Reviewing a Geomatics Curriculum: A Makerere University Perspective

Abstract

This paper discusses the approach, issues and considerations for developing a modern curriculum in
Geomatics at Makerere University in Uganda. Makerere University began enrolling students to its
four-year BSc. Surveying programme in 1990. However, the first review of this curriculum occurred
around 1997 when the University migrated from a term system to a Semester system. The curriculum
was adjusted essentially to have the courses modularized to fit the semester system without any
significant alteration of course content. In the semester system, an academic year that previously
comprised 3 terms was later constituted by 2 semesters and what was previously 4th term became the
recess semester in the semester system but serving the same purpose.

In 2009, the department of Surveying, now renamed Department of Geomatics and Land Management,
embarked on a comprehensive curriculum review process for its undergraduate degree. The review
process included needs assessment among key stakeholders, training of staff in curriculum review as
well as pedagogical skills, curriculum drafting, benchmarking, career guidance and accreditation of
the new programme.

Our experience in the curriculum review process has led us to develop an opinion on the way in
which a modern Geomatics curriculum should be implemented. In order to produce motivated and
industry ready graduates to extend the frontiers of Geomatics technology, it is necessary to first
and foremost attract students from the high school through career guidance. It is equally important
to train teachers in pedagogical skills and modern techniques for delivering knowledge. Maintaining
an active link between the university and professional bodies, benchmarking the curriculum
regionally and internationally are some of the ways of
ensuring that the curriculum is relevant to the industry needs.