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Department of Remote Sensing, Faculty of Geoinformation Science and Engineering Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia Email: kdk21@yahoo.com Introduction Remote Sensing is a rapidly growing technology and is one of the important spin offs in space research. Remote Sensing is always viewed as a discipline that is integrated with other disciplines such as photogrammetry, GIS and computer science. As with the introduction of remote sensing and related technologies, education plays a pivotal role in its widespread adoption. This is because education is a medium that channels knowledge and understanding of concepts and applications of the technology using the formal system of school, college or university. In addition, education also provides opportunities for the learners and teachers to conduct research and training activities. Systematic review is a uniquely powerful mechanism for teaching, and they offer teachers a new opportunity to model rational and effective use of information (Robert et al. 1997). In the context of remote sensing, systematic education is reviewed as the integration of remote sensing with other related technologies such as GIS, GPS, Photogrammetry and computer science. Integration of satellite based remote sensing with photogrammetry and GIS has enhanced its capabilities in the areas of resource management and solving environmental or spatial related problems very rapidly and efficiently in comparison to exploiting just one of the technology alone. Remote sensing and photogrammetry provide a means of creating and revising data in GIS. Satellite data is an essential component in GIS as data to be stored, analyzed, retrieved at will and produced end products that can be used to solve problems. Therefore, it is worthwhile to treat remote sensing as an integrated discipline of photogrammetry, GIS and computer technology. In addition to that, systematic education must also cover research into new areas, appropriate training activities to both the learners and teaching/ academic staff in related fields, and promotion/ awareness of the technology to other remote sensing society or other communities. The combination of all the 4 above mentioned aspects are considered here as a systematic approach in remote sensing education. Remote sensing education had fairly a late start in Malaysian universities due to the lack of expertise, facilities and the late realization of the technology (Mohd Ibrahim Seeni Mohd, 1993). Remote sensing had its prominent step in Malaysia via a general Memorandum of Understanding (MOU) that was signed between the Australian government, and Ministry of Science, Technology and Environment, Malaysia in December 1985 (Forster, 1993). Malaysian Centre for Remote Sensing (MACRES) was established via the memorandum and this emerged the needs for education, research and training in the field.  In UTM, education in remote sensing and related technologies has its origin from the undergraduate programme in Land Surveying at the Faculty of Surveying and Real Estate (now called Geomatic Engineering at the Faculty of Geoinformation Science and Engineering) (Mohd Ibrahim Seeni Mohd, 1993). Remote sensing has been taught as a compulsory subject as well as an optional subject in this course since 1983. However, with the increasing importance given to remote sensing and related technologies in order to fulfill the human resource development needs of the country, a four year undergraduate programme was started in May 1997 at the faculty leading to the B.Sc. (Remote Sensing) degree. To date only UTM offers B.Sc in remote sensing in Malaysia. Whilst, the postgraduate programmes in remote sensing have been offered since 1986. The department of Remote Sensing at UTM was established in July, 1998. However, the concept and application of remote sensing technology has already been implemented in UTM as early as 1986 via the establishment of the Centre for Remote Sensing (CRS) which has objectives to provide courses and training at undergraduate and postgraduate levels in remote sensing, facilities for staff to carry out research , consultation services and training for users from government, semi-government and private sectors. Currently, the department consists of 8 full- time lecturers, one tutor and three laboratory assistants. In addition to that, the course is also supported by lecturers from other departments at the faculty such as the departments of Geomatics and Geoinformatics. The central mission of the department and CRS is to achieve excellence in teaching, research and professional activities in applied remote sensing and related technologies , and to promote the awareness of the technology within the remote sensing community and outside world. Figure 1. UTM and its surrounding area at daytime, captured by Landsat Thematic Mapper with 30 meter resolution. This is a combination image of bands 7, 5 and 2 assigned respectively to Red, Green and Blue guns. The vegetation is revealed by green colour, whilst, built area and clouds are shown respectively by brown and white colours.
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