Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Tuesday, March 31, 2020

Coronavirus Time to Replan and Redesign Our Cities

Everyone is talking about when we  get back to normal. The answer is never. We should not be considering getting back to normal. Normal is what caused the spread of the coronavirus in the first place, we need to change our behaviour and part of that also requires changing the planning and design of our cities.

As I mentioned in the previous post, ancient cities were fortress and walled cities. One thing about a walled city is that it is easier to keep people prisoner in the city than keep the enemy out. From which can surmise, and expand to the concept that it is easier to lock a population in than to lock them out, and thus for border control will always have problem of infiltration. Still in tackling the spread of a contagion like coronavirus, locking a population in, would be beneficial on condition that the population has access to appropriate goods and services with in its own walls. Our towns and cities don't. I've written previously about how bridges wreck the economies of cities, how an optional need for a bridge is transformed into a dependency on the bridge, as business redistributes either side of the bridge. I've argued how we need to directly protect diversity, not protect competition. That economy of scale has benefits, but we also need to avoid concentration of pollutants and dependency on single supplier. We need to known when to boost production to saturate basic need then to scale back and provide more diversity. Henry Ford was right that customer can have any colour they want as long as its black: that is the requirement to supply the basic need in the first instance. Once the basic need satisfied, then can start to get particular.

Any case as mentioned the governments want to increase population density as a consequence of their perspective on urban sprawl. Part of their perspective is that urban sprawl is a consequence of the car, I believe that whilst this is partially so, it is mostly nonsense. Business and architects have been building massive facilities, with reach stretching for kilometres. An office building in the city has people travelling 25 km daily, some even 100 km daily. I read one National Geographic article where a person was spending 4 hours or more each day travelling to some distant location to work. Basically houses affordable one end of country and work available at the other. It equates to poor city and national planning.

Sure part of the problem is workers themselves wanting dormitory suburbs devoid of industry, or at least devoid of the noise and pollution created by industry. But if there is no business of any kind in the suburbs, then the next generation has to travel a significant distance to search for employment: and that generally requires they have a car. How are school leavers going to afford a car? The people of the world aren't the kids in American high school movies, owning cars. Typical families cannot afford to buy cars for their kids, and jobs for kids to work after school hours or on weekends are very few. It is part of the pressure that have to do well in school and get a degree to get a good job.

It would be preferable if we restricted the geographical reach of business facilities, and also the market share of business. As I mentioned in an earlier post, political parties should be restricted to no more than 20% of the seats, so that we can get back to due and proper representation of the people , instead of political parties hijacking our government and contending they have mandates. Afterwards I then extended this to business, restricting them to no more than 20% of the market, where market is defined on multiple levels. So whilst a supermarket may have less than 20% of the national market, when looked at locally it may hold 80% of the market, and so in a local market it may have to adjust.

In the metro areas supermarkets and/or small shopping centres tend to be at 1 km to 2 km centres, and so are in easy walking distance. Though few people walk to them, and that is largely because here in South Australia footpaths are rare. Where there are footpaths there is a chance that the footpath suddenly comes to an end. People thus tend to spend a lot of their time in their cars, wasting fuel and time driving in circles until they can get a carpark as close as possible to a building. To make our cities walkable we first have to make our suburbs walkable. Things are already potentially in walking distance: it's just not convenient to do so.

After my heart attack, I looked on google earth at places I lived when I was a kid, and the places I walked to, to get an idea of how far I could walk, and thus how far I still expect to be able to walk. When looking at places in England, it was apparent, that the construction of motorways, now made it next to impossible to walk the paths I once did. Civil engineers seem more interested in constructing mega-structures, bridges over bridges, than coming up with livable spaces. Here in South Australia, they seem bent on creating the same kind of mess. We may be able to halt that.

The towns and suburbs should be capable of being isolated. No point in referring to the city of Elizabeth or city of Tea Tree Gully (TTG), if all the suburbs making up these cities are otherwise identified as suburbs of Adelaide. Not the least of which is Elizabeth was supposed to be a satellite city: so by definition it should have remained isolated from Adelaide. Gawler is a rural town and it should also remain isolated from Adelaide. That is the grid of urban sprawl, of dormitory suburbs should not spread across the lad between the city centres. There should be clear boundaries between one local government (LG) area and the next.

The network of roads for cars should be more like the network of rails for trains, we should have more intermodal systems, with the ultimate part of the system being on foot and walking. I'm not suggesting get rid of vehicles being able to reach buildings for delivery. However not all buildings need access to large mechanised vehicles. Secondly the majority of items in a building have to be able to pass through a 900 mm wide door way or smaller. So tricycles and smaller mechanised vehicles can be used for transporting most things.

So we can gate of roads for large vehicles, and only allowing access to small personal transporters. The large vehicles have to stop at the gates and be granted access. So for example in Adelaide, we could place carparks around the periphery of the parklands, and only allow human powered vehicles and small electric vehicles into the city. These carparks will also be where the buses also stop unless the buses are electric vehicles. The buses can have electronic passes so they can automatically open access gates.

So in developing the means of limiting vehicle access we are also providing the means of locking the city or suburb up. The road network should provide clearly identifiable corridors between clearly identifiable towns: there should be no grid of roads spread out between the towns.

Increasing the population density of the capital cities is not the requirement. Clearly high population density increases the potential for the spread of a contagion like coronavirus, and it also increases the potential problems when confronted by other attacks by nature: bushfires, earthquakes, hurricanes (tropical cyclones {don't drop the word tropical the entire weather system is dependent on cyclones and anticyclones}).

A capital city is primarily expected to be a cultural, and administrative centre, not a place with a high resident population: but a place which is visited and likely infrequently. Population is preferably concentrated around those hubs which provide needed goods and services with in walking distance of homes.

Schools should be such that all housing within 1 km radius is restricted access and rent only, likewise housing around hospitals. The housing around large industrial facilities or commercial centres should also be rent only and access restricted to those working in the facilities. People are buying housing further and further a drift from their workplaces because they wish to, they are mostly doing so because they have no choice.

Rent only restrictions, moves people in and out of the areas. For example by restricting access to housing in the vicinity of schools, the entire street network around the schools can be made walkable and cars have limited to no access to the area. Children can then walk to school, and otherwise have an environment which includes the school grounds for play outside school hours. The youngest children are placed closest to the school, and the oldest furthest from the school. In this way we don't have to keep building new schools. We only build new schools if we build a new village, town or city. A suburban block, should be built around a hub, either industrial, commercial, cultural, educational, or health focused. These suburban blocks should then be built around an administrative and retail hub.

For example we can define a village as 1 km in diameter, a town as 5 km to 10 km in diameter, and a city as 100 km in diameter. A suburban block likely to be the size of a village (say 1 km x l km square), the central hub can be around 500 m square. In thus block can place around 5000 single storey dwellings.  Each dwelling suitable for one person is suitable for two people and a small child. Thus the population can be extended to 15,000. If add second storey to the houses, then houses suitable for 2 adults and 2 children, so population can expand to 20,000. The highest population densities around the world are around 100, 000 person/sq.km. So with multi-storey buildings the population of the areas can be increased still further. Though I suggest we should put more effort into controlling population growth, not pushing the ideas of economic growth requiring larger populations.

Cities are machines. To function and provide certain goods and services a certain population is needed (the cogs which make the machine function). This does not mean that world population needs to grow, rather it requires the current world population to be in the right place. I've previously mentioned that if the land mass was to be divided into cells 5 km in diameter, then the world population could distribute 1000 people per cell. Those 1000 people need less than a 1 km square for housing. For simplicity assuming a 5 km square grid, it would put a 4 km ring between each village. That ring could be a nature reserve or agricultural land. Now I'm not suggesting we distribute the world population in such manner. Not the least of which is we can house a lot more people in each 5 km cell than 1000 people.

What I am suggesting though is that a lot of facilities can be placed in a 500 m x 500 m hub, that activity can be made more local, and that localities can be isolated, yet connected. That the connections can be blocked, can be severed.

As I mentioned in the previous post, the corinavirus should not have spread further than 1 km radius of the discrete entry points to each nation. When the epidemic was reported in China, then each nation should have responded to prevent a pandemic. When pandemic was declared then each nation needs respond to prevent a epidemic in their nation. Just because their is a pandemic does not mean there is a epidemic in your nation. For certain the horse had already bolted when the gate was closed. However as I said, we still have passenger lists to track returned locals, and the suburbs they returned to. Plus we have rough idea of tourist destinations. So using a geographical information system (GIS) we could track the local government (LG) areas which these returning individuals likely visited. We can lock down these LG areas.

But assuming its got out off hand and its spread into the cities. We know its spread into the cities because the hospitals are dealing with cases. The hospitals have a radial reach. Their patients are arriving from known suburbs. Those suburbs have shopping centres and other public places. Each of these public places has a roughly known radial reach. So once again using a GIS we can map out the region most likely affected. Without any other information, we can assume various radial reaches for each facility. So we can mark a 1 km zone, a 5 km zone, and a 25 km zone. Each zone we give a hazard level, the closest to the point of origin has the highest hazard level, the most distant the lowest hazard level. As we identify people in the 1 km zone, we change from a point of origin to a path, and define the radial zones about this path. The path notionally defines a direction of travel, and the localities where resources need to be committed.

At the moment we have a response which says its an epidemic: but its not all over the country, there is a good chance it will be if we handle it as if it already is spread far and wide. We did not need to shut down the national economy, to shutdown all public gatherings and all public businesses. They needed shutting down where the contagion was and is. We don't know where that is! Really! For certain there are people out there who maybe spreading the contagion without knowing it, but there also millions of people out there not spreading anything. But clearly its being spread where people are known to be infected. Is that your neighbourhood, chances are the answer is no. Does this mean you can ignore safeguards? No it doesn't! When restrictions are lifted does this mean you can go back to normal? No it doesn't! Normal got you into this situation in the first place, normal needs to change.

Places are too crowded, and they are crowded because business is permitted to construct facilities to cater for large uncontrolled crowds of people from distant locations. For example there is no real need for people to shop in Adelaide, and there shouldn't be permitted to encourage people to chop in Adelaide. Forget about the never ending arguing about shopping hours every year, the reach of Rundle mall business should be restrained. People don't need to travel into the city, they should shop locally. If they shop locally it will reduce traffic congestion into the city, it will strengthen local community, and also reduce the potential spread of any future contagion beyond the city hub. Local shopping precincts need to be restored and enhanced, and should be within walking distance. Planning regulations should permit doing so.

Planning regulations also need to be modified to better encourage home business. Currently most of South Australia's development plans restrict home business to an area of 30 sq.m. Which is an area of 5 m x 6m, which is approximately 2 x 6m shipping containers side by side. Which seems like plenty of space, but I suggest it may be preferable to define limitations based on area of land: which takes into consideration required parking areas for residents, employees and customers. Whilst parking areas shouldn't be based on area used by business but on predicted traffic levels. For most home business probably looking at no more than 1 customer vehicle per hour: maximum. For many probably in the range of 1 vehicle per month: with most activity occurring by post, fax, phone, email, or web site.

There have already been complaints that local bricks and mortar business are loosing business to online business. The lock down for the cornavirus will result in increased use of online sales, which will likely increase demand for couriers. Noting that local business can use couriers to supply faster than Australia post. When the lock down is over, will there really be need to fill the offices and retail stores? If people can work from home, why not have them work from home all the time, and only meet up in person occasionally? That way only need to rent large office space for a meeting possibly once a month.

Taking note that don't have to pay people by the hour, because really business is not buying time. Traditionally people got paid wages, if work was intermittent such as daily or weekly. People got paid salaries because, what they needed to do, and when it needed to be done was uncertain, so they got paid by the year. How many hours the workers work is largely irrelevant, what the workers accomplish is more relevant. If a worker completes their workload in half the time working from home, you don't pay them half the pay. Completing the work faster should be worth more, so the workers should get paid more for the work completed. Or otherwise spend less time working and get the same pay. Also if people working from home are more productive, then they can be fed more work. Though they are unlikely to want to maintain the same pace and effort throughout the year: so may experience a short term spike in productivity followed by a return to more sustainable production levels.

Any case an increased use of the internet and online sales and online business, will see a reduced need for commercial/industrial building space, and an increase in residential renovations to create home business and work space. This will reduce traffic congestion, at the traditional peak times of the day. However there should be an upsurge in the need for couriers and small delivery vans taking goods to houses, and between houses. This should use far less fuel than all the commuters travelling back and forth to distant work places. Even though people may place orders at different times and different days, the suppliers can still optimise their delivery times and days and travel routes, so that delivering to the same street as few times ass possible. (We used to have bread and milk delivered to the door stop. so its not that difficult).

Most of our modern world is highly wasteful and inefficient. Cars and mobile phones mostly promote poor planning, incompetence and inefficiency. The supply of simple goods and services does not require human interaction, if you have to use a telephone to get information and complete a transaction then the suppliers supply systems are inefficient. If have to meet face to face, or in person, then highly inefficient. Human interaction maybe sociable, but its not efficient. How important is sociable to the supply, versus efficiency of supply? If efficiency of supplier is more important and should have higher priority, then should aim to eliminate people from the transaction process.


... to be continued ...


Related Posts

Revisions:
[31/03/2020] : Original

Sunday, February 17, 2019

More on the AQF

I suggest that in the main qualifications awarded under the Australian Qualification Framework (AQF) do not quite live up to the objectives. So what follows includes how the AQF is working, and proposals to improve some aspects.

The objectives of the AQF, are to allow employers to identify people competent for the task at hand and improve occupational mobility. The educated should not be trapped in some silly occupational class or locked out by some elitist professional cult.

The AQF qualifications are supposed to improve mobility, movement up through the levels is meant to result in increased depth of knowledge, increase in independent thought and increase in personal responsibility.

Content vs Duration

The qualifications are meant to be defined by content not by duration, unfortunately the university sector doesn't comply they base awards on duration. So a 4 year B.Eng rather than being defined by required content is defined mostly by the duration.

That is graduates having spent 4 years to get a degree, believe they are superior than other graduates, who only spent 3 years to get a B.Sc or B.A. The other degrees however are not occupational degrees they are traditional academic degrees and typically involve far greater intellectual rigour than an occupational degree like a B.Eng. {The 4 year duration, seems to be mostly because of breadth of subject matter, slowness of the students, and and time spent on industry experience. In other words it lacks academic content, rather than such graduates being paid more on graduation they should be paid less. (we have industrial awards which set pay and conditions, and the award says they should be paid more)}

Anyway as a consequence of other occupations and industries not paying too much attention to content and more interest in status of higher awards, some minimum durations were imposed. Minimum durations do not entirely help, as an isolated topic can be presented rapidly in 1 hour, or it can be dragged out over several hours. Though expect that there is an optimum time in which learning can actually take place.

Therefore expect with the passage of time, the content of programmes will increase as the time required to present a subject decreases. However also expect that in lower level programmes the time taken will increase and the content will decrease, as more effort is expended to develop higher level of  proficiency and make them more conversant.

Education vs Training

However developing proficiency is why in previous posts I have suggested that we split education from training. We restrict education to foundational knowledge and enabling competences, and is more evaluation than learning. Whilst training academies focus on increased proficiency: lots of repetition until achieve the required level of performance.

With a split between education and training, most of the trade oriented qualifications will comprise of two parts: the AQF award and an associated Certificate of Practice (CoP). Prior AQF's will be identified as containing the CoP, modern awards will indicate explicit exclusion of the CoP. So people can get the foundational knowledge and then become adequately qualified to gain experience. If they cannot gain the AQF award then they are not adequately qualified to gain experience. The training academies become an important filter between education and industry.

Once someone has a CoP, at some future date they may have to complete supplementary training and assessment to verify that they still meet the minimum requirements. Whilst initial training maybe anything from 2 weeks to 250 weeks, corroboration of ability may only take 1 day.

Mobility

Improved mobility is achieved by recognising common foundational knowledge and skill sets across various occupations, and creating appropriate educational awards and study programmes. Obviously this may result in programmes which contain content not relevant to a given occupation. However if an occupation or profession is defined by breadth, then it can be defined in terms of multiple AQF awards rather than one. We should not be defining bachelor degree programmes because of required breadth.

If need a ticket to belong to a profession or occupation, then that can be separate to the AQF awards and CoP's. A national organisation can issue a card the size of a credit card which lists occupations for which are qualified, on the front and AQF awards and CoP's on the back., along with a separate document providing a detailed summary. Basically little different than becoming a graded member of some qualifying body: the membership grade is the qualification not the educational awards. However for the proposal the qualifying body would ultimately be an international organisation, with national branches.

There should be no issue having multiple low level AQF's to define an occupation, if an occupation is required.

Knowledge Content and Academic Rigour

There seems to have been a split in the AQF at level 6 where have the advance diploma and the associate degree. Where the associate degree is seen as more academically rigorous than the advanced diploma. This also indicates the split between the university education sector and the vocational education sector.

This is where things have got messed up, along with the senior secondary certificate of education (SSCE) which doesn't properly fit into the AQF. The problem is that after grade 10, students can study towards AQF awards, or pursue grade 11 and grade 12 to get the SSCE. Some AQF programmes require the SSCE for entry, whilst others don't.

So for example to enter into a bachelor degree programme (AQF-7/AQF-8) would require to complete the SSCE. But can otherwise get advanced diploma or associate degree (AQF-6) and gain status for upto 2 years in the degree programme. Some people got the advanced diploma without SSCE, either because in the past it was possible to start without such qualification, or because of adult entry.

Clearly there is inequity, in that the original 5 year programme to get a 3 year degree has been collapsed to 3 years (Original: 2 years for SSCE + 3 year degree).

Therefore my proposal is that we scrap the SSCE, and after grade 10, start on AQF awards. No repetition in grade 11, grade 12 and first year at university. All is properly coordinated, and all education requires stepping up through the AQF, no jumping levels.

If cannot jump levels, then only one way to get a AQF-7 qualification and that is to successfully pass through the 6 previous levels. To get a bachelor degree you have to get an advanced diploma, no buts doubts or maybe's about it. This means those persons at a higher level in a more supervisory role, are aware of the capabilities of those educated at a lower level.

In other words we don't waste education because a whole heap of school leavers have got a B.Eng gone into an organisation and got the idea that those with an advanced diploma are only capable of drafting because that is where such persons have been stuck. Both those with AQF-6 and AQF-8 levels of education need opportunity to put their education to work and gain experience to develop competence and confidence.

Furthermore if you have progressed up the ladder rather than having jumped in at the top, and started work at the lower level you will be aware of the education required to complete a given task. Thus appropriate people can be trained and put to work. No false claims of shortages.

I'm not against providing visa's and allowing foreigners to do the work. I am however against the foreigners being exploited to do the work, and then being unceremoniously tossed out off the country when no longer needed. I am also against high level people being brought in to do something which is trite from their viewpoint. We should get the right people to do the work, and if we can educate and train them locally then we should do so. But training becomes impractical if all the time we declare there is a shortage of people with bachelor programmes and 5 to 10 years experience. It suggests we have a loss of leadership, and therefore not capable of assessing if  people are adequately qualified.

If we can say that designing a structure only requires a 2 year Associate Degree and educated people at that level and provide them opportunity, we save significant resources, and reach our objectives faster.

Take engineering each discipline can be broken into about 5 major areas of practice, according to NCEES in the USA.

Civil Engineering:

  1. Construction
  2. Geotechnical
  3. Structural
  4. Transportation
  5. Water Resources and Environmental

Mechanical Engineering

  1. Basic Engineering Practice
  2. Mechanical Systems and Materials
  3. Hydraulics and Fluids
  4. Energy/Power systems
  5. HVAC/Refrigeration

Industrial Engineering (management)
  1. Facilities Engineering and Planning
  2. Systems Analysis and Design
  3. Logistics
  4. Work Design
  5. Ergonomics and Safety
  6. Quality Engineering
Architectural Engineering
  1. Building Systems Integration
  2. Electrical Systems
  3. Mechanical Systems
  4. Structural Systems
  5. Project Management and Construction Administration
Note that in all these lists they are referring to technology not to the technical science.  So my formal education covers mechanical, industrial and manufacturing engineering, I also took options in structures and agricultural engineering.

Structures and mechanical systems are dependent on engineering mechanics both statics and dynamics, along with the mechanics of the strength and stability of materials. Therefore civil engineering and mechanical engineering overlap, except that most civil's wouldn't cover dynamics.

Water resources is dependent on hydraulics which is specialisation of fluid mechanics, the last 4 items in the mechanical engineering list are dependent on thermofluid dynamics.

The architectural engineering branch covers the structural and mechanical technologies as they relate to buildings. There is no coverage of the design of fabrication and construction processes, or logistics of supplying materials to the construction site. That project management stuff will be more about money, schedules and contract law.

Also note that there are 6 areas in industrial engineering, not just 5. Also elsewhere it maybe described as industrial management rather than engineering.

So as before, if take the first year of a 4 year programme as covering the common science, then that typically leaves 3 years to cover 5 areas of practice. So a 2 year AQF-6 programme can easily maintain the academic rigour of a 4 year B.Eng and cover a single area of practice which only gets 1 and 3/5ths of a year. So in a 2 year programme there is 2/5ths of a year available for increased focus on the area of practice.

For example an Associate Degree in Structures: could cover the basic engineering mechanics, statics and dynamics, structural mechanics (analysis), and the mechanics of the strength and stability of materials as well as cover more technology specific requirements such as building structures and bridge structures.

A 2 year programme would stick to frames. Whilst a 3 year programme would extend into plates, shells, cable-nets and tension membranes, vibration and fatigue of structures.

Now I missed the soils and geotechnical aspects of the technology. Very important as the structures, no matter whether buildings, bridges, machines or other non-machine structure, all stand on the ground. However geotechnical is increasingly becoming a specialisation. If it is critical and important then want a specialist, if not critical then it's not that complex. The basics of footing design can thus be covered in the 2 year qualification for structures.

Now if geotechnical depends on knowledge of structures, then it adds the 3rd year after studying AQF-6 in structures, as an alternative to studying alternative structural forms. I doubt however it is so dependent, it depends on mechanics and that should be covered in the first year.

The first year would become an AQF-5 in technical science and mathematics. It should cover the content of the American FE breadth exam. Whilst the AQF-6 programme covers requirements for FE depth, and PE depth exam but lacks PE breadth.

We shouldn't need the likes of the American FE/PE exam if the academic institutions examinations are rigorous enough, and the requirements for getting the AQF award are robust enough.

Similarly we should not need registration or licensing requirements if people are properly educated and trained.

So the problem with the sign post falling over and the cracks in the Opal towers is because people adequately qualified in structures did not design the structures and people with still greater capability in structures did not properly review and approve the evidence-of-suitability. Licensing people based on current academic records and professional memberships will not resolve the issues. We need people more competent in structural design, we need better managed projects, we need better controlled projects.

... to be continued ...

Loss of Status

All existing bachelor degrees will loose status. This is not a problem as all academic awards should loose status with the passage of time.

That which can be studied in the first 10 years of education can be increased with the passage of time. As more books are written and published, more information becomes accessible. Furthermore books improve the presentation of subject matter with time. On the other hand subjects can also  become increasingly complex with the passage of time. One subject also builds upon another subject, so that have subjects, involving studying the studying of the subject, or studying the people studying the subject, or the history of the subject. Some times these are important complements other times they are irrelevant and unimportant.

Furthermore books can give way to video, and animations and  interactive programmes, so that learning is made easier and assessment is made more robust. So that hopefully the certificate I from last year is not as good as the certificate I from this year. And hopefully it is never the other way around, with last years qualifications being superior.

Also last year needed someone special to find a solution to a problem, this year and there after, people with lesser knowledge can be educated to apply the solution. So at one point we needed to know how to design beams, and how to design walls of circular tanks: now that as a society we hold such knowledge, now we, just need to train people to use such knowledge.

If there is a defined body of knowledge used to define a profession then that body of knowledge can be published and should be published. As a designer I like to know what a carpenter should be capable of doing, and also what they are willing to do or have the resources to do. Armed with such knowledge I can minimise my documentation. Alternatively I can expand documentation and save them time. But if I expect the carpenter to have more knowledge than they have, and the carpenter believes they know more than they actually do, then we have a problem.

Clearly has human knowledge increases we expect to have more specialists. So now we have hundreds if not thousands of people who now have a bachelor degree defining their job, and giving rise to more and more professional cults. Yet the need for these degrees in the main has little to do with the needs of the work, and more to do with poorly defined and poorly designed jobs.

Now clearly if each area of practice is only given 1 and 3/5th of a year in a 4 year programme (AQF-8), but an AQF-6 programme, well gives it 2 years and provides more content, then the AQF-6 programme makes that individual more competent and capable in the given area of practice. Furthermore the next generation will require 5 x AQF-6 programmes to get the same breadth. Assuming that all are based on a common foundation at AQF-5, then that is a total of 1 + 5=6 years of study versus the 4 year programme.

In terms of breadth the 3 and 4 year programmes should fall out of favour. But new 3 year programmes should emerge which properly cover depth and appropriate specialisations.

Societies Confidence

As I say no need for registration and licensing, proper education and training and recognition of such through the AQF should take care of such.

Confidence in Design

Defects in design are largely a consequence of pressure due to budget and time constraints: if don't sell time and don't believe all units of time have the same value, then not quite the same problem. On top of these constraints is owners/developers introducing last minute changes whether at the end of design or part way through construction.

Now this becomes a problem, when have inadequate checks and balances in place. The issue is not about who checks work, but how work is checked.

Design is a creative activity, it imagines potential solutions to a set of objectives and constraints, and the proposals are guided by qualitative appreciation of science. Where feasible some numbers are crunched to give some quantitative guidance. Designers work at drawing boards, they alternate between drawing and calculations. Drawings are used to resolve dimensional and geometric issues of fit, to get a clear picture of relationships. Whilst dimensions may well be calculated, sketches are used to define relationships, the geometry and shape of things. Scale drawings can validate or refute assumptions. For example, the arithmetic doesn't add up because missed dimension of a clearance, or a gasket or something not usually present.

Calculations and drawings therefore reinforce one another, one is a second opinion on the other: a check and a balance. You should have at least two ways of doing things, if the two ways give different answers and they should give the same, then need to find an explanation and then fix the approach which is giving the wrong answer or find other approaches better suited to the task.

The process of design should therefore be close to self correcting. However often have multiple conflicting requirements. So when finished and have documented the whole, then review the finished document and assess if it is fit-for-function and met all objectives: or otherwise explicitly identify the conflicting objectives and the compromises made.

Design-calculations are seldom suitable as Proof-Calculations. Once design is completed then need to do proof-calculations. For example wouldn't use AS4100 steel structures code to design a steel beam, it is too complex and convoluted. Rather design is carried out using simpler calculations, for example "find and get in the ballpark" using full section properties and a suitable design-factor. Then check compliance with AS4100 using the more cumbersome to calculate effective section properties. Of course we can simplify the process and produce design capacity tables (DCT's), and thus the process becomes more efficient as we can get a suitable section more directly with fewer calculations. We can speed things even further with span tables for specific applications. Faster still is to use computers. It is still however a "trial and error" exercise as the analysis calculations are dependent on knowing the properties of a suitable section, and the point of the calculations is to find a suitable section. So we guess and check, and use each previous guess to direct our next guess, until we converge upon the structural solution. Most other areas of practice are similar. There are few situations where it is practical  to rearrange the mathematical expressions and directly calculate the value we are seeking.

Irrespective we have this process of design-calculation which then results in a specification-of-intent
which we then need to check is a valid design-solution to our defined design-problem. So our final calculations provide proof of compliance with a code of practice and all other objectives and requirements. These proof-calculations form the first stage of the evidence-of-suitability for the proposal.

If the design is simple and non-critical then the designer can do their own proof checks a few hours or a few days later. If the system is not simple and is critical then another person should carry out an independent review. An independent review is not an arithmetic check, it is not a school teacher checking the work. An independent review is carried out using the specification-of-intent, and only such specification, the reviewer has no need to see the designers calculations. {My experience is large Australian consultancies do not carry out proper independent reviews they get graduates to basically do arithmetic checks. Who may or may not otherwise ask what is this all about? It is good if they do ask, as they can start learning how to do such calculations, and demonstrate that they have understanding of the concepts. It is however not a proper independent check, it can be used as a secondary check and learning exercise but not a substitute for formal review.}

Once the designer organisation is happy they have validated the design. The specification-of-intent can be released for regulatory review. Regulatory review is only concerned with compliance with regulations: if not in the regulations then of no consequence. It is therefore the designer's responsibility to highlight additional requirements which may go above and beyond the minima of the codes and to have had these properly checked and validated because the regulator isn't going to check or validate them.

Now once again the regulator should be capable of carrying out an independent review without reference to the designers-proof calculations. However:
An independent review can only be properly executed if there has been a deliberate intent to make a proposal suitable for purpose and a defendable assertion to that effect has been made. [sch]
The designer doesn't need to submit their proof calculations, but they need make declaration that they are capable of defending their claim that a proposal is fit-for-function. Traditionally that is as simple as several people working for the consultant signing off on the drawings. Typically would include the designer, chief-designer, and senior representative of the organisation. For small projects and small consultancies, it would just be the signature of the designer. {Unfortunately seems people are more concerned about intellectual property rights, and copyright than getting things right. So building designers drawings have business name on them and copyright notice, but seldom a signature or initials indicating that they are the designer responsible. The drawings bounce back and forth between council and themselves until it becomes compliant. Not really acceptable as the certifier is more designer, than independent reviewer.}

If there is no indication of who is advocate or proponent for the proposal, then the regulator shouldn't be wasting their time reviewing the proposal, as their independence from the design process will be compromised. The regulator would become more a design manager guiding the design process until it converges on a compliant design. Not their role.

So the regulator gets the appropriate documents (which do not include the proof-calculations), and can now independently review the project. The issue is that the regulator doesn't have enough time to carry out a proper independent review, and fees are inadequate for such purpose.

Possibly true. But it is also true that the regulators do not appear to put any time into developing suitable design tools to aid their specific role.

For example nailed plated roof trusses were a problem, because rapidly designed by software, and the output lacked detail. So lacks detail, but did the specification of intent lack detail? If can write software to rapidly design the trusses can equally well write software to check compliance: where was the compliance checking software, where is the compliance checking software? Doesn't exist because typically use general purpose structural analysis software, but such software is too slow. Therefore need more specific software optimised for the task at hand: it needed to be developed, it still needs to be developed. But that is just the assessment, by calculation.

There is still the issue of the specification-of-intent: was that adequate? The answer is no. A proper specification would have clear details regarding the connections. It would make it clear that nail plates fit and have adequate anchorage in each member. The information would be in the specification to allow checking that the nail plates have adequate resistance. If connections are not drawn to scale, then a lot of information is missing. It isn't always necessary to draw the connections, as some connections are simple and the fit is obvious. For example 2M20's into a 250 PFC likely acceptable, the same bolts in a C7510 is likely a problem unless the bolts are maybe side by side (but would still like to know about end distances and edge distance.).

If drawings lack the information to conduct an independent review, then the drawings are not good enough. The drawings may not give the information directly, but expect to find the information necessary to derive other information. Though if have to draw additional sections, may consider the drawings inadequate.

The review process is iterative. The detail of the review calculations depends on the specification. If the design is robust then a quick and simple calculation may justify its suitability. If the design is optimum, and pushing everything to the minimum, then more calculation effort would be required, and therefore more time needed.

Whilst the review process is iterative like the design process it requires fewer iterations than design. Design has to find a valid solution, review only needs to accept or reject a proposal. Review can stop as soon as it hits a point of rejection. However, review should be as refined as necessary before claiming rejection. That is to say there are no further refinements which could be made which by any stretch of the imagination would result in compliance.

In the first instance the reviewer should check all qualitative and attribute requirements before making any quantitative assessment. When they reject they should then identify all non-compliance checks upto the point of first calculation: making it clear that review has stopped. If the qualitative issues will affect calculations, then no point in starting calculation checks.

Thus the defects in buildings are not so much a consequence of poorly educated personnel, but personnel operating in defective systems. Furthermore ISO:9000 accredited organisations are highly likely to have defective quality systems, as typically all they have done is rename contract document management systems to QA systems.

They may monitor drafting errors, but they have few systems in place to monitor design errors, or this thing they like to call engineering. Whilst these days they may have software to do a lot of the calculations, something needs to check and balance the suitability of the software for the task. For example AS4100 does not cover torsion, therefore if a 3D frame has torsion, then would not expect that any 3D design software checking to AS4100 would make valid checks. So have two choices, follow tradition and avoid torsion, so go remove the torsion by changing the connections. Or check the suitability of the members for torsion. {Whilst this is outside the scope of AS4100 to provide a check, it is within the scope of the NCC/BCA that assessing suitability for such action is required, though no method of checking is provided. So code compliance doesn't mean fit-for-function, and NCC/BCA deemed-to-satisfy provisions do not satisfy. So I reiterate if something is merely code compliant it is low quality rubbish.}

So engineering consultancies need to improve their quality systems, understand quality robust design, and better monitor and control design errors. It is not about who to blame, it is about designing the correct process for design. It is about appropriate organisational structure and decision processes. It is about appropriate training and development of personnel. Not everything can be billable.

Writing career episode and work practice reports is not graduate development, and it is not training. Fast tracking graduates to CP.Eng is not in the best interests of society nor the interests of the graduate. They need to know how deficient their knowledge and abilities are, not elevated on a pedestal.

Confidence in design doesn't come from who did the design, but how the design was completed and how it was reviewed and checked.

I have no confidence in design approval  in Queensland and Victoria as it seems built around a self certifying authoritarian cult who fill in silly forms (Form 13 as I remember is used in one of the states). There seems no checks and balances on when they can self certify. And with self certifying there is no feedback to inform the "engineer" just how deficient their knowledge is and how defective their understanding.

For years I thought the SA system was defective because the people on the regulatory side have highly inconsistent competency. So builders move from working in one council area to another, as do the architects and engineers, and they complain about lack of consistency in application of the rules. "I didn't have to do that before", is a common phrase. From which get the impression they will go back to ignoring an issue on their next project in another council area.

Sometimes the council requests seem unreasonable and silly, and have to churn out a stack of pages to declare an issue to be: negligible, zero, insignificant. Pages which wouldn't be required if the regulator had appropriate experience, and knew the issue was of no significance. Various regulations now require that the people issuing certificates of an independent technical expert (CITE), have CP.Eng credentials. Unfortunately the people are mostly the same people as previous, and therefore the inconsistency remains. However, some are good and some are bad, and a designer learns from the good ones, a good designer learns from both. With good ones, it is possible to discuss issues with. The bad ones are authoritarian obstacles to be removed: they blindly apply codes where they are irrelevant, and seem to have little interest in learning and understanding the specifics of a project which make the code more hazard than benefit.

Still, good or bad, two people are more likely to find defects than one person. Also most of the criticism I put in my calculation reports seems to find its way into changes in the code. So by influencing one group of people I indirectly contribute to removing ambiguities and deficiencies in the codes. Not necessary to be out there with my name up in lights.

... continued ...

Confidence doesn't come from knowing that an electrician is licensed and they pay their license fees every year. Confidence comes from knowing that they were properly educated, trained and assessed as competent in the first place. Then knowing that they know their own limitations, and will put the work aside when their capabilities deteriorate with age. If not then expect that there are systems in place and feedback mechanisms which prevent them from doing serious harm.

If an electrician, plumber or builder does their work without it being checked or audited then it is not acceptable. But may consider that is an hassle, given had may have had problems finding an available tradesperson in the first place. However the checks and balances do not have to be direct inspection.

If an electrician does some work on a house then the as-built drawings need to be revised, which means the as-built drawings need to exist. The as-built drawings then get submitted to the regulating authority. If there are issues with the drawings the site can be inspected immediately, if no issues with the drawings the site can be inspected at a much later date. If there are issues at a later date then all the sites can be inspected: which therefore requires knowing all the sites.

Better however is the presence of an independent inspector just prior to the work being closed up and hidden from view.  No payment needs to be made for the work until both the electrician and inspector sign-off on the work. This is not an exercise in collecting signatures and identifying where to lay blame.  It is simply a check on the quality of the work. So a system independent of names and scrap paper can be implemented if possible. For example both electrician and inspector have tagging tools, each receives appropriate tags from the regulator, and each tags the work. The electrician cannot tag the work as inspected because they don't have the right tags and tagging tool. Though something more robust than that is preferable.

The requirement is that the work needs to be demonstrated as correct and that no hazards have been created. So a certain set of tests can be mandated which have to be witnessed by the building owner.

So education, training, and quality assurance system. No registration, no licensing, no system to administer and no licensing fees.  Just need operational systems which have built-in checks and balances. Systems which catch mistakes when the electrician or other trade is having a bad day.

..o0o..

 I got side tracked. I had more to write about the certificate programs. The stepping through the programs, and need for breadth. But cannot remember what it was.

Something along lines of minimum duration of 1 year programme 1500 hours. All programmes start with certificates. But first year is broken into 5 substages. For academic programme, that is minimum of 300 hours for each substage. A maximum of 5 strands to cover breadth. So 60 hours for each strand. A year divided into 50 productive weeks, so 10 weeks for each fifth. Resulting in 6 hours each week for each strand. Possible strands are:

  1. Technology
  2. Technical Drawing / Descriptive Geometry
  3. Mathematics
  4. Physics
  5. Chemistry & Materials
This leaves out such subjects as:
  1. Management
  2. Biology
  3. Geology
  4. Psychology

If these are important subjects, then it maybe seen that the breadth is not great enough. Alternative may consider broader subjects, from my earlier breakdown of subjects:

  1. Design
  2. Technical Drawing & Engineering Graphics
  3. Process Technology: Manufacturing & Construction           
  4. Product Technology: Building Construction
  5. Management, Business and Office Procedures
  6. Legal Framework

This suggests expanding to 6 strands, though legal framework could be combined with the management strand. Also this doesn't directly address mathematics and science, as this is buried in the design and technology subject areas. Or define other broad areas:
  1. Technology
  2. Design
  3. Science
  4. Mathematics
With this approach introduce the technology, then move onto design of the technology, give rise to need for science which in turn gives rise to mathematics. All four strands are increased in depth during the first year, then in second year only science and mathematics are increased.

If more breadth is required then first year may have to comprise of multiple certificate 1 programmes, and therefore will not complete Certificate V in the first year, and will not move onto an associate degree in the second year.

However with proposed system we are now starting the programme at grade 11 not after grade 12. So we have an extra 2 years to the typical 3 year bachelor programme, in which appropriate depth and breadth are developed. Hence my earlier proposal for Diploma I to Diploma V, and Masters I to Masters V. Where grade 11 = Certificate V and grade 12 is Diploma I, and 3 year bachelor degree is Diploma IV, and graduate diploma = Diploma V. Which also means that grade 12 = Associate Degree and thus no longer provides any status in a bachelor programme: as all bachelor programmes have to be completely redesigned to increase depth on the associate degrees.

The importance of the redesign is that people will be ready to enter the workplace earlier and they are qualified to be employed on meaningful work. So they can work whilst they study for higher level qualifications. This is important because many are studying because there is need to get a ticket to employment, low skilled jobs are rapidly taken, therefore difficult to get a job to pay for studies. Not everyone can get a job stocking shelves in a supermarket or working behind a bar: they need qualifications to get a job. So the qualifications need to be quicker to get, but more robust assessment of capability is required.

The staged progress from AQF-1 upwards is the more productive, efficient and higher quality approach than jumping to AQF-7 straight from school. We filter people out at AQF-1, and onwards. So AQF-1 has the harshest and most demanding assessment requirements. For example at AQF-1 expect some 50% are rejected and cannot progress further, by AQF-5 expect only 5% are rejected: by such point people should be on the right path. After AQF-5, still expect that programmes are split into 1/5th blocks or 10 week blocks, and that progressive assessments are made so that a person can quit before going to far. For example they can halt progress to AQF-6 and take another path starting with any other lower AQF level that they have passed. They may decide that AQF-5 is their limit and just choose to increase breadth at that level.

A clever workforce is not one with great depth of knowledge, but rather an adaptive workforce with broad multi-skilling. A builder who has skills in electrical and plumbing work is preferable than need for a group. At an abstract level plumbing and electrical systems are similar: both involve networks with some driving force. For that matter could design and build a fluid power computing device. Which raises the issue that plumbers don't go near fluid power systems whether hydraulic (typically oil) or pneumatic. A plumber is thus not a mechanical engineering technician.

So if could get plumbers and electricians to become multiskilled and move to the next level, that is potentially far better workforce than pushing people through bachelor degrees. As much can be designed and built at the technician level. And more is possible at that level if knowledge was being properly pushed down to where it can empower and enable people to do what they need.

Licensing doesn't enable and empower people to get things done, it hinders them. If I design something which is electrical do I need an electrician to make it, especially if it works of a battery? I can see the need for an electrician if needs to be plugged into the mains. However, they are not electrical technicians, so they wouldn't be entirely capable of  assessing the technology. So we get to the point where the license is the hazard not the safeguard: and we otherwise have no safeguard in place.

What I am doing designing electrical? Why wouldn't I, it's the main power source for factory automation besides fluid power. I know I don't know enough to fully verify fitness-for-function, but I can still design, propose and get full fitness-for-function verified by someone else. Design of a fluid power control system doesn't immediately consider the fluid mechanics, as need to specify a control system before start sizing pipes and pumps. I could probably verify the pipes and pumps if had an appropriate industry manual. Not so much a matter of science, but a matter of design data and standard practice.

Consistent and good practice is dependent on appropriate industry manuals and design data and such references based on local practice are in short supply or just plain none existent. It tends to reflect an inappropriate culture where knowledge is being held to ransom, rather than being appropriately shared to enable and empower the people. {By sharing, I don't mean knowledge has to be available at zero fee, I mean it has to be available from a variety of alternative sources.}

..[23:48]..



Related Posts

Revisions:
[17/02/2019] : Original
[26/02/2019] : Minor Edits

Friday, February 15, 2019

Engineering is not becoming a Commodity, You Just Don't Know What Engineering Is

In recent years there have been comments and articles suggesting that engineering is becoming a commodity, that is its price can be pushed down and bought and sold like say spuds. Some supermarkets certainly believe they can buy services that way and impose same %20 discount as they do when buying spuds and the likes in bulk: but they don't buy services in bulk, or provide business of any significance.

Nevertheless, those who believe engineering is becoming a commodity are mistaken. The problem is they don't know what engineering is. They think they are engineers. They think they provide engineering services. They think their degree makes them an engineer. They want to use the title engineer, and many want to claim sole use of the title. Unfortunately the service they are providing is not engineering.

In the past people were needed to push numbers through mathematical formula, this may have been significant skill, and it may have been possible to base a career simply crunching numbers. But this is no longer  the case. A brainless, unimaginative block of silicon can crunch the numbers faster and with greater consistency.

Engineering takes place at the frontiers of science and technology.

Engineering is not merely a rational scientific approach to design of systems. As I have mentioned many times before, a rational scientific approach to the design of established technologies and variants off such technology can be taught in a very short time: less than 12 months if needed.

A building is an established technology. We can check that it was designed correctly, we can check that it was constructed properly. The Opal Towers building either wasn't designed and properly assessed as fit-for-function, or it wasn't built to the specifications, or a combination of both.

Will licensing civil engineers prevent the problem on future projects. No it won't! Civil engineers only study structures as part of their education, they do not spend 4 years studying structures. More over the application of structural mechanics to buildings and/or bridges depends on industry experience, and the competence and experience of those supervising graduates. So a supervisor with trite experience, merely begets a graduate with trite experience, it does not produce the required level of competence.

I know writing career episode reports and work practice reports is time consuming and difficult to get right. From an industrial engineering viewpoint, job description is time consuming and difficult. Merely explaining how to make a cup of coffee can be difficult, getting the instruction correct for a robot to follow is even more difficult. So for certain, a person may have gone through a hard and difficult time to become chartered, but that doesn't mean it was in anyway a reliable assessment of required competence for the task for which a person is to profess expertise.

Expertise in the appropriate technology is the requirement. Civil, mechanical and electrical "engineers" do not have adequate knowledge of buildings. As for architects, they seem more like graphic artists than competent building designers: hence apparently more buildings designed by "building designers" than "qualified" architects. In short, these people, are just not competent, for the task for which they profess expertise.

We cannot rely on industry to pass on the required knowledge, we cannot rely on industry to maintain and safeguard a body of knowledge for future generations. Most especially if the knowledge goes out off practical use for a significant period of time. A system can be designed once and built many times, so it is possible for years to pass, before require anyone who can design. But when the need for design arises as a community we have an established expectation for performance: and low tolerance for anything below the desired performance.

This is where modern "engineers" have lost track of their role. These modern "engineers" do not engineer, they are code cruncher's, they assess compliance with national codes: such activity is not engineering.

Sorry Roma The Engineer, but I very much doubt there was any engineering involved with the design of the Shard, sure there was a requirement for structural design: but the structural design would have been based on established body of technical science.

I don't do multistorey buildings, but basically have a stick cantilevered out of the ground. The higher from the ground the higher the wind load, the taller the stick the greater the tendency to buckle under dead and live loading. If taper the building as it goes up, than it reduces the weight as it goes up, it also reduces the surface area exposed to the wind. Tapered building: Blackpool tower, the Eiffel tower. Roma is right that history is interesting: why reinvent the wheel if going to produce something inferior. Need a reference point for what to surpass.

This isn't to diminish the value of the input to the project. It is just to highlight, that if we are going to be picky about who is and is not an engineer (like Engineers Australia, and RPEQ's like to be), then we need to be able to define engineering without reference to the word engineer.

As I mentioned in an earlier post. If technologist can do the work, then not engineering. If an associate technologist can do the work then not engineering.

The architectural engineer is potentially more qualified to design a building than either an architect or a civil engineer. Assuming the architectural engineer studies, structures, electrical and mechanical systems.

{Sorry! It is extremely rare that someone graduates in Structural Engineering: structural engineering is a specialisation after graduating in either civil engineering or mechanical engineering. A machine is a structure which moves. A non-machine structure is a mechanism which is locked.}

An architectural engineer, is thus something of a variant to a naval architect, which begs the question why are garden variety architects not more competent at design of structural, mechanical and electrical systems. Why do we need a team of architects, civil, structural, mechanical and electrical engineers to design a building? And more importantly, where is the engineering? The building comprises of an assembly of established technologies.

Electrical engineering, mechanical engineering, in each instance we are defining technology. If the technology exists then the engineering is over. We can educate and train people to design these technologies in the first instance not rely on professional cults and industry to pass on the required knowledge. Knowledge itself requires better organising and managing.

Looking at another situation, Elon Musk, seems like an engineer, when considering Tesla Inc. But electric vehicles are an established technology, as are diesel electric vehicles. Diesel electric vehicles comprise of trains, ships and heavy industrial, construction and mining equipment. Electric vehicles comprise of milk floats, industrial tugger and lifting vehicles, and scooters.

Tesla electric vehicles are not at the frontiers of science they are pushing at the frontiers of practical technology. The technical science is there to design and build an electric vehicle. The problem is the weight of the vehicle and especially the weight of the power source. So need improved battery technology. We have had batteries for a long time, so expect that there is an established body of technical science to allow design of a battery, using established technology, for a specific purpose.

So the technology is a variant of established technologies based on established science. The engineering starts when seek an alternative power source: generate electricity by means other than the traditional chemistry of batteries. Not seek by blind mindless experiments, but by controlled experiments. This is the scientific knowledge we have, therefore: what new technology can be developed to generate a power source? Once got an answer to that question, and found a practical method of generating power and a scientific basis to design a system to be fit-for-purpose, then the engineering is over. Then we can train technologists to design and further develop the technology.

It is not the engineering which is the commodity, it is the technology which is the commodity. Furthermore when it comes to buildings, engineers have been inserted into the process of design, where they were not previously required.

The result is that engineers having been an unwanted insertion into the building design process, they are a  bottleneck to be removed. They hinder rapid supply of buildings: there is a shortage of housing, schools, and hospitals. There is certainly not a shortage of this rubbish {What's the expected radial reach of such building, as it is this kind of building which generates urban sprawl not the car.}.

Take sheds, carports and verandahs as an example. When I started in structural design around 1996, most manufacturers had standard calculations. If a clients proposed building was enveloped by a standard design, then the standard design was taken as suitable for that building. The typical supplier consistently indicated that 90% of the time they could get approval without something they called "engineering". Now in 2019 many suppliers have product configurator software which can do the structural calculations at the point of sale, operated by salespeople. The next stage would be to shift this online, and have the configurator operated by the buyer.

That something they called "engineering", wasn't "engineering" in 1996, and it certainly isn't "engineering" now. But regulators haven't kept pace they send people off to get "engineering" or an "engineers" report.

But there is no engineering involved and I'm certain most people don't want to be involved with an engineering project, certainly don't want to pay for one, rather they want reliable established technologies.

So have a choice:

  1. Either continue calling this stuff engineering and accept that a person can be educated to design such technology in a 2 year academic programme.
  2. Or Stop calling this stuff engineering, give it a new name, such as technical design, and accept that a person can be educated in a 2 year academic programme.
The fundamental requirement no matter what other options may consider, is accepting that a 2 year academic programme can provide the necessary knowledge and capability to design established technologies. The architectural engineering programme maybe 3 to 4 years duration, but that is because it contains breadth of technology, not depth in understanding a specific technology.

Though for certain can most likely create a 3 year programme in structural mechanics or applied mechanics. Likewise a 2 year programme should cover the static design of building structures, whilst a 3 year programme could expand to structural dynamics. No need to waste time with 4 year B.Eng in civil followed by a M.Eng in structures (with focus on structural dynamics).


In short we can educate and train people in technology and the associated technical science, but that doesn't make them engineers and neither does the work they do.

We are wasting national resources training people in 4 year B.Eng programmes, if they never get the opportunity to "engineer" and they are not otherwise competent in the technologies for which they are assigned responsibility.

So really do need to define engineering.


Related Posts

Revisions:
[15/02/2019] : Original
[25/03/2019] : Minor Edits and Formatting

Wednesday, January 06, 2016

THE TECHNICAL WORKFORCE

{This is a from an earlier attempt at a journal back in 2003 (Voume 1; No:3), and was made available in pdf format on my personal web space now discontinued.. It has been available on scribd since 2011: MorfJV01003origin}

As a first estimate we will consider a simplified Pareto analysis. A Pareto model, suggests that we have two dependent variables, and that the majority of one is the cause of the minority in the other. Thus giving rise to names such as the: 80-20 rule or the 60-40 rule. A simple example of a Pareto model is that 80% of defects can be traced to 20% of all causes. Or that 80% of profits are derived from 20% of the products sold.

To apply this to engineering we make the assertion that:

80% of problems can be solved by applying 20% of our knowledge base.

Given that the typical 4 year Bachelor of engineering degree consists of at least 5 streams, one of which is general art and science subjects. We can conclude that each stream requires 9.6 calendar months, and if we conclude that only 1/4 of the general art and science stream is required for any of the other four streams, then we require an extra 2.4 calendar months for a self-contained study programme. That is a total of  12 calendar months for the entire study programme (eg. ¼ of the 4 year programme). Such a course can therefore be awarded an academic certificate, with the graduates becoming engineering technicians.

Level Years of Education % of Problems can Solve
Engineering Technicians 1 year (Cert)
80.00
Engineering Officers 2 year (Assoc. Dip.)
96.00
Engineering Technologists 3 year (B.Tech)
99.20
Engineers 4 year (B.Eng)
99.84
Éngineers 5 year (M.Eng)
99.96


In the above table I have made the assumption that each additional year of education permits the individual to solve 80% more of what is remaining. That is the Technician has a deficiency of 20%, the Officer can solve 80% of this 20%, resulting in an additional 16% of problems being capable of being solved. Resulting in the technologist being able to solve 80% of the remaining 4%, and so on.  Given this capability we would expect the work force to have the following distribution.

Level Years of Education % of Work Force
Engineering Technicians 1 year (Cert)
80.00
Engineering Officers 2 year (Assoc. Dip.)
16.00
Engineering Technologists 3 year (B.Tech)
3.200
Engineers 4 year (B.Eng)
0.640
Éngineers 5 year (M.Eng)
0.128

So the next question to consider is: Can we extend this concept backwards to account for no formal tertiary education, including no formal trade certificates? That is what capability does 2 years of additional schooling after 10 compulsory years of schooling count for? What value is the 10 years of schooling? What value is the first 5 years of schooling? And what value is the first 5 years of education in the hands of parents worth? Is our education system of any value?


Clearly by extending the concept backwards, the capabilities of individuals is going to be demonstrated to be increasingly deficient. So another question to ask is: Is the 80% capability at the 1 year Certificate level valid? Maybe 80% should be set for the 10 years of compulsory education? At this point however, I will stick with the certificate level. {Though I will indicate that I believe that grade 11 and grade 12 should be scrapped, and Trade and Tertiary education should start immediately after grade 10. Hence all the above mentioned levels will be completed with 2 years less education.}

To be able to extend the concept backwards we need a mathematical equation rather than a methodology. Attempting to extrapolate this concept backwards numerically results in the following curve. Which is not very useful, it suggests we all know nothing at the age of 17.


What we therefore want is an equation that has a value of zero for the proportion of knowledge at age zero, and increases from there forward. But which however, has an asymptote at 1, that is we never achieve 100% knowledge, we approach it, but never reach it. Further learning in the early years to be more slowly than in later years, once we have learnt to read, learning should become rapid, up until at point at which further increase in depth of knowledge becomes limited and vastly more difficult to achieve. The resultant formula as the following form:


Proportion of knowledge = 1-A.exp(-t.k)

Where ‘t’ is the time, and ‘A’ and ‘k’ are constants. To achieve results similar to our 80/20 rule the values of the constants are:

A = 1
k = c . tn
n = 4
c = 1.53789E-06

For those familiar with learning curves, maybe you could replace  the above with a more formal learning curve.


This results in the following table:

Age Level Years of Education % of Problems can Solve
15 School Leaver Compulsory Only
68.90
16 Engineering Technicians 1 year (Cert)
80.06
17 Engineering Officers 2 year (Assoc. Dip.)
88.74
18 Engineering Technologists 3 year (B.Tech)
94.53
19 Engineers 4 year (B.Eng)
97.78
20 Éngineers 5 year (M.Eng)
99.27

Thus revisiting our distribution of the workforce we now have:

Level Years of Education % of Work Force
School Leaver Compulsory Only
68.90
Engineering Technicians 1 year (Cert)
11.17
Engineering Officers 2 year (Assoc. Dip.)
8.67
Engineering Technologists 3 year (B.Tech)
5.79
Engineers 4 year (B.Eng)
3.25
Éngineers 5 year (M.Eng)
1.49

It should be noted that by my definitions, doctors, lawyers, politicians, architects, accountants, managers, are also technicians with increasing abilities. Everybody fits into the classifications. After all a surgeon is little different that a car mechanic, they just possess knowledge of a different system and have different tool kits. And more importantly neither is very good at diagnosing and fixing problems, leaving us with the adage that prevention is better than cure.

It should be noted that our new model now requires a greater proportion of the higher grades, compared with our original model. Hence whilst my original objective was to illustrate that the higher levels of education were a significant waste of global and community resources from an employment viewpoint, if you were to check national and state statistics, I have probably done the opposite. {Education as a matter of personal interest and curiosity is not being considered here. What we are considering here is the education required to sustain our technological systems, including society itself.}

To illustrate I will use some rather old statistics for South Australia extracted from the 1992 pocket yearbook for South Australia, and based on the 1986 census. I will leave it to readers to compare against up to date statistics.

Qualification % of Population (?) Grouping (%)
Not Stated
8.64

71.60
No Qualification
62.96
Other
3.73


20.44
Other Certificate
6.81
Trade certificate
9.90
Diploma
3.43

6.83
Bachelor Degree
3.40
Graduate Diploma
0.68
0.68
Higher Degree
0.46
0.46

Given that statistics at the time also indicate that 38.5% of population not in labour force, and that 5.7% of population were unemployed. Then it should be clear that if we adopt the model we have developed here, some incentive is required to push everybody higher up the educational hierarchy to remove unemployment.

However, it should be noted that the state statistics are not actually looking at education, they are looking at formal certification and recognition of learning. All attempts to improve our education system are actually focused on employment of teachers, they have little if anything to do with learning, education or qualification.

The disincentive towards higher levels of education are not actually disincentives to learning, rather most people have little desire to waste their time being told what they already know, and also in many circumstances, understand far better than the persons teaching. It is not education that is required but proper assessment and recognition of skills and knowledge held by individuals. That is we really need a national even international, independent examination board. Further more we need vastly improved quality assurance systems throughout all technological systems that form society. We need improved regulations and control systems.

The industrial revolution was built on the back of people learning to read and write, and then reaping the benefits of such abilities. The plans for one steam engine are published, and before you know it, steam engines are being built and experimented with throughout the country. Unfortunately whilst patents place inventions on public record they also stifle supply. Well, the extortionate demands of the owners of the patents stifle supply. In any case technology was not progressing as a consequence of special technical schools, it was developing as a consequence of individual interests, either for financial gain or just intellectual curiosity.

Engineering is stifled by universities and examinations. Engineering is about applying scientific knowledge to the development of new technologies. It is not about memorising facts and re-iterating them in examinations. It is of little value to society that one engineer can analyse a structure from first principles and do all the calculations in their head without need of computer, calculator, slide rule or log tables. Such intellectual capability is of no significance. In fact having the intellectual capacity to merely look at a building concept and know that it is not going to work, or even that it will work, is also of no value. For the community requires proof that the concept will work, before committing resources to its construction. Such proof is dependent upon communication and the level of the common intellect. The higher the common intellect, the simpler the proof’s need to be: that is you can leap ten steps in one bound and then go one step at a time. If the common intellect is low, then proof has to be presented one step at a time.

So we now have more books published than ever before, we also have the internet filled with electronic publications. Further more we also have access to computers and software that can perform all kinds of complex calculations, more importantly we can program these computers ourselves.

Thus whilst one person is wasting their time studying in a university and attempting to pass exams, another scholar can be reading a text book and programming a computer. The former graduates with a worthless scrap of paper (B.Eng) and proceeds to look for employment, the other graduates with a fully operational computer program that is sold to an increasing market place.

To close this issue: Engineering is about the application of science to develop technology. Either you have an interest in creating new technologies or you don’t. If you don’t have such interest then all an higher education will do is make you an higher level technician, it won’t make you an engineer. My model above is based on real engineers, not an educated elite. If the upper levels are merely an educated elite with no imagination, no ingenuity then educating them to that level of knowledge is of no value. It is the non-conformists, that we need to encourage to the higher levels. Truth is not reached by agreeing with examiners: that the earth is flat and at the centre of universe. It is reached by a failure to understand and comprehend the models presented, and a desire and interest in seeking a better understanding of reality: not a better understanding of the models.



Related Posts:


Issues/Releases:
[10/08/2003] : Original
[17/11/2011] : Scribd
[06/01/2016] : Blogger/Original


Revsions:
[06/01/2016] : Original