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projects to produce different types of maps, justifying the map type 
proposed in terms of accuracy and efficiency with which it can be produced 
in comparison with the alternatives available. Furthermore, such an 
education shall denote a good level of ability to - after appropriate 
experience - assess the quality of map products. 
Depending on the needs and organisation structure of the particular mapping 
organisation, this education could be all-round or specified, but will 
be often the latter. 
Technician and Operator in Photogrammetry: 
Although both levels are necessary in photogrammetric production organi- 
sations, the authors do believe that the difference in educational level 
required is not very large, provided the operator education is adequate. 
Transition from an Operator to a Technician level may come with appropriate 
experience and some additional theoretic studies, but only if the operator 
has got personal leadership ability/capacity. 
This statement is given from experience where it has been seen that many 
Technician graduates are still working as operators unless they have 
these personal capabilities. 
Therefore, the authors' proposal is to concentrate mainly on the education 
of operators, which is less expensive as it can be done in-service (see 
ITC proposal for in-service training of photogrammetric operators E313 
and to consider a Technician in Photogrammetry as being a good experienced 
operator with leadership capacity provided with some additional photo- 
grammetric theory. 
An education at operator level shall thus denote sufficient theoretical 
and in particular good practical ability to carry out instrument operation 
tasks for the production of different types of maps. 
Proposal for general requirements to reach the standards at each level 
of Education and Training of professional photogrammetrists 
It is not the intention of the authors to define the requirements in detail, 
but only to propose guide lines on how this could be achieved by a possible 
WG VI-10 of the ISPRS. 
The authors propose to define requirements at each level of education and 
training in terms of objectives, divided into, on the one side, the 
necessary curriculum and on the other side, the student performance objec- 
tives for each part of the curriculum (these relationships being the best 
represented in a 2D matrix form as presented in appendix). Bloom (4) has 
defined six levels of students performance objectives, from the lowest to 
the highest level: 
knowledge - comprehension - application - analysis - synthesis - evaluation. 
For each part of the curriculum one can fix the level required in terms 
of (some of) these six students performance objectives. The authors recommend 
the use of this classification. 
Visser, Paresi 3