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
Kapp "echnische Universiteit Delft Appropriate Technology
CT
Cicat
90-01
 }ni^ "il
et
C,, c.^
Table of contents

£fO ' of
page
Summary 3

1. Introduction 4

2. The present Civil Engineering course S

2.1 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

2
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.

3
 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.

4
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.

5
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.

6
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.

7
Table 1: curriculum of the civil engineering course

Year

Semester 10

Subject Contact Hours/Ueek

1. Ingles 3 4
2. Fisica Basica 6
3. Mecanica 6
4. Electricidade e Magnetlsmo
5. Electrotecnia Geral
6. Matematica Basica A 10
7. Anailse Matematica 6 6
8. Algebra Linear, Geometria An. 6
9. Metodos Numericos 3
10. Computacao 4
11. Probalidades, Metodos Estatlst 4
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 3 4
22. Mecanica das Construcoes 7
23. Resist de mat., Teoria Eiast. 6
24. Teoria de Estruturas
25. Materias de Construcao 6
26. Betao 7
27. Construcoes Metalicas, Madeira 6
28. Tecnol. e Organ, de Construcao 6 4
29. Vias de Communlcao 6
30. Complementos de Vias de Commun 4
31. Pontes 4
32. Hidraulica
33. Hidrologla
34. Abastec de Agua e Sareamento 6
35. Obras hidrauiicas 6
36. Irrlgacao e Drenagem 4
37. Projecto de Engenharia Civil 4
38. Economia de Empresas 4
39. Organizacao e Plan, de Produc. 4
40. Elab. e Anal. Econ. de Projec 4
TOTAL 1-40 (hours/weeks) 29 28 28 28 28 28 32 32 32

41 . Exames
42. Practicas (total 20 weeks) •9

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 1 2 3 4 5 Total 1

Category

Lecture hours (1-40)

theory 324 365 403 434 272 1798
exercises 588 531 493 590 240 2442 1
Total 912 896 896 1024 512 4240 1

9
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.

10
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.

Mozambi cans E> patria tes Total

1 EMU (1a,1b) 3 2 5 j
\2 DNA (2a t/m 2d) 5 10 15
3,4,5 1 1

Total 8 13 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 future demand

(year 1,2) , (year 3-10)

IEMU 2 (1) •if

DNA - national - depart. 10 (1) 5(2)

- agencies
- province
- water companies
Ministry of Agriculture
Nat. Eiectr. Comp.
Min. Public Health
5(3)
- 20 (4)
- 20 (4)
- *
1 (1) 20 (4)
- •a-

Total 13 70
(6/ year) ( 10/year)

11
 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 Present way of teaching puts too much emphasis on

cramming of pieces of knowledge and too little on
overview and reflection.
lb 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.
2a-2e 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).

12
 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

13
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.

14
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
contents for Civil Engineering.

IS
Table 7: Basic Civil Engineering programme

Year

Semester 10

Subject Contact Hours/Week

1. Ingles 3 4
2. Fisica Basica 6
3. Mecanica 6
4. Electricidade e Magnetlsmo
5. Electrotecnia Geral
6. Matematica Basica A 10
7. Anailse Matematica 6 6
8. Algebra Linear, Geometria An. 6
9. Metodos Numericos 3
10. Computacao 4
11. Probalidades, Metodos Estatlst 4
12. Investigacao Operacional
13. Qulmica Basica
14. Oflcinas Gerals
15. Topografla Appilcada
16. Geologia Aplicada a Eng. Civil
17. Mecanica de Solos 6 6
18. Desenho Geral
19. Desenho Tecnico C
20. Desenho de Construcao
21. Construcoes Civis 3 4
22. Mecanica das Construcoes 7
23. Resist de mat., Teoria Elast. 6
24. Teoria de Estruturas
25. Materias de Construcao 4
26. Betao 7
27. Construcoes Metalicas, Madeira 6
28. Tecnol. e Organ, de Construcao 3
29. Vias de Communlcao 6
37. Projecto de Engenharia Civil 4
38. Economia de Empresas 4
40. Elab. e Anal. Econ. de Projec. 4
TOTAL 1-40 (hours/weeks) 29 28 28 28 26 18 22 24 32

41. Exames * -it

42. Practicas (total 20 weeks)

43. Trabalho Licenclatura
(24 weeks)

Space for (new) subjects on 10 10 28

water resources engineering

16
 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.

17
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.)

18
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
exercises, and/or
use of computer programmes, and/or

19
 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 3 4 5

Semester 5 6 7 8 9 10

Subject Contact hours/week

Hydraulics I 6
Hydraulics II 7
Hydrology I 4
Hydrology II 4
Geohydrology 4
Groundwater recovery 4
Hydraulic works I 4
Hydraulic works II 4
Watersupply and sewerage 4
Water quality and treatment 6
Irrigation and drainage 6
Water resources management 4

Total Study Load 6 7 12 18 14

Available space 2 10 10 8 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

20
 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 3 4 5

Semester 5 6 7 8 9 10

Subject Contact hours/week

Hydraulics I 6
Hydraulics II 7
Hydrology I 4
Hydrology II 4
Geohydrology
Groundwater recovery 4 4
Hydraulic works I
1 Hydraulic works II 4
Water supply and sewerage
Water quality and treatment 4 6
Irrigation and drainage 6
Water resources management 4

Total study load 10 11 12 24

Available space 2 10 10 8 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
kwowledge. The project can also serve better as a training
for the thesis work. This change will not affect the civil

21
 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.

22
 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

Study load Teaching load

(contact hours, (staff hours)
study hours) • *

a. lectures, exercises 57 X 16 = 912 5472

(subjects table 9)
b. practical work 4th year 4 X 40 = 160 240
c. civil engineering project 4 X 16 = 64 96
d. thesis project 24 X 40 = 960 960

Total 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 5,0
technical, administrative 2,5

Total 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
(aspect d) will not be at its full size immediately. It does

23
 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 Mozambican Expatriates Areas

professor 1 (Ph.D.) - hydrology, hydraulics,

water management
lecturer 1 (Lie.) 1 (M.Sc.) water supply and
sanitation, water
quality and treatment j
1 (Lie.) "" hydraulic works,
hydraulics
- 1 (M.Sc.) irrigation, drainage j
student 1
assistant

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.

24
 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 Fte. Tasks Available

secretary 0,5 administration yes (*)

typist 0,5 typing yes (v)
technician 0,5 general maintenance yes (->)
technician 1,0 operat./maint. of lab no
install, and field equipm.
analist 1,0 operat./maint. of lab. yes
phys./chem. analysis
analist 1,0 operat./maint. of lab. no
bacteriological analysis

Total 4,5

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
Especially the last three types of infrastructure not only
include materials, but also space within the University

25
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

Needs Budget Addit.

EMU-DUT Financ.
US $ US $

1. .aboratories
1.1 hydraulics . repair 5.000 -
. replacement, extension (1) - 15.000
1.2 hydrology . field equipment (2) 40.000 -
1.3 water quality , *" ~ —
(phys./chem.)
1 .4 water quality . complete new lab. (4) 60.000 — I

(bacter.)
1.5 water treatmen t . complete new lab. (4) 35.000 -

2. Computing faci lities

2.1 hardware . extension (3) 11.250 -
2.2 software . extension - 2.500

3. Transport faci llties

3. 1 equipment . pick-up 12.500 -
3.2 persons . minibus - 20.000

Toteil 163.750 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

26
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.

27
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

28
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

29
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).

30
I.
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