centage of T-level teachers when compared with that of
the U-level is only 36%. It can be concluded that on the
T-level the situation has slightly worsened when compa-
red with 1971. At this stage, and in view of a too slow
surveying and mapping production rate throughout the world,
it appears mandatory that the photogrammetric production
sector be essentially strenghtened by increasing the per-
sonnel on the T- and A- levels, i.e. by educating or trai-
ning more personnel, or with other words to increase eit-
her the number of T- and A-level institutions /at the sa-
me time increasing the total number of students/ or to in-
crease the number of teachers at such institutions /again
by also increasing the student enrollment/. If the tenta-
tive production personnel ratio of 1:3:6 between U-, T-,
ond A-levels is considered /see 2// it becomes obvious
how urgent it becomes in the future to strenghten photo-
gremmetric education and training on the T- and A-levels.
Prom Table I it ean be derived that Europe has the hi-
ghest density of photogrammetry education per area /one
institution per 16,000 km“ area, and one photogrammetry
teacher per 12,000 km* area/ while North America has the
highest density of photogrammetric education per popula-
tion /one institution per 900,000 people, and one photo-
gremmetry teacher per 500,000 people/. The average figu-
res for the entire world as far as photogrammetry tea -
chers are concerned are: One photogrammetry teacher per
90,000 xm? area, and per 2.6 million people. — Regions
with the lowest institution and teacher densities are. the
regions of the developing countries, namely Afrioa, Asia
and Central E South America, with Asia being the most cri-
tical followed by Africa and Central E South America.
— However, and regardless of these deficiencies, it can
be stated that photogrammetry education troughout the
world has progressed much faster than education in ot-
her disciplines considering the fact that photogramme-
try education started only about 1920.
