This work was done in collaboration with Safe Software partner con terra.
By Miguel Ángel Manso Callejo, Universidad Politécnica de Madrid
At the Universidad Politécnica de Madrid (UPM), I teach data transformation and integration to students preparing for careers in geomatics, surveying, and geospatial technologies. As one of Spain’s largest and most recognized technical universities, UPM has a long tradition of connecting academic knowledge with practical engineering and technology applications.
Within my course, students learn how geographic information is stored, transformed, and integrated across different systems and formats. This naturally leads to discussions about geospatial ETL processes and the tools used to support them, including FME.
Understanding the Complexity of Geospatial Data
One of the realities of working with geospatial information is that data rarely comes from a single source. Information may be stored in different formats, managed by different systems, and created for different purposes.
For this reason, students need to understand not only how data is collected, but also how it can be transformed and integrated into a repository, whether that repository is a file or a database. Coordinate transformations also become part of the process when required.
These challenges are common in professional environments, which is why geospatial ETL processes play such an important role in the course.
Learning Through Different Tools
Rather than focusing on a single technology, I introduce students to several tools used for data transformation and integration.
They learn about the GDAL/OGR libraries, their Python API, FME, and PDI with the GIS plugin. Once they have been exposed to these different approaches, students develop a personal project involving the acquisition, processing, and integration of geospatial information.
Part of the learning process is evaluating the available options and deciding which tool is most appropriate for the project.
Many students ultimately choose FME for their work.
From the Classroom to Professional Practice
The objective of the course is not simply to learn software. It is to understand how information moves between systems and how different sources can be brought together efficiently.
In a professional setting, I see FME as an excellent fit for the role of geospatial data integrator. It is also particularly useful for automating workflows and repetitive or recurring tasks, making it a valuable skill for students who will eventually work with large amounts of geospatial information.
By working with these concepts during their studies, students gain experience that is directly connected to real-world challenges in the geospatial industry.
A Valuable Opportunity for Universities
Academic programs benefit when students have access to technologies that are widely used in professional environments.
For instructors considering the FME Grant Program, my recommendation is simple: contact Safe Software and discuss your proposal or request. The program provides an opportunity to bring FME into the classroom and make it available for academic use.
I also think it is important to acknowledge the work Safe Software has done with its academic licensing policy. In my view, it is a win-win for both sides. Universities gain access to valuable technology for teaching and learning, while students become familiar with tools they may encounter throughout their professional careers.
