id
scopes of photogrammetry or of remote sensing. Two or
three doctor's theses are made in a year.
3.4 Conditions of Education
Regular and post-graduate educations essentially rely on
picture matter and instruments available at the Depart-
ment of Photogrammetry, such as:
— Analog instruments: Wild B8S, Zeiss Stereo Metro-
graph, Zeiss Technocart, Zeiss Topoflex.
— Analitic instruments: Zeiss 1818 stereo comparator,
Zeiss Stecometer, Kern DSR1, Zeiss PK1.
— Image transformation: Zeiss SEG III, Wild OR-1.
— Cameras: Zeiss Photeo, Zeiss UMK, Zeiss SMK.
The stock of instruments -expected Kern DSR1 - is con-
form to that usual in Hungary, primarily meeting analog
technologies. The stock of instruments is complemented
by PC-based computer equipment. Essential software '
available for different computations are:
— Block triangulation: BLUE, ORIENT.
— Digital terrain modeling: SCOP, TASC.
— Orthophotoing: SORA, and other software devel-
oped at the Department.
Picture matter in education is composed of terrestrial
photos made at the Department, aerial photos offered pri-
marily by instrument factories abroad, as well as LAND-
SAT and SPOT pictures. (Utilization of Hungarian air
photos has long been inhibited by their secrecy). Ac-
quisition of both instruments and images has been es-
sentially motivated by research and engineering consul-
tation works at the Department. Teaching staff at the
Department consist of one professor, two associate pro-
fessors, four senior assistant. Education is shared also by
research workers at the Department. Among conditions
of education, mention has to be made of relatively ex-
tended foreign relations of the Department. Since about a
decade, strict professional relations have been established
with counterpart departments of the Technical Univer-
sity of Vienna, and the University of Karlsruhe. Two
staff members were granted Humboldt fellowships. Ev-
ery year since 1990, students elaborating diploma works
have been sent out to Karlsruhe.
3.5 Developing the Education
It is manifest from those above that surveying engineer-
ing education at the Technical University of Budapest
differs from several aspects from similar purposed edu-
cations at countries with a developed market economy.
This difference has to be reduced, - keeping, however,
long-time traditions alive. At present, a new study pro-
gram is being developed, aimed at the formation of sur-
veying and space informatics engineers. In the new pro-
gram, the number of mandatory lessons is reduced (24
lessons a week), while the proportion of optimal subjects
increases (min. 20Built-up of education in photogram-
metry and remote sensing will be modified. Within the
subject matter, knowledge related to digital image pro-
cessing increases, and so does the number of optional
subject. Beginning with autumn 1991, organized Ph.D.-
type post-graduate education has been launched, adopted
by three students. The subject matter modification re-
quires to modify material and personal conditions of edu-
cation. It is endeavored to acquire up-to-date informatics
equipment, helped by a winning a TEMPUS competition,
where there is cooperation with universities of Karlsruhe,
Delft and Strasbourg. Much of the extension of our up-
to-date software stock is due to the Technical Univer-
sity of Vienna. Altered subsidizing of education stresses
the importance of competitions. There is a continued
251
endeavor to the educational uses of the stock of images
and instruments acquired for various research projects, as
well as engineering projects. The number of enrollment
is likely to decrease because of the decline of budgetary
resources. It is presumed that in regular education sup-
port from Ph.D. candidate students has to be relied on.
Main trends of variation are perceptible. At the same
time, material conditions of a significant variation are
but partly available. Many of the teaching staff func-
tioned for decades in the earlier rigid education system.
Thereby both material and personal conditions are ex-
pected not to be permit else but a protracted, step-wise
transition.
4. USERS EDUCATION IN REMOTE SENSING
Users education in photogrammetry and remote sensing
is offered at faculties of university of sciences, at various
faculties of technical universities, as well as in agricultural
engineering education. At regular courses, this education
is involved in other subjects (e.q. surveying, monuments
preservation, landscape architecture) as a rule. In post-
graduate education, photogrammetry and remote sensing
are self-contained subjects. In natural sciences, primarily
cartographers, geographers, geophysicists and geologists
are offered education in remote sensing. At technical uni-
versities, mining, forestry, civil engineers and architects
are taught primarily the fundamentals of photogramme-
try. In a given chapter of electrical engineering educa-
tion, students are concerned with remote sensing systems.
Similarly as for the surveying engineering education, also
the enumerated specialties are in a phase of transforma-
tion.
9. FUTURE OF REMOTE SENSING
Conversion to market economy and lifting of administra-
tive restrictions are expected to contribute to a still wider
extension of photogrammetry and remote sensing. Ac-
cordingly, the demand for skilled specialists is likely to in-
crease both in surveying and in user's domains. The pro-
posed educational changes are expected to help meeting
of arising demands. In course of these changes in addition
to theoretical knowledge, the importance of present up-
to-date technologies has to be reckoned with. As a result
of dimensions and economical situation in this country,
however, both in regular and in post-graduate education,
possibilities consistent to international cooperation have
to be relied on. In regular education, such a possibil-
ity may be offered by studies abroad for some semester,
as well as by the elaboration of diploma works abroad-
already going on. In post-graduate education, this possi-
bility may be offered by scholarships abroad.
6. CONCLUSION
In this respect, the inadequate language command of stu-
dent may be a drawback. A favorable change in edu-
cation is expected from the conversion to market econ-
omy stressing the importance of ownership. Proprietor
changes are accelerated, contributing to the appreciation
of surveying engineering activities. Change in education
is of particular importance.
