(Eng,), ARiqS ~ Read Royal College, Nairobi
t ::-1·i 1·· '
'c~~~es in Land Surveying were first mo~t~d'a.t' tJ-i.fRoi~l T~6fu'i:Cb~1 College_ of E~~t Afri9all, a r;cogni~ed C~llege of •;he Royal Institution
. . , I ' , , _ _ ; . , , .i.,·,_, ,•,:c, ~:,--"•,t.•,i,,-":,J_!·t. -._,._..:;-,~-, j
of C~');e!.'~~ Surv~ro:r,;1 at the b_eginning of the 1957/58 academic session, for the examiµations of that Institution. This\step' was ta.ken following
\ ,, . .
a detailed propos,i.l 13ubmi tted to the Principal of the ·o~llege by the E,\i,t!t, .Af'riol!,U 'Sra.no~ ~/·the · RIC~ in August
1954;
reqd°e~ting the setting, ... , • ; , I " ' · J ' • • ; ; • " ' • ' " _, • ' ' - , .l
. ui 9f i,ui tl).N.e .fa.oil;!. ties for the training of Land,Qua.nti ty, Valuation
.•. ' . . . , ' . ' '", ' -'~ - ' .j\_-:·
and
( Buildi~g surveyors. ' ' fC •• • ~ • > , ; "
, ,, ·:. ·, Stw,~,e, of-. i,,nt:cy to,,,e.ll first OO\ll'Se'3, .were thos.e. presoribe,,il. by the Ins.'fJi tution-Y, v.;i0;, .oreo.i ts in., five ,S)lbjeo;t.s,,~ CB.lll'tlrid~ Overseas ,
S cl:,ooJ; ,'°'9rti fica.t:e: level, or equivaleii;i t , .. of. wiJ,i ch English LanguB;ge . and mathemati,os were mandatory, and physics was desirable, Special provision
W~E:, ·~d~' 'fo~· the '~i.;;ct e~try of holders of the General Certificate of
-:,v-·,· ,;, -:1.,;,-·- ,,.,,c;, ,·.:1- _::.:1·~: ·:,:·._ _'" · ,1:.~- . ,_·-, . · - ___ :_,.·_ , -; ,
. , , Edi:.ca.;tion at ,Advanced Level, or equivalent, in the subjects-i;,ure
" ·,, ~at~~~,at\?s:,: ~}l~li~d, ,~~th;mat~Cs and pbysi~s to
the
second or Iiltermediate·· co·c~s~;. by ~:t~~ptin,/ them from the first profes's,iona.i examination, From ini;~~ l;,el:;V~'
~ini~m of
five years full..:time study is ·normally_.:_~.;..:'.·/;.;,0:.:, "''.,. - , '~1 :\t
. r<,,;i,u.ired to reach the final examination.
,'\.¢'_t';1;1·.:.': .. .:J-·,·:·: ·.
t ~1,.i ' -
l/
Created by Aot No,4 of the East African High Commission en_t_i.t.J,,s1g,_j:l;).e ,,,:, (' ," Roy!l.1 .e:re®l'),:i;,cal; Gol:J,,ege o.f '.E~s,t .'J\f~i ca.1~~,
,19,~4,,, , : ,"ci ; , ,,,u;,, \Ji',1}
The Rules and SylJ:a.biui tJ:i1°-&:!ie'Fro.fJs,...i6hai lli'~inatiorui; Lttnd Surveying Secti,on, August 1953 ( a.sLaJnE\nded:},"'. •· , · •;J/
For. delegates unf&m:i,],iar:"~{i;b, the: ~dt.catio~al s;prj;'em. to which refer- , e:nce ·has ,been made• the, OOSC :j,s ,uau,i.lly ,a }ta1npted be:tween the ages of 16to 1~ years, a.ppro4i]1la;l;e+Y.•;l,2 year? aftor col!lljlenoing school. The GOE (a level) examination -req\l;l;ree &'fµrth.,r two yeal:'s of study and is of
Intermediate ],A. or B.Sc. standard of United Kingdom Universities.
This is the norm, but many'African students, ma.king'
a
late start illight not reach COSC leYel until they are some years older.E/CN .14/cARi/31 iE/CON'F
~43/31 · ...
Page .2' · ·' '
Recommendations by v siting delegations, commissions and working partieJ/ on hig~er ecl.uJ~t ~n
t1
Eiast Africa led to the acceptance by the East African Gover~me~ts in 1959, of the cortc.ept of a University of East Africa consisting o.f. threed:.,hsti tuEJnt C0lleges, one situated in each ofl · .. '. -· .. "i. ·, _. , · .. : _; -, ,- . . : .. · -- .- , "' .
the three Territories, The transformation of the Royal Technical College into a university college was provided for by Act No. 4/196~of the E1j1,st
--' . ,_ ~ ~-
. African High Commission, when this came into force on 25th January, 1961 • . :_,2_~•.r.r::·n-·,·· ..:..:·-·.· --_ .. ;·_.· .. _·_,_;::,•. ·· ,;·.-: _ .. ·. ··_. •·i:::. n· -_.··-.·~,,--,~
With the reconstitution of the Nairobi College were introduced ~two
L.'..,.: f _ , , - / ] _, ·:,: _, J. · .•. _·.. - -.· .--.. , ' , -\ . :.- ,,.,
important new pr:i.nciples, viz~ that education for the professions would
~ : " .• '· . ;'.j -' _\. ' ' . . ,'' . ~ . .- - . ' .
be through the medium of appropriate degrees of the new university ,,;coll~~~ (i~i'tially in, a special rel~tionship with Lo~d.on Uni;,ersi ty)
s ~ ' .
instead of by means of courses leading to the examinations of the .
professio~t1 bodies themk'elves,
and,
in recent ag:reen{ent by'the'l'erritor-
i:;;1 Gove~~m~;;ts that' t~e' fa~illTieis of' the University·. of East Africii. ~hould be made available to students of other countries as
~~ii.
Tl'iis iatte:i-' dev'eli:i~ent is miis'l{'liesirable 'lidth aoadEJmically and' for tho professions, a.rid' the 'Gcvernilieilts · concerned are ·to be complimen.ted., oi:f'-,their' visi·on in i1e\lfco1ll'agirfg their' University to, have a 'J®:t'e in,ternationa:l flavour·.- ;.!"" j·•,.:t
The manner in which the Dep;_rtment of Land Surveying
oi
the Royal College, Nairobi', the second university college of East ·Africa, can serve.~'
..
,'o,ther count;.ies, primarily in Afric;,, but ,ilsewhere as well, is
'illi>
purpose.. ~f th{,t
paper. Howe-Jer,. befo~e proceeding directly toan
e~mination of ,: : .x·Cf:.;·,-·.,-r.'.:~ · .. .f.'-1·:·n.i.2.-:;;,,. ,,. · •. ·, · . . ' ·: . · .-,the atr:ucture, content and duration of future proposed courses· i't is perhaps 'a~ ~~11 to co~sider what currently obtains in oth;r count;iJ~ in relation to survey education, in addi t:ion to" one· or two othe; pr·e'lim~aries.
·• --
!.:'
(a) Asquith Report, :1945, Report 'of, the Commiss'ion on lligh.er Eduoationa
the, ~lOllillfh:i ~ ' ,194~ •. ~~~~~d +954.(b) The Ashby Delegation,,.1954., . , , ·
, (c) The Giffen/Alexa.rider Report;· January 1956. "Hi.glier'Education in
\;:.-'
Ea.st Africa". Goverriniertt Prititer,' Ente'bbe.· .· . .""
· ·• (a)· The Lockwood>RJpo:rt; Juif-,::A\igust i95◊', ''Report of the !forking Party
~n• on Ri'gher'EdU:cati6n'in East Afriea•t,;-G6vernmE1rtt P,rinter:, :Na.frobi,1959.
. ( e) Report' of the' Quinquennial' Allviso1';y' ·Committee, J,960.
r ;i/- ·
'l'h<e Royal College, ~airobi Act,-.1~69. • , . ';· .- , ,. ·,;: t \--_' I • ,,.,~,\
E/ 6~ _. i~Jp~i.i:l~i
E/COliF,43/3l ..
Page 3 · ·
2 ,. + EDOO,t.TIOi.~ 'il,N;D; 'l'RAINJJrn RBQU,nl:EMENT:$ JPR 9'HE PROF)sSSIOI/.1.L L.I\.ND , SjJji~;fOR , r
<llt ,i,a: 'Uhiver13ally .mm•11,ietedc• .by. land. .. ,:,U;t'veyors. today that -the pr9hlem of fld.uoationY is best dealt with by the univers;bt.y, whlqh;, ~f.t.er a..l;l-," , speoial:i;,?JS,S .;i,n, tP:is actiYit,1,. In, this conte?Ct, we. refer. to the eduoa.tion
0:·
i,)1,1:,
t~llf'fi,JY9.f~~~"!
~{l.t.;nt~"':tm~in~ . tJie iJ'PPl.i.ca tion .and. practiq.e of t~e,,,,, . , , geo:l~,¥A,; j~C\~c;.\\l,I.! his .vro,c.,a\iot; ·, ,\.8J?¥':t
l;f_},i.!l., .,sttlls~que,nt ~r.a~l!A'}~,.;:~~?t wil:. l.l.11,de:rtll,ke. :to .satisfy , ,_. • ,, • " • any 1 outstand.ing requirements of a professional • • • • .. ' : • : -' •• • ; • "; • ! ~ • bo~r to establish evidence qf .profsissional proficiency,• • • ' ' , • "• ' • C- ' , : ' / , • ) d • • ;°
. • ~he,ii,mPC\I''j;af/1,\e.of! .PJ,pY;i(\iiys t.h•;i, ri~ht,~;v.:pe .of ,c,q~~.E),
,f8f
Jhe under- 1g.':iio4wi.te. in. tl!i~ ,,t',:1;%1:d. -~no;t; ~ 11'1':·'m"iP.mPi.,a~~-l!e,d ,,sj,np,e :j,t,ls
.P.J?W/,,.91,e ,, ,• b;I'.q,..q),y~ba.~.d f~ut!-ila;t,},on. of,
-a
.J~<:\1i,BJ,l~l;i.k~8~l.~4,ge.
,q.f.,lhs;
>11$.~ ·r'7f1,d,_,~ad~~ic sc.iaµq,e,s. (~d, ~e alJp:q.,~d sci,'\nC,~::,.r8
;f;J;OIJl':',~e~t',lAt) t.~ti,,\J~e O;t'~:l,~.~r,:i,an of fi,..~:") is;m:V.ff;t: agt~y~~:l,~,\! >::i,:l1.,,4eP.~.<h, _W.i t.l).ou,t ;!<,~is.b,,%9:fun<J. ,1:1-i.,,,
abi
~:hRr.
to, ral),id,:/,;y,, ,wider,s~ari9-,,,a,fls,imit,1>, te,0¥tcj, a11P,l.J:
ne.w: ide~s ..,.9:1:,
the :f'1!tur e;, ./,.
· '·'"'l'i'aiiifniFli'f ··teolmioian·,g:i,a:des ·atsaiii.i--:professional 'l&Vel presmii~e:i
p:t'ool'eiii~ 6:t
a'·roore
'p:rii.Jtiiial 'rililture )' •'invol virlguthe pert'eetiot! •'<flt. tl!:e element.:1ry' ··ff
ii1d. .. ii:rl:d 'othe:t''teelirliques~l -whhou.t ·emphasis, on· the unde.ratariding .. c:11 t ; ifur.daii\ental'':/irin&ip'les1''''Sudh'irt~tri:1otioh is best Siven .on-the.>job where training oan b!i'clrienteil: in
as.
'na:r':!!6W 'a ·waS, Ml• required, · It is not proposed, therefore,, to· d:iecusa th,is part:i.ouJa.r aspro;t; _.except t'?,, r_~c~f'~i;e_ that,.such men are, e~~:~tial ~or the ~-t~-day running of survey org,i.nization and to anticipate that those who find themselves~·-t·.\t"\•, · • ; 1/"> • ,- :>;,
:l/,
,(a}.· (,on{j,,I'~nco. o.i' Qo~pnwea!t:tl., .survey. Offi.c;ier)il, .1.955., Go+.~fl1;>l. fy);>., ,No, 321, HMSO, 1956.•C,;S, •· a
(b) <h:ri'ioq_uii.l.m' oir SU!'irily Edu.ca tfiln. 'Re;l~ii.'ted in:: 1'T·h·e Cana.die.tr SU!r!'T.eyor" 1 ''. ·· .. ;~o.~ · 1,., Vo;(,~,,i;C,, ;Tan,µ,,.ry._ 196(), "'.., .. , "'" '· :·, , ., ·. !" •: . , : ·. ,; C'c' .
( c) University Diploma Cou:::-se, rt ew Zealand Surveyor~ 1To. "221.,' F'ebruary 1962 and Editorial of the NZS, No, 2221 September 1962_,__-·---~
.;(it) .. ~·cae:cl:ing$• of,: the.first W,a.ttonal,, Cpl!).i\erG,\llce, .cf, Soy,;t,h. Afi'i,,Qlil,l'I \., , , &m-,veyox,f! ,. , July,:19,6:L:, , Gl;bt~naj:)le from. t,!l,~ .\)-on.fer~e Sub.'.'",9~'ttee,
·, ., · . .ilo.ixv10&9, Durban.· , ,:;,,::· ·:: .c ., , ·'
r,/
QF il4{CMl!Xf';/l E/ C0,NF, 4.3/3l- · · ... · Page 4unabl~ ·to oope with the rigours of aoademic
dieo:i.plinJ:/
wou-tcl'gravi ta t'e logically towards this avenue of employment, By so doing a source ofi :_·· r,•· ""- · · . · \. '' ~ · i_ ,-,. •
recruitment of technicians with some understanding ',of prin~~pl_es would b~do'rr{t av~i:l~blE;° i~call~ •
. 1·,~ '· :.IL.·: ~:i!" ,_•·.!- "~:.',;:.-.•·~ .-,._~ ,:_!··.· !:'•
.]1:ari?Jls,;a,u~o;ri ~ies q~ote, from. l ).n 3. tp. l .in 10 .. -0:t; JUOre, ~s ..
reP,r~s~;i\a,~~jl'e rati.os:
of
the pro:t'essie>p,al!3 -~O ...• ~. ~l:n1'J:1WUIJ,n .. lf\U"V'.€l.Y,:c.:;~i•atione. in. d.i,:t'ferwit .Q~im:tr:i.11 ■ Q.t •. :th•. wo;r;JA, , '.l'h••• at11oti1,tioa .
,,.,. ·'·~ " ' • .,,._,_ .~ - - ; , ..•. , ... ,,, •. < . ,.,,.,c· .,, • • · ... • . .,. : " . ,,: . .' .··. ·:. . . ,
are u.seful in obtaining ;µi_,,,\st.ipiate
e>f
:t1!ie numbe:r_pt' i\µ~ ed,ue>a,ted'' 'ind.
trained perso~;ei n~eded in a bal~ced. ~ooi~ty. · · •-•:r.i~J'i'.:J ;:;'_?::.- 't:•· ·.;;-::,':)~~: .>' '·, ·, " < _ I ; ' ) , " '
No, N:,!3agr~8:Jil~~tt~;;,i
\Ap
_)le>ped,_yr:lll !!fiss.~~Ii,.
t11af;e.rd to <~he ,ab9Y~.mentioned re,l,.ated J>Fi~,ci~~.e,s, e>.f .ed.lca,.~te>n ancj. .Jlrof'i,,qi9:1c:;y. Nonetb,eless,
- J • • ---.·J·. -~ .• ·•_,1.·_,,_,,_ •. ·c.._,.__, __ . . .. · ·-' · . · • - . i , ' : . , · ,
,~~
,~s~,
,iff~,Etl!!'}~- ~~:'1B- ~\~m~ssi11,g. the,. meFit_s_c°t
1a,111~i tsor, ¥1?'
par~ioul~adu,«ri6,t~~~?;,n'l,:i;'
Jl'.,!p,-lllll#:
~?~8,lll/11e ,wi Jh ,· th"' \nt~ti,of.,<>,~
pro,l)O,ing. &Jll~d-:- ' "'')l!!Jfl i;s _ to, du.r.~tion, ,s\o,pe or .. 11.l ti~t"',;qua,lif'ica,t~,on', ·.,i;o,J~.~:
cogni13.~ce,of the rewards that will follow as a natur.al consequence of the years . ··' .. ' •, ' . , ... ' .. :
cf hard work and study at the university. The opportunity of proceeding
:.· i"':" ,:. -~- ~--.,.,_._: ,' ,:·· .'' "·: ,· ,,. ·-· ·. . -· ·_ .-. ·., ',-, .. ; .. _~- . -- :· . -. ·-·,·
beyond· the normal· 1ev·e1 ·of aca,fomic and professional' attainment should
(:'.:'!'f,!)C1
be'
~i'Jii:.i:'biea~ 'k·
a.ttl'~ctiori to t'he keatier ihteilects/for' itis tip<m
thi ~· iridi"J:i.diial Jka:'eav'oui' tha;t 'progress depends.
wit116u t such
11'.li tiative"iii a' pt'6f'3ssiob:', a
"ster'ile futurei:s a.ii
:that car!be
exp'Eic'ted;' 1'1:i·e'univdi,h
ti
l'(~sa:
pa.rt'itula.r responsibf1ity in tliiS i'egard.• j '
3.
¥I,,~.~~.G l
~.TJ~rn o: SURVEY EJ)UCATI,ON AND TRAININ.? ,,,,.:ln ,m0,sii'+cot!.rtliri-es- of\, EµroJ>.e ,t:\>e. edi,.cation. ,o:f :th~.,g~i;,\il.et,i.c .. <mgin&~
is provided for by a five year course at university level, However, .~}~e,se ~aci,lit_i,es ha-:-e _Il~1,been, g~1;erall;:r ava_ilabl,i to t~ose ~o~tries in
Africa which have tended to use the English lang1+age ;as ,tb,ei:r; m11.dium of
•' '.'.G'ifr1itructi~11:·
:'For
-h'hfsreii.scin
the•,iiite0s
of ihe E!i,glish sp~Eilcing' '• '• " . :_.,,• .: . ' :· ' t / • - '. . . • '.·. '
'
..,,, ;;lt.,.L(?,WJ<~,:exveri~;;,
,h;;ev~~;; h;~~h~wg ,BO
\ ; r''1;hi,.t
tf~·:~Ew4~~ssful student prefers to seek scholarship assistance . .':t:i:;om some ,ov:erseas government (and is often successful in his att'enrpt; I'ega.:rdlsss of a poor academic record) to study in another country.!J) -·.
' _ . , 1r\,:-
• F,/CN; 14/c:.4:Rir/31
'E/CONF,43/3;t Page 5
There are six fun_damenta_l ways in which a land: siirveyor may attain
...
fu:.1 professional status, viz : .
~-.;
(i:1 by obtaining a degree in land surveying, usually :followea. by a professional pupilage of aboi.+t one year; Land surveying is used
. ,• .. , ....
here in its most general sense anP. ill.eludes surveying -as·, such,
,_, . ., ' :, '--·· ' .
· astronomy,· geodesy, photogrammetry, etc.
Such d(lgrees are ,offer.ed a,t. s.ollie universi ti~s-.<in Australia·,
1
· o~e· i:n Ca~~da '/"as far as, ,t!lce author \s, -erll'a.re) and: ·four in. the Republic of South Africa,
to' nb'h;_wliite Sti:ic1.ents.
In the latter ca.se courses are not open
The B.S. degree in the geodetic un'ivel'si ty liiay' be, ~;·su~ed to fall
i.;
ol' thi,r clas'sif'ic~tio~'.
.,
sciences of Ohio State
this category for._ the purpose
.. •, --~ ,-•
..
,., '"(, . , l 1 (a)·
011
page 3;11,1~
(a) •,•
(b)
by obt.ai!l._ing
a
J~rst_ <).egree in a .~ubj~c.:t,,cogiaate to landsurveying _s1,1ch. ae _a.str<m<>I.DY J:a.~q,-,Speoial .of Lend.on University), physics, mathematics, engineering and geography .. ( Mrtain degrees
,);. ,,
only),'
' -- '.,
, -, l '
followed by a subsequent 18 inonths, and
course in surveying, of from l4 to . .. ·- "'\L -, .: - . ,
( c) ,- co'mpletirig' a two year period of professional experience and
• :- ' : <' ' , - ' • -··•:r.,1·.::. •. •,
any
outstarid:ing requirements of the. profe~13,ional body, concerned, The.type of course mentioned in (b) above. is often in-cori'eiitl;f referre,d·to as a post-graduate course, .. This may be
i,
ch:rdnologica:iiy'• aCcep't~o'le, no~~tbeless the _ter!ll is ,;;enerally,:
....
reserved for courses of university stand:ard, at universities, . wtiAch ~e open to unive:i'~it)r' graduates only, This· leads to the
thi+'.9, po,rnibili ty .· I
.
'.
" : ! ) '
. E/cn.14/Cll.i;l.T/31
E/~)fF,,B/3'1
Page 6 .
(it:i,,) .,_ !I post--g!'aduat·e diploma, or degree following a first degree in a related subject. This would be "followed by a proiessional training p.eriod as for (i-) and (iil).
' - . • . t
81:>me six or sev..m universities in the United States offer this alternative,, il:lS'.lally following a first degree in civil engineering.
(iv),- 1ly studying thee· geodetic s'cienciiis as a specialized. option in a
·--. first degree in, 0,ivil Engineering.
This possibili t / exists in some American and Ca.n;,.diap.
UniveTai ties.
These gr~fui~te~- are r<,quired. to serve a.pupilage of Qne year
• ! '•,. ,. • .-. ~
iil."
Canad.a, The professional requir~mentfl .. ot; . the land. surveyor appear to be somewhat uncertain in the case of the USA.(v) By attending full-time co=ses at Technical Colleges directed at
.·>' the fi!1al examinations of the professional body, · This would be
·. ,; :followed by the normal ·periolf
of
0profess:l!l!ma1 pupilage.' -· i t ,·," . ~ :·; } "
As· far· as the author is aware this procedure .i-s only applicable for the examinations of the Royal Institution of Chartered Surveyors.
(vi)· Th~ indentiiresb.ip system of earning while learning.
This includes training progTammes in Gov:ernment Survey
Thlpartmenta ,;;hich m~y lead to ex,em:ption from. what may be referred.
to as a recognized professi6~al qualification.
There is a tendency for this systejll to_.be replaced by university courses in most countl;'ies,, wht:e the latter are
availabl~.
In examining, (i) to (vi) above it will be observed tliat these range between two extreme limits, i.e, while (ii}(a.) aims at education without proficiency in the geodetic sciences (to achieve part-proficiency an additional course is necessary), (vi) concentrates on proficiency at the
•
E/CN.14/CART/31 E/CONF,43/31 Page 7
expense of education. Where education in the geodetic sciences is included in the under-graduates' curriculum,education plus part-profi- ci,mcy may be expected. For this purpose it will be assumed that full- proficiency is established with election to membership of an appropriate professional sooiei#,
The time taken to qualify by the different methods also justifies scrutiny. Bea.ring in mind that there is no direct comparison between the educational systems in the schools of Australia, England and South Africa it would not be unreasonable to equate, certainly as to time to
graduation, General Certificate of Education, Advanced
Level
plus a three year degree at a United Kingdom University with the South African Secondary School Certificate (which is a matriculation exemption) and the Matriculation of Australia plus four year degrees in the appropriate countries. The relationship of the American and Canadian secondarY schools systems to these are ~ot known with any a.ocura.cy, however it would not be far wrong to accept these in the above,pattern,By methods (i) and (iv) four years are required to produce an educated and part-proficient recruit to the land surveying profession.
'l'he full-time professional courses mentioned under (v) take just as long to produce a man at a lower acodemio level. In fact, the present courses a,, the Royal College, a relic of the Royal Technical College days, take about a. year longer than would an alternative degree course beoa.use of the iia.te of the professional e:x:ci,minations being out of phase with the college academic year.
Alternative (ii) was originally introduced as a solution to recruit- ment shortfalls for the British Colonial Survey Service. Graduates from British Universities (preferably with bmours) are given a special
surveying course a.t either London University or the School of Military Survey, Newbury to produce the equivalent of (i) and (iv) above, but
takes :from 15 to 18 munt:1:i :c::,>~', ':'l,oc, (iii) would produce roughly the same resc:l t 1:ect 1,1.:ul,I b0 r.c,:'e1,'1',, t c.:10,:-t on the part-proficHnoy el,1ment.
i/
For the purpose of this discussion no cognisance is taken of the reservations of one country for the professional qualificatiOlll!I of another. The educational principle is all that is being examined.E/CN.14/CART/31
; E/CONF.43/31
Page 8 . , .
As regards (vi) an average person can expect to take from 10 to 15 years :.die g_ualify through this a1 ternative. The discussion has. no further interest in this method cif training.
,, . ' .
The important result of this comparison is that methods (ii), (iii) and sometimes (v) take as much as 15 to 18 months longer than me.thods
(i) and (iv), Further, (ii) presupposes that
an
adeg_uate supply ofsuitable graduates willing to offer themselves for on the job-training a.s land su~veyors will be available.
4, . THE NEEDS OF AFRICA IN LAND SURVEYING EDUCATION
In s<;tting up a survey educational system for the use of African countries it is essential to realise that the tr.ansplanting in toto of a for<a_ign system, which has worked satisfact9rily in its home country is generally not the most satisfactory and certainly not the most effi_cien t way of producing the desired result.
•What is reg_uired is that course which can achieve the best possible results in the shortest possible time. While no criticism is being levelled at the end product of alternative (ii) of the previous. section, , tl).e success of the system depends almost entirely upon the adeg_uate
supply of suitable graduates - the most sui:taole .being graduates in . physics. and mathematics. Tho.se o.f us in the African Universities
dealing with survey education would very much like to teach at post- graduate lev<ll but for the present the idea of a post-graduate diploma woulo,. b_.\l ,1,Ulrealistic.
Secondary education in most of the African countries. is. still unable to produce adeg_uate ~cholastic material to. ensure. an output of a .sufficient number of good science graduates. The .trickle of these is rapidly absorbed in educ;ation, commerce, government., s.cientific and adflin;istrative, posts long before they reach surveying. The reason,
g_ui te, obviously, that immedi_ate employment without further study presents a ..
f;,~
more attractive .pr.opo?i tion. Only those with poor .results see.m to,&,if.t tow.ard,s surveying,. )vhich finds the!Il no more acceptabl<, than anyone else.•
E/CN.14/CART/31 E/CONF.43/31 Page 9
For the sake of economy in the university,a single system is required whi•Jh will be able to process suitable scholastic material entering
sur,ey studies at different academic levels. Provision must be made for GCE ( "O" level) pupils as well as the mature graduate in science. To att:raot the latter a second degree must be offered, and substantial exenptions granted in those subjects read during the first degree (and p~r~aps certain other subjects of an ancillary nature which by virtue of the post-graduate's greater maturity may be absorbed as a natural
coLsequence of his further study).
The answer, as the author sees it, is a first degree of 'type (i) which would provide education with part-proficiency, yet also attract graduates from Faculties of Science and Engineering and possibly suit- able graduates from Arts as well.
5.
THE SUPPORT OF PROFESSIONAL SOCIETIES OVERSEASIn the past, close association between professional societies and universities was achieved by:
(i) the profession approaching a well-established university to undertake its education problems. Such
a
situation was rare in the United Kingdom where all professional societiesjealously guard their examination rights (or standards), or alternatively;
(ii) application was made to the profession for exemption from its examinations, by the university for its degree. In this case the profession concerned generally required that the universi t · courses should "have been conducted for a considerable time"
before exemptions were granted. By the application of this formula· the quality of the emerging graduate could be assessed before the profession needed to declare its decision.
Where the control of professional activities is vested in the pro- fession, i.e. examinating and disciplinary powers, etc. are in the handz of the Society's Council,the above University/Profession relationship
E/CN,14/C.ll:RT/31 E/CONF;43/H Page 10
would be workable. However, in Africa today there is a great urgency to provide adequate educational courses for the professions at the new universities now. To enable these to get going the support of United Kingdom Societies, for example, would help considerably. New methods of
satisfying themselves as to the academic entrance standard, adequacy of curricula, teaching staff, accommodation, equipment a.nd examination system of the university must necessarily be devised by these bodies.
Extreme conservativism on the pa.rt of Councils of professional societies, it im..st be pointed out, does not influence academic or professional
standards. After all, the premise that the academic standards of degree studies at African Universities will be lower than the educational minima of the professional bodies in England is not really tenable. Qu;ite the reverse could very well be true.
Ultimate control of standards in African Universities will be in the hands of the independent governments. Lack of desire or ability on the part of these governments to encourage the right staff to the
Faculties, or to finance the universities properly would certainly lead to a collapse of these institutions as places of learning. The local students are not going to be satisfied with less than their European counterparts and the African· politicians must be aware of this and that crash programmes in university education must inevitably lead to a crash. Only the future, however, will reveal the wisdom or lack of foresight of the African leaders in this regard.
One of the greatest worries of professional societies prior to
agreeing to the sponsorship of courses is undoubtedly the integrity of ti,,.
· university examination system, The societies must be sure that no leakage of information about examination question papers would occur.
As long as the staff of the university are members of the profession, reliancn on individual integrity can be the only safeguard offered. Professional
examinations conducted at overseas centres are wholly under the control of a local examinations officer, a member of the profession concerned, whos~ personal honesty is the only :nea.ns the parent society ha.a of s13¥i1~
s
E/CN.14/CART/31 E/CONF.43/31 Page 11
that its examinations have been properly supervised. Thus,there is no
· difference ·1n principle.· between· supervision · of examinatHms of a new un:i.versi ty and those of the societies a't local centres overseas.
Visits of inspection teams and the appointment of external examiners sh,,uld be sufficient to satisfy the societies as regards the items
mentioned earlier in this section, as long as the latter have confidence in the university staff.
It is hoped that the old established professional societies will continue to perpetuate their influence in,A;fl?;i,.ca by maintaining close links with the new universities. This is most desirable and it is the si:~cere hope of the author that this will be done. These links are, however, in no way essential as no future African government would repudiate degrees conferred by its own university but could very well decline to recognize foreign qualifications. It would be a pity, however, if professional links were served in this way, especially before a sound nucleus of local societies was established.
6. PROPOSALS OF THE ROYaL COLLEGE, NAIROBI
A description of the existing pattern of land surveying courses at the Royal College, Nairobi was given in the introduction This falls within category (v) of section 3 and possesses the disadvantages inherent to the system.
Full-time courses in a university college leading to the examina- tions of an external body are inappropriate; the university.must retain control of its own examinatior.s. For this and other reasons the future attitude of the College to these courses will be that they should lead to a degree in Surveying and Photogrammetry from the University of East Africa. Facilities for the keener intellect to continue studies to the Master's level form part of the. proposals, at which level the more gifted student would be encouraged to undertake research studies at institutions overseas. It is hoped that facilities for Ph.D studies in the geodetic sciences would ultimately be available locally as well.
E/<JN.14/CART/31 E/COl{F.43/31 Page 12
The proposed degree would normally be of three years duration from the General Certificate of ~ducation, Advanced Level standar~in anticipa- tion of secondary schools increasing their output of scholastic material at this level.
The following candidates would be eligible for admission to the degree•
(i) graduates in science, having taken two of the subjects mathematics, physics and geography as major subjects, or (ii) graduates in arts, having taken the subjects mathe111atios and
geography as major subjects, or (iii) graduates in Civil Engineering, or
(iv)Ystu.dents· who have passed the separate subjects-pure mathe- matics, applied mathematics and physics, at one or separate sittings in the Higher Schools Certificate, or have obtained passes in the same subjects at Advanced Level in the General Certificate of Education examinations, or e4uivalent; or
(v)Ystudents who have passed pure and applied mathematics (combined subjects), physics and one other subject, acceptable to the Senate of the University, in the General Certificate of Education, Advanced Level or e4uivalent, or
(vi) students who have passed the First Professional examination of the Royal Institution of Chartered Surveyors, or
(vii)Ystudents who have passed other appropriate examinations acceptable to the university,
Candidates who offer option (i) would be required to complete the qualifying courses of the second and third years of study (no restriction as to time would be imposed, Exemptions would be granted from subjects included in the B.Sc. degree.
'jJ
Intermediate B. Sc. standard of London University,y'
A pass in English language at GCE(o
level), or e4uivalent is ~.andatory for these sections.E/CN.14/CART/31 E/CONF.43/31 Page 13
:<or those who offer option (ii) the physics (special course) of the
• first year would have to be completed as well.
All B.Sc., B.A. and B.Sc (Eng.) graduates would be permitted to complete outstanding first and second year courses in appropriate subje,Jts, as combined courses, e.g. Photogrammetry I and II would be combined as a special second year course (see below). l'lo ancillary courses would be imposed.
Gandidates offering options (iv) to (vii) would be required to satisfy the requirements of the first, second and third years of study for t:ne B.Sc. Eng. degree, in Surveying and Photogrammetryl/, as
desoribed below :
(i) The qualifying courses for the first year of study would be:
Ma.thematics I.
Physics (Special course).
Photogra.mmetry I.
Law and Land Registration I.
Cartography I.
Surveying I.
In addition the student would al.so attend satisfactorily courses in principles of engineering, and English,
.A candidate would not obtain credit in any qualifying course unless he completed four of the following courses in the same academic year:-
Ma.thematics I.
Photogrammetry I.
Land Registration I.
Cartography I.
Surveying I.
1/
Draft detailed syllabuses and practical course work requirements maybe obtained from the author,
E/CN.14/CART/31 E/CONF.43/31 . Page 14 ·
Permission to proceed to the second year of study would not be given by the Senate unless all qualifying courses, prescribed for the first year of study, had been completed, and satisfactory results obtained in Principles of Engineering and English.
(ii) T4e following subjects would be. prescribed for the second year of study :
Mathematics II.
Surveying II.
Astronomy I.
Land Registration II.
Photogrammetry II.
Cartography II.
In addition the candidate would attend satisfactorily a course in Town Planning.
The candidate would not obtain credit for any qualifying course unless he had completed at least-four such courses in the same academic year.
Admission to the third year of study could only be obtained by completion of all qualifying courses in the first and second years of study, and satisfactory results obtained in the additional subjects specified, except by special permission of the University Senate.
(iii) The following subjects would be prescribed for the third year of study:
Mathematics III.
Geodesy and Geophysics.
Photogrammetry III.
Astronomy II.
No candidate would obtain credit in respect of any qualifying course for the third year of study unless he had completed three such courses in the same academic year.
•
•.
E/CN.14/CART/31 E/CONF.43/31
Page
15
A system of supplementac';y examination could be applied immediately following the Coll,;g,:, long recess to enable those students with
incomplete credits to satisfy the entry :.·eq_uirements for the next year of study, By this means,the d.isadvantage of the professional courses of having to wait a whole yeo,r to re-write one subject would be removed.
A smoothing and spec::ing up of the undergrad.uate' s way to his final b:U'dl e would 1' o a chi e'✓ ed"
Provision for g:raiua tic:1 with .. , .. , would also be provided for those who maintain a consistGntly high performance throughout their d.egree studies and who ;,:cesont a 7hesis of a suitably high standard acceptable to the Senate of -~he University.
The proposed. c.o::;c·oe co1crs0 d.oscribed above has been designed to replace the pc 0.3Rnt :ull-ti.::u p:-'.'ofessi0nal course in land surveying in East Africa.
7,
CONCLUSICNWays of i~:1'9:·:·vvi".l.g ths -..,1ip::-')c,-.,_·;1 to ed.ucatiu:i in the geodetic science □
in Africa, fo::- j_ndl~B",-10u:J cc,'J.:1-~i.•ics, h&.ve been outlined in this paper, particularly wi-t;1 r0c?.rd ;.) ·"- r.. ,:r-e offi:icnt ha:1dling of the duration of the period of s+uc.," i':,volvod"
In cor..cl·w:Lo,., i ;, :ohc,:::..-_ 1.Ja 3~.'f. t::?.°G t:ic Royal College, Nairobi is most will:i_:1.g Jvo 3::.:r.~_s·'.; yri J_,~1 thiL type of education and has facilities for this pu.:::-pocc, :-it ... 5 ~:::. 2.~·e litinz &GE'.J,ciily impr-uved.
