least in the academic world, one differentiates between Research and Ins- 
truction. However, in a university, these two are generally very closely 
related. Furthermore, it is entirely appropriate, and indeed desirable, 
that the coupling of Research and Service in the context of the "Teach- 
ing and Learning" mission of an institution should be encouraged and be 
allowed to continue. 
CONCLUSION 
At an institution where a program is desired to be elaborate and to be ca- 
tering to the requirements of the technician, the professional and the post- 
graduate, it (the program) needs to be progressively flexible. Basic areas 
listed under Concept I would provide the most important base. Later on, 
as the student progresses, he may obtain ideas from other fields of special- 
ization like Computer science, Geodesy, Statistics, etc. Thus, depending 
on his advancing needs, he may be permitted to advance at his own pace. 
The set of courses in photogrammetry has been outilined here in the belief 
that any revision of curricula would be easily possible in recognition of 
the technical trends with which the student would have to cope. 
The author would like to express his profound appreciation for the numerous 
ideas he obtained in this regard from numerous colleagues all over the world 
during the last seven years in his capacity as the Chairman of Working Group 
VI-7 (Education). The above seems to be the consensus. 
BIBLIOGRAPHY 
Brandenberger, A.J.;1972. General Report of the Working Group, Education, 
Commission VI; ISPRS Congress at Ottawa. 
Ghosh, S.K.; 1975. The Teacher's Dilemma; PERS 41, No.8; pp 1013-1018. 
Ghosh, S.K.: 1976. Photogrammetric Research: Organization, Coordination 
and Policies; Invited Paper, ISPRS Commission VI; ISPRS Archives for 
XIII Congress, Helsinki; 14 pp. 
United Nations; 1983. Status of Mapping in the World; World Cartography, 
Vol. XVII, UNO New York (UN Publication No. ST/ESA/SER.L/17) [Authored 
by A.J. Brandenberger and S.K. Ghosh]; 115 pp. 
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