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Recent developments in engineering education in Britain have concentrated on the addition of engineering applications to existing degree courses. It is suggested that this should be regarded as the first stage of a continuing development. A possible procedure for this development is discussed. It is shown that using information about the work done by engineers as the basis for engineering curriculum design has far-reaching implications for the content, structure, teaching and assessment of engineering courses. The full extent of these implications is not yet apparent and further research and continued experimentation are needed to provide a sound basis for the future development of engineering curricula.