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Contacts

National Spatial Information Framework

Department of Rural Development and Land ReformPrivate Bag X833Pretoria0001

Tel: 012 312 8911

Website: http://nsif.dla.gov.za or email: [email protected]

This document was produced by the NSIF, a Directorate in theDepartment of Rural Development and Land Reform. The designand layout was done by the Chief Directorate:Communications.

Compiled: Aubrey Matshego Tel: 012 312 9415

Design & Layout: Brian Mashamba Tel: 012 312 8911

Copyright: Department of Rural Development and Land Reform

2009.

TABLE OF CONTENTS1. INTRODUCTION...................................................................................................................... 5

2. HOW THIS TRAINING MANUAL IS ORGANISED.......................................................... 5

3. SECTION A: THE GEOGRAPHY CURRICULUM STATEMENT.................................... 6

4. SECTION B: CONCEPTS IN GIS............................................................................................ 9

4.1 WHAT IS GIS................................................................................................................................ 9

4.1.1 Definition........................................................................................................................................ 9

4.1.2 Components.................................................................................................................................. 10

4.1.3 Why GIS......................................................................................................................................... 11

4.1.4 GIS applications............................................................................................................................. 11

4.1.5 Why GIS in Geography?............................................................................................................. 12

4.1.6 Concepts in GIS............................................................................................................................ 12

4.2 ACTIVITY: CONCEPTS............................................................................................................. 20

4.3 DEFINING A GEOGRAPHIC PROBLEM AND QUESTION........................................... 22

4.3.1 The research problem................................................................................................................. 22

4.3.2 Identifying the requirements for the project......................................................................... 23

5. SECTION C: DATA ACQUISITION...................................................................................... 23

5.1 THEORY: ACQUIRING DATA............................................................................................... 23

5.1.1 Data Acquisition............................................................................................................................ 23

5.2 PRACTICAL ACTIVITY: STARTING MAPWINDOW & VIEWING DATA................ 25

5.2.1 The Menus (standard) Toolbars................................................................................................ 25

5.2.2 Adding Map Data or Layers....................................................................................................... 26

5.2.3 Using the Legend to Control the Layers................................................................................. 27

5.3 PROCESSING OR EDITING (MAKING DATA SUITABLE TO THE PROJECT)....... 28

5.4 PRACTICAL ACTIVITY: PROCESSING DATA................................................................... 28

5.4.1 Creating a New Project.............................................................................................................. 28

5.4.2 Project Settings............................................................................................................................. 29

5.4.3 Adding Map Data or Layers....................................................................................................... 30

6 SECTION D: DATA MANAGEMENT AND ANALYSIS.................................................. 33

6.1 THEORY: MANAGING DATA................................................................................................ 33

6.1.1 Data management......................................................................................................................... 33

4D e p a r t m e n t O f R u r a l D e v e l o p m e n t & L a n d R e f o r m

6.2 THEORY: DATA ANALYSIS..................................................................................................... 34

6.2.1 Querying information.................................................................................................................. 34

6.2.2 Buffering.......................................................................................................................................... 35

6.2.3 Spatial Analysis.............................................................................................................................. 35

6.3 PRACTICAL EXERCISE: ANALYSING DATA..................................................................... 35

6.3.1 Querying Map Features............................................................................................................... 36

6.3.2 Buffering.......................................................................................................................................... 38

6.3.3 Spatial Analysis............................................................................................................................... 39

6.4 PRODUCT GENERATION....................................................................................................... 43

6.4.1 Changing the Layer Display properties................................................................................... 43

6.4.2 Display and Modify Map Scale Bar............................................................................................ 45

6.4.3 Printing Maps................................................................................................................................. 46

6.4.4 Exporting Maps.............................................................................................................................. 47

7. SECTION E: DO THIS ON YOU OWN.............................................................................. 47

7.1 Practical Activity........................................................................................................................... 48

8. SECTION F: ADDITIONAL INFORMATION..................................................................... 50

8.1 Sources of public data................................................................................................................. 50

8.2 Careers in GIS.............................................................................................................................. 50

8.3 List of Sources.............................................................................................................................. 52


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1. INTRODUCTION

The National Spatial Information Framework (NSIF) is a Directorate in the Chief Directorate:

Spatial Planning and Information of the Department of Rural Development and Land Reform. Its

main responsibility is to implement the Spatial Data Infrastructure Act 54 of 2003. The Act

establishes the South African Spatial Data Infrastructure, which includes the technical, institutional

and policy framework to facilitate the capture, management, maintenance, integration, distribution

and capacity building for the use of spatial information in South Africa.

As part of the implementation of this Act, the Department of Rural Development and Land Reform

has been requested to provide basic Geographic Information Systems (GIS) training for Subject

Advisors and Geography Educators in support for the implementation of GIS in schools as part of

the National Curriculum for Geography.

Appreciating the need to assist in the implementation of the national geography curriculum for

Grade 10 to 12, the Department of Rural Development and Land Reform decided to compile a GIS

training manual that can be used to provide basic GIS training to educators, in line with the National

Curriculum Statement for Geography.

2. HOW THIS TRAINING MANUAL IS ORGANISED

The manual is divided into 6 sections: Section A to F.

Section A summarises key issues from the Geography Curriculum Statement and places the training

manual in the context of these issues.

Section B to D has two parts: In the first part, the relevant theory for a particular section is

presented. In the second part, the theory is reinforced by practical exercises.

Section B looks at key concepts in GIS and provides the rationale for GIS in Geography. The section

also presents a few examples of how GIS is applied in different fields. In addition, the section looks

at the definition of a geographic research problem.

Section C focuses on the process of identifying and collecting specific information that can be used

in a particular GIS project.

Section D looks at data management and explores different methods that can be used to analyse

data in order to address a spatial problem or question.


Learning Outcome 1: Learners are able to demonstrate a range of geographical skills and techniques. Assessment Standards: Grade 10

Assessment Standards: Grade 11


§ Identify issues and formulate questions for an investigation

§ Acquire information from fieldwork and a variety of other sources

§ Organise information graphically, pictorially and diagrammatically

§ Analyse information obtained from a variety of sources

§ Report findings in oral and/or written form

§ Plan and structure a project or enquiry process

§ Acquire a variety of information from relevant primary and secondary sources

§ Classify the acquired information according to categories

§ Analyse information obtained from a variety of sources

§ Report findings in written, oral and/or illustrative form

§ Plan a geographical research project of limited extent in a familiar context

§ Integrate information from a variety of sources

§ Compare and contrast information from a variety of sources

§ Analyse the acquired information

§ Substantiate findings in written, oral or illustrative form

Learning Outcome 2:

Section E contains practical exercises that give learners a chance to apply the learned skills on their

own with minimal assistance.

Section F provides additional information that may be useful to participants beyond the training

session. For example, source of spatial information and careers in Geographic Information Systems.

3. SECTION A: THE GEOGRAPHY CURRICULUM STATEMENT

The key features of the Geography curriculum statement are the definition of the subject, its

purpose, scope, educational and career links, and Learning Outcomes.

The purpose of Geography is amongst others to apply a range of geographical skills and techniques

to issues and challenges in a rapidly changing world, to enable learners to explain processes and

spatial patterns, and to make well-informed judgements about the changing environments and

contexts. To achieve the purpose of Geography, three major aspects needs to be covered namely

geographical skills and techniques, knowledge and understanding, and the application of skills and

knowledge to practical issues and challenges. Each of these aspects is underpinned by Assessment

Standards which are supported by the content of the subjec ( Table 1.1).

Table1.1 Learning Outcomes and Assesment Standars for Geography.

7

Learning Outcome 2: The learner is able to demonstrate knowledge and understanding of processes and spatial patterns dealing with interactions between humans, and between humans and the environment in space and time. Assessment Standards: Grade 10



§ Describe processes and associated spatial patterns in places and regions

§ Identify similarities and differences in processes and spatial patterns between places or between regions

§ Describe the links between environmental problems and social injustices in a local and global context

§ Describe the interdependence between humans and the environment at different scales

§ Explain processes and associated spatial patterns in a range of places and regions

§ Compare and contrast processes and spatial patterns between places and/or between regions

§ Examine issues and challenges arising from human and environment interactions in a local and continental context

§ Explain different measures of conserving the environment while addressing human needs in a variety of contexts

§ Explain the influence of processes and associated spatial patterns in a range of places and regions

§ Account for the similarities and differences in processes and spatial patterns between places and between regions

§ Explore possible responses to issues and challenges arising from human and environment interactions in a local and national context

§ Examine different approaches used to sustain the environment that take into account different knowledge systems in a variety of contexts

Learning Outcome 3: The learner is able to apply geographical skills and knowledge to environmental issues and challenges, recognise values and attitudes, and demonstrate the ability to recommend solutions a nd strategies. Assessment Standards: Grade 10



§ Apply skills and knowledge to a range of phenomena, issues and challenges at local and global scales

§ Identify different values and attitudes held by individuals and groups associated with processes, spatial patterns and human -environment interactions at local and global scales

§ Apply skills and knowledge to a range of phenomena, issues and challenges at local and continental scales.

§ Examine the consequences of actions resulting from values and attitudes held by individuals

§ Apply skills and knowledge to a range of phenomena, issues and challenges at local and national scales

§ Examine values and attitudes held by individuals and groups associated with processes, spatial patterns and human-environment interactions at local and national scales

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In terms of essential skills and techniques, there are five broad areas which geography learners

should be able to do: ask geographical questions, acquire information to answer the questions

asked, organise information in a way that will help with analysis and interpretation, analyse

information to establish patterns, relationships and connections, answer the questions by making

interpretations and generalisations based on collected data.

The curriculum statement emphasises that these essential skills and techniques should be

integrated with other aspects of geography as well as the content of Geography.

The knowledge that learners are expected to acquire in support of the Assessment Standards

covers various themes that are categorised according to Grade 10, 11 and 12, and could be

looked at from different levels namely local, provincial, national, continental and global (Table

1.2)


Table 1.2: Selection of content and contexts for the attainment of Assessment Standards Grade 10 Grade 11 Grade 12

a. Geographical skills & techniques:

o map use and map skills

o map projections - Lambert

o GIS – concepts

b. Geographical skills & techniques: o map use and map

skills o map projections –

Mercator o GIS – data

acquisition, sources of data, data processing

c. Geographical skills & techniques: o map use and map

skills o map projections –

Gauss Conformal, Universal Transverse Mercator

o GIS – data management, data manipulation and analysis, product generation, application

b. Atmosphere b. Significance of water

masses b. Climate and Weather

c. Landforms of the earth c. Ecosystems c. Fluvial processes &landforms d. Population d. Development and

Sustainability d. People & places: rural and urban settlements

e. People & their organisations e. People and their needs : Africa

e. People & their needs : South Africa & the World

Section Outcomes

By the end of the section participants should be able to :

§ Demonstrate understanding of concepts in GIS § Demonstrate understanding of the importance of GIS in geogr aphy and

other fields

§ Plan and structure an investigation


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This training manual takes cognisant of these issues that are raised in the Geography curriculum

statement. The approach in the manual, therefore, is that of integrating the Learning Outcomes, the

content of Geography and the essential skills and techniques, in particular Geographic Information

System (GIS).

4. SECTION B: CONCEPTS IN GIS

4.1 WHAT IS GIS

4.1.1 Definition

There are different definitions of GIS but in essence it is an information system that integrates,

stores, edits, analyzes, shares, and displays geographic information in many ways that reveal

relationships, patterns, and trends in the form of maps, reports, and charts.

A system is a group of connected entities and activities which interact for a common purpose. For

example, if one looks at a school as a system, the parents, teaching and support staff, learners, the

physical structure (buildings) where schooling takes place, and the curriculum could be viewed as

different entities that make a school system. The absence of one of the entities makes the system

dysfunctional.

An information system is a set of components and processes that are executed on data, to produce

information which will be useful in decision-making. Geographic Information System integrates

common database operations such as query and statistical analysis with the unique visualization and

geographic analysis benefits offered by maps. These abilities distinguish GIS from other information

systems and make it valuable for use in a wide range of applications for explaining events, predicting

outcomes, and planning strategies.

4.1.2 Components

In GIS the components that are needed to form a system to produce new information are

hardware, software, people, data and procedures (Figure 2.1).

Figure 2.1: GIS Components

Hardware

Hardware is the computer system on which a GIS operates. It includes servers, desktop computers.


Software

GIS software provides the functions and tools needed to store, analyze, and display geographic

information.

Data

Perhaps the most important component of a GIS is the data. Geographic data and related tabular

data can be collected in-house, compiled to custom specifications and requirements, or occasionally

sourced from a data provider.

People

GIS technology is of limited value without the people who manage the system and develop plans

for applying it to real world problems. GIS users range from technical specialists who design and

maintain the system to those who use it to help them perform their everyday work.

Procedures

A successful GIS operates according to a well-designed implementation plan and business rules,

which are the models and operating practices unique to each organization.

4.1.3 Why GIS

The strength of GIS lies in its ability to link spatial information (location) with descriptive or

attribute data within a single system. By putting maps and other kinds of spatial information into

digital form, GIS can manipulate and display geographical knowledge in new and exciting ways. It

provide users with the ability to make sense out of data that may otherwise be overlooked. GIS

enable us to make connections between activities based on geographic proximity. These

connections are often unrecognized without GIS, but can be vital to understanding and managing

activities and resources. GIS allows the end user to make better decisions quicker. GIS has been

called an "enabling technology" because of the potential it offers for the wide variety of disciplines

which deal with spatial data.

4.1.4 GIS applications

Although GIS is located in geography at school, it has the capacity to be applied outside geography,

in other subjects such as Life Sciences, Agricultural Sciences, Tourism, and even Religion Studies.

This development is already evident in the workplace where GIS is already applied in a variety of

fields. In government, for example, GIS is used in land reform, agriculture, water affairs and

forestry, environmental affairs and tourism, health, minerals and energy, provincial and local

government, housing, social development, safety and security, defence, and education (Table 2.1).

11S T R A T E G I C P L A N 2 0 0 8 - 2 0 1 1 D E P A R T M E N T : L A N D


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Table: 2.1: GIS applications in government

4.1.5 Why GIS in Geography?

Geography is a science that studies physical and human processes, the interactions between the two

and spatial patterns over space and time. The main aspect that separates geography from other

subjects is its focus on space and time. Space refers to the specific location of features on the earth

and it allows geographers to answer the where questions.

Time refers to the moment when features are observed. So not only can geographers ask the

question where but they can also ask when did this happen. Furthermore, geographers look at the

location of features in relation to others in order to understand relationships and spatial patterns.

The focus of geography on space and time, and spatial patterns connects very well to GIS which

uses geographic (spatial) data and non-geographic data to generate new information.

Geography is therefore the most natural starting point for introducing GIS in schools because of its

focus on spatial information.

4.1.6 Concepts in GIS

Map - A map can be defined as a generalized and reduced representation of (a portion of) the

curved surface of the earth on a flat surface.

Government Department Examples of GIS Applications

Rural Development and Land Reform Settlement growth patterns, Spatial

Development Frameworks, Mapping Land

Reform projects.

Agriculture, Forestry and Fisheries Food security, disease outbreak and

control, slope and terrain morphology, soil

patterns; soil acid ity; soil fertility status .

Water and Environment Water catchment areas & location of dams .

Health Disease mapping, hospital catchment

analysis.

Human Settlements Spatial potential/ housing investment

potential/ sustainable settlement planning .

Safety and Security Crime mapping: type of crime in space and

time, crime pattern analysis, identifying

‘hot’ spots.

Basic Education Physical planning, e.g. l ocation of new

schools.

Municipalities Landuse planning, infrastructure planning,

asset management.


. Map Elements

A good map should have a title, north arrow, scale, legend, and citations (e.g. source, date,

projection, caveats).

µ Title

The title is important because it instantly gives the viewer a succinct description of the subject

matter of the map. The title "South African Airports" quickly tells the viewer the subject matter and

location of the data.

µ North Arrow

The purpose of the north arrow is for orientation. This allows the viewer to determine the

direction of the map as it relates to the north. Most maps tend to be oriented so that north faces

the top of the page. There are exceptions to this and having the north arrow allows the viewer to

know which direction the data is oriented.

µ Legend

The legend serves as the decoder for the symbology in the data frame. Therefore, it is also

commonly known as the key. This is the part of a map where descriptions detailing any colour

schemata, symbology or categorization are explained.

µ Scale

The scale explains the relationship of measurements on the map to measurements in the real world.

Two types of scales are usually used on most maps namely a ratio or line scale.

µ Legend

The legend serves as the decoder for the symbology in the data frame. Therefore, it is also

commonly known as the key. This is the part of a map where descriptions detailing any colour

schemata, symbology or categorization are explained.

µ Scale

The scale explains the relationship of measurements on the map to measurements in the real world.

Two types of scales are usually used on most maps namely a ratio or line scale.

For example:

The scale of the topographical map is: 1: 50 000. This means that one unit of measurement on the

map represents 50 000 units on the ground.

Kilometres Metres

1 2 3


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µ Citation

The citation portion of a map constitutes the metadata of the map. This is the area where

explanatory information about the data such as the source and date of publication, projection and

any stipulations are placed.

Spatial data - refers to any feature that can be linked to a particular location on the earth. Spatial

data has the following main components: geometry and attributes. Geometry

describes the shape (point, line or polygon) and specific location of geographic

features in coordinates and topology.

Attribute data - Information describing the geographic features, usually in tabular or textual form.

Representing data in GIS:- Generally, data can be represented by means of points, lines and

polygons.

15

Points Lines Polygons: a closed shape

defined by a connected

sequence of x,y coordinate s

E.g. school,

communication tower.

E.g. river, road E.g. Property boundaries,

NB: Depending on the scale of the map, some area features might appear as points on

some maps

Spatial data:

Trigonometrical Beacon

Geometry:

Point,

Attribute data:

Number: 117; Height: 1000m above sea -level, Co-

ordinates:


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Raster - A spatial data model that defines space as an array of equally sized cells arranged in rows

and columns, and composed of single or multiple bands.

Vector - A coordinate-based data model that represents geographic features as points, lines, and

polygons by means of x,y coordinates.

Remote sensing - Collecting and interpreting information about the environment and the surface

of the earth from a distance, primarily by sensing radiation that is naturally emitted or reflected by

the earth's surface or from the atmosphere, or by sensing signals transmitted from a device and

reflected back to it. Examples of remote-sensing methods include aerial photography, radar, and

satellite imaging.


xy

xy

xy

xy

xy

xy

xy

Resolution- The details with which a map depicts a location and shape of geographic feautures.

The larger the map scale, the higher the possible resolution. Usually people differentiate between

high and low resoluition.


Pixel - The smallest unit of information in an image or raster map, usually square or rectangular.

Co-ordinate system - A reference framework that is used to define the positions of points in

space in either two or three dimensions. The Cartesian coordinate system and the geographic

coordinate system used on the earth's surface are common examples of coordinate systems.

High Resolution

Low Resolution


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Geographic coordinate system- A reference system that uses latitude and longituted to define the

locations of points on the surface of a sphere or spheriod.

Cartesian coordinate system- A two-dimensional, projected coordiante sytem in which horizontal

distance is measured along an x-axis and verical distance is measured along a y-axis.

Projection - a projection is a method of converting the curved earth surface into a flat surface.

The choice of a map projection can be based on the part of the world shown by the map. The

general rule says:

µ To map tropical regions, use a cylindrical projection µ To map middle latitudes, use a conic projection µ To map a polar region, use an azimuthal projection

There is no projection that is capable of preserving all the earth's properties. It is however, possible

to preserve shape and direction or area and direction.

In addition to the geographic location of the area that is mapped, the scale of the map also influences

the choice of the projection. For example, the Transverse Mercator projection could be used on a

large scale map of an area in the middle latitudes (approximately between 23º - 66º North and

South of Equator ), while Albers Equal area can be used on small scale maps of an area in the middle

latitudes.

Examples of projections on national maps of South Africa


Map type Projection

1: 50 000 topographical map Gauss Conformal, Central Meridian ,

Hartebeeshoek94 Datum ; WGS84 Ellipsoid

1: 250 000 topo -cadastral map Gauss Conformal, Central Meridian,

Hartebeeshoek94 Datum ; WGS84

Ellipsoid

Other Maps Projection

1: 500 000 Aeronautical map Lambert’s Conformal Conic, Standard

Parallels; WGS84 Ellipsoid

1: 2 000 000 map of South Africa Albers Equal Area, Standard Parallels 18°

South and 32° South; WGS84 Ellipsoid

Global Positioning System (GPS) - A system of orbiting satellites used for determining positions on

the earth. The GPS determines position by locating a number of satellites in the atmosphere and

calculating the position of the GPS receiver on the ground.

Database - A collection of information organised in such a way that a computer program can quickly

locate and retrieve required data. A database is an electronic filing system which enables you to

store, modify, and extract data from a database.


Constellation of Satellite s

A Satellite

Handheld GPS

Survey GPS


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A database is organised by record, fields, and files.

µ A record is a data entry; µ A field or column is a single piece of information; µ A file is a collection of records.

Example of a database:

4.2 ACTIVITY: CONCEPTS

Study the map in Figure 2.2 which shows the map of South Africa and answer the questions that

follow:

4.2.1 List an example of point features.

________________________________________________________________________

4.2.2 List an example of line features

________________________________________________________________________

4.2.3 List two examples polygon features

________________________________________________________________________

4.2.4 What is the scale of the map? What does it mean?

________________________________________________________________________

4.2.5 What is the estimated location of Ermelo in:

a) Latitude/ Longitude _______________________________________________

b) XY (distance in 10 000m) __________________________________________

SCHOOLS EMIS_NO SCHOOL TOWN SCHOOL

TYPE WALL TYPE

ROOF TYPE

WATER

0106322385 ENCOTSHENI KHAYALITSHA PRIMARY BRICK ZINC YES 0105001047 HOUT BAY HOUT BAY COMBINED PREFAB ZINC YES 0103310307 TABLE VIEW CAPE TOWN SECONDARY BRICK TILES NO

Row: Record – with a distinct record number

Column: Field – with a distinct field name

4.2.6 Is this a good map or not? Give reasons for your answer.

________________________________________________________________________________

________________________________________________________________________________

4.2.7 If you wanted to draw a map of your suburb or section of the village, at a scale of

1: 10 000, which projection would you use?

__________________________________________________________

4.2.4 Which of the following represent Raster and Vector data?

A. ______________________________ B. ____________________________

4.2.5 Which of the two images would you say has a High and Low Resolution

A._____________________Resolution B _______________________Resolution

xy

xy

xy

xy

xy

xy


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4.3 DEFINING A GEOGRAPHIC PROBLEM AND QUESTION

4.3.1 The research problem

Defining a research problem is one of the first steps towards an investigation. A research problem

is the situation that causes the researcher to take action. The cause(s) might be perceived by the

researcher as a problem or an opportunity. Defining the research problem provides the researcher

with the purpose for conducting an investigation.

A geographic problem must ask questions that relate to location. For example, where can we find

land for agricultural development, which municipalities have the highest incident of HIV/AIDS or

where can we place polling stations for the next elections.

Example: Figure: 4.1: Poverty in South Africa

Read the extract in Figure 4.1 to answer the following questions:

What exactly is the problem?

________________________________________________________________________

How can you formulate the project question?

________________________________________________________________________

EXTRACT ON POVERTY IN SOUTH AFRICA

Knowledge focus for Gr ade 10.

(Various internet sources: accessed on 30/10/2008)

“South Africa has a poverty problem”. The 2005 United Nations Human Development Report records that 10.7% or 5 million people in South Africa survive on less than R6.50 per day. South Africa rank s 56 out of 103 in the world poverty rankings with a Human Poverty Index of 30.9%, that’s 14.5 million people.

“Poverty is apparent to the human eye and is profiled by shacks, homelessness, unemployment, casualised labour, poor infrastructure and lack of a ccess to basic services”. “Enough is enough. South Africa must act now”.


Requirements (indicators of poverty) a. b. c. d. e. f. g.

Section Outcomes


§ Acquire information from a variety of sources § Process acquired information

4.3.2 Identifying the requirements for the project

Once the question for an investigation has been determined the next step is to list the requirements

that should be met to answer the project question.

In terms of poverty, you need to define what you mean by poverty: e.g. lack of proper shelter, no

safe drinking water, no health facilities, no sanitation, household income and high unemployment.

5. SECTION C: DATA ACQUISITION

5.1 THEORY: ACQUIRING DATA

5.1.1 Data Acquisition

Data acquisition is a process of identifying and collecting specific information (data) to solve a

particular problem.

µ Objectives of Data Acquisition

Data collection is a project on its own, it is time consuming. The data collector must ensure that

he / she has all the required and correct data for the project.

It involves three broad stages which are:

Planning - which data to collect, and where?

Acquisition - obtaining and storing the data

Processing - making data suitable for usage in the project


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µ Types of data

There are various types of data. Depending on your GIS project you might need one or more types

of data.

. Field work

In the context of GIS, field work is the collection of raw data by means of data capturing

equipment such as GPS receivers.

. Maps

Maps can either be in paper or digital formats. In addition they may be available as

vector or raster. Where maps are only available in paper format, you will need to

convert them in to digital format by scanning or digitising them.

. Remote sensing

Aerial photographs - these are pictures taken from an aerial platform (usually an

aeroplane), either vertically or obliquely. Satellite images - these are pictures of the

earth taken from orbiting satellites

. Statistical data

Statistical data refers to numerical information which has been collected, classified, and

interpreted. Numerical information covers a variety of fields such as population

dynamics, economy and other social issues.

µ Acquiring data

What data will we need for our poverty project? In Section 2 we defined the problem and asked

the research question: Which areas of Gauteng have a high level of poverty? We also identified the

indicators of poverty. Now you must decide which data should be acquired in order to answer the

project question

Requirements (poverty indicators) Which spatial data do we need?

Where to find data?

a. b. c. d. e. f. g. ADDITIONAL DATA (FOR ORIENTATION)


5.2 PRACTICAL ACTIVITY: STARTING MAPWINDOW & VIEWING DATA

Before we can view the data that we have acquired, let us familiarise ourselves with MapWindow.

Either double click on the MapWindow icon on your desktop, or select the program from your

programs list. MapWindow will open with a new, empty Project, showing as below.

Empty project

5.2.1 The Menus (Standard) Toolbars

In the upper left corner of the program is a bar with several drop-down menus. Each of the drop-

down lists has several functions within them. (Click on each tab to view the drop-down menu)

Short cut to MapWindow GIS


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5.2.2 Adding Map Data or Layers

There are two main types of data to add or show in MapWindow, Raster and Vector.

Raster data is generally imagery, such as aerial or satellite images.

Vector data is generally composed of shapes or layers of some form -and will be in the form of

shapefiles.

MapWindow supports three different types of Shapefiles:. Point Shapefile: . Polygon Shapefile: . Polyline Shapefile:

Each GIS data set will be added to the map project as a single layer. Add data by clicking on icon , or by clicking on [VIEW] then [ADD LAYER].. When the Add Map Layer window opens, navigate to the relevant data directory;

e.g. Data, then click on the Exercise Data

Make a list of all the data that is in this folder


Menus Bar

Toolbar: with Several Tools

1. Open Project

2. Save 3. Identifier 4. Measuring Tool

2 1 4 3

1. 5.

2. 6.

3. 7.

4. 8.

. Click on [Provincial Boundaries; Main Towns, Main Roads] to add new layers.. To add multiple layers at once, hold down the control key and select each addition layer by

clicking on it. Click the [OPEN] button. The new layer/s will be added to the project.. Click on [Images] to add an image.

5.2.3 Using the Legend to Control the Layers.

The legend is a graphical representation of all the map layers in the current project. The position

of the legend is the left hand side of the screen. The legend offers layer manipulation functionality

including but not limited to changing a layers symbology or the order of display for the layers.

The legend is always displayed. Visibility Checkbox: This indicates whether a layer is visible (checked) on the map screen, or

hidden (blank).. Text: This is the name of the layer.

Data Folders

Add Layer

Check in box


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5.2.4 Changing the Drawing Order:

The legend indicates the order that layers are drawn in. The first layer in the legend is the top layer

of the map. The last layer in the legend is the bottom layer on the map. The layers are drawn from

bottom up, hence the bottom layer is drawn first then the last but one layer and so on. As a result

is it important to carefully order the users map layers so data is not obscured by layers placed on

top.

If you have imagery displayed, this is best to be ordered to the bottom of the layer list, to make it

background for all other layers on top.

To change the order of a layer, in the legend, click and drag a layer to the desired location.

Take a few minutes to Control the Layers (turn the layers on/off) and to Changing the Order of

the layers in the legend and see what happens.

Close the project. Go to [FILE] and click [CLOSE]. Do not save.

5.3 PROCESSING OR EDITING (MAKING DATA SUITABLE TO THE

PROJECT)

In most cases the data that you acquire will be ready to be used. There are, however, instances

where it may be necessary to process the data. Data processing involves making the data suitable

for use in the specific project.

Depending on the data at your disposal you may have to do the following during data processing:

digitising, scanning map/images, image rectification, geo-referencing, changing projection, correcting

errors (e.g. over/undershoot, edge matching), removing unwanted information, changing scale,

generalisation, classifying and integrating of information.

5.4 PRACTICAL ACTIVITY: PROCESSING DATA

Before we can start to process data for our project, we must first create a new project and add

the data.

5.4.1 Create a New Project

A Project is a file which is a record of the different layers, images, labels, colours and styles you set

for viewing these. This Project will keep a record of these and other settings, so that the next time

you open this project, all will be the same as the last time you saved the Project. A Project file will

have a format of project name.mwprj and is different from the data files you will have or create

(shapefiles).


To create a new project, open MapWindow. This will start with a new, empty Project to which you

can add data.

5.4.2 Project Settings

Modifying some of the default settings will assist you to use MapWindow projects later, and set the

specifics of the project. Once you have a Project open, click on [FILE]…then click on. [SETTINGS].

This will open the settings list as right. Most of these fields do not need to be edited, but to alter

a setting click on the right column of the item, then click on the drop down arrow, and select the

item from the drop down list.

Set the following:

. Map Data Units - set to your preference. Show Additional Units - can be left off, or choose Lat/Long. Show Map Data Units to True to show or False to turn off the Units display. Leave File formats and Map Behaviour as default. Project Projection - see section below. Display Welcome Screen - Select True will show a welcome screen whenever you start

MapWindow, including a shortcut to Projects you have used before.


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There are two ways to set the correct datum and projection, either specify in project settings, or

use an existing layer projection.

Use Existing Projection

If users have been supplied with map layers, some of these may have a projection set. The first

layers that the user adds will be checked for projection data (an ESRI-style ".prj" file containing

Well-Known Text (WKT) projection information). If a .prj file is found, the project will adopt that

projection. This information can be viewed under the file/settings menu.

When additional layers are added, if they are in the same projection, they simply load. If they are

in a different projection or have no projection information, then the user is asked how they would

like to handle the situation. The default is to set or reproject the new layer to the defined project

projection. If the layer has not projection information, you may choose not to set a projection.

Save the Project

It is advisable to save the project right from the beginning and regularly while working on it to guard

against data loss and for later retrieval. When saving a project for the first time, it is necessary to

provide a name and location for the project file. It is essential to note that a saved project file does

not contain any map data. The project file contains references to map data, as well as other

information such as layer symbology.

. Click [FILE] on the Main Toolbar, or the icon.. Click [SAVE]. If this is the first time the user has saved the project, you will be

prompted to provide a path and filename. Click the [SAVE] button

5.4.3 Adding Map Data or Layers

Click on the add data icon again. Navigate to the Exercise data folder on the Add Map Layer

window. . Open the Provincial boundary file

Does the data require any processing or editing?

NB: The provincial map shows all the 9 provinces. We are only interested in one province. So we

must select only the province that we need.

Procedure for selecting one province from the provincial map:


Step 1: Activate the provincial data layer by clicking on it. It will be highlighted in grey.

Step 2: Click on the attribute table toolbar icon to open the attribute table.

Step 3: Click on the left of the row for the province you want to select. The row will be

highlighted in blue.

Step 4: Click on Select on the attribute table toolbar and select Export selected features.

The Save as window will appear.

Step 5: Type in the new file name and save in the correct project folder.

Step 6: If prompted to load the new shape file, click [yes].

You have now created the data layer for the province that you are working on.

Step7: Right click the provincial data layer in the legend and click on [Remove the layer].

Step 8: Save the project.

Attribute table icon


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Add the Main towns layer

NB: The main towns and cities data layer shows the towns and cities for all the provinces. We must

select the towns and cities for the province that we are working on only.

Procedure for selecting the main towns and cities in the province that we are working on:

Step 1: Click on GIS Tools on the main toolbar and then select Vector data, and then select clip

shapefile with polygon. The clip shapefile window will appear.

Step 2: Select the shapefile that you want to clip [Main towns and cities) from the drop-down menu.

Step 3: Select the polygon shapefile to clip with [provincial map] , then click on Select Shapes. Then

click on the provincial map on the display to activate the polygon, and then click done on

the Clip Shapefile window.

Step 4: Check the fast Clipping box for quick processing (this is optional)

Step 5: Make sure that the file is saved in the correct folder.

Step 6: Check the Add Results to Map box, and then click OK. You have now selected the towns

and cities for the province that you are working on.

Step 7: Save the project

Step 8: Add other required data and follow the procedures as above to select data: Schools,

Roads, Acces to water, Dwellings and Sanitation.

GIS Tools

33

6. SECTION D: DATA MANAGEMENT AND ANALYSIS

6.1 THEORY: MANAGING DATA

6.1.1 Data management

What is data management?

Data management is the development and implementation of policies and plans that control,

protect, deliver and enhance the value of data.

It is about storage, access and retrieval, security, and integrity of data.

Data storage refers to computer components or devices that are used to retain digital data for

some interval of time. For example, digital data can be stored in CDs, DVDs, Computer hard drives

and servers.

Examples of data storage devices

Data access typically refers to software and activities related to storing, retrieving, or acting on data

housed in a database or other repository.

Data privacy is the relationship between collection and dissemination of data, and the legal issues

surrounding data. For example, there might be copyright on the data which regulates the conditions

for using and disseminating the data.

Section Outcomes


§ Manage acquired data for an investigation § Analyze information obtained from a variety of sources § Export a map

CD/DVD

Hard drive

Server


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6.2 THEORY: DATA ANALYSIS

There are different methods that can be used to manipulate and analyse data. The methods range

from basic ones such as querying, buffering and spatial analysis, to more complex ones for instance

map algebra and modelling. The focus in this manual will be on basic methods of manipulating and

analysing data.

6.2.1 Querying information

Querying is the process of selecting information from a GIS by asking questions of the geographic

data by location or attribute information.

For example, There is another way to describe GIS by listing the type of questions the technology

can (or should be able to) answer. Location, Condition, Trends, patterns, Modelling, Aspatial

questions, Spatial questions.

Location: What is at?

The first of these questions seeks to find out what exists at a particular location. A location can be

described in many ways, using, for example place name, post code, or geographic reference such as

longitude/latitude or x/y.

Location with certain requirements: Where is it?

The second question is the converse of the first and requires spatial data to answer. Instead of

identifying what exists at a given location, one may wish to find location(s) where certain conditions

are satisfied (e.g., an unforested section of at-least 2000 square meters in size, within 100 meters

of road, and with soils suitable for supporting buildings)

Trends: What has changed since?

The third question might involve both the first two and seeks to find the differences (e.g. in land

use or elevation) over time.

Patterns: What spatial patterns exist?

This question is more sophisticated. One might ask this question to determine whether landslides

are mostly occurring near streams. It might be just as important to know how many anomalies there

are, that do not fit the pattern and where they are located.

Modeling: What if?

"What if…" questions are posed to determine what happens, for example, if a new road is added

to a network or if a local river overflows.

Answering this type of question requires both geographic and other information (as well as specific

models). GIS permits spatial operation.


6.2.2 Buffering

A buffer refers to the area contained within a specified distance from an object on a map. Buffering

is a process of creating an area of specified width or distance from an object such as a point, line

or polygon.

. Buffering is one of the important transformations available in GIS.. Given any object (that is point, line, or polygon), a buffer operation builds new objects by

identifying all areas that are within a certain specified distance of the original objects.. Figures below shows the instances of points, lines, and areas and the results of buffering.

Line buffer Point buffer Polygon buffer

6.2.3 Spatial Analysis

Spatial Analysis is the process of extracting or creating new information about a set of geographic

features and examining the relationships between them.

Spatial analysis is the process by which we turn raw data into useful information. Effective spatial

analysis requires an intelligent user, not just a powerful computer. Spatial analysis helps us in

situations when our eyes might otherwise deceive us.

6.3 PRACTICAL EXERCISE: ANALYSING DATA

In Section 3, you looked at different types of data, selected the data that you will need for your

project, and where necessary edited the data.

Now we will manipulate and analyse data.

Which data analysis procedure will you use in the poverty project?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


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Remember: You want to know which parts of the province have high levels of poverty. So, you

should decide what will constitute high poverty and low poverty.

Categories of poverty.

6.3.1 Querying Map Features

Location: What is at?

. Identifying features - The identify tool is the simplest way to retrieve attribute data about a

feature on the map. Select the Major Towns layer to query in the legend. (The darker rectangle

indicates the selected layer).

. Click the Identifier button ( ). This will activate the Identifier plug-in, and set the mouse

cursor into identifier mode.

and dragged to form a box on any province; the features within this box will be shown in the

identifier.. Now click on any point (town) using the identifier cursor. (The plus sign must be on top

of the town you have selected).. A pop-up window with information about the town will appear. . Now, click on the Identifier icon ( ) and select identify by shape.. A pop-up window will appear, and the identifier window will be put into Shapefile mode.

Category Description

High Three or more elements: Number of households:

1.____________________________ _____________________________

2._________________________________________________________

3._________________________________________________________

Low One element:

Identifier button


µ Select major towns from the drop down menu of Identify from layer field. Select Provincial

boundary from the drop down menu of Using shapes from layer…. Click [SELECT SHAPES],

then click on a province of your choice, then click [IDENTIFY], then

click [DONE].

µ A window with information about all the major towns will appear.

Location with certain requirements: Where is it?

You may want to find out where specific features are located, for example, the location of

secondary schools. To do this, you need to follow the following steps.

Step 1: [ADD] the schools layer from the exercise folder. Make sure that the schools layer

is selected. It will be highlighted in grey.

Step 2: Click on the attribute table toolbar icon to open the attribute table

Step 3: Click on the [SELECTION] and choose [QUERY]. A Query window will appear.

Step 4: On the Fields window, scroll down to school type. Double click "School Type".

Step 4: Double click on [=] and type the word "Secondary". Click [APPLY]. All the secondary

schools on the list will be selected. They will be highlighted in a different colour. Close the

Query window.

Step 5: Close the [Attribute Table Editor]. All the secondary schools will be highlighted in a

different colour on the map.

Step 6: (Optional): If you want to create a new layer for Secondary schools, open the Attribute


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Table Editor. Click [SELECTION] and select [EXPORT SELECTED FEATURES].

6.3.2 Buffering

There are instances where you may want to focus on an area that is within a specified distance from

a feature on a map. In this case you need to set Buffers around or along a feature. For example, a

buffer of 50m along a river, a buffer of 5km from a communal tap or a buffer of 25 km from the

city centre. Setup for Buffer Shapes:

Let us create a buffer of 3km around Secondary schools.

Step 1: Click on the [GIS Tools] button on the main menu. Select [Vector].


Step 2: Select Secondary Schools layer to buffer

Step 3: Decide if buffering is applied to all shapes or just selected ones. If selecting features, click

[SELECT SHAPES], Click on the feature on the map, then Click [DONE] on the buffer shapes

window. OR hold down control key and click on multiple features.

Step 4: Select distance; remember it is the same units as the user's data, in this case decimal degrees.

Step 5: Decide if you want to combine overlapping Buffers.

Step 6: Make sure that you set the name of resulting shapefile and that you save in the correct path.

Step 7: Click [OK]

6.3.3 Spatial analysis:

As indicated earlier, Spatial Analysis is the process of extracting or creating new information about

a set of geographic features and examining the relationships between them. For example, in our

Poverty project, we want to answer the research question:

Which areas of the province have a high level of poverty?

We have said that an area will be considered to have high level of poverty if it has three or more

indicators of poverty. So, we need to combine different indicators of poverty (create new

information) into one set of geographic features. Thereafter we will extract information about areas

that have high levels of poverty.

Let us remind ourselves: Categories of poverty

Combining different Attribute files to create a new set

Step 1: Open the attribute table for your poverty data (e.g. Access to water)

Step 2: Go to [TOOLS] and click [IMPORT FIELD DEFINITION].



1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

Low One element:


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Step 3: Select the second layer which you want to combine with the previous layer (e.g. Dwellings).

NB: Only the Field Names that do not exist in "Access to water" will be added. Click [OK] if

prompted to skip a field that already exists.The Fields of the second layer will be added to the

attribute table of "Access to water". The records for the new fields will show [Null].

NB: Only the Field Names that do not exist in "Access to water" will be added. Click [OK] if

prompted to skip a field that already exists. The Fields of the second layer will be added to the

attribute table of "Access to water". The records for the new fields will show [Null].

Step 4: Click [APPLY] and close the attribute table.

Step 5: Go to My Documents and open the dbf. files of "Access to water" and "Dwellings" in

Excel.

If necessary, sort the attributes in Excel using a field name that is common in both files (e.g.

MWShape ID or NAME). To sort in Excel, highlight the fields "MWShape" or "NAME" and click the

Ascend or Descend tool on the Tools Menu.

Step 6: Select (Highlight) the records that you want from the second layer (in this case "Dwellings".

Copy the records and paste them in the "Access to water" file under the correct filed

names. The records for "Dwellings" will be added to the "Access to water" shapefile.

Save the changes you made to "Access to water"

Step 7. Now you can open the "Access to water" shapefile and the attributes for dwellings will

appear.

This is how the Excel icon looks like


Extracting information from the new set of geographic features. Now that we have merged the

different sets of data (Access to water + Dwellings + Sanitation), we can begin to extract

information about areas that have high levels of poverty in our province.

Steps to extract information about areas with high levels of poverty.

Step 1: Activate the new combined Shapefile layer ("Access to water") from the exercise folder. It

will be highlighted in grey.

Step 2: Click on the attribute table toolbar icon to open the attribute table

Step 3: Click on the [SELECTION] and choose [QUERY]. A Query window will appear.

Step 4: On the Fields window, scroll down to Shack_Squa. Double click "Shack_Squa". Double click

on [>] and type the number "68000". This means that you have selected a place where more that

68 000 households live in shacks in an informal area or 'squatter' area.

Step 5: Repeat the process until you have a query that looks exactly as this one: SHACK_SQUA >

"68000" And COMMUNTAP > "68000" And PIT_NOVENT > "68000"

Step 6: Click [APPLY]. The areas where there is high poverty, that is, where there are more than

68 000 households who live in shacks and use communal taps for water and non-ventilated pit

toilets for sanitation will be selected. Close the Query window.

Step 7: Now, you can create a new layer of High poverty areas in Gauteng province.

On the Attribute Table Editor, click [SELECTION] and select [EXPORT SELECTED FEATURES].

Name the file High poverty and click Save.


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42

If promted to load the new Shapelayer, click [YES]. Go to the legend and right click on Access to

water. Remove the layer. Add the following layers: Gauteng Province, Gauteng National Roads and

Gauteng Selected Places.

Save project as Gauteng Poverty Map

The results of your poverty project.


Which areas have the highest levels of poverty?

________________________________________________________________________________

Why do these areas have these pockets of poverty?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What can be done to alleviate poverty in these areas?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

You now have the results of your project. In the next section you will learn how to prepare the

results of your project to be communicated.

6.4 PRODUCT GENERATION

Product generation is about how you would like the results of your project to be communicated.

The results can be communicated in print or digital (web) format. More importantly the results

could be in a form of a map, a graph or both.

In terms of maps, there are important map design features that one needs to take into account to

produce a good map. These include scale, projection, symbols, annotations and colours.

In addition, the map elements that were discussed in 4.1.5 namely map title, north arrow, scale of

the map, legend and citations should be included to orientate the user.

Let's create a map that shows areas with high poverty levels.

6.4.1 Changing the Layer Display properties.

Changing the properties of a layer does not affect the underlying data. The layer properties are

project dependent and will not modify any information stored against the map source.


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µ Fill Style - can be used to select hatched or lined fillµ Label Setup - Click on [LABEL SETUP], and then click on the box in front of [EDIT] to open

the Shapefile Labeler. Here you can decide how your label should appear.

µ Line Style - use this to change the style of lines for line shapesµ Line Width - change how thick a line will display.µ Outline Colour - use this to change the outline for a polygon to the same or different colour

as the Fill colour.µ Show Fill - this will turn the fill colour on (true) or off (false) for polygons. To have a clear

polygon, select False.µ Transparency Percent - sets how transparent the fill for polygons can be - 0 means the fill will

block everything behind it. Higher number will allow items behind the fill to show through.

Click the [X] button to close the Layer Properties dialog. The legend will update to show the

new layer properties. Then save the users project

6.4.2 Display and Modify Map Scale Bar

The Floating Scale Bar will automatically show the map scale, modifying as users zoom in and out.

To show the Floating Scale Bar on maps:

µ Click [VIEW] then click on [SHOW FLOATING SCALE BAR]

Users can modify the Scale Bar display, i.e. units, colour, text size and location on the map.

To modify Scale Bar display;µ right click on the Scale Bar to open a new menuµ select from display options and select settings you wish.


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6.4.3 Printing Maps

Presently, the printing functionality in MapWindow is not very extensive. This is where you can add

map elements such as the map title, north arrow, scale of the map, legend and citations.

In order to print the current map view, select the [FILE] menu. Select [Print]. The user will be presented with a dialog (shown below) which allows the user

to select what map elements the user would like displayed.

. It is advisable to select the Visible Layers only, as this will not print layers loaded in the

project but not visible on the map. Select the other options as preferred. Select [Properties] and set up the users' windows printer. Press [OK]. Select [Print Preview] to check for changes.. Select [Print].

If users prefer to print a different map, then it is possible to export particular elements to insert

into a word processor or publishing program to make it more effective.

47

6.4.4 Exporting Maps

The user may export a map image as a range of formats to include in a range of other word

processing or publishing documents.

µ To do this, select the [EDIT] menuµ Select [EXPORT]µ Select [MAP]. The user will be presented with a dialog asking where the user would like to save

the file.µ Specify where the user want to save the map and also the file extension ( .jpg, .bmp or .gif), then

click [OK]

7. SECTION E: DO THIS ON YOU OWN

Section Outcomes


§ Demonstrate ability to apply geographical skills and techniques (GIS) to spatial issues and challenges

NB: This extract covers Grade 10 content and context: key human -environment

interactions – population issues: poverty.

EXTRACTS ON POVERTY IN SOUTH AFRICA

(Various sources: accessed on 30/10/2008)

“Throughout the poverty hearings [in 2008], community members shared testimonies of

their struggle for food, access to social services, take their children to school and

guarantees for their future. Their struggles are of basic survival – to put food on the table

and have clean water to drink”.

“Communities are crippled by poverty”. “Enough is enough. South Africa must act

now”.


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7.1 Practical Activity

Your school has been asked by your District municipality to assist the Major by identifying high level

poverty stricken areas within your district municipality. Use a GIS to identify the poverty stricken

areas in your district municipality.

7.1.1 Define a research problem from an extract.

________________________________________________________________________________

________________________________________________________________________________

7.1.2 List three requirements for optimal solution (define poverty)

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

7.1.3 Identify the data that you will need for each aspect of poverty (include any supporting

data)

7.1.4. Start a new project

Click on the [ADD] data button. Navigate to Data, then select Exercise Data, then open On Your

Own folder.

Add relevant (as identified in 7.1.3) data for your project.

7.1.5. Process the data (where necessary)

Remove unwanted information from Shapefiles or add additional information to a Shapefile.

Poverty descriptor Type of data Source

ADDITIONAL DATA

S T R A T E G I C P L A N 2 0 0 8 - 2 0 1 1 D E P A R T M E N T : L A N D

7.1.6. Analyse data

a. Create new data by merging different shapefiles.

b. Refine your description of poverty.

c. Query the new data to identify areas that have the high levels of poverty.

7.1.7. Produce a map

Use the checklist below to ensure that you map is ready to be send out to recipients:



1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

Low One element:

Please indicate with a tick ( ) if the task has been done

Item

Yes No

Display name for each layer

Label Setup

Line Style

Line Style

Line width

Outline colour

Fill colour

Map Title

North arrow

Legend

Scale


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Organisation Data Contacts

Department of Rural

Development & Land

Reform: National

Spatial Information

Framework (NSIF)

Information about

different kinds of

data (Metadata)

http://www.nsif.org.za/

Fax: +27-12 326 5187

E-mail: [email protected]

Department of Rural

Development & Land

Reform: Chief

Directorate Surveys

and Mapping

National Maps (e.g.

Topographical Maps)

Aerial photography

(rectified images)

http://w3sli.wcape.gov.za/

Tel: (021) 658 4300

Email: [email protected]

Statistics South Africa Demographic,

community survey

http://www.statssa.gov.za/

Tel: (012) 310-8911


Department of

Agriculture

Agricultural

Information

http://www.agis.agric.za/

Tel: +27 (0) 12 913 6249


Department of Water

Affairs

Water related

information

(e.g. catchment areas,

dams, rivers)

http://www.dwaf.gov.za/BI/Mapshop/

Tel: (012) 336 7249

8. SECTION F: ADDITIONAL INFORMATION

8.1 Sources of public data:

The following organisations can be contacted for spatial data in South Africa.

8.2 Careers in GIS:

8.2.1 Which Institutions are offering GIS?

The following institutions offer GIS as a Four year BSc (Geomatics) degree:. University of Cape Town:. University of the Free State:

S T R A T E G I C P L A N 2 0 0 8 - 2 0 1 1 D E P A R T M E N T : L A N D

Other institutions offer GIS as part of other degrees like Environmental Studies, Geography, Town

Planning or Development Studies, for example:

. University of Johannesburg, . University of KwaZulu Natal,. University of Limpopo,. Nelson Mandela Metropole University, . North West University, . University of South Africa, . University of Venda,. University of the Western Cape, . University of the Witwatersrand,. University of Zululand.. Tshwane University of Technology also offers a Bachelor of Technology in Geomatics.

8.2.2 What are the School subjects' requirements for studying GIS?

Most institutions require Grade 12 with Mathematics and Physical Science. However Geography is

an added advantage.

8.2.3 What Career Opportunities are available on completion of a GIS qualification?

On completion of your studies you can be employed as a: . GIS Technician - 3 year Diploma. GIS Technologist - 3 year Degree. GIS Professional - 4 year Degree

These are generic terms that are used to describe job titles in GIS, however, you may also find that

different employers use their own specific titles.

There are employment opportunities in various organisations:

. Government Departments (e.g. Department of Rural Development and Land Reform,

Department of Water and Environmental Affairs, Provincial Department like Office of the

Premier, or a municipality such as the City of Jo'burg) . Parastatals (e.g. Statistics South Africa, Eskom, Agricultural Research Council (ARC) and

Council for Scientific and Industrial Research (CSIR).. The Private sector (e.g. Gims, Afrigis, Africon, or GeoSpace International)


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8.3 List of Sources:

1) Department of Education. 2003. National Curriculum Statement Grades 10 - 12 (General):

Geography.

2) Department of Rural Development and Land Reform: Chief Directorate Surveys and

Mapping

3) Department of Rural Development and Land Reform: National Spatial Information

Framework. Training notes Grade 10 - 12.

4) Mapwindow. 2007. Introduction to Mapwindow GIS Version 4.3 Tutorial

5) Wikipedia The free Encyclopedia. 2009. Geographic Information System.

http://en.wikipedia.org/wiki/GIS


Compiled: Aubrey Matshego Tel: 012 312 9415

Design & Layout: Brian Mashamba Tel: 012 312 8192

Copyright: Department of Rural Development and Land Reform

2009.