associated areas like mathematics, physics, computer technology, etc.
Clearly, the profession has responded well to these needs in view of the de-
velopments. These two forces continuously at work have helped the crystali-
zation of the disciplines. Thus the S&M profession is no longer contented
with having only one or two courses in a civil engineering curriculum or
having the geodetic and astronomic concepts taught in a geographical study
program. A carefully upgraded university education in our field should be
the logical outcome. This, however, is not yet evident in the world.
In order to ameliorate the situation, this author makes several conceptual
observations:
Concept I : With regard to undergraduate level education, the core discip-
line in S&M, i.e., photogrammetry and remote sensing, can not be
complete without the following four associated subject areas
(Fig.1):
(a) Mathematics, Physics and Computer sciences;
(b) Earth and Environmental sciences (including, specifically,
Geodesy and Astronomy);
(c) Engineering technologies, Graphics, Electronics, etc.: and
(d) Liberal electives (Literature, Law, Economics, etc.).
fos QUALITY CONTROL, MANAGEMENT iN
b: RESEARCH POST-GRADUATE LEVEL
EARTH AND
MATHEMATICS
PHYSICS, COMP.
SCIENCES
papes
©
ENVIRONMENTAL
SCIENCES
ENGINEERING
TECHNOLOGIES, LIBERAT,
aus ETC, rar
PHOTOGRAMMETRY
&
UNDER-GRADUATE LEVEL
Remote Sensing
Fig.1 : A conceptual model for education in photogrammetry
Concept II: With regard to postgraduate level education, some preparations
are necessary in the advanced levels of Quality Control, Manage-
ment and Research. However, this must be built on top of the
broad based undergraduate program. The associated areas (a,b,c
and d above) are generally well established in most institutions.
The curricula and programs must then be developed by concentra-
ing on the core area of our concern.
74