M+Sc base Eng. base Competence Thesis 
Physics 
Math Computing 
SE ntc Electrical 
Vehicle e 
Math ET M e m 
V one Mechanical 
n Ind. economy : ——— 
Civil fini 
pad S i Surveying == 
C Chemical > d = 
Architecture 
< 1 >< 2 >< 3 >< 4 > 5 > year 
Fig. 2. New structure of curriculae at KTH. 
corresponds to today's branches. There will be some 
50 such competence programs. They will include a 
M Sc thesis. With this layout the student makes two 
choices during the studies: the engineering base, 
and the competence program. The general outline is 
illustrated in Fig. 2. The schools of KTH are now 
planning according to this scheme, which will begin 
to be applied for the academic year 93/94. 
TODAY'S CURRICULUM IN SURVEYING 
ENGINEERING 
The general structure of the curriculum is shown in 
Fig. 3. Students in surveying engineering has their 
own classes from the very beginning of the studies. 
The courses are designed for the surveying students 
only. Those who select the real estate economy 
specialization do not study any geodesy, 
photogrammetry, or cartography at all. Those who 
select the planning specialization have a first course 
in these disciplines together with students who select 
mapping as specialization. The course is called 
Basic surveying and mapping. 
The Swedish high school (gymnasium) has a 
number of branches. The School of surveying at KTH 
recruites students from four types of gymnasiums: 
natural science, engineering, economics, and social 
science. Students from the two latter types have 
studied less mathematics, physics and chemistry. 
They are not usually taking mapping as their 
specialization, if and when they come to KTH's 
School of surveying. As the background knowledge 
in mathematics and sciences thus varies very much 
among the surveying students, not all can follow the 
same courses in such subjects. This has lead to a 
situation where the mapping students study basic 
mathematics and sciences also after the first 1,75 
years which are common to all students at the School 
202 
of surveying. This explains the math courses in the 
third year of the curriculum below. 
The curriculae of the specializations for real estate 
planning and for real estate economics have several 
courses in common also in the third and fourth 
years. Similarily, students in mapping and in 
planning can follow the same courses in Applied 
geology and hydrology , and in Natural resources 
information systems. 
Presently the curriculum for surveying students 
who specialize on mapping comprises the following 
courses: 
First year: 
Mathematics I 
Ecology and geology 
Basic computing 
Basic civil engineering 
Law 
Land use planning 
Economics 
Second year: 
Land use planning 
Numerical analysis 
Statistics I 
(At this stage mapping and economy students 
separate from each other) 
Basic surveying and mapping 
Geology, hydrology and limnology 
(At this stage the mapping and planning students 
separate from each other) 
Mathematics II 
Programming and data base management 
Photography 
Third year: 
Mathematics III 
Statistics II