- 270 - 
mean of 23 Soil photointerpreters inquested. Through this kind of inquests 
we have arrived finally to the basic program of the course of Photogrammetry 
we are teaching today in 1982. It appears fully explained in Appendix 1. 
5. Models for the Standards of Competence 
This is related with the question of point five. It is obvious that the standard- 
ization that Commission VI try to do has to be done based on the content, du- 
ration and orientation of each one of the training courses in which Photogrammetry 
is a basic part of the training program. This implicates a careful analysis 
of the academic programs of ITC, IPI and CIAF, and a selection of Scholar models. 
In the introduction of this position paper I said that the standardization 
of the PKL of Soil photointerpreters depends in some extent on the available 
resources, endowment and academic level reached by each training School. This 
aspect is usually a function of time. As such, it is obvious that a training 
School like the ITC of the Netherlands which has a long tradition of 30 years 
' training photointerpreters from all the countries of the world; which has been 
founder and permanent technical and economic supporter of young Institutions 
like CIAF and IPI; which has been through the time a permanent source of know- 
ledge and orientation for the Professors today conducting the training programs 
of CIAF and IPI has to be necessarily for us a model in allrespects. Thus, 
ITC must be considered the most authorized opinion whenever we try to establish 
the standard of competence for Soil photointerpreters. For all these reasons 
it is not surprising if the academic programs of CIAF and IPI are very much 
like those of ITC. 
6. Summary and Conclusions 
  
To establish standards of competence for Soil photointerpreters we have to 
consider several factors like: duration and depth of training courses; the 
particular orientation and basic objectives pursued by each training School; 
the available resources, endowment, and academic level reached by each training 
school, etc., and even what we understand as the real scope of photogrammetry. 
All these factors has been briefly analyzed and we propose that a preliminary 
step of this standardization process should be: 
13 the homologation of all the different training courses offered by each 
training school; 
2) to define the real scope of photogrammetry; 
3) to consider the specific objectives pursued with each one of these training 
schools 
4) to define or analyze how deep has a training school to go teaching photo- 
grammetry to a soil photointerpreter to give him an adequate PKL according 
| with the nature of the activities he usually performs, and 
5) to define which academic norms and scholar models have we to take as reference 
points to standardize the PKL of soil photointerpreters. 
Table 2 
Evaluation of Photogrammetry Course (Partial results of the inquest of 1979; 
mean results of 23 Soil Photointerpreters) 
  
  
  
  
Grading 
Aspects of evaluation 100 80 60 40 20 
; VH H R L VL 
Importance for your profession 1 18 3 
Interest of subject 3 19 1 
Time devoted to the course 20 3 
Amount of learning 19 3 1 
  
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