Toward a Combined Competency Model for Land Administration … · 2015-06-01 · Toward a Combined Competency Model for Land Administration and SDI (7543) 4/15 Mohammed Abdur Razzak,

Toward a Combined Competency Model for Land Administration and SDI (7543) 1/15

Mohammed Abdur Razzak, Bangladesh FIG Working week 2015 From the Wisdom of the Ages to the Challenges of the Modern World Sofia, Bulgaria, 17-21 May 2015

Toward a Combined Competency Model for Land Administration and SDI

Dr. Mohammed Abdur RAZZAK, Bangladesh

Key words : Cadastre, Curricula , GSDI, Professional Practice SUMMARY The entire effort has been employed to explore major driving forces, actors, players and stakeholders in integrating and institutionalizing the land profession with rights, restrictions and responsibilities in countries around the world. To form such unified professional identity with diversified job roles and expertise, employment, labour and careers including specialized knowledge and services, sciences and philosophies, theories and practices, proven wisdom and technologies, systems and resources, individuals and academics, workable policies, laws and regulations, governments and NGOs, governance, administration and registration, standards and compliance, combined with relevant components through education and training, skills and competencies, educational disciplines and programs, certificates and licenses, degrees and qualifications, professions and occupations, policies and strategies, research, innovation and interventions, ethics, relationships and conformance, organizations, networks and associations, groups and sub groups, professional recognition and social acceptance in public or private agencies with local, national and international coordination. As we live in the existing universe of knowledge, the empire of information and the kingdom of data that is incessantly directed toward a geospatial wisdom society in the long run. Land, real estate and geospatial job titles such as real estate project manager/ officer, property manager, maintenance officer, real estate contracts officer, estate officer, estate surveyor, facility manager, valuation officer, estate agency surveyor, project officer/supervisor, project manager, appraisal officer/manager, land valuer, property auctioneer, property developer, arbitrator, planner, property manager, property developer, estate agent, quantity surveyor, cost engineer, cost manager, cartographer, architects, accountants, consultant, tax officer, tax advisor, conveyancer, land commissioner, land registrar, land court judge, land litigation practitioner, evaluator, geo scientist, natural resources manager, policy maker, researcher and others make land sector as one of the rich, productive and vibrant job markets all over the world. The mission and vision of professional studies is to facilitate especially targeted professional degree programs, important to the social, economic, cultural, and intellectual life. It fulfills its roles by assessing needs of vital social, economic, cultural, and intellectual institutions and communities including advanced scientific and technical education in geography, statistics, accountancy, finance, land economics, public administration, computer science, engineering, technology, and mathematical sciences. Geospatial educational programs that develop and support problem solving and innovation by achieving success for challenging, active-learning curricula that are based in research and field experience.



1. INTRODUCTION

All over the world, people want to achieve better lives for themselves and for their children. Governments want to secure economic growth, improve living standards, create jobs and reduce poverty. Businesses want to expand and become more profitable. We are facing a global jobs crisis of unprecedented proportions. Global unemployment increased from170 million in 2007 to nearly 202 million in 2012, of which about 75 million are young women and men. The absence of job opportunities increase inequalities, weaken social cohesion and diminish trust in political leadership and institutions. Nearly 900 million workers - one in every three workers – live below the US$2 poverty line and that poverty eradication is only possible through stable and well-paid jobs. The creation of quality jobs will remain a major challenge for almost all economies well beyond 2015. For instance, 470 million jobs are needed globally for new entrants to the labour market between 2016 and 2030.

The world today faces many complex challenges, including the adaptation and mitigation of climate change, rapid urbanization, increased demand for natural resources, growing food, water and energy insecurity; increased natural disasters; and resolution of violent conflicts. Many of these challenges have a clear land dimension: unequal access to land, insecurity of tenure, unsustainable land use, and weak institutions for land administration etc. Pressure is also being generated by the WTO which provides the framework for free trade in professional services (Enemark, 1999) and surveying as a profession needs to respond. An information-starved society is limited in its social and economic development. It is responsibly claimed that more than 80% of government information has a geographic element Spatial planning, made possible through a spatial data infrastructure, is a device for bringing, or augmenting order to the cultural landscape. In adopting this approach the institutional envelope in which the land administration agencies and co-ordination initiatives reside is being reshaped by the sharing of responsibilities between the private and public sectors and the reengineering of the bureaucracy. Various combinations of academic education and professional practice are required. In countries like Australia, USA and United Kingdom , university courses at undergraduate level which lead to academic qualifications are accredited by professional organizations or recognized by state authorities. 2.0 SKILLS, COMPETENCY AND JOB MARKET A skills-based qualification system can accommodate multiple pathways through education, and between education and work. Flexible workplace training and learning arrangements are conducive to development of a broad range of skills. Workplace training allows students not only to learn the technical skills related to a particular job, but also to develop soft skills, such as communication, ICT, teamwork, problem-solving and the ability to learn, that are ever more critical in changing market environments.

2.1 The Competency Modeling Approach



A competency model includes a collection of measurable competencies that define successful key performance indicators in a particular work setting. Competency models are the foundation for important human resource functions such as recruitment and hiring, training and development, and performance management. In practice competency models are used to guide individual professional development, to help people in move up or over in an organization or industry, to help educators and trainers develop curricula that address workforce needs, as requirements for professional certification, and as criteria for academic program accreditation and articulation. Competency modeling is the activity of determining the specific competencies that are characteristic of high performance and success in a given job. Competency modeling can be applied to a variety of human resource activities. The Geospatial Management Competency Model (GMCM) developed by ETA specifies 74 essential competencies and 18 competency areas that characterize the work of most successful managers in the geospatial industry. Instead, the GMCM seeks to distill a concise list that is widely applicable, and readily adaptable to evolving industry needs. 2.2 Skills and Competency Model Competencies are behaviors that encompass the knowledge, skills, and attributes required for successful performance. In addition to intelligence and aptitude, the underlying characteristics of a person, such as traits, habits, motives, social roles, and self-image, as well as the environment around them, enable a person to deliver superior performance in a given job, role, or situation. Competencies enable employees to achieve results, thereby creating value. It follows that competencies aligned with business objectives help foster an organization's success. Organizations must understand their core competency needs - the skills, knowledge, behaviors, and abilities that are necessary for people in key roles to deliver business results. According to Boulter, et al (1998), there are six stages involved in defining a competency model for a given job role. These stages are:

Performance criteria - Defining the criteria for superior performance in the role. Criterion sample - Choosing a sample for performing the role for data collection. Data collection - Collecting sample data about behaviors that lead to success Data analysis - Developing hypotheses about the competencies of outstanding performers

and how these competencies work together to produce desired results. Validation - Validating the results of data collection and analysis. Application - Applying the competency models in human resource as needed.

2.3 Geospatial Competency Model In addition to the Geospatial Competency model published by ETA, managers, educators, and others can tailor the model to meet their specific needs using a Competency Model Tool. This tool lets organizations build or customize industry competency models that can serve as the foundation for recruitment, hiring, training, professional development, career planning, and performance management. Customization of a model can start with an industry model or use



the generic building blocks model as a framework. The GeoTech Center works with colleges, universities, and industry to expand the geospatial workforce by supporting the creation of teaching and curriculum resources, assisting in professional development, and establishing career pathways for geospatial technicians. A panel that included ESRI staff members, along with representatives from the American Society of Photogrammetry and Remote Sensing (ASPRS), the Urban and Regional Information Systems Association (URISA), academia, and the geospatial industry, drafted the Geospatial Competency model. Figure 1 : Geospatial Technology Competency Model (GTCM)

Tiers 1 – 5 of the Geospatial Technology Competency Model (GTCM) are a comprised of the following: Tire1 Personal Effectiveness Competencies Tier2 Academic Competencies



Tier3 Workplace Competencies Tier4 Industry-Wide Technical Competencies Tier5 Industry - Sector Technical Competencies

2.4 Core Employability Skills

The ILO defines employability as relating to “portable competencies and qualifications that enhance an individual’s capacity to make use of the education and training opportunities available in order to secure and retain decent work, to progress within the enterprise and between jobs, and to cope with changing technology and labour market conditions” (ILO, 2004). “Individuals are most employable when they have broad-based education and training, basic and portable high-level skills, including teamwork, problem solving, information and communications technology (ICT) and communication and language skills... This combination of skills enables them to adapt to changes in the world of work.” (ILO 2005) A foundation of core skills is one of the key constituent factors of employability, along with access to education, availability of training opportunities, and the motivation, ability and support to take advantage of opportunities for continuous learning. These skills are critical for both workers and the enterprises that employ them, enabling workers to attain decent work and manage change, and enabling enterprises to adopt new technologies and enter new markets. Core employability skills build upon and strengthen the skills developed through basic education; the technical skills needed for specific occupations or to perform specific tasks or duties (such as nursing, accounting, using technology or driving); and professional/personal attributes such as honesty, reliability, punctuality and loyalty. (For a summary of the different types of skills needed for the world of work. Core work skills enable individuals to constantly acquire and apply new knowledge and skills; they are also critical to lifelong learning. Various agencies and organizations have given different labels to these skills, ranging from “key competencies” to “soft skills”, “transferable skills” or “essential skills”. The ILO uses the terms “core work skills” or “core skills for employability”.

Being willing to learn Using learning techniques to acquire and apply new knowledge and skills Working safely Pursuing independent learning Taking responsibility for own learning Thinking abstractly Organizing, processing and holding information Interpreting and communicating information Conducting systematic inquiry, following through to find answers Using time effectively and efficiently without sacrificing quality Selecting the best approach for tasks Beginning, following through and completing tasks



Being adaptable communication Reading competently Reading, understanding and using materials, including graphs, charts and displays Understanding and speaking the language in which the business is conducted Writing effectively in the languages in which the business is conducted Writing to the needs of an audience Listening and communicating effectively Listening to understand and learn Using numeracy effectively Articulating own ideas and vision teamwork Managing oneself at work Working in teams or groups Interacting with co-workers Respecting the thoughts and opinions of others in the group Working within the culture of the group Understanding and contributing to the organization’s goals Planning and making decisions with others and supporting the outcomes Taking accountability for actions Building partnerships and coordinating a variety of experiences Working towards group consensus in decision-making Valuing others’ input Accepting feedback Resolving conflicts Coaching, mentoring and giving feedback Leading effectively Mobilizing a group for high performance problem-solving Thinking creatively Solving problems independently Testing assumptions Identifying problems Taking the context of data and circumstances into account Identifying and suggesting new ideas to get the job done (initiative) Collecting, analyzing and organizing information (planning and organization) Planning and managing time, money and other resources to achieve goals.

Some of the areas/industries where graduates of estate management study can take up employment opportunities in the society and labour market are:

Professional real estate firms Local government authority Banks and financial institutions Oil and gas companies Federal and State government agencies Mortgage institutions Law courts



Property investment and development companies Corporate organizations Property management companies

2.5 Green Skills for Ecological Transformations The challenges of greening the economy and the implications for employment and skills vary across regions and local areas, depending on their economic and industrial structure, as well as their current and potential innovative activities. Despite these national differences, sustained and inclusive employment is a shared objective for policy makers in all types of localities. Green skills, that is, skills needed in a low-carbon economy, will be required in all sectors and at all levels in the workforce as emerging economic activities create new (or renewed) occupations. Sectors that are likely to decline as a result of the greening of the economy and workers will need to be retrained accordingly. The successful transition to a low-carbon economy will only be possible if workers can flexibly adapt and transfer from areas of decreasing employment to new industries. The role of skills and education and training policies should be an important component of the ecological transformation process. 2.5.1 Green jobs The notion of “green jobs” has become an emblem of a more sustainable economy and society. Jobs in all economic sectors are subject to “greening”, but six sectors have particular salience in this respect: energy supply, especially of renewable energy; construction; transportation; basic industry; agriculture; and forestry. Millions of green jobs already exist worldwide. The report launching the Green Jobs Initiative counted at least 2.3 million in the renewable energy sector alone in just six of the G20 countries. The same report estimated that measures to reduce energy consumption and CO2 emissions in the residential building sector could generate 3.5 million new jobs by 2050. 2.5.2 Profession and Occupation A profession is a disciplined and socially acceptable platform of specialized services and organised practitioners equipped with scientific knowledge, skills, education, training, expertise, research, tools and techniques to perform goal directed responsibilities with various job roles at public or private agencies recognized and registered by existing laws and institutions with a set of workable ethical standards, working relationships, network, commitment and professionalism for securing clients’ rights. A profession refers to a type of job in which the person is required to have completed significant higher education, often a graduate degree or higher. Some traditional professions are being a doctor, lawyer and engineer, as all require significant study. A person practicing a profession must have a lot of specialized training in his field, which allows him to possess a large amount of specialized knowledge.



The terms "profession" and "occupation" are often used interchangeably to refer to the job that a person holds or, more generally, the career field in which he's in. However, the term profession refers to a particular category of occupations, ones that require significant training and the use of strict standards. While a profession is an occupation, an occupation is not necessarily a profession. There are a number of key differences between an occupation and a profession. Among these are the fact that a professional is paid for his skills and his knowledge, while a person with an occupation is only paid for what he produces. In addition, a professional has most of the responsibility related to his job, while a person with an occupation usually has a supervisor. 2.5.3 Professionalism : The Core Significance

True professionalism is quickly recognized and the success of your business may depend on the level of professionalism you and your team display. You do not have to be a business owner or high-level executive to benefit from acting professionally. Professionalism is equally important to your success outside of work or to your future career progression. A true professional gets noticed. Acting professionally means showing respect to those around you. No matter what your level of expertise is on a subject, always allow others to contribute. Never treat people as if they are insignificant or unworthy. Always maintain your highest level of integrity. Consider how your actions will affect not only the outcome, but the journey. You must also hold true to your standards and hold your standards high. Be willing to take that extra step and show a little pride in your work.

2.6 The Prevailing Challenge of a Unified Profession in Land Sector

In France, for example, professional recognition of property managers (gérants) is available to individuals who have either: an appropriate diploma (or degree); a lesser diploma (or degree) and professional experience; or professional experience alone (Gronow & Plimmer, 1992) . Thus, there is a recognition within the state-awarded practicing license that either suitable academic qualifications or an appropriate period and range of professional experience alone can equip an individual with equivalent professional and technical skills and knowledge. Of course, professional education and training does not end at qualification. There is an increasing recognition that professionals have a continuing need (and even duty) to develop and enhance their professional skills throughout their professional lives and post-qualification continuing professional development (CPD) is increasingly recognized as one of the criteria to be observed by all professionals. 2.7 Toward a Combined Competency for Cadastral Profession

The aim of this discussion is, to bring together scientists, researchers, engineers, innovators, entrepreneurs, companies, organizations, business leaders, consultants, policy makers, new grads, students, and others from all fields of study (applied sciences, formal sciences, natural sciences, earth sciences, life sciences, interdisciplinary sciences, social sciences/humanities) with the mission to become an international forum, where professionals working in all types of organizations (including small and medium enterprise, large industry, public/private research institute/center, university, public body, association) from around the world could



share ideas, knowledge and experiences, and explore new partnership and business opportunities within fields such as energy, environment, transportation, information & communication technology, water, health, food, agriculture, biotechnology, nanotechnology, defense & security, as well as engineering, informatics, computer science, geospatial technology, and space technology. 2.7.1 A Holistic Approach At its 97th Session in 2008 the International Labour Conference called for a holistic approach to skills development encompassing the following features: (1) continuous and seamless pathways of learning, starting with pre-school and primary education that adequately prepares young people for secondary and higher education and vocational training, going on to provide career guidance, labour market information and counseling as young women and men move into the labour market, and offering workers and entrepreneurs opportunities for continuous learning to upgrade their competencies and learn new skills throughout their lives; (2) development of core skills – including literacy, numeracy, communication skills, teamwork, problem-solving skills and learning ability – which, along with awareness of workers’ rights and an understanding of entrepreneurship, (3) development of higher-level skills – professional, technical and human resource skills – enabling workers to profit from or create opportunities for high-quality and/or high-wage jobs; (4) portability of skills, based first on core skills, so that workers can apply their existing knowledge and experience to new occupations or industries, and second on systems that codify, standardize, assess and certify skills, so that levels of competence can be easily recognized by social partners in different labour sectors across national, regional or international labour markets; and (5) employability (for wage work or self-employment), which results from all these factors – a foundation composed of core skills, access to education, availability of training opportunities, motivation, ability to take advantage of opportunities for continuous learning and support in doing so, and recognition of acquired skills. Training institutions must have the capacity to periodically adapt curricula and update teachers’ and trainers’ skills to the changing needs of the world of work. Good-quality training outcomes further depend on maintaining a high quality of training contents, methods, facilities and materials. Apprenticeships, and more generally the combination of classroom-based and work-based training, produce the best results. Skills standards should be set and tested by involving stakeholders in the process. Lifelong learning critically depends on a strong integration between education, training and work. 2.8 Cadastral Data and SDI

Improved use of spatial data is a key element to addressing these challenges. Changes in technology, in particular computerized systems that support tenure administration and management, provide valuable means by directly supporting improvements in governance of

Toward a Combined Competency Model for Land Administration and SDI (7543) 10/15 Mohammed Abdur Razzak, Bangladesh FIG Working week 2015 From the Wisdom of the Ages to the Challenges of the Modern World Sofia, Bulgaria, 17-21 May 2015

tenure, and are indirectly essential mechanisms for support to other governance initiatives. Innovative technology applied to land records and graphics improves knowledge-based decision-making and widens means for data dissemination and access to land records. E-governance in spatial data management is an area of rapid innovation in developed economies Laws, regulations and policies with respect to the collection, use and transfer of location information must be clear, transparent and consistently applied. As laws, regulations and policies develop, it is critical that they be clear, transparent and consistently applied. Spatial data infrastructure or SDI is potentially a game-changer for development as it allows governments to integrate planning, taxation, disaster risk management and climate change monitoring, mitigation and adaptation in new ways with great savings in terms of time and funds, while improving overall service and governance. Land authorities provide the basis for SDI in the context of land administration, the information produced and distributed by cadastre and mapping authorities is an integral part of national SDIs and represents above 85% of the so-called reference data (base maps) without which the SDI could not be built up. The computerized multi-purpose cadastre is a SDI-related tool, for efficient handling of land and property-related data that has the potential to provide many benefits across all sections of the community by adding value through combining datasets and making these widely available. 2.8.1 3D Cadastral Data Model It is simply a shorthand description for a new piece of infrastructure for a smarter model which can provide advanced technologies for modeling and collaboration, greater accuracy, minimized risk, accelerated schedules or activities, and mutual benefit to multiple parties. The system includes “the Authorized Federated Fully-integrated Secure 3D computer model of the natural and built environment (including inside and out of every structure and utility, above and below ground) on all scales required for decision making together with a 3D Cadastral Model that includes all laws and regulations relating to each property with access based on the principle ‘rights in the virtual = rights in the physical’ ”. It includes the geo-references of every address, and administrative boundary of all Laws and Regulations (eg. water rights, planning and building codes, health and safety regulations, and environmental laws, etc) - enabling anyone to access the Rights, Responsibilities and Restrictions that pertain to any property (via the ‘authorized virtual world’), without the need to search. 2.9 Competency Management and Its Benefits Competency management is an old, widely used practice that consists of all of a company's formal, organized approaches to ensuring that it has the human talents needed to meet its business goals. Over the past few years, software has been developed to help organizations catalog, search, and manage the skill sets of employees. The market remains small and specialized, but organizations may find that the software helps their talent management


efforts. In particular, human resources specialists and managers may find that the technology is worth evaluating. The major benefits of using competency management system are:

Self-paced learning and training whereby users can learn at the rate they prefer. Convenience for users to access learning material any time, any place. Coach users how to take responsibility for their learning and building their self-

knowledge and self-confidence. Allows decision makers to communicate information in a more engaging and

interactive way than in business meetings or training discussions. Convenient for decision makers to access or modify information and training

material any time, any place. Achieve enormous cost savings in travel costs, trainer fees and training material. Time-saving where Users can get "just in time and just enough" training. Individualization which trainees will be able to increase their potential. Centralization for easier update of information that all users use only once. Knowledge retention whereby it's easier to recall learning or training materials. Efficient assessment that helps in assessing skills and competences.

3.0 CADASTRAL AND GEOSPATIAL BODY OF KNOWLEDGE (BOK)

The BOK is a framework and a guide for students, educators, professionals and regulators. The Model Curricula is a vision of how higher education should prepare students for success in the variety of professions that rely upon geospatial technologies. A body of knowledge is one way to think about the GIS&T field. In 2003, the U.S. Department of Labor (DoL) identified "geospatial technology" as one of 14 "high growth" technology industries, along with biotech, nanotech, and others. In 2009, six new geospatial occupations such as Geospatial Information Scientists and Technologists, Geographic Information Systems Technicians, Remote Sensing Scientists and Technologists, Remote Sensing Technicians, Precision Agriculture Technicians, and Geodetic Surveyors have been established. Published in June 2010, the GTCM identifies the competencies that characterize successful workers in the geospatial industry. In contrast to GIS&T Body of Knowledge, nature and scope of the field, the GTCM is an industry specification that defines what individual workers and students should aspire to know and learn.

The geospatial industry acquires, integrates, manages, analyzes, maps, distributes, and uses geographic, temporal, and spatial information and knowledge. The industry includes basic and applied research, technology development, education, and applications to address the planning, decision making, and operational needs of people and organizations of all types. The existing geospatial occupations included only Surveyors, Surveying Technicians, Mapping Technicians, and Cartographers and Photogrammetrists.


3.1 Professional Education and Curriculum Professional education offers more academic and extracurricular opportunities in higher education institutions including several challenging and exciting graduate programs for those seeking to further their education. They are committed toward excellence in teaching, research, and service are reflected in all of our graduate programs.

The universities, institutes and centres take advantage of the latest technologies in order to enhance information exchange, classroom instruction, research, and communications in the fields of humanities, fine arts, health sciences, social sciences, business, education, engineering, technology, and computer science which provide access to an excellent education through academic diversity, flexibility, and affordability ensuring students access to superior research, academic, and extracurricular pursuits for the continued educational, economic, and cultural development .

The mission of professional studies is to facilitate offering a range of distinctive graduate programs, especially targeted professional master’s degree programs, important to the social, economic, cultural, and intellectual life. Graduate Studies provides an ever-growing array of programs ideally suited to serve the educational needs. Graduate education serves three vital functions for our community. First, graduate education is an important component of workforce development, providing the high-level skills and abilities required in the marketplace. Secondly, graduate education supports the development of the education infrastructure, providing teachers, professors, and administrators with the knowledge and skills they require to shape the future of education in the region and the country. And finally, graduate education offers the opportunity for discovery and re-discovery, creating new knowledge to help us understand our rapidly changing world.

The professional education programmes fulfill its roles as a comprehensive, public university and the largest provider of higher education in strategic visioning and accountability for graduate education services through collaborations with other organizations, including civic and corporate engagement by assessing and responding to the graduate education needs of vital social, economic, cultural, and intellectual institutions and communities while professional communication graduates work as communication specialists in both public and private organizations including advanced scientific and technical education in computer science, engineering, technology, and mathematical sciences.

Professional education programs are demonstrated quality and recognized nationally for the marriage of practical and liberal education, especially education that develops professional expertise based upon the cultivation of the skills of discovery and synthesis that support problem solving and innovation by achieving continuous success for challenging, active-learning curricula that are based in research and field experience; a community of creative, motivated students and faculty for involvement in research supported by grants and contracts and rigorous program evaluation that includes professional placements of graduates as prepared to fulfill individual and collective responsibilities, goals, model advancements in


production, services and professional practice in the industrial, corporate, social service, civic, education, and other sectors of society.

3.2 Geospatial Curriculum Model and Body of Knowledge (BOK) : The Role of UCGIS

UCGIS is fostering a Sustainability Learning Communities Network (SLCN) based upon efforts by several UCGIS member delegates over the past few years. The SLCN is intended to build local, state, regional, and national learning capacity among researchers, educators, students, practitioners, policymakers, and members of the public by providing them with easy-to-use knowledge sharing web resource consisting of geospatial-enabled knowledge management content, tools and methods to support research, education and outreach about sustainability. Central to that vision is a comprehensive Body of Knowledge that specifies what aspiring geospatial professionals need to know and be able to do. Since 1998, scholars from many of the more than 80 institutions that UCGIS represents have contributed to the Geographic Information Science and Technology (GIS&T) Body of Knowledge. The scope of the professional practice includes both applications to specific domains and also the development of general theories of spatial information with aspects of spatial information of any discipline including the following:

Cognitive Science, Vision Science, Environmental And Behavioral Psychology Geography And Geographic Information Science Computer Science And Artificial Intelligence Mathematics, Logic, Philosophy And Ontology Cognitive Anthropology, Psycholinguistics And Linguistics Architecture, Planning, And Environmental Design Activity-Based Models Of Spatial Knowledge Cartography And Geographic Visualization Cognitive Structure Of Spatial Knowledge Cognitive Aspects Of Geographic Information Events And Processes In Geographic Space And Time Human Sensors In Space And Time Incomplete Or Imprecise Spatial Knowledge Knowledge Representation For Space And Time Languages Of Spatial Relations Naive Geography/Behavioral Geography Navigation And Way Finding, Including Robot Navigation Ontology Of Space Presentation And Communication Of Spatial Information Qualitative And Commonsense Spatial Representation Quality Issues In Geographic Information Semantics Of Geographic Information Social And Cultural Organization Of Space Spatial And Temporal Language Spatial Aspects Of Social Networks


Spatial Data Integration/Interoperability Spatial Decision-Support Systems Structure Of Geographic Information Theory And Practice Of Spatial And Temporal Reasoning Time In Geographic Information User-Interface Design/Spatialization of Interfaces Virtual Spaces Volunteered Geographic Information Cooperative Work With Spatial Information 3.3 Certification

Certified GIS/LIS Technologist - This is certification is for technicians

who integrate a variety of spatial data sets into a GIS format. Certified Mapping Scientist, GIS/LIS (ASPRS) GIAC Information Security Fundamentals - Professionals who need to

hit the ground running and need an overview of information assurance. Managers, Information Security Officers, and System Administrators who need an overview of risk management and defense in depth techniques. Anyone who writes, implements, or must adhere to policy, disaster recovery or business continuity.

4. 0 CONCLUSION AND RECOMMENDATIONS REFERENCES

Blair, D. & Greenwood, D. (2003). WD Competency Models and Roadmap. HP Workforce Development & Organizational Effectiveness.

Enemark, Stig, FIG Task Force on Mutual Recognition of Qualifications. Report for the 22nd General Assembly, Sun City, South Africa. 30 May – 4 June, 1999.

FIG, 1999. FIG Task Force on mutual recognition of qualifications Report for the 22nd General Assembly Sun City 30 May – 4 June, 1999.

Plimmer, F. (1990) Education and training of valuers in Europe. FIG XIX Congress Helsinki, Finland. June 1990. International Federation of Geometers.

Razzak, Dr. Mohammed Abdur (2011):Registration and Information Systems : Toward an Empirical Development in Bangladesh. AHDPH, Dhaka. Amazon.com

Schoonover, S., Schoonover, H., Nemerov, D., Ehly, C. (2000). Competency-Based HR Applications: Results of a Comprehensive Survey. http://www.humanasset.net/resources/htm


United Nations/Federation of International Surveyors (1999 Bathurst Declaration on Land Administration for Sustainable Development(1999) Bathurst

UN (1996), Land Administration Guidelines, New York, Geneva

UN (2001), Inventory of land administration systems in Europe and North America, London

UN Habitat (2004), Pro Poor Land Management, Nairobi

BIOGRAPHICAL NOTES Dr. Mohammed Abdur Razzak , Registrar of Lands and Real Estate, Member Secretary( key role) to the District Valuation Committee (DVC), a selected member to the Regulatory Reform Commission, Bangladesh, an author and researcher in the fields of property registration and information systems currently working around twenty years at the Registration Department under the Ministry of Law, Justice and Parliamentary Affairs of Bangladesh Government where his main job functions include: property registration, preparing property value databases, preservation of records and archives and systematic delivery of property information services. He started his career as an Executive Editor to the Dhaka Post--an English weekly published from Dhaka, Bangladesh. Then he joined as a college lecturer and worked for several years. He pursued his Ph.D in the year 2008 and contributed numerous national and international conferences, seminars, workshops and training events such as Smart Cities and 3D Cadastre 2015 at Melbourne University Australia, World Cadastre Summit 2015, , Istanbul, Turkey, World Bank Land and Poverty Conference 2015, Washington D,C USA, FIG Congress, 2014, Kuala Lumpur, Malayasia E-ASIA, International Conference on Transparency and Accountability, World Urban Forum, World Social Forum, and many more. The most provoking book Registration and Information Systems—Toward an Empirical Development in Bangladesh published in 2011 by Amazon.com where the author provides chapters including resourceful findings and recommendations proven to have vital importance relevant to education and professional competency in the fields of land administration, LIS, GIS, PVIS, Technology, Standards, Regulations, Policy and education and professional competencies. He presented on “Smart Cities and 3D Cadastre” at Melbourne University 2015, “Location Profiling for Land Value Justice” at World Cadastre Summit, 2015, in Istanbul Turkey “Property Value information Systems” at FIG Congress 2014, “Toward An Integrated Competency Framework For A Modern Archival Profession at the ICARM 2015-International Conference On “Archives and Records Management in Bangladesh”at IUBAT, Bangladesh. A good number of property related video presentations aired on leading TV channels in the country and journal articles on scientific valuation of properties have been published time to time.


CONTACTS Dr.Mohammed Abdur Razzak Government of Bangladesh 13 Green Corner Green Road Dhaka BANGLADESH Tel. +8801713273027 Email:[email protected] Web site: www.facebook.com/mdarajz

Documents

Toward a Combined Competency Model for Land Administration … · 2015-06-01 · Toward a Combined Competency Model for Land Administration and SDI (7543) 4/15 Mohammed Abdur Razzak,