CRITICIAL JUNCTURE
Why we must standardise the curriculum now: The geospatial industry’s professional future depends on it
The geospatial industry is at a critical juncture. As the backbone of every infrastructure, environmental and planning project, its future depends on a reliable pipeline of skilled professionals who can meet the increasing demand for ever more complex and demanding location-intelligence and surveying services. However, the current approach to formal survey education and training lacks consistency and is often misaligned with industry needs.
To rectify this, we must establish and implement a standardised curriculum for geospatial surveying, supported by Skills England, professional bodies, education providers and industry leaders. This initiative would ensure that education and training meet the highest standards and would be crucial to embedding ‘professionalism’ from the outset of a surveyor’s career.
Professionalizing the geospatial industry begins with its educators. Teachers and trainers are pivotal in shaping the next generation of surveyors. A standardised curriculum would:
- Provide educators with the resources they need to deliver consistent, high-quality instruction.
- Elevate the status of survey teaching as a respected profession within the geospatial sector.
- Encourage a culture of lifelong learning and professional development among educators and learners alike.
A standardised curriculum would guarantee that all learners, whether studying through apprenticeships or academic programmes, acquire the same foundational knowledge and skills. This consistency creates a level playing field for professionals entering the workforce, ensuring that qualifications carry the same weight across regions and institutions.
The geospatial sector is governed and/or supported by professional bodies such as the Chartered Institution of Civil Engineering Surveyors (CICES), the Royal Institution of Chartered Surveyors (RICS) and the Survey Association (TSA). A unified curriculum would align educational outcomes with the standards set by these organisations, ensuring graduates are industryready and able to pursue professional accreditations seamlessly.
Standardised schemes of work, lesson plans and classroom resources would provide educators with reliable content, reducing variability in teaching quality.
Standardised schemes of work, lesson plans and classroom resources would provide educators with reliable content, reducing variability in teaching quality. This also lightens the workload for trainers and instructors, allowing them to focus on delivering engaging and effective lessons.
Teaching the future: Andy Mounsey at Cronton Sixth Form College.
Employers need assurance that new recruits are prepared for the complexities of geospatial surveying. A standardised curriculum ensures that all graduates meet baseline competencies, equipping them to contribute meaningfully to projects from day one.
Clear and consistent training pathways help learners understand how their qualifications translate into career opportunities. The revised Level 3 Geospatial Technician Apprenticeship already provides a strong entry point, and standardisation would make progression into higher qualifications and professional body membership more seamless.
A standardised geospatial curriculum would include:
- Defined learning outcomes: Clear objectives that align with the knowledge, skills and behaviours as outlined in the apprentice standard – and the technical and ethical standards of professional practice.
- Comprehensive resources: Schemes of work, lesson plans and classroom materials to support high-quality teaching.
- Assessment frameworks: Robust tools for evaluating learner progress, tied to professional benchmarks.
- Continuous improvement: A system for regular updates to ensure content reflects technological advancements and industry needs.
Skills England, which works to drive high-quality apprenticeship and training opportunities, is perfectly positioned to champion this standardised approach. By working in collaboration with education providers, professional bodies and industry leaders, Skills England can support the shaping of a curriculum that reflects both current demands and future trends. This approach can set the bar for all technical teacher training standards.
Lecturer Khaleel Ahmed with geospatial apprentices at Dudley College.
Skills England’s mission to improve skills training and create a highly competent workforce aligns perfectly with the needs of the geospatial industry. Its expertise in coordinating apprenticeships and qualifications makes it an ideal partner to:
- Support the development of a standardised curriculum for geospatial surveying, mirroring the objectives in the Skills England agenda to ensure consistent, high-quality training across the UK.
- Promote the Level 3 Geospatial Technician Apprenticeship with confidence, as a high-quality entry-level apprenticeship route, supporting Skills England’s workforce development strategy.
- Work with professional bodies to ensure the curriculum aligns with industry standards and provides a scalable educational model.
- Provide a framework for monitoring and improving teaching delivery, reinforcing Skills England’s aim to promote lifelong learning and professional development.
While technology has revolutionised geospatial surveying, it underscores the need for strong educational foundations. Tools such as GNSS devices and AI-powered mapping systems have made it easier for non-qualified or trained individuals to undertake surveys, but these tools cannot replace professional expertise. A robust curriculum ensures that new surveyors understand how to integrate technology with professional judgment, maintaining the high standards of accuracy, ethics and accountability the industry demands. There is also a strong alignment with Skills England’s goal to prepare a workforce adept at integrating technology into professional roles.
The geospatial industry is vital to the UK economy, underpinning everything from infrastructure projects to climate resilience initiatives, and estimated to be worth at least £6bn per year to the UK economy, as outlined in the Geospatial Commission’s recent Geospatial Sector Market Report. To secure its future, we must invest in the education and training that will nurture the next generation of professionals.
A standardised curriculum, supported by Skills England, would:
- Ensure consistency and quality in geospatial training.
- Align education with industry needs and professional standards.
- Build trust and confidence among employers and learners.
- Preparing geospatial professionals to teach and ultimately secure a pipeline of specialist educators, directly addressing a key bo›leneck in workforce development.
- Provide a scalable model that can be expanded to other sectors, ensuring long-term sustainability of skilled education in the UK.
By prioritising this initiative, we can professionalise the geospatial sector from its foundation – education – creating a workforce that is skilled, confident and ready to meet the challenges of the future. It’s time for Skills England, professional bodies, education and industry leaders to come together and make this vision a reality.
The economy needs the geospatial industry to be regarded as professional. To achieve this, we must start with, and make space for, education.