Here in the UK it's hard to get a job without a qualification. Not sure what it's like now, but in my uni days the courses were all 75% maths and 25% subject material.
The public actually support this situation, and that arises because they don't understand what the word 'maths' means in this context. They mostly think it means arithmetic, and can't understand why it wouldn't be a good thing for engineer candidates to be able to add subtract or multiply. Well, yes, I'd agree that if you can't do
arithmetic then you shouldn't go into engineering of any kind.
If the public saw what is
actually included in the maths section of degree courses though, their jaws would probably drop in consternation.
![WTF? :wtf:](https://www.eevblog.com/forum/Smileys/default/wtf2.gif.pagespeed.ce.pxLiY5pjs4.gif)
Much of it verges on abstract philosophy, and has not the slightest relevance to engineering.
![Confused :-//](https://www.eevblog.com/forum/Smileys/default/confused0024.gif.pagespeed.ce.5xOqKkq0Co.gif)
For example, dissertations over why the number one is not the same as the number two. Or whatever.
The consequence is that all science and engineering courses have a 'Maths Barrier' associated with them. Unless you have a love of abstract maths, you are going to be bored to tears by 75% of the course work. If it was 25% you might decide to grit your teeth and struggle through. But when it's most of the course, not many have the determination to do that.
The issue I see here (and have met in practice) is that it predisposes for degree holders in virtually all disciplines being primarily abstract mathematicians, and only secondarily engineers or scientists. Put these people in a lab or workshop and they quickly break all the equipment because they haven't a sodding clue how to do real work. Put them in a software house and they will come up with all kinds of pie in the sky ideas. (Ever seen evidence of this? -Silly question.)
I used to train people in bench work, and the worst guys to deal with were the ones with professional qualifications. All they did was to write down and then memorize everything you said to them. This they mostly did by writing it out over an over again. They hadn't a clue what the words meant, though. Most couldn't solder if their life depended on it, they would cut themselves if given any kind of sharp tool, and perhaps most surprisingly, couldn't do simple mental arithmetic like say what current will flow in a 1M resistor with 1v across it.
As for the use of the word 'Engineer' I reckon a certificate of competence in operating a steam locomotive should be the legal requirement.
![Laughing :-DD](https://www.eevblog.com/forum/Smileys/default/smiley_laughing.gif.pagespeed.ce._hfWAz_QHO.gif)