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