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Description of the training

Target audience and objectives of the training

1. Target audience

This MASTER in Open and Distance Learning (ODAD) prepares and / or enhances the skills of learners in land planning and resource management, based on geographic information. Graduates from this training, who are directly operational, will be able to adapt to a wide variety of fields: Decentralized Territorial Communities, Impact and Environmental Management Studies Offices, Research Institutes, Regional Planning ...

Candidates for this FOAD Master must meet certain specific criteria including that of being able to connect regularly to the Internet at home or from a structure and have a reception structure for its theme of memory.

This MASTER 2 welcomes students from MASTER I and professional staff with a level equivalent to Bac + 4 in social sciences or engineering sciences.

Applicants must commit to travel at least once (preferably twice) to Ngaoundere University in Cameroon. The first move objects the contact with the management team and the introduction to the FOAD platform of the master GAGER. The second displacement, indispensable, is reserved for the practical phase of the training. The defense of the final dissertation can be done by videoconference for internationals who will be unable to make the trip Ngaoundere hard. Expenses related to travel and stay at the University of Ngaoundere are the responsibility of the learners. The University of Ngaoundere, however, will facilitate the acquisition of travel related documents, including hotel reservations and invitation letters.

Objectives of the training

The main objective of the Professional Master GAGER is to train versatile "Mapmakers and Resource Managers", who are primarily interested in the organization, processing and management of cartographic and alphanumeric data by means of cartography, remote sensing, quantitative spatial analysis and geographic information systems.

The student's efforts are mainly channeled towards the mastery of methods and techniques for the harmonious integration of structures and infrastructures in the environmental units that are watersheds. Although the emphasis is on professionalization, schooling plays a key role in the candidate's training. It aims to develop critical thinking, prepare it better for its field work and synthesis, deepen its knowledge and fill gaps in its training for better integration of basic training. It allows the student :

  • to learn about the environmental and socio-economic impact studies of the works;
  • to acquire basic knowledge of geographic information systems;
  • to learn the main methods and techniques of acquisition and analysis of satellite images;
  • to complete basic disciplinary training by opening up to other scientific disciplines related to spatial data management.
    In this perspective, the MASTER 2 in Geomatics, Planning and Resource Management (GAGER) offers learners a framework to learn to reason globally and to act locally by thinking both of space and time.
    By combining geographic and computer sciences, this training involves all the disciplines that are interested in digitized geographic information (agriculture, planning, cartography, environment, geodesy, geography, geology, hydrology, pedology, topography, remote sensing, urban planning ...) .

 Training device

1. Conditions of admission

Admission to MASTER 2 in Geomatics-Management-Resource Management is open to holders of a Master's degree or Master 1 in one of the following fields or specialties:

  • Geography
  • Geology
  • Biology
  • Computer sciences
  • Environmental Engineering / Environmental Sciences
  • Design Engineer Diploma (Bac + 5) in agriculture, environment, civil engineering, rural engineering and topography;
  • Any other diploma deemed equivalent.

The selection of candidates is based on the following criteria:

  • Adequacy of the profile to the prerequisites and objectives of the training;
  • Quality of the university curriculum and results of Master's or MASTER 1;
  • Motivation and professional project;
  • Quality of the candidate's professional experience;
  • The candidate's ability to manipulate the computer tool;
  • The ease of internet access of the candidate.

2. Skills to acquire

Focused on technological and professional aspects, the skills developed are directly related to geomatics in a broad sense, but also to all that concerns the life of a company or a local community and its positioning in relation to others. The focus is on innovation, technology watch, knowledge of free and free technologies in the collection, storage, analysis and management of socio-economic and environmental data.

3. Professional prospects

This MASTER prepares students for the development and management of resources based on geographic information.
The graduates from this training, who are directly operational, are able to adapt to a wide variety of fields of study, both within the local authorities, as well as among service providers (consulting firms), the managers of the environment, research institutes ....
Technicians with dual skills, they can occupy positions of project managers in private or public companies, or heads of technical services of municipalities in various fields, but whose map, plan, spatialized digital information and are the main tools.

4. How the training works

The Master GAGER is organized mainly over 2 semesters :

  • a) the first semester of theoretical courses and practical work grouped into teaching units;
  • b) the second semester reserved for the professional internship on a theme approved in a serious and recognized reception structure.
    Admission to the internship is conditioned by an average mark of at least 10/20 in theoretical lessons and practical work; Any score lower than 7/20 in a taught subject is eliminatory. Registered professionals working in the field of GAGER can apply for internships in their professional structures.

According to the teaching units (UE), pedagogical support is organized in the form of individualized tutoring entirely via the Internet or through a tutored forum.

Two types of grouping sessions are planned:

  • A three-day local assembly session in the CNF of the AUF is planned at the beginning of the training to make contact with the supervision equipment and the introduction to the various training tools.
  • A ten-day regrouping session at the University of Ngaoundéré in Cameroon is planned for the sixth month of the academic year to take in hand the various tools necessary for the professionalization of learners. Travel and subsistence costs during these groupings in Cameroon are the responsibility of the selected candidates.

The defense of the end of study dissertation can be done remotely by videoconference.

5. Evaluation methods

Of the two major types of evaluation (formative evaluation and summative evaluation) only the formative evaluation will serve the educational monitoring. As for the summative evaluation, it is a sanction (in the broad sense) that will have to close a pedagogical period and give rise to a note that will certify a knowledge acquired and will participate in the orientation of the learner.

Each constituent element of a course may contain evaluations classified into three categories :

  • Self-assessment exercises, allowing the learner to become familiar with the basic concepts of the course;
  • Application exercises to verify certain concepts and learning processes related to the course;
  • A global activity to highlight, through a problem situation or practical case, the different concepts, concepts and methods presented in the sequence differences of the constituent element.

Each component of a course is subject to a specific terminal evaluation as specified in its conceptual diagram. For the trainer, the evaluation should be considered as pedagogical support allowing a better adaptation of its teaching to each learner.

6. Educational monitoring tools

Pedagogical monitoring, in this context, is a pedagogical relationship instrumented by formative evaluation tools, in order to help the learner achieve the objectives of the training. The following tools are taken into consideration :

  • Multiple choice test ;
  • Lacunary text ;
  • Induced text ;
  • Matches ;
  • Personal production. The trainers, via the distance learning platform, use synchronous and asynchronous communication devices to reproduce quasi-presential conditions, in which it is ensured that the interlocutor is the learner regularly enrolled in the training.
    Some processes such as virtual seminars or peer-to-peer collaboration encourage both the training of learners and the control of this "attendance".

7. Contacts and follow-up in the professional world

Two complementary modes of professional contact and integration: tutored projects and internships.

  • The tutored projects are realized via the platform. Each project is discussed and stopped with a framer and a professional. It can be for example the evaluation of the potentialities of a software.
  • The internship, a duration of 05 months is sought from companies and design office by trainers and learners. It allows them to apply the acquired techniques and / or to deepen their practical knowledge on a particular tool or application of geomatics. It takes place at the end of the first semester and gives rise to a report called "Master's thesis GAGER" written, evaluated and defended before a jury.

The company or the service of reception and the subject of the report are chosen by mutual agreement by the Training Manager, the supervisor and the student. It fits as much as possible in the professional project of the student, in complementarity or affirmation of his initial training.

The student must have a minimum of equipment needed to work, including a laptop with high speed internet connection.