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Content of Core Electrician Courses, how do we change it?

I come from an Electronic/Electrical test background rather than Installation. In the last couple of years I have started teaching Electrical Courses for students wanting to be electricians. 

Looking at these courses  it does not look as though they were ever designed for electricians. Rather that they were designed by academics and engineers with degrees, who simply did a cut down version of their own courses to make up something “suitable” for electricians.

Be it EAL, C&G or BTec there seems to be a great deal in the courses which is totally irrelevant to being an electrician, at the same time there is much that is either omitted or given such a brief mention it is not adequately addressed in the curriculum and certainly not in the authorised course books to accompany them

A small sample of Items in the courses which are irrelevant or obsolete.

For example, atomic theory, electron flow, doping and depletion layers, how triacs, diacs, thyristors etc work. High and low pressure lamps of a variety of types Mercury, Sodium etc. Gears, pulleys, Left hand and right hand theories, details of generation methods. And identify and explain how a variety of different types of electric motor work.

A small sample of things missed out or barely touched upon,  

CAT ratings of equipment. Given that their life depends upon suitable equipment being used it is important that they learn about the equipment they use and its limitations. GS38 does not cover everything “test” by a long way.

Crimps are misunderstood and frequently done very badly, despite the range of crimps being used by electricians being tiny. Crimps should only be done with specific tools. The correct methods of crimp selection, crimping and crimp inspection should be taught.

BS7671:  421.1.1   Manufacturer’s instructions must be taken into account when installing. That means All the electrical accessories you buy will have Manufacturers recommended Torque settings for the screws.  Most students don't even know what a torque screwdriver looks like let alone how to set one or use a calibrator. 

Explain the different start/torque/performance  characteristics and lifespan/reliability of electric motors. (something of use, not how they work... but what they can do).

Also needs much more emphasis on test and fault diagnosis, and methods/tools/techniques of fixing safely and cost effectively.

I could add much more to both of these lists, but this is getting long now.

The Resistance to Change

The problem is that the examination bodies have a modular set of course elements which are the building bricks of a variety of courses. I think they are afraid to change things, becuase customers can be reluctant to see change, or at least, that is what the exam boards claim. They are also afraid of "knock on effects" if they change a module on one course, or the impact on others. But I think the course criterion are now well out of step with what is required, and the authorised course books even more so.

So I start with discussion with.... What else needs changing, and who do we contact to get things changed? 

Who will be first to update and create better modern standards? EAL, C&G or BTec? 

 

Parents
  • That means All the electrical accessories you buy will have Manufacturers recommended Torque settings for the screws.  Most students don't even know what a torque screwdriver looks like let alone how to set one or use a calibrator

    That’s just something that should be taught in the workshop whilst carrying out practical work, though it’s very rare to see any torque requirements stipulated apart from in consumer units and distribution boards.

    Two days ago on Tuesday I installed new lighting in a bathroom and I did not even use a screwdriver, all I needed was a tape measure, pencil, cordless drill, hole saw, a pair of combi wire cutters/stripper and a pair of long nosed pliers.

    I marked out and drilled the holes for the down lights, pulled the cables through and connected them using their push fit connectors.

    In fact I have done a couple of jobs like that in the last week.

    Protective devices with push fit terminals are already available in Mainland Europe, things are moving on, screwdrivers are not so essential now.

Reply
  • That means All the electrical accessories you buy will have Manufacturers recommended Torque settings for the screws.  Most students don't even know what a torque screwdriver looks like let alone how to set one or use a calibrator

    That’s just something that should be taught in the workshop whilst carrying out practical work, though it’s very rare to see any torque requirements stipulated apart from in consumer units and distribution boards.

    Two days ago on Tuesday I installed new lighting in a bathroom and I did not even use a screwdriver, all I needed was a tape measure, pencil, cordless drill, hole saw, a pair of combi wire cutters/stripper and a pair of long nosed pliers.

    I marked out and drilled the holes for the down lights, pulled the cables through and connected them using their push fit connectors.

    In fact I have done a couple of jobs like that in the last week.

    Protective devices with push fit terminals are already available in Mainland Europe, things are moving on, screwdrivers are not so essential now.

Children
  • Your are correct, but the larger terminals will always need torquing. I think you will find Torque settings on the modern leaflets which come with accessories. Though you may need an illuminated  microscope to read it. :-)

  • The torquing problem, or rather, the loose connection problem stems more from the engineering of quality out of products by the bean counters rather than the not-tight-enough-screw phenomena. Products from 40 years or more ago simply did'nt suffer as much from the lack of a torque figure written down in some manual somewhere being applied. The introduction of cheap and nasty single cadmium- plated steel  screw and clamp terminals did much to cause the ensuing problems of burning/overheating connections and joints. When stuff was made of solid brass with terminal holes drilled in round rather than square fashion and when the screws which fitted into these terminals were of the same material, the difference in temperature coefficients didn't exist, so the thermal cycling did not cause loose terminal syndrome in the same way it does now.

    Years ago a torque wrench was the preserve of those running aluminum alloy engines in order to prevent warping when refitting/re tightening a cylinder head for example. The requirement simply didn't exist in the electrical world unless you worked on some kind of mission-critical kit or other.

    We had solid brass double screwed round tunnel terminals at high current connections which match the round csa of cables, and with brass and copper, the risk of thermal cycling causing a loose connection was much smaller.

    Then the bean counters came along to value engineer all quality out of product in pursuit of a quick buck and an ever shortening product life cycle, which has resulted in higher product failure rates and much waste. So rather than revise standards to impose a minimum materials standard for the production of items carrying an electrical current, they sell us a torque screwdriver instead, thus treating the symptoms rather than the root cause!

    There you go - had I not done my (not-really-necessary-or-directly relevant) broad based training back then - which included materials technology - I would not have been able to comment!

  • Thank you for your excellent reply. With regard to your "broad base", differential materials is not included in the syllabus (it may be in some but if it is it is no more than a mention of the word.), and should be, as you say to show differential expansion but also to show galvanic issues when combined with moisture.