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    8 views4 pages

    2004 March

    Uploaded by

    Dilina De Silva

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Download as pdf
    of 4
    w THE INSTITUTION OF. ENGINEERS, SRI LANKA PROFESSIONAL REVIEW — March 2004 SECTION “B” - THE ENGINEER IN SOCIETY Date: 21" March 2004 Time allowed: 3 hours —_—.s Before you start answering the question paper, read the instructions given below. Answer Four questions including ONLY ONE question from SECTION |. Each question in Section | carries 35 marks and that in Section Il, 20 marks. Five (05) marks are assigned for neatness and adhering to instructions. The answers to SECTION | and SECTION II should be written in two separate answer books. Ensure that you write your index number clearly in both answer books. Answer books to SECTION | and SECTION II will be collected separately. Write the question numbers, to which you answer, on both cover page and at the margin of the answer sheets appropriately. Pay attention to legibility, grammar, spelling and organization and presentation of facts. se. oO ‘SECTION I . Question 1 Given below is an extract from the forward to “The Professional Engineer in Society” by the Director - Engineering Profession, The Engineering Councl, in October 1989. Road Carefully and write the summary of itin your own words. Limit the summary to approximately 250 words. a "Orecis “The 1980s have been a time of change for the British Engineering Profession. The need for change was highlighted early in the decade by a Goverment report, which exposed the lack of recognition, accorded to professional engineers, despite thelr importance to the well being and wealth of society. The report, entited Engineering Our Future (Finniston, 1980) uncovered crucial weaknesses in the education and training of engineers, which devalued their professional standing. (One important finding was that British engineers were being produced hastily and ‘superficially compared to engineers in France and West Germany. At the top of the British profession, Chartered Engineers took only a three-year degree course (requiring a maximum attendance of 90 weeks), followed by litle more than token ‘on the job" training. The syllabuses of these courses also failed fo reflect the practical needs of engineering, and to acknowledge the fact that the majority of engineers would end up in management positions Where they would require skills in organisation and management, report writing and face-to- face communication. The report concluded that: the British system does not give students sufficient grounding in the synthesis of technical ... (and) human ... considerations nor does it adequately encourage the development of the wider skills and outlook required by engineers within the engineering dimension. In consequence employers have offen taken the attitude that few engineers are properly equipped to take on broader management responsibilities and have ‘employed them instead as providers of technical services, thereby closing the vicious circle’ (Finniston, 1980). Following the publication of Engineering our Future, the Engineering Council was granted a Royal Charter in November 1981 fo maintain the momentum for change and to improve co- ordination in what was a fragmented profession. Orie of the Council's top priorities was to ‘raise the standard of British engineering by improving the quality of the education and training of engineers, and it has worked hard to achieve this throughout the 1980s. The groundwork laid by the Engineering Counei in this decade will radically change the shape of the profession in the 1990s. 57, “After 1992, only enhanced courses accredited by the Engineering Counell and designated a5 Bachelor of engineering (Péng) of Master of Engineering (Meng) wi, efter period of ‘accredited training and responsible experience, directly to Chartered Engineer status.: The enginéering institutions wil also require al those who aspire to Chartered status fo prove their sutabity through a formal interview (known as the ‘professionel review) afer frishing their periods of responsible experience. we “inar changes have boon inroduced for those competing BTEC Higher Cerictes and Diplomas who wish eventual to register es Incorporated Engineers, In addon, lars and ridges have been provided for Incorporated Engineers, and others who have prepared themselves for the profession by non-degree routes, to transfer to the Chartered Engineer path These improvements, in both the quality of courses and the routes to registration, wil place ‘additional demands on the personal qualities and skils of engineers. If the calls, for improvement made in many recent publications are achieved, engineers in the twenty-first century will have to be of and extremely high care. For example, in an Engineering Council papér, Raising the Standard, we are told that: ‘qualfed engineers of tomorrow must be technically competent, market conscious, conmmercally adept, environmentelly sensitive and responsive to human needs’ (Engineering Council 1985a).” Question 2 Following passage is an extract from an article appeared inthe Feature section of the 18 Dally Mirror. Read it carefully and propared a report (approximately with 600 words) to hold an HETech fare at BMICH on Sri Lankan Telecommunication and Electronics industry.

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