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CXir experience in India is somewhat similar* 
We are of the opinion that the training in photogrammetry 
should be given in a training institute within the mapping 
organization but away f rom the productive units so that 
the trainees can acquire necessary theoretical background 
and practical skill Within the specified course duration* 
Regular assessments at intervals bring out the deficiencies 
4.n the teaching-learning process and these are made up 
by additional instructions and practice* A centralised 
training also ensures uniformity in standard of photo- 
grarametric training* We agree with Chief R*0* Coker» 
Nigeria that the photogrammetric training should be 
imparted in the developing countries* 
We send some officers on long courses abroad In order 
to keep abreast of the technological advances and in order 
to keep the academic level of our teaching high* These 
desirable objectives cannot in our experience» be achieved 
through short courses* The number of such officers sent 
abroad is about two per year* 
International society for Photogrammetry can help 
in arranging fellowships for the required number of 
photogrammetrists from the developing countries in the 
institute of higher education abroad. 
TEXTBOOKS AND TEACHING MATERIALS 
Several photogrammetric textbooks have been recommended 
by Professor Dr* John Badekas» Technical University, ^thens 
in his paper* However, we feel that the International Society 
for Photogrammetry can help in preparing a list of textbooks 
on photogrammetry which are considered useful for study and 
reference and the list can be circulated to all member countries 
of ISP* The International Society for Photogrammetry should 
assist in printing and supply of adequate number of thesfe 
textbooks to the developing countries through appropriate 
United Nations agency* 
We agree with Dr* Badekas that there is ample scope of 
improvement in preparation of teaching materials for photo 
grammetric education specially in preparation of separate