finances for meeting these needs* Costly foreign
equipment was imported while suitable personnel were
trained abroad at higher levels* The training institutes
of the national survey organizations were then in a
position to train their own staff at the desired levels*
In this way their production needs were adequately
met, without causing even a ripple in the growth of
the subject in the academic field* In view of the
obvious constraints there is hardly any private
sector, for photogrammetric production in the
developing countries, worth mentioning»
Thus photogrammetric education remained stunted and
received no encouragement in the academic field, where
syllabi! of various courses are generally need-based
and job-oriented*
The universities are largdy still teaching the
classical methods of Surveying with scareely a mention
of the tremendous advances in aerial surveying. A few,
no doubt, have adopted Photogrammetry as a part of
their curriculum* Post-Graduate Courses in Photogrammetry
have also been introduced by one or two universities,
while one major Engineering College has even acquired
a sophisticated range of equipment for imparting
training to their graduate and post-graduate students«
Funds are no doubt not easily available to the universities
for having their faculty members trained abroad or for
importing costly equipment* Ofcourse, faculty members could
very well be trained in the institutes of the national survey
organizations, while some basic inexpensive equipment
could be purchased to make a beginning with laboratory work*
The greater obstacle, in my opinion, appears to be the
inability to get over their inertia to introduce photogrammetry
into the curriculum* Ihe resistance to change and possibly
a fear ob job-security, have resulted in the subject being
stifled In faculty discussions and relegated to an almost
insignificant quantity In the curriculum*
The Introduction of photogrammetric education by
the universities has consequently been erratic and
