Possibilities of Introduction
of Remote Sensing Within the Science Stream Curricula in Colleges and
Univesities of India*
P. Jothimani
GPS/GIS
Systems Division,
Hitachi Zosen Information Systems Co.,
Ltd.
7-37-10, Nishi-Kamata, Ota-Ku, Tokyo 144, Japan
Tel : +
(03)-5711 5325 Fax : + (03)- 5711 5371
Email : jo@gps.hzs.co.jp
Abstract
It has been widely accepted that
Indian Space Program has emerged as a successful frontier of technology.
Department of Space is making efforts to provide opportunities for
training personnel in government/institutions to adopt the technology in
their efforts to use satellite data. It is also generally believed that
Remote Sensing education is yet to takeoff in a comprehensive manner.
There are course offered in Geography /Geology faculties and new courses
are started in Civil Engineering faculties but opportunities offered are
restricted due to the criterion of the eligibility and curricula
orientation. Unless efforts are streamlined in the existing curricula with
inter-disciplinary perspective, the balanced nourishment of
multi-disciplinary remote sensing specialists, shall become an uphill task
in the future. As an attempt towards this effort, this paper outlines the
various components of the academic settings and curricula organization
within the science stream of the colleges and universities. This is
attempted through the comparative analysis of the academic and applied
components of Remote Sensing. The existing problems are outlined and
possible options and suggestions also recommended.
Introduction
India, one of the emerging economics in Asia wit a scientific
tradition in ancient and medieval periods, has considerable scientific and
technical manpower potential. Early eighties had witnessed transformation
of scientific knowledge of outlining social, political, economic and
cultural aspirations of the society that has yielded in working out
scientific and technical programs to achieve these goals (Rahman, 1974).
Remote Sensing technology and its utilization through the available data,
including Indian Remote Sensing Satellite (IRS)1C, have gained the
attention of administrators, and planners. Earth observations through
remote sensors, viz., photographic cameras, Electro-optical
sensors/scanners, imaging tubes and devices and microwave systems that can
be operated from different platforms like free-lift balloons, aircraft and
spacecraft has made phenomenal contribution towards initial efforts in
natural resources and spacecraft has made phenomenal contribution towards
initial efforts in natural resources survey mapping, monitoring and
management. (Pischaroty, 1984; Sahai et al, 1986; Joseph, 1986). The
development of human potential specialized in remote sensing technology
and its application areas is of great importance so as to achieving these
goals (Deekshatulu and Rajan, 1984; Chandrasekhar et al, 1992; Gopalan et
al, 1992). The approaches to introduce remote sensing as a subject within
the existing curricula in the universities (Jothiani, 1986) and other
strategies for training at various levels including he schools and
universities (Gupta et al, 1992) & 1994) emphasize the ongoing
efforts. The research and training institutions under the Department of
Space like NRSA (including Indian Institute of Remote Sensing) and Space
Application Centre (SAC/ISRO) are already offering specialized training
courses suited for in-service personnel. Short-term basic level courses
are also offered at CSRE in IIT-Bombay and in some more universities. The
Regional Remote Sensing Service Centers (RRSSC's) provide opportunities
for using facilities like compute etc. There are opportunities for young
scholars from universities to visit and carry out thesis/dissertation
research work at various centers of Indian Space Research Organization,
other autonomous institutions like National Remote Sensing Agency,
Hyderabad and Physical Research Laborator, Ahmedabad under the guidance of
the university professors/scientists. Since these do not offer ample
opportunities for young approach in educational curricula is worth
considering. Thus this paper attempts to find, analyze and suggest way to
streamline procedures that could pave ways for introduction of Remote
Sensing in universities and colleges in India.
Approach and
Methodoogy
- to outline the subject orientation in the existing science stream
curricula with different aspects of remote sensing.
- to compare the academic components vis-à-vis application areas and
to evaluate its relevance for inclusion to the existing science stream
- to suggest a possible approach with RS as a main and optional
subject
- to recommend the possibilities of the implementation of the
approach.
Remote Sensing Education in Transtion
Being
a new frontier of technological innovation remote sensing was restricted
to the governmental agencies in the seventies and eighties. Nineties
witnessed transitional phase of migration of technology to the research
institutions and academics (Refer Table 1). Twenties are witnessing the
emergence of usage of remote sensing data products for research and
commercial purposes. This coincides with the advanced technologies like
GIS/LIS and image analysis software that are available in personal
computers. Remote Sensing is a module within the space science and
technology which is an inter-disciplinary in nature and encompasses
subjects of physical sciences (physics, mathematics); engineering and
technology (surveying, photogrammetry, civil engineering and computer
technology); natural sciences (biology, environmental sciences,
agriculture, forestry) and earth sciences (geology, geography,
cartography, geophysics). The remote sensing education was at infant
stages stage even in the eighties (except photo-geology and photo-geology
and photo-interpretation courses were taught at the departments of geology
and geography, essentially used aerial photographs) and has gained wide
popularity from early twenties (Table 1). Bhagia, (1985) recommends to
compare the relevant applied components suited to the problems of the
society as such with the existing academic components of the subjects and
courses. In order to evolve a comprehensive profile for the proposed
curricula, the academic and applied components of subjects vis-vis remote
sensing technology are analyzed (Table .2). The recommended combination of
subjects which includes (practical, thesis work and seminar) within the
existing science stream curricula in the universities and colleges at
graduate courses are outlined in Table. 3.
Table . 1. Universities Offering Courses with Remote Sensing
Major*
| University |
Degree |
Specialization |
| Andhra University |
M. Sc.,/M.Tech. |
Geography/ Remote Sensing |
| Anna University |
M. Tech./B.Tech. |
Remote Sensing/Geomatics |
| Aligarh Muslim University |
M. Tech. |
Remote Sensing |
| Bharatidasan University |
PG Diploma |
Remote Sensing |
| B. M. Birla Sci& Tech Center
|
M. Tech |
Remote Sensing |
| Gujrat University |
M. Sc.,/PG Diploma |
Geography/Space Sciences |
| IIT-Bombay (CSRE) |
M. Tech |
Civil Engineering |
| IIT-Kanpur |
M. Tech. |
Civil Engg/Geomatics |
| Jamia Milia Islamia, NewDelhi |
M. Sc., |
Environmental Remote
Sensing |
| Jawaharlal Nehru Tech. Uni. |
M. Tech. |
Remote Sensing |
| Madurai-Kamaraj University |
M. Sc., |
Environmental Remote
Sensing |
| School of Planning,Ahmedabad |
PG Diploma |
Planning |
| University of Roorkee |
M. Sc.,/M.E., |
Applied Geology/Civil
Engg/RS |
| University of Madras |
M. Sc., |
Geography/Cartography |
| *exclusing the M.A/M.Phil.,
Ph.D., programs, with Remote Sensing
specialization. |
Table.2. Comparative Outlook of Academic vs. Application
Components in Masters Level Courses in Remote Sensing
| Subjects |
Academic components |
Application components used in Remote
Sensing |
| Agriculture |
a. Agronomy |
Crop yield estimation/modeling Leaf Area
Index estimation |
| b. Plant pathology |
Disease detection |
| c. Entomology |
Damage detection due to
insects |
| Cartography |
a. Map projections |
Data acquisition/processing , product
generation Map reading, Verification, Thematic mapping |
| b. Thematic mapping |
Computer mapping / Thematic
mapping |
| c. Photogrammetry |
Generation of data products |
| d. Map production |
Data transfer verification |
| Computer Science |
a. Computer Programming |
Software Design, Testing |
| b. System Analysis |
System Analysis,
Integration |
| Environ. Science |
a. Ecology |
Ecosystems Analysis,
Integration |
| b. Env. Imp. Assessment |
Monitoring/assessment of land, water and
air |
| Geodsey |
a. Physical Geodsey |
Positional/predicted
positions |
| b. Satellite Geodsey |
Surface gravity anamalies/ undulation of
geoids |
| Geography |
a. Cartography |
Projections, thematic mapping,
photogrammetry |
| b. Physical Geography/ |
Geomorphological/ environmental change
analysis |
| c. Bio-Geography/ Resources &
Environ. |
Ecosystems/Vegetation mapping, Land use
mapping, environmental deterioration, Natural hazard assessment
& mapping, Environmental pollution (land, water and
air) |
| d. Population/Settlements |
Urban sprawl, EIA, urban
ecology |
| e. Regional Planning
(rural/urban/region) |
Regional development and planning
Micro-level planning |
| f. Agricultural Geography |
Agro-ecological studies |
| g. Medical Geography |
Diseases/Health monitoring |
| Geology |
a. Geomorphology |
Land from process/change |
| b. Structural Geology |
Mapping of
lineaments/fractures |
| c. Hydro geology |
Geological interaction vs.
process |
| d. Petrology |
Lithology/rock, oil/mineral
exploration |
| e. Environmental geology |
Geological process vs. human
interaction |
| f. Economic Geology |
Exploration vs cost-benefit |
| g. Photo geology |
(a,b,c,d,e,f) |
| Forestry |
a. Forest ecology |
Floristic
composition/environment |
| b. Plant physiology |
Spectral signatures |
| c. Forest silvculture |
Development plans |
| d. Forest management |
Forest inventory/management |
| e. Forest pathology |
Disease/damage detection, |
| Hydrology |
a. Ecosystems |
Bio-diversity/wetlands, Water
logging/salinity Watershed characterization
(Command/catchment) |
| b. Drainage |
Surface water bodies mapping (including
snow) (inventory/monitoring) Flood
mapping/modeling/forecast |
| Marine Biology |
a. Marine Ecology |
Open/coastal
ecosystems
Phytoplankton/chlorophyll studies
Acquatic/Sea
Grass Ecosystems
Ocean sediment concentrations |
| Mathematics |
a. Computer Programming |
Image Processing/Analysis |
| Meteorology |
a. Meteorology |
Rainfall/Temperature/Monsoons (Sea,
Earth, Aerosols, turbidity) (Wind/cloud height
estimation |
| Oceanography |
a. Oceanography |
Surface wind magnitude, Wind stress wave
fields, Ocean color/temperature, Atmospheric interaction Sea surface
elevation, Ocean surface currents Sea ice/ icebergs, surface heat
flux, altimetry, SST |
| Physics |
a. solid state physics |
Sensor (design, fabrication &
testing) |
| b. optics |
Spectral signatures of features on
earth |
| c. electronics |
Sensor/Image calibration and
analysis |
| Soil Science |
a. Pedalogy |
Soil mapping, Land
evaluation/degradation |
| b. Soil conservation |
Soil erosion/ land
degradation |
| c. Soil physics |
Soil moisture/ Soil nutrient
analysis |
| Statistics |
a. computer Programming |
Image Processing/Analysis |
| b. sampling techniques |
Digital Analysis, Ground truth data
processing |
Table. 3. Proposed Curricula for Graduate Level Science Stream
Courses with Remote Sensing as A Major or Optionals
| Subjects |
Possible options |
Practical |
Thesis work |
Seminar |
| Agriculture |
Physics/Computer
Science
Statistics/Remote Sensing |
Yes |
Yes |
optional |
| Cartography |
Photogrammetry/Comp.
Science
Statistics/Remote Sensing |
Yes |
optional |
optional |
| Environmental Science |
Ecology/Comp.
Science
Geography/Remote Sensing |
Yes |
Yes |
optional |
| Forestry |
Environmental Sci./Ecology
Comp.
Science/Remote Sensing |
Yes |
Yes |
optional |
| Geodesy |
Geophysics/Statistics
Cartography/Remote Sensing
|
optional |
optional |
optional |
| Geography |
Cartography/Statistics
Environmental
Science/
Remote Sensing |
Yes |
optional |
optional |
| Geology |
Geophysics/Statistics
Photogrammetry/Remote Sensing
|
Yes |
optional |
optional |
| Hydrology |
Geology/Statistics
Geomorphology/Remote Sensing |
Yes |
Yes |
optional |
| Marine Sensing |
Biology/Environmental Science
Biology
Oceanography/Remote |
optional |
optional |
optional |
| Meteorology |
Physics/Environmental
Science
Oceanography/Remote Sensing |
optional |
optional |
optional |
| Mathematics |
Physics/Computer programming
Graph
Theory/Remote Sensing |
optional |
optional |
optional |
| Oceanography |
Physics/Environmental
Sciences
Hydrology/Remote Sensing |
optional |
optional |
optional |
| Physics |
Mathematics/Chemistry
Electronics/Remote Sensing
|
Yes |
optional |
optional |
| Soil Science |
Biology/Environment
Science
Geomorphology/Remote Sensing |
Yes |
Yes |
optional |
| Statistics |
Computer programming
/
Statistics/Remote Sensing |
optional |
optional |
optional | Suggestions/
Recommendations While the proposed approach may not be exhaustive,
it gives an outlook for those who are engaged in designing curricula at
the universities. It should not be forgotten that the experts in the
universities are very much interested in developing a curricula provided
they have the functional/operational support of the
institutions/universities and agencies. The possible support could be easy
availability of satellite data at an affordable and discounted rate for
the educational purposes (as done in Japan for example) and full/partial
funding for equipment/facilities, which costs heavily and dearly. Without
these basic trust, promise and action, the remote sensing education to the
future generation shall remains as only a myth and dream in fund starving
universities and colleges, where the financial constraints control the
educational curricula/standards and academic research.
Acknowledgments The author wishes to record thanks for
the co-operation rendered by multi-disciplinary scientists and academic
professional who made it possible to present my views on the subject.
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