LEVELS OF EDUCATION 
As in any field of applied science or engineering, with regard to the level 
of required education and attained proficiency of individual students, one 
can consider the following three categories in photogrammetry: 
A. Photogrammetry Technicians (e.g., plotter operators), starting with a 
higher secondary or lower level educational background and requiring 
technical skills of a practical nature, obtainable within one year. 
  
B. Photogrammetry Professionals, starting with a higher secondary level 
educational background and requiring college level education of around 
four years. This would correspond to baccalaureate or under-graduate 
college/university education. 
C. Photogrammetry Postgraduates, after having completed one or more years 
of education beyond baccalaureate. 
In searching for a desirable ratio of the number of persons among the three 
categories in a country, Ghosh (1975) found the ratio A:B:C varying bet- 
ween the limits of 4:3:1 and 20:3:1 in the world, the former being in a 
country very highly developed (technically) and the latter being in a so- 
called developing country. Brandenberger (1972) found that on a world wide 
basis, there exists an average ratio of 5.4:3:1. The interesting fact is 
apparent which is the ratio between the categories B and C, i.e., 3:1. This 
seems to be the same and thus enjoys a general consensus in the world for 
education at the college/university level. 
Furthermore, for educational planning in any field, an annual intake of 1/20 
of active manpower in that field is realistic. This rule of thumb ratio is 
used in numerous countries by their ministries or departments of education. 
Obviously, course curricula should take into account these two primary and 
realistic considerations, viz., 
© An undergraduate to postgraduate ratio of 3:1; and 
e An annual freshman student intake of 1/20 of the average (existing, 
active and necessary) working population in S&M in the country. 
One must recognize that the strength of a profession is directly related to 
the strength of the available system of education. The strength would be 
visible in the profession's organizational structure both out of the school 
as well as within the school. We ought to maintain the tempo in the right 
direction. If readily available, the sensible courses of instruction would 
even relieve the burden of on-the-job training by the employers as are often 
necessary simply because our programs and curricula are not always adequate- 
ly realistic. 
CURRICULAR DEVELOPMENT 
S&M curricula in general and of photogrammetry in particular have undergone 
drastic changes during the last three decades. On the other hand, remote 
sensing has just started making a headway. 
Educators and practitioners in the mapping fields have been experimenting 
with curricula while the society at large has been demanding more complex 
and yet more comprehensive and extensive services. There has been also tre- 
mendous developments in terms of equipment, procedures and general under- 
standing in the basic subject areas of our field as well as in other 
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