occupational standards for kenyan construction industry

Transcription

DRAFT OCCUPATIONAL
STANDARDS FOR KENYAN
CONSTRUCTION INDUSTRY
CONSTRUCTION WORKERS AND SITE
SUPERVISORS
BY
NCA TASKFORCE ON TRAINING
FEBRUARY 2016
ACKNOWLEDGEMENT
The National Construction Authority (NCA) through its Research, Capacity Building and
Training Department, with the support of the Industry stakeholders, coordinated the
development of this report. The Authority engaged experts in the industry who formed a 40member taskforce that crafted this report using the gap analysis reports, benchmarking, data
collected from the industry, their expertise and experience and a wide range of other
materials.
I would like to acknowledge the efforts of all experts and stakeholders, too numerous to
mention, that were engaged at different stages of collecting, analyzing and compiling the data
collected from the industry. Additionally, I thank all stakeholders who constructively
critiqued and reshaped the document at the stakeholders’ consultative meetings and whose
inputs enriched the report.
My profound thanks go to the Taskforce members and sub-committees members for their
outstanding commitment and effort towards achievement of the taskforce mandate.
Compilation of the final report was ably supported by the NCA Secretariat composed of Eng.
Stephen Nyang’au, Erick Maklago, and Faith Mumbe.
Finally, we thank Prof. Arch. Paul Maringa, Principal Secretary, State Department of Public
Works, the NCA Board and particularly the Executive Director Arch. Daniel Manduku for
their support.
Dr. (QS.) Isabella Njeri Wachira-Towey,
TASKFORCE CHAIRPERSON
i
TABLE OF CONTENTS
ACKNOWLEDGEMENT ........................................................................................................i
TABLE OF CONTENTS .................................................................................................................ii
ACRONYMS .......................................................................................................................... iii
EXECUTIVE SUMMARY ..................................................................................................... v
INTRODUCTION.................................................................................................................... 1
History of the Kenyan craftsman .................................................................................................... 1
Background ....................................................................................................................................... 4
TASKFORCE TERMS OF REFERENCE ........................................................................... 6
Project Definition.............................................................................................................................. 6
Project Brief ...................................................................................................................................... 6
Deliverables of the taskforce ............................................................................................................ 6
Membership ...................................................................................................................................... 6
METHODOLOGY .................................................................................................................. 8
FINDINGS ................................................................................................................................ 9
Building works ................................................................................................................................ 12
1.1.1
Summary of trades ...................................................................................................... 12
1.1.2
Carpenter ..................................................................................................................... 15
1.1.3
Joiner ........................................................................................................................... 18
1.1.4
Scaffolder .................................................................................................................... 21
1.1.5
Form worker ................................................................................................................ 24
1.1.6
Glazier ......................................................................................................................... 27
1.1.7
Painter Decorator......................................................................................................... 30
1.1.8
Interior Decorator ........................................................................................................ 33
1.1.9
Tile Layer .................................................................................................................... 36
1.1.10
Terrazzo/Granolithic Layer ......................................................................................... 39
1.1.11
Mason .......................................................................................................................... 42
1.1.12
Waterproofing Applicator ........................................................................................... 46
1.1.13
Steel Fixer ................................................................................................................... 49
1.1.14
Aluminium Fabricator ................................................................................................. 52
1.1.15
Steel Fabricator ........................................................................................................... 55
Assessment....................................................................................................................................... 59
1.1.16
Assessment guidelines................................................................................................. 59
1.1.17
Accreditation guidelines .............................................................................................. 60
1.1.18
Grading........................................................................................................................ 61
CONCLUSION & RECOMMENDATIONS ...................................................................... 62
CONCLUSION ............................................................................................................................... 62
RECOMMENDATIONS ............................................................................................................... 63
REFERENCES ....................................................................................................................... 64
APPENDICES ........................................................................................................................ 65
TASK FORCE ON TRAINING MEMBERS .............................................................................. 65
ii
ACRONYMS
AAK
Architectural Association of Kenya
AC
Alternate Current
CAK
Communications Authority of Kenya
CCTV
Closed Circuit Television
CDACC
Curriculum Development Assessment and Certificate Council
DC
Direct Current
DKUT
Dedan Kimathi University of Technology
ERC
Energy Regulatory Commission
GDC
Geothermal Development Company
GDP
Gross Domestic Product
HDF
High Density Fiber
HFF
Housing Finance Foundation
HIV
Human Immunodeficiency Virus
IEK
Institute of Engineers of Kenya
IQSK
Institute of Quantity Surveyors of Kenya
JKUAT
Jomo Kenyatta University of Agriculture and Technology
KABCEC
Kenya Association of Building and Civil Engineering Contractors
KCPE
Kenya Certificate of Primary Education
KCSE
Kenya Certificate of Secondary Education
KENHA
Kenya National Highways Authority
KERRA
Kenya Rural Roads Authority
KEWI
Kenya Water Institute
KFMB
Kenya Federation of Master Builders
KIHBT
Kenya Institute of Highways and Building Technology
KNEC
Kenya National Examination Council
KPC
Kenya Pipeline Company
KPI
Kenya Power Institute
KPLC
Kenya Power and Lighting Company
KRTI
Kenya Railways Training Institute
KURA
Kenya Urban Roads Authority
KWS
Kenya Wildlife Service
MDF
Medium Density Fiber
iii
MWI
Ministry of Water and Irrigation
NCA
National Construction Authority
NITA
National Industrial Training Authority
OSHA
Occupational Safety and Health Act
PV
Photovoltaic
PVC
Polyvinyl Chloride
RACECA
Roads and Civil Engineering Contractors Association
STI
Sexually Transmitted Infection
TUM
Technical University of Mombasa
TV
Television
TVETA
Technical and Vocational Education Training Authority
UK
United Kingdom
UON
University of Nairobi
USA
United States of America
YMCA
Young Men Christian Association
YWCA
Young Women Christian Association
Definitions:
Fundi
Kiswahili word for Craftsman
Occupational standards
Statements of the standards of performance individuals must
achieve when carrying out functions in the workplace, together
with specifications of the underpinning knowledge and
understanding
iv
EXECUTIVE SUMMARY
Skill refers to the ability of the worker based on dexterity, practical knowledge, theoretical
knowledge and social ability. Such skill is possessed through qualifications, experience and
expertise. Accordingly, the skill of a craftsman and construction supervisors entails all
he/she requires to meet his work responsibilities. Given the dynamic nature of the
construction, work responsibilities of these workers change over time as technology,
materials and condition of engagement change.
In recognition of this NCA set up a taskforce to define the current occupational standards of
craftsmen and construction site supervisors. Specifically the taskforce was to define crafts in
the entire construction Industry; develop syllabi/course outline for the defined crafts; develop
assessment and accreditation formats for the crafts. The taskforce used review of other
construction sectors occupational standards, experience of members, questionnaires and
interviews as the main methods of data collections.
A total of 55 trades were identified; 14 in building works, 8 in civil works, 17 trades in
mechanical works, 16 trades in electrical works, and 12 life skills. The competencies for each
of the 55 trades were defined to illustrate the application of each trade in the industry
including their assessment and accreditation criteria, which was based on complexity of the
work, skill development and practical experience. This represents a significant change for
the current status where only 5 trades are recognised.
These findings represents a revolution in the Kenyan construction sector that will potentially
significantly change the way skilled workers and site supervisors are recognised and
accredited. Skilled work and construction supervisor work is poised to become competitive
and a choice career amongst young Kenyans who will find it offering decent and fulfilling
life long careers. In addition is the official recognition of prior learning by acknowledging
that construction workers and construction site supervisors may be trained formally or
informally. Other impacts of these findings include; improving quality of construction works
by raising the quality of workers skills, pre-requisite to accreditation, improving wages by
recognizing all forms of skilled work, creating a wider variety of marketable skills, reducing
importation of skills and enabling exportation, improving training programs by identifying
marketable skills, and building capacity for local contractors by enabling provision quality
craft skills. These benefits will accrue to all the stakeholders in the construction sector
namely the construction workers, construction site supervisors, employers, government,
consultants, and all Kenyans in general. It is therefore a win-win for all and should be
supported by all as we pursue the NCA motto of ‘Excellence in Construction’.
The taskforce recommends that these findings form the basis for market oriented curriculum
development, that a framework of skilled workers and site supervisors apprenticeship be
formulated to cater for new entrants, that training institutions be equipped with appropriate
training staff, equipment and training materials to ensure quality skills development, and a
construction skills audit be conducted to establish the number of skilled workers in every
county and the forecasted demand as a basis for mounting training interventions.
v
CHAPTER ONE
INTRODUCTION
The construction sector is a great player in the socio-economic developments of Kenya and
contributes greatly to the country’s Gross Domestic Product. The National Construction
Authority (NCA) is a State Corporation established under the National Construction
Authority Act No. 41 of 2011 with the main mandate of overseeing the construction industry
and coordinating its development. The Authority serves to provide, promote, review and coordinate training programmes organized by public and private accredited training centers for
skilled construction workers and construction site supervisors. In addition, the Authority is
mandated to accredit and certify skilled construction workers and construction site
supervisors.
In order to promote and stimulate the development, improvement and expansion of the
construction industry, the Authority has rolled a plan to accredit and certify skills of
1.5million skilled construction workers and 0.5million construction site supervisors in the
next five years and in partnership with stakeholders in the construction industry offer
appropriate training programs. The goal of this report is to create a basis for such
accreditation and training of site supervisors and skilled construction workers and with the
objective of improving quality of constructed facilities.
History of the Kenyan craftsman
Kenneth King documented the development and training of indigenous craftsmen in Kenya in
his 1977 book ‘The African Artisan’. During the colonial days the Africans were judged by
the colonial authorities as being unskilled and unproductive and lacking any craft worth
speaking of. This may well have applied to construction skills because the vernacular
building skills of the indigenous African population were perceived to be of no value to
Europeans who were interested in replicating the building processes and technologies from
their home countries. Consequently, the education system offered to the African (1911 1934) was mainly vocational where pupils were indentured as they entered primary school
i.e. most of their school day was organised around productive labour in a particular vocation
(e.g. masonry, carpentry, etc.), to which the pupils were legally bound. After primary school
the ‘natives’ continued the next three years of their apprenticeship at the Native Industrial
Training Depot (NITD). Through this, the colonial administrators manipulated the formal
school system to produce craftsmen to meet their skilled manpower needs. Additionally, the
skilling of Africans was driven by the difficult financial state of the white settlers who wished
to substitute the Indian craftsmen with cheaper African artisans. The Indian craftsmen, who
had been brought to Kenya as a short-term solution to skilled manpower shortages,
monopolised almost all the skilled positions including building skills at the time. This
marked the introduction of apprenticeship as a means of acquiring craft skills in Kenya based
on the UK apprenticeship system.
1
The Kenyan apprentice had, however, radically different aspirations from the UK apprentice.
The former considered himself privileged for he was drawn from a tiny school-attending elite
at the top of the native educational pyramid. Consequently, the apprentices did not consider
craftsmanship or working on the settler farms as life-long careers but as staging posts to more
prestigious careers in business, retail trade and the acquisition of land. Additionally, the five
year apprenticeships produced craftsmen that were insufficiently versatile to meet the needs
of European-owned estates and were equally unacceptable to the Indian firms who preferred
on-the-job training. This marked the beginning of a mismatch between formally acquired
craft skills and job market requirements.
The colonial government in Kenya lacked interest in the methods of craft skill acquisition
used in the Indian community even though they were highly effective in destroying both
African and European competition. Unlike their European counterparts, the Indian artisans
(mainly carpenters and masons) held relatively privileged positions in the social hierarchy of
their own communities because they belonged to a high caste in India where their services
were only engaged in the construction of houses for the privileged (upper castes), and the
construction of temples and public buildings. Moreover, the Indian artisan (before the mid1970s) was usually employed directly by the client and had direct control of the labour
process which was based on unwritten handicraft principles and practices developed through
years of application. These principles and practices were not learned in a formal institution
but mainly via on-the-job training. Indian skills thus thrived chiefly on improvisation and
this started to reproduce itself among their first African employees. Unlike the formal trade
schools graduates, such craftsmen were unschooled like their Indian masters (known as
Mistris); did not seek formal skill accreditation and learned the various technical processes
entirely on-the-job.
Indian craft training led to the emergence of a different class of more successful African
craftsmen who spread their skill throughout the country and in many areas constructed the
first non-vernacular buildings in stone. These Indian-trained craftsmen also introduced
informal apprentice training. For a consideration, they took on learners who stayed with the
masters until they felt they had acquired sufficient skill. The period of training was not fixed
but depended on how long it took the apprentice to gain the skill depending on their aptitude
and the work at hand. Skill proficiency was exemplified by how fast the trainee learnt to use
certain tools or make certain fixtures, mainly via the improvisation in tools and techniques.
In such informal apprentice training, trade tests are irrelevant; training is product specific and
generally lacks any integration into the next level of technology. This method, however,
succeeded in filling the demand for marketable skills and artisans trained were more likely to
remain craftsmen throughout their working life.
An alternative form of craft skill acquisition in the Indian sector was informal on-the-job
skilling. In this format, a small number of skilled Indian craftsmen would be hired to work
with several hundred African casuals. As work progressed, differentiation would take place
within the casuals with the Indian masters selecting those who showed aptitude for certain
skills e.g. block work, plastering, roofing, etc., train them on-the-job and increase their pay
2
accordingly. This training emphasised individual efficiency and productivity, producing
rough craftsmen without much formal schooling. As they gained proficiency, this select
group of African craftsmen would either be employed permanently or became labour-onlysubcontractors to the Indian contracting firms. These emerging African labour-onlysubcontractors trained their workers on-the-job just as they had been trained and were willing
to take on apprentices who were educationally disqualified from entering formal
apprenticeships.
The Colonial government and the Indian masters thus ran two parallel systems of training of
construction craftsmen in Kenya. The Indian system of training, although informal, proved
to be more competitive and ultimately came to dominate the construction sector.
Consequently, the formal African craftsmen training and indenturing system in primary
school was abandoned. The NITD was converted into a post primary level trade-andtechnical school and five other such schools were established in the 1940s and 50s, producing
teams of graduates who went around the country building government sponsored school
blocks and furniture. Through building the government schools, NITD graduates gained
sufficient work experience to become self-employed. They, however, were not readily
accepted in the construction sector which, by then, was dominated by Indian firms who
preferred their own on-the-job training (King, 1977).
After independence in 1963, several initiatives were formulated to offer opportunities to
school leavers and to develop as craftsmen. The Kenyan government enacted the Industrial
Training Act in 1964 modelled after the UK Industrial Training Act, in an attempt to regulate
training. The Act only recognised the UK style formal craft skilling and ignored the Indian
formats. The Act created the Directorate of Industrial Training (DIT) which took over the
NITD trade-and-technical school which continued offering crafts skills mainly targeting
secondary school leavers via formal apprenticeship courses. It however changed its name to
National Industrial Vocational Training Centre (NIVTC). The other NIVTC associated
schools offering construction craft skills include Mombasa Industrial Training Centre
(MITC) established in 1979, Kisumu Industrial Training Centre (KITC) in 1971, and Athi
River Vocational Training Centre (ARVTC) in 2003.
Other institutions set up to train craftsmen targeted primary school graduates who made up
the majority of school leavers. The National Youth Service (NYS), which is funded by the
government, established a two year program in 1966 that linked little general education with
productive labour and gave short intensive vocational instruction in, among other skills,
masonry, plumbing and carpentry leading to DIT grade three trade test. The NYS has,
however, over the years, shifted its focus towards secondary school leavers. Other vocational
institutions were formed by voluntary bodies notably, the Village polytechnics.
Village Polytechnics (later renamed Youth Polytechnics) were developed in the mid 1960s by
the National Christian Council of Kenya (NCCK), to equip primary school graduates with
skills e.g. masonry and carpentry, that would enable them to be self-employed or to find
wage employment in their local communities. They were supposed to prepare their graduates
3
to exploit the income opportunities of the rural areas; to offer a low cost form of skilling; and
to steer clear of formal trade certification. Training in YPs was generally informal with the
institutions being self-sustaining by producing goods for the local market. Over the years the
YPs abandoned their initial vision and became increasingly formalized, offering courses
linked to formal trade testing.
Other formal vocational schools include Approved schools, Technical schools, Christian
Industrial Training Centres, YMCA Craft Training, YWCA Vocational Training, Limuru
Boys Centre, and Private technical academies. All these offer courses linked to formal trade
testing.
In contemporary Kenya, the skilling of construction craftsmen continues to follow both the
Indian system and the UK system in parallel, with the former maintaining its dominance
despite recent government intervention. The dominance of the former is sustained by the
continued dominance of Indian owned firms in the Kenyan construction sector. Indians (both
Kenyan and foreign), own more than 80% of all the large and medium sized construction
firms. In addition, many African firm owners and craftsmen trained in the Indian firms
perpetuate the Indian methods when training their workmen.
Background
Skill refers to the ability of the worker based on dexterity, practical knowledge, theoretical
knowledge and social ability. From this perspective, skill is a social construct that delimits
certain work as skilled, thereby reserving it for those labelled skilled and ensuring high
wages, better chances of employment or some other advantage. Such skill is possessed
through qualifications, experience and expertise. Accordingly, the skill of a craftsman entails
all he/she requires to meet his work responsibilities.
The construction industry is a major source of employment worldwide, arguably the second
largest after agriculture, and generally the primary one in urban areas. Construction (new and
maintenance) are labour-intensive activities, generating many jobs per unit of investment on
and off the site. Site production entails a variety of skilled activities requiring various
categories of craftsmanship, including masonry, carpentry and joinery, painting, plumbing,
and electrical, among others. Consequently, its success is dependent on the availability of
craftsmen possessing the various requisite skills. Where appropriate skills among craftsmen
are lacking, the sector is unable to meet the client’s needs; innovation is stifled as employers
prefer to use tried and tested methods, mainly traditional crafts; the sector has difficulty
adopting new technology; and health and safety standards deteriorate. Accordingly, skills
development among construction craftsmen and site supervisors is an essential component of
overall training in construction that plays an important role in guaranteeing the success of the
site production phase and indeed the whole construction process.
The skills of construction craftsmen and site supervisors are dynamic as they respond to
changes in the construction sector e.g. new technology, materials, components and processes.
Moreover, skilling is an essential tool for achieving performance improvements that aims at
moving the sector away from competing on cost towards competing on quality. A related
benefit of training of the construction workforce is the enhancement of job satisfaction which
4
in turn allows employers to get the best out of the workforce and ultimately helps to build a
competitive construction sector. Other drivers of skilling in construction include the need to
respond to job changes over time; retrain existing employees to take on new jobs; prepare for
predictable future changes in skills; minimise wasteful activities that reduce worker
productivity; provide potential for promotion and flexibility; improve sector competitiveness
(via improvement of quality, productivity, safety and innovation); promote decent work; and
develop human capital. Amongst the skilled workers and site supervisors, changes in skill
requirements are exemplified by the continuing erosion of the demarcation lines of existing
trades, increasing need for specialisation or multiskilling and the growth of new classes of
skills.
In Kenya like many other countries, the construction industry has experienced all the above
skilling change drivers which together have transformed in the work environment of skilled
workers and site supervisors over the last three decades years. Additionally, in the recent past
the construction industry growth-rate hit a peak (13.1% of GDP in 2014) essentially because
of the many of activities related to economic growth in the country to become a major driver
of economic growth and employing more than one million people. The demand of skilled
workers and construction supervisors has skyrocketed and especially specialized skilled
workers.
Traditionally the industry had only five trades as defined and recognised by the national
industrial training authority (NITA) namely masonry, carpenter/joiner, painter, plumber pipe
fitter, and electrical wireman. Given the skills change drivers outlined these five trades are
no longer representative of the sector needs. The Authority through the registration
department under the Rapids Results Initiative (RRI) conducted a survey of construction site
supervisors and skilled workers in the construction industry and the findings shows that only
17% of the workers in the construction industry have gone through formal education and
training. This in turn leads to skill shortages; poor quality workmanship; challenges in
accreditation; and slow technology uptake. The Authority through the research department
also conducted a mapping exercise of training institutions that offer construction related in
the country and it was apparent that there is a clear challenge in skills development in the
construction sector with the current curriculum out-dated and unresponsive to the current
demands of the industry.
The above clearly pointed to a dire need for the definition of occupational standards (required
skill sets) of skilled site workers and construction site supervisors. Accordingly, the
Authority formed a taskforce to identify the craft skills and site supervisor skills required by
the Kenyan construction sectors and their competencies.
5
CHAPTER TWO
TASKFORCE TERMS OF REFERENCE
The National Construction Authority is a state corporation that was established following the
enactment of the National Construction Authority Act No. 41 of 2011. The NCA Act has
bestowed upon the Authority the mandate to oversee the construction industry and coordinate its development with training and accreditation being one of the main functions.
The Authority is empowered through NCA Act No 41 of 2011, Part II and the NCA
regulations 2014 Part V to accredit all skilled construction workers and construction site
supervisors. In furtherance of this mandate the Authority seeks to register all skilled
construction workers and construction site supervisors. This exercise is aimed at accelerating
the accreditation process as an obligation of the Authority under Performance Contract
2014/2015 and a core objective of the strategic plan 2015-2020. The Authority has therefore
set-up a taskforce on training to review the crafts skills in the construction industry and
inform the training and accreditation functions of the Authority. The Taskforce members
worked with the training department team at NCA. The taskforce set up late 2015 was to
work for 15 working days with a possibility for follow-up work.
Project Definition
This exercise is thus aimed at matching the supply and demand for artisan skills in the
Construction Sector through a review of the current curriculum and proposes a new syllabus
to meet performance gaps in the construction industry.
Project Brief
The project is to develop standardized syllabi for training and accreditation criteria for
construction skilled workers. Under the NCA Act (2011), Part V of the NCA Regulations
2014, the Authority is mandated to come up with an accreditation/certification program for
skilled construction workers and site supervisors and also provide bridging courses for
construction skilled workers. The National Construction Authority Training department shall
co-ordinate the program and monitor the implementation of the same. The syllabus to be
developed will form the basis for accreditation of site supervisors and construction skilled
workers.
Deliverables of the taskforce





Definition of crafts in the entire construction Industry
Developing syllabi/course outline for the defined crafts
Developing assessment modules for the crafts
Developing an apprenticeship framework for the construction industry
Developing new accreditation format for the construction industry
Membership
The membership of the taskforce was drawn from training institutions and industry players.
The aspects in consideration when forming taskforce include; academic background in
6
construction related course or education, should be experts/experienced in their areas of
profession, should be willing and able to be part of the programme to the end, the
representatives should have no alternates (to ensure efficiency), and essential understanding
of the Construction Sector in Kenya was also key. The taskforce membership was from the
following institutions: 1.
2.
3.
4.
Universities (UON, JKUAT, TUM, DKUT)
Technical Colleges (KIHBT, KEWI, KRTI, KPTS)
Training regulators (NITA, TVETA, KNEC, CDACC)
Industry players (ERC, CAK, KPC, HFF, KWS, KPLC, GDC, MWI, KENHA,
KURA, CENTUM learning)
5. Contractors Associations (KFMB, KABCEC and RACECA)
6. Professional bodies (AAK, IEK, IQSK).
7
CHAPTER THREE
METHODOLOGY
The taskforce embarked on brainstorming session based on the provisions of the NCA act in
terms of the classes of works. The class of works which include Buildings, Civil works,
Water works, Electrical and Mechanical works were further divided into sub-classes
identifying the services offered under each. The occupational standards required to execute
the services were then identified i.e. types of skills the craftsmen and site supervisors
practiced, requisite qualifications, experience and the duties. The teams then developed tools
for collecting information from the various stakeholders/practitioners (government agencies,
contractors, employers, consultants, manufacturers and trainers) and compared them
documentation provided from existing institutions that train craftsmen. The data collection
tools included questionnaires, interviews and secondary sources e.g. current syllabi.
To further enrich the report and in consideration of the global nature of the industry, the team
considered training manuals from other construction industries especially those with similar
experiences to Kenya. These included USA, China, Germany, India, South Africa and
United Kingdom amongst others.
Given the historical background of the Kenyan craftsmen as outlined above, the taskforce
was consciously aware of the need to embrace skilled workers and site supervisors trained
formally and informally. The requirements for each trade therefore acknowledge and provide
for both forms of training with no hindrances for either group achieving the highest level of
craftsmanship as is currently accepted in the construction market. This essential is
recognition of prior learning which will henceforth be acknowledged as a legitimate training
method offering certifiable and acreditable skills.
The taskforce was divided to five sub-committees based on the NCA classes of works namely
Building Works, Civil Engineering, Electrical Engineering Services, Mechanical Engineering
Services and Life Skills. Life skills although not a technical trade was added because the
taskforce embraced the concept of lifelong learning for construction workers and site
supervisors hence the need to have essential supporting skills. These life skills will in
addition enable the workmen to improve their livelihood, become more professional, enhance
self-employment and form a basis for advanced skilling.
8
CHAPTER FOUR
FINDINGS
The technical skills acquired by the craftsmen are indicated in Table 1 below. These skills
follow the norms existing in the construction sector in Kenya and mainly revolve around
traditional crafts trades. The trade classifications were borrowed from the traditional trades in
the UK training system, which was adopted in Kenya as a result of its colonial relationship to
the UK. This system had its roots in the feudal craft era where the skills practiced were
simply defined by the type of material used e.g. carpenters used wood and bricklayers used
clay and/or the technology. The tasks that the craftsman learns and subsequently practices are
thus dictated by the use of the relevant material/technology in the various elements of the
building. Consequently, as the types of materials and technology used in the Kenyan
construction sector changed, new trades grew as well as specialisms.
Table 4.1: Trades identified in the construction industry in Kenya
Item
Trade/Qualification
Item
Trade/Qualification
1.
Carpenter
2.
Joiner
3.
Scaffolder
4.
Form worker
5.
Glazier
6.
Painter Decorator
7.
Interior decorator
8.
Tile layer
9.
Terrazzo/Granolithic layer
10.
Mason
11.
Water proofing applicator
12.
Steel fixer
13.
Aluminium fabricator
14.
Steel fabricator
15.
Plant operator
16.
Site supervisor
17.
Foreman
18.
Survey assistant
19.
Safety officer
20.
Drain layer
21.
Landscaper
22.
Banksman
23.
Gas installer
24.
Refrigeration & AC mechanic (unitary
system)
26.
Overhead crane installer
28.
Pipe fitter
27.
Refrigeration & AC mechanic (air
system)
Slinger/signaller/rigger
29.
Plumber
30.
Boiler burner installer
31.
Boiler maker
32.
Fire services mechanic
33.
Driller
34.
Welder
35.
Sheet metal worker
36.
Borehole tester/inspector
25.
9
37.
Water treatment plant operator
38.
Pre-stressed sectional tank assemblers
39.
Solar water heater installer
40.
Electrician
41.
Electrical fitter
42.
Solar PV installer
43.
Overhead linesman
44.
Underground cable jointer
45.
Fibre optic cable installer
46.
Structured cabling installer
47.
Supervisor Network Cabling
48.
Cable TV installer
50.
Supervisor Electronic Communications
52.
Security systems installer - CCTV,
Access control & alarms
54.
Lift/Escalator mechanic
49.
51.
53.
Radio & TV broadcast equipment
installer
Security systems installer - electric
fence
Supervisor security surveillance
systems
55.
Supervisor Lift/Escalator installation
55.
Store keeper
56.
Batch Plant Operator
57.
Plant Mechanic
58.
Lab Technician
While the construction site supervisor represents the highest level of craftsmanship in the
trade, the taskforce recognised that in some sub-sectors (mainly civil engineering and
electrical services) some supervisors superintend over more than one trade. Such
supervisors’ skills have been defined separately from the trades they oversee.
In addition to the trade skills, craftsmen will be equipped with life skills. Life skills are skills
that take on different meanings in different work contexts but are broadly transferable. These
skills enhance lifelong learning and include;
a) Communication skills
b) Team leadership
c) Personal Financial Management
d) Negotiation skills
e) Basic Numeracy skills
f) Environmental Awareness
g) Occupational Safety and Health Awareness
h) Occupational Integrity and Work Ethics
i) Attitude and Passion
j) Digital Literacy
k) Personal wellbeing, spiritual and social responsibility
The detailed discussion of the various trades is outlined below.
10
BUILDING WORKS
11
Building works
1.1.1 Summary of trades
Carpenter: A carpenter is a craftsman who
works with wrot timber (or sawn timber to a
less extent) to construct timber structures such
as roofs, structural frames, formwork,
scaffolding and hoarding.
Page……15
Joiner: A joiner is a craftsman who works
with planed timber and timber products to
construct timber fittings, fixtures, ceilings,
windows, doors and wooden floors
Page ……18
Scaffolder: Scaffolder deals with the setting
out of temporary structure on the outside of a
building for the purpose of providing a
working platform to be used by workers while
building, repairing and placing materials to be
used.
Page ……21
Form Worker: A form worker is a craftsman
who builds temporary or permanent moulds
into which concrete or similar materials are
poured.
Page ……24
Glazier: A craftsman with the competencies
to fix glass and glass products for or as
building partitions, windows & doors, exterior
cladding, curtain walling, etc.
Page ……27
Painter Decorator: A painter is a craftsman
with the competencies of Painting on different
surfaces e.g. plastered, wooden, metallic
surfaces using brushes, rollers or spraying the
paint on the surface for protective, decorative
or to create a special effect on the surfaces.
Page ……30
12
Interior Decorator: A craftsman with the
competencies to lay carpet, fix upholstery and
decorative wall paper in internal areas of
buildings as a finishing layer on the floor, wall
or ceiling.
Page ……33
Mason: A craftsman who uses bricks,
concrete blocks, concrete, natural and
manmade stones to build masonry structures.
Tile Layer (TL): A tile layer is a craftsman
involved in Laying of different types of
ceramic, granite, marble and granite tiles in a
building floor/walls as a finishing layer
Page ……36
Water Proofing Applicator:
Waterproofing is the process of making an
object impermeable by water.
Page ……46
Terrazzo/Granolithic
Layer:
A
terrazzo/granolithic layer is a craftsman
involved in Mixing and laying of a layer of
Terrazzo/granolithic in a floor as a finishing
layer
Page……39
Steel Fixer: A steel fixer is a craftsman who
Cuts, bends, positions, and fixes steel
reinforcing bars, (rebar), and steel mesh used
in reinforced concrete on construction
projects.
Page ……49
Page ……42
13
Aluminium
Fabricator:
Aluminium
fabrication is the construction of structural
elements using aluminium plates, tubes and
sections to achieve the desired effects.
Page ……52
Steel Fabricator: Steel fabrication is the
construction of structural elements using steel
plates, tubes and sections to achieved the
desired effects or it is the building
of metal structures by cutting, bending, and
assembling processes
Page ……55
14
1.1.2 Carpenter
Item
1. Trade/Skill
2. Related
trades/sub-trade
3. Brief description
(Summary)
Description
Carpenter
Joinery
A carpenter is a craftsman who works with sawn timber (or wrot timber to a
less extent) to construct timber structures such as roofs, structural frames,
formwork, scaffolding and hoarding.
4. Job description
A carpenter does all or some of the following tasks:
(what they do)
i.
Manage a carpentry job on site from start to completion
ii.
Establish and map out required areas, levels, slopes for carpentry
work
iii. Prepare workstation to construct carpentry work
iv.
Cut wood and other timber products to recommended sizes
v.
Join and fix timberwork to different recommended surfaces or
building structure
vi.
Fix timberwork to achieve recommended patterns and styles
vii.
Fix all types of timber roof and roof covering, wood frames,
scaffolding, hoarding
viii. Prepare and keep an inventory of tools
5. Functional skills
i.
Ability to plan, coordinate, control and direct carpentry jobs
(Required
ii.
Identify various joinery preparations and procedures for timber work
competencies)
iii.
Read and interpret technical drawings
iv.
Sensitivity to detail and good workmanship
v.
Ability to ensure neat ends and corners
vi.
Apply various finishes to joints and fittings such as planning, filing
and sanding
vii.
Sensitivity to levels, plumbness and angles
viii.
Ability to work as part of a team of similar or different trades
ix.
Identify and use various materials for timber and timber products
such solid timber, glues, nails, bolts & nuts, screws as required
x.
Identify and use of various carpentry tools and equipment
xi.
Knowledge of health and safety standards for the trade
xii.
Physical fitness
xiii.
Interpersonal skills
6. Tools and
Basic hand tools necessary to perform the required work;
equipment
i.
Levelling tools such spirit level, pipe level
ii.
Slope measurement tools such as sliding bevel
iii.
Length measurement tools such as a tape measure
iv.
Wood drilling machines
v.
Fixing machines for screws & nails such as nail guns
vi.
Wood cutting tools such as saws and machetes
15
vii.
viii.
ix.
7. Assessment
criteria
8. Accreditation
criteria
Clamping tools
Planning tools such as hand plane
Other tools: Utility knives, screwdrivers, pliers, hammers, nail
puller, pencils, chalks, wood chisels, moisture metre & hand file
Grade III
i.
Must demonstrate competence in (viii – xiii) of the functional skills
(above)
ii.
Methods of assessment include: oral, written & practical
Grade II
i.
Must demonstrate competence in (iii – xiii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in all the functional skills above
ii.
Supervisors
i.
Must demonstrate in-depth competence in all of the functional skills
above
ii. Demonstrate competence in planning and coordination with other
trades
iii. Methods of assessment include: oral, written & practical
Grade III
i.
Formal training in trade or equivalent and a minimum of 1 year
documented practical experience in the trade OR 3 years documented
practical experience in the trade
ii.
NCA Grade III Assessment
Grade II
i.
Holder of Formal training in trade or equivalent and 3 years relevant
documented practical experience in the trade OR 6 years’
documented practical experience in the trade
ii.
NCA Grade II Assessment
Grade I
i.
Holder of Formal training or equivalent, plus five years documented
practical experience in the trade Or 10 years documented practical
experience in the trade
ii.
NCA Grade I Assessment
Supervisor
i.
NCA Accreditation for Grade I
ii.
Minimum of 10 years documented practical experience in the trade
16
9. Coding
iii.
Show credible recommendation for excellent & quality work
iv.
Proof of ongoing or completed project(s)
i.
ii.
iii.
iv.
NCA CAP/III
NCA CAP/II
NCA CAP/I
NCA CAP/S
17
1.1.3 Joiner
1.
2.
3.
Item
Trade/Skill
Related
trades/sub-trade
Brief description
(Summary)
Job description
(what they do)
Description
Joiner
Carpentry
A joiner is a craftsman who works with planed timber and timber products to
construct timber fittings, fixtures, ceilings, windows, doors and wooden floors
4.
i.
Manage a joinery job on site from start to completion
ii.
Establish and map out required areas, levels, slopes for joinery work
iii. Prepare workstation to construct joinery work
iv.
Cut wood and other timber products to recommended sizes
v.
Join and fix woodwork to different recommended surfaces or building
structure
vi.
Fix timberwork to achieve recommended patterns and styles
vii.
Prepare and keep an inventory of tools
i.
Ability to plan, coordinate, control and direct carpentry jobs
(Required
ii.
Identify and apply various preparations and procedures for joinery
competencies)
work
iii. Ability to construct specialized ceilings works using gypsum board,
acoustic ceiling boards and solid timber
iv.
Ability to construct different types of floor woodwork finishes such as
wood blocks, parquet and laminated wood floors
v.
Ability to construct different types of timber fittings & fixtures such as
kitchen cabinets, wall units, wardrobes, worktops and decorative wall
and ceiling fittings
vi.
Ability to construct timber casement windows and doors as per
designers schedules
vii.
Ability to construct different types of ceilings using ordinary materials
such as chipboard, plastics and solid timber
viii. Read and interpret technical drawings
ix. Sensitivity to detail and good workmanship
x. Ability to ensure neat ends and corners
xi. Connect various timber products and member with minimal use of nails
xii. Plane, file and sand timber work to achieve seamless finish
xiii. Sensitivity to levels, plumbness and angles
xiv. Ability to work as part of a team of similar or different trades
xv. Identify and use various materials for timber and timber products such
solid timber types, gypsum boards, acoustic boards, MDF, HDF, glues,
nails, bolts & nuts, screws as required
xvi. Identify and use of various carpentry tools and equipment
xvii. Knowledge of health and safety standards for the trade
xviii. Interpersonal skills
18
6. Tools and
equipment
7. Assessment
criteria
8. Accreditation
criteria
Basic hand tools necessary to perform the required work;
i.
ii.
Slope measurement tools such as sliding bevel
iii. Length measurement tools such as a tape measure
iv.
Wood drilling machines
v.
Fixing machines for screws & nails such as nail guns
vi.
Wood cutting tools such as saws and machetes
vii.
Clamping tools
viii. Planning tools such as hand plane
ix. Other tools: Utility knives, screwdrivers, pliers, hammers, nail puller,
pencils, chalks, wood chisels, moisture meter, hand file
Grade III
i.
Must demonstrate competence in(xiv – xix) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(ix – xviii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in all the functional skills (above)
ii.
Supervisors
i.
(above)
trades
Grade III
i.
ii.
Grade II
i.
documented practical experience in the trade OR 6 years’ documented
ii.
Grade I
i.
practical experience in the trade OR 10 years documented practical
ii.
19
Supervisor
i.
9. Coding
ii.
iii.
iv.
i. NCA JOI/III
ii. NCA JOI/II
iii. NCA JOI/I
iv.
NCA JOI/S
20
1.1.4 Scaffolder
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
6. Tools and
equipment
Description
Scaffolder
A scaffolder deals with the setting out of temporary structure on the outside
of a building for the purpose of providing a working platform to be used by
workers while building, repairing, cleaning the building and placing the
materials to be used.
Scaffolds are basically made of timber, steel and aluminium. The platforms
can be stationary (putlog, independent) or mobile (gantry)
i. Manage scaffolding projects
ii. Supervise scaffold gangs effectively
iii. Work as part of a team of similar or different trades
iv. Read and interpret technical drawings
v. Determine the purpose of a scaffold in relation to nature of the site
and its needs
vi. Determine the method of scaffolding to use(timber or steel)
vii. Determine the procedure of setting up the scaffold in position and the
method of securing it to the supporting elements
viii. Sensitivity to levels, plumbness, angle determination
ix. Ability to conduct periodical checks on the safety of the scaffolds
x. Ensure proper maintenance and storage of scaffolds and it
accessories
xi. Prepare an inventory of tools and scaffolds
i.
Ability to manage scaffolding in construction projects
ii.
Able to supervise scaffold gangs effectively
iii. Ability to work as part of a team of similar or different trades
iv.
Ability to read and interpret technical drawings
v.
Sensitivity to levels, plumbness for scaffolds
vi.
Erect the scaffolds
vii.
Able to conduct periodical checks on their suitability and safety
viii. Identify and use of various carpentry tools and equipment
ix. observe health and safety standards for the trade
x. Sensitivity to detail and good workmanship
xi. Physical fitness is mandatory
i.
Levelling tools such as spirit level, pipe level, dumpy level
ii.
Slope measurement tools
iv.
Drilling machines
v.
Driving ,Screwing & nails tools
vi.
Wood cutting tools such saws
21
vii.
viii.
ix.
x.
7. Assessment
criteria
8. Accreditation
criteria
Grinding and cutting blades
Clamping tools
Securing tools(pliers ,spanners ,Allen keys club hammers)
puller, pencils, chalks, wood chisels, moisture meter, sliding bevel,
hand file
Grade III
i.
Must demonstrate competence in (i – x) of the functional skills
(above)
ii.
Grade II
i.
(above)
ii.
Grade I
i.
(above)
ii.
Supervisors
i.
above
ii.
Demonstrate competence in planning and coordination with other
trades
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
ii.
22
9. Coding
iii.
iv.
i.
ii.
iii.
iv.
NCA SF/III
NCA SF/II
NCA SF/I
NCA SF/S
23
1.1.5 Form worker
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
Description
Form worker
Formwork : Steel/Aluminium and timber
A formwork craftsman is entrusted in identification of different types of
formwork required in construction sites, material orderings, erection and
striking off formwork The main materials being utilized is basically steel
/aluminium and timber for different types of formwork.
i. Manage and plan a formwork job on site from start to completion
ii. Supervise the formwork gangs effectively
iii. Work as part of a team of similar or different trades
v. Establish the general requirements of formwork in relation to the
nature of the work and expected finishes (timber, steel, plastic and
concrete formworks)
vi. Prepare a schedule of materials for formwork
vii. Identify suitable methods for erecting the formwork in relation to
load distribution, spacing and placing the vertical and horizontal
members(props ,bases, bracing ,sides, decking and this includes
staircases and false formwork)
ix. Place and fix horizontal and vertical timber members securely
x. Ascertain the correct the positioning and brace the formwork of the
structure
xi. Prepare and keep an inventory of tools used in formwork
i.
Ability to manage formwork jobs
ii.
Ability to supervise and advice formwork gangs
iii. Ability to work as part of a team of similar or different trades
iv.
Ability to read and interpret technical drawing
v.
Ability to select materials and tools for formwork job(s)(metal
,timber ,plastic and concrete)
vi.
Able to determine levels, plumbness and angles
vii.
Ability to identify various support and fastening systems ,erect
formwork and distribute the loading
viii. Able to positioning and brace the formwork of the structure
ix. Able to work at considerable heights and confined spaces
x. Able to prepare surface to receive concrete(oils and releasing agents)
xi. Able to observe health and safety standards for the trade
xii. Sensitivity to detail and good workmanship
xiii. Physical fitness is mandatory
24
6. Tools and
equipment
7. Assessment
criteria
8. Accreditation
criteria
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Basic hand tools necessary to perform required work,
Drilling machines
Screw & nails fixing machine such as nail guns
Wood cutting tools such as saws
Clamping tools
Other tools: screwdrivers, pliers, hammers, nail puller, pencils,
chalks, wood chisels, meter rule, sliding bevel, hand file
Grade III
i.
Must have the ability to perform (i – xiii) of the functional skills
(above)
ii.
Grade II
i.
Must have the ability to perform (i – xii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in (i – xii) of the functional skills
(above)
ii.
Supervisors
i.
above
ii.
Demonstrate competence in planning and coordination with other
trades
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
practical experience in the trade Or 10 years documented practical
25
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA FMW/III
NCA FMW/II
NCA FMW/I
NCA FMW/S
26
1.1.6 Glazier
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
Description
Glazier
A craftsman with the competencies to fix glass and glass products for or as
building partitions, windows & doors, exterior cladding, curtain walling,
glass blocks, glass film and create decorative glass finishes.
i.
Manage glass fixing jobs
ii.
Work as part of a team of similar or different trades
iii. Application of various glass fixing preparations & procedures
iv.
Measuring, cutting, finishing and fitting glass using appropriate tools.
v.
Establish required levels and slopes for glass works
vi.
Cut glass to recommended sizes and lengths
vii.
Fix appropriate glass to defined spaces or openings
viii. Fix recommended materials for edges and corners e,g beading
ix. Fix different structural supports required for glass curtain walling to
building structure
x. Prepare an inventory of tools
xi. Ascertain stability and suitability of scaffolding
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
xvii.
xviii.
Ability to manage a glazing job
Ability to work with large glass sizes for external cladding and
curtain walling.
Ability to create decorative glass finishes.
Good maths skills to measure surface areas and work out costs
Ability to ensure correct levels & plumbness
Identify various joinery preparations and procedures fixing glass
Ability to identify and fix appropriate supports and beading to hold
glass in place.
Identify various types and sizes of glass used in construction.
Identify and use various glass cutting, fixing, polishing and cleaning
tools and equipment
Ability to cut and shape glass to appropriate sizes and shapes.
Ability to fit, fix or install glass using appropriate tools
Appropriate preparation of surfaces to receive glass works
Physical fitness
27
6. Tools and
equipment
7. Assessment
criteria
8. Accreditation
criteria
Basic hand tools necessary to perform required work:
i.
ii.
iv.
Prybar
v.
Glass cutter
vi.
Curtainwall cap removal tool
vii.
Hacksaw
viii. Claw hammer
ix. Glazing shovel
x. Tin snips
xi. File
xii. Slip joint pliers
xiii. Adjustable wrench glass pliers
Grade III
i.
Must demonstrate competence in(xii - xviii) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(v - xviii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(i – xviii) of the functional skills
(above)
ii.
Supervisors
i.
above
trades
Grade III
i.
ii.
Grade II
i.
ii.
28
Grade I
i.
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA. GLZ/III
NCA GLZ/II
NCA GLZ/I
NCA GLZ/S
29
1.1.7 Painter Decorator
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
Description
Painter Decorator
Sign writer
A painter is a craftsman with the competencies of painting on different
surfaces e.g. plastered, wooden, metallic surfaces using brushes, rollers or
spraying the paint on the surface for protective, decorative or to create a
special effect on the surfaces.
i.
Manage a painting job
ii.
iii.
Advising the client on different paint types
iv.
Mixing of paints with appropriate solvents for application
v.
Estimate paint quantities and prepare materials schedule
vi.
Apply complex special effect style, patterns & texture
vii.
Spray painting of different surfaces e.g. plastered, wooden & metallic
Application of different types of paint on different background
materials e.g. plastered, wooden, metallic surfaces using brush or
rollers
viii.
Ascertaining appropriateness of scaffolding for use by them and
laying of drop cloths to prevent making the floor dirty.
ix.
Sealing of cracks using filler/plaster
x.
Select appropriate tools and equipment for use in painting
xi.
Maintain inventory of tools and equipment
xii.
xiii.
Preparing surfaces for painting through wire brushing or scrapping
Application of Primer
xiv.
i.
Job site clean up after completion of works.
Ability to manage painting jobs
ii.
iii.
Ability to prepare schedule materials and estimate paint quantities
required
iv.
Ability to apply complex special effect style, patterns & texture
v.
Ability to spray paint on different types of surfaces
vi.
Ability to use all types of paints i.e. oil based, water based, spray
paints etc.
30
6. Tools and
equipment
7. Assessment
criteria
vii.
Ability to prepare/ mix paint ready for application
viii.
Ability to prepare different types of surfaces ready to receive paint
ix.
Ability to differentiate type of paint materials for use on different
background surfaces
x.
Ability to ascertain stability of scaffold for use
xi.
Knowledge of health and safety standards for the trade including
working in different heights
xii.
Ability to identify and correctly use painting tools and materials.
xiii.
Ability to store paint correctly and safely to avoid wastage
xiv.
Ability to advice the client on colour selection and mixing material
xv.
i.
Paint Brushes
ii.
Rollers
iii.
Plastic paint trays
iv.
Scrappers
v.
Masking tapes
vi.
Sand papers
vii.
Plastic Sheeting
viii.
wire brushes
ix.
Tape measure
x.
Paint spray guns and accessories.
Grade III
i.
Must demonstrate competence in (vi - xv) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in (ii - xv) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in (i - xv) of the functional skills
(above)
ii.
Supervisors
i.
above
ii.
Demonstrate competence in planning and coordination with other trades
31
8. Accreditation
criteria
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA P/III
NCA P/II
NCA P/I
NCA P/S
32
1.1.8 Interior Decorator
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
Description
Interior Decorator
Carpet layer, Upholstery, Wallpaper fixing
A craftsman with the competencies to lay carpet, fix upholstery and
decorative wall paper in internal areas of buildings as a finishing layer on the
floor, wall or ceiling.
i.
Manage a carpet laying, upholstery or wallpaper fixing job
ii.
iii.
Laying carpet tiles
iv.
v.
Preparation of surfaces to receive appropriate decoration
Cleaning, levelling and sealing the surfaces with compound where
required.
Cutting and shaping decoration material to appropriate sizes and
shapes.
Stretching carpet over spiked gripper rods and taping / heat-sealing
Using appropriate fixing methods to hold the carpet in place such as
gluing, nailing, etc.
Upholster surfaces with fabrics, leather and pads.
Fix wallpaper to surfaces using appropriate adhesives
Spraying or waxing the surface, to give it a protective coating
repairs and maintenance of carpet, upholstery or wallpaper works
Ability to manage a carpet laying, upholstery or wallpaper fixing job
Good mathematical skills to measure surface areas and work out
costs
Ability to ensure correct levels & plumbness
Identify various joinery preparations and procedures for carpet
laying, upholstery or wallpaper fixing
Ability to fix springs and webbs.
Identify and use various materials for carpet laying, upholstery or
wallpaper fixing
Identify and use various carpet laying , upholstery or wallpaper
fixing tools and equipment
Ability to cut and shape decoration material to appropriate sizes
Preparation of surfaces to receive appropriate decoration
Physical fitness
vi.
vii.
viii.
(Required
competencies)
ix.
x.
xi.
xii.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
33
6. Tools and
equipment
7. Assessment
criteria
8. Accreditation
criteria
Basic hand tools necessary to perform required work
i.
Carpet tape
ii.
Carpet seam roller
iii.
Linoleum knife
iv.
Trowel and trimer
v.
Bonding iron
vi.
Nail guns
vii.
Long nose stapler
viii. Brad nailer
ix. Smoothing brush and knife
Grade III
i.
Must demonstrate competence in(x – xv) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(iv - xv) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in (i – xv) of the functional skills
(above)
ii.
Supervisors
i.
above
trades
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
ii.
34
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA. ID/III
NCA ID/II
NCA ID/I
NCA ID/S
35
1.1.9 Tile Layer
1.
2.
3.
4.
Item
Trade/Skill
Related
trades/sub-trade
Brief description
(Summary)
Job description
(what they do)
Description
Tile Layer
Pavior
A tile layer is a craftsman involved in laying of different types of ceramic,
granite, marble and granite tiles in a building floor/walls as a finishing layer
i.
Manage a Tile laying job
ii.
iii.
Preparation of materials schedules/ Tiles quantities
iv.
Measure and cut marble/granite according to specifications.
v.
Ability to prepare cost and labour estimates based on calculations of
time and materials needed for project.
vi.
Assist customers in selection of tile and grout.
vii.
Measure and mark surfaces to be tiled, following blue prints
sensitivity to detail and good workmanship
Implement the best layout to achieve a desired pattern.
viii.
ix.
Cut and shape tile to fit around obstacles and into odd spaces and
corners, using hand and power cutting tools.
x.
Mix and apply mortar or cement to edges and ends of drain tiles to
seal halves and joints.
Align and straighten tile using levels, squares and straightedges.
xi.
(Required
competencies)
xii.
Mix, apply, and spread plaster, concrete, mortar, cement,
mastic, glue or other adhesives to form a bed for the tiles, using
brush, trowel and screed.
xiii.
Finish and dress the joints and wipe excess grout from between tiles,
using damp sponge.
xiv.
i.
Remove and replace cracked or damaged tile.
Ability to manage Tile laying projects
ii.
iii.
Ability to differentiate type of Tiles, materials for use on different
background surfaces.
iv.
Ability to lay granite and marble as supplied
v.
Ability to prepare material schedule
36
6. Tools and
equipment
vi.
vii.
Colour vision: setting tile often involves determining small colour
variations.
viii.
Customer-service skills: must be courteous and considerate of a
customer’s property while completing tasks.
ix.
Detail oriented. Some tile arrangements can be highly detailed and
artistic, so workers must ensure that the patterns are properly and
accurately arranged
x.
Have a good understanding of tools and equipment used in tile laying
xi.
Physical stamina. Tile setters must have the endurance to spend
many hours on their feet. When setting tile, installers also may be on
their knees for hours at a time.
Tile scribe
i.
ii.
Tile cutter
iii.
Tile nippers
iv.
Tile handsaw
v.
Tile drill
vi.
Tile hole cutter
vii.
Hand drill
viii.
Angle grinder
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
7. Assessment
criteria
Notched spreader
Mallet
Chisels
Pitcher
Hand drill
An angle grinder
Pneumatic hammer
Grade III
i.
Must demonstrate competence in(v-x) of the functional skills (above)
ii.
Grade II
i.
Must demonstrate competence in(ii-x) of the functional skills (above)
ii.
Methods of assessment include oral, written & practical
Grade I
i.
Must demonstrate competence in(i - x) of the functional skills
37
ii.
(above)
Supervisors
i.
above
trades
8. Accreditation
criteria
9. Coding
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA/TLIII
NCA/TLII
NCA/TL I
NCA TL/S
38
1.1.10 Terrazzo/Granolithic Layer
1.
2.
3.
4.
Item
Trade/Skill
Related
trades/sub-trade
Brief description
(Summary)
Job description
(what they do)
Description
Terrazzo/Granolithic layer
Pavior
A terrazzo/granolithic layer is a craftsman involved in Mixing and laying of
a layer of terrazzo or granolithic in a floor as a finishing layer
i.
Manage a Terrazzo/granolithic project
ii.
iii.
Advising the client on colour selection and combination for Terrazzo
and granolithic materials
iv.
Estimate Terrazzo and granolithic materials quantities
v.
Precast terrazzo/granolithic blocks in wooden forms.
vi.
Cut metal division strips and press them into the terrazzo/granolithic
base for joints or changes of colour to form designs or patterns or to
help prevent cracks.
vii.
Smooth and polish surface with machines.
viii.
Wet concrete surface and rub with stone to smooth surface and obtain
specified finish
Build wooden moulds, clamping moulds around areas to be repaired,
or setting up frames to the proper depth and alignment.
Measure designated amounts of ingredients for terrazzo/granolithic
or grout according to standard formulas and specifications, using
graduated containers and scales, and load ingredients into portable
mixer.
Clean chipped area, using wire brush, and feel and observe surface to
determine if it is rough or uneven.
Move materials, tools, machines, or work devices to work areas,
manually or using wheelbarrow.
Mix cement, sand, and water to produce concrete, grout, or slurry,
using hoe, trowel, tamper, scraper, or concrete-mixing machine.
Remove frames when the foundation is dry.
ix.
x.
xi.
xii.
xiii.
xiv.
(Required
competencies)
i.
Ability to manage Terrazzo/granolithic projects
ii.
iii.
Have an understanding of the type of Terrazzo/granolithic materials
for use on different background surfaces
39
iv.
Ability to advice the client on colour selection and mixing of
different terrazzo/granolithic materials
v.
Calculate Terrazzo/granolithic material quantities
vi.
vii.
x.
xi.
xii.
Ability to apply complex patterns & Ability to select
Terrazzo/granolithic material to be installed according to
specifications.
Understand construction specifications.
Ability to encourage and building mutual trust, respect, and
cooperation among team members.
Adhere to safety procedures.
Physical fitness
Have a good understanding of tools and equipment.
xiii.
i.
ii.
iii.
iv.
v.
vi.
vii.
Ability to apply basic Terrazzo/granolithic finish on floors
Abrasive brush
Grinding block
Angle spindle
Adjustable roller guard
Angle spindle guard
Straight spindle guard
Flex shaft
viii.
ix.
6. Tools and
equipment
viii.
7. Assessment
criteria
Edger
Grade III
i.
Must demonstrate competence in(xi - xiv) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(ii - x) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(i - viii) of the functional skills
(above)
ii.
Supervisors
i.
above
40
iii.
8. Accreditation
criteria
trades
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA TEL/III
NCA TEL/II
NCA TEL/I
NCA TEL/S
41
1.1.11 Mason
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
Description
Mason
Brick layer, stone mason, plasterer, concreter
A craftsman who Uses bricks, concrete blocks, concrete, natural and
manmade stones to build masonry structures, places and repairs mortar,
masonry grout, pre-cast concrete units, refractory units, caulking, masonry
flashing, application of interior or exterior plaster, cement, stucco, or similar
materials and also set ornamental plaster. He/ she has understanding and
application of basic concreting preparations, mixing, procedures, materials
and tools.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
xvii.
xviii.
xix.
xx.
xxi.
xxii.
Management of masonry teams, gangs and masonry jobs from start
to finish
Organize Work and work as part of a team of similar or different
trades
Read and interpret Drawings, Specifications and Documentation
Build and Install Pre-Fabricated Masonry
Build and install reinforced masonry
Build Chimneys, Fireplaces and Refractory Materials
Perform Specialized Masonry Work
Setting and layout of building
Organize/ plan Work through Drawings, Specifications and
Documentation
Clean and Seal Masonry Surfaces
Apply Plastering Materials to Interiors and exteriors
Fix Dry Lining and Plasterboards to Interiors
Laying Sand and Cement Screeds
Produce Reverse Moulds for Fibrous Work
Casting and Fixing Fibrous Plasterwork
Establish and map out areas, levels, slopes required for concrete
works
Create concrete mix using recommended materials and ratios for
cement, sand, ballast and water
Assemble all tools required for mixing concrete such as batching
containers and concrete mixers
Ascertain structural strength and align formwork to receive concrete
Select and use admixtures
Prepare for concrete tests procedures
Pour concrete to recommended formwork to create building elements
such as slabs, beams and columns as required
42
xxiii.
xxiv.
xxv.
xxvi.
i.
(Required
ii.
competencies)
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
xvii.
6. Tools and
equipment
xviii.
xix.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
Compact and vibrate concrete as necessary
Cure concrete as required
Prepare and apply concrete for repair works as necessary
Prepare and keep an inventory of tools
Ability to manage masonry jobs
Ability to apply concrete testing procedures.
Ability to apply decorative plastering
Ability to perform all specialized masonry works
Ability to read and interpret technical drawings especially plans and
elevations
Ability to set out a building
Ability to prepare schedule of materials
Ability to build chimneys and fireplaces
Ability to perform masonry restoration works
Ability to perform basic restoration works.
Ability to identify and work with masonry materials, tools and
equipment
Ability to work with speed and accuracy because of rate of drying of
plaster
Ability to apply curing methods to masonry
Ability to Identify and apply various ratios of mixing concrete such
as cement, sand and ballast and placing of concrete
Ability to identify, maintain and be sensitive to levels, plumpness
and angles
Ability to observe health, safety and environmental standards for the
trade
Sensitivity to detail and good workmanship ensuring neat ends and
corners
Knowledge of scaffold erection and use of scaffolding
Physical fitness
Club hammer
Masons hammer
Chisel
Brick trowel and pointing trowel
Spirit level
Brick bat gauge
Bolster (a large thick chisel used for the actual cutting)
Cold chisel (a smaller chisel used for tidying up cuts).
Trowels (pointing, window, corner and finishing trowels)
Hawk (Hand board)
Sponge/sandpaper
Jointing knife
Stepping ladder
43
xiv.
xv.
xvi.
xvii.
xviii.
xix.
xx.
xxi.
xxii.
xxiii.
xxiv.
xxv.
xxvi.
xxvii.
xxviii.
xxix.
xxx.
xxxi.
7. Assessment
criteria
Bucket/ karais
Straight edge
Masons square
Spirit level and pipe level
Scraper
Texturing brush
Float
Scarifier
Float (steel/ wooden)
Plumbline & bob
Batching tools
Building strings
Dumpy levels
Mixing tools and equipment such as concrete mixer
Vibration tools
puller, pencils, chalks, trowels, sliding bevel, straight edges
Grade III
i.
Must demonstrate competence in(ix-xix) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(v - xix) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(ix- xix) of the functional skills
(above)
ii.
8. Accreditation
criteria
Supervisors
i.
above
trades
Grade III
i.
44
ii.
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
NCA MAS/III
ii.
NCA MAS/II
iii.
NCA MAS/I
iv.
NCA MAS/S
45
1.1.12 Waterproofing Applicator
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
Description
Waterproofing applicator
Waterproofing : roofs, septic tanks and underground tanking
Waterproofing is the process of making an object impermeable by water.
The most commonly used materials are:
i.
Asphalt
ii.
Bituminous felts
iii. Waterproof cement
i. Manage waterproofing projects
ii. Supervise different gangs
iii. work as part of a team of similar or different trades
v. Determine the purpose of a waterproofing in relation to nature of the
site and its needs
vi. Determine the type of waterproofing materials required (waterproof
cement ,polythene, bituminous felt and asphalt )
vii. Determine and guide on the procedure of waterproofing various
elements such as septic tanks, roof work and underground tanking
using different waterproofing materials
ix. Ensure periodical inspection and proper maintenance of water
proofed structures
xii. Prepare an inventory of materials , tools and equipment used in damp
proofed structures
i. Ability to manage waterproofing projects
ii. Ability to supervise different gangs
iii. Ability to determine the type of waterproofing material to use
iv. Able to work as part of a team of similar or different trades
v. Able to read and interpret technical drawings
vi. Carry out waterproofing activity adequately on elements such as
septic tanks, roof work and underground tanking using different
waterproofing materials
vii. Sensitivity to levels, plumbness, angle determination
viii. Provide periodical inspection and proper maintenance of
waterproofed structures
ix. Prepare an inventory of materials , tools and equipment used in damp
proofed structures
x. Observe health and safety standards for the trade
xi. Sensitivity to detail and good workmanship
xii. Physical fitness is mandatory
46
6. Tools and
equipment
Basic hand tools necessary to perform required work;
i.
Levelling tools such spirit level, pipe level ,dumpy level
ii.
iv.
Trowels
v.
Floats
vi.
Mixing tub
vii.
Plumb bob
viii. Building lines
ix. spades
x. Spreader roller
xi. Vibrator/compactor
xii. Other tools , hammers, nail puller, pencils, chalks, wood chisels,
sliding bevel, hand file, gloves
7. Assessment
criteria
Grade III
i.
Must demonstrate competence in (iv-xii) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(vii – xii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(i – xii) of the functional skills
(above)
ii.
Supervisors
i.
above
trades
8. Accreditation
criteria
Grade III
i.
ii.
47
Grade II
i.
ii.
Grade I
i.
experience in trade
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA WPA/III
NCA WPA/II
NCAWPA/I
NCA WPA/S
48
1.1.13 Steel Fixer
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
6. Tools and
equipment
Description
Steel fixer
Bar bender
A Steel fixer is a craftsman who Cuts, bends, positions, and fixes steel
reinforcing bars, (rebar), and steel mesh used in reinforced concrete on
construction projects.
i.
Managing of steel fixing job
ii.
Setting out the work area, following engineering plans
iii. Interprets drawings and bar bending schedule
iv.
Using hand and power tools to cut and bend bars or mesh
v.
Tying rebar (reinforcement bars) together with wire, clips or welds to
build up cages or sections
vi.
Fitting spacers and ‘chairs’ (supports)
vii.
Joining cages and sections
viii. Fixing steel to concrete bases
ix. Installing beams and pre-cast slabs.
x. Checks to ensure the rebars are in position during concreting
xi. Prepares and keeps an inventory of tool.
i.
Ability to manage steel fixing jobs
ii.
iii. Ability to read and interpret technical drawings such as bar bending
schedules
iv.
Identify and use various materials for fixing steel
v.
Identify and use of various tools and equipment for fixing steel
vi.
Identify various preparations and procedures for fixing and hoisting
steel
vii.
Sensitivity to levels, plumbness and angles
viii. Knowledge of health and safety standards for the trade
ix. Sensitivity to detail and good workmanship
x. Ability to ensure neat ends and corners
xi. Physical fitness
i.
Nips
ii.
Hammers
iii. Measuring Tapes
iv.
Disc Cutters
v.
Grinders
vi.
String Line
vii.
Bolt Croppers
viii. Chalk
ix. Spirit Levels
49
7. Assessment
criteria
8. Accreditation
criteria
x. Cranking Bars
xi. Tressals
xii. Reelfix Reels
xiii. Belts
xiv. Hacksaw
xv. Vernier calipers
Grade III
i.
Must demonstrate competence in(i - xi) of the functional skill
(above)
ii.
Grade II
i.
Must demonstrate competence in(iii - xi) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(v-xi) of the functional skills
(above)
ii.
Supervisors
i.
above
trades
Grade III
i.
ii.
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
ii.
50
9. Coding
iii.
iv.
i.
ii.
iii.
iv.
NCA PO/III
NCA PO/II
NCA PO/I
NCA PO/S
51
1.1.14 Aluminium Fabricator
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
Description
Aluminium Fabricator
Aluminium fabrication is the construction of structural elements using
aluminium plates, tubes and sections to achieve the desired effects.
This works involve structural elements , building partitions, windows & door
frames, building cladding and glazing of the same where applicable
i. Manage Aluminium construction and fabrication jobs
v. Determine the requirements of a particular site in relation to size,
shape and quantity of materials
vi. Determine and guide on the preparations and procedure of fabricating
the structural elements and fixtures
vii. Prepare a material cutting list and order the same
viii. Ascertain the sizes and shapes of structural elements, measure and
cut the elements to actual size.
ix. Sensitivity to levels, plumbness, angle determination
x. Layout the aluminium frame and join the elements as per the
specifications
xi. Fix different structural supports required for aluminium
xii. Ascertain stability and suitability of the frame
xiii. frame/element to the main structure
xiv. Prepare an inventory of tools and equipment used in fabrication
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
Able to manage aluminium construction and fabrication jobs
Ability to Supervise different gangs
work as part of a team of similar or different trades
Able to determine the requirements of a particular site in relation to
size, shape and quantity of materials
Give guidance on the preparations and procedure of fabricating the
structural elements and fixtures
Prepare a material cutting list and order the same
Ascertain the sizes and shapes of structural elements, measure and
Have sensitivity to levels, plumbness, angle determination
Provide a layout of the aluminium frame and join the elements as per
the specifications
52
6. Tools and
equipment
7. Assessment
criteria
8. Accreditation
criteria
xi. Sensitivity to levels, plumbness, angle determination
xii. Fix different structural supports required for aluminium
xiii. Ascertain stability and suitability of the frame
xiv. frame/element to the main structure
xv. Prepare an inventory of tools and equipment used in fabrication
xvi. Observe health and safety standards for the trade
xvii. Physical fitness is mandatory
i.
ii.
iv.
Metal grinding tools
v.
Drilling machines
vi.
Screw & nails fixing machine such as screw guns
vii.
Metal and Glass cutting tools such as different types and sizes of
circle and strip cutters
viii. Other tools: grinding hand tools, glass nippers, pliers, hammers, nail
puller, pencils, chalks, metal cutter, sliding bevel, straight edges,
hand file, abrasive stone
Grade III
i.
Must demonstrate competence in(xii – xvii) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(vii – xvii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(i - xvii) of the functional skills
(above)
ii.
Supervisors
i.
above
trades
Grade III
i.
ii.
53
Grade II
i.
ii.
Grade I
i.
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA ALF/III
NCA ALF/II
NCA ALF/I
NCA ALF/S
54
1.1.15 Steel Fabricator
Item
1. Trade/Skill
2. Related
trades/sub-trade
(Summary)
4. Job description
(what they do)
(Required
competencies)
Description
Steel fabricator
Steel fabrication is the construction of structural elements using steel plates,
tubes and sections to achieve the desired effects or is the building
of metal structures by cutting, bending, and assembling processes. This
works involve structural elements , building partitions, windows & door
frames, building cladding and glazing of the same where applicable
i. Manage steel construction and fabrication jobs
v. Determine the requirements of a particular site in relation to size,
shape and quantity of materials
vi. Determine and guide on the preparations and procedure of fabricating
the structural elements and fixtures
vii. Prepare a material cutting list and order the same
ix. Sensitivity to levels, plumbness, angle determination
x. Layout the steel frame and join the elements as per the specifications
xi. Fix different structural supports required for aluminium
xii. Ascertain stability and suitability of the frame
xiii. frame/element to the main structure
xiv. Prepare an inventory of tools and equipment used in fabrication
i.
Able to manage aluminium construction and fabrication jobs
ii.
Ability to Supervise different gangs
iv.
v.
Able to determine the requirements of a particular site in relation to
size, shape and quantity of materials
vi.
Give guidance on the preparations and procedure of fabricating the
structural elements and fixtures
vii.
Prepare a material cutting list and order the same
ix. Have sensitivity to levels, plumbness, angle determination
x. Provide a layout of the steel frame and join the elements as per the
specifications
xi. Sensitivity to levels, plumbness, angle determination
55
xii.
xiii.
xiv.
xv.
xvi.
xvii.
Fix different structural supports required for aluminium
Ascertain stability and suitability of the frame
frame/element to the main structure
Prepare an inventory of tools and equipment used in fabrication
Observe health and safety standards for the trade
Physical fitness is mandatory
6. Tools and
equipment
i.
ii.
iv.
hacksaws
v.
Metal grinding tools
vi.
Drilling machines
vii.
Riveting gun
viii. Screw & nails fixing machine such as screw guns
ix. Metal and Glass cutting tools such as different types and sizes of
circle and strip cutters
x. Other tools: grinding hand tools, glass nippers, pliers, hammers, nail
puller, pencils, chalks, metal cutter, sliding bevel, straight edges,
hand file, abrasive stone
7. Assessment
criteria
Grade III
i.
Must demonstrate competence in(xii-xvii) of the functional skills
(above)
ii.
Grade II
i.
Must demonstrate competence in(vii – xvii) of the functional skills
(above)
ii.
Grade I
i.
Must demonstrate competence in(i-xvii) of the functional skills
above
ii.
Supervisors
i.
above
trades
56
8. Accreditation
criteria
Grade III
i.
ii.
Grade II
iii. Holder of Formal training in trade or equivalent and 3 years relevant
iv.
Grade I
i.
ii.
Supervisor
i.
9. Coding
ii.
iii.
iv.
i.
ii.
iii.
iv.
NCA STF/III
NCA STF/II
NCA STF/I
NCA STF/S
57
CIVIL
ENGINEERING
SERVICES
58
ASSESSMENT
1.1.16 Assessment guidelines
The Basis for the proposed Assessment Levels;
Grading Levels
Four grading levels have been proposed. The proposed levels are based on the existing NITA
trade tests with additional level for a supervisor grade. The levels are Grade I, Grade II,
Grade III and Supervisor where Grade I is the lowest and supervisor grade the highest. This
order of grading is the inverse of traditional NITA Trade Tests. It is preferred because it
benchmarks with similar grading world wide.
Areas of Competency
The approach adopted is the Competency Based Education and Training (CBET) which
recognizes prior learning and which focuses on the acquisition of competency unlike the
traditional approach which focuses mainly on passing scheduled examinations. It is expected
that technical training institutions and vocational centres like the Youth Polytechnics, now
under the county governments, will continue offering technical training. These institutions
training are based on a syllabus and an examination. Such programmes run both theory and
practical lessons with an additional component of industrial attachment.
In the CBET approach an apprentice applies or requests to be assessed whenever they feel
confident that they have acquired the necessary competency. The approach recognizes prior
learning and is practical-based whereby the apprentice acquires the knowledge, the skills and
the attitude. The assessment is therefore based on the three aspects of cognition, psychomotor
and attitude.
Soft Skills
In the conventional system of assessment, attitude is not assessed. The new approach
recognizes the need to assess the candidate’s attitude to their career. An additional
component of assessment called Life Skills has been added to the practical skills and
knowledge. It has been observed that the need for Life (soft) skills increases with increased
responsibility i.e. it is minimum for grade I and highest for the supervisor grade. The
component has been allocated 30% of the total grading.
NITA weighting
Conventionally, the distribution of marks between theory and practical in the NITA trade
tests is skewed towards the practical. The ratio decreases as the grading level increases. The
objective of the distribution is to enable a candidate who is completely unable to tackle a
theory question to still pass the test.
In the proposed assessment this will not be allowed. The candidate in a training institution
shall be required to pass both theory and practical. The reason for this is because passing the
theory paper is the only evidence that the candidate has the required knowledge.
Proposed Weighting
The marks awarded for theory and practical is therefore based on the current NITA trade tests
weighting but in the proposed approach it accounts for only 70% as the 30% is now allocated
to Life skills. The apprentices training outside of a formal training centre shall not be tested
59
on theory. A component of knowledge and attitude assessment will be built into the
assessment tool to be used for practical skills.
Assessment to be carried out based on:
 Knowledge - training
 Observation & practical –on-job-training
 Observation -Attitude
Short refreshers courses to be offered at agreed intervals of time to build capacity of site
workers and supervisors. A placement assessment can first be administered where necessary
prior to the competency assessment of any grade.
Formal Training
I.
Attain competency mark in both soft skills and theory & practice
II.
Total marks attained shall not be a measure of competency
Industrial Training
I.
Attain competency mark in both soft skills and practical competency
II.
Total marks attained shall not be a measure of competency
Table 4.1: Placement assessment cut-off marks
FORMAL TECHNICAL
TRAINING
INDUSTRIAL BASED
COMPETENCY
COMPETENCY
MARK
Practical
Theory
Life
Skills
Theory
Industrial
Life
Skills
Technical
Life
Skills
GIII
63
7
30
0
70
30
50
10
GII
48
12
40
0
60
40
40
20
GI
35
15
50
0
50
50
30
30
Supervisor
24
16
60
0
40
60
20
40
1.1.17 Accreditation guidelines



Applicants will be assessed before being accredited or graded
Applicant will be graded based on competencies, qualification and experience
Accreditation of supervisors will include visit to an on-going/recently completed
project for which the craftsman was directly involved as grade I in trade applied.
60
1.1.18 Grading
The grading levels can be calibrated in a scale of 1-5 from entry to supervisor. The grading
was informed by the currently system and discussions with stakeholders. The grading levels
are as shown below:
Figure 4.1: Grading levels
ENTRY LEVEL –LEVEL 1
GRADE III –LEVEL 2
GRADE II- LEVEL 3
GRADE I- LEVEL 4
SUPERVISOR - LEVEL 5
Entry level (Level 1) is deemed to be for the unskilled new entrants into the construction
sector that will be deemed to be construction apprentices. It is recommended that NCA
recognise them for social protection and follow their progression in the sector.
61
CHAPTER FIVE
CONCLUSION & RECOMMENDATIONS
CONCLUSION
A total of 58 trades were identified; 14 in building works, 10 in civil works, 18 trades in
mechanical works, 16 trades in electrical works, and 12 life skills. The competencies for each
of the 58 trades are defined to illustrate the application of each trade in the industry. The
taskforce also developed an assessment and accreditation criteria, which was based on
complexity of the work, skill development and practical experience. This represents a
significant change for the current status where only 5 trades are recognised. It is mainly
driven by the changes in materials and technology used in the construction industry.
These findings of the taskforce represent a revolution in the Kenyan construction sector that
will potentially significantly change the way skilled workers and site supervisors are
recognised and accredited. It ushers the construction sector into the era of ‘business unusual’
where skilled work and construction supervisor work become competitive and a choice career
amongst young Kenyans who will find it offering decent and fulfilling life long careers. The
other major change is officially ushering-in the recognition of prior learning by
acknowledging that construction workers and construction site supervisors may be trained
formally or informally. Going forward therefore the method of training will no longer be
used to discriminate against those trained informally as both have an opportunity to achieve
the highest level of craftsmanship. Additional impacts of these findings include;











Improving quality of construction works by raising the quality of workers skills
Enhancing skills development in the sector
Standardize skills
Pre-requisite to accreditation
Improve wages by recognizing all forms of skilled work
Create a wide variety of marketable skills via accreditation/certification
Attract better workmen by making construction crafts choice careers among youth
Reduce importation of skills particularly by foreign contractors and enable
exportation of skills
Improving programs offered by training institutions via enabling provision of
marketable skills
Building capacity for local contractors by offering quality craft skills
Enhancing recognition of all construction trades.
It is noteworthy that these benefits will accrue to all the stakeholders in the construction
sector namely the construction workers, construction site supervisors, employers,
government, consultants, and all Kenyans in general. It is therefore a win-win for all and
should be supported by all.
All this is focused on achieving the NCA motto of ‘Excellence in Construction’ which will
only be achieved by being brave enough to embrace new frontiers. Being a market leader in
the region this report may also inform training in neighbouring nations whose construction
sectors are similar.
62
RECOMMENDATIONS
1. There is need to develop a current curriculum for all the identified skills including
recognition of prior learning. These findings would form the basis of such curriculum.
2. The NCA should engage various stakeholders in the industry to partner and promote
skills development in the construction industry via the creation of construction sector
skills council.
3. There is also need to conduct an international benchmarking with recognized
curriculum developers and trainers e.g. in Canada, German, Australia, South Korea,
India, etc.
4. Formulate a framework of skilled works and site supervisors’ apprenticeship.
5. Training institutions must be equipped with appropriate training staff, equipment and
training materials.
6. A construction skills audit should be conducted to establish the number of skilled
workers in every county and the forecasted demand and a basis for mounting training
interventions.
63
REFERENCES
1. Report on mapping of technical training institutions- NCA research department
2. Report on RRI for registration of construction skilled workers and construction site
supervisors
3. King, K. (1977) The African Artisan: Education and the informal sector in Kenya.
London: Heinemann Educational Books.
4. ROK (2014) Economic Survey of the Republic of Kenya. Central Bureau of Statistics
Government Printer, Nairobi: Government Printer.
5. Craft skills definitions from China, India, USA, Germany, United Kingdom
64
APPENDICES
TASK FORCE ON TRAINING MEMBERS
Name
Institution
Email
Telephone
DR.ISABELLA NJERI
WACHIRA-TOWEY
QS. SYLVESTER OLUOCH
UON
isanjeri@gmail.com
0722736370
IQSK
0700317464
MR. DAVID GATIMU
GATIBIRI
ENG. JOSEPH MURAGE
TVET
CDACC
KETRACO
oluochsylvester@gmail.com
Sylvester@qbe.co.ke
gatimud@gmail.com
jmurage@ketraco.co.ke
0700320895
MR. PAUL GACHUKI
MBUTHIA
ENG. BENSON WAMAYA
KPLC
pmbuthia@kplc.co.ke
0722606480
KWS
0721620420
IEK
8.
ENG. RICHARD KIPNGETICH
CHEPKWONY
MR. HENRY S. MUNYASIA
benson.wamaya@gmail.com
wamaya@kws.go.ke
richard.chepkwony@yahoo.c
om
henrymunyasia@yahoo.com
9.
Ms MILLICENT JANET OTOM
NITA
0722250802
10.
AAK
KFMB
gichinaedward@gmail.com
0729322119
12.
ARCH. ALEX GACHANJA
NYAGAH
MR. EDWARD GICHINA
MWANGI
MR. BHUPEN HIRANI
motom@nita.go.ke
omillicento@gmail.com
a_nyagah@yahoo.com
KABCEC
0732753443
13.
Ms MILKA KAIRU
GDC
bhupen@prosperconstruction
.com
mkairu@gdc.co.ke
DR.-ING. CHRIS M. MBATHA
UON
cmbatha@uonbi.ac.ke
0721781769
15.
MR. DOMINIC A. KUNDU
KERRA
dominickundu78@gmail.com
0723658485
16.
KIHBT
gggmbuuri2002@gmail.com
17.
ARCH. GEOFFREY M.
GITHIRI
MERCY MUSAU
HFF
Mmusau@hffdn.org
0720545914
0732073922
0703256787
18.
MR. SIMON M. KIBACHIO
MWI
simonmwas@yahoo.com
0722593664
19.
ENG. EDWIN ODWESO
KURA
0723848034
20.
MR. PETER THOBORA
TVETA
eodwesso@kura.go.ke
edwinodwesso@gmail.com
thov.pet@gmail.com
21.
ARCH. CALEB TOROITICH
JKUAT
ctoroitich@jkuat.ac.ke
0722950338
22.
MR. PATRICK KUNG’U
ERC
patrick.kungu@erc.go.ke
0722567665
23.
0725258092
25.
MR. PETER KARANJA MUGI
Kenya Power
Institute
CENTUM
LEARNING
KTTC
JAgengo@kplc.co.ke
24.
MR. JAMES OCHIENG
AGENGO
MAHESH GERA
mahesh.gera@africa.airtel.co
m
almsdot@hotmail.com
cp@kttc.ac.ke
kaibif@kttc.ac.ke
0721336718
1.
2.
3.
4.
5.
6.
7.
11.
14.
NITA
0729685840
0721229435
0723336067
0721232658
0720252268
0712239578
65
26.
ENG. MAITEKA ANDREW
KENHA
a.maiteka@kenha.co.ke
0721464087
27.
ENG. MAURICE AKECH
NCA
m.akech@nca.go.ke
0724779926
28.
ARCH. WINNIE C. KALYA
NCA
w.kalya@nca.go.ke
0725803079
29.
ENG. MICHAEL WALELA
NCA
m.walela@nca.go.ke
0721404086
30.
Ms RUTH M. MAKAU
NCA
r.makau@nca.go.ke
0723440208
31.
JACKY LEGISHION
NCA
j.legishion@nca.go.ke
0720288811
32.
ENG. STEPHEN NYANG’AU
NCA
s.nyakondo@nca.go.ke
0721755355
33.
ENG. CHRISPUS NDINYO
NCA
c.ndinyo@nca.go.ke
0724715059
34.
NCA
angymwende@yahoo.com
0712545966
35.
MS ANGELINE MWENDE
MUTHOKA
ERICK WASONGA MAKLAGO
NCA
erickcjnr@gmail.com
0712118454
36.
QUEENVELLY MAYAKA
NCA
q.mayaka@nca.go.ke
0738530400
37.
MARTIN KLEDE
CSC
FRANKFURT
martin.klede@email.com
0718845909
38.
ENG. STEPHEN MWAURA
UON
0729377629
39.
DR. NJENGA MBURU
DeKUT
environment.safety@yahoo.c
om
Njmburu2002@yahoo.com
40.
HENRY ORWA
horwa@norken.co.ke
0722456719
41.
EZRA BETT
NORKEN
INT.
LIMITED
KPC
ezra.bett@kpc.go.ke
0713034644
42.
ARCH. JULIET KABERE
NCA
j.kabere@nca.go.ke
0721639287
43.
STEPHEN ATICHI
NCA
s.atichi@nca.go.ke
0720486716
0728777573
66

occupational standards for kenyan construction industry

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