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(iii) Design and repairs of instruments, due to lack of 
teachers and/or equipment to implement such 
elements in the curriculum contents. 
These three aspects have been deliberately included to 
emphasise their growing importance in the 
Photogrammetry Curriculum. It is becoming increasingly 
important that users of instruments should have an input in 
the design of instruments suitable for developing countries. . 
Non-topographic applications and GIS/LIS are very crucial 
to developing countries and should be included in 
Photogrammetric curriculum. 
4.6. Other Issues Related to Content: 
4.6.1. The modules presented in Table 2A and 2B should 
be broken down into subject blocks. These subjects should 
be arranged in: án orderly sequence and should have their 
own separate curriculum contents and their associated aims 
and objectives. Pre-requisites for taking the sequence of 
subjects must be set out clearly. 
4.6.2. One other important issue related to content is the 
entry qualifications for admission at various levels of 
training, as the former has a strong influence on the latter. 
It must be admitted that the entry qualification may also 
influence the curriculum content. Environmental factors 
such as the level of educational development in a country 
may also exert influence on the entry qualification. 
4.6.3. Practical training: this is a very important aspect of 
photogrammetric training as it is directly related to the 
behavioural objectives. A set of objectives and/or topics of 
practical work should be defined for photogrammetric 
training at all levels. These topics should be directly related 
to the curriculum contents in Tables 2A and 2B. 
4.6.4. Nicholls et al. (1980) has defined four criteria which a 
content should satisfy before being included in the 
curriculum as follows: 
(i) Validity: that is the content must be authentic, true and 
current; 
(ii) Significance: which implies that the content must have 
sufficient "Depth" and "Breadth"; 
(iii) Interest: which indicates that the content must take 
into consideration the students' interest but should not 
solely depend on it; 
(iv) Learnability: which requires that the content should be 
learnable in the way it is presented. 
This last criterion leads us to the importance of the method 
of presentation of the content to the students. 
220 
5. METHODS 
5.1. Factors Influencing Choice of Methods: 
It has been demonstrated that the content must be 
developed in relation to the aims and objectives. The 
question is what methods are needed to implement the 
content so as to achieve the aims and objectives? There is 
always a mutual interaction between the method, content 
and aims and objectives as illustrated in Fig. 2. By method 
we mean the organisation of the content and the manner of 
its presentation by a teacher to the students. The choice of 
method(s) in Photogrammetry is also usually influenced by 
the level of the course, the type and calibre of teacher, the 
facilities available for training, including technical 
equipment as distinct from educational equipment and the 
students who are the target beneficiaries. 
5.2. Choice of Methods: 
Since different methods may achieve the same objectives, 
it is hard to state what is the best or the right method(s). 
Some of the methods for the presentation of 
photogrammetric contents at various levels of training are 
now discussed. 
5.2.1. Methods for Operators Training: Informal 
lectures such as tutorials, questions and answer sessions, 
audiovisuals with emphasis on practical exercises are very 
ideal for the operators course since the aim of the 
operator's course is to emphasise what to do and how to 
perform the photogrammetric operations. The ratio of time 
devoted to theory and practice should be about 20:80. The 
content can be successfully presented with all aims and 
objectives achieved within 9-10 months. 
5.2.2. Methods for Technician's Training: Since the aim 
of the technician course is to provide both theoretical and 
practical training, the ratio of time devoted to the former 
and the latter should be about 40:60. The methods of 
teaching is not much different from the operator's except 
that there is more emphasis on formal lectures rather than 
informal lectures. Field work is also considered important 
and duration by experience, in a developing country may be 
about 18-22 months. 
5.2.3. Methods for Technologist’s Training: All the 
methods discussed above apply but the ratio of theory to 
practice should be about 60:40. Reading assignment is 
relevant at this stage since the trainees should begin to 
answer the question why some operations are performed. 
5.24. Methods for Professional Training: All of the 
methods so far discussed may be supplemented by a project