The first three would form the core in developing the basic theories, in 
discussing various data acquisition and data processing techniques. In-depth 
and practice oriented instructions on various instruments (Course 4) could 
be presented during or immediately after the first three courses. It is, 
however, better to separate and discuss the instruments after the background 
theories in courses 1 and 2 have been presented. This is when the instrument 
utilization and their theories are better appreciated. This course may even 
be split into two, being complementary to courses 1 and 2. 
Courses 5 and 6 are better presented at the postgraduate level. While the 
former would be addressed to future executives, supervisors and operational 
engineers, the latter would be addressed to the specialist involved in non- 
mapping/surveying areas as well as to the researcher in view of the growth 
potentials of the science. Courses 5 and 6 need not be sequential, while 
courses 1, 2 and 3 must be sequential (Fig.2). Depending on specific cir- 
cumstances, the contents of courses 5 and 6 may be integrated with the other 
courses or may be developed into further specialized courses. 
  
  
COURSE 1 
COURSE 2 "72 COURSE 4 | e, UNDER-GRADUATE LEVEL 
COURSE 3 Ne 
COURSE 5 COURSE 6 J S. 
RESEARCH -— POST-GRADUATE LEVEL 
  
  
  
Fig.2 : Suggested course sequence in photogrammetry 
The above gives a logical spread through the entire "gamut" of photogramme- 
try. With this basic structural pattern, one would be easily able to even 
elaborate each course in accordance with the demands of specific situations. 
For example, each course can be detailed into two sequential courses at two 
different levels of education. After having this course structure, the con- 
tents of specific courses can be easily developed and followed by a teacher 
at any level. The same structural pattern can be followed for the courses 
designed for technicians. 
In deciding the associated supplementary courses from other fields, one has 
to consider the institute's program philosophy as well as the specific need 
of the student. The above would give, this author believes, a unified ap- 
proach which is satisfactory and workable in any country or at any institu- 
tion where a specialized program in photogrammetry would be desired. 
Nonetheless, one must not ignore the role played by research in education. 
Research is vital, especially at the postgraduate level for any dynamic sub- 
ject Tike photogrammetry. Research can be defined along the three broad 
categories, (a) Basic research; (b) Applied research; and (c) Development 
(Ghosh, 1976). The term "Research and Development" (R&D) as generally used 
is assumed to embrace all the three. For the purpose of convenience, at 
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