Report
Report
Report
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
CROSS-CUTTING ISSUES AND CONCLUSION 187<br />
Table 16.2 Engineering Services<br />
Restrictions in South Asia<br />
Non-recognition of qualifications<br />
Non-recognition of standards<br />
Non-issue of license to practice<br />
Modal restrictions other than Mode 4<br />
Expected to be Removed by having MRAs<br />
Not as varied as in the case of architecture, however, there are some variations if the<br />
qualifications in engineering profession.<br />
The problem of standard is more acute in the case of engineering than that of in<br />
architecture. In India for instance, there are hundreds of engineering colleges and along<br />
side it has IITs. Here not only the standard is different the course content is also not<br />
same.<br />
Engineering profession largely remains unregulated in South Asia though there are<br />
professional bodies in many countries like India, Pakistan, Sri Lanka, etc. as of now<br />
MRAs must first agree to the equivalence of qualifications and then these bodies s could<br />
be upgraded to become regulatory authorities. However, even without having the statutory<br />
power they may be engaged in negotiation of MRAs.<br />
There may be a difference in the degree of impact as compared with architecture, the<br />
supply of engineering services through other modes is also affected by not having MRAs.<br />
alone. In health, higher education and tourism – What<br />
about health? also there is tremendous scope for MRAs.<br />
As already noted, a significant amount of trade in health<br />
services is already taking place in the region particularly<br />
between India on one side and Bangladesh, Sri Lanka<br />
and Nepal on the other. Developing MRAs could<br />
greatly facilitate movement of health professionals/<br />
workers across the region. Possible MRAs in the sector<br />
can cover medical and dental services, veterinary<br />
services, and services provided by midwives, nurses,<br />
physiotherapists and para-medical personnel. As<br />
discussed in the chapter on education, almost all South<br />
Asian countries lack quality teachers and one of the<br />
ways to tackle this problem would be to allow<br />
movement of teachers and the other solution could be<br />
to develop intuitions to provide regular training to<br />
teachers with a view to upgrading their skill levels. Some<br />
institutions in Pakistan can be selected to provide<br />
training in management. In the hospitality sector<br />
Maldives could be a better place to train teachers and<br />
also professionals working in tourism business.<br />
In tourism education there are institutions now in<br />
almost all South Asian countries and here developing<br />
MRAs will greatly facilitate the movement of persons<br />
at various skill levels. In this case also the approach<br />
should be to develop minimum criteria so that the<br />
movement of tourism workers becomes hassle free.<br />
In addition, in the context of South Asia the<br />
economic imperatives warrant that we must bring down<br />
the skill ladder if all countries are to reap the benefit of<br />
Mode 4 liberalisation. In this regard, as given in the<br />
list of service providers (Table 16.3), persons having<br />
lower skill should also be covered. Further, mechanisms<br />
should be explored and more thought should be given<br />
to formulation of common norms rather than<br />
‘harmonisation’.<br />
The following restrictions in South Asia are likely<br />
to be removed by developing MRAs among SAFTA<br />
countries (Tables 16.1 and 16.2).<br />
Table 16.3 List of Mode 4 Service Providers for<br />
Construction and Related Engineering Services<br />
S. No. Occupational Title<br />
1. Building architect<br />
2. Interior architect<br />
3. Landscape architect<br />
4. Town planner<br />
5. Civil engineer (General)<br />
6. Dredging engineer<br />
7. Dock and harbour Construction engineer<br />
8. Structural engineer (General)<br />
9. Building construction engineer<br />
10. Sewerage & Sanitary engineer<br />
11. Soil mechanic & Piling engineer<br />
12. Trenchless technology engineer<br />
13. Quantity surveying engineer<br />
14. Transportation and highways engineer<br />
15. Electrical engineer (General)<br />
16. Electromechanical equipment engineer<br />
17. Electrical traction engineer<br />
18. Power generation & Distribution engineer<br />
19. Lift engineer<br />
20. Air-conditioning & Refrigeration engineer<br />
21. Cartographers<br />
22. Carpenter<br />
23. Electrician<br />
24. Fixer/fabricator<br />
25. Foreman<br />
26. Mason<br />
27. Mechanic-AC<br />
28. Painter<br />
29. Plumber<br />
30. Technician<br />
31. Welder<br />
32. Supervisor<br />
33. Surveyor<br />
34. Fitter<br />
Source: CECA between India and Singapore and ESCAP.