as satellite remote sensing. Under the programme, courses of different durations
can be arranged depending upon client requirements in the ares of fundamentals,
such as
a) Physics
b) Mathematics
c) Computer programming
and in themes such as
Water Resources
Mineral Resources,
Forestry,Pedology and Landuse Planning
Courses on the following topics are also suggested
a) Cartography
b) Instrumentation
c) Integrated approach
One of the important courses,which needs to be taught in all facets to all the
trainees is geodata base and information retrieval system using remotely sensed
data.
CONCLUSION:
The following conclusions can be drawn after studying various aspects presen-
ted in the paper pertaining to the remote sensing education at undergraduate
and postgraduate levels.
i) Imparting of education regarding satellite remote sensing and its applicat-
lons at the undergraduate level and postgraduate level is very necessary
In view of useful satellite data which is being received regularly and
repetatively with global coverage. Developing countries such as India
have to seriously consider introducing of suitable courses at both the
levels in the frontier area of satellite remote sensing.
ii) Nonformal education methods are need to be given top priority for inserv-
ice training programmes for horizontal transfer of satellite remote
sensing techniques to user agencies.
iii) Developed countries have an important role in helping developing countries
in the educational programmes by way of infrastructural facilities, teach-
ing aids and expert guidance and financial assistance.
ACKNOWLEDGEMENTS:
The author conveys his thanks to the Head, CSRE f
ment in writing this paper.
or giving all encourage-
REFERENCES:
l. CSRE.- Training volumes from 1981-88
2. NASA - COURSE 81 - The 1981 Conference on Remote Sensi
e
May 1981 Purdue University. nsing Education
2. Proceedings of International Conference on Training For R
emot
users - GDTA. Toulouse France 8-11, 1984. Ü ete Sensing
120
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