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DRAFT OCCUPATIONAL
STANDARDS FOR KENYAN
CONSTRUCTION INDUSTRY
CONSTRUCTION WORKERS AND SITE
SUPERVISORS
BY
NCA TASKFORCE ON TRAINING
FEBRUARY 2016
i
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 40-
member 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
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENT ........................................................................................................ i TABLE OF CONTENTS ................................................................................................................. ii
ACRONYMS .......................................................................................................................... iii
EXECUTIVE SUMMARY ..................................................................................................... v
INTRODUCTION.................................................................................................................... 6
History of the Kenyan craftsman .................................................................................................... 6
Background ....................................................................................................................................... 9
TASKFORCE TERMS OF REFERENCE ......................................................................... 11
Project Definition ............................................................................................................................ 11
Project Brief .................................................................................................................................... 11
Deliverables of the taskforce .......................................................................................................... 11
Membership .................................................................................................................................... 11
METHODOLOGY ................................................................................................................ 13
FINDINGS .............................................................................................................................. 14
Civil Engineering works ................................................................................................................. 17 1.1.1 Summary of trades ...................................................................................................... 17
1.1.2 Plant Operator ............................................................................................................. 19
1.1.3 Site Supervisor ............................................................................................................ 22
1.1.4 Foreman ....................................................................................................................... 25
1.1.5 Survey Assistant .......................................................................................................... 27
1.1.6 Safety Officer .............................................................................................................. 29
1.1.7 Drain layer ................................................................................................................... 32
1.1.8 Landscaper .................................................................................................................. 34
1.1.9 Banksman .................................................................................................................... 37
1.1.10 Laboratory Assistant ................................................................................................... 39
1.1.11 Batch Plant Operator ................................................................................................... 41
1.1.12 Storekeeper / Store man .............................................................................................. 43
Assessment .............................................................................................................................. 45
1.1.13 Assessment guidelines................................................................................................. 45
1.1.14 Accreditation guidelines .............................................................................................. 46
1.1.15 Grading ........................................................................................................................ 47
CONCLUSION & RECOMMENDATIONS ...................................................................... 48
CONCLUSION ............................................................................................................................... 48
RECOMMENDATIONS ............................................................................................................... 49
REFERENCES ....................................................................................................................... 50
APPENDICES ........................................................................................................................ 51
TASK FORCE ON TRAINING MEMBERS .............................................................................. 51
iii
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
iv
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
v
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.
6
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 co-
ordinate 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.
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
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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 mid-
1970s) 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
accordingly. This training emphasised individual efficiency and productivity, producing
rough craftsmen without much formal schooling. As they gained proficiency, this select
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group of African craftsmen would either be employed permanently or became labour-only-
subcontractors to the Indian contracting firms. These emerging African labour-only-
subcontractors 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-and-
technical 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
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
9
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
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
10
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.
11
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 co-
ordinate 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
construction related course or education, should be experts/experienced in their areas of
12
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. Universities (UON, JKUAT, TUM, DKUT)
2. Technical Colleges (KIHBT, KEWI, KRTI, KPTS)
3. Training regulators (NITA, TVETA, KNEC, CDACC)
4. 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).
13
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.
14
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)
25. Refrigeration & AC mechanic (air
system) 26. Overhead crane installer
27. Slinger/signaller/rigger 28. Pipe fitter
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
15
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
49. Radio & TV broadcast equipment
installer 50. Supervisor Electronic Communications
51. Security systems installer - electric
fence 52.
Security systems installer - CCTV,
Access control & alarms
53. Supervisor security surveillance
systems 54. Lift/Escalator mechanic
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.
16
CIVIL
ENGINEERING
SERVICES
17
Civil Engineering works
1.1.1 Summary of trades
Plant Operator: Plant operators work
with Plant and equipment used in
construction sites.
Page ……61
Foreman: Plans activities and coordinates
personnel on construction sites.
Page ……67
Safety Officer: Coordination and
enforcement of health and safety systems
in an organization/Construction site.
Page ……71
Site Supervisor: Has knowledge of how
all civil engineering construction processes
are related.
Page ……64
Survey Assistant: Set up and use survey
instruments to give the profiles and
documents results of the levelling
processes.
Page ……69
Drain Layer: Laying pipes for waste and
portable water
Page ……74
18
Landscaper: It’s the creation and
maintenance of gardens, parks and other
outdoor spaces.
Page ……76
Banksman: It’s the person who directs the
operation of a crane or larger vehicle from
the point near where loads are attached and
detached
Page ……79
19
1.1.2 Plant Operator
Item Description
1. Trade/Skill Plant Operator
2. Related
trades/sub-trade
Operators of the following Plant/Equipment :
Backhoe, Excavator, Hammer, Compactor, Boring machine, Bull
dozer, Prime mover Shovel, Sheep foot roller and smooth wheeled
roller, Grader Roller and mixer, Crane Operator Hydraulic pump
Operator, scrapper, crane, drilling rigs, Aggregate crusher (And all
other machinery used in civil engineering works)
3. Brief
description
(Summary)
Plant operators work with Plant and equipment used on construction
sites
4. Job description
(what they do)
i. Carry out basic routine checks
ii. Load and unload equipment
iii. Lifting/Lowering into position
iv. Select, change and operate special attachments such as winches,
scrub clearers, rippers, pile drivers and rock-breaking hammers
v. Work from markers under the direction of supervisors and
engineers
vi. Cut and Back-fill in areas requiring cuts and fills
vii. Load trucks with excavated fill
viii. Drive machines to and from worksites
ix. Maintain duty of care for other users and work to occupational
health and safety requirements
x. Dredging for marine works
xi. Paving works e.g. surfacing, spreading, spraying
xii. Mechanical Compaction
xiii. Grading and Processing of soil and pavement layers
xiv. Piling
xv. Drilling (Blasting, Grouting, Ground water, Oil, Geothermal) and
casing
xvi. Concrete, Asphalt mixing/batching
5. Functional skills
(Required
competencies)
i. Appreciate practical and manual activities
ii. Able to follow precise instructions
iii. Able to work as part of a team
iv. Able to cope with the physical demands of the job
v. Good eyesight (may be corrected)
vi. Good hand-eye coordination
vii. Able to work with minimal supervision
viii. Knowledge of the manufacturers functional requirements of the
plant
ix. Ability to Drive and maneuver the plant during operation safely
x. Basic plant maintenance
xi. Keep proper maintenance schedule and ensure timely servicing
of plant
xii. Knowledge and adherence of occupational safety and health
20
6. Tools and
equipment
i. Plant cleaning equipment
ii. Basic maintenance mechanical tool kit
iii. Plant operation manuals
iv. First aid kit
v. Communication gadget
vi. Warning and safety signs
7. Assessment
criteria
Plant Operator III This is the entry-level in the Plant Operator series. This class is
distinguished from the Plant Operator II by the performance. Have
limited knowledge of plant operations.
i. Attached to the main operator of grade II
ii. Undertakes non-complex activities
iii. Entry point from the training institution
iv. Works under close supervision
v. Minimum of KCSE or equivalent qualification or KCPE with 10
years relevant experience and any other prior learning
vi. Possession of a diving license from NTSA where applicable
vii. Knowledge and adherence of occupational health and safety
standards
Plant Operator II
i. Possession of Plant Operator Grade III with minimum of 3 years
relevant experience
ii. Reference from employer(s)
iii. Output machine efficiency is greater than grade III at minimum
of 60% of the manufacturers specified output
iv. Can operate a minimum of two plant of similar operations
v. Possession of NTSA driving license where applicable
vi. Knowledge of occupational health and safety standards
Plant Operator I
i. Possession of Plant Operator Grade II with minimum of 3 years
relevant experience
ii. Reference from employer(s)
iii. Evidence of attending seminars/Trainings/Continuous
Professional Development Program
iv. Machine efficiency is greater than grade II at 80% of the
manufacturers specified output
8. Accreditation
Criteria Plant Operator III
i. Possession of training certificate or equivalent from recognized
institution
ii. NCA Grade III Assessment
Plant Operator II i. Possession of Plant Operator Grade III or equivalent
ii. Certificate of good conduct
iii. NCA Grade II Assessment
21
Plant Operator I i. Possession of Plant Operator Grade II or equivalent
ii. Certificate of good conduct
iii. NCA Grade I Assessment
9. Grading NCA PO/I
NCA PO/II
NCA PO/III
22
1.1.3 Site Supervisor
Item Description
1. Trade/Skill Site Supervisor
2. Related
trades/sub-trade
General Foreman, Site Overseer
3. Brief description
(Summary)
Has knowledge of how all civil engineering construction processes are
related
4. Job description
(what they do)
i. Oversees the works of other section foremen
ii. Responsible for overall site planning
iii. Organization of site works
iv. Resource management
v. Ensures timely execution of works
vi. Ensures the construction is being carried out as per plan
vii. Enforces occupational safety and health regulations
viii. Interprets, identify and reports any discrepancies in the contract
documents to the line supervisors
ix. Request any information required for execution of works
x. Attend site meetings
xi. Prepare daily site diaries and periodic progress reports
xii. Keeps records of site inventory
5. Functional skills
(Required
competencies)
i. Good written and verbal communication skills
ii. knowledge of Civil Engineering construction processes and site
management
iii. Occupational safety and health knowledge
iv. Material control skills
v. Read and interpret drawings and programs of works
vi. Interpersonal skills
vii. Logical thinking
viii. Ensure compliance to the regulatory frameworks
6. Tools and
equipment
i. Tape Measure
ii. Computer
iii. Digital camera
7. Assessment
criteria
Grade III
i. Works under supervision of Grade II Site Supervisor or
equivalent
ii. Assist in identification and planning of different sections of work
iii. Knowledge of operation of at least one section of works (e.g.
earthworks, concrete works etc.)
iv. Interprets, identify and reports any discrepancies in the contract
documents to the line supervisors
23
Grade II
i. Works under supervision of Grade I or equivalent
ii. Identify and plan different sections of work
iii. Knowledge of operation of at least one section of works (e.g.
earthworks, concrete works etc.)
iv. Interprets, identify and reports any discrepancies in the contract
documents to the line supervisors
Grade I
i. Works under supervision of site agent or equivalent
ii. Identify and plan different sections of work
iii. Knowledge of operation of at least two sections of works (e.g.
earthworks, concrete works etc.)
iv. Interprets, identify and reports any discrepancies in the contract
documents to the line supervisors
Supervisor
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
8. Accreditation
Criteria
Grade III
i. Formal Training in the trade or equivalent and minimum of 1
year documented practical experience in the same trade OR 3
years’ documented practical experience in the trade
ii. NCA Grade III Assessment
Grade II
i. Formal training in the trade or equivalent and 3 years relevant
documented practical experience in the same trade as Grade III
OR 6 years’ documented practical experience in the trade
ii. NCA Grade II Assessment
Grade I
i. Formal training, plus five years documented practical
experience in the same 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
24
iii. Show credible recommendation for excellent & quality work
iv. Proof of ongoing or completed project(s)
9. Coding i. NCA SS/III
ii. NCA SS/II
iii. NCA SS/I
iv. NCA SS/S
25
1.1.4 Foreman
1. Item Description
1. Trade/Skill FOREMAN: Earthworks, Surfacing, Pavement, Concrete Works
2. Brief description
(Summary)
Plans activities and coordinates personnel on construction sites
3. Job description
(what they do)
i. Plans activities and supervises construction workers
ii. Ensures execution of works
iii. Resource scheduling
iv. Checks on the materials and ensures the safety of the construction
site.
v. Interprets drawings
vi. Keeps records of site inventory
vii. Liaise with relevant line supervisors
viii. Ensuring the safety of workers on site
ix. Estimating the piece works
x. Supervise and monitor the progress to ensure quantity, quality and
time are met.
xi. Maintaining time and materials records necessary to complete daily
job.
xii. Recommends measures to improve productions methods, equipment
performance, product quality, and workers performance
xiii. Prepares daily progress record/report
4. Functional skills
(Required
competencies)
i. Good written and verbal communication skills
ii. knowledge of construction processes in the related field
iii. Production control
iv. Occupational safety and health knowledge
v. Material control
vi. Activity scheduling
vii. Read and interpret drawings and programs of works
viii. Ability to read and interpret site instructions and correspondences.
ix. Ability to think logically
x. Basic knowledge of computer office packages (MS word, Excel)
xi. Knowledge of plant and equipment used in construction
5. Tools and
equipment
i. Tape Measure
ii. Walking measuring wheel
iii. Testing apparatus
6. Assessment criteria Grade III
i. Works under supervision of minimum Foreman Grade II
ii. Identify different types and uses of plant and equipment
iii. Knowledge of operation of at least one plant/equipment
iv. Reads and interprets drawings
26
Grade II
i. Works under supervision of Foreman Grade I
ii. Identify different types and uses of plant and equipment
iii. Knowledge of operation of at least one plant/equipment
iv. Reads and interprets drawings
v. Assist in quantifying day works/piece works
Grade I
i. Works under supervision of the Site Supervisor
ii. Identify different types and uses of plant and equipment
iii. Knowledge of operation of at least one plant/equipment
iv. Reads and interprets drawings
v. Quantify day works/piece works
vi. Possession of personnel management skills
7. Accreditation
Criteria Grade III
i. Attain minimum of Grade I of a relevant trade with 3 years relevant
working experience or Ordinary Diploma holder in related discipline
ii. Reference from employer(s) for grade I of relevant trade if not
formally trained
iii. NCA Grade III Assessment
Grade II
i. Attain minimum of Grade III foreman with 3 years relevant working
experience or minimum of ordinary Diploma with 1year relevant
experience or equivalent technical training qualification
ii. Reference from employer(s)
iii. NCA Grade II Assessment
Grade I
i. Attain minimum of Grade II foreman with 3 years relevant working
experience
ii. Reference from employer(s)
iii. NCA Grade I Assessment
8. Coding Grade NCA/FI
Grade NCA/FII
Grade NCA/FIII
27
1.1.5 Survey Assistant
Item Description
1. Trade/Skill Survey Assistant
2. 1 Related
trades/sub-trade
Leveller, Chainman
3. Brief description
(Summary)
Set up and use survey instruments to give the profiles and documents
results of the levelling processes
4. Job description
(what they do)
i. Assists the Surveyor in topographical Survey
ii. Assist in setting out Horizontal, Vertical alignments and
structures
iii. Levelling
iv. Provide data to extract quantities e.g. earthworks
v. Produce related graphs and drawings
5. Functional skills
(Required
competencies)
i. Understands Surveying procedures
ii. Good interpersonal skills
iii. Able to carry out surveying processes
iv. Maintenance and handling of equipment
v. Able to read and write
6. Tools and
equipment
i. Staff
ii. Levelling Machine
iii. Ranging rods
iv. Tape Measure
v. Booking books
vi. Staff
7. Assessment
criteria
Grade III
i. Works under supervision of Grade II
ii. Identify different types and uses of surveying equipment
Grade II
i. Works under supervision of Grade I
ii. Identify different types and uses of surveying equipment
iii. Assist in quantifying day works/piece works
Grade I
i. Works under supervision of the site supervisor or equivalent
ii. Quantify day works/piece works
iii. Possession of personnel management skills
Supervisor
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
28
8. Accreditation
Criteria
Grade III
i. Formal Training in the trade or equivalent and 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. Formal training in the trade or equivalent and 3 years relevant
documented practical experience in the trade as Grade III OR 6
years’ documented practical experience in the trade
ii. NCA Grade II Assessment
Grade I
i. Formal training, 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
iii. Show credible recommendation for excellent & quality work
iv. Proof of ongoing or completed project(s)
9. Coding i. NCA SA/III
ii. NCA SA/II
iii. NCA SA/I
iv. NCA SA/S
29
1.1.6 Safety Officer
Item Description
1. Trade/Skill Safety Officer
2. 1 Related
trades/sub-trade
Occupational Health and Safety Specialist
3. Brief description
(Summary)
Coordination and enforcement of health and safety systems in an
organization/Construction site.
4. Job description
(what they do)
i. Assessment of risks to health and safety
ii. Putting appropriate safety controls on site
iii. Advice about accident prevention
iv. Reporting and investigation of incidents and accidents when they
occur
v. Inspect equipment, such as scaffolding, to ensure they meet
safety regulations and to identify hazards and risks
vi. Work with engineers and other professionals to ensure the safety
of worksites and work practices
vii. Ensure personal protective equipment (such as hearing
protection, dust masks, safety glasses, footwear and safety
helmets), is being used on site according to regulations
viii. Ensure hazardous materials are correctly stored
ix. Record and report hazards, accidents, injuries and health issues
within the site
x. Assist with the investigation of accidents and unsafe working
conditions, study possible causes and recommend remedial
action
xi. Coordinate emergency procedures, mine rescues, fire fighting
and first aid crews
xii. Prepare periodic reports as required
5. Functional skills
(Required
competencies)
i. No fear for heights
ii. Good level of fitness
iii. Good team working skills
iv. An understanding of health and safety issues.
v. Understands the operation of an ongoing construction site
vi. Identification of fire assembly points and evacuation routes
vii. Enforce safety regulations on site
viii. First aid skills
ix. Conduct meetings
x. Develop and enforce hygiene standard
30
6. Tools and
equipment
i. First aid kit
ii. Tool box
iii. Gas meters, Noise meters, Thermometer etc. where applicable
iv. Laptop
7. Assessment
criteria
Grade III
i. Works under supervision of Grade II
ii. Assist in the development and implementation of health and safety
manual for site operation
iii. Effective communication skills
Grade II
i. Works under supervision of Grade I
ii. Ability to develop and implement health and safety manual for site
operation
iii. Effective communication skills
Grade I
i. Works under supervision of Site agent/Supervisor
ii. Ability to develop and implement health and safety manual for
site operation
iii. Enforcement of occupational health and safety requirements
iv. Effective communication skills
i. Supervisor
ii. Must demonstrate in-depth competence in all of the functional
skills above
iii. Demonstrate competence in planning and coordination with
other trades
iv. Methods of assessment include: oral, written & practical
8. Accreditation
Criteria
Grade III
i. Formal Training in the trade or equivalent and minimum of 1
year documented practical experience in the same trade OR 3
years’ documented practical experience in the trade
ii. NCA Grade III Assessment
Grade II
i. Formal training in the trade or equivalent and 3 years relevant
documented practical experience in the same trade as Grade III
OR 6 years’ documented practical experience in the trade
ii. NCA Grade II Assessment
31
Grade I
i. Formal training, plus five years documented practical
experience in the same 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
iii. Show credible recommendation for excellent & quality work
iv. Proof of ongoing or completed project(s)
9. Coding i. NCA SO/III
ii. NCA SO/II
iii. NCA SO/I
iv. NCA SO/S
32
1.1.7 Drain layer
2. Item Description
1. Trade/Skill Drain layer
2. 1 Related
trades/sub-trade
General Plumber, Pipe Fitter, Pipe layer
3. Brief description
(Summary)
Laying pipes for waste and portable water
4. Job description
(what they do)
i. Lay pipes for storm or sanitation sewers, drains, and water mains.
Perform any combination of the following tasks: grade trenches or
culverts, position pipes or seal joints.
ii. Ability to interpret related drawings and specifications
iii. Able to make basic plumbing works quantities
iv. Test of plumbing systems
v. Laying or repairing drains
5. Functional skills
(Required
competencies)
i. Understanding of plumbing systems
ii. Observation of safety precautions
iii. Skilled in testing of drain systems
iv. Able to read and write
v. Good problem solving skills
vi. Ability to do dimensional checks on drains
vii. Awareness of health and safety
viii. Physically fit
6. Tools and
equipment
i. Die stock
ii. PPR welder
iii. Grinding Machine
iv. Groove cutter
v. Plumbers toolbox
vi. Basic masonry tools
7. Assessment
criteria Grade III
i. Works under supervision of minimum of Grade II
ii. Identify different sizes and types of drains and types of piping
materials
iii. Ability to lay drains
Grade II
i. Reads and interprets drawings
ii. Identify different sizes and types of drains and piping materials
iii. Works under supervision of Grade I
iv. Ability to appreciate the roles of other complementing trades
v. Ability to assist in preparing material schedule for plumbing works
vi. Knowledge of occupational health and safety standards
33
Grade I
i. Reads and interprets drawings
ii. Identify different sizes and types of drains
iii. Works under supervision of the site agent/supervisor
iv. Ability to appreciate the roles of other complementing trades
v. Identify and rectify defects in the drain system
vi. Ability to supervise drain works
vii. Ability to generate material schedule for plumbing works
viii. Knowledge of occupational health and safety standards
8. Accreditation
Criteria Grade III
i. Formal Training in the trade or equivalent and minimum of 1 year
documented practical experience in the same trade OR 3 years’
documented practical experience in the trade
ii. NCA Grade III Assessment
Grade II
i. Formal training in the trade or equivalent and 3 years relevant
documented practical experience in the same trade as Grade III OR 6
years’ documented practical experience in the trade
ii. NCA Grade II Assessment
Grade I
i. Formal training, plus five years documented practical experience in the
same 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
iii. Show credible recommendation for excellent & quality work
iv. Proof of ongoing or completed project(s)
9. Coding i. NCA DL/III
ii. NCA DL/II
iii. NCA DL/I
iv. NCA DL/S
34
1.1.8 Landscaper
Item Description
1. Trade/Skill Landscaper
2. 1 Related
trades/sub-trade
Gardener
3. Brief description
(Summary)
It’s the use of botany, horticulture, fine arts, architecture, industrial
design, geology and the earth sciences, environmental psychology,
geography, and ecology to come up with a spatial design.
It’s the creation and maintenance of gardens, parks and other outdoor
spaces.
4. Job description
(what they do)
i. Uprooting trees
ii. Planting (Ground cover, hedges, shrubs, trees )
iii. Irrigating
iv. Filling ground
v. Cutting Ground
vi. Maintenance of plants & gardens
vii. Installation of landscape materials e.g. boulders, wall stone,
pavers, etc.
viii. Installation of water features and irrigation systems.
ix. Restoration of existing landscapes.
x. Operating equipment such as trucks, Bobcats, compactors,
trenchers, masonry saws
5. Functional skills
(Required
competencies)
i. Able to Handle various work equipment
ii. Able to Observe safety precautions in work environment
iii. Understands basic first aid
iv. Must be able to take direction well
v. Must be attentive to detail
vi. Must be able to work well with others - a team player
vii. Must be able to work in varying weather conditions and use
appropriate apparel (rain suit, boots)
viii. Knowledge of trees, shrubs, and other landscape products is
helpful
ix. Ability and willingness to work with chemicals and fertilizers
6. Tools and
equipment
i. Cultivators - soil pulverizers, tillers
ii. Draglines - drag brooms; drag levelling bars; plow pan spikers;
x-drags
iii. Fertilizer spreaders or distributors - fertilizer spreaders; hand
spreaders; salt spreaders
iv. Graders or land levellers - land levellers; land planes; landscape
35
rakes; power rakes
v. Lawnmowers - flail mowers; hydrostatic mowers; manual
mowers; riding mowers
vi. Rakes - arena rakes; artificial turf groomers; iron rakes; turf
sweepers
vii. Shovels - dirt shovels; sod lifters
viii. Masonry tools
7. Assessment
criteria
Grade III
i. Works under supervision of Grade II
ii. Identify different types and uses of landscaping elements
iii. Reads and interprets drawings
Grade II
i. Works under supervision of Grade I
ii. Identify different types and uses of landscaping elements
iii. Reads and interprets drawings
iv. Assist in quantifying day works/piece works
Grade I
i. Works under supervision of the site agent/supervisor
ii. Reads and interprets drawings
iii. Quantify day works/piece works
iv. Possession of personnel management skills
v. Identify different types and uses of landscaping elements
Supervisor
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
8. Accreditation
Criteria
Grade III
iii. Formal Training in the trade or equivalent and minimum of 1
year documented practical experience in the same trade OR 3
years’ documented practical experience in the trade
iv. NCA Grade III Assessment
Grade II
iii. Formal training in the trade or equivalent and 3 years relevant
documented practical experience in the same trade as Grade III
OR 6 years’ documented practical experience in the trade
36
iv. NCA Grade II Assessment
Grade I
iii. Formal training, plus five years documented practical
experience in the same trade OR 10 years’ documented practical
experience in the trade
iv. NCA Grade I Assessment
Supervisor
v. NCA Accreditation for Grade I
vi. Minimum of 10 years documented practical experience in the
trade
vii. Show credible recommendation for excellent & quality work
viii. Proof of ongoing or completed project(s)
9. Coding v. NCA LS/III
vi. NCA LS/II
vii. NCA LS/I
viii. NCA LS/S
37
1.1.9 Banksman
Item Description
1. Trade/Skill Banksman
2. 1 Related
trades/sub-trade
Signaler
3. Brief description
(Summary)
It’s the person who directs the operation of a crane or larger vehicle
from the point near where loads are attached and detached
4. Job description
(what they do)
i. When directing a lift truck, a banksman must be fully aware of
the standard signalling procedures designed to guide the
operator, as well as where the driver’s blind spots lie.
ii. Checking the cargo manifest and reviewing the load
iii. The need for communicating hand signals clearly
5. Functional skills
(Required
competencies)
Must be able to:
i. Know occupational safety and health
ii. Understand the related equipment and machinery
iii. understand correct procedures for manoeuvring equipment
6. Tools and
equipment
i. Helmet,
ii. Reflective Gloves (High visibility clothing)
iii. PPEs
7. Assessment
criteria
Grade III
i. Works under supervision of Grade II
ii. Identify different types and uses of plant and equipment in
Grade II
i. Works under supervision of Grade I
ii. Identify different types and uses of plant and equipment in
iii. Knowledge of operation of at least one surfacing
plant/equipment
Grade I
i. Works under supervision of the foreman
ii. Identify different types and uses of plant and equipment
iii. Reference from previous employers
Supervisor
i. Must demonstrate in-depth competence in all of the functional
skills above
ii. Demonstrate competence in planning and coordination with
other trades
38
iii. Methods of assessment include: oral, written & practical
8. Accreditation
Criteria
Grade III
i. Formal Training in the trade or equivalent and minimum of 1
year documented practical experience in the same trade OR 3
years’ documented practical experience in the trade
ii. NCA Grade III Assessment
Grade II
i. Formal training in the trade or equivalent and 3 years relevant
documented practical experience in the same trade as Grade III
OR 6 years’ documented practical experience in the trade
ii. NCA Grade II Assessment
Grade I
i. Formal training, plus five years documented practical
experience in the same 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
iii. Show credible recommendation for excellent & quality work
iv. Proof of ongoing or completed project(s)
9. Coding i. NCA BM/III
ii. NCA BM/II
iii. NCA BM/I
iv. NCA BM/S
39
1.1.10 Laboratory Assistant
Item Description
1. Related
trades/sub-trade
Laboratory Technologist
2. Brief description
(Summary)
Individual in this position works in permanent, field and site
laboratories. She/he is responsible to organize and arrange the sample
collection from field or site and conduct the desired tests in laboratory
as and when required either in field or permanent location
3. Job description
(what they do)
This job requires the individual to work in lab whether it is in field ,
at site or in permanent location as a Laboratory Technician.
4. Functional skills
(Required
competencies)
i. The individual needs to be physically fit to withstand working
in a construction environment and responding to the needs and
requirement of the tasks.
ii. He should be able to organize and manage a group of labor and lab
technician under him at site to do the required job / tests
iii. Identify and use the tools & tackles and equipment based on test.
iv. Carry outfield testing in adverse climatic conditions.
v. Maintain, care and handle the tools and equipment.
vi. .Involved and complete the housekeeping activities in lab and field.
vii. Read the gauges and meters for filling the testing format.
viii. Compute the test resulting stipulated time.
ix. Follow the safety procedure/norms in a doubt of the lab and field.
x. Ensure the safety involvement of helper
5. Tools and
equipment
i. Concrete Compression Testing Machines
ii. Concrete RH/Moisture Meter Kit with BluePeg Sensor
iii. Moisture Meter for Concrete Testing - Rapid RH 4.0 from Wagner
Meters
iv. Concrete Test Hammer - SilverSchmidt from Proceq
v. DIL 402 Expedis Select / Supreme – Dilatometry Redefined from
NETZSCH
vi. Rebar Detector
vii. FA Series Compression Testing Machines for Civil Engineering
Applications - from Tinius Olsen
viii. DG Series Concrete Compression Testers from Tinius Olsen
ix. Pull-off Tester - Proceq DY-2 Family
6. Assessment
criteria
Lab Assistant III i. This is the entry-level in the Laboratory Testing. This class is
distinguished from the Lab Assistant II by the performance.
ii. Have limited knowledge of material testing.
Lab Assistant II
i. Possession of Lab Assistant III with minimum of 3 years relevant
experience
ii. Reference from employer(s)
40
Lab Assistant I
i. Possession of Lab Assistant Operator Grade II with minimum of 3
years relevant experience
ii. Reference from employer(s)
iii. Evidence of attending seminars/Trainings/Continuous Professional
Development Program
7. Accreditation
Criteria Lab Assistant III i. Possession of training certificate or equivalent from recognized
institution
Lab Assistant II i. Possession of Lab Assistant III or equivalent
ii. Certificate of good conduct
Lab Assistant I i. Possession of Lab Assistant Grade II or equivalent
ii. Certificate of good conduct
8. Grading NCA LA/I
NCA LA/II
NCA LA/III
41
1.1.11 Batch Plant Operator
Item Description
9. Related
trades/sub-trade
Plant Operator
10. Brief description
(Summary)
Responsible for the safe and efficient operation of the Ready Mix batching
operation and assist with the scheduling of deliveries.
11. Job description
(what they do)
i. Efficiently operates batching facilities and maintains maximum
production levels
ii. Operates computer controlled batching system that transfers product
from storage bins through weigh bins and into ready-mix trucks
iii. Record daily delivery statistics and daily maintenance activities
iv. Reads and interpret computer orders to control mix design and to set
appropriate slump
v. Uses computer to weigh product being transferred to each truck
vi. Visually monitors control boards and computer screens
vii. Visually inspect loading trucks to assure proper positioning for
delivery of product
viii. Prints tickets on computer or writes tickets by hand to be sent via air
tube system to driver
ix. Visually inspect concrete on as needed basis
x. Files a copy of each ticket
xi. Records all daily record keeping and paperwork as required
xii. Maintains material inventories and orders materials as needed
xiii. Inspects silo, weigh hoppers and plant and cleans hoppers as needed
xiv. Climb stairs/ladders to top of cement mixer to manually add concrete
fiber packets as needed
xv. Diagnose and assists in trouble-shooting when process is interrupted
xvi. Demonstrates good understanding of lockout/tagout procedure
required during certain procedures
xvii. Assists with cleanup as needed
xviii. Assist in training of co-workers as needed
xix. Assigns and maintains raw material delivery tickets
xx. Supply customers with accurate product and delivery information
xxi. Accurately report on fuel, petty cash, time cards, etc.
xxii. Assist Dispatcher in balancing driver hours to assure equity and
compliance with D.O.T. requirements
xxiii. Maintain an excellent personal safety record and a clean/safe work
environment
12. Functional skills
(Required
competencies)
i. Proficient in reading, writing, math and operational logic
ii. Have extensive product, customer and equipment knowledge
iii. Excellent communication skills
iv. Excellent personal safety record
v. Current knowledge of D.O.T. and C.D.L. regulations
vi. Able to handle many/varied details in a pressure situation
vii. Self-starter with a very high standard of expectation of
42
himself/herself and those with who he/she works
viii. Positive attitude toward other employees, customers and supervisors
ix. Excellent work ethic - punctuality, accuracy and attendance
x. Pass required physical examination and drug screens
13. Tools and
equipment
Computer
14. Assessment
criteria
Batch Plant Operator III
This is the entry-level in the Batch Plant Operator series. This class is
distinguished from the Batch Plant Operator II by the performance. Have
limited knowledge of plant operations.
i. Attached to the main Batch Plant Operator II
ii. Undertakes non-complex activities
iii. Entry point from the training institution
iv. Works under close supervision
v. Minimum of KCSE or equivalent qualification or KCPE with
10years relevant experience and any other prior learning
Batch Plant Operator II
i. Possession of Batch Plant Operator III with minimum of 3 years
relevant experience
ii. Reference from employer(s)
iii. Output machine efficiency is greater than grade III at 60% of the
manufacturers specified output
iv. Can operate a minimum of two plant of similar operations
v. Knowledge of occupational health and safety standards
Batch Plant Operator I
i. Possession Batch Plant Operator Grade II with minimum of 3 years
relevant experience
ii. Reference from employer(s)
iii. Evidence of attending seminars/Trainings/Continuous Professional
Development Program
iv. Machine efficiency is greater than grade II at 80% of the
manufacturers specified output
15. Accreditation
Criteria Batch Plant Operator III i. Possession of training certificate or equivalent from recognized institution
Batch Plant Operator II i. Possession of Batch Plant Operator Grade III or equivalent
ii. Certificate of good conduct
Batch Plant Operator I i. Possession of Batch Plant Operator Grade II or equivalent
ii. Certificate of good conduct
16. Grading NCA BP/I
NCA BP/II
NCA BP/III
43
1.1.12 Storekeeper / Store man
Item Description
17. Related
trades/sub-trade
Store man
18. Brief description
(Summary)
Capability to maintain correct record of materials, machinery, T & P
received / issued/ returned is a must. Maintenance of daily consumption
registers of materials, distribution of manpower and preparation of muster-
rolls is desirable.
19. Job description
(what they do)
i. overversees and administers the operations of a store. Receives,
identifies and verifies merchandise. Provides information to and
assists customers.
ii. Maintains inventory. Uses inventory management software. Prepares
purchase requisitions for the replacement of stock. Contacts suppliers
or searches catalogues to determine price and additional details
concerning new items.
iii. Makes claims with transport companies if delivered merchandise has
been damaged.
iv. Maintains files appropriate to the activities of the unit, such as
invoices, order number, receiving date, shipping date, etc. Prepares
reports.
v. Is responsible for cash and makes cash deposits.
vi. Verifies ledgers, statements and supporting documents.
vii. Communicates with others in order to receive or transmit
information.
viii. Handles and stores merchandise or special products that require some
knowledge of spontaneous combustion, toxicity, fragility, rapid
deterioration, contamination, etc.
ix. According to requirements and established procedures, arranges
stock. In case of emergency or in order to replace outdated material,
suggests substitutes available in the store.
x. Controls and carries out the lending and renting of tools, equipment,
furnishings, and devices. Ensures that they are kept in good condition
and that they are repaired or replaced as necessary.
xi. Oversees the delivery of merchandise following an established
schedule and coordinates special deliveries by transmitting the
necessary details to the persons concerned.
xii. Maintains equipment and instruments. Ensures cleanliness of work
areas.
20. Functional skills
(Required
competencies)
i. Appreciate practical and manual activities
ii. Able to cope with the physical demands of the job
iii. Good hand-eye coordination
iv. Able to work with minimal supervision
v. Knowledge of the manufacturers functional requirements of the plant
vi. Basic plant maintenance
vii. Keep proper maintenance schedule and ensure timely servicing of
44
plant
viii. Knowledge and adherence of occupational safety and health
21. Tools and
equipment
Tape measure
22. Assessment
criteria
Store Keeper III This is the entry-level in Store keeping series. This class is distinguished
from Store Keeper II by the knowledge of stored materials.
i. Stores ordinary material
ii. Works under close supervision
iii. Minimum of KCSE or equivalent qualification or KCPE with 10years
relevant experience and any other prior learning
Store Keeper II
i. Possession of Store Keeper III with minimum of 3 years relevant
experience
ii. Reference from employer(s)
iii. Knowledge of occupational health and safety standards
Store Keeper I
i. Possession Store Keeper Grade II with minimum of 3 years relevant
experience
ii. Reference from employer(s)
23. Accreditation
Criteria Store Keeper III i. Possession of training certificate or equivalent from recognized
institution
Store Keeper II i. Possession of Store Keeper Grade III or equivalent
ii. Certificate of good conduct
Store Keeper I i. Possession of Store Keeper Grade II or equivalent
ii. Certificate of good conduct
24. Grading NCA SK/I
NCA SK/II
NCA SK/III
45
ASSESSMENT
1.1.13 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
46
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
1.1.14 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.
47
ENTRY LEVEL –LEVEL 1
GRADE III –LEVEL 2
GRADE II- LEVEL 3
GRADE I- LEVEL 4
SUPERVISOR - LEVEL 5
1.1.15 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) 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.
48
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.
49
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.
50
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
51
APPENDICES
TASK FORCE ON TRAINING MEMBERS
Name Institution Email Telephone
1. DR.ISABELLA NJERI
WACHIRA-TOWEY
UON [email protected] 0722736370
2. QS. SYLVESTER OLUOCH IQSK [email protected]
0700317464
3. MR. DAVID GATIMU
GATIBIRI
TVET
CDACC
[email protected] 0729685840
4. ENG. JOSEPH MURAGE KETRACO [email protected] 0700320895
5. MR. PAUL GACHUKI
MBUTHIA
KPLC [email protected] 0722606480
6. ENG. BENSON WAMAYA KWS [email protected]
0721620420
7. ENG. RICHARD KIPNGETICH
CHEPKWONY
om
0721229435
8. MR. HENRY S. MUNYASIA NITA [email protected] 0723336067
9. Ms MILLICENT JANET OTOM NITA [email protected]
0722250802
10. ARCH. ALEX GACHANJA
NYAGAH
AAK [email protected] 0721232658
11. MR. EDWARD GICHINA
MWANGI
KFMB [email protected] 0729322119
12. MR. BHUPEN HIRANI KABCEC bhupen@prosperconstruction
.com
0732753443
13. Ms MILKA KAIRU GDC [email protected] 0720252268
14. DR.-ING. CHRIS M. MBATHA UON
[email protected] 0721781769
15. MR. DOMINIC A. KUNDU KERRA [email protected] 0723658485
16. ARCH. GEOFFREY M.
GITHIRI
KIHBT [email protected] 0720545914
0732073922
17. MERCY MUSAU HFF [email protected] 0703256787
18. MR. SIMON M. KIBACHIO MWI [email protected] 0722593664
19. ENG. EDWIN ODWESO KURA [email protected]
0723848034
20. MR. PETER THOBORA TVETA [email protected] 0712239578
21. ARCH. CALEB TOROITICH JKUAT [email protected] 0722950338
22. MR. PATRICK KUNG’U ERC [email protected] 0722567665
23. MR. JAMES OCHIENG
AGENGO
Kenya Power
Institute
0725258092
24. MAHESH GERA
CENTUM
LEARNING
m
25. MR. PETER KARANJA MUGI KTTC [email protected]
0721336718
52
26. ENG. MAITEKA ANDREW KENHA [email protected] 0721464087
27. ENG. MAURICE AKECH NCA [email protected] 0724779926
28. ARCH. WINNIE C. KALYA NCA [email protected] 0725803079
29. ENG. MICHAEL WALELA NCA [email protected] 0721404086
30. Ms RUTH M. MAKAU NCA [email protected] 0723440208
31. JACKY LEGISHION NCA [email protected]
0720288811
32. ENG. STEPHEN NYANG’AU NCA [email protected] 0721755355
33. ENG. CHRISPUS NDINYO NCA [email protected] 0724715059
34. MS ANGELINE MWENDE
MUTHOKA
NCA [email protected] 0712545966
35. ERICK WASONGA MAKLAGO NCA [email protected] 0712118454
36. QUEENVELLY MAYAKA NCA [email protected]
0738530400
37. MARTIN KLEDE CSC
FRANKFURT [email protected] 0718845909
38. ENG. STEPHEN MWAURA UON [email protected]
om
0729377629
39. DR. NJENGA MBURU DeKUT [email protected] 0728777573
40. HENRY ORWA NORKEN
INT.
LIMITED
[email protected] 0722456719
41. EZRA BETT KPC [email protected] 0713034644
42. ARCH. JULIET KABERE NCA [email protected] 0721639287
43. STEPHEN ATICHI NCA [email protected] 0720486716