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Photogrammetry, surveying and mapping have today a great chance for settling on a new level,
as the conventional tasks are still there, as we can establish ourselves as geo-data specialists
beyond the conventional type of data, as we are qualified to assess data in terms of accuracy,
reliability and interaction, and as we are prepared by training and organisations to monitor geo
data in general, i.e. to acquire, process, present and update them. I may quote myself from the
Geodaetische Woche Kochi 1975 by a challenging statement which at least partly has become
reality and which may allow a somewhat optimistic view:
'Surveying has now the chance to play a key role in society and to grow into decision making of
environmental and spatial processes by virtue of the technical progress of automation with regard
to acquisition, processing, storage, and presentation of spatial information. ’
4.4 Whilst the status of professional bodies and their relationship with other disciplines may
develop differently in different countries there is one point of common concern, namely edu
cation in photogrammetry, remote sensing, and image analysis. It is certain that the impact
of the modern development on the education and training of specialists, especially at the uni
versity level, will be most grave. It is one of the main topics of this symposium to discuss the
consequences of the modern development for our university education.
1 do not want to go into any details, as the basic situation in engineering education is quite
different in different countries. Some general facts are most obvious, however: One or two gen
erations ago one could assume that the education in an engineering discipline, e.g. in surveying,
was sufficient to last, in the essential elements, almost for a full professional life. This is no more
the case. The situation has changed completely. The changes are so fast, nowadays, that one
speaks of the half life of technical knowledge, amounting to only about 5 years in science and
engineering. In some subjects, like computer science, the half life may be as short as 3 years only.
The consequences of the new situation are most serious. It is obvious that the classical syllabi,
aiming at complete coverage of the field and of the skills, cannot be maintained. From teaching
technical skills in engineering one has to move to the mathematical, physical and technological
fundamentals, supplemented by exemplary familiarization with the latest tools and their per
formance, and by the treatment of selected research topics.
Whilst the change over in universities is already going on and can be managed, as all faculties
in engineering and science face the same situation, there are more difficulties with regard to
the education of technicians. There the skills related to equipment and computers are of more
immediate concern, as they constitute the contents of the training to a great extent.
In either case, a second consequence seems compelling, as no education will be sufficient any
more to last for a long time: W r ays must be found by which the basic education can be regu
larly updated, for scientists and practitioners alike. This is a task for universities, but also for
professional societies, for industry or government organisations. The idea is not at all new, but
results have been poor, so far, because of the financial implications. New modes for knowledge
transfer must be found. Perhaps computer training packages represent part of a solution, as will
be discussed during this symposium.
5 Conclusion
Concluding this keynote address I am aware of not having presented anytlung new wliicli would
not have been known to photogrammetrists. My main intention was to articulate the general
