‘those institutions offering the most comprehensive education in photogram- 
metry. Furthermore, it has to be mentioned that for many countries more or 
less reliable approximations had to be made and this in spite of the fact 
that we had an impressive amount of information available. Consequently , 
the values in Table I might be subject of corrections necessitated by addi- 
tional information obtained at a later date. 
TABLE I 
World-Wide Inventory on Educational Institutions Offering 
Instruction in Photogrammetry 
/ University level - U; Technician level - T / 
  
  
  
  
Year 1971 
Number of 
Area in Population |Institutions 
Region or Continent millions of km“ in millions U T 
Africa 30 336 35 20 
Asia / without USSR / 23 1.935 75 20 
Central and South Africa 19 220 70 20 
Europe / without USSR / 5 454 155 | 105 © e 
North America / Canada, 
Greenland, Mexico, U.S.A. / 24 270 140 45 
Oceania / Australia, N.Z. 
etc. / 8.5 20 15 10 
USSR 22.5 238 25 15 
Total / without Antarctic / 131 3.473 515 235 
  
  
  
  
From Table I it can be concluded that on a world-wide level there is one in- 
stitution at the university level per 7 million people and one institution 
on the technician level per 15 million people offering instruction in photo- 
grammetry. Furthermore, it can be noticed that Europe has the highest densi- 
ty of institutions per unit area while North America has the highest density 
of institutions per population unit. For the USSR the number of institutions 
is relatively low, however this is more than compensated by large enrollments- 
‘at the existing institutions. Regions with the lowest institution density 
are the regions of the developing countries being Africa, Asia and Centrai 
and South America with Asia being the most critical followed by Africa and Cen- 
tral and South America. Furthermore, it is interesting to notice that the num- 
ber of institutions at the technician level is only about half of the number 
of institutions at the university level. This situation must be subject to 
further analysis. At this stage it might be only mentioned that in some indu- 
strial countries the education budgets increase at a considerably higher ra- qc 
te than the Gross National Product. As this applies particularly for univer- 
Sity budgets, obviously a slow-down of university enrollment is inevitable ;