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of such a questionnaire will assist the instructor in 
identifying his areas of weakness and strength as a person 
as well as those of the objectives, contents, methods, and 
assessment. He will therefore be obliged to make the 
necessary amendments in the curriculum development 
process, thereby making it a dynamic process (See Figs 1 
and 2). 
7.2.3. The third type of feed back is the one carried out 
periodically by way of a questionnaire on the products of a 
curriculum at an interval of say every five years after 
graduation. 
The purpose of this feed back is to determine whether the 
long-term aims and objectives are being achieved long after 
graduation. The questionnaire is usually designed to assess 
the graduates’ performance at work, his progress and 
improved skills and also to what extent he has been making 
good use of the knowledge and skills acquired during 
training. The analysis of this type of feed back will also 
constitute an input to the changes to be effected in the 
curriculum as it will reveal areas of success and failure. 
8. CONCLUSIONS AND RECOMMENDATIONS 
8.1. Conclusions: 
The five components in the curriculum process have been 
identified as: 
(i) Aims and objectives 
(ii) Content 
(iii) Methods 
(iv) Assessment 
(v) Feed back and analysis. 
It has been established that the curriculum should be a 
cyclic and a continuous. process (see Fig. 1). The mutual 
interaction amongst the five components have also been 
illustrated (see Fig. 2) in relationship to the curriculum 
development in Photogrammetry. The importance of the 
results of assessment and of the various types of feedback 
to the continuous curriculum process has been 
demonstrated. 
8.2. Recommendations: 
(a) The concept of "Depth", "Breadh", and "Spread" for 
developing a new curriculum content or in revising an 
existing one is highly recommended for training 
institutions in developing countries; 
(b) The inclusion of instrument design, maintenance and 
repairs as well as GIS/LIS is also highly recommended 
in the curriculum content, particularly at technologist 
and professional training levels; 
231 
(c) Institutions in developing countries should not regard 
curriculum as a static process but as a continuous cyclic 
process. The various inputs from assessment and 
feedback should be considered in the process. 
REFERENCES 
1. Ayeni, O.O. (1989) "Education, Training and Research 
in Cartography and Remote Sensing in Developing 
Countries", Invited paper, 7th UN Regional 
Cartographic Conference, Ouagadougou, Burkina 
Faso, September 6-11, 1989 
2. Ghosh, S.K. (1984), General Report on 
Photogrammetric and Remote Sensing Education and 
its Improvement around the World, ISPRS Archives, 
Vol. XXV, pp. 120-128. 
3. Nicholls, Audrey and Howard (1980): "Developing a 
Curriculum: A Practical Guide", Unwin Education 
Books (3rd impression).