associated areas like mathematics, physics, computer technology, etc. 
Clearly, the profession has responded well to these needs in view of the de- 
velopments. These two forces continuously at work have helped the crystali- 
zation of the disciplines. Thus the S&M profession is no longer contented 
with having only one or two courses in a civil engineering curriculum or 
having the geodetic and astronomic concepts taught in a geographical study 
program. A carefully upgraded university education in our field should be 
the logical outcome. This, however, is not yet evident in the world. 
In order to ameliorate the situation, this author makes several conceptual 
observations: 
Concept I : With regard to undergraduate level education, the core discip- 
line in S&M, i.e., photogrammetry and remote sensing, can not be 
complete without the following four associated subject areas 
(Fig.1): 
(a) Mathematics, Physics and Computer sciences; 
(b) Earth and Environmental sciences (including, specifically, 
Geodesy and Astronomy); 
(c) Engineering technologies, Graphics, Electronics, etc.: and 
(d) Liberal electives (Literature, Law, Economics, etc.). 
  
fos QUALITY CONTROL, MANAGEMENT iN 
b: RESEARCH POST-GRADUATE LEVEL 
EARTH AND 
MATHEMATICS 
PHYSICS, COMP. 
SCIENCES 
papes 
© 
  
  
ENVIRONMENTAL 
SCIENCES 
ENGINEERING 
TECHNOLOGIES, LIBERAT, 
aus ETC, rar 
       
    
     
PHOTOGRAMMETRY 
& 
UNDER-GRADUATE LEVEL 
Remote Sensing 
  
  
  
Fig.1 : A conceptual model for education in photogrammetry 
Concept II: With regard to postgraduate level education, some preparations 
are necessary in the advanced levels of Quality Control, Manage- 
ment and Research. However, this must be built on top of the 
broad based undergraduate program. The associated areas (a,b,c 
and d above) are generally well established in most institutions. 
The curricula and programs must then be developed by concentra- 
ing on the core area of our concern. 
74