イギリスにおける技術者養成の特質と工学教育の発展 : 1830年代末〜1930年代末

概要

論文の詳細を見る
It is possible to enumerate the following three historical features of the education and training of engineers in Great Britain: 1) the tradition of practical training, 2) two classes of engineers, namely, the elite engineers from the upper middle classes trained by pupilage and the non-elite engineers from the lower middle and working classes trained by trade or engineering apprenticeship who worked their way up to become engineers, and 3) the professional institutions of engineers virtually controlled the qualifications of engineers through their admission policy. This paper investigates how these historical features restricted the expansion of engineering education in Great Britain from the late 1830s to the late 1930s. This paper makes the following arguments: 1) Until late 19th century, there was sluggish growth in the number of engineers who completed full three-year courses offered at engineering colleges. As practical training was the only qualification in education and training required for admission into the professional institution of engineers until the late 19th century, the number of those who utilized engineering colleges and those who completed a full three-year course remained small. 2) The introduction of a scientific examination to the candidates for Associate Membership in the Institution of Civil Engineers (elite engineers), and the recognition of certain degrees and diplomas as an alternative qualification in 1897 fostered growth in the number of engineering graduates, who became the majority among newly admitted Associate Members after World War I. The introduction of a scientific examination system by the Institution of Mechanical Engineers was delayed until 1913 because the Institution was predominantly comprised of non-elite engineers. As late as 1938, engineering college graduates among newly admitted Associate Members only numbered about 26% because most non-elite engineers utilized evening part-time engineering education to qualify for membership. 3) The number of students who utilized full-time engineering colleges stagnated between World War I and World War II. The professional institutions of engineers regarded practical training as an indispensable qualification even after the introduction of a scientific examination system. Because the only practical training available to full-time engineering college graduates was the very expensive, premium form of pupilage, those who could enroll in full-time engineering courses were students from the upper middle classes. As a result the number of engineering college graduates between World War I and World War II stagnated, remaining at twice the number of pre-World War I graduates. The rapid growth in the number of Ordinary and Higher National Certificates in engineering obtained through evening part-time engineering colleges by non-elite engineers during the same period presents a remarkable contrast.
2007-10-01

イギリスにおける技術者養成の特質と工学教育の発展 : 1830年代末〜1930年代末

スポンサーリンク

概要

著者

関連論文

スポンサーリンク