WORK RELATED LEARNING REPORT

FOR
GLORIA RUHANYA
R1811690J
MIDLANDS STATE UNIVERSITY

FACULTY OF SCIENCE AND TECHNOLOGY

DEPARTMENT OF SURVEYING AND GEOMATICS
AT

ZIMBABWE NATIONAL GEOSPATIAL AND SPACE AGENCY

Address: 630 Churchill Avenue, Mount Pleasant, Harare Zimbabwe
Telephone: +263(86)88003466-7
 Name and Surname: Gloria Ruhanya

Registration number: R1811690J

Department Of surveying and Geomatics

Faculty of Science and technology

Midlands State University

February to September 2022

At the

ZIMBABWE NATIONAL GEOSPATIAL AND SPACE AGENCY (ZINGSA)

Disclosure by the supervisor

This is to confirm that I have read the report and the information enclosed is correct and there

is no confidential information.

...
I

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TABLE OF CONTENTS

Contents
ACKNOWLEDGEMENTS ......................................................................................................................... vii
ABSTRACT ............................................................................................................................................... ix
INTRODUCTION ....................................................................................................................................... x
LIST OF ABREVIATIONS........................................................................................................................... xi
CHAPTER 1: ORGANISATIONAL STRUCTURE ........................................................................................... 1
1.1 Background of the ZINGSA ............................................................................................................ 1
1.2 Vision ............................................................................................................................................. 1
1.3 Mission Statement ........................................................................................................................ 1
1.4 Broad Strategy .............................................................................................................................. 2
1.5 Core Values ................................................................................................................................... 2
1.6 Objectives...................................................................................................................................... 2
1.7 The ZINGSA Organogram .............................................................................................................. 4
1.8 Location of the ZINGSA ................................................................................................................. 5
1.9 Shortest route from CBD............................................................................................................... 6
CHAPTER 2: EXPECTATIONS AND REALITY .............................................................................................. 7
3.1 Financial and Administration Department.................................................................................. 10
3.2 Procurement Department........................................................................................................... 10
3.3 Space Science Department ......................................................................................................... 11
3.4 Space Engineering Department .................................................................................................. 11
3.5 Space Operations Department ................................................................................................... 13
3.6 Geospatial Science and Earth Observation Department ............................................................ 14
3.6.1 Objectives of the Geospatial Science and Earth Observation (GSEO) ................................. 14
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 3.6.2 Current Research Areas ....................................................................................................... 14
3.6.3 Developments under Geospatial Science and Earth Observation Department .................. 15
3.7 Recommendations to ZINGSA ..................................................................................................... 16
3.8 Recommendations to the Institution .......................................................................................... 17
CHAPTER 4: PRODUCTS AND SERVICE MARKETS .................................................................................. 18
4.1 Crop monitoring .......................................................................................................................... 18
4.2 Machine learning ........................................................................................................................ 20
4.3 Service of Agriculture .................................................................................................................. 21
4.5 Mineral Exploration .................................................................................................................... 21
4.6 National Spatial Data Infrastructure ........................................................................................... 24
4.7 Disaster Monitoring and Management....................................................................................... 25
4.8 ZINGSA MARKET .......................................................................................................................... 26
CHAPTER 5: COMPANY- SOCIETY CONNECTION ................................................................................... 27
CHAPTER 6: PERSONAL DEVELOPMENT................................................................................................ 28
6.1 Strengths ..................................................................................................................................... 28
6.2 Weaknesses ................................................................................................................................ 29
CHAPTER 7: HANDLING CONFLICT BETWEEN PERSONAL AND ORGANIZATIONAL OBJECTIVES .......... 30
CHAPTER 8: KEY SKILLS DEVELOPMENT ................................................................................................ 31
8.1 NON-TECHNICAL SKILLS .............................................................................................................. 31
8.1.1 Public Relations .................................................................................................................... 31
8.1.2 Time management ............................................................................................................... 32
8.1.3 Protocol ................................................................................................................................ 32
8.1.4 Decision making ................................................................................................................... 32
8.1.5 Project management............................................................................................................ 32
8.2 TECHNICAL SKILLS ....................................................................................................................... 33
8.2.1 DIGITIZING............................................................................................................................ 33
8.2.2 GEOREFRENCING.................................................................................................................. 37
8.2.3 RTK Surveys .......................................................................................................................... 38
8.2.4 Regeneration of general plans using AutoCAD software..................................................... 40
8.2.5 Spraying Crops using AGRAS T30 Drone .............................................................................. 41
8.2.6 Winter wheat mapping ........................................................................................................ 43
8.2.7 Data collection and map making ......................................................................................... 45
8.2.8 Site Calibration ..................................................................................................................... 46

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 8.2.9 Other technical skills developed by the student are: .......................................................... 47
8.3 Trainings attended by the student.............................................................................................. 47
CHAPTER 9: REENTRY ............................................................................................................................ 49
9.1 Use and Understanding of GIS softwares (QGIS and ArcGIS) ..................................................... 49
9.2 Use of Drones and GNSS equipment .......................................................................................... 49
9.3 Problem-solving and Innovation ................................................................................................. 49
9.4 Professional Behavioural Change................................................................................................ 49
9.5 Communication Skills .................................................................................................................. 50
CHAPTER 10: INNOVATION ................................................................................................................... 51
CHAPTER 11: SUMMARY ....................................................................................................................... 51
11.1 Global Navigation Satellite System ........................................................................................... 52
11.2 Practicum (Survey Camp) .......................................................................................................... 53
11.3 Introduction to GIS and Spatial analysis and GIS structures and Algorithms ........................... 53
11.4 GIS Camp ................................................................................................................................... 53
11.5 Principle of Remote Sensing ..................................................................................................... 53
11.6 Principles of Photogrammetry .................................................................................................. 54
11.7 Automated survey drafting ....................................................................................................... 54
11.8 Land Law ................................................................................................................................... 54
11.9 Cartography and Geodesy......................................................................................................... 54
11.10 Communication Skills .............................................................................................................. 55
REFERENCES .......................................................................................................................................... 56

Table of Figures

Figure 1 ZINGSA ORGANOGRAM ..................................................................................... 4

Figure 2 Location map of ZINGSA ........................................................................................ 5

Figure 3 Shortest route CBD .................................................................................................. 6

Figure 4 Overview nature of the ZINGSA ............................................................................ 9

Figure 5: Space science phenomenon – Planets (Source: NASA, 2002) ............................ 11

Figure 6: Manufacture of satellites ...................................................................................... 12

Figure 7 Telecommunications antenna used for Satellite monitoring and tracking ....... 13
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Figure 8 Aerial surveys workflow ........................................................................................ 15

Figure 9 ZINGSA drones spraying UZ farm ...................................................................... 16

Figure 10 Crop type identification using satellite imagery ................................................ 18

Figure 11 : Crop monitoring workflow using GIS and remote sensing ............................ 19

Figure 12 Machine Learning Workflow .............................................................................. 20

Figure 13 Agras drone spraying maize ................................................................................ 21

Figure 14: Mineral Exploration workflow .......................................................................... 22

Figure 15 Distribution of anomalous copper, gold, tungsten ............................................. 23

Figure 16 National Spatial Data Infrastructure conceptual model ................................... 24

Figure 17 Disaster monitoring maps: Cyclone Idai damage assessment in Machongwe,

Chimanimani (left), Chimanimani district landslide susceptibility (right). ..................... 25

Figure 18: Overview of the ZINGSA Market...................................................................... 26

Figure 19 Farms digitized by the student ............................................................................ 34

Figure 20 Overview of rivers digitized by the student........................................................ 35

Figure 21 Layout plans digitised by the student ................................................................. 36

Figure 22 Settlements digitised by the student .................................................................... 37

Figure 23 The student setting up the base station ............................................................... 39

Figure 24 Student measuring trig for control ..................................................................... 40

Figure 25 Regenerated general plans in AutoCAD ............................................................ 41

Figure 26 the student putting pesticide into the drone ....................................................... 42

Figure 27 Code used by the student to download NDVI images in Google Earth Engine

.................................................................................................................................................. 44

Figure 28 Workflow for wheat mapping ............................................................................. 45

Figure 29 Map showing quelea breeding sites ..................................................................... 46

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Figure 30 some of the drones at ZINGSA ............................................................................ 48

Figure 31 Real time kinematics diagram ............................................................................. 52

Figure 32 Workflow for wheat mapping ............................................................................. 54

ACKNOWLEDGEMENTS

Firstly, I would like to thank The Almighty God who granted me this wonderful opportunity

and for giving me strength and guidance during this work attachment period. I would also like

to express my uttermost gratefulness to the staff of Zimbabwe National Geospatial and Space

Agency for giving me an opportunity to complete my industrial attachment period at their

organisation. In doing so, I managed to bridge the gap between my theoretical knowledge and

the real world tasks and experiments in Surveying and Geomatics .My gratitude also goes to

the Midlands State University academic staff for passing on their knowledge, which has helped

me during the industrial attachment. It is because of their firm support that I managed to get

industrial attachment. I would also like to acknowledge all my lecturers at the Surveying and

Geomatics Department for equipping and imparting me with relevant knowledge in Surveying

and geomatics without which my industrial attachment experience may not have been possible.

My heartfelt and external thanks go to my supervisor Mr Isaxon Munhuwenhamo for his

patience and kindness to guide me through my internship with counsel and feedback

irrespective of his busy schedule.

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To ZINGSA Scientists Mr. F.J Mudzingenyama, Mrs T Mazhawidza, Mr. A.N Siziba, Mr. M

Ndebele, Mr. G Mugabe, Mr. K Marozva, and Mr. P Chifamba, their vast in-depth knowledge

and experience that they continuously offered to me time and again is highly appreciated.

Not forgetting my fellow attaches. Their physical presence was a reassurance that the mission

could be achieved.

The time I spent at ZINGSA as an intern was a profound one for me as it was rich in academic

experience and opportunities that I personally believe will shape and influence my professional

life while promoting personal growth and development, this made possible by the contribution

of others.

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ABSTRACT

The basic element of a complete surveyor has to do with both academics and the relationship

to the practical aspect. The application of the basic skills is key to the environment of a

surveying student. This report is a summary of the students work experience in the Surveying

and Geomatics Industry under a National Geospatial and Space Agency. This document seeks

to give the information of the student’s work related learning experience at ZINGSA, which

ran from February to July. The report describes how the degree program fits into the industry

and what can be improved to give a competitive edge in the industry.

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INTRODUCTION

It is true to say that the process of attaining knowledge can be easy but the application of that

knowledge to know-how in real life events is the hardest part. This explains why we can have

so many intellectuals at a company but the company has zero progress. This scenario alone

thus validates the importance of this work related period. This period helps the student to gain

hands-on experience and to face the real world and industry. This report is an account, in

summary form, of the training experience that the student went through during the work related

period. The approach taken in this report is based on the student area of exposure, thus the

report therefore is merely a presentation of the company’s Intel the projects done face the

concepts picked up and some points of improvement noted during the work related period

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LIST OF ABREVIATIONS

GP: General Plan

GCP: Ground Control Point

RTK: Real Time Kinematic

PPK: Post Processing Kinematic

DEM: Digital Elevation Model

GIS: Geographic Information System

GPS: Global Position Systems

GSEO: Geospatial Science and Earth Observation

GUI: Graphic User Interface

NDVI: Normalised Difference Vegetation Index

ODK: Open Data Kit

QGIS: Quantum Geo Information System

R&D: Research and Development

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RDBMS: Relational Database Management Systems

SCP: Semi-automatic Classification Plugin

SPSS: Statistical Package for Social Sciences software

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CHAPTER 1: ORGANISATIONAL STRUCTURE

1.1 Background of the ZINGSA

The Zimbabwe National Geospatial and Space Agency (ZINGSA) is a wholly

owned Government of Zimbabwe entity, established under the Research act

[Chapter 10:20] in July 2020.

Strategically ZINGSA serves a unique research and innovation role as the country’s

advanced research and advisory institution. It is responsible for designing,

promoting, coordinating and conducting research and development initiatives that

promote advances in Geospatial Sciences and Earth Observations, Space

Engineering, Space Science, Aeronautical Engineering, Mechatronics, Satellite

Communication Systems, Global Navigation Satellite Systems (GNSS), Land

Positioning Systems, Unmanned Aerial Vehicles (UAV) and Launch of Satellites.

The Agency was created to support the development and application of Geospatial

and Space Technologies for the advancement of Zimbabwe’s modernization and

industrialization agenda.

1.2 Vision

To harness space technology for national development of Zimbabwe.

1.3 Mission Statement

To build Zimbabwe into a space power hub through cutting edge research capable

of making innovations and scientific discovery independently.

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1.4 Broad Strategy

To explore limitless possibilities through Space Science

1.5 Core Values

Integrity: Act with honest, honour and truthfulness

Reliability: Consistent and dependable services

Excellence: committed to be the best

Team Work: Working together with partners

Growth: Always innovating and looking for new ways to grow competencies

1.6 Objectives

The ZINGSA Objectives are to:

⮚ promote the peaceful use of space;

⮚ Support the creation of an environment conducive to industrial development in

space technology;

⮚ Foster research in geospatial science and earth observation, space science,

space engineering, communications, navigation and space physics;

⮚ Advance scientific, engineering and technological competences and

capabilities through human capital development outreach programmes and

infrastructure development; and

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⮚ Foster international co-operation in space-related activities.

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 1.7 The ZINGSA Organogram

Figure 1 ZINGSA ORGANOGRAM

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1.8 Location of the ZINGSA

The ZINGSA is located in Mt Pleasant along Churchill Avenue in the Northern part of

Harare (Figure 2). It is 5.4km from the Harare Central Business District (CBD) (Figure 3).

Figure 2 Location map of ZINGSA

5
1.9 Shortest route from CBD

Figure 3 Shortest route CBD

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CHAPTER 2: EXPECTATIONS AND REALITY

When the student started work-related learning the student was eager to put every theoretical

concept that she had grasped from college into practical affairs and also the student had great

expectations and zeal as she ventured into the practical field, below are some of the

expectations.

● The student was seeking to attain the much needed hands-on skills on the various

equipment, documents and processes of the surveying (Geomatics) field. She was able

to use different GNSS sets which include the Trimble Montana 700i and Trimble R12i

which is the latest Trimble.

● The student expected to visit the offices involved in any survey permit application or

any other issue concerning land however the student only managed to visit the surveyor

General Office only

● The student expected to get more practical use of the softwares used in surveying

including some learnt at college (ArcGIS, Surpac and AutoCAD). The student used

AutoCAD very often in regeneration of general plans. The student also gained more

experience in using ArcGIS since she had to use ArcGIS in almost every project. The

student was also introduced to new software’s which include QGIS, PIX 4D and Google

Earth Engine. However the student did not get a chance to use Surpac.

● To explore more practically through exposure to field work. The student managed to

cover much ground which includes aerial mapping, RTK surveys and topographic map

creation, variable rate spraying using RTK enabled drones.

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● The student expected to be able to be in charge and handle a full project from its start

to Finish. This managed to happen as the student managed to be in charge of ground

control point establishment (GCP) and collection in a project in Aerial mapping of

Glenwood in Harare.

● The student hoped to travel around Zimbabwe doing big survey projects but since there

were three attaches and only one student at a time was allowed to travel the student

only managed to go to Masvingo for an urban planning project.

● To gain first-hand experience on how different departments within an organization

complement each other in achieving the set organizational goals and objectives. The

student gained sufficient experience such that towards the end of the internship she was

given field and office work which was inter departmental to perform with minimum

assistance or supervision.

● To gain leadership skills and this was achieved when the student was given the

responsibility to work on a project alone with minimum supervision and also the student

was trusted to handle jobs on her own.

● The student anticipated to be trained and to be nurtured into a professional Scientist

prior to the completion of my degree program, judging from what the student learnt and

the view of the company it can be safe to say that if the students expectations and reality

were to be juxtaposed no significant differences are worth mentioning.

● The student expected a step by step and method by method way of approaching a

phenomenon and this helped the student in attaining problem solving skills in different

scenarios and different survey problems

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CHAPTER 3: NATURE OF INDUSTRY/ INDUSTRY DEVELOPMENTS

The Zimbabwe National Geospatial and Space Agency (ZINGSA) is a wholly

owned Government of Zimbabwe entity, established under the Research act [Chapter 10:20] in

July 2020.

Figure 4 Overview nature of the ZINGSA

9
There are six departments at the ZINGSA and they are as follows;

3.1 Financial and Administration Department

The Finance and Administration department is responsible for ensuring efficient

delivery of the ZINGSA mandate by supporting the organisation as a whole to focus

on its core business and thus attain its target through the provision of finance and

administrative services including:

 Developing business plans, time-lines and budgets to perform financial

projects;

 Developing and maintaining standard financial and administrative

procedures;

 Monitoring and managing expenditures within allotted budget;

 Ensure the preparation and maintenance of all financial records; and identify

and resolve financial and administrative issues

3.2 Procurement Department

The Procurement Department is responsible for the acquisition of supplies, services,

and construction in support of the ZINGSA core business. It is also responsible for

issuing purchase orders, developing term contracts, and acquiring supplies and

services.

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3.3 Space Science Department

Space science department is responsible for championing research that will increase

the understanding of planets that exist outside the Earth's solar system through

coordinating scientific research and educational programmes to improve science

education.

Figure 5: Space science phenomenon – Planets (Source: NASA, 2002)

3.4 Space Engineering Department

 Manufacture of Earth observation Satellites

 Manufacture of Communication Satellites

 Navigation equipment manufacturing

 Manufacturing of Mechanical Ground Support Equipment

11
  Manufacture of Unmanned Aerial Vehicles (UAVs)

 Chip manufacturing

 Manufacture of Radar equipment

Figure 6: Manufacture of satellites

12
3.5 Space Operations Department

This department is responsible for managing communication between spacecraft,

ground stations and control centres as well as launching Satellites. In addition, it is

responsible for strategic planning of space operations; specifically developing future

plans for ZINGSA systems, facilities and personnel.

Figure 7 Telecommunications antenna used for Satellite monitoring and tracking

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3.6 Geospatial Science and Earth Observation Department

3.6.1 Objectives of the Geospatial Science and Earth Observation (GSEO)

Geospatial and Earth Observation department is responsible conducting specialised research

and development on projects and activities on geospatial applications and earth observation

including mining and mineral exploration, disaster management, weather and climate,

geospatial intelligence, agriculture and ecosystems, water, energy, health and any other

nationally strategic applications. The Geospatial and Earth Observation department is also

responsible for developing and implementing geospatial technologies for nationally strategic

sector; for example precision farming for the agriculture sector.

3.6.2 Current Research Areas

The spatial dimension is a required aspect of informed decision making. The department has

capacity to design and develop products that embrace the spatial dimension for informed

decision making:

 Geoinformation Science and Earth Observation.

 Geospatial analytics and remote sensing.

 Mining and mineral exploration.

 Disaster management.

 Weather and climate.

 Geospatial intelligence.

 Agriculture intelligence.

 Wildlife conservation.
14
  Water, energy, health and any other nationally strategic applications

 Aerial mapping

3.6.3 Developments under Geospatial Science and Earth Observation Department

3.6.3.1 The use of drones in city modelling

The advancement in drone technology has transcended into the survey industry whereby drones
are now used in surveying as a substitute to the known survey technology. At ZINGSA below
is a diagram which shows how drones are used in city modelling

Figure 8 Aerial surveys workflow

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3.6.3.2 Use of drones in Variable rate treatment (Precision agriculture)

ZINGSA has a fleet of drones with cutting edge technology for example the Agras T30. They
are used in various applications in agriculture which include crop spraying and fertiliser
application. Crop spraying missions that have been conducted include spraying of potatoes
using propicomazole fungicide against early blight and cabbage using fusillade herbicide
against post emergency weeds.

Figure 9 ZINGSA drones spraying UZ farm

3.7 Recommendations to ZINGSA

 There is need for improvement in internet connectivity as the intermittently slow

internet interrupts working on the main server and causes major drawbacks to the

progress of projects.

 There is need to purchase high processing computers as the nature of tasks under the

department demands this capability in order to deliver products in time

 Regular trainings of Surveying and Geomatics as most of the staff are not aware of what

Surveying and geomatics is all about

 Furthermore, the student feels that students should be granted permission to also partake

in employee enriching training that may enrich students with knowledge of the ever-

16
 changing technological world and for the students to use the knowledge in

implementing in the real running environment

3.8 Recommendations to the Institution

 The Department of Surveying and Geomatics should try by all means to expose the
students to the ever evolving technology on Geomatics related issues which include
Drone technology .This will greatly help the students to be more innovative within the
industry and to also prepare the students for different careers globally.

17
CHAPTER 4: PRODUCTS AND SERVICE MARKETS

4.1 Crop monitoring

There are eyes in the sky to identify crops on fields with an accuracy of 90%. Convolutional
neural networks, can be used to aid information extraction from farms, endorse precision
farming and ultimately enhance agricultural output & national food policy and economy
planning (Notarnicola et al., 2017) . Being a government institution ZINGSA is responsible for
crop monitoring and provides government with information on crop production which include
crop stress, crop health, on set of agricultural droughts and forecasts of bumper harvests.

Figure 10 Crop type identification using satellite imagery

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Figure 11 : Crop monitoring workflow using GIS and remote sensing

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4.2 Machine learning

Figure 12 Machine Learning Workflow

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4.3 Service of Agriculture

Figure 13 Agras drone spraying maize

4.5 Mineral Exploration

ZINSGA have a geospatial capability of detecting and quantifying minerals. In mineral

exploration they are also able to perform mining cadastre surveying. Fig 14 below shows the
mining exploration planning.

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Figure 14: Mineral Exploration workflow

The figure below shows the distribution of Anomalous Copper, Gold, Tungsten, Overlaid on

original geology a workflow within QGIS.

22
Figure 15 Distribution of anomalous copper, gold, tungsten

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4.6 National Spatial Data Infrastructure

The National Spatial Data Infrastructure has been defined as “the technology, policies,

standards, and human resources necessary to acquire, process, store, distribute, and improve

utilization of geospatial data. ZINGSA is working on unveiling National Spatial Data

infrastructure.

Figure 16 National Spatial Data Infrastructure conceptual model

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4.7 Disaster Monitoring and Management

ZINGSA also offer services and research disaster monitoring and management. They are

responsible for the updating of National hazard maps and below are some of the maps that were

done by ZINGSA in Chimanimani post-cyclone Idai disaster.

Figure 17 Disaster monitoring maps: Cyclone Idai damage assessment in Machongwe,

Chimanimani (left), Chimanimani district landslide susceptibility (right).

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4.8 ZINGSA MARKET

Figure 18: Overview of the ZINGSA Market

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CHAPTER 5: COMPANY- SOCIETY CONNECTION

The company society connection is how at best ZINGSA as a company relates to the

community. The organization treats each client with utmost respect regardless how big or small

the job is. The Organisation understands very well that its survival is based on good working

relations with the society or the community. It is with strong basis to this understanding that

ZINGSA tries to build strong ethical relations. The company has relations with Institutions of

Higher Learning as they take in students in the department of Surveying and Geomatics

mentoring them and helping to produce competitive scientists. Students have been taken from

Midlands State University (MSU), University of Zimbabwe (UZ), Africa University (AU) and

other different Polytechnics across Zimbabwe. ZINGSA also work well with primary and

secondary schools. As a way of achieving its objective of fostering research in geospatial

science and earth observation, space science, space engineering, communications, navigation

and space physics, ZINGSA also do outreaches educating primary and secondary students on

the peaceful use of space. Being the pioneer in city modelling, ZINGSA have good relations

with the local government. Having provided efficient way of spraying crops with drones,

ZINGSA managed to develop strong connection with farm owners and the ministry of

Agriculture. There is also a strong connection between ZINGSA and Zimbabwe National

Water Authority. ZINGSA provides ZINWA with data which complements theirs work for

instance rivers, dams and all other water sources in Zimbabwe.

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CHAPTER 6: PERSONAL DEVELOPMENT

6.1 Strengths

 Public relations (the student was the one who led the induction for all the new

employees that joined the department during her time on attachment)

 Working in an organisation established under the Research act [Chapter

10:20] helped the student to be a good researcher

 Punctuality – The student learnt the clear importance and need for punctuality in the

corporate world. Every second counts and impression is based on time keeping, a lot is

archived when one abides to punctuality and being obliged to the company rules and

regulations

 Teamwork - The ability to relate well with the supervisors as well as the survey

assistants and list and taking each other’s advices. Also participating in every field task

to make work progress at a faster rate and improve teamwork.

 Commitment and passion for the work I do but mostly for surveying as a profession.

 Ability to work under pressure, manage a demanding workload and tight deadlines as

some of the projects were done by the student were done within a limited timeframes.

 Application of learnt theoretical data to real life situations.

 Taking note and attention to detail during different surveying tasks.

 Exhibiting leadership skills through the ability to adapt to different working

environments as this should be a strength for all most all surveyors

 Always ready to accept even the least important duties

 Self-confidence and the ability to work with minimum supervision.

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  Enthusiastic about exploring new geospatial solutions and how it relates with the

surveying industry.

 Improved communication skills –. The industrial attachment helped me develop good

communication, listening skills and also able to communicate at a professional level. I

learnt about personal behaviour and interaction skills as I worked with people of

different ages, personalities and departments hence I gained knowledge on how to

communicate with different kind of people in an organisation

6.2 Weaknesses

The following were my weaknesses most of which however I only had during my early days

at ZINGSA:

 I occasionally procrastinated, but when I finally decided to do the task at hand, I did it

within the time limit. The consciousness that time cannot be stopped, recycled or stored

made me surmount this imperfection

 The use of software’s was at first not an easy task as the basic knowledge the student

had got in college was now being put to test due to addition of more things they should

do using the software’s.

 Making your decisions heard the student somehow found it difficult to tell the older

survey assistance his orders.

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CHAPTER 7: HANDLING CONFLICT BETWEEN PERSONAL AND

ORGANIZATIONAL OBJECTIVES

In few ways if not many the expectations of the student do not tally with what is there and this

is inevitable. In order for tasks to be completed there are some sacrifices and compromises

which the student had to make. Below are some of the conflicts the student encountered but

managed to handle:

Conflicts encountered Conflict resolution

Differences in data capturing techniques. For Using a compromise method that had each

example differing opinions on how the team member’s input through proper

survey task should be executed. planning

Working long after hours and weekends. For Had to sacrifice pleasure for work by coming

example during external surveys and month to work and this gave the student more

end and mid-month measures. exposure and experience.

What matters more is the time frame of The student took a to Saturday to come to

completing a project, thus the race for time is work and perfect on some of the equipment

an inconvenience to the student who want to tricks that she had to improve

learn for there is little time to learn in

practice.

30
 There was shortage of computers and other The student had to bring her laptop and

hardware install the most used software

CHAPTER 8: KEY SKILLS DEVELOPMENT

During the students work related learning period the student developed a variety of professional

skills vital in the career maturity as a surveyor. Surveying like any other profession is

characterized by a body of knowledge specifically its own, knowledge that is shared by

practitioners, refined by practice and guided in its application by a code of professional

conduct.

Continuous exposure to survey equipment namely , Trimble R12i GNSS set, Garmin Montana

700i GPS and DJI drones increased my operational effectiveness and efficiency in terms of

basics such as equipment setting and improved problem identification in order to see what best

instrument can be used for a certain project. The student also gained extensive knowledge of

the Land Survey Regulations as these are consulted for guidance in day to day survey work

especially for registration purposes. Some of the essential skills gained by the student during

his work related learning are written below:

8.1 NON-TECHNICAL SKILLS

8.1.1 Public Relations

The student managed to improve her communication skills both oral and written

communication. Having mastered communication skills, the student was assigned to carry out

31
induction sessions for the new employees. The student was then made the spokesperson for the

Geospatial and Earth Observation department.

8.1.2 Time management

With the amount of projects, office work that needs to be finished on time also the aerial maps

and day to day surveys done by the organisation the student was amazed by how quickly she

managed to prioritize and gain the skill of time management and scheduling of tasks.

8.1.3 Protocol

When the superiors and his supervisors would speak the student listened attentively.

8.1.4 Decision making

The student decision making skills were sharpened at the organization as the student would be

required to make final decisions in some cases. Especially when the student had to be in charge

of a project or when supervisor was not around in the field and with the last decision would lie

on to the student. In order for work to be done and with the student knowing very well of the

expected outcomes, she had to make some decisions on her own and then inform the supervisor

of the same.

8.1.5 Project management

The student was given an opportunity to manage the some of the surveying projects she was

involved in. Project management is a vital skill in surveying as it results in the reduction of

expenses for the project. Planning reduces the time spent on the field, and it also reduces the

chances of making errors in the field. Before going to the field, I had to make sure that I had

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all the resources required for the project. The student would create a checklist of the things to

be used in a particular project.

8.2 TECHNICAL SKILLS

8.2.1 DIGITIZING

Digitizing in GIS is the process of converting geographic data either from a hardcopy or a

scanned image into vector data by tracing the features (Maguire, 2001). During the digitizing

process, features from the traced map or image are captured as coordinates in either point, line,

or polygon format. Digitizing information makes it easier to preserve, access and share .For

example an original historical document may only be accessible to the people who visit the

physical location but if the content is digitized, it can be made available to people worldwide.

8.2.1.1.1 Farm boundary digitizing

The student was not familiar with the application at first. The student discovered that QGIS

could be operated from the command line. The command line allows one to manipulate data

using different spatial functions embedded in QGIS. The student digitized all the farms in

Midlands and Matabeleland South provinces. The desktop would freeze at times. To solve this

problem, the student then added a few grids of the raster she was working on rather than adding

the whole raster at once burdening the software.

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Figure 19 Farms digitized by the student

8.2.1.1.2 River digitizing

The student used Google hybrid satellite image to digitize the rivers on Save Catchment. The

student also used Bing satellite to identify the direction of the river where it was not visible on

Google hybrid. The student discovered that Google hybrid is more up-to-date than Bing map.

The students used heads up digitizing to digitise rivers in save catchment. Heads up digitizing

(also referred to as on-screen digitizing) is the method of tracing geographic features from

another dataset (usually an aerial, satellite image, or scanned image of a map) directly on the

computer screen.

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Figure 20 Overview of rivers digitized by the student

8.2.1.1.3 General Layout plans digitizing using ArcGIS

The student learned how to sketch in ArcGIS. The student also learned how to edit vertices in

ArcGIS.

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Figure 21 Layout plans digitised by the student

8.2.1.1.4 Digitized settlements as points using QGIS

The products from the urban mapping using drones is an Orthophoto image. This Orthophoto

was used a basemap reference of identifying settlements and digitizing them. The student

digitized all the settlement of Victoria ranch, Masvingo.

The student learned how to create point features with exact (manually entered) coordinates in

QGIS. The student appreciated advanced Digitizing panel. This tool allows entering exact

coordinate values as well as constructing points at given distance and angle from other points.

The student learnt that, the snapping tool plugin should be disabled when digitising features as

points.

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Figure 22 Settlements digitised by the student

8.2.2 GEOREFRENCING

Georeferencing is the process of assigning locations to geographical objects within a

geographic frame of reference (Alecu et al., 2007). The student georeferenced the ortho-mosaic

photo for Victoria Ranch using a shape file layer of the general plans. The student also

georeferenced the layout plans using a shape file of general plans. As part of learning the

student used both ArcGIS and QGIS to complete the task .The student preferred ArcGIS when

georeferencing. The student exported the Ground Control Points (GCPs) for Debyshire farm

from the GPs and used them to georeference the orthomosaic photo of the area.

The student learnt and understood that the control points must be evenly distributed covering

the whole area so as to preserve shape when georeferencing. The student developed an

appreciation of coordinate systems. A coordinate system is a unique mathematical system of

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describing the position of a feature on the earth's surface. Universal Transverse Mercator

(UTM) is used for mapping and Gauss for cadastral beacon coordinates.

8.2.3 RTK Surveys

RTK stands for real-time kinematic (Paul & Whyte, 2020). It describes on-board drone

hardware that allows a survey drone to communicate with a base station in real time to validate

its location in space (Heo et al., 2009). This ensures survey-grade accuracy in the collected

photogrammetry data (Khasawneh, 2018). The student set up the base station and measured

ground control points (GCPs) using GPS. The student made tilt compensation settings

according to the area being surveyed. The task was done in Lyndhurst (Harare) and Victoria

Ranch (Masvingo). Real-time kinematic (RTK) processing on a drone recorded GPS

information and geotags images as they were captured during flight. The GPS location was

recorded for the centre of each image. An active base station set by student on the ground sent

raw GPS data to the drone. The drone’s on board GPS unit then combined that information

with its own observations and accurately determined its position relative to the base. The

student faced a challenge when the radio link went down .This was because there was no

direct line of site between rover and base. The presence of the mountain between the rover and

base disturbed the line of site. The student understood the difference between real time

kinematic and post time kinematic.

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Figure 23 The student setting up the base station

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Figure 24 Student measuring trig for control

8.2.4 Regeneration of general plans using AutoCAD software

For general plans to be used for further tasks, they need to be regenerated first. The student

regenerated the general plans for Mutare (Gimboki), Bulawayo (Cowdray Park), Longlands,

Derbyshire and Victoria Ranch (Masvingo) using AutoCAD. For accuracy purpose the student

used the coordinate entry method to regenerate the general plans purpose. The student mastered

the use of distances and directions to establish the lines. After regeneration of a myriad of

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general plans using different AutoCAD versions, the student preferred AutoCAD2020 since it

is more user friendly

Figure 25 Regenerated general plans in AutoCAD

8.2.5 Spraying Crops using AGRAS T30 Drone

The student went to University of Zimbabwe farm to spray potatoes using AGRAS T30 drone.

The student was assisted to make the drone mission plan for the task. The student used the

drone checklist to inspect the fitness of the drone for the mission. The student determined the

volume of pesticide that was required to complete the mission. The student calculated the

pesticide volume per spray tank (PVT). The student learned how to use AGRAS T30 for

spraying. The student also understood that agriculture drones can be used to do anything from

precision agriculture, to efficiently dispersing weed control or fertilizers, and optimizing field

management. The results include reduced operation costs, improved crop quality, and an

increased yield rate.

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Figure 26 the student putting pesticide into the drone

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8.2.6 Winter wheat mapping

Wheat is the second most important food crop grown in Zimbabwe. The estimation of wheat

yield before its harvesting is a critical step toward ensuring food security (Bégué et al., 2020).

In this regard, remote sensing plays a critical role in acquiring accurate and timely information

about crop distribution over large spatial extents that is important in guiding food production

and policymaking by the government. The main objective of the task was to estimate the winter

wheat cropped area for the 2022 winter wheat season based on geospatial technologies. The

student used Java Script bon figure below to download NDVI images for Masvingo and

Midlands provinces for wheat mapping. The normalized difference vegetation index (NDVI)

is a simple graphical indicator that can be used to analyse remote sensing measurements, often

from a space platform, assessing whether or not the target being observed contains live green

vegetation.

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Figure 27 Code used by the student to download NDVI images in Google Earth Engine

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Figure 28 Workflow for wheat mapping

8.2.7 Data collection and map making

Quelea birds are a general problem to farming communities across the country through

destroying crops such as sorghum, wheat, and millet. In this regard, the Zimbabwe National

Geospatial and Space Agency (ZINGSA) is collaborating with the Problem Birds Control Unit

under the ZIMPARKS to explore the possibilities of providing sustainable control methods

using the Geospatial technologies. The student carried a reconnaissance survey in Gonarezhou

where she captured data of the quelea birds breeding sites using a GPS. The student made a

map showing the breeding sites for the birds.

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 Formatted: Font: (Default) Times New Roman, 12 pt

Figure 29 Map showing quelea breeding sites

8.2.8 Site Calibration

It is a process of adjusting projected (grid) coordinates to fit the local control. A calibration

calculates parameters for transforming WGS-84 coordinates into local grid coordinates i.e.

Gauss coordinates in Zimbabwe. A calibration should be calculated and applied before staking

out points and computing offset or intersection points. If a project is calibrated and surveyed

in real-time, the General Survey Software gives real-time solutions in terms of the local

coordinate system. More than three trigs are used when calibrating. Transformations

adjustments are done to place the missing beacons or the beacons of the property of the new

survey. In Township surveys after beacons have been placed using GNSS, lines can be run

from the placed block corners using the pegging plan. Coordinates for block corner placement

are extracted from an AutoCAD DWG.

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8.2.9 Other technical skills developed by the student are:

 Establishing control points using google earth

 Image processing using Pix4D mapper
 Marking ground control points
 Flight planning

8.3 Trainings attended by the student

8.3.1 Drone training

The student managed to attend a drone training. The student learned how to use drones in

surveying. Below are the things which the student learned from the training:

8.3.1.1 Flight planning

A flight planning consists of a flight (navigation) map which shows where the aerial

photographs are to be taken and parameters (specifications) which outlines the specific

requirements such as aerial camera and film requirements, scale, flying height, end lap, side

lap, tilt and swing round (yaw) tolerances.

8.3.1.2 Image Processing

Image processing is a method to perform some operations on an image, in order to get an

enhanced image or to extract some useful information from it. It is a type of signal processing

in which input is an image and output may be image or characteristics/features associated with

that image. The student learned how to process raw images to come up with an orthomasaic

image.

The drones which the student was exposed to:

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Figure 30 some of the drones at ZINGSA

8.3.2 GIS Training

The student attended a GIS training where she managed to comprehend more GIS skills which

include map making and image classification. The student also learned more on the

components of GIS Shown on the diagram below.

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CHAPTER 9: REENTRY

During her time at ZINGSA the student grew academically, socially and finally professionally.
The company’s values, ethics and policies helped the student to mature at a very high scholarly
level which helps in re-entry of the student back to the University. Below are all the qualities
developed and acquired by the student during the Work Related Learning period which are
needed for a fruitful final year back at University.

9.1 Use and Understanding of GIS softwares (QGIS and ArcGIS)

During Work Related Learning the student was exposed to the use of GIS softwares (QGIS and
ArcGIS) .QGIS was the main GIS software used at ZINGSA for digitizing of structures, farms,
water bodies etc. The student mastered most of the tools and their functions in QGIS and this
would aid in her final year project if necessary. Also, the student had mastered the software
that it would be easy to introduce fellow students to it if need be.

9.2 Use of Drones and GNSS equipment

Being exposed to drones during work related learning helped the student to develop strong
interest in photogrammetry. Having developed this strong interest for photogrammetry the
student the decided to do a final year project which is anchored on photogrammetry.

9.3 Problem-solving and Innovation

ZINGSA serves a unique research and innovation role as the country’s advanced research and
advisory institution. Working on research organization improved the student’s research skills
which will greatly help in her final year project.

9.4 Professional Behavioural Change

The professional environment affected the student’s behaviour in a positive manner. ZINGSA
is an organisation with people of different social, religious and political views. The student
developed and matured on how to work with these different people. Knowing how to act and
what to say to different people to avoid offending any one person was one of the best traits that
the student developed and this would help in re-entry at University. Where there would be need

49
to interact with other professionals and students during the final year project, the student would
find it easy to address any issues in a professional manner.

9.5 Communication Skills

The professional environment exposes the student to people of various opinions. The student
developed good communication skills especially in the field where she had to interact with
people living in areas where she established control points during surveys. Also, the student’s
oratory skills improved when addressing issues or problems in the professional environment.
Most of these skills were gained from attending regular meetings and paying attention to how
other senior employees addressed themselves when presenting cases.

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CHAPTER 10: INNOVATION

We can define innovation as the process and the product of a new vision on reality and/or on
the usual ways of doing and thinking. This implies the articulation between an idea and an
action to produce renewed responses, resources, processes, and/or tools. Innovation is easily
confused with words like invention or improvement. They are, however, different terms.
Innovation refers to coming up with a better idea or method, or integrating a new approach
within a contextual model, while invention is more statically about creating something new.
Innovation refers to finding new ways to do things, while improvement is about doing the same
thing more effectively.

 The student suggested the use of up to date high resolution satellite imagery in urban
planning. Instead of assigning a team to go and fly a drone in order to come up with an
orthomosaic image showing structures in an area, an up to date satellite high resolution
satellite imagery can be used. Moving the whole country flying MATRICE 300RTK is
expensive since the team doing the task would need more money to cover for field
expenses (food and accommodation).
 The student trained some GIS scientists to regenerate general plans in AutoCAD instead
of digitizing the general plans in QGIS and ArcGIS. Regenerating general plans in
AutoCAD produce more accurate general plans than digitising in QGIS and ArcGIS.
 The student managed to convince the supervisor to use the drop box as an online backup
method for the data that is important in the organization. The use of DWG Fast View
to open general plans in the field. The mobile application can be used to measure
distances and directions when doing beacon relocation. This can help save time when
no close beacons can be found for orientation

CHAPTER 11: SUMMARY

The student greatly grasped GIS, Photogrammetry, and Remote Sensing and Cadastral survey
concepts theoretically and practically. The student also gained from concepts learnt from
University from various modules. These modules aided in development of new skills and also
helped in solving other problems in the office and in the field. Below are the modules and
concepts used and how they were applied.

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11.1 Global Navigation Satellite System

During RTK surveys the student set up the base station and measured ground control points
(GCPs) using GNSS equipment (Trimble R12i). Real-time kinematic (RTK) processing on a
drone recorded GPS information and geotags images as they were captured during flight. The
GPS location was recorded for the centre of each image. An active base station set by student
on the ground sent raw GPS data to the drone. The drone’s on board GPS unit then combined
that information with its own observations and accurately determined its position relative the
base.

Figure 31 Real time kinematics diagram

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11.2 Practicum (Survey Camp)

Team work was adapted from the module especially in the field. Team work helped to reduce
the load as sometimes the student and her accomplices had to cover up work for each in order
to complete a bigger ground in one day. Exposure to GPS equipment (Trimble) during survey
camp made it easier for the student to use GNSS equipment at Zingsa.

11.3 Introduction to GIS and Spatial analysis and GIS structures and Algorithms

The student did not have any experience with the QGIS application at the beginning of the

Work Related Learning Period. However, after interaction with the application for a few days
the student became well versed with it. This was aided by the knowledge of other GIS
applications from this module. The interfaces were similar visually therefore identification and
use of tools was easy.

11.4 GIS Camp

To be part of a GIS project before going into the industry was a great experience which opened
the student’s eyes on what pressures are encountered and how to work on time so as to satisfy
the end user. As a result, the student managed time well and knew how to deals and absorb
pressure when results were needed.

11.5 Principle of Remote Sensing

The student used satellite imagery from the Google Hybrid base map. During wheat mapping
project the student used NDVI image to extract wheat farms. The normalized difference
vegetation index (NDVI) is a simple graphical indicator that can be used to analyse remote
sensing measurements, often from a space platform, assessing whether or not the target being
observed contains live green vegetation.

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Figure 32 Workflow for wheat mapping

11.6 Principles of Photogrammetry

The student was trained to take geotagged pictures using PHANTOM4RTK drone. The student
also processed drone images with Pix4d mapper.

11.7 Automated survey drafting

It was important that the student had knowledge about AutoCAD software because while at
ZINGSA the student used the skills acquired in this module to regenerate general plans.

11.8 Land Law

Knowledge of the law pertaining to land learnt under the land law module helped the student
to have the appreciation of how surveys were conducted and how land disputes were handled
between land owners.

11.9 Cartography and Geodesy

The courses provided knowledge on the different coordinate systems, datums and projections
which were used in capturing and displaying data. The student often merged data from different
reference systems. This module was of great assistance to me especially during topographic
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map production. With this I was fully equipped to produce maps which were easy to understand
yet fully detailed.

11.10 Communication Skills

Basic communication skills were applied in the field when interacting with clients, making the
job easy. Knowledge from this module made the student outstanding and was assigned to be
the spokesperson of the department, basic communication skills were applied in report writing
and compilation of the logbook.

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REFERENCES

Alecu, C., Chrysoulakis, N., Oancea, S., & Stancalie, G. (2007). The georeferencing errors of

satellite data in remote sensing applications. Image and Signal Processing for Remote

Sensing XIII, 6748(67481), 67481Q. https://doi.org/10.1117/12.747001

Bégué, A., Leroux, L., Soumaré, M., Faure, J. F., Diouf, A. A., Augusseau, X., Touré, L., &

Tonneau, J. P. (2020). Remote Sensing Products and Services in Support of Agricultural

Public Policies in Africa: Overview and Challenges. Frontiers in Sustainable Food

Systems, 4(May). https://doi.org/10.3389/fsufs.2020.00058

Heo, Y., Yan, T., Lim, S., & Rizos, C. (2009). International Standard GNSS Real-Time Data

Formats and Protocols. IGNSS Symposium 2009.

Khasawneh, M. A. (2018). Introducing Principles of Land Surveying by Assigning a Practical

Project. June.

Maguire, D. J. (n.d.). GIS customisation. 359–370.

Notarnicola, C., Asam, S., Jacob, A., & Marin, C. (2017). Mountain crop monitoring with

multitemporal Sentinel-1 and Sentinel-2 imagery. November 2016, 2015–2018.

Paul, R., & Whyte, W. (2020). - Introduction to surveying. Basic Surveying, 11–31.

https://doi.org/10.4324/9780080499895-4

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