c.
C r^THE INTRODUCTION OF A WATER
RESOURCES ENGINEERING COURSE
ATTHECIVILENGINEERING
DEPART-MENT OF THE EDUARDO MONDLANE
UNIVERSITY OF MOZAMBIQUE
Report on a feasability study performed by
Ir. J. van der Heide
Prof. ir. J.H. Kop
of the
Delft University of Technology,
Faculty of Civil Engineering,
Department of Sanitary Engineering & Water Management
'~3»«fe#«
Delft, June 1990
T U Delft
Faculteit der Civiele Techniek_ Centre for International Co-operation and K a p p "echnische Universiteit Delft Appropriate Technology
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Table of contents£fO
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page Summary 3 1. Introduction 4 2. The present Civil Engineering course S2.1 General aspects 5 2.2 The Civil Engineering
Department 6 2.2.1 Buildings 6
2.2.2 Staff 6 2.2.3 Materials 7 2.3 The Civil Engineering curriculum 7
3. A new course on Water Resources Engineering 10 3.1 Demands of the engineering practice
3.1.1 Introduction 10 3.1.2 Quantitative demand for water engineers 11
3.1.3 Performance of students and engineers 12
3.1.4 Course profile 13 3.1.5 Conclusions 14 3.2 Curriculum of the course 14
3.2.1 Modification of the civil engineering
programme 14 3.2.2 Water resources engineering programme 17
3.3 Consequenses for the Civil Engineering Department 22
3.3.1 Staff .22 3.3.2. Physical infrastructure 25
4. Conclusions 28
TGchriischc Universiteit Delft
5 . References öi|j|jj;ths^;,-acuiteit der Civieie Techniek ^9 6. Appendices (Bezoekadres Stevinweg 1)
^ Postbus 5048 2600 GA DELFT
Summary
At the request of the Eduardo Mondiane University of Mozambique, the feasability of the introduction of a Water Besources Engineering Course at the Civil Engineering Department of this university was investigated. Part of this investigation was a one-week mission to Maputo. The main purpose of the mission was to make an inventory of the demand for a course and the present capacity of the implementing institute. Therefore the major part of the available time was used for interviews and discussions. The evaluation of and reporting on the information gathered took place afterwards, in the Netherlands. Some important conclusions are
summarized below.
The estimated quantitative demand for water engineers of at least 10 per year during the next decade, justifies the introduction of a course. The diverging qualitative demands mentioned indicate, that the course should consist of basic elements of hydraulic engineering, sanitary engineering and water management. This requires a programme of about 1,5 years, including a thesis project, preceeded by a general civil engineering training of about 3 years. Considering these conditions, both pre-graduate and post-graduate implementation are possible. Due to Mozambican circumstances however, the pre-graduate option should be preferred. It offers, in an overstrained labour market for engineers, better chances of meeting the quantitative demand.
The changes of the present civil engineering curriculum that are required to make it more appropriate for the course and to create
space for aspects of Water Resources Engineering are limited. They can be implemented rather easily, by deleting (parts of) subjects. In other words, the Water Resources Engineering course can have the complete first three years and about half of the fourth year in common with the Civil Engineering course. Deleting present subjects for Water Resources Engineering also offers Civil Engineering the
possibility to optimize their contents.
The Civil Engineering Department will be responsible for the implementation of the course. Its present human and physical infrastructure however is not sufficient to carry the extra load. Fortunately the department recieves scientific and financial support from the Netherlands at least until 1992. Still, on top of this support, some additional inputs are required. In terms of permanent local staff, a junior lecturer, a technician and an analist have to be contracted. Furthermore one (foreign) expert is required for a period of three years. With respect to materials,
some US $ 40.000 will be necessary to finance transport, computing and laboratory facilities.
INTRODUCTION
The Eduardo Mondiane University (EMU) is the only university in Mozambique. It is located in Maputo, the national capital situated in the southern part of the country near the South-African boarder. The EMU encludes 9 faculties. The largest one in terms of students, courses and staff is the Faculty of Engineering. Within this faculty 4 departments exist, of which one is Civil Engineering. The Civil Engineering Department is responsible for the execution of 5-year civil engineering course. This course can be characterized as general civil engineering, and does not offer specialized training in branches of civil engineering, like water resources engineering.
In 1987 the EMU requested UNESCO to investigate the feasability of a specialised course on Water Resources Engineering, because it was
felt that the Civil Engineering course was not meeting the demand for specific knowledge of the engineering practice (1). In 1988 UNESCO agreed to carry out and finance a feasability study in 1989. Unfortunately however the expert selected by UNESCO to do the job was not available at the right time. To avoid a further delay, the EMU suggested UNESCO to invite one or two experts of the Delft University of Technology (OUT) of the Netherlands. This proposal was impulsed by the experience the EMU had in cooperating with this university, amongst others in the area of Water Resources Engineering.
However, due to communication problems, the proposal reached UNESCO early 1990. At that time the budget for the study was blocked. In the meantime, the possible introduction of a Water Resources Engineering course was planned for in 1991. Therefore the DUT was convinced to carry out the study early 1990, on their expense.
The terms of reference for the feasability study were to:
a. make an inventory of the Mozambican quantative and qualitative demand for a water resources engineering course;
b. outline the curriculum of this course;
c. outline the consequences of this course for the executing agency, the Civil Engineering Department.
It included a mission to Maputo in the period March 26 - April 3. The programme of the mission is described in appendix 1.
2. THE PRESENT CIVIL ENGINEERING COURSE
2.1 General aspects
The academic year of the EMU starts and ends In the beginning of August. According to the course guide of 1985 (2) it is
subdivided into 9 periods:
teaching 2 periods (16 weeks each) examination S periods ( 8 weeks in total) practical work 1 period ( 6 weeks)
holidays 1 period ( 6 weeks)
In practice some minor changes have developed since then (4 examination periods, 4 weeks of practical work, 8 weeks of holidays). Although the course has a duration of 5 years, the first period (semester) is to be considered as a preparatory period, to "repair" the defiliences of secundary school. Then a real university course remains with a duration of 4,5 years. The diplome awarded is called "licenclatura".
Since about 5 years the annual entrance of students in the civil engineering course is at a level of about 40-50. The number of applicants is higher, but the department limits the Input because of its capacity. The students are not only graduates of secundary school, but also medium level technicians that already have working experience. The annual output of civil engineers is about 10 - 12. The rather low yield of about 25% is caused by factors affecting the
students, like insufficient preparation and (part-time) jobs. The last factor is typical for the labour market in the civil engineering area. The demand for more or less qualified people is high compared to the supply of the educating institutes, inducing rather attractive financial perspectives, especially in the private sector. In this respect the impact of the employment policy of the National Planning Commission should be mentioned. Freshly graduated engineers, like any other graduates of the EMU, are allocated to institutes for a period of 5 years. Only after this period they are free to apply for the job they prefer. This not only causes a certain professional disinterest in the first 5 years of their career, especially in the public sector, but also a tendency to start working before graduation.
Also other kinds of constraints reduce the effectivity of the engineering courses in general. The Faculty of Engineering is located rather exentric within the city and the public transport system is inadequate. Therefore students waste a lot of time. Furthermore it is very difficult for students from outside Maputo to find lodging they can afford.
2.2 The Civil Engineering Department 2.2.1 Buildings
The Civil Engineering Department has one building composed of:
eroundfloor - laboratory for fluid mechanics, hydrology
and water treatment (ISOm^) laboratory for physico-chemical water
quality analysis ( 40m2) workshop ( 40m2)
laboratory for soil mechanics (lOOm^) cabinet technician ( Sm^)
cabinet academic staff (2 persons) ( 20m2)
firstflDor - lecture room, capacity 50 students (lOOm^)
computerroom (1) • ( SOm^) 4 cabinets academic staff (3 persons) (4* 20m2) Information Centre ( 20m2) - cabinet secretariate (2 persons) ( 20m') - 2 toilets ( 4m2) (1): temporary also used by other departments
Furthermore the department also occupies the first floor of another building of the Faculty, with the following facilities:
laboratory for theory of elasticity laboratory for structures
two lecture rooms, capacity 30 students each cabinet academic staff (2 persons)
cabinet technician
2.2.2 Staff
The staff of the department is composed of; academic
Mozambicans 8 Expatriates 2 student assistants 4 technical and administrative
technicians 1 analists 1
secretaries 1 others 4
Total 21
Within the department the hydraulics Section is responsible for the execution of water related aspects of the course. This section is composed of 5 academic staffmembers (2 expatriates) and 1 analist.
The permanent staff is occupied with teaching, consultancy and research and the management of the department. Several subjects of the curriculum are taught by lecturers of other departments or faculties. An important constraint in reaching and maintaining an adequate Mozambican academic staff, are the low salaries paid by the EMU. Therefore the EMU accepts as a compromise that more and more staff members supplement their Income by doing extra work, formally as a second job or more informally. The rules of this compromise have not been laid down yet.
3 Materials
To start with the laboratories, it can be noted that the water related laboratories are or will be in the near future
reasonably well equiped within the framework of the EMU-DUT cooperation. This cooperation also includes some equipment to perform on - site (geo)hydrological measurements and the installation of a laboratory for bacteriological water quality
analysis in 1991, although at the moment there is no space. The construction related laboratories are on the whole less well equipped. Therefore the Department makes normal use of the facilities of the National Civil Engineering Laboratory, with
respect to building materials, soil mechanics and roads.
Furthermore the department has 5 personal computers, that are accessible to staffmembers and students. The department does not have its own library, but can make use of a central
library. The accessibility of the literature for students however is limited, because they are not allowed to enter the library, their knowledge of English is insufficient and they lack training in how to make use of a library. Some books, on water related subjects, are supplied by the Netherlands. Also some administrative and audio-visual equipment is available.
The Civil Engineering curriculum
Table 1 shows the curriculum of the present civil engineering course. It reflects a general civil engineering course without specialization, apart from the thesis project. In the most recent course guide of June 19BS some specialized subjects corresponding to 4 branches of civil engineering were described, but these were struck off the curriculum afterwards. In general it can be concluded from table 1, that:
the average number of contact hours with respect to lectures etc. (subjects 1-40) is at a reasonable level of about 30 hours/week.
the number of weeks reserved for the thesis project (subject 43) is adequate.
Table 1: curriculum of the civil engineering course
Year
Semester 10
Subject Contact Hours/Ueek
1. Ingles 2. Fisica Basica 3. Mecanica 4. Electricidade e Magnetlsmo 5. Electrotecnia Geral 6. Matematica Basica A 7. Anailse Matematica
8. Algebra Linear, Geometria An. 9. Metodos Numericos
10. Computacao
11. Probalidades, Metodos Estatlst 12. Inuestigacao Operacional
13. Qulmica Basica 14. Oflcinas Gerals 15. Topografla Appilcada
16. Geoiogla Aplicada a Eng. Civil 17. Mecanica de Solos
18. Desenho Geral 19. Desenho Tecnico C 20. Desenho de Construcao 21. Construcoes Civis
22. Mecanica das Construcoes 23. Resist de mat., Teoria Eiast. 24. Teoria de Estruturas
25. Materias de Construcao 26. Betao
27. Construcoes Metalicas, Madeira 28. Tecnol. e Organ, de Construcao 29. Vias de Communlcao
30. Complementos de Vias de Commun 31. Pontes
32. Hidraulica 33. Hidrologla
34. Abastec de Agua e Sareamento 35. Obras hidrauiicas
36. Irrlgacao e Drenagem
37. Projecto de Engenharia Civil 38. Economia de Empresas
39. Organizacao e Plan, de Produc. 40. Elab. e Anal. Econ. de Projec
TOTAL 1-40 (hours/weeks) 3 6 10 29 4 6 6 6 6 3 28 4 4 3 7 28 28 4 6 6 28 28 7 6 6 32 4 6 4 4 32 4 4 6 6 4 4 4 32 41 . Exames
42. Practicas (total 20 weeks) 43. Trabalho Licenclatura
(24 weeks)
Table 2 shows the division of the contact hours related to the subjects 1-40 over theory and practical application. It appears that the theory covers in total 42 % of the contact hours and the exercises 58%. Although especially In developing countries It does make sense to pay much attention to the practical application of the theory, the ratio theory/exercise of 0,72 seems somewhat low. The actual ratio may of course differ from the curriculum, but it is worthwhile to discuss this item with a specialist on teaching
methods.
Table 2: subdivision of contact hours in theory and exercises.
year Category Lecture hours (1-40) theory exercises Total 1 324 588 912 2 365 531 896 3 403 493 896 4 434 590 1024 5 272 240 512 Total 1 1798
2442 1
4240 1
3. A NEW COURSE ON WATER RESOURCES ENGINEERING 3.1 Demands of the engineering practice
3.1.1 Introduction
To get an impression of the qualitative and quantitative demand for a new course on water resources engineering, representatives of several institutes dealing with aspects of
this area were interviewed:
1 . Eduardo Mondiane University
1a Faculty of Engineering, Department of Civil Engineering, Section Hydraulics
lb Faculty of Agronomy
2. National Water Authority DNA 2a Department of Water Resources DRH
2b Department of Water Supply and Sanitation DAS 2c Water Supply Company of Maputo
2d State Company for Water Supply Equipment, HIDHOMOC 2e National Director
3 Ministery of Agriculture
3a State Secretary for Agricultural Hydraulics 4 National Electricity Company
4a Department of Electricity Generation 5 Ministry of Public Health
5a Centre for Profilacia e Exames Medicos
These institutes do not cover ail areas of water related engineering. An important area that could not be covered, is the coastal component of hydraulic engineering. It might have been worthwhile to meet also with municipalities, because of their involvement in urban drainage and wastewater collection. Furthermore not all relevant departments or organizations within DNA could be covered. Finally it should be stressed,
that the consultations were restricted to governemental institutes. It also would have been interesting to Interview private companies (contractors, consultants).
The representatives of the institutes mentioned above were, amongst others, asked to describe:
the quantitative demand for engineers;
their experiences with civil engineering students and graduates;
the profile of a water resources engineering course.
3.1.2 Quantitative demand for water engineers
According to the figures that were mentioned during the meetings, the actual number of civil engineers dealing in some
way or another with aspects of water resources engineering is
rather limited. Table 3 shows that the estimated present total
is about 20, of which only about 1/3 are Mozambicans. The DNA
is the main employer.
Table 3: estimated present employment of civil engineers in the water sector.
1 EMU (1a,1b) \2 DNA (2a t/m 2d) 3,4,5 Total Mozambi 3 5 8
cans E> patria
2 10 1 13 tes Total 5 j 15 1
21 1
Taking into account also the departments and agencies of DNA that were not covered and other sectors (consultants, contractors, provincial governments), the numbers will be
higher.
With respect to the demand, the quality of the information differed from no opinion to definite numbers of very
specialized engineers. Therefore it was decided, based on this information, to set up a model for what should be considered as a realistic minimum demand for a 10-years period (table 4).
Table 4: estimated minimum demand for civil engineers in the water sector (1990 - 2000)
present/demand (year 1,2) ,
IEMU
DNA - national - depart. - agencies - province
- water companies Ministry of Agriculture Nat. Eiectr. Comp. Min. Public Health Total (6/ 2 (1) 10 (1) -1 (-1) -13 year) future demand (year 3-10) •if 5(2) 5(3) 20 (4) 20 (4) * 20 (4) •a-70 ( 10/year)
1: substitution of expatriates (that normally do not have a counterpart and therefore have to be considered as additional staff)
2: suppletion of present Mozambicans 1:1 (present Mozambicans cannot implement engineering, but have to be managers) 3: 1 per agency (Hldromoc, Geomoc, Pronar, Latrines
Melhoradas, Centre Form. Professional) 4: 1 per province/company
*: demand exists, but cannot (yet) be quantified
3.1.3 Performance of students and engineers
Some of the representatives either had experience with or opinions about the students (practical work, thesis project) or graduates of the present Civil Engineering Course of the EMU. This kind of information was asked for, to get an impression of the attitude of the (future) engineers with respect to their profession and possible defiliences in the general approach of teaching. The most important comments are mentioned in the table below. Table 5. Institute Comments la lb 2a-2e
Present way of teaching puts too much emphasis on cramming of pieces of knowledge and too little on overview and reflection.
Civil engineers are and will not be able to design agricultural irrigation/drainage systems, because their civil engineering environment (teaching, professsional) blocks real understanding of agriculture practice.
Students and engineers are too theoretical in their approach of real problems to be solved; more practical training is required.
Students feel isolated, because the institute is not able to assist and supervlze them properly and the university does not really feels involved. They become demotivated and the results of their work is of little use to the host-institute.
Engineers are not really committed to their job, because the perspectives in other sectors are more attractive.
Students are not able to carry out projects properly (analysis of the problem, literature reviews, planning).
3.1.4 Course profile
In order to determine the profile of a course on water resources engineering, it was asked to describe the kind of work civil engineers are or should be doing, and to translate this into aspects that should be part of the curriculum. These aspects were compared with the curriculum of the present civil engineering course, and are summarized in table 6 as far as they are not covered (sufficiently). In general terms the course profiles described varied, depending on the institute,
from civil engineering (lb) to water management (2a) or sanitary engineering (2b).
Table 6
Area Aspects
a. river basin construction of dams hydropower generation applied hydrology surface water quality
water management (integration of hydrology, water quality, environment, economies, legislation)
b. estuary, sea maritime hydraulics coastal engineering harbour engineering
c. aquifer geohydrology (groundwaterflow) geohydrological measurements
groundwater captation groundwater quality d. irrigation/ drainage water quality
(sub)-urban drainage evaluation of projects constructions
e. water supply community communication costs
malntainance
appropriate technology water treatment
drinking water quality
f. waste water surface water quality treatment
g. general aspects use of computer models (eg. water supply, waste water collection, geohydrology, hydrology)
practical work in the laboratory and the field (e.g. hydraulics, hydrology, geohydrology)
project work (integrated application, to solve a real problem, of technical
and non-technical aspects of the course)
3.1.5 Conclusions
From the previous it can be concluded, that
the demand for water orientated civil engineers justifies the introduction of a course on water resources engineering (about 10 per year for a lO-years period)
considering that the present number of practizing engineers is low compared to the demand for well trained water engineers, the course should preferably be offered at the pre-graduate level. A post-graduate course will not have a sufficient output, because of the overstrained labout market for engineers.
the degree and kind of specialization that should be reached, compared to the present civil engineering course,
has to be a compromise between diverging needs
the developments in Mozambique are that uncertain, that a first evaluation of the new course (demand, profile) should take place about 5 years after its introduction.
3.2 Curriculum of the course
A course on water resources engineering should be founded on a sound basis of Civil Engineering. Therefore first of all the present civil engineering course will be evaluated, to identify subjects that are not relevant to water resources engineering or require modification to make them more appropriate. Next new subjects will be proposed, based on the information of paragraph 3.1
3.2.1 Modification of the Civil Engineering programme
In the proposal of modifications of the Civil Engineering programme, table 1 and the course guide of 1985 were taken aa references. First subjects that can be deleted (partly) will be mentioned, secondly subjects about which the opinions of the Hydraulics Section, the Constructions Section and the mission differ.
A. Subjects that can be deleted (partly). Subject 25 (Materias de Construcao)
Part I (concrete technology) is too extensive, even for civil engineering.
Part II is too detailed for water resources engineering. Proposal; reduce part I to 4 hours/week, delete part II.
Subject 28 (Technol. e Organ, de Construcao) Too much detail for water resources engineering.
Proposal: maintain part I; reduce part II to 3 hours/week (maintain aspects organization, planning, costs); delete part III
Subject 30 (Complementos de Vias de Commun.) Not required for water resources engineering. Proposal: delete completely.
Subject 31 (Pontes)
Too extensive for water resources engineering.
Proposal: delete completely and pay some attention to bridges with the subject hydraulic works.
Subject 39 (Organizacao e Plan, de Produc.) Not required for water resources engineering Proposal: delete completely.
The basic civil engineering programme resulting from these proposals is shown in table 7. The subjects of the present curriculum, that are elements of water resources engineering, are left out (32-36). In this way the table also shows the available space for (new) subjects on water resources engineering, taking the present number of contact hours as the maximum.
The changes of the Civil Engineering curriculum mentioned above are limited and can be implemented rather easily. The Water
Resources Engineering course can have almost the complete first 3 years and about half of the fourth year in common with the Civil Engineering course. Deleting subjects for Water Resources Engineering offers can possibility of optimization their
Table 7: Basic Civil Engineering programme
Year
Semester 10
Subject Contact Hours/Week
1. Ingles 2. Fisica Basica 3. Mecanica 4. Electricidade e Magnetlsmo 5. Electrotecnia Geral 6. Matematica Basica A 7. Anailse Matematica
8. Algebra Linear, Geometria An. 9. Metodos Numericos
10. Computacao
11. Probalidades, Metodos Estatlst 12. Investigacao Operacional
13. Qulmica Basica 14. Oflcinas Gerals 15. Topografla Appilcada
16. Geologia Aplicada a Eng. Civil 17. Mecanica de Solos
18. Desenho Geral 19. Desenho Tecnico C 20. Desenho de Construcao 21. Construcoes Civis
22. Mecanica das Construcoes 23. Resist de mat., Teoria Elast. 24. Teoria de Estruturas
25. Materias de Construcao 26. Betao
27. Construcoes Metalicas, Madeira 28. Tecnol. e Organ, de Construcao 29. Vias de Communlcao
37. Projecto de Engenharia Civil 38. Economia de Empresas
40. Elab. e Anal. Econ. de Projec. TOTAL 1-40 (hours/weeks) 3 6 10 29 4 6 6 6 28 6 3 4 4 3 7 28 28 4 6 4 26 6 6 7 6 3 18 22 6 4 4 24 4 32 41. Exames
42. Practicas (total 20 weeks) 43. Trabalho Licenclatura
(24 weeks)
* -it
Space for (new) subjects on water resources engineering
10 10 28
S. Subjects of discussion.
Subject 4 (Electricidade e magnetlsmo)
Seems rather far away from civil and water resources engineering practice. The principals of electromagnetism, the
main part of the subject, have already been explained in subject 2 (fysica basica). Part of the Hydraulics Section however believes, that the subject should be maintained, but that the contents should be modified to include an introduction to electronics.
Subject 5 (Electrotecnia Geral)
Seems also somewhat far away, but compared to subject 4 more relevant (more applied). The Hydraulics Section feels, that the subject should be maintained. A reduction of the subject on the aspect of direct current may be considered.
Subject 12 (Investigacao Operacional)
Should be maintained, but opinions differ with respect the most appropriate semester. The mission suggesteo to transfer it to 5th semester, to create a connection with preceedlng mathematical subjects. The Hydraulics Section believes, that it should be left in the 8th semester, to be able to apply the mathematics to real engineering problems.
Subject 26 (Betao)
Some members of the Hydraulics and Constuction Section believe, that part II of this subject can be deleted. The mission thinks that, because of the very different profeslonal profiles of water engineers that are still valid at the moment, it is too early to do so.
Subject 27 (Construcoes Metalicas, Madeira) Similar to 26.
Subject 37 (Projecto de Engenharia Civil)
According to the Hydraulics Section, due to the present way of Implementation, this subject does not have an additional value in the course. Opinions differ about whether it should be deleted. The mission believes, that it can be of use when a
real (water) engineering problem can be tackled and the staffmembers lecturing in the same area are responsible for its execution.
3.2.2 Water Resources Engineering programme
According to table 7 the total space for (new) subjects on water resources engineering is 58 semester -hours/week, or in other words 1 year of study. In addition, the thesis project takes about 0,5 year. Then the picture arises of a Water Resources Engineering programme of 1,5 years in total, preceeded by a basic Civil Engineering programme of 3 years,
This picture can be encoutered at many universities all over the world.
In the formulation of subjects for the Water Resources Engineering programme, the water related subjects of the
present Civil Engineering programme have been maintained more or less. Some of them were extended and subdivided into two seperate successive subjects. These extensions and the proposed new subjects are meant to cover most of the aspects mentioned in table 6.
Short description of the proposed (new) subjects
Hydrology I (more or less identical to present subject 33): 4 hours/week
Hydrological cycle; catchment area; water balances; elements of water balances (precipitation, evapo( trans)- piration, infiltration, percolation, seepage, runoff, discharge)
Hydrology II (new); 4 hours/week
Measurement techniques (elements of balances); measurement network; data handling; statistic analysis of data; prediction methods.
Hydraulics I,II (identical to present subject 32); 6/7 hours/week
It may be worthwhile to discuss, wether the application oriented approach of subject 32 should be replaced by a more
fundamental approach.
Geohydrology (new); 4 hours/week
Geohydrological systems (3-dimenslonal sohematizations of soil compartment: zones, boundaries, layers); water related physical properties of soil; groundwater flow in unsaturated zone; one-dimensional groundwaterflow in aquifers (freatic, confined; stationary, dynamic) geohydrological measurement and maps (soil profile, permeability, piezometric level)
Groundwater recovery (new); 4 hours/week
Recovery techniques (wells, drains, channels); two-dimensional groundwaterflow (single wells, well systems); pumping tests recharge techniques; groundwater protection.
Irrigation, drainage (extended present subject 36); 6 hours/week
Soil (composition, structure, properties); crops (water demand, groundwater table); determination of irrigation capacity; hydraulic design irrigation capacity; hydraulic design irrigation and drainage systems.
Hydraulic works I (part of present subject 35); 4 hours/week Earth storage dams (construction, principals of hydropower generation, percolation, erosion); constructions in rivers for flow control (weir, sluice, dam); embankments; concrete dams; sediment transport; river regulation.
Hydraulic works II (part of present subject 35 plus extension); 4 hours/week
Construction of elements of irrigation/drainage, water supply, sewerage systems (open channels, intakes, pumping stations, reservoirs, treatment tanks, etc.)
Water supply and sewerage (part of present subject 34); 4 hours/week
The public water supply system (overview); water demand; hydraulic design of intake, transport pipe, reservoirs, distribution network (outdoor, indoor); rural solutions
The sewerage system (overview); wastewater production and precipitation; hydraulic design of sewerage network (indoor, outdoor), reservoir, pumping station, transport pipe; rural
solutions.
Water quality and treatment (part of present subject 34 plus extension); 6 hours/week
Water quality parameters (relevance of most important physical, inorganic and organic chemical and biological parameters): natural and human sources of pollution; natural self-purification processes; water quality monitoring; water quality guidelines; processes of water treatment (water supply, sewerage; urban and rural)
Water resources management (new); 4 hours/week
Hydrological models (natural situation and with water uses/discharges); effects of temporary inundations and droughts (economy, health, environment); dimensioning and operation of storage reservoirs (functions: river discharge regulation, power supply, water supply/irrigation).
After a discussion with the Hydraulics Section it was decided not to cover the aspects of table 6 mentioned under area b. This would have required another 3 subjects, while the practical use of this kind of specific knowledge is still rather low at the moment. Things may however change rapidly, and therefore it is advisable that the Hydraulics Section monitors the needs of the engineering practice with much care.
The total study-load of the subjects mentioned above is 57 hours/week, so practically the same as the total space of 58 hours defined earlier. As some members of the Hydraulics and the Constructions Section believe that the study load of the present civil engineering course is too high, a complete filling up of the available space may suffer from the same problem. For the mission it was impossible to get a clear picture.
If it is decided to reduce the study load, the mission suggest not to scrape off the water resources engineering programme, but to reduce the basic civil engineering programme. Possibilities to do so have been mentioned in paragraph 3.2.1.
Accordingly the present approach of civil engineering education, the water resources engineering course should have a
strong component of application of theory. So within the subjects of the programme time should be reserved for
practical work in laboratories and in the field.
Furthermore training should be introduced, prior to the thesis
work, with respect to literature review and integrated
application of subjects. A reinforcement of the Projecto de Engenharia Civil can serve both goals.
Scheduling of the proposed (new) subjects.
From an educational point of view, taking into account the relations between the different subjects, a more or less Ideal schedule as presented in tabel 8 can be drafted.
Table 8: "ideal" schedule of the water resources engineering programme.
Year Semester Subject Hydraulics I Hydraulics II Hydrology I Hydrology II Geohydrology Groundwater recovery Hydraulic works I Hydraulic works II
Watersupply and sewerage Water quality and treatment Irrigation and drainage Water resources management
Total Study Load
Available space 3 5 6 4 7 8 5 9 10 Contact hours/week 6 6 2 10 7 4 4 4 7 12 10 8 4 4 4 4 6 6 4 18 14 28
This schedule is based on the assumption, that the present scheduling of hydraulics I and II, also very Important for Civil Engineering, should not be changed. Despite this the schedule will effect the Civil Engineering programme, because the subjects water supply and sewerage and irrigation and drainage are shifted to different semesters. Of bigger
importance however is the discrepancy between study-load and available space, in ail semesters.
The Civil Engineering course and the Water Resources Engineering course are interdependant. To avoid a comorehensive
revision of the Civil Engineering course, table 9 is showing a schedule that can be considered as a compromise for the coming 5 years. During this period a further optimization, to be formalized in 1995, can be prepared.
Talbe 9: schedule of the Water Resources Engineering programme for the period 1991-1995
Year Semester Subject Hydraulics I Hydraulics II Hydrology I Hydrology II Geohydrology Groundwater recovery Hydraulic works I 1 Hydraulic works II
Water supply and sewerage Water quality and treatment Irrigation and drainage Water resources management
Total study load
Available space 3 5 6 4 7 8 5 9 10 Contact hours/week 6 4 10 2 10 7 4 4 4 4 11 12 10 8 4 6 6 4 24 28
Some remarks with respect to table 9 are:
to allow a reasonable sequence of the subjects, the available space in the 8th semester should be increased from 8 to 12 hours. This can be achieved by transferring the Projecto de Engenharia Civil from the 8th to the 9th semester. In this way the project can become of greater use, because the students have more basic technical
engineering course, the available space in the 9th semester is reduced from 26 to 24. Another, perhaps less attractive, possibility could be, to transfer investigacao operacional to the 9th semester.
the scheduling of hydrology I and II and geohydrology allows the practicas in the 4th year to be used for field
exercises in these areas.
the changes with respect to the subjects that are or may be part of the civil engineering course are limited:
hydraulics I, II : no changes
hydrology I : remains in the even semester. hydraulic works I, II: part of the subject hydraulic works is still in the 9th semester; the study load reduces from 6 to 4 hours
water supply and sewerage: its transfer to the 8th semester may cause overloading of the civil engineering course. This may be compensated by transfering the Project to the 9the semester.
irrigation and drainage: remains in the 9th semester, but the study load increases from 4 - 6 hours.
According to representatives of the Constructions Section, only the subjects hydraulics, hydraulic works, water supply and
sewerage are relevant for Civil Engineering.
Normally, the new course probably would start in August 1991. The schedule allows to start with the 7th semester in stead of the 5th, without too much difficulties for the students. An advantage of this acceiaration is, that the Dutch expertriates, present within the framework of the EMU-DUT cooperation, can give a greater contribution to the course.
3.3 Consequenses for the Civil Engineering Department 3.3.1 Staff
The three major tasks of university staffmembers are teaching, research/consultancy and management. The staff required for the
execution of the Water Resources Engineering programme can be estimated, when a ratio between the time spend on the three major tasks and the relation between teaching load and study load can be quantified.
As a first attempt, Dutch formulaes will be used that enable the translation of different kinds of teaching into a teaching load for the staff as a whole. Next the total required staff is calculated, based on the assumption, that on the average 50% of
the time will be spend on teaching. A first distinction will be made between academic and non-academic (technical,
administrative) staff, based on an average Dutch ratio academic/non- academic = 2. Later on, the number of staffmembers calculated in this way will be discussed, considering the Mozambican situation.
The study load and teaching load of the water resources
engineering programme, taking into account also remarks made in 3.2.2 with respect to the schedule of the programme, is summarized in table 10. The required staff to execute teaching, research/consultancy and management is shown in table 11.
Table 10
a. lectures, exercises (subjects table 9) b. practical work 4th year c. civil engineering project d. thesis project Total . Study load (contact hours, study hours) 57 X 16 = 912 4 X 40 = 160 4 X 16 = 64 24 X 40 = 960 Teaching load (staff hours) • * 5472 240 96 960 6768 •- formulaes used: a = contact hours "* 6
b,c = contact hours * student number * 0,15 d = study hours * student number - 0,10
student number = 10 Table 11 staff ( number;-*) academic technical, Total administrative 5,0 2,5 7,5
•» on full-time basis; 1800 hours/year (45 weeks/year)
Academic staff
Of course the constants in the formuleas used may not be valid in the Mozambican situation. A way of checking is to compare the outcome of the calculations with the Mozambican experience. According to this experience, the maximum allowable number of
semester hours for one lecturer should be 12 (2 - 3 subjects). This would mean that, to cover aspects a of table 10, some 4,75 academic staffmembers are required. Maintaining the ratio between aspect a and aspects b + c + d shown in table 10, the
total required academic staff would come down to about 6. To the opinion of the mission, a number of 5 is an acceptable minimum to start with, as the supervision of thesis projects
however not leave any space for contributions to the civil engineering course, beyond water related subjects!
Table 12 : present academic staff of the Hydraulics Section
type professor lecturer student assistant Mozambican 1 (Ph.D.) 1 (Lie.) 1 (Lie.) -1 Expatriates -1 (M.Sc.) "" 1 (M.Sc.) Areas hydrology, hydraulics, water management
water supply and sanitation, water
quality and treatment j hydraulic works,
hydraulics
irrigation, drainage j
The present academic staff of the Hydraulics Section is shown in table 12.
Without going in details about the division of areas over staffmembers, three major problems should be mentioned.
Comparing table 12 to table 9, It is clear that the areas geohydrology and ground water recovery cannot be covered by the present Hydraulics Section. Furthermore, the Mozambican junior lecturer on hydraulic works will be abroad for M.Sc.
training from the middle of 1990 untlll the middle of 1992. Finally, a counterpart for the expatriate lecturer in the areas of irrigation and drainage in missing. Therefore, the minimal additional needs are:
1 lecturer on geohydrology and groundwater recovery.
According to table 9, this lecturer should become available in the second half of 1991, to make sure that the lectures can short January 1992. As a temporary solution, the suppletion of a Dutch expatriate may be possible, within the framework of the EMU-DUT cooperation. In this case a Mozambican junior lecturer should be contracted as a counterpart.
1 lecturer on hydraulic works and hydraulics.
This lecturer should in fact be available already at the present moment. The contract can be a temporary one, prefarably for a period of 3 years, first to replace the Mozambican lecturer and afterwards to act as a counterpart for 1 year more.
1 Mozambican junior lecturer on irrigation and drainage. This lecturer should become available as soon as possible.
Technical and administrative staff
According to the Delft experience, the ratio academic staff/non- academic staff = 2 is too high, for the execution of programmes that involve a large laboratory component. In other words, a technical and administrative staff of 2,5 full time equivalents will not be sufficient. A more realistic estimate of the required staff is shown in table 13.
Table 13 : required technical and administative staff.
Type secretary typist technician technician analist analist Total Fte. 0,5 0,5 0,5 1,0 1,0 1,0 4,5 Tasks administration typing general maintenance operat./maint. of lab install, and field equipm. operat./maint. of lab. phys./chem. analysis operat./maint. of lab. bacteriological analysis Available yes (*) yes (v) yes (->) no yes no
Fte: full-time equivalents
* : 1,0 available for the Department as a whole V : on a contract basis (non-regular staff)
The additional needs are obvious. The technician (medium/high level) should be contracted as soon as possible, to relieve the
academic staff. The analist should become available in 1991, before the installation of the laboratory. The EMU-DUT cooperation has a limited budget for training of technical staff.
3.3.2 Physical infrastructure
As was mentioned in paragraph 3.2.2, the teaching of subjects within the Water Resources Engineering course should include
application of theory, by means of excursions, exercises, use of computer programmes and practical work. This requires in
terms of infrastructure: transport facilities computing facilities laboratories
field equipment
buildings.
Part of the infrastructure is also essential to the execution of thesis work, consultancy and research.
Materials
Within the framework of the EMU-DUT cooperation, the water related infrastructure of the Department is being upgraded. Table 14 summarizes the needs that still exist at the moment. It shows that on top of the EMU-DUT budget additional financing
has to be found to a limited extend of about 40.000 US $.
The running costs resulting from the use of materials are not mentioned in the table. Depending on the circumstances, the annual costs may amount to 5 - 15% of a total investment of about 250.000 US $. The budgets of the EMU and the EMU-DUT cooperation may be sufficient to cover these expenses until
1992.
Table 14 : required additional materials
1. 1.1 1.2 1.3 1 .4 1.5 2. 2.1 2.2 3. 3. 1 3.2 Tote .aboratories hydraulics hydrology water quality (phys./chem.) water quality (bacter.) water treatmen Computing faci hardware software Transport faci equipment persons il t lities llties Needs . repair . replacement, extension . field equipment (2) , *"
. complete new lab. (4) . complete new lab. (4)
. extension (3) . extension . pick-up . minibus Budget EMU-DUT US $ 5.000 (1) -40.000 ~ 60.000 35.000 11.250 -12.500 -163.750 Addit. Financ. US $ -15.000 -— — I -2.500 -20.000 37.500
1 : fluid friction apparatus, hydraulic bench
2 : molynettes, geo-electrlcal equipment, handdrills, wells, pump, infiltrometer, pianimeters, curvimeters, tents etc.
3 : portable PC, mathematical coprocessors, plotter 4 : see reference 3
Space
The space avialabie to the Department, inside its own building and in the building of the Unidad de Producao (UP), has been
described in paragraph 2.3.1. The Water Recourses Engineering course will cause some additional requirements, that are
summarized in table 15.
Table IS : additional needs
Lecture rooms
The Water Resources Engineering course will be executed parallel to the Civil Engineering course. Taking into account the expected audiences of both courses and the capacities of the avialabie lecture rooms, the Water
Resources Engineering course will have to use the lecture rooms of the UP-buiiding.
Cabinettes academic staff (and monitors)
The academic staff of the Hydraulics Section will increase temporarily from 1991 onwards with 2 -3 persons. To cope with this extension, a cabinet In the UP-building will have to be used, as it seems to be the only reserve
capacity available.
Cabinettes technical staff
The technical staff will increase with 1 technician and 1 bacteriological analist. The technician can be housed in the UP-buiiding. The analist does not need a seperate cabinet, when a laboratory is avialabie. This solution also applies to the other technician and the analist that
are present already (workshop/laboratory). Laboratories
The main problem is the housing of the bacteriological laboratory. The room that is presently used as workshop
seems appropriate, as It can be made suitable for the hygienic conditions that are required for bacteriological analysis. This would mean, that outside but close to the Department building a new workshop has to be build. Another problem is that space for storage of materials is lacking. A rough estimate indicates that about 20 m^ would be sufficient. The storage room may be combined with the workshop.
General
At the present moment the Department does not have a room, where staffmembers and students can meet in an informal way. This kind of facility often appears to be beneficial to ail parties involved.
Conclusions
Summarizing the previous chapters the most Important conclusions with respect to the introduction of a Water Resources Engineering Course are:
the demand for water engineers justifies the introduction of the course.
the course should consist of 3 years of basic civil engineering, followed by 1,5 years of water resources engineering, covering the basic aspects of hydraulic engineering, sanitary engineering and water management
the Civil Engineering Department will be able to execute the course, but to reach a situation of
self-sustainabiilty some additional internal and external inputs are required:
Internal
1 junior lecturer (irrigation/drainage)
1 technician (installations, field equipment) 1 analist (bacteriology)
remodulation and extension of laboratory buildings external
1 expert on geohydrology/groundwater recovery (3 years) 1 expert on hydraulic engineering (3 years)
additional materials (minibus; hydraulic apparatus; software) US $ 40.000
5. References
1. Development of a Water Resources Engineering Course
Maputo, October 10, 1987.
2. Guia do Curco de Engenharia Civil Maputo, 1985
3. Second phase proposal 1990-1992 for the cooperation between the Eduardo Mondiane University and the Delft University of Technology in the field of Water Resources
Engineering. Delft, July 1989
Appendix: Programme of the mission (March 26 - April 3)
Monday 26-3 (evening)
Elaboration of terms of reference with staffmembers of the Civil Engineering Department of the EMU.
Tuesday 27-3
Discussions with individual staffmembers of the Hydraulics Section of the Civil Engineering Department (Caupers, Matsinhe,
Rietveld, Letitre) Wednesday 28-3
Meetings with the State Secretary for Agricultural Hydraulics (Fonseca), Dean of the Faculty of Agronomy of the EMU
(Perrera), Director of the Centro the Profilacia e Exames Medicos (Montelro), Head of the Water Supply and Sanitation Department DAS of DNA (Alvarlnho), Director of the Maputo Water Supply Company (Alves), Head of the Department of Studies and
Projects of HIDROMOC (Felix). Thursday 29-3
Meetings with the head of the Water Resources Department DRH of DNA (Isuvu) and staffmembers (Vaz, Smit), the National Director of DNA (Napica), the Deputy Director of the Generation Department of Electricidade de Mozambique (Valente) and a project engineer (Pereira).
Friday 30-3
Reflection; evaluation of meetings and discussions with staffmembers of the Hydraulics Section.
Saturday 31-3
Fleldtrip to a pilot plant for water treatment; presentation of prelimenary conclusions to the Hydraulics Section.
Monday 2-4 (morning)
Discussions of prelimenary conclusions with the head of the Civil Engineering Department of the EMU (Magaia) and a
representative of the constructions section of the Department ( Quadros).
