A Career in Engineering

Abstract

Engineering has largely been practiced in the East African region under the main divisions of civil, electrical and mechanical engineering. From bottom categories of artisans / craftsmen, it moves up through categories of technicians, with engineers at the apex.

Unlike many other fields where classroom work is largely adequate, engineering does not stretch only into the science approach whereby experimental or laboratory work is undertaken, but goes further to explore the real world, which often is only approximated by science. Science may be said to be about explaining nature, environment and how it is affected by its surroundings.

Pure science often approximates real life situations, yet engineering often needs to recognise realities. We may take for instance a fact of science that 'petrol mixed with oxygen' can be ignited by a 'spark'. Engineering on the other hand recognises that oxygen can be found in ordinary air, which when mixed with petrol in the 'right proportions' will give right conditions for burning in an engine.

We may also say in passing that engineering endeavours to make man's life and working environment easier. It is for this reason that research is undertaken to make tools, equipment / machinery for use by man to ease his burden in life

The East African region has been viewed as an entity for quite some time now, even before creation of the first East African Community (EAC) that came to a sad end in 1977. In recognition of this, several programmes were organised and implemented on that basis. A case in point is the then University of East Africa, with Dar-es-Salaam, Nairobi and Makerere as its complimentary constituent colleges. Likewise, engineering was organised on a regional basis.

The career of engineering is one requiring a wide spectrum of activities, ranging from perception of basic operational concepts of equipments, their origins, purpose, methods of construction / fabrication and assembly, limitations, utilisation, safety, maintenance and repair, beside a host of other considerations. As such, the career has extensive development requirements, and, success inevitably hinges on a good / thorough understanding of its various components, creativity and imagination of the individual.

Traditional Divisions

Over a long stretch of time, three areas have represented most engineering activities, namely, civil, electrical and mechanical engineering. Of late however, several new branches have emerged out of these, some more prevalent in highly developed countries where they are in application already. For our purposes, we will dwell on the three for the moment hereinafter.

Civil Engineering

This area by and large represents construction activities for buildings, roads, water, drainage, sewage and other infrastructure requirements. It may be considered appropriate to say that, main materials of construction are cement, sand and stones, which when appropriately mixed with water give 'concrete' and also 'reinforced concrete' when steel is added.

Several projects fall in this domain, from residential and commercial buildings, to industrial structures, bridges and dams to mention but a few.

One may argue that many products of civil construction are massive structures, built on a site, largely stationery, meaning limited movable parts, as doors, windows and lifts in buildings.

Several other materials are also in use, such as timber, plastics and petroleum based products, to mention but a few. It may also be argued that civil engineering has a lot in common with architecture, unlike mechanical and electrical engineering.

Electrical Engineering

On the part of electrical engineering, this branch is largely associated with 'generation, transmission, distribution and utilisation' of electric power on the one hand, and design, construction, operation and maintenance of electric motors, generators, switchgear and lighting systems on the other hand, beside others.

Other areas are in communications via radios and televisions, telephones and other aspects of communication as in the aircraft industry, the military and other civil life applications.

Of late, computers have penetrated all areas of life by storm, a largely electrical engineering domain. They are used in control of equipments and factories on the one hand, and used to speed up 'design' work in various professions and accelerating computation on the other.

It may be said that electrical engineering operates in the domain of the 'invisible', representing 'telecommunications waves' in radios, mobile telephones and the like, to 'electromagnetism' in generation of power, 'micro'-scale applications as in electric watches and calculators, through to large-size designs as generators in hydropower stations as at Owen Falls Power Station in Jinja.

Mechanical Engineering

In its domain, mechanical engineering is derived from the keyword 'machine', covering aspects such as design, manufacture, installation, operation and maintenance of machinery and equipment in general. The scope of applications is wide, from internal combustion engines for the automotive and traction industry, through ships, aircraft, railway equipment, steam generators, water turbines and Mechanical engineering may be said to be more associated with 'assemblies' of moving parts, intricate shapes, largely using 'steel' or iron-based metals. Unlike electrical engineering, most of its operations are visible, save for such exceptions as a 'fuel / air' mixture for combustion.

Levels In Practice of Engineering

For most intents and purposes, categories may be demarcated by artisan / craftsman, technician and engineer. Something needs to be said, that these considerations are applicable to all fields of engineering, for our purposes here, civil, electrical and mechanical.

Something needs to be said at the outset, and that is, these levels are complimentary, and, must also play their roles at different levels of 'expertise' and focus. An example here will serve a useful purpose I believe. In putting up a residential house, artisans include bricklayers and plumbers, while technicians oversee / guide / supervise artisans to work to 'specifications' as contained in 'drawings' for the project. The engineer has not only to make sure that the 'design' of the building is in 'conformity' with 'norms' and 'standards', he needs to organise the site, take decisions relating to details as to changes that may be required without 'municipal' approvals and the like. In other words, the artisan is trained and should have the proficiency to work correctly with speed and accuracy at his tasks with minimum 'technical' theory requirement, while the technician must be the 'bridge' between the engineer with the highest level of technical analysis and design, and, the craftsman / artisan, a swift implementer of 'basic' tasks.

Artisan / Craftsman

These constitute 'skilled' labour who only need to appreciate 'how' and 'why' they undertake their functions. They are engaged in manufacture, repair, assembly, erection and the like, and, have been well-trained in their trades.

These include, masons, fitters, machinists, welders, automotive mechanics or electricians, wiremen, linesmen, armature winders, radio or television repairers, to mention but a few.

It has been argued that a craftsman's main asset is his/her ability to work with hands; using measuring instruments; and, reading drawings requiring skill and intelligence.

Technician

The technician's training has substantial overlap with that of the engineer, the main difference being more emphasis on practicals and less complex mathematical / scientific analysis for the technician. She/he holds responsibility over a wide scope of activities, with responsibilities ranging from that of supervising craftsmen to translating ideas and instructions of the professional engineer into practice.

She / he may be employed to undertake design or 'drafting', that is, preparation of 'drawings' which are the 'pictorial' medium of communication of the trade. They may also be engaged in erection, estimating, inspecting, testing and servicing engineering equipment, or, sale of technical equipment.

Engineer

Well grounded in scientific methods in tackling engineering problems through training and creativity, backed with a wide understanding and knowledge of procedures and roles at different levels, and, sufficient practical training and experience, the professional engineer should be able to assume highest responsibility in his particular field of expertise.

A successful engineering career hinges on both theory and practice. It has been said that even exposure to 'imitations' of engineering challenges in early life play a big role in getting the 'mindset' right for a career in engineering. This is in reference to toys, and the 'level' of technology in a home setting early in life. In this regard, developed countries are at a big advantage over us, not to mention the opportunities of technological exposure an adolescent has over her/his counterpart in a poor country.

Successful engineering also hinges greatly in 'peer' grooming, in a setting richly endowed with vibrant activity, from design modification and manufacture with dynamic R&D activity, through new innovative designs, interspersed with routine engineering activity. A young engineer can see firms busy in component manufacture, assembly of complex products with substantial outsourcing, and various other activities that stimulate his creativity and enhance his prospects for innovation. Such settings motivate and build confidence in upcoming generations.

From the theoretical perspective, a strong background in combinations of particularly mathematics, supplemented by physics, drawing, chemistry and other closely related subjects greatly help with perception and understanding of underlying principles.

Practice and / or experience do assist greatly in enriching one's creative/imaginative ability, a strong pillar in technology adaptation and innovation that appear not to be engrained so deeply in the industrial setting of today in Uganda.

With time, I get more inclined to say that, Uganda would greatly benefit from 'sandwich' programmes rather than a straight 3 - 4 year course straight from high school, followed by 'pupilage'.

It is my observation, that training under a registered / professional engineer has not been as effective for numerous factors, resulting in a generation that has not sufficiently benefited from adequate vocational / practical training to equip it for the urgent task ahead of the country at large.

Training

Around the times of independence in East Africa, there were complimentary institutions for training various categories of engineering personnel, with corporations mounting training programs that offered systematic professional growth.

For craftsmen and technicians, courses were offered in mechanical, automotive, electrical and civil engineering industries on full-time, day-release or sandwich basis, leading to obtaining the prestigious City & Guilds of London Institute qualifications, with strong emphasis on practical training.

For technicians specifically, courses were offered leading to ordinary and higher certificates, ordinary and higher diplomas in mechanical, electrical and civil engineering and building. These courses were offered at Kenya Polytechnic and Mombasa Technical Institute in Kenya, Dar-es-Salaam Technical College in Tanzania, and at Uganda Technical College.

Practical instruction was offered by:

The above establishments offered very good training facilities, and, went on to sponsor good trainees in higher colleges, increasing the stock of very competent technical cadres for the region.

Several other companies also offered excellent 'on-the-job' training opportunities.

New Millennium Needs

In the meantime, many large establishment that mounted the said programmes either have since stopped, are in limbo or inactive / closed at the present time in Uganda. Further, large-scale industrial activity has almost ground to a halt, either due to insolvency, companies divested and priorities changed or scaled down activity, or, at brink of closure.