final-report-of-the-advisory-committee-on-falsework-bragg-report - Flipbook - Page 79
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Training and Manpower
In preceding chapters we discussed technical faults
and advised how they might be avoided. Similarly we
discussed procedures for checking and inspecting so
that those faults which do occur can be discovered
and corrected. In nearly every case of failure which
we considered, collapse could have been avoided if
existing information had been used and if established
techniques of design and construction had been applied.
These observations highlight the need to improve
the education and training of everyone involved.
Indeed most of those who gave evidence to us stressed
that the biggest single factor in increasing safety on
construction sites would be better training arrangements. None considered that they were already
adequate - indeed it is fair to say that training in
falsework as a specialisation is virtually non-existent.
available materials, the need to support the full design
load immediately after construction and the need for
dismantling. The design of falsework requires skill and
experience additional to those normally possessed by
civil or structural engineers. Similarly the safe construction of falsework requires an appreciation by
those on site of the special hazards involved. In what
follows we consider these additional elements in the
education and training of all concerned.
Faults can occur either through ignorance of the
correct procedures or through failure to realise the
consequences of departure from them. We believe
that proper education and training must cover both
aspects. That is, a proper respect for safety must be
inculcated at the same time as instruction is given in
the correct techniques and practice. Jn this context
we are not thinking of safety in terms of the need to
conform to particular regulations, but of safety consciousness as a basic habit of mind that must be
developed simultaneously with technical proficiency.
Professional training
Although we believe that correct techniques and a
proper respect for safety should be taught together,
there must be many already working in the industry
who have not been taught this way. Special 'applied
safety' courses may be needed for them. Thus there
are needed both a range of integrated studies for the
new candidate in the falsework field and 'topping-up'
courses giving instruction in safety to those who
already have some experience of the technology.
Most of those who gave evidence to us emphasised
the particular need for training of first line supervisors.
These are the people who will have the most direct
influence on site practice. They must, however, be
backed up by a safety-conscious management and a
competent design staff who all appreciate the special
problems· of falsework. We therefore contend that
training courses are needed at all levels.
The value of experience in acquiring a competency in
falsework practice must not be forgotten. Although
we specify in some detail the nature of the training
courses which we consider essential, we must also
make clear that the effectiveness of training depends
on its integration with experience on site.
Since the first requirement for falsework is a correct
design, we begin by considering the need for professional training.
The education and training of Civil Engineers has
recently been reported on by a Committee under Dr
Chilver. In a communication to our Chairman, Dr
Chilver wrote "It is probable that in the long term
the greatest effect on safety and safe working will be
achieved by making professional engineers (which
must include employers and senior supervisors) more
safety conscious. This may be achieved by reference
to safety considerations in each subject included in
the first degree courses. Together with practical experience in later training this would go a long way to
making supervisors safety conscious and eliminate
the consequences of a lack of co-ordination between
design and subsequent construction". We warmly
endorse these sentiments and believe that considerations of safety and the possible effect of failure must
be an integral part of all degree and diploma courses,
and not merely an optional extra.
Dr Chilver made the further point that the Institution
should accept that an essential qualification for
corporate membership should be proven awareness
of the importance of safety and safe working. We
would endorse this comment, too.
We also believe that a reference to falsework should
Such courses can only be satisfactorily mounted at
centres having adequate space, facilities, equipment
and personnel.
We have already referred to the special characteristics
of falsework - for example the need for assembly from
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be included in all courses on civil engineering design.
In mechanical engineering the available manufacturing
processes are a major constraint on design: no-one
would dream of teaching design without referring
to the methods by which the objects designed could
be produced. In civil engineering education too,
