Wj&JilJUOUmnQLW R „1 9 TPAff
The next two important questions that the developing
countries have to consider are« the first« what to teach
in each of the different levels of photogrammetric educ
ation i«e«, what will be the course syllabus and the
second« how much to teach i«e«, what will be the duration
of the course* Professor Dr« John Badekas in his Invited
paper to the Thirteenth ISP Congress« Helsinki« 1976 had
rightly observed that "Photogrammetric teaching is still
at the stage of what to teach« how much to teach and
what aid to use««««« Present actions to help the photo
grammetric teaching will be to prepare proper textbooks«
homework problems and laboratory exercises*"
Several suggestions for the model syllabuses for
photogrammetric education at different levels were sub
mitted to the Eleventh International Congress of
Photogrammetry« Lausanne 1968. The first suggestion is
given by Professor H.A. Brouwer« ITC« Netherlands in his
invited paper "Education and Training in Photogrammetry"
in which the detailed information about several institut
ions all over the world teaching photogrammetry have been
indicated in terms of number of hours devoted on nine
specified theory subjects and on nine practical exercises«
Dr« H«M. Karara« University of Illinois« USA in his
presented paper "Photogrammetric and Geodetic Engineer
ing (PGE) i A New Area of Specialization in Civil Engineering
at the University of Illinois" had described the new set
up of photogrammetric education at the undergraduate and
graduate level« Paul E« Norman« National Aeronautics and
Space Administration« Texas« USA in his presented paper
"Photogrammetric Training for Developing Countries" had
presented three trailing programmes viz«, the University
Programme, the Intermediate Programme and the
Techniciar Programme to meet the photogrammetric
training needs of developing countries.
Lt.Col«G.K« Roy, Survey Training Institute,
Hyderabad India in his presented paper "Analysis of
Photogrammetric Education in Developing Countries
