- upgrade an existing cadastral information system into a multi-purpose infor 
mation system 
- demonstrate basic knowledge on information systems for local authorities 
and municipalities, including systems for the management of utilities 
The courses had a modular structure. The first block of three months was common 
to the three courses and included lectures in computer programming, basic con 
cepts of GIS, geo-referencing and digital mapping. During the second block of six 
months, each course works in its application area and participants are trained to 
operate different software systems, mainly through a series of case studies. The 
final block of three months is devoted to final projects, carried out with data sets 
from the participants home countries. 
Outside experts were understandably involved! in the design and execution of the 
LIS/Cadastre Course, notably Prof. Henssen of the Cadastral Service and Prof. 
Bogaerts of the Delft University of Technology. 
3 External developments that affect training 
The external developments that have had the greatest impact on on-going training 
programmes are the institutional and technical issues affecting survey and map 
ping agencies. The former deals with the environment within which the agencies 
have to operate and the latter with the practical execution of survey and mapping 
programmes. 
The technical aspects are the simplest and so will be dealt with first. In brief, or 
ganisations are, on the one hand, faced with rapid technological developments in 
the fields of expert systems, data bases, point positioning systems, satellite tech 
nology and image processing. These new integrated tools and techniques are 
either replacing or at least complementing established technologies in sun/eying 
and mapping, but either way they are revolutionising the survey processes 
through their impact on the traditional disciplines Involved and on how the informa 
tion needs of the user community can best be served. 
On the other hand, however, these integrated systems are not only becoming 
more user friendly but are also becoming more independent as more and more 
systems become PC-based. A consequence of this is that less time needs to be 
spent in an educational programme on teaching the theory behind a system or a 
specific mapping process, such as relative orientation. The implication is thus that 
technology will receive less emphasis and students will only have to be taught how 
to use systems.