Modern trends of education in photogrammetry & remote sensing

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Monograph

Persistent identifier:: 856467936

Title:: Modern trends of education in photogrammetry & remote sensing

Sub title:: ISPRS Commission VI Symposium, September 13 - 16, 1990, Rhodes Island, Greece

Scope:: 1 Online-Ressource (251 Seiten)

Year of publication:: 1990

Place of publication:: Athens

Publisher of the original:: Technical Chamber of Greece

Identifier (digital):: 856467936

Illustration:: Diagramme

Language:: English

Usage licence:: Attribution 4.0 International (CC BY 4.0)

Publisher of the digital copy:: Technische Informationsbibliothek Hannover

Place of publication of the digital copy:: Hannover

Year of publication of the original:: 2016

Document type:: Monograph

Collection:: Earth sciences

Chapter

Title:: CLOSING SESSION.

Document type:: Monograph

Structure type:: Chapter

244 ACKERMANN: The general problem is that everything changes too fast, so that the context and the structure of education have to be changed continuously. Though in the past the engineering subjects or training m University education iasted one for almost a full professional life, it is now only good enough to start one with. We cannot expect whatever we learn in a University to last for a long time. The conclusion is that in the teaching we have to concentrate firstly on fundamentals, more so than before, but of course not only no those. The actual state of technology has to be taught more specifically 3S well Secondly, we have to interface much stronger with such disciplines as computer sciences, electronics, and so on, than we used to in the past and thirdly, we have to look for post university courses and additional updating in education. That of course is above all a matter of financing. These thoughts are of course very general, and the conditions vary individually very much in each country and university. The question here is "what can Com VI do ? " My suggestion is that a review of new attempts, newsyllabuses on new courses should be collected and may be proved useful. For instance prof. Gruen's and ours in Stuttgart are good examples. The idea is to be aware of what other people try to do and how they change their educational systems. Also 1 would recommend contact with FIG, f.e. Harmala has done a greate deal of good work in the field. Anyway, at university level it is not a major problem. It is much more difficult at the technicians level My recommendation is exactly what we have heard here, computer packages to help training in Photogrammetry, Remote Sensing, Geographical Information Systems. We have heard of ITC training packages for instance and 1 really believe this is the only way to spread information more widely at the technician level. Problems in education in developing countries, are made very clear by Mrs. Mijakewits from Zambia. 1 think that the only suggestion one might make is again cheap computer training packages and technical aid from other countries. Another remark i could add concerning the Third World's problems is the lack of staff. As Dr. Blachut pointed out, in central Europe one person out of two thousand of the,population is working in the very global context of our field (Photogrammetry, Surveying, Cartography etc.) and specifically 60-70% of them in the cadastral field. Whether this percentage is enough or not for Europe it is not the question here. What I would like to show is that in developing countries the percentage drops dramatically, it is 10 to 50 times less. The problem in these countries is not only a matter of training which could be done one way or another but with how many people could the necessary work in our field be done in these countries. Frankly l don't have any suggestion on this problem.

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