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Post-graduate studies are restricted to Ph.d’s by research only. 
Gi\ en the potential of the photogrammetric labs as far as technology and 
manpower is concerned, very few Ph.Ds are being awarded after a rather 
long period of study. It should be mentioned that a significant number of 
Ph.D theses w r ere produced during the past decade by former university 
assistants according to the law 1268/82 in a legislative efford to raise the 
universities level. Thus, the labs potential to "third" post-graduate student 
was significantly reduced. 
Photogrammetric courses are also offered to students of other fac 
ulties like civil engineering, architecture and archaeology. The level is 
adequate only to provide these graduates with a catalogue of possibilities 
and terms to communicate with the photogrammetrist, they will possibly 
have to collaborate. The results of these courses have not yet been appar 
ent in the professional practice. 
Courses in Photointerpretation and Remote Sensing are being 
offered to the undergraduates of a series of faculties. For the same rea 
sons as those described for photo gramme try, no course of study is being 
designed to produce an "active" remote sensist. Faculties with extensive 
instruction in Remote Sensing are Rural and Surveying Engineering, Civil 
Engineering, Agriculture, Forestry, Geology etc. Appart from the basic 
principles, instruction is oriented towards the needs of each discipline. 
A nearly common characteristic in all faculties is the lack of 
adequate technological level and extend instrumentation. General purpose 
computers are being used to demonstrate basic principles, w^hile the few 
installed small systems are already outdated. Only one lab, That of NTU of 
Athens seems to satisfy contemporary instruction specifications. Even this 
lab, however, can hardly cope with the population of ca 120 students per 
year, v'ho should be instructed. An M.Sc dissertation, therefore, seems to 
be the only realistic solution to a respectable training in Remote Sensing. 
Concerning post-graduate studies, the situation is identical to the one 
described for photogrammetry. 
6. CONCLUSIONS - PROPOSALS 
It looks apparent from the above paragraphs, attempting an out 
line of the present hellenic status, that there exists no defined relation 
between the education system and the (non—existing) specifications of the 
present professional practice.