Title SDI-EDU for regional and urban planning
Project Number 2009-1-CZ1-LEO05-02064
Project Type Transfer of Innovation
Country CZ-Czech Republic
Marketing Text The SDI-EDU project demonstrated the importance of INSPIRE principles for training in sustainable development. Most of the information and outputs from tools supporting sustainable development has spatial character. The SDI-EDU project supported good governance of spatial information as a tool for description of many models of regional development. Information needed for good governance at all levels should be abundant and widely available under conditions that do not restrain its extensive use. The SDI-EDU brought to the European regions a new economic modernity since it let them to promote their cultural and socio-economic heritage at a global level thanks to the SDI.
Summary Planning and mainly spatial planning is about the spatial dimension of development. It is concerned not only with architecture work, but also with where people live and work, the location of social and economic activity, and the way in which resources we possess in limited supply are exploited to achieve socio-economic objectives. Spatial Data Infrastructure (SDI) is the base collection of technologies, data, human resources, policies, institutional arrangements, and partnerships that enable the availability, exchange of and access to geographically-related information using common practices, protocols, and specifications. SDI consists of a framework that enables users with different mandates and disciplines to operate in a cooperative and cohesive manner to acquire access, retrieve, analyze and disseminate geospatial data and information in an easy and secure way. The concept of SDIs reside in “working smarter, not harder” by re-using data, technical capabilities, skills, intellectual effort and capital, through sharing the costs of people, technology and infrastructure. SDIs rely on the development of policies, technologies, data, common standards, standard practices, protocols and specifications. The SDI main concept is to move spatial data into Web environment and to use Web services for building network of distributed Geoportals. Using new methods of digital cartography enables to go beyond linguistic frontiers. The European INSPIRE Directive adopted in March 2006 defines the standards for future European SDI. With implementation of INSPIRE initiative, there will be strong need for capacity building and transfer of experience among architects, spatial planners, European Regions and municipalities. The SDI-EDU project aimed to transfer former experience from EU research projects dealing with education in SDI spatial planning as Humboldt and Naturnet Redime towards planners in European Regions and municipalities. The project used innovative educational methods of Naturnet Redime project combining methods of distance vocational training, e-learning and knowledge sharing that allow transfer the experience and that teach how to deal with SDI for spatial planning for real users. Project also transfered newest research results from Humboldt and transfered it into research courses. In the team, there were members of European research projects (Humboldt (HSRS), Naturnet Redime (IMCS)), who transfered existing experience towards real users in Europe.
Description Building of Spatial Data Infrastructure for purpose of spatial planning on local and regional level for is adaptive, continuous and has no fixed endpoint. Training of SDI-EDU was focused on situations where joint action is needed to ensure the common good for present and future utilisation of new way of planning and territorial decision making. In addition, since interventions involve the creation, identification and, above all, societal sharing of knowledge and best practices, it has added a strong impetus towards wide public participation on planning and regional decisions. The result of such factors is that SDI has a strong collective element in it, and the capacity of societies for such collective action is an important factor in successful SDI building for planning purposes. In this situation, nor societies, organisations neither individuals can define what the sustainable future or a sure path towards are. The capacity of a society for such joint learning, often termed “co-learning” or “social learning” is a key element of successful SDI, tackling the fundamental question of “What are we going to do next?”. The importance of SDI-EDU was given by sharing and transferig experiences from former projects (Humboldt, Naturnet Redime) to real users, planners, architects and municipality leaders. No overall list or analysis seem to exist of the constraints on SDI but some at least are clear – they are poverty, pursuit of pure self interest, basic conceptual and educational patterns (reductionism versus systems-thinking), and organisational sectionalism. The required paradigm shift to SDI building thus requires changes in skills, knowledge, awareness, values, purposes, and identity.
Open and distance learning
Public Administration and Defence; Compulsory Social Security
Financial and Insurance Activities
Professional, Scientific and Technical Activities
Information and Communication
Real Estate Activities
Other Service Activities
procedure for the analysis and prognosis of the vocational training requirement
program or curricula
audio or video cassettes
open and distance learning
material for open learning
Product information The SDI-EDU proposal was built on the base of results of Humboldt and Naturnet Redime projects. It uses positive experience mainly from research projects and transfered knowledge reached in these projects towards regions of the consortium. First important experience was taken from Humboldt project. The term SDI is frequently used in EU regional policy and it is mostly referenced as a broad statement of intention. While there appears to be very considerable commitment to the SDI from those involved in its research and application, it is perhaps harder to discern a complete commitment to the detailed implementation of other European programmes. While the delivery of European INSPIRE Directive has specific deadlines, most of the referenced policy communications for sustainable development lack deadlines for implementation, dates of entry into force or stated implementations measures. Accordingly, there are no specific deadlines for regions to comply with. The Humboldt innovation project given by researchers was transfered to regions, to concrete architects, planners and public servants. It increased the importance to provide this transfer, because INSPIRE initiative will come to implementation phase and it will bring a lot of requirements on practice. The IPR of Humboldt Urban Planning Scenarios belongs to HSRS. Second important transfer was from the NaturNet Redime project and this was a concept of so called Computer Assisted Education processes and Uniform Resource Management (URM) for training. Initial focus of Naturnet Redime project was to share knowledge about European sustainable development. The designed concept was recognized as very innovative and offered many tools, which were not used before in practical training. This concept was broadly extended to other European regions and offered new possibility of training combining standards e-learning tools, interactive synchronous and asynchronous communication between trainers and students, but also on line integration of tools.