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Our world is “shrinking” — we have started realizing the utility of using one properly structu- 
red geo-coded data base instead of 15 or more ellipsoidal data base systems. The development, 
maintenance and utilisation of such.land information systems now injected by photogrammetry 
and remote sensing is bound to have the greatest impact within the S & M professions. 
Education, the curricula and programs, must respond to these changes. Our objectives must be 
formulated in these regards. This means that we should be prepared to restructure our educational 
programs or even help other disciplines to re-structure themselves in view of our impacts on the 
society. This, however, has to be done with caution. 
The program planner and course designer should avoid indiscriminate elimination of the older 
techniques simply because they are old. For example, even though certain analog photogrammetric 
methods may not be practiced any more, they can still be used to advantage in the class room to 
demonstrate the basic concepts. Disciplines other than ours can benefit from our approaches. 
Photogrammetry and remote sensing would be excellent carriers for demonstrating practical appli 
cations of mathematics and physics for example, in terms of matrix and vector algebra, transfor- 
ma tion theories, numerical analyses, electromagnetic radiation, information theories, concepts on 
scales, standards and units, and so on. 
In the so-called “developing countries’, there is on the average less than one institution per 
country that imparts education in photogrammetry and remote sensing. The efforts of the WG 
are intended to finally ameliorate the situation. 
On the basis of our group effort, we have identified three basic priority problems that requie 
our immediate attention, viz., #1) A need for an international assessment of manpower and facili- 
ties in our fields; (2) A need for developing unified curricula with regard to various levels of educa- 
tion and their standards; and (3) A need for collaborative research and cooperation in sharing edu- 
cational materials and teaching & research personnel. 
Our experience during the previous quadrennium (1980-84) was beneficial. Two successful 
regional conferences on education (one in Nigeria, Africa in 1982 and the other in Malaysia, S.E. 
Asia in 1983) helped us tremendously in finding our path. Similar conferences are contemplated. 
WE do not have anything definite to announce at this stage. We are working on these projects. 
We also realize, however, that we have to go a long way before we can say that we have come 
closer to all our cherished goals. 
Members of Working Group Vi-7 
(as on May 31, 1986) 
S, E. ASIA 
Dr. Kaew Nualchawee ) 
Asian Inst. of Technology (AIT) 
Bangkok, Thailand 
Proposed Directo for 
regional conference. 
Mr. Hardi Koesalamwardi 
Inst. Technology Bandung 
Bandung, Indonesia 
  
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LE ETE ERE IN