Let us consider what should be the aims and objectives of
the following four categories of training in Photogrammetry
viz: operator, technician, technologist and professional as
depicted in Table 1.
It should be noted that in a developing country, these four
levels suffice whereas in a developed country one may
define only three levels of training — technician,
technologist and professional because there is really no
need for separating operator's training. In some countries
there are only two levels: technician and professional.
From Table 1, one can surmise that the aim of the
technician and operator's training is to answer the question
"how" while that of the technologist is to answer the
question "Why" and "How". The professional however seeks
to answer more of "why" than "how" (see Ayeni (1989) and
Ghosh,(1984). The long term behavioural objectives in
Table 1 may be classified as intellectual, professional,
emotional and social objectives. These will constitute a
dominant factor on the curriculum content.
In developing a curriculum for any of the four levels of
training depicted in Table 1, there is a need to prepare a
series of courses or course work which will lead to the
realisation of the overall aims and objectives for each level.
Before developing the general trend of the curriculum
contents of each of the courses at each level corresponding
short-term aims and objectives must be defined, which
should be consistent with the long-term aims and
objectives.
4. CONTENTS
4.1. Definition and Scope:
By content we mean the subject matter, the professional
skills, knowledge, laws and ideas to be learned during a
programme or course. Apart from the short-term and long-
term aims and objectives, other factors to be taken into
account in developing the content of a curriculum for
Photogrammetry are the type and calibre of the teachers,
the type of equipment, the type of text books available and
the state of the art. In designing a curriculum, the concept
of "Depth", "Breadth" and "Spread" must apply (Ghosh
(1980) and Ayeni (1989)), particularly for the technician,
technologist and professional levels of training (See Fig. 3).
According to Ayeni (1989) and Ghosh (1984), "Depth"
assures that the curriculum content produces competence
in one discipline or speciality, while the "Breadth"
guarantees that the content allows acquisition of
knowledge ‘in other cognate disciplines such as
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Cartography, Remote Sensing, Photography and Land
Surveying. It is possible to distinguish between primary and
secondary "Breadth" as illustrated in Fig. 3. The concept of
"Spread" ensures a broad-based education in other
ostensibly unrelated disciplines. These concepts are used to
develop the sample modules for operator's, technician's,
technologist’s and professional training programmes in
Tables 2A and 2B, which are by no means perfect modules.
4.2. Operator’s Course (sub-technician course):
Considering that this is the lowest level of training and
taking into account the aims and objectives of the
operator’s course as contained in Table I, a curriculum
content has been outlined in Table 2A. The content of the
course concerns only the fundamentals of Photogrammetry
under the "Depth" module and no emphasis is placed on
the "Spread" module. Practical work is emphasised.
4.3. Technician’s Course:
Emphasis in the content of the technician’s course is having
a good coverage of essential photogrammetric topics under
"Depth" modules as well as a good background of cognate
disciplines under "Breadh" modules. This course is meant
to give a good training in the mathematical subjects under
"Spread". modules (see Table 2A). The content under
"Depth" includes instruments maintenance given the lack
of maintenance culture in developing countries. Practical
work is also emphasised.
4.4. Technologist’s Course:
For the same reason given in Section 4.3., the content for
the technologist under the "Depth" modules incorporates
basic - servicing, maintenance and repairs of
photogrammetric instruments. Elements of managerial
training is introduced as part of the "Depth" module as
shown in Table 2B.
4.5. Professional Course:
The modules for professional training presented in Table
2B include what is expected in any graduate or post-
graduate degree courses at M.Sc. and Ph.D. levels. It is
important to note that most curriculum contents in
developing countries do not usually include the following
very crucial aspects of photogrammetric training:
(i) Geographical Information System (GIS) or Land
Information System (LIS), for lack of computer
facilities;
(i) Non-topographic applications, for lack of
appropriate photogrammetric equipment, and