15th Pacific Association of Quantity Surveyors Congress
23 – 26 July 2011, Colombo, Sri Lanka
LIFELONG LEARNING AND THE CHANGING ROLE OF QUANTITY
SURVEYING PROFESSION
Menaha Thayaparan∗, Mohan Siriwardena, Dilanthi Amaratunga, Chamindi Malalgoda and
Kaushal Keraminiyage
School of the Built Environment, the University of Salford, UK
ABSTRACT
Quantity surveying skills sector has undergone significant changes over the past decade. Although, it
was initially considered as the main profession for quantifying construction works in projects, quantity
surveyors today undertake a spectrum of work ranging from providing investment appraisals to
construction project management. In addition, changes in market, construction industry, client needs
and profession posed threats and opportunities to the profession. Quantity surveyors have, therefore,
subsequently begun to explore new potential roles. Apart from the traditional roles, quantity surveyors
are expected to perform evolving roles in the profession with increased importance and emphasis on
meeting clients’ needs. The constant change in the roles they perform in the industry pose a challenge
for the quantity surveying professionals to be competitive in the construction labour market. In
addressing this issue, the concept of lifelong learning is brought into their sector so that a continuous
supply of updated knowledge and skills is ensured. The Higher Education Institutions (HEIs), being one
of the main knowledge providers, carry a major responsibility to respond to the changing nature in the
profession. In this context this paper, presented as part of the BELLCURVE research project at
University of Salford, analyses close relationship between the QS professional development and the
lifelong learning agenda promoted in particular in the European Union. Furthermore, the implications
to governance systems of the HEIs system in making them more responsive to the changing labour
market needs are discussed.
Keywords: Changing Role, Governance Reform, Higher Education, Lifelong Learning, Quantity
Surveying.
1. INTRODUCTION
The mismatch between graduate skills and labour market requirements has been identified as one of the
main factors behind graduate unemployment and employer dissatisfaction in the built environment sector.
It has been realised that the educational centres have a major role to play in helping the employees to
develop their skills and competencies which are required by the industry. The labour market requirements
of the construction industry are of dynamic nature, changing from time to time, due to various factors.
In addressing the mismatches, Built Environment Lifelong Learning Challenging University Responses to
Vocational Education (BELLCURVE) research project focuses on integrating the construction labour
market skill needs into the modernisation agenda of the Higher Education Institutions (HEIs) in the
Europe. The project intends to develop a framework to make HEIs more responsive to the labour market
skills needs while promoting the lifelong learning agenda among HEIs. The developed framework will be
then validated in the context of different built environment sectors such as construction management, civil
engineering, quantity surveying and disaster management. In this context, quantity surveying, being one of
such sectors, this paper focuses on analysing the changing nature of quantity surveying skills and its
relationship with lifelong learning. The paper also looks at the implications to the HEI governance systems
in making them more responsive to the changing market needs.
The paper is organised into five sections. Section one is an introductory part and briefly explains the
rationale behind BELLCURVE research project. Section two provides an overview to the project and
identifies the need for HEI governance reforms followed by the conceptual framework and research
∗
Corresponding Author: E-mail- m.thayaparan@salford.ac.uk, Tel- +44 161 295 6939, Fax- +44 161 295 5011
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methodology. Section three explains the evolving nature of the quantity surveying skill requirements and
the need for lifelong learning in the quantity surveying sector. Section four provides an overview to the
HEI governance and identifies the need to reform in order to respond to labour market skills needs more
effectively and to facilitate lifelong learning. Finally the conclusions are provided in section five.
2. BELLCURVE - AN OVERVIEW
Built Environment Lifelong Learning Challenging University Responses to Vocational Education
(BELLCURVE) is an EC (European Commission) funded research project currently being conducted at
the School of the Built Environment, University of Salford, UK, in collaboration with Department of
Construction Economics and Property Management, Vilnius Gediminas Technical University, Lithuania
and Department of Building Production, Tallinn University of Technology, Estonia.
BELLCURVE addresses the issues associated with the mismatch between graduate skills and labour
market requirements, and suggests that the Higher Educational Institutions (HEIs) should be able offer
innovative curricula, teaching methods and training/retraining programmes which include broader
employment-related skills along with more discipline specific skills. This requires a much clearer
commitment by universities to lifelong learning opportunities.
BELLCURVE considers ‘student engagement’ as a continuous through-life process rather than a
temporary traditional engagement limited by the course duration. This through-life studentship defines the
essence of the new innovative “Lifelong University” concept, whereby providing an opportunity for
learners to acquire and develop skills and knowledge enabling responds to changing construction labour
market needs on a continuous basis (Thayaparan et al., 2010). Thus, BELLCURVE aims to promote the
concept of ‘lifelong university’ in modernising HEIs to be more responsive to labour market skills needs.
The project focuses on governance reforms in HEIs delivering Built Environment programmes across the
European Union (EU).
Figure 1 illustrates the initial conceptual framework developed for HEIs to become ‘continuing education
centres’ for graduates while responding to labour market skill needs. The labour market skills
requirements for built environment professionals are considered in terms of demand and supply side
issues. The HEIs are expected to fulfil the labour market requirements. However, the problem was spotted
within the process of capturing the skills requirements of the construction labour market and the process of
appropriately responding to such requirements by HEIs, despite the fact that HEIs are one of the major
suppliers of skills and knowledge. BELLCURVE will address this problem by further developing, refining
and validating the framework to capture and respond to the skills requirement, giving particular attention
to governance reform.
Governance (G), Funding (F), and Curriculum (C) are identified as the major areas for reform within the
higher education system (See European Commission, 2010). The main focus of this research will be on
governance reform where it aims to minimise the mismatch identified between the skills demand and the
skills supply. In this regard, three major elements such as capturing skills need (Demand), Responding to
the skills needs (Supply) and HEI Governance reform have been identified within the initial framework as
shown in Figure 1. Key issues associated with these 3 elements will be analysed in order to address or
minimise or resolve the identified problem. This will be done through 4 phases such as framework
development, framework refinement, framework validation and research conclusion. Since this involves a
development process, a design science approach (Van Aken, 2004; 2005, Van Aken et al., 2007) is used as
the most appropriate overall research methodology for this project.
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EU Context
LABOUR MARKET SKILLS REQUIREMENTS
SKILLS DEMAND
SKILLS SUPPLY
Labour Market - EU Construction
Higher Education
G
Capture
Graduate Labour Force
C
Professional Bodies
Respond
F
Identified problem where
improvement is needed
BE Employers / T&D
Policy Makers
Framework – issues identified to address the problem
RESPONDING TO THE SKILLS
NEEDS
Specialised
skills supply
Through-life studentship
Efficient response to
the changes
HEI GOVERNANCE REFORM
Sector-specific
skills supply
Mode of
delivery
Generic skills
supply
Increase agility of
HEI response
Lifelong University
CAPTURING THE SKILLS
NEEDS
Capturing specialised
skills needs
Identify the procurer
of skills needs
Capturing sectorspecific skills needs
Mode of capturing
Capturing generic
skills needs
Frequency of capture
Figure 1: Conceptual Framework
In order to produce the initial input for the framework, a thorough literature analysis was conducted. This
helped to identify the issues associated with the framework development. In addition, questionnaire
surveys with students, graduates in the EU construction, construction employers and recruitment agencies;
interviews with higher education lead officers, professional bodies and policy makers; and workshops with
academic members are carried out to elaborate the identified issues within the framework development.
The developed framework will further be refined based on expert interviews and focus group. The purpose
of this phase is to ensure that the framework has captured all the important components associated with the
identified research problem. Case studies will be conducted to validate the framework on built
environment sectors such as quantity surveying, disaster management, civil engineering, and construction
management sectors. As an outcome of the research carried out in all 3 phases, recommendations will be
provided on governance reform for HEIs to become continuing education centres for graduates while
responding to labour market skills needs. These will be in the form of BELLCURVE framework, best
practice guidelines and policy documents which will finally be disseminated to the stakeholders of the EU
HEIs and construction labour market.
3. EVOLVING NATURE OF QS SKILLS AND LIFE LONG LEARNING
Quantity surveying has always been considered as a dynamic profession and the skills sector has
undergone various changes during its evolution over the past centuries. Within its traditional sense,
quantity surveying, quantifying construction works has considered as the main responsibility of the
profession. In fact, in early 70s, this traditional role has been highlighted as the main function of the
Quantity Surveyor by one of the profession’s strong professional bodies, the Royal Institution of Chartered
Surveyors (RICS). They highlighted the skills in “measurement” and “valuation” as the distinct
competencies possessed by Quantity Surveyors (RICS, 1971). This highlights the distinguishably
recognised “technical” role of the quantity surveyor of that era. Indeed, this “technical” role of the
quantity surveyor has been the most widely known role throughout the history. Due to this very nature,
many believed that the functions performed by the quantity surveyor can easily be undertaken by any
person or a machine capable of performing simple arithmetic calculations. Due to this view, the
construction industry professionals have continuously raised their doubts about the mere survival of the
quantity surveying profession. Wood (2008) cited the following quote from an article in the 1889 edition
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of the Building Magazine to demonstrate the doubt that the construction professionals have had about the
survival of the Quantity Surveying profession more than a century ago.
“The QS is not a necessity in the order of things. Any convenient and cheap method of multiplying
drawings and specifications and placing copies in the hands of each estimator would answer the same
purpose and get rid of the QS for good” (Anon, 1889 cited in Wood, 2008).
Despite all the above speculations, the Quantity Surveying profession survived and currently regarded as
one of the well paid professions within the construction industry with a clear skill shortage. Many believed
that at the heart of this survival resides the dynamic nature of the profession, which shaped up the skills
and the competencies of the profession to cater for timely demands. This dynamism is evident in the
different skills and competencies of Quantity Surveyors highlighted by the RICS at different times. As
indicated before, RICS has recognised “measurement and valuation” as the main competencies of a
Quantity Surveyor in early 1970s. Deviating from its traditional “technical” role, during mid-80’s RICS
have promoted the role of the Quantity Surveyor as “the Building Economist”, “Cost Engineer”,
“Procurement consultant” and as a “Cost Consultant” (RICS, 1986; RICS, 1991). These roles have
attributed more of a “managerial” image to the quantity surveying profession.
Within the traditional technical role of the quantity surveyor the main activities were limited to a narrow
scope. It has often been noted that the traditional role of the quantity surveyor started with the production
of the Bill of Quantities and ended at the settlement of the final accounts (RICS, 1984). However, the
scope of work and the nature of work performed by the quantity surveyor changed drastically after mid
80’s where the quantity surveyor is expected to contribute throughout the entire lifespan of the
construction project (and beyond) in a more managerial capacity. Within its contemporary role, quantity
surveyors undertake a spectrum of work ranging from providing investment appraisals to construction
project management.
The above mentioned paradigm shift in the role of the quantity surveyors was triggered by various
developments in the economic conditions, research and technological developments. A sharp review of
these factors will reveal that the development trends in the building economics subject domain, that have
occurred during the latter part of the twentieth century, made the biggest impact on the changing roles of
quantity surveying profession. This can be seen clearly in Table 1.
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Table 1: Chronology of Developments in Building Economics (Ashworth, 2004, p.29)
Date
Pre -1960s
1960s
1970s
Building Economics
Building Bulletin: Cost study (1957)
Building price books
RICS Cost Research Panel
Const Studies of elements
Cost limits and allowances
Value for money in building
Building Cost Information Service
The Wilderness Group
Cost-in-use
Cost modeling
Contractor’s estimating
Cost control
1980s
Life-cycle costing
Cost data explosion
Cost engineering techniques
Accuracy in forecasting
Value engineering
1990s
Value management
Risk analysis
Quality systems
Expert systems
2000s
Benchmarking
Added value in building and design
Whole-life costing
Other Developments
Post-war building boom
Cost-benefit analysis
Measurement conventions
Data coordination
Building maintenance information
Buildability
Value-added tax/taxation
Bidding strategies
Computer applications
Undergraduate surveying degrees
Coordinated project information
Procurement systems
European comparisons
Construction industry analysis
Postgraduate education
Single-point responsibility
Facilities management
Commercial revolution
Single European market
Building sustainability
Information technology
IT in construction
Knowledge management
Practice
Approximate estimating
Bills of quantities
Final accounts
Elemental bills
Operational bills
Cut and shuffle
Cost planning
Standard phraseology
Computer bills
Formula methods of price adjustment
Cash flow forecasting
Engineering and construction
Project management
Post-contract cost control
Contractual procedures
Contractual claims
Design and build
Fee competition
Diversification
Blurring of professional boundaries
Development appraisal
Rethinking construction
Lean construction
Facilities management
Along with the above, the changes in market, construction industry, client needs posed threats and
opportunities to the quantity surveying profession forcing it to change for its mere survival. Indeed this
fact has been identified and highlighted by the RICS within its report titled ‘The challenge of change’
raising a warning to the quantity surveying profession that if the profession did not adapt to change then it
would not exist in the future (Powell, 1998). As a result, few evolving roles surfaced within the quantity
surveying profession with increased importance and emphasis on meeting clients’ needs. This involves
quantity surveyors to work on procurement, design cost planning, whole life costing, value management,
and risk analysis and management. Since the buildings have become more engineering services oriented,
emphasis was placed on measurement, cost and value of such services. Other evolved roles have also
included project and construction management, facilities management, contractual disputes and litigation
(Ashworth and Hogg, 2007).
The role of quantity surveyors are expected to develop in future due to the factors such as client focus,
development and application of information and communication technologies, research and its
dissemination, graduate capability and practice size. With particular focus on graduate capability
Ashworth and Hogg (2007, p13) say “the number of graduates in quantity surveying is unlikely to change
significantly in the short term from the reduced numbers experienced in the late 1990s. The relative
shortage in supply has already had the effect of increasing salaries. Those graduates who have a good
technical understanding, a broader use of business skills and a commitment towards lifelong learning are
likely to be in high demand. For other graduates they will need to make themselves either more valuable
to practices and contractors or less expensive”. In this context, considering quantity surveying for lifelong
learning is essential, in order to the cope up with changing and increasing skill requirements of the
profession.
Lifelong learning is an emerging concept of acquiring new skills throughout the life of an employee. The
CITB Construction Skills (2009) has identified that more employers are supporting the lifelong learning
and have begun to use associated products and toolkits. Little has been realised by the HEIs to adopt
lifelong learning within their education system, despite the fact that lifelong learning is a core concept in
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modern education. In this context, it is vital to explore the role of HEIs in the lifelong learning and how
could they continuously support the construction workers, throughout their life time, through training and
re-training programmes.
The next section analyses the governance system of HEIs and the need to reform the governance to
support lifelong learning agenda thus making HEIs as continuing education centres.
4. HEI GOVERNANCE REFORM
The aforementioned sections explained the changing nature of the QS skills and the importance of lifelong
learning. HEIs, being a main body of knowledge creation and sharing, it is important to see how flexible
and supportive the HEIs are to encourage and facilitate the lifelong learning among construction
professionals, QS professionals for instance. This section justifies the need to reform HEI governance to
make it more responsive to changing labour market skills. It also provides brief information about the
nature of European Higher Education and the EU strategies that are linked with objectivises of the
BELLCURVE research project.
Universities are key players in shaping the future of Europe and in the successful transition to a
knowledge-based economy and society (Commission of the European Communities, 2006). However, this
crucial sector of the economy and of society needs in-depth restructuring and modernization if Europe is
not to lose out in the global competition in education, research and innovation (Van der Ploeg and
Veugelers, 2007, p.26). European higher education is fragmented into small national systems and sub
systems, without effective links and bridges between them, which has been pointed out one of the
problems behind the under-performance of European universities.
The increased investment on research and education shows the important role that the knowledge and
technology play in economic performance. According to the Commission of the European Communities
(2006) the performance of developed economies is closely related to their ability to create, disseminate
and apply knowledge. Attaining higher levels of education is viewed as an economic investment, as the
costs of higher education are much less than lifetime earnings (Van der Ploeg and Veugelers, 2007). As
universities are at the centre of knowledge production, of dissemination of knowledge and of transfer of
knowledge into innovation, they could greatly benefit with the advocacy, which is one important element
of governance, for investment in research and development (Larsson, 2006).
The term ‘governance’ in the HEI context, is defined in many different ways by various authors,
essentially capturing the idea of imposing regulations and controlling the process of the way universities
govern their affairs. In most institutions a distinction exists between corporate governance and academic
governance. The former is primarily concerned with an institution's legal and financial standing, and the
latter involves the integrity of its core activities of teaching and research (SCOP, 2006). Larsson (2006) in
his key note address made at the Seminar on ‘Governing bodies of Higher Education Institutions: Roles
and Responsibilities’ concluded that the Board of governance should have its own strategy for excellence
where it includes the overall organisation of the university, the distribution and use of financial resources
and the management of all the systems and structures surrounding research and teaching.
According to Organisation of Economic Cooperation and Development (OECD, 2005) corporate
governance is defined as “the system by which business corporations are directed and controlled. The
structure of the corporate governance specifies the distribution of rights and responsibilities among
different participants in the company and spells out the rules and procedures for making and monitoring
decisions on corporate affairs”. In the White Paper on University Governance, Oxford 2006 (cited
Larsson, 2006) the term governance is referred to the processes of decision-making within an institution.
According to Eurydice (2008), which provides information on and analyses of European education
systems and policies, the higher education governance in Europe has two sectors called external
governance and institutional governance. Information about these two sectors are summarised here (see
Eurydice, 2008). In the external governance, the overall responsibility of the higher education lies with the
relevant government ministries or departments who are usually supported by national level advisory
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bodies, and they are mainly responsible to ensure that the HEIs adhere to the law, ministerial codes and
legal statutes. Each country has a national level body which consist of executive level heads of all public
or government dependent private universities, where they provide proposals to ministries regarding the
development of higher education sector. Furthermore, national quality assurance bodies also play an
important role in external governance of HEIs where they are mainly responsible for setting quality
standards and conducting evaluations, elaborating and implementing policies and standards for improving
the quality of education. In the internal governance setting, all HEIs in Europe has an executive body
which is often called Rectorate head by a rector, president or a vice chancellor; an academic body which is
usually called, senate, academic council or academic board which is primarily responsible for the
educational and research services provided by the institution; a decision making body which is responsible
for long term strategic planning and for determination of the institutional orientation; and an advisory or
supervisory body (in some countries the supervisory body is also the decision making body) which
monitors operational, educational and financial activities which is composed solely or largely by external
stakeholders.
Governance problems in supplying higher education services has been identified as one of the key
challenges that Europe faces in the system of higher education and research. There is a pressure from the
policy makers for the universities to play a greater role as social actors, and to create social value added by
extending their role in society. European universities suffer from bureaucracy and lack of autonomy. This
nature of overregulation hinders universities’ capacity to react fast to changes in their environment (Van
der Ploeg and Veugelers, 2007). The strategic framework for European cooperation in education and
training (‘ET 2020’), adopted by the Council in May 2009, underlines the need to promote the
modernisation agenda for higher education to improve the quality and efficiency of education and training,
where curriculum, governance and funding are the main areas for reform identified in the agenda
(European Commission, 2010). The Commission of the European Communities (2006) provides four
recommendations, which are directly related to governance, in their modernisation agenda for higher
education. They are Member States to guide the university sector as a whole through a framework; new
internal governance system; universities to overcome their fragmentation into faculties, departments,
laboratories and administrative units; and Member States to build-up and reward management and
leadership capacities within universities. It further suggests that providing right mix of skills and
competencies to the labour market to be accomplished, through structured university programmes to
enhance directly the employability of graduates and by grasping the challenges and opportunities
presented by the lifelong learning agenda.
In addition to the modernisation agenda for higher education discussed above, there are other strategies
such as Lisbon strategy, EU 2020, Bologna Process and Education and Training 2010 that act as the key
drivers for the reform of EU higher education. Europe faces major structural challenges such as
globalisation, climate change and an ageing population. The economic downturn has made these issues
even more pressing. In order to address these challenges, Lisbon Strategy was set out, based on a
consensus among Member States, to make Europe more dynamic and competitive, in a sustainable way
and while enhancing social inclusion. The Lisbon strategy thus aims to stimulate growth and create more
and better jobs, while making the economy greener and more innovative (Europa Press Room, 2010). The
‘EU2020’ Strategy, the successor to the Lisbon Strategy, highlights education as a key policy area where
collaboration between the EU and Member States can deliver positive results for jobs and growth. This
strategy shows how the EU can come out stronger from the crisis and how it can be turned into a smart,
sustainable and inclusive economy delivering high levels of employment, productivity and social cohesion
(European Commission, 2010). One of the objectives aimed by the ministers in the Bologna Declaration is
promoting lifelong learning as a means to help European citizens to be more competitive by allowing them
to learn new technologies (De Wit, 2006). In this context, the objectives of BELLCURVE are directly
linked to these strategies.
Since BELLCURVE focuses on integrating the construction labour market skill needs to the
modernisation agenda of the HEIs in the Europe, the vision to increase corporation between the higher
education and the enterprises is the core of this project. Challenges faced by construction enterprises are
fed to the European higher education agenda through the lifelong learning feedback loop, thereby ensuring
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the subject content of the European HEIs is dynamic, and of high quality, to address the market needs
(Thayaparan et al., 2010).
One of the main areas of reform as identified in the modernisation of agenda is governance reform which
is where the focus of the BELLCURVE lies. Governance of higher education has both direct and indirect
links with the curriculum and funding systems. The reform in governance might therefore have an impact
on the way a curriculum is developed and delivered and on the system of funding, and vice versa
(Thayaparan et al., 2010). In the past, when the external environment was stable, the main responsibility
of the University governance was to manage the institutions, whereas nowadays as the external
environment is no more a stable one, and the education is realised as a major investment for the economic
performance of a country, the role of University governance cannot be limited merely to the institutional
management. OECD (2003) expressed that the expectations of higher education have changed beyond
recognition. This indicates that the universities are surrounded by change and competition, thus the Board
of governance has a role to play in managing the change rather than the institution (See Larsson, 2006).
Hence, BELLCURVE project suggests governance reform as the area to be focused for modernisation and
efficiency of HEIs. In terms of response to the changing labour market requirements, the governance
reform proposed through this project ensures that the HEIs will be more agile and dynamic in providing
the appropriate mix of skills and knowledge, to the target audience at the appropriate time.
5. CONCLUSIONS
This paper is based on an ongoing research project called BELLCURVE. The research project is in the
process of developing a framework, which is for HEIs which deliver built environment programmes, to
address the mismatches identified between graduate skills and construction labour market requirements.
The developed framework will then be validated in the context of different Built Environment sectors,
where this paper focused on one of such sectors – Quantity Surveying – thus analysed the changing role of
the quantity surveying profession.
Quantity surveying has been considered as a dynamic profession and the skill sector has undergone
various changes. This changing and increasing skills requirement of the profession demands a lifelong
learning for those who work as quantity surveyors, in order to survive in the competitive labour market. A
reform in the HEI governance would support the lifelong learning agenda by making HEIs as continuing
education centres.
In this context, this paper also emphasised the need to modernise HEIs to make them more responsive to
the labour market requirements. The modernisation has been proposed in the form of governance reform
as governance problems in supplying higher education services has been identified as one of the key
challenges that Europe faces. The reform in governance will increase the capacity of the HEIs to react fast
to the changing environment of the construction labour market.
Future publications will report the empirical findings in relation to the necessary HEI governance reforms
to enhance lifelong learning in quantity surveying.
6. ACKNOWLEDGEMENT
BELLCURVE research project has been funded with support from the European Commission. This
publication reflects the views only of the authors, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Prof. Dilanthi Amaratunga is the principal investigator of this project. Dr.Chaminda Pathirage, Dr.Kaushal
Keraminiyage, Dr.Udayangani Kulatunga and Mohan Siriwardena of the School of Built Environment,
University of Salford, United Kingdom; Prof. Arturas Kaklauskas of Department of Construction
Economics and Property Management, Vilnius Gediminas Technical University, Lithuania; and Prof.
Irene Lill of Department of Building Production, Tallinn University of Technology, Estonia are coinvestigators of this project. More information on BELLCURVE can be obtained from the project website
http://www.disaster-resilience.salford.ac.uk/bellcurve.
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