ASSESMENT OF LOCAL MASONS SKILLS IN CONSTRUCTION

INDUSTRY IN DAR ES SALAAM, TANZANIA.

BUNDALA, KAHUMBILA A.

7861/T.2015

Department of Building Economics

School of Architecture, Construction Economics and

Management (SACEM)

Ardhi University (ARU)

DAR ES SALAAM JULY, 2019

 CERTIFICATION

The undersigned certifies that he has read and hereby recommends for acceptance by
the Ardhi University the dissertation entitled: “Assessment of local mason’s skills in
construction industry in Dar es salaam, Tanzania’’ Submitted by Bundala,
Kahumbila, Adam in partial fulfilment of the requirements of an award of Bachelor of
degree of Science in Building Economics, of the Ardhi University.

………………………………………..

Dr. Sarah, Phoya

(Dissertation Supervisor)

Date………………………

i
 DECLARATION

I, BUNDALA, KAHUMBILA A. hereby declare that the contents of this report are the
results of my own study and findings, and to the best of my knowledge, they have not
been presented elsewhere for a Diploma, Degree or any professional award in any
Institution of Higher Learning.

…………………………………………………..

BUNDALA, KAHUMBILA A.

SUPERVISOR’S DECLARATION

This report has been presented as a Dissertation in partial fulfilment of the requirements
for the award of the B.Sc. Degree in Building Economics of the Ardhi University.

.......................................... ............................................

Dr. Sarah Phoya Dr Nyamagere G. Sospeter

DISSERTATION SUPERVISOR HEAD, DEPARTMENT OF

BUILDING ECONOMICS

SCHOOL OF ARCHITECTURE

CONSTRUCTION ECONOMICS

AND MANAGEMENT

ARDHI UNIVERSITY

DAR ES SALAAM

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 ACKNOWLEDGMENT

I thank God for his guidance, protection and giving me energy to carry out this work,
health and peace of mind throughout the preparation of this dissertation and completion
to the satisfaction of Ardhi University.

My sincere and unique gratefulness goes to my family members for their precious
support, tender and care. I will always treasure their financial, moral and material
support that gave me the confidence to complete this work smoothly. May God grant
all of you his everlasting Glory and love.

I would like to extend my special thanks to my beloved supervisor Dr. SARAH PHOYA
for her tireless and unconditional support, guidance, encouragement and constructive
comments which facilitated me to accomplish this report successfully. Apart from
having other commitments, she was dedicated in providing all the valuable and
necessary assistance. God bless you.

I also extend my heartfelt gratitude to all members of staff in the School of Architecture,
Construction Economics and Management who provided very useful information and
assistance not only during dissertation period, but throughout the period of my study at
Ardhi University. And furthermore, thanks to all panel members for their support,
advice and comments in accomplishing this study especially during oral presentation.

iii
 DEDICATION

This dissertation report is dedicated to my beloved parents, my father Adam Bundala

and my mother Shida Chanzi, and to my sister Kapemba Bundala for their love, support,
encouragement and understanding for the whole period of my study. And also to all
School of Architecture, Construction Economics and Management staff who were
available at all times for their advice and to all of my friends who stood beside me with
great commitment I appreciate you all may almighty God bless you.

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 ABSTRACT
Local masons are highly important in economic sectors especially in construction industry
since it is labourer oriented sector. Based on this view Government of Tanzania, through
VETA decided to initiate a program of identification and upgrading of skills of local
masons although the program is not fruitful so far as there have been challenges on the
extent of skills in which masons have and what they are missing.

This research aims to assess local mason’s skills in construction industry in Dar es
salaam Tanzania specifically to identify existing local mason’s skills, in building
construction works, to identify skill gap in local masons and to recommend ways of
improving local mason’s skills, so as to increase the quality and productivity of building
construction works.

The study employed the use of structured questionnaires to obtain relevant information
to different local masons who are engaged in construction activities in Dar es salaam
Tanzania. These local masons were obtained through purposive sampling and snowball
from the study area. The information obtained provided a complete picture of the
current situation concerning existing skills of local masons as well as skill gap in local
masons.

The finding from the study revealed that most of local masons possess only basic
knowledge and skills (hard skills) and they acquire masonry skills informally through
on job training that is most skills are mainly acquired from relatives and friends despite
the availability of some vocational training centres the study further revealed that
masons are lacking most of soft skills in areas of safety, negotiation, and legal issue.
The need to improve these skills for masonry is recommended by providing financial
incentives to local masons as well as incorporating more than one type of training
methods which will lead to the improvement of quality of work and contribute
positively towards the growth of construction industry in Tanzania.

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 TABLE OF CONTENTS
CERTIFICATION ........................................................................................................ i
DECLARATION..........................................................................................................ii
ACKNOWLEDGMENT ............................................................................................iii
DEDICATION............................................................................................................. iv
ABSTRACT .................................................................................................................. v
TABLE OF CONTENTS ........................................................................................... vi
LIST OF TABLES ...................................................................................................... ix
LIST OF FIGURES ..................................................................................................... x
ABBREVIATIONS ..................................................................................................... xi
CHAPTER ONE .......................................................................................................... 1
INTRODUCTION........................................................................................................ 1
1.1 Background of the Study ................................................................................... 1
1.2 Statement of the Problem .................................................................................. 4
1.3 Objectives of the Study ...................................................................................... 4
1.3.1 Main Objective .............................................................................................. 4
1.3.2 Specific Objectives ........................................................................................ 4
1.4 Research Questions ............................................................................................ 4
1.5 Significance of the Study ................................................................................... 5
1.6 Scope and Limitation ......................................................................................... 5
1.7 Research Methodology ....................................................................................... 5
1.7.1 Research Approach ........................................................................................ 5
1.7.2 Research Design ............................................................................................ 6
1.7.3 Unit of Analysis ............................................................................................. 6
1.7.4 Sampling Technique ...................................................................................... 6
1.7.5 Selection of Sample ....................................................................................... 7
1.7.6 Types and Sources of Data ............................................................................ 7
1.7.7 Data Collection Methods and Tool/Instruments ............................................ 7
1.7.7 Literature Review .......................................................................................... 8
1.7.8 Data Processing and Analysis........................................................................ 8
1.8 Research Organization ...................................................................................... 8
1.8.1 Chapter One: Introduction and Research Methodology. ............................... 8
1.8.2 Chapter Two: Literature review. ................................................................... 8
1.8.3 Chapter Three: Data Analysis and Findings. ................................................. 8
1.8.4 Chapter Four: Conclusion and Recommendation. ......................................... 9
1.9 Chapter Summary .............................................................................................. 9

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 2.1 Introduction ...................................................................................................... 10
2.2 Definition of Key Terms .................................................................................. 10
2.2.1. Construction Industry ................................................................................. 10
2.2.2 Informal Sector ............................................................................................ 10
2.2.3 Local masons ............................................................................................... 11
2.2.4 Concept of Skills ......................................................................................... 11
2.2.5 Types of Construction Skills ....................................................................... 12
2.3 Masons skills ..................................................................................................... 14
2.3.1 Technical Skills ........................................................................................... 14
2.3.2 Negotiation Skills ........................................................................................ 16
2.3.3 Safety practices Skills .................................................................................. 16
2.4 Construction Skill shortages ........................................................................... 19
2.4.1 Factors influencing skills shortages ............................................................. 20
2.4.3 Reducing Skill shortages in construction .................................................... 22
2.5 Recognition and Formalization of local mason’s skills ................................. 23
2.5.1 Recognition of Prior Learning ..................................................................... 23
2.6 Factors affecting the competence of masons .................................................. 25
2.7 The formal training system ............................................................................. 26
2.8 The informal training system .......................................................................... 27
2.9 Problems facing informal workers in construction industry ....................... 28
1.10 Chapter Summary .......................................................................................... 29
CHAPTER THREE ................................................................................................... 31
DATA COLLECTION AND DATA ANALYSIS ................................................... 31
3.1 Introduction ...................................................................................................... 31
3.3 Data Analysis .................................................................................................... 32
3.4 Discussion of Findings...................................................................................... 32
3.4.1 Demographic Profile of the Respondents .................................................... 32
3.4.2 Findings related to existing level of local mason’s skills, in building
construction works. ............................................................................................... 36
3.4.3 Findings involves ways of improving local mason’s skills, so as to increase
the quality, and productivity of building construction works. .............................. 42
3.5 Chapter Summary ............................................................................................ 44
CHAPTER FOUR ...................................................................................................... 45
CONCLUSION AND RECOMENDATIONS ......................................................... 45
4.1 Introduction ...................................................................................................... 45
4.2 Conclusion ......................................................................................................... 45

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 4.2.1 The First Specific Objective was to Identify the existing local mason’s skills,
in building construction works. ............................................................................ 45
4.2.2. The Second Specific Objective was to Identify skill gap in local masons. 46
4.3 Recommendations ............................................................................................ 47
REFERENCE ............................................................................................................. 48
APPENDIX 1 .............................................................................................................. 52

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 LIST OF TABLES
Table 3.1 shows the summary scale of respondent’s technical skill level. .................. 37
Table 3.2 shows the summary scale of respondent’s negotiation skill level. .............. 40
Table 3.3 shows the summary scale of respondent’s legal issues skill level. .............. 41
Table 3.4, shows the summary scale of respondent’s safety skill level. ...................... 41

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 LIST OF FIGURES
Figure 3.1 below, shows gender type of the respondents. .......................................... 32
Figure 3.2 below shows age interval of the respondents ............................................ 33
Figure 3. 3 Respondent’s level of education ............................................................... 34
Figure 3. 4 Respondent’s level of experience ............................................................. 35
Figure 3. 5 Respondent’s methods of skills acquisition.............................................. 35
Figure 3. 6 Biggest challenge in construction activities ............................................. 36
Figure 3. 7 Respondent’s major obstacle in upgrading masonry skills ...................... 43
Figure 3. 8 Respondent’s preferred learning method .................................................. 44

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 ABBREVIATIONS

ANSI - America National Standard Institute

CRB - Contractor Registration Board

CMU - Concrete Masonry Unit

ILO - International Labour Organization

OSHA - Occupational Safety and Health Authority

PBO - Private building Owners

RPL - Recognition prior Learning

SMEs - Small and Medium Enterprise

SPSS - Statistical Package for Social Science

TVEVT - Technical Education and Vocational Training

VET - Vocational Education Training

VETA - Vocational Education and Training Authority

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Tanzania’s construction sector is experiencing unprecedented growth. The changing

skyline of its commercial capital, Dar es Salaam, is testimony to this growth. A number
of multi-storey buildings now dot the skyline of the city. This growth in construction
activities has been referred to as the “emerging gold mine”; owing to the 24% annual
return on investment in real estate that investors in Dar es Salaam can reap (Mkenda &
Aikaeli, 2014). In turn it has also created the increase of informal construction sector
with activities that employs mostly unskilled local masons, who lack the basic standard
skills required in construction industry.

The boom in construction activities is not confined to the commercial capital; other
cities are also enjoying growth in construction activities. For example, Mwanza is
emerging as a vibrant commercial city; in the words of one journalist, “what used to be
a home to thousands of squatters and dusty roads has today become a haven of
skyscrapers, modern gardens, well-built roads plus robust economic activities”
(Liganga, 2010).

Mason is a craft man who works with stones, bricks or blocks in various construction
activities. Masonry is an ancient trade, but to this day masons are highly valued and in
demand members of our workforce. The most basic processes of masonry include
spreading of mortal, furrowing, buttering and bricklaying. Local masons are wide
spread in urban and rural areas. Most of the local masons are employed in informal
construction sector which comprises unregistered and unprotected individuals and
small enterprises that supply labour and contribute in other sectors of the industry
(Mlinga & Wells, 2002)

Majority of local masons have construction skills which have been informally
acquired. Apparently, local masons have been highly useful to clients of high and low
level income (private building owners and local government infrastructures). This is
due to their abundant availability and affordable wages, which sometimes influences
skilled foremen to recruit them as their closely assistant workers.

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In Tanzania informal construction is very dominant, since most of middle income
earners, fail to employ a company for construction of their houses. The cost for
employing a registered construction company for building a single family house, is very
high compared to that of local masons, who tend to build at minimum cost as possible,
and with a lot of freedom and flexibility in payments. Also, working with local masons
is much easier and less complicated, since it does not require any formalities, such as
signing contracts, verification of bank statements, etc.

Basically, masons are required to have a certain set of skills, for the best productivity
and conductivity of their services. Some of the basic skills include but not limited to,
cooperation with other construction professionals, ability to interpret drawings,
communication skills, and other necessary skills required to meet specific goal. An
important aspect of masonry is cost estimation masons should be able to accurately
evaluate the cost of masonry services and materials. They should be able to read
construction blue prints and follow structural plan and safety regulations

The informal construction sector is recognized as an integral part of the construction

sector and it includes those enterprises or individuals carrying out, and supplying labour
for construction work, without business licences or registration with the Contractors
Registration Board (CRB) (Mlinga and Lema, 2001). In Tanzania, informal micro and
small private entrepreneurs undertake a substantial part of construction activities
(Wells, 2007; NBS & Ministry of Finance, 2013). Given the high growth in
construction activities and its labour-intensive nature, it signifies an increase in jobs
and income for those engaged in construction work.

In Tanzania, Vocational Education Training (VET), was developed mainly to address

shortage of skilled manpower in various trades, especially in construction industry. The
aim was to increase the skills of informal non-skilled workers in various trades, through
training as a way of promoting quality of life, works, and self-employment (NCC,
2005). It was provided at the school level since its origination in 1961, where by, the
government inherited two vocation schools operated by the ministry of education.
These schools were Ifunda and Moshi Technical schools, although later on, the
government developed other technical schools namely Mtwara, Tanga, Iyunga, Bwiru,
and Musoma. The schools run a three-year training programme for young people, who

2
had completed primary school education, and curriculum was broad in the first year
with subsequent specialization during the second and third years.

In 1969 vocational training centre was established at chang’ombe in Dar es salaam.

This was the first centre to conduct vocational education and training in Tanzania.
People who were trained, were army soldiers and workers from ministry of works. Then
slowly candidates who had completed primary school, started to join such training. The
instructors at first were members of military force and few civilians. As times went on,
candidates who performed well started to be retained as instructors.

At present, several Vocational Training Centres, have been developed in public and
private ownership, governed by vocational Training Authority (VETA), which has
responsibility for coordinating, regulating, financing, providing, and promoting
vocational education in the country. These centres provide a number of programs such
as, electrical engineering, architectural drawings, carpentry, bricklaying/ masonry,
surveying, mechanical engineering, civil engineering, steel fixing, welding,
blacksmithing, painting, plumbing engineering, etc. (VETA, 2003), which are relating
directly to construction sector.

For years now Vocational Education and Training Centres have been serving as a root
for delivering skills of various specialities in the construction industry in Tanzania, but
the workforce problem, and un-satisfactory quality of building works delivered by local
masons in the industry, is still persisting. Moshi (2010), points out that, the workforce
of the construction industry needs to possess the required skills, but more importantly
the flexibility to acquire new skills needed by the changing technologies, and operating
environment. Skills development programmes for the construction industries need to
be sustainable and constantly improved. The level of competence, motivational, and
adaptability of the construction workforce, plays a vital role in the performance of the
industry.

In 2016, VETA through Recognition of Prior Learning (RPL) programme, certified a

total number of 57 workers in construction field (Kawiche, 2017). Although the number
is small compared to the number of informal construction workers joining the industry
each year, VETA has been putting a lot of effort each year, to formalize as many
informal construction workers as possible. (Kawiche, 2017) aimed mainly, to assess
motivation towards formalization of skilled labourers, and seeking the way of

3
improving the productivity of certified skilled labourer through the RPL programme.
But this particular study, aims at assessing whether local masons who are regarded as
an informally employed worker, have all the necessary skills, required to ensure the
quality of building construction works delivered. ( Kibandiko, 2013) also found out the
efforts put in place by VETA in promoting the skills required in construction industry
r but did not assess particular skills of informal construction worker as, this research
intended to assess skills of local masons in construction industry.

1.2 Statement of the Problem

Apparently the government of Tanzania has been trying to develop skills of masonry
as a way of supporting informal construction as well as boosting the construction
industry by way of increasing man power. In efforts to support and recognize local
masons, the government of Tanzania initiated a program of identification and upgrading
of skills by cooperating with Vocational Education and Training Authority (VETA).
However, in this initiative there have been challenges on the extent of skills in which
masons have and what they are missing. Therefore, the study aims to assess the skills
of local masons in construction industry.

1.3 Objectives of the Study

1.3.1 Main Objective

To assess the skills of local masons engaged in construction activities in Dar es salaam
City. Tanzania.

1.3.2 Specific Objectives

i. To identify the existing local mason’s skills, in building construction works.

ii. To identify skill gap in local masons.
iii. To recommend ways of improving local mason’s skills, so as to increase the
quality, and productivity of building construction works.

1.4 Research Questions

i. What skills do local masons have, and which ones they are lacking?
ii. How do limited skills affect their services and standard of their works?

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 iii. What steps needs to be taken to improve the skills of the local masons, so as to
increase the quality, and productivity of building construction works?

1.5 Significance of the Study

The research is intended to give awareness about the limited skills of local masons and
the impact in construction industry. It also suggested ways on how to assist the local
masons with basic skills that were informally acquired so as to increase the standard of
the services offered in construction activities Moreover, the study will be used as a
reference for academic purposes especially to students who might engage in the same
study by looking on further areas of this matter.

1.6 Scope and Limitation

The study concentrates on assessing the skills of local masons on building construction
works, and identifying the standard necessary required skills they lack, to ensure the
quality of building construction works delivered. The research is limited to Dar es
Salaam region. This is due to the fact that, it is a capital business city in Tanzania, where
its population is higher and keep increasing rapidly compared to other regions in
Tanzania. Being highly populated, the construction sector is also rapidly growing,
formally and informally, which result in availability of a lot of information, enough for
conducting this research smoothly.

1.7 Research Methodology

Research methodology, studies various steps that are generally adopted by a researcher
in studying of his/her research problem, it is defined as the methods the researchers use
in performing research operations (Kothari, 2004), also it is referred as the path taken
to achieve research questions (Kumar, 2011). Based on this study, the path taken to
achieve research questions is discussed in secondary data; mostly in research design
(Kumar, 2011) which include study population, sampling, sampling design, a method
of data collection, and data analysis method.

1.7.1 Research Approach

There are two basic research approaches namely: qualitative and quantitative
approaches (Kothari, 2004). This study involves quantitative approach. In assessing the
skills of local masons in construction industry, however quantitative approach was
5
adopted since the nature of the study itself associate with numerical data, quantitative
data was analysed, together with statistical data which helped to present data by using
table in order to draw conclusion on the study.

1.7.2 Research Design

Research design helps the researcher to show how main parts of the study work
together, to address answers to the research questions as well as solution to the research
problem. The research type used in this study is descriptive in nature, aiming on
assessing the skills of local mason in building construction works. Descriptive research,
takes account of surveys and fact finding enquires of different kinds, and what occurs
in the field. At the end, the accurate profile of the problem is reported (Kothari, 2004).

1.7.3 Unit of Analysis

Unit of analysis is the major entry to be analysed in the study (Trochim, 2006). The
individual or objects whose characteristics will be measured are categorized as unit of
analysis. Unit of analysis in the study could be, individuals, groups, geographical unit,
social interaction, etc. Under this study, the unit of analysis is the skillset of local
masons, who are obliged to carry out building construction activities in Dar es Salaam
region. Also this study is directly dedicated to the local masons. The population of this
study is local masons who are engaged in construction activities in Dar es salaam,
however these masons are not registered therefore exactly population is not stated.
Under this study a population was obtained in the field, and purposive sampling
technique was employed to get the sample of people.

1.7.4 Sampling Technique

Generally, there are three types of sampling techniques that is probability, non-
probability and mixed sampling technique (Kumar, 2005). Sampling is the process of
selecting people or objects to be investigated, it enables one to get a sample since it is
very difficult to study the whole population due to time, capital and reliability of
information (Kothari, 2004). Under this study, non-probability sampling technique was
applied, this is because local masons are not registered, so it is very difficult to know
the exact number of population.

Non-probability sampling is the one in which a researcher does not follow any regulated
format on obtaining the sample size, instead focus on characteristics of a population

6
that are of interest and will help to answer researcher’s questions. Furthermore,
purposive and snowball sampling was used. Since some of the local masons are not
well educated, judgmental ability was applied to see, if one qualifies to be taken as a
sample.

1.7.5 Selection of Sample

A sample size is selected from a population of active ongoing construction sites in Dar
es salaam city Tanzania. The number of sample drawn is 40, This number found to be
satisfactory for this study, since for unknown population, sample size should be greater
than 30 and smaller than 500 (Roscoe, 1975).

1.7.6 Types and Sources of Data

 Primary Data

Kothari (2004) defines primary data simply as first-hand information collected from the
field. This was conducted through questionnaires.

 Secondary Data

Secondary data means data that are already available i.e., they refer to the data which
have already been collected and analysed by someone else. Secondary data may either
be published data, or un-published data (Kothari, 2004). Secondary data for this study
collected from different articles, journals, manuals, and different construction
publications.

1.7.7 Data Collection Methods and Tool/Instruments

Refer to the method of data collection where questionnaires had been sent to the person
concerned with a request to answer the questions and return the questionnaires (Kothari,
2004). This study adopts a questionnaire as among of method of data collection and the
questionnaire were distributed and handled physically to all 40 local masons, however
preference to be interviewed and to discuss with the researcher as a way to respond or
answer the questions issued on the questionnaire was adopted so as to obtain relevant
information about different skills they have and skills which are missing moreover this
method was adopted to give enough reply time to the workers and to reduce the risk of
bias from the interview. In case of any queries found in questionnaires, researcher’s
phone number was provided for clarifications.

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1.7.7 Literature Review

Secondary data were acquired through literature review from relevant books, reports,
journals, newsletters, magazine paper and from an internet source. And various source
of these materials, are searched from library and resource center from relevant
organization and authority where necessary.

1.7.8 Data Processing and Analysis

Data processing refer to a process of editing, coding, classification and tabulation of

data so that they can be analyzed. Data analysis refers to the computation of certain
measures, along with searching for pattern of relationship that exists among data
groups. This is because data obtained from the field in a raw form, is difficult to
interpret; such data must be cleaned, coded, and analyzed. It is from the result of such
analysis, the researcher be able to make sense of the data (Kothari, 2004).

1.8 Research Organization

1.8.1 Chapter One: Introduction and Research Methodology.

This is the first chapter of the of the research or study which deals with introduction
and the general overview of the research study it covers background information, then
the statement of the problem follows by the research objective and research questions,
significance of the study, which explains the importance of the study, scope and
limitations of the study and lastly research methodology.

1.8.2 Chapter Two: Literature review.

This chapter mainly comprises of facts from different researcher explains about the
relevance of the study through searching and evaluation of several facts available from
the literatures which includes journals, articles, books, newspapers, previous
dissertations, as well as information from the internet. This chapter contains
information relating to the study so as to help the reader to get an overall picture of the
study and critical understanding of the purpose of the study

1.8.3 Chapter Three: Data Analysis and Findings.

Chapter three explains about data collection and analysis as well as interpretation of
the data that has been collected, it involves gathering of information from the sample
selected.

8
1.8.4 Chapter Four: Conclusion and Recommendation.

This is the final chapter of the report, it stands for summary of the research, conclusion
to the data and information that had previously been analysed and recommendation,
also provide answers to the objective of the study and research questions.

1.9 Chapter Summary

This chapter is the overview of this research where it covers background of the study,
statement of the problem, objectives, research questions, significant of the study and
finally scope and limitation of the study, also this chapter explain further about the
research methodology where it covers research design, Study area, research type, unit
of analysis, sampling technique and data collection.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter mainly comprises of facts from different researcher explains about the
relevance of the study through searching and evaluation of several facts available from
the literatures which includes journals, articles, books, newspapers, previous
dissertations, as well as information from the internet. This chapter contains
information relating to the study so as to help the reader to get an overall picture of the
study and critical understanding of the purpose of the study.

2.2 Definition of Key Terms

2.2.1. Construction Industry

Construction industry is an economic investment that comprises of the regulated and

unregulated part which termed as a formal and informal sector. The informal sector of
the construction industry is the one that largely employs local masons and as a matter
of fact it has been ignored in term of an extent in which government regulations and
protection are observed.

2.2.2 Informal Sector

The sector is comprised of small enterprises which are not registered according to
national and local government regulation, operating with little capital, with simple
technology, using mostly local resources, buying and selling in an unregulated and
competitive market.

As explained by (Mlinga and Wells 2001) the sector refers to not only unprotected and
unregulated of an individual and enterprises engaged in construction activities but also
informality of contract between building owners and building workers since some
building in the informal system may have planning permission and confirmation to
building regulation

10
2.2.3 Local masons

These are workers who have no contract of employment and no legal or social
protection arising from their job and in this case, these are mostly local masons who
legal or social protection while working in formal enterprises.

They are engaged in construction industry by utilizing their skills which were
informally acquired through imitating from their family or friends and they do not
acquire official recognition to enable them to proceed with formal education from
higher institution learning, to secure jobs and be regulated by national and local
government regulation with full protection from employment and labour relation
legislations.

2.2.4 Concept of Skills

“Regardless of the enormous interest on the way skills and knowledge in Britain have
changed over time, the way are distributed, and how these trends and patterns associate
with different competing nations, there is surprisingly slight agreement on what ‘skills’
actually refer to” (Felstead, et al., 2002) . A skill is an intricate concept as its meaning
varies dependent on the situation and different ideological positions. For example, skills
have been defined as an ability to perform a productive task at a certain level of
competence Shah and Bruke (2003). Thus the main focus is ability to do rather than
underlying competence or mental representation (Vanpatten and Benati, 2010).

Other definition of skills focused on the ability to use one’s knowledge efficiently,
effectively and readily in implementation or performance, (Webster, 2015). On the
other hand, individual’s abilities associates with intellectual and physical skills
(Choudhry, 2004). However, skill can be the learned ability to perform out a task with
pre-determined outcomes that one possesses. Skills can be categorized into general and
specific. For example, in the field of work, some general skills would include time
management, teamwork and leadership, while specific skills would be useful to execute
a certain task.

These varied perspectives of skills suggest that skills can mean different things to
different workers. according to (Phoya & Kikwasi, 2018). skills underlying three
components which include the ability of the labour force, the task as well as output
whereas the task implies the action to be performed and the output as the measure of
work done.
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Currently skills are categorized or classified as soft and hard skills (Masumeh, 2014)
formal and informal skills, transferable and non-transferable skills as well as implicitly
and explicitly skills (Nonaka & Takeuchi, 1995). According to Snell et al (2002) soft
skills are skills, abilities, and traits that pertain to personality, attitude and behaviour
rather than formal or technical knowledge. However, these skills included but not
limited to communication skills, critical thinking, team working, problem solving,
conflict resolution, adaptability, flexibility, cultural awareness and time management.
On the other hand, hard skills are skills acquired through performing technical
procedures or practical tasks that are typically easy to observe, quantify and measure
(Masumeh, 2014).

In other words, hard skills can be found in text books, procedures, instructions,
programmes and data bases. Nevertheless, hard and soft skills are intertwined and work
simultaneous as they match to each other. On the concept of explicit and tacit
knowledge, on the work of Nakata and Takeuchi (1991). Admit that knowledge always
comprises a certain tacit and individual component. Tacit knowledge represents
knowledge based on experience of individual also it consists of technical skills that are
of informal nature or at least difficult to formalize whereas explicit knowledge is
acquired through formal system, programme and structure. Takeuchi (1991). The
concept of skills changed over time, and they are distributed based on particular needs,
interests, as well as experience. What is important from the nature of skills is that there
is no clear demarcation of whether skills is formal or informal, technical or non-
technical, explicit or tacit as they match to each other. (Phoya & Kikwasi, 2018).

2.2.5 Types of Construction Skills

Mainly they are grouped into soft and hard skills.

Thriving construction careers not only depend on solid hard skills but on soft skills as
well. Having a set of soft skills increases productivity and safety on the field which can
lead to a long-term successful career in this vital industry. Below are some of the soft
skills within the construction industry.

Communication skills

Good communication skills are vital, as there are so many different layers of teams
working together, particularly on-site. Types of communication will vary from clear,

12
concise instructions to buyer negotiations. It may appear the most basic skill to identify
but good communication skills will always sit at the very centre of an efficient project.

Team work,

Underpinning any construction project is an effective team. Being able to work

successfully with others is absolutely crucial within the built environment. Good
teamwork comes from understanding each other’s role and appreciation of tasks,
challenges and the moving parts which help bring a project together

Time management,

Construction projects require effective organisation and time management if they are
to be delivered to budget and on time. Time management is simply being organised,
creating a schedule and keeping to it, this will ensure deadlines are not missed or at
least identify any possible delays. It’s a skill that is often taken for granted or
overlooked but time management is crucial and is very much linked with good
communication.

Problem solving,

Problem solving is used on a daily basis in the construction industry: from dealing with
the unexpected, such as burst water pipes, to minimizing delays or scheduling multiple
deliveries on-site. All problems have two features in common, goals and barriers.
Problems involve setting out to achieve some objective or desired state of affairs and
can include avoiding a situation or event. If there were no barriers in the way of
achieving a goal, then there would be no problem. Problem solving involves
overcoming the barriers or obstacles that prevent the immediate achievement of goals.

Commercial awareness,

Being able to show that you that you have an understanding of the market place in
which a business or service operates and an understanding of what makes a business
successful is a key requirement in most occupations and most certainly helps career
progression. Construction professionals should strive to be leaders, team players, and
hard workers. However, job titles often lead to an assumption of skills, or those that are
expected because of a position. In reality, the workforce thrives best when everyone is
leading, communicating, and striving to do their best.

13
A combination of soft skills and technical knowledge contribute to a well-rounded and
successful construction workforce. Learning and enhancing soft skills will ensure a
lengthy construction career and can help individuals climb through the ranks of the
industry. Soft skills have always been necessary for the success of construction
professionals, because they are directly tied to safety and efficiency. Construction sites
where there is little or no communication, no teamwork, and a lack of leadership are a
dysfunctional.

2.3 Masons skills

Local masons as construction workers should embark on critical understanding and

following masonry skills, to ensure deliverance of standard quality work however a
mason should follow safety rules and regulation in order to reduce the number of
unnecessary accidents occurs at the sites. Generally, masons’ skills can be categorized
in a number of ways, there are safety skills, technical skills, negotiation skills as well
as legal issues skills.

2.3.1 Technical Skills

Technical skills are a skill, expertise or technical competence related to the field of the
workers, whether engineering or technical (Medina, 2010). Technical skills or ‘hard
skills’ is often associated with the use of tools, equipment related to work properly and
efficiently, as well as all technical matters. It can be known and understood more easily
as can be seen clearly with the naked eye (Yahya and Muhammad Rashid, 2001).
Technical skills are a skill that require a combination of specific knowledge and skills
of the work done using the body to achieve the target (Damooei, Maxey and Watkins,
2008). In the working environment, technical skills normally refer to technical
procedures or practical tasks that are typically easy to observe, quantify, and measure.
The skills are tangible, specific, and usually teachable such as laying brick or block.
The following are the technical skills which local masons are supposed to possess;
 Laying brick or block to a line
Normally a brick or block should be laid into courses and walling must be kept
straight along the courses. A mason should use a spirit level for levelling, in
order to level brick or block, spirit level should be set on top of the brick or
block

14
 Read blueprint and technical drawings
Blueprint are mechanical drawings of technical details and architectural plans
that are used for reference by various parties in everything from small homes to
large industrial complexes. However, they can be termed as a plan to show
construction details of a completed structures. The ability to read and interpret
blueprints is a useful skill for masons in order to gain an accurate understanding
of the architect’s interest and to be able to interpret the building specification
properly. The only way to improve mason’s skill of blueprint reading is to start
with a simple set of plans and go on to more complicated.

 Estimating the quantity of materials required

Being a mason requires a lot of skills such as estimation of quantity of materials
which involves estimation of concrete masonry units (CMUs), estimating
mortar as well as labor. There are two methods of estimating concrete masonry
units (CMUs) which are chasing the bond as well as square foot method.
Chasing the bond involves two rules includes 3/4 rule and 3/2 rule both rule
work the same where 3/4 rule means three full blocks per 4 feet in length in or
0.75. In this rule the height of the wall is multiplied by 0.75 to get number of
courses while 3/2 rule means three full block per 2 feet in height in this rule the
height of the wall is multiplied by 1.5 therefore the formula for estimation of
concrete masonry unit is height of the wall in feet times the rule.
Square foot method, is among of the method used to calculate concrete masonry
units, this method is normally used by most of local masons since it is the
quickest and simplest method but it is not accurate as the other methods.it is
done through the following formula; total sf divided by sf/CMU = total number
of concrete masonry units.

Builders have established that it takes about 38 cubic feet of raw material to
make 1 cubic yard of mortar. Therefore, rule 38 is used by most masons for
calculation of the raw material required to mix 1 cubic yard of mortar without
use much effort of paper work. However, this particular rule does not accurately
estimate the required raw materials for large masonry construction works. For
larger works, the absolute volume or weight formula is used to achieve
maximum efficient and accuracy. In most cases, though, and particularly in
15
 advanced base construction, rule 38 is used to make a quick estimate of the
quantities of raw materials needed. use rule 38 for calculating mortar: Take the
rule number and divide it by the sum of the quantity figures specified in the mix.

2.3.2 Negotiation Skills

Masons career involves a lot of skills, negotiation skills being one of them, as the mason
should be able to practice negotiation skills such as being able to speak in one or more
languages preferably one of the local language at the site. This skill helps much in
negotiation especially with clients on the issue of rates as well as cost of materials and
labour other negotiation skills that the mason should possess includes, understanding
his or her rights and responsibilities, orally and effectively communicate with co-
workers and subordinates at the sites.

2.3.3 Safety practices Skills

Safety practices as the mason’s skills should be observed by all mason’s workers so as
to ensure or to avoid injuries and accidents while working at the site. The author
(Kreh,2009) discussed the most important areas of safety related to masonry trade
which each and every masons should be aware and responsible to learn and practices
safe work habit and practices, however these important safety areas includes; personal
protection including the use of related safety gears ,following and understand safety
rules and regulations for handling and storing required masons tools, equipment as well
as materials, equipment safety mainly to identify different safety equipment at the site,
knowledge on the protective measure as well as identifying hazards at the sites.

 Hazard Recognition & Control skills

This is among of the most important skill that mason workers should know so
as to ensure or to avoid injuries and accidents while working at the site. Two
situations encountered with some local masons and have been identified to be
among of the causes of hazards or risk at the site, these situations include;
masons having trowel in one hand and using only one hand to lift and laying
blocks into courses This situation is identified as a major risk factor for hand
and wrist injuries at the site therefore it should be discouraged.

16
However, masons are required on a regular basis to lift and move heavy building
materials, such as bricks or concrete masonry unit (CMU) block, with their hands above
their shoulders when placing blocks or bricks to higher courses, when lifting over
vertical rebar or electrical or plumbing conduits (Hess, et al., 2010).

However, a mason’s movements and postures in execution of work leads to ergonomic

injuries for examples, it involves motions that put strain on the arms as well as behind
the back, such as squatting, twisting with load in one hand, bending at the waist,
reaching with load in one or both hands, awkward posture, frequently working within
a constrained envelope, as well as working with hands and shoulders over the head.
Due to inadequate skills, improper training and neglect among masonry workers may
result to work motions and create an injury or long-lasting illness; for example, “masons
may hold the trowel too tightly” (Kreh, 2009).

The following are among of Seven risk factors for back and shoulder injuries for all
masons which are identified by (Hess, et al., 2010); block heaviness, lifting frequency,
the depth from which block and mortar are lifted, the height at which the block is
positioned or laid, buttering activity which involves applying and smoothing mortar by
using a trowel, distance of the workface from the mason as well as high expected
production rates for example 300 blocks or 500 bricks per shift is common. Moreover,
there other back and shoulder risk factors for all masons which include height of the
mortar stand or pan (Hess, et al., 2010), degree and frequency of twisting involved
(Hess, et al., 2010); forward bending motions, perhaps more than 1,000 per shift
(Marks, 1999). It seems fair to say that these 10 hazards are encountered by all masons,
while working in their daily activities hence it is obliged by all masons to know and to
be able to identify these hazard so as to reduce the number of accidents occurring at the
site.

 Personal protection including the use of related safety gears.

This particular skill involves personal protection using related safety gears
while working at the site so as to minimize the rate of accidents occurring at
working places, the most significant areas of protection by masons includes; eye
protection, hearing protection, personal fall protection however masons should

17
have proper awareness on the use of safety gears while working at the site, this
include the importance of proper dressing.

Eye protection: Eye protection is very important to masons since it help much
to protect eyes from particles which may fly off during the cutting process and
enter the eyes, as a result of this masons are required to use googles or
shatterproof glasses to protect their eyes from being infected. Therefore,
googles and shatterproof should always be worn when cutting different masonry
materials while working at the site

Googles or shatterproof also help considerably to prevent grit and dirt from
entering and cause effect to the eyes during wind days. However, safety and
face protection should fulfil the requirement of America National Standard
institute as stated in the occupational safety and health authority (OSHA)
regulation that safety glasses worn by masons while working at the site should
always include protective side shields to protect corners of the eye.

Googles regardless of the type used should have small ventilations holes in them
to help to prevent them from fogging up. Also it has got the following advantage
to masons; it offers good protection from splash of chemicals cleaning solutions
that may be encountered when washing down masonry works, as well as they
protect the face when grinding or cutting out mortar joint

Hearing protection: Hearing protection is very important especially when

there is high rate of noise exposure at the sites however the protection of workers
should fulfil the requirement of America National Standards Institute as stated
in the Occupational safety and health authority (OSHA) regulation, that
protective measures should be taken into consideration when the noise exposure
level go beyond 90 decibels or higher for an 8-hour period of time.

Working gloves: There should be adherence to health and safety regulation as

the construction workers while working at the site are supposed to use working
gloves which acts as the major protection of hands from being cut when cutting

18
 when cutting different masonry materials as well as it offers protection of the
hands from rough materials.

Protective headgears: This involves the use of hard hats or helmet at the site
as they are required or recommended for use in all construction activities as
approved by Occupational safety and health authority (OSHA). A mason is
required to raise hard hat slightly off the head in such a way that it prevent any
blow encountered also workers are prohibited from removing the lacing which
is inside the hat as the hat would be direct in contact with the and could result
to fatal injury.

2.4 Construction Skill shortages

The inadequate and lack of basic skills in the construction industry is threatening the
future of the industry and will continue to do so especially when there is increase
demand for construction products. Skill shortage is not considered as new phenomenon
within the construction industry and has been a continuing problem over the past 30
years in UK (DfEE, 2000 as cited in Andrew et al., 2004). Skill shortage is a
circumstance in which there are unoccupied vacancies in positions where payments are
the same as those currently being paid to workers of same type and quality. Arrow and
Capron (1959, p. 307).

Accordingly, a skill shortage means scarcity of workers in a specific occupation,

however labour demand exceeds availability of skills, or workers have less efficiency,
and inappropriate qualifications. According to Healy et al. (2011), a skill shortage
indicates a disequilibrium situation in such a way the demand for labour by clients or
group of employers is in extra of the supply of available workers at the ruling market
wage. The British Government’s Training Agency defined a ‘skills shortage’ as existing
‘when there are not enough people available with the skills required to do the works
which must to be done’ (Training Agency, 1990, page 29 as cited in (Green, et al.,
1998).

And further (Green, et al., 1998) clarified that there may be a difficulty in employing
workers with the appropriate skills and also there may be a ‘skills mismatch’ when

19
‘firms’ existing employees do not possess the skills which required to do their work
effectively. ILO (2015) uses the term ‘skill mismatch’ as an alternative of ‘skill
shortage’. Accordingly, skill mismatch speaks of both matching the numbers and
quality of graduates with the industry demand. Numbers correspond to the number of
persons who are coming out from the universities and TEVT (Technical Education and
Vocational Training) sector and quality refers to the deficiency of skills or
inappropriateness of skills of people or youth who are coming out from Universities
and Technical Education and Vocational Training sector.

The skill gap is often referred to the skill deficiency of existing workforce by employers
or managers. Employees are employed and maintained by companies to execute certain
jobs in order to accomplish company objectives. But often employees lack certain skills
(skill deficit) to execute to the high level of expectations of employers. The skill
deficiencies or skill shortage may occur at multiple levels due to a number of reasons.
For example, with the arrival of new technology, skill gaps or deficiencies may arise
within the company or organization. However, the Training and retraining would act as
the definite solution for the problem of skill shortage or deficiency. The process of
Identifying skill shortage or gap is very essential for the companies or organization to
ensure that the workforce is well trained, knowledgeable and better equipped to
implement the allocated tasks. Skill Gap Analysis offerings an opportunity for the
company and the employees to identify the deficiency and missing skills among
workers and try to upgrade them. In the other way, Skill Gap Analysis would be
beneficial for an industry and to the nation as whole due to the reason that it will provide
in depth information and insights for policy decision and workforce planning for future.

2.4.1 Factors influencing skills shortages

Factors influencing skills shortage include the quality and relevance of the training
received by masons, the role of the government, the ageing workforce, the cyclical
nature of the demand for construction services, technological advancements, economic
conditions as well as the need for certification. As a result, the industry has struggled
to attract and motivate young people and has totally failed to replace the large numbers
of workers or labour that has left the industry and also failed to satisfy the increased
demand for experienced, trained and skilful labour (Ademeso et al., 2011; Cattell,
1997).

20
However, the most significant contributing factor for skill shortage or gap is
“inadequate number of experience, trained, and skilful personnel who are coming out
from training institutions and joining with the labour market” and resulting effect is
“time over-run” of different construction project. This study also discovered that
“increasing the wages to construction workers reduces migration of trained and skilled
labour who are seeking foreign employment” as the most significant mitigation
measure. Praveen et al. (2013). But it should be well-known that, Terms such as skill
shortage, labour shortage, skill gap, skill mismatch and skill deficiency are commonly
conflated and confusingly when used in practice. Due to overlapping nature of those
terms that have been conflated and confusingly each other when used in practice, could
results to faulty interpretations and predictions. Decisions and actions that are based on
such wrong interpretation would not be effective. Therefore, it is worth first to make a
distinction of these terms clearly in management point of view. It is observed that the

term ‘skill gap or shortage’ is a broader and sort of an umbrella term. This notion of a
skills shortage can be advantageous because of its broad perspective, but it may as well
not correspond to employers’ own interpretations (Green et al., 1998).

2.4.2 Effects of skill shortage in construction industry

(Rasool & Botha, 2011). opined that South Africa is currently experiencing a drastic
problem of shortage in skilled workers; this in turn has been a threat to the country’s
economy and her international participation. Shortage of skills has a significant effect
on the socioeco‐ nomic growth and development of a country in a study by (Windapo,
2016), employers of labor were asked about the possible effect of skills shortages on
their organizations, 82% concluded that it would reduce their competitiveness and
productivity, while 75% agreed that it would drastically reduce their ability to provide
necessary services for their clients. The inadequate and lack of basic skills in the
construction industry is threatening the future of the industry and will continue to do so
especially when there is increase demand for construction products (creamer 2007).

The construction industry is facing many risks ranging from tight delivery schedule
imposed by clients, capacity constraints, financing related issues, among others. and
other projects’ performance indices are affected by shortage of necessary skills (Utting,
2009).which affects the image of the industry and hinders the development of
infrastructure in the country. However, the issue of skills shortages has resulted in high

21
failure of emerging construction firms. (Thwala & Phaladi, 2009) stated that lack of
skills lead to ineffective management strategies at the beginning or early stages of a
project, which eventually lead to failure of construction projects. Contractors often
experience cost overruns and delays in of construction projects and where such projects
are completed to time and cost, the issue of poor quality is a major concern. (Makhene
& Thwala, 2015).noted that construction industry often experience workforce
shortages, which in turn cost both contractors and other stakeholders resources relating
to time and money. It was further noted that after the completion of such projects, the
final product is not of good quality. Furthermore, the productivity of work is
deteriorated when working with unskilled workforce 2015 it usually takes a longer
time to complete a project than the estimated time when the workforce has inadequate
skills necessary to perform the work. This implies that the more unskilled workers are
involved in the project, the more time it takes to complete such project. It has been
opined that contractors experiencing a shortage of skills in artisans suffer dramatically
from time overruns and project delay. The problem of skills shortage in the construction
industry has affected the quality and productivity of construction projects over the years
(Windapo, 2016).

Rework is another effect of adopting unskilled workforce in the construction industry,

and it is because of poor quality of workmanship and low productivity. Skills shortage
can lead to rework as a result of inadequate supervisors, foremen and tradesmen ratios,
low skilled level of labors, unclear instructions from supervisors, non-compliance with
given specifications and poor co-ordination of resources (Mbeki, 2004) Skills shortage
reduce the profits and organizational competitiveness of construction companies this
is because the current workforce with the adequate skills in the industry begins to have
higher expectations and demand higher salaries, wages, recognition, compensation and
organizational costs (Utting, 2009).

2.4.3 Reducing Skill shortages in construction

The quality and quantity of training are particularly important in construction. Masons
must have sufficiently broad training to be able to handle more difficult jobs as routine
work. Masons should be able to handle materials and equipment to great extent on the
adaptability and up to date knowledge of construction workers.

22
2.5 Recognition and Formalization of local mason’s skills

At a national level vocational education and training may be designed to resource

learning, to provide learning frameworks and to encourage learning by individuals
acting on their own initiative. It may also be managed through employers to provide the
knowledge and skill base that will meet the impact of competition on the economy
(Keep and Mayhew, 1999)

It is obvious that construction industry will continue to grow as the government has
already set up infrastructure development plans for the future by conducting a program
through Vocational Education and Training Authority (VETA) provides training to
local masons by updating and upgrading skills due to change in demand and
technology. It is implemented by assessing and recognizing skills acquired informally
at the workplace, skills are assessed, gaps are identified and training programme is
organized to fill the gaps through recognition of prior learning (Moshi, 2014).

2.5.1 Recognition of Prior Learning

It is the process by which the person’s existing skills and knowledge regardless of how
they have been acquired are assessed and certified (VETA, 2015). It is focused on
assessing the extent to which that individual has achieved certain set of skills which
were informally acquired but able to make a standard outcome out of the utilization of
such skills. Under this programme, assistance is provided through updating and
upgrading of skills towards change of technology.

Skills are updated by assessing the skills and knowledge of a mason against a set of
standards to identify the areas of competence that reflects technical skills,
understanding, problem solving and attitudes that can be demonstrated in the workplace
and areas that needs upgrade.

The processes may also involve skill gap training, skill gap is the gap between learning
acquired on the job and qualification standards. As explained above, skill gap is the
difference between an employee’s or potential employee’s current skills versus the
skills necessary to meet or exceed the expectations of the job (Lukindo, 2014). The
skills gap is analysed by VETA through an appropriate model of training such as dual
apprenticeship to identify skills that candidates need to meet desired standards and get
trained under recognition and formalization prior learning.

23
2.5.2 Recognition and formalization Processes

These are the processes for candidates to follow in order to be certified although these
processes and organization vary among the countries. The core of the program involves
two key processes which are assessment and certification, but these key processes are
supported by some mechanisms results to five processes screening of an application,
facilitation, final assessment, certification and feedbacks.

2.5.3 Advantages of recognition and formalization of local mason’s skills

RPL as the programme offers many benefits to both formal and informal groups of
workers, employers, government, training agencies and society in general. Apart of
advantages (Kawiche, 2017, p. 33) the following are other advantages of RPL
programme for an individual (VETA, 2015, p. 1) and (Janakk, 2011, p. 38)

Gives opportunity to get training and certificates which give them chance for higher
learning in respective institutions.

Certificates give certified local masons access to job mobility and employment.

Recognition status as qualified professionals, this is also an advantage which comes

along formalization of local masons’ skills.

Eligibility or access to apply for government tenders and financial services thus
improving their business potential

Improved technical and commercial in skills and knowledge as many individuals may
require upgrading of their skills and knowledge in order to meet the standards

It improves masons’ confidence self-esteem and motivation to learn and acquire more
set of skills.

Meeting high demand of clients as firms will be having qualified and certified masons,
this helps any organization in the competitive economy

Local masons with upgraded skills and knowledge would be more productive and
innovative due to change in technology.

Formalization and recognition of local mason’s skills can act as a marketing tool to
educational institutions since many workers with informal skills and knowledge will be
attracted and convinced to join the programme for recognition purpose.

24
2.6 Factors affecting the competence of masons

There are different factors which affect the competence of mason’s worker during
operation of their daily activities at their sites, these factors include Factors of skill and
motivation as well as factor of personality trait The factor ‘lack of education’ is among
of the factor which cause a great obstacle towards upgrading or improving mason’s
skills, since education is considered as a base for any masons to understand different
construction concepts. Education is considered as a factor of skills because lacking of
education up to a certain level, a mason cannot receive vocational training for skill
development. A country lags behind other countries in trained manpower because of
lack of education (Kazmi, 2007).

Lack of formal training’ is counted as a factor of skills since it has main influence on
skills. Vocational training increases the national competitiveness of workers (Wagner,
2005). According to (Imoro & Nti, 2009) reveal that vocationally trained masons are
trusted by many contractors for being skilful compared to other masons who are in
construction industries.

Lack of method statement, is identified as a factor of skills because a method statement

provides standard operating procedure and specific instructions on how to safely
performing the task in a specific manner, or operating plants and equipment’s at
construction sites however without following a method statement poses hazards at
working places. Language difference or barriers is among of the factor of skills because
mason cannot perform the task at the sites correctly without listen and follow instruction
provided by site supervisor or having thorough understanding of instructions given by
site supervisor.

Linguistic barriers and cultural differences between foreign construction workers and
field managers lead to the cause of faulty construction or inferior quality of work (Kim,
et al., 2015). Generally, local masons are from different remote areas and normally they
speak their respective provincial languages though they are required to speak in one or
more language if possible one of the local language at the site. There is a huge gap
between the linguistic skills and education of masons as well as engineers and their
supervisors that instruct them.

Lack of experience is also one of the major identified factor which affecting skills once
skills enhances with the increase of experience. This is the reason as to why most of
25
contractors want to employ experienced masons (Memarian & Mitropoulos, 2011).
Local masons consider expression of appreciation and praise by their site supervisors
as a reward, therefore, lack of appreciation and gratitude by their site supervisor is
included as a factor affecting motivation, nevertheless most of local masons considered
being appreciated by their site supervisor as a reward hence Verbal abuse is a
demotivating or discouraging factor that 46% of women working at construction sites
experience during their daily site activities in India (Kumar, 2o13). Due to this, abuse
from their site supervisor is selected as a factor affecting motivation.

According to (Rizvi, 2012) reveals that job insecurity has a undesirable effect on the
satisfaction and motivation of many local masons. Job insecurity is the reasons of
emotional, psychological, and motivational problems in workers, which justifies its
inclusion as among of factor affecting motivation.

Lack of accommodation is among of the factor affecting motivation. It has been

described that motivational issues have major impact on the productivity of craftsmen
in Kuwait and reveals that ‘payment delay’ as one of the 10 most serious motivational
factors. (Jarkas & Radosavljevic, 2013).

Resistance to change is identified as a factor of personality since people having little

score on the scale of personality normally resist any change. ‘Laziness’ is selected as a
factor of personality because it is the antithesis of the personality dimension of
conscientiousness (Ewen, 2010). ‘Loneliness’ is chosen as a factor of personality traits
since loneliness has negative correlation with the personality dimension of
‘extraversion’ (Atak, 2009). ‘Short-temperedness’ is among of factor of personality
traits because lack of the personality dimension of ‘agreeableness’ makes an individual
to be short-tempered (Griffin & Moorhead, 2009). (Phipps & Prieto, 2011). categorize
depression’ as a constituent of the personality dimension of neuroticism therefore
depression is termed as a factor of personality traits. The following section elaborates
on the formal and informal training system for masons in the developing country.

2.7 The formal training system

In Pakistan, the formal training system for skill development in masons is based on
vocational education. Vocational training is provided both at secondary and post-
secondary levels. Not all masons are involved in the system of apprenticeship.

26
Vocational education schools provide both vocational certificates and degree programs.
Masonry is among of the professions which require at least to have trade school
education.

The quality and effectiveness of vocational training programs differs dependent upon
the secondary and postsecondary levels. Large sized and medium sized construction
companies greatly prefer employing mason’s workers who attended vocational training
program (Fagbenle, et al., 2012). Several socio-economic aspects encourage the
masons’ tendency to strive for formal training. A mason’s earnings or his or her family
income is among of the major factors that play a significant role in an individual’s
access to training. Many masonry workers are from such family conditions that they
are the sole bread earners for the household (Kazmi, 2007).

This huge responsibility needs them to work at the same time to attend training and they
are generally not capable to pay required fully attention in their training. Financial stress
saps a worker’s ability to devote full attention in their training and therefore, their
learning suffers. Often the entry requirement and fees are too high which makes difficult
for masons to receive formal training however lack of enough formal training facilities
in the most of developing country as well as financial constraints for masons contributes
a lot.

2.8 The informal training system

Due to the shortage of vocational training institutions, a lot of masons with huge
potential are being trained on-site to improve or upgrading their skills and mainly they
are considered as helpers under the guidance of their site supervisors (called Ustads or
skilled elders in the local language). Poor students normally abandon their studies after
accomplish five years of education and upgrading their skills and knowledge through
an informal vocational training and join workforce. The informal system is also named
as ‘training by traditional master craftsmen’ or ‘the traditional system’ (Kakkar, 2014).
The traditional system neither applies modern work methods or modern technologies,
nor does it modify in response to the newest research findings.

The technical skills as well as knowledge of the training providers in the traditional
training system is often debatable and questionable since these trainees are also trained
by other non-technical elders in their free times. Most often, the non-technical elders

27
themselves learn the skills and knowledge in the wrong way, and pass it over to their
generation down the line. Once the helper gets used and clearly understanding of the
traditional system, organisation can then make slight difference. Even the formal
training programs offered by management on site do not bring fruitful results since
helpers are unwilling to relinquish the concepts delivered to them by their traditional
trainers (Kakkar, 2014).

Among engineers, skilled workers, semi-skilled workers and unskilled workers, the
category that is 100% interested in seeking further training is of engineers, followed by
skilled workers who have 69% interest in additional training, then semi-skilled workers
who have 23% interest in extra training and lastly, unskilled workers who have 15%
interest in more training (Huda, 2008). (Huda, 2008) revealed that the level of interest
is directly proportional to level of skills and competence.

Many workers have a preference in informal training system in comparison to formal

training since it provides on-the-job training. In the formal system, workers need to
attend vocational schools to complete their training. Not much research was conducted
related to masons in the construction industry. This research is very important in the
sense that perhaps; it is the pioneer study which assess the impact of local mason’s
skills.

2.9 Problems facing informal workers in construction industry

According to (Jason, 2007), there are many problems facing informal workers in
constructions industry, local masons being among those workers who are facing those
problems, which are summarized as, lack of insurance (social security), lack of
protective gear leading to unsafe work, lack of formal training, lack of recognition, little
knowledge of their labour rights, and lack of permanent premises for their business.

a. Lack of insurance (social security)

Most of workers in informal sector are insecure, due to the fact opportunity to work are
very limited and they are paid very low wages even when the worker gets the job. The
method of payment involved in informal construction to pay labour for services they
offered are piece work as well as task work. Informal construction workers also lack
social security since their clients are mainly composed of individuals houses which
makes them to offer the services rather than working as permanent employee, however

28
most of the workers who forms groups are able to benefits from mutual social insurance
scheme despite the fact that these are very informal and the benefits is limited to the
large extent.

b. Lack of protective gear leading to unsafe work.

Accident in informal construction practices is very common due to several reasons

which include lack of serious employers who are supposed to be responsible for the
health and safety of workers at working places or at their construction sites, lack of
understanding the importance of safety gears as well as poor financially which leads to
inability to afford it, this results to the increase in number of workers who get injuries
and ill health at their working places.

c. Little knowledge of their labour rights

Informal construction workers are known to have few labour rights since most of trade
unions have not made any way into sector, (TAMICO) Tanzania, mining and
construction worker is among of trade union which so far so bad has not done so
because of difficulties that arises from the nature of work in the sector, the major
challenges is that there are no employers for informal construction workers so there is
no possibility of informal bargaining.

d. Lack of formal training.

Informal construction worker lacks formal training since most of them are mainly
acquired their skills informally from relatives or friends despite the mushrooming of
vocational education and training authority (VETA) most of informal construction
workers cannot bear the fee for the training hence they cannot fully utilize this centre.
The act of lacking formal training and poor working tools results in poor quality
workmanship

1.10 Chapter Summary

This chapter consists of a theoretical background of informal construction workers

(Local masons) types of skills, skill shortages, and recognition and formalization
(certification) of informal acquired skills through recognition of prior learning
programme under Vocational Education and Training Authority. It explains past studies
about informal sector in the construction industry (which employs local masons) and

29
studies related to the recognition programme including existing information of the study
from books, reports, journals, newsletters, magazine paper and from an internet source.

30
 CHAPTER THREE

DATA COLLECTION AND DATA ANALYSIS

3.1 Introduction

This chapter present the analysis of respondents who responded on the Questioners
concerning the study on the assessment of local mason’s skills, in construction industry
The chapter addresses three objectives which are; to identify the existing local mason’s
skills in building construction works, to identify skill gap in masons and to recommend
ways of improving local mason’s skills, so as to increase the quality, and productivity
of building construction works.

3.2 Data Collection Methods

Primary data, was collected by using structured questionnaires, prepared with various
questions to meet intended objectives. Questions directed to local masons were first
prepared in English, and then translated to Swahili, so as to enable local masons whose
majority of them are not familiar with English language, to be able to attend different
questions.

Questionnaires found to be very productive in this research, since it was easy on getting
accurate information. 40 questionnaires were distributed to a total of 40 local masons,
found on different selected construction sites in Dar es Salaam, where 30 questionnaires
were returned. Telephone communication was also used, when the researcher wanted
clarification of a certain matter.

3.2 Response Rate

The researcher targeted to get a response from a sample of 40 local masons found in
active construction sites in Dar es Salaam, out of which only 30 responses were
obtained. This represents a 75% response rate, which is the reliable responses rate for
data analysis - as (Babbie, 2002). posited that, any response of 50% and above, is
adequate for analysis.

31
3.3 Data Analysis

Data analysis refer to the computation of certain measure along with searching for a
pattern of relationship that exists among data group (Kothari, 2004), the data were
analysed by using SPSS in order to get accurate computation that will illustrate the
variables for the study. The data were analysed with the response to the research
questions, meaning, all findings that were corresponding to particular research
questions were grouped together, so that conclusion was drawn to answer the specific
objectives to which they relate.

3.4 Discussion of Findings

Generally, this study has come up with the following findings in which are categorized
according to the objectives set prior to data collection. Each question regarding a certain
objective, has been discussed just below described objectives.

3.4.1 Demographic Profile of the Respondents

This section was mainly designed to provide general information about respondents in
terms of gender, level of education, and experience in the field, so as the researcher
could understand the type of respondents he is dealing with.

 Respondent’s gender type

Figure 3.1 below, shows gender type of the respondents.

Female,
20%

Male
Female
Male, 80%

Figure 3. 1 Respondent’s gender type

32
Figure 3.1 above shows that, out of 30 respondents, Male local masons were 24, which
accounts for almost 80% of the total respondents, while Female local masons were only
6, accounting for the remaining 20%. Majority of the respondents are Male. This
implies that, large amount of collected data was obtained from Male respondents, who
are appeared to be dominant as far as local mason field is concerned.

 . Respondent’s age interval

Figure 3.2 below shows age interval of the respondents

Total respondents 30

above 55 4
Age interval

46-55 2

36-45 8

18-35 16

0 5 10 15 20 25 30 35
Frequency

Figure 3. 2 Respondent’s age interval

Figure 3.2 illustrate that, 16 respondents have age interval between 18-35 years, while
8 respondents have age interval between 36-45 years. 2 respondents have age interval
between 46-55 years, and 4 respondents have more than 55 years of age.

The results show that the majority of the respondents have age interval between 18-36
years. Based on age interval, it implies that the majority of respondents are young
enough for the mason field. This makes them as reliable and credible sources of
information, which is crucial to satisfy the research goal.

 Respondent’s level of education

Figure 3.3 shows level of education qualification of the respondents.

33
 Total respondents 30

Level of education Vocation training 9

University 0

College 2

Secondary 7

Primary 12

0 5 10 15 20 25 30 35
Frequency

Figure 3. 3 Respondent’s level of education

Sources: ( Author, 2019)

The level of education observed in this study was as follows; 12 respondents out of the
total 30 respondents acquired only primary education, 7 respondents acquired
secondary education, 2 respondents acquired college level, and 9 respondents acquired
vocation trainings, while no one among the total 30 respondents has even reached
university level. This implied that the local mason field in building construction works,
is highly dominated by workers who acquired a primary education, followed by those
who attended formal vocation trainings.

 Respondent's years of experience

Figure 3.4 below, provides the summary of the working experiences of various
respondents within the field.

34
 Level of experience in years
Total respondents 30

Over 9 years 2

7-9 years 8

4-6 years 14

Less than 4 years 6

0 5 10 15 20 25 30 35
Frequency

Figure 3. 4 Respondent’s level of experience

Sources : ( Author, 2019)

Figure 3.4 illustrate that, 6 out of the total 30 respondents, have years of experience less
than 4 years, while 14 respondents have years of experience between 4-6 years. 8
respondents have years of experience between 7-9 in the field, and 2 respondents have
more than 9 years of experience in working as a local masonry in building construction
works.

The results show that the majority of the respondents have 4-6 years in working
experience. Based on working experience, it implies that the majority of respondents
have adequate knowledge of the construction activities - especially masonry skills,
which were acquired through working experience in the field.

 Respondent's method of learning

Figure 3.5, shows how majority of respondents acquired all the skills they have
about masonry field.

Through
formal
institution
, 30%
Through
Through…
experience
, 70%

Figure 3. 5 Respondent’s methods of skills acquisition

Sources: (Author, 2019)

35
Figure 3.5 shows that, out of 30 respondents, local masons who acquired their skills
through working experience were 21, which accounts for almost 70% of the total
respondents, while local masons who acquired masonry skills through formal institution
learning were only 9, accounting for the remaining 30%. Majority of the respondents
acquired masonry skills through working experience in the field.

 Biggest challenge in construction activities

Figure 3.6, shows responses from respondents, concerning different challenges
they face in building construction activities.

Total respondents 30
The biggest challenge

Lack of safety gears 8

Poor working tools 4

Poor working environment 12

Language barrier 6

0 5 10 15 20 25 30 35
Frequence

Figure 3. 6 Biggest challenge in construction activities

Sources: (Author, 2019)

Figure 3.6 above shows that, out of 30 respondents 12 of them identifies poor working
environment as the biggest challenge they are facing in building construction works,
while 8 respondents identify lack of safety gear as the biggest challenge they are facing,
6 respondents regards language barrier as the biggest challenge, and only 4 respondents
see poor working tools as the biggest challenge on performing their activities. From the
responses above, it implies that, poor working environment is the biggest challenge
faced by the respondent, which in-turn affect their productivity.

3.4.2 Findings related to existing level of local mason’s skills, in building construction
works.

35 number of skills requires for masonry were identified from literature in four (4)
category which are technical, safety, negotiation as well as legal issue skills.

36
Respondents were required to rank their skill level in the scale of 1 to 5. Where 1
represents a poor scale, meaning a particular respondent does not possess the skill at
all, while 2 and 3 represents satisfactory and good respectively - meaning respondents
with 2 and 3 scale levels need to upgrade their skills to match with the standard
requirement of building construction works, and 4 and 5 represents very good and
excellent scale levels respectively – meaning respondents with 4 and 5 scale levels,
possess that particular masonry skill.

Since the analysis was done in terms of mean and rank of the responses, skills with a
mean range of 1.00 to 1.49 are identified as almost non-possessed masonry skills, which
implies poor skill level, skills in the range of 1.50 to 2.49 and 2.50 to 3 .49 are identified
as satisfactory and good skill level respectively which implies that possessed skills
which need a substantial improvement, while those in the range of 3.50 to 4.49 are very
good skill level and those in the range of 4.50 to 5.00 are regarded as highly possessed
masonry skills in the industry.

Technical skills

A total of 18 technical skills were identified and respondents were asked to rank them.
Results are indicated in Table 3.1

Table 3.1 shows the summary scale of respondent’s technical skill level.

Skill Type of skill Responses Mean Rank

category
1 2 3 4 5

Technica a) laying concrete 0 0 0 2 28 4.93 1

block
l skills
b) laying brick to a line 0 0 1 2 27 4.86 2
and build a brick
corner

c) mortar and essential 0 0 2 1 27 4.83 3

of bonding

d) Laying brick to 0 0 1 3 26 4.83 4

create arches

e) Identify quality of 1 0 0 2 27 4,80 5

materials used for

37
 brickwork/blockwor
k

f) Repair and restores 0 4 0 1 25 4.57 6

brick/block masonry

g) Estimating brick and 2 1 3 2 22 4.37 7

concrete block by
rule of thumb and
cutting with the
masonry saw

h) Cement mix 2 1 5 2 20 4.23 8

proportion and its
importance

i) Basic knowledge of 4 6 3 1 16 3.63 9

water cement ratio

j) Deferent mortar mix 4 6 4 3 13 3.50 10

used for pointing

k) Sketching building 8 4 3 0 15 3.33 11

brick and blockwork
structures

l) Estimating the 10 4 5 3 8 2.83 12

quantity of material
required

m) Importance of proper 9 8 3 1 9 2.77 13

joint spacing and
gauging in arches

n) Knowledge of 7 18 0 5 0 2.10 14
English, Flemish,
stretcher, and header
bond

o) Understanding and 23 4 2 0 1 1.40 15

reading construction
drawings

p) Read blueprints and 25 3 0 2 0 1.30 16

technical drawings

38
 q) Interpret blueprint 24 5 1 0 0 1.23 17
and drawings to
determine
specifications

r) Various adhesive 26 1 0 0 1 1.10 18

used in blockwork

The findings from Table 3.1 indicate that Laying concrete block, laying brick to a line
and build a brick corner, mortar and essential of bonding, laying brick to create arches,
identifying quality of materials used for brickwork/blockwork, as well as Repairing and
restores brick/block masonry, were ranked high as they had mean score range between
4.50 - 5.00 which is regarded as the highly possessed masonry skills.
Also estimating brick and concrete block by rule of thumb, and cutting with the
masonry, Cement mix proportion and its importance, basic knowledge of water cement
ratio, as well as different mortar mix used for pointing were ranked as very good skill
level as they had mean score range of 3.50 – 4.49. Sketching building brick and
blockwork structures, estimating the quantity of material required, as well as
Importance of proper joint spacing and gauging in arches were ranked as good skill
level with the mean score range of 2.50 -3.49, and the only technical skill in the field
which was ranked as satisfactory skill level is the knowledge of English, Flemish,
stretcher, and header bond with a mean score of 2.10.

However, table 3.1 showed some of technical skills which were ranked poor with the
mean score range of 1.50 - 1.49, which is regarded as skill gap in masons. These skills
include, Understanding and reading construction drawings, read blueprints and
technical drawings, interpret blueprint and drawings to determine specifications as well
as Various adhesives used in blockwork.

Negotiation skill

A total of 5 negotiation skills were presented and respondents ranked their skills as
indicated in Table 3.2

39
Table 3.2 shows the summary scale of respondent’s negotiation skill level.

Type of skill Responses Mean Rank

1 2 3 4 5

Negotiation (a) speaking in one or more 0 0 2 1 27 4.83 1

skills languages, preferably one of
the local language at the site
(b) orally and effectively
10 4 5 3 8 2.83 2
communicate with co-
workers and subordinates
(c) understanding his/her rights
23 4 2 0 1 1.40 3
and responsibilities
(d) Negotiating cost of material
21 8 0 1 0 1.37 4
and labour
(e) negotiating rates with clients
24 5 1 0 0 1.23 5

The findings from Table 3.2 indicates that speaking in one or more languages preferably
one of the local language at the site was ranked high as it is in the mean score range of
4.50-5.00 this implies that majority of local masons are good in speaking only local
languages at the the site also orally and effectively communicate with co-workers and
subordinates was ranked as good skill level with mean score of 2.83.

However, the same Table 3.2 indicates negotiation skills which were ranked poor with
the mean score range of 1.50 - 1.49, these skills includes, understanding his or her rights
and responsibilities, negotiating cost of material and labour as well as negotiating rates
with clients. All these skills were identified as skill gap in masons.

Legal issues skills

Total of four (4) number of legal issue skills were presented respondents ranked their
skills as indicated in Table 3.3

40
Table 3.3 shows the summary scale of respondent’s legal issues skill level.

Type of skill Responses Mean Rank

Skill category
1 2 3 4 5
(a) Health and safety 17 12 1 0 0 1.47 1
Legal issues
regulation
(b) Fire and emergency 23 5 0 2 0 1.37 2
regulation
(c) Employment 28 0 0 0 2 1.27 3
regulation
(d) Compensation fund 26 2 1 0 0 1.10 4

The findings from Table 3.3 indicates that local masons have neither knowledge nor
skills when it comes to legal issues concerning the field as all skill were ranked poor
with mean score range between 1.00 – 1.49. Therefore, all legal issues skills were
identified as missing skills among masons.

Health and Safety Skills

A total of eight (8) health and safety skills were presented and respondents rank their
skills as indicated in Table 3.4

Table 3.4, shows the summary scale of respondent’s safety skill level.

Type of skill Responses Mean Rank

Skill
category 1 2 3 4 5

(a) Identify hazards 10 14 1 5 0 2.03 1

Safety
(b) Personal protection 8 17 5 0 0 1.90 2
Skills
including the use of
related safety gears and
equipment
(c) Identifying different 15 14 0 1 0 1.57 3
safety equipment’s at the
site
(d) Knowledge on the 19 8 2 1 0 1.50 4
protective measures
(e) Reading instructions,
guidelines, sign boards, 17 12 1 0 0 1.47 5

41
 safety rules, and safety
tags
(f) Read instructions and 22 5 1 2 0 1.43 6
exits routes during
emergency
(g) Following and 21 8 0 1 0 1.37 7
understand safety rules
and regulations for
handling and storing
required mason tools,
equipment, and materials
(h) First aid to other injured 23 6 0 0 1 1.33 8
workers at the site

Table 3.4 indicate that skills on safety was ranked between 1.33- 2.03 as satisfactory
skill level or poor this is party of soft skills where issue of safety has to be trained,
majority on job training focuses on hard skills and forget to emphasizes on soft skills
despite of the experience that the level of safety skills is still low.

3.4.3 Findings involves ways of improving local mason’s skills, so as to increase the
quality, and productivity of building construction works.

Two questions were designed to tackle this specific objective.

 Major obstacle towards improving or upgrading masonry skills.

Figure 3.7 shows responses from respondents, concerning the major obstacle
they face towards improving or upgrading their masonry skills.

42
 Poor government
13, 43% support
17, 57% Un-affordable formal
training fees

Figure 3. 7 Respondent’s major obstacle in upgrading masonry skills

Figure 3.7 above shows that, out of 30 respondents, 17 respondents which is equal to
57% of all respondents, claim that un-affordable formal training fees is the major
obstacle towards improving or upgrading their masonry skills. While 13 of them which
accounts for 43% of all respondents, identify poor government support to be the main
obstacle towards improving or upgrading their masonry skills. Even though according
to the responses above it shows un-affordable formal training fees to be the major
obstacle, the reality shows that, both of them contributes nearly the same effect when it
comes to improving or upgrading masonry skills.

 Preferred training methods towards improving or upgrading masonry

skills.
Figure 3.8, shows responses from respondents, concerning the preferred training
methods towards improving or upgrading their masonry skills.

43
 Total respondents

Preferred learning method

Both methods

Apprenticeship training

Institution-based training

Worksite training

0 5 10 15 20 25 30 35
Frequency

Figure 3. 8 Respondent’s preferred learning method

Figure 3.8 shows that, out of 30 respondents, 12 respondents prefer worksite training
as a learning method to acquire necessary masonry skills, while 9 of them prefer
working for an expert as an apprentice to acquire masonry skills. Only 3 of them prefer
learning through institution-based training, and 6 respondent prefer using both methods
to acquire the necessary masonry skills. The responses imply that, majority of local
masons in the building construction works, prefer learning practically on the site
without going through any formal institution-based learning process.

3.5 Chapter Summary

The chapter has analysed data which have been gathered in the course of the study on
assessment of local mason’s skills in construction industry in Dar es salaam Tanzania.
Basically the chapter discussed on the findings of the study. The study revealed that
most of local masons possess only basic knowledge and skills (hard skills) and they
acquire masonry skills informally through on job training that is most skills are mainly
acquired from relatives and friends despite the availability of some vocational training
centres the study further revealed that masons are lacking most of soft skills in areas of
safety, negotiation, and legal issue. Therefore, there is a need for upgrading these skills.

44
 CHAPTER FOUR

CONCLUSION AND RECOMENDATIONS

4.1 Introduction

This chapter is a summary of what has been analysed from the whole study. The
information of this study has been obtained from local masons who are engaged in
construction activities from different sites in Dar es salaam Tanzania.

The main objective of this research is to assess the skills of local masons engaged in
construction activities in Dar es salaam city, Tanzania. Conclusions and
recommendations based on research objectives and findings from this chapter are
emerging from different literature reviews and analysis of data collected through
questionnaires.

4.2 Conclusion

The conclusion is drawn from the findings analysed to find the answer to the research
problem. Since all research questions have been answered, the aim and objectives of
the research also have been met and which implies that the research is successful.
From the data analysed with the response to the research questions in chapter three, all
findings that were corresponding to particular research questions were grouped so that
conclusions can be drawn from this study on three specific objectives outlined below
that answers research questions.

4.2.1 The First Specific Objective was to Identify the existing local mason’s skills, in
building construction works.

The purpose of this specific objective, was to identify and point out the current existing
skills possessed by local masons. Skills are categorized into four groups which are
technical skills, safety skills, negotiation skills as well as legal issues skills from such
category of skills the researcher was able to identify non possessed masonry skills, less
possessed skills which need substantial improvement and masonry skills which are
highly possessed in the construction industry by local masons.

However, the researcher through findings from the study was able to identify that most
of local masons possess only basic knowledge and skills as majority of respondent

45
acquire masonry skills through working experience in the field that is most skills are
mainly acquired informally from relatives and friends despite the availability of some
vocational training centres the informal construction workers do not use fully these
centres because they cannot afford the fee for training this is because the payment that
they get from their work is very low (daily payment, and on piece of work) which is
not even enough for them to meet their basic needs.

4.2.2. The Second Specific Objective was to Identify skill gap in local masons.

The purpose of this specific objective was to identify skill gap in local masons who are
engaged in construction activities in Dar es salaam Tanzania. The study has revealed
that most of local masons have only basic skills as majority of them acquire masonry
skills through working experience in the field and lack standard required skills in
construction industry this became a threatening to the future of the industry and will
continue to do so especially when there is increase demand for construction products

The study also revealed that the extent of skill gap in mason among the four type of
skills which have been categorized as technical skills, safety skills, negotiation skills as
well as legal issue skills is large and legal issue skill rank first as according to different
respondents shows that they have neither knowledge nor skills when it comes to legal
issues concerning the field. Most of them they lack a critical understanding on health
and safety regulations, fire and emergency regulations, employment regulation as well
as the issue of compensation fund, the category of skill which rank second leading in
skill gap among local masons is negotiations skills as the study found out most local
masons have no skills on negotiating rates with clients, negotiating cost of material and
labour as well as failing to identify and understand their rights and responsibilities,

However, health and safety skills is considered as a challenge to them since most of
them lack knowledge on conducting first aid to other injured workers at the site,
following and understand safety rules and regulations for handling and storing required
mason tool, equipment and materials as well as reading instruction signboards,
guidelines, safety rules and safety tags, lastly in technical skills, understanding and
reading construction drawings, read blueprints and technical drawing, interpret
blueprint and drawings to determine specification are identified as skill gap in mason.

46
4.3 Recommendations

(a) provision of financial incentives to local masons

Financial incentives could be provided by the government or private institutions to local

masons so as to enable them to have access with different ongoing training that they
ordinary would not be able to afford as this is seen as the major obstacle towards
upgrading their skills, majority of local masons acquired their skills through informal
way that is most skills are mainly acquired informally from relatives and friends
despite the availability of some vocational training centres the informal construction
workers do not use fully these centres because they cannot afford the fee for training
this is because the payment that they get from their work is very low (daily payment,
and on piece of work) which is not even enough for them to meet their basic needs. This
financial incentive that should be provided to local masons to enable them to attend
different ongoing training could be in form of grants loans, free training sessions or
even internship with relevant companies

(b) Incorporate more than one type of training methods

Consequently, I recommend that skills upgrading rather than just acquisition should be
provided to local masons and there should be a way to designed and incorporate more
than one type of training method which include worksite training, institution based
training as well as apprenticeship training and these methods of training must have
enough flexibility to wrap around the worker’s schedules though it is revealed that most
of local masons prefer worksite training as a learning method to acquire necessary
masonry skills.

47
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 APPENDIX 1

STRUCTURED QUESTIONAIR FOR THE STUDY ON THE ASSESSMENT

OF LOCAL MASONS SKILLS, IN CONSTRUCTION INDUSRY IN DAR ES
SALAAM TANZANIA.

Dear Respondent,

This research is undertaken for the purpose of assessing, the s local mason’s skills, in
construction industry in dar es salaam, Tanzania The questionnaire is looking for your
significant opinion, regarding the impact of local mason’s skills to the quality of
building construction works delivered. The findings of this dissertation, could help in
identifying the skill gap missing, to ensure high quality delivery of building
construction works by local masons.

Kindly, read questionnaires and respond to questions by providing answers which you
think are most appropriate. The information acquired will be used for academic
purposes only and is treated with at most confidentiality. Thank you for your
cooperation and valuable contribution.

SECTION ONE: DEMOGRAPHY

Please tick () where applicable.

1. Location of the site…………………………………………………………

2. Gender: (a) Male (b) Female
3. Age: (a) 18-35 (b) 36-45 (c) 46-55 (d) above 55
4. Education level: (a) Primary (b) Secondary
(c) College (d)University (e) Vocation training
(f) Others (specify)………………………………………

SECTION TWO: GENERAL KNOWLEDGE AND EXPERIENCE

Please tick () where applicable.

1. For how long have you been performing construction activities?

(a) 0-3 years (b) 4-6 years (c) 7-9 years (d) Over 9 years

2. How did you acquire mason’s skills?

(a) Learning from experience (b) Attending formal institution

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3. What challenges do you face in construction activities?
(a) Language barrier (b) Poor working environment (c) Poor working
tools

(d) Lack of safety gears (e) Others (specify)……………………………….

4. Below are some of the skills that you may, or may not have as a local mason.
Based on the scale provided, how’d you consider your skill level in each skill
provided below?
(Please rank your skill level by ticking () in a box, from 1-5 in the order,
where: 1-poor, 2-satisfactory, 3-good, 4-very good, 5-excellent)
Skill category Type of skill 1 2 3 4 5

a) laying brick to a line and build a

Technical Skills
brick corner
b) laying concrete block
c) mortar and essential of bonding
d) Estimating brick and concrete
block by rule of thumb and
cutting with the masonry saw
e) Laying brick to create arches
f) Understanding and reading
construction drawings
g) Read blueprints and technical
drawings
h) Interpret blueprint and drawings
to determine specifications
i) Identify quality of materials used
for brickwork/blockwork
j) Repair and restores brick/block
masonry
k) Sketching building brick and
blockwork structures
l) Knowledge of English, Flemish,
stretcher, and header bond

53
 m) Cement mix proportion and its
importance
n) Various adhesives used in
blockwork
o) Basic knowledge of water
cement ratio
p) Importance of proper joint
spacing and gauging in arches
q) Deferent mortar mix used for
pointing
r) Estimating the quantity of
material required
(i) Identify hazards
Safety Skills
(j) Knowledge on the protective
measures
(k) Identifying different safety
equipment’s at the site
(l) First aid to other injured
workers at the site
(m) Personal protection including
the use of related safety gears
and equipment
(n) Following and understand
safety rules and regulations for
handling and storing required
mason tools, equipment, and
materials.
(o) Reading instructions,
guidelines, sign boards, safety
rules, and safety tags
(p) Read instructions and exits
routes during emergency

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 (f) negotiating rates with clients
Negotiation skills
(g) cost of material and labour
(h) speaking in one or more
languages, preferably one of
the local language at the site
(i) orally and effectively
communicate with co-
workers and subordinates
(j) understanding his/her rights
and responsibilities
(e) Employment regulation
Legal issues
(f) Health and safety regulation
(g) Fire and emergency regulation
(h) Compensation fund

5. What are the major obstacles towards improving or upgrading your skills?
(a) Poor government support (b) Un-affordable formal training fees

( c) Others ( specify)…………………….

6. Suggest training methods which could assist in upgrading your masonry skills
(a) Worksite training (b) Institution-based training

(c) Apprenticeship training (d) Both methods

(e) Others (specify)………………………

Thank you so much for your co-operation

55