Let us consider what should be the aims and objectives of 
the following four categories of training in Photogrammetry 
viz: operator, technician, technologist and professional as 
depicted in Table 1. 
It should be noted that in a developing country, these four 
levels suffice whereas in a developed country one may 
define only three levels of training — technician, 
technologist and professional because there is really no 
need for separating operator's training. In some countries 
there are only two levels: technician and professional. 
From Table 1, one can surmise that the aim of the 
technician and operator's training is to answer the question 
"how" while that of the technologist is to answer the 
question "Why" and "How". The professional however seeks 
to answer more of "why" than "how" (see Ayeni (1989) and 
Ghosh,(1984). The long term behavioural objectives in 
Table 1 may be classified as intellectual, professional, 
emotional and social objectives. These will constitute a 
dominant factor on the curriculum content. 
In developing a curriculum for any of the four levels of 
training depicted in Table 1, there is a need to prepare a 
series of courses or course work which will lead to the 
realisation of the overall aims and objectives for each level. 
Before developing the general trend of the curriculum 
contents of each of the courses at each level corresponding 
short-term aims and objectives must be defined, which 
should be consistent with the long-term aims and 
objectives. 
4. CONTENTS 
4.1. Definition and Scope: 
By content we mean the subject matter, the professional 
skills, knowledge, laws and ideas to be learned during a 
programme or course. Apart from the short-term and long- 
term aims and objectives, other factors to be taken into 
account in developing the content of a curriculum for 
Photogrammetry are the type and calibre of the teachers, 
the type of equipment, the type of text books available and 
the state of the art. In designing a curriculum, the concept 
of "Depth", "Breadth" and "Spread" must apply (Ghosh 
(1980) and Ayeni (1989)), particularly for the technician, 
technologist and professional levels of training (See Fig. 3). 
According to Ayeni (1989) and Ghosh (1984), "Depth" 
assures that the curriculum content produces competence 
in one discipline or speciality, while the "Breadth" 
guarantees that the content allows acquisition of 
knowledge ‘in other cognate disciplines such as 
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Cartography, Remote Sensing, Photography and Land 
Surveying. It is possible to distinguish between primary and 
secondary "Breadth" as illustrated in Fig. 3. The concept of 
"Spread" ensures a broad-based education in other 
ostensibly unrelated disciplines. These concepts are used to 
develop the sample modules for operator's, technician's, 
technologist’s and professional training programmes in 
Tables 2A and 2B, which are by no means perfect modules. 
4.2. Operator’s Course (sub-technician course): 
Considering that this is the lowest level of training and 
taking into account the aims and objectives of the 
operator’s course as contained in Table I, a curriculum 
content has been outlined in Table 2A. The content of the 
course concerns only the fundamentals of Photogrammetry 
under the "Depth" module and no emphasis is placed on 
the "Spread" module. Practical work is emphasised. 
4.3. Technician’s Course: 
Emphasis in the content of the technician’s course is having 
a good coverage of essential photogrammetric topics under 
"Depth" modules as well as a good background of cognate 
disciplines under "Breadh" modules. This course is meant 
to give a good training in the mathematical subjects under 
"Spread". modules (see Table 2A). The content under 
"Depth" includes instruments maintenance given the lack 
of maintenance culture in developing countries. Practical 
work is also emphasised. 
4.4. Technologist’s Course: 
For the same reason given in Section 4.3., the content for 
the technologist under the "Depth" modules incorporates 
basic - servicing, maintenance and repairs of 
photogrammetric instruments. Elements of managerial 
training is introduced as part of the "Depth" module as 
shown in Table 2B. 
4.5. Professional Course: 
The modules for professional training presented in Table 
2B include what is expected in any graduate or post- 
graduate degree courses at M.Sc. and Ph.D. levels. It is 
important to note that most curriculum contents in 
developing countries do not usually include the following 
very crucial aspects of photogrammetric training: 
(i) Geographical Information System (GIS) or Land 
Information System (LIS), for lack of computer 
facilities; 
(i) Non-topographic applications, for lack of 
appropriate photogrammetric equipment, and