EBK and the Regulation of Engineering Profession in Kenya

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Regulation of Engineering Professions and Registration of Engineers

Introduction

This paper looks at the various challenges facing engineering profession and gives suggested strategies

and solutions to the challenges to sustain her Engineering professionals, train and retain more

Engineers, Engineering Technologists, Engineering Technicians and Craft persons/Artisans with

International recognition. The paper further analyses some of the problems with the current EBK Act

of 2011.

Kenya is desirous of becoming a medium income economy as envisaged in vision 2030. This is

through industrialization, amongst other strategies stipulated in vision 2030. In order for

industrialization to be realized, the country should train adequate numbers of engineers and

corresponding Engineering Technologists, Technicians and Craft persons/Artisans in defined

proportions and at the same time offering sustainable incentives to the practitioners to retain them in

the country not to migrate to other professions or countries.

In order for Kenya to make a breakthrough in industrialisation and technological development it must

ensure that it has a critical mass of well trained and qualified Scientists, Engineers, Engineering

Technologists, Engineering Technicians and craft persons/artisans who comprise the Engineering

Team. Kenya critically requires four cadres of staff namely an engineer, an engineering technologist,

an engineering technician and a craft person/artisan and the engineering scientist (i.e. one who is

either an engineer or an engineering technologist who has attained a PhD degree). For developed

countries the recommended ratio for the four categories of professionals is 1:2:4:16, however, in

Kenya the ratio of 1:3:12:60 would suffice.

Regulation of Engineering Profession Regulation of any Profession that touches on the Safety and Health, and Welfare of the public is

extremely necessary worldwide. The most notable ones are the Engineering and Medical Professions.

The Engineering Team has five cadres (Engineering Scientists, Engineers, Engineering Technologists,

Engineering Technicians and craft persons/artisans), but only one cadre (Engineer) is being

registered in Kenya by EBK; the Medical team also has five cadres (Medical scientists,

Doctors/Dentists, Medical Clinical Officers, Medical Nurses and Lab. Technologists) but unlike the

Engineering Team all the cadres in the Medical Team are regulated by ACTS of Parliament and all the

personnel are registered and therefore accountable for their actions.

The engineering profession in Kenya is regulated by the Engineers Board of Kenya (EBK) Act, 2011.

The Board is responsible for the registration of Engineers and consulting firms, regulation of

engineering professional services, accrediting engineering courses in the institutions of higher learning,

setting of standards, development and general practice of engineering. The act prescribes very

deterrent penalties for offering employment to persons who are not registered by them.

The EBK Act, 2011 has no provisions Regulating and Registering Engineering Technologists,

Engineering Technicians and the Craft persons/Artisans who form the largest part of the Engineering

team and who do more than 98% of the engineering activities in Kenya.

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The Roles of Engineers, Engineering Technologists and Engineering

Technicians a) Attributes of an Engineer Engineers apply their lifelong learning, critical perception and engineering judgment to the

performance of engineering services. They challenge current thinking and conceptualize alternative

approaches, often engaging in research and development of new engineering principles, technologies

and materials. Engineers apply their analytical skills and well developed grasp of scientific principles

and engineering theory to design original and novel solutions to complex problems. Their disciplined

and systematic approach to innovation and creativity, comprehension of risks and benefits and

informed professional judgment enables them to select optimal solutions, justify and defend the

selection to colleagues, clients and community.

Registered Professional Engineers can be expected to comprehend complexity, function

independently and display leadership within multi-disciplinary and cross-cultural teams. Within their

engineering discipline, they will optimize costs and benefits to clients and community within identified

constraints, while achieving desired outcomes ethically, and within the context of a safe and

sustainable environment. They accept ultimate responsibility for the selection and application of design

tools, implementation strategies and overall integration and functionality of engineering projects and

programs.

b) Attributes of an Engineering Technologist Engineering Technologists exercise ingenuity, originality and understanding in adapting and applying

technologies, developing related new technologies or applying scientific knowledge within their

specialized technical environment. Their education, expertise and analytical skills equip them with a

robust understanding of the theoretical and practical application of engineering and technical

principles. Within their branch of technology, they contribute to the improvement of standards and

codes of practice, and the adaptation of established technologies to new situations.

Registered Engineering Technologists can be expected to determine interactions between a

technology and the system, in which it operates, recognize and take account of its suitability and

manage associated technical risks. Technologists accept responsibility for the detailed technological

requirements of their engineering services with due regard to the fundamental properties and

limitations of components and systems involved. They may lead and manage teams (e.g. engineering

technicians) engaged in inspection, approval and certification of designs, tests, installations and

reliable operations. They identify problematic circumstances, take remedial action and keep

colleagues, clients and community informed, while ensuring performance-based criteria are satisfied

within a safe and sustainable environment.

c) Attributes of an Engineering Technician Engineering Technicians apply their detailed knowledge of standards and codes of practice to

selecting, specifying, and installing, commissioning, monitoring, maintaining, repairing and modifying

complex assets, such as structures, plant, equipment, components and systems. Their education,

training and experience equip them with the necessary theoretical knowledge and analytical skills for

testing, fault diagnosis and understanding the limitations of complex assets in familiar and well defined

operating situations.

Registered Engineering Technician can be expected to exercise engineering judgment within the

scope of accepted standards and codes of practice to the design, inspection, certification, safe operation

and cost-effectiveness of complex assets. They may supervise tradespeople/crafts persons, lead and

manage teams and utilize advanced software and design aids to achieve practical and reliable designs,

installations and operations of complex assets.

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The Difference in Education and Training between the Engineer and Technologist Previously there used to be a big difference between a technologist and engineer in terms of their

education when technologist used to hold a 3 year course qualification of Higher Diploma. But with

the replacement of Higher Diploma with a 4 year course leading to Bachelor of Technology, the

difference between a technologist and engineer in terms of education and training is extremely minimal

and actually they both have same roles in practice.

In general the engineer is supposed to take the scientist research findings theories and principles- then conceptualize them with the aim of coming up with new designs, new materials and systems to

serve society better (this is normally referred to as Industrial Research as opposed to Basic or

Theoretical Research that is carried out by Engineering Scientists). This means that the Engineers work is mainly in the office and in the labs to test the new designs/materials/systems developed then

pass over to Engineering Technology personnel for implementation. In this way the country can be

able to develop.

On the other hand the technologist is supposed to implement and/or put in practice what the engineer

has developed from the scientist research findings. Besides, the technologist has the role of interpreting

and modifying designs, systems and materials developed by the engineer to suit the conditions on the

ground. This means that the Engineering Technologists work is in the field where he/she undertakes

the implementation activities.

The expected difference in education and training between the Engineer and Technologist

Subject Material Expected % for

Engineer

Expected % for

Technologist

Mathematics If 100% 70 80%

Engineering Sciences If 100% 70 80%

Management courses 70 -80% If 100%

Practical courses e.g. Computer

courses, Lab. and Workshop

Courses, etc.

70 -80% If 100%

Other Courses If 100% 100% i.e. same

The engineer requires more mathematics and engineering sciences to enable him/her conceptualize

and design, while the technologist requires more management and practical courses to enable

him/her carry out the implementation of projects. The percentages given are theoretical as the reality

on the ground is very different as we have never sat down to agree on the actual subject contents;

different Universities develop their curricula without discussing and agreeing on the contents of the

respective curricula. In most cases both curricula are similar in contents. The progression from degree

level is to MSc/MEng and MTech respectively, then to PhD/DSc and PhD/DTech respectively (see

figure for pathways attached).

Engineering and Engineering Technology In broad the Engineering Profession is divided into Engineering and Engineering Technology. The

Engineering team consists of five (5) cadres Engineering Scientists, Engineers, Engineering Technologists, Engineering Technicians and engineering Crafts persons. The Engineering Scientists

are usually PhD holders, and belong to either Engineers or Engineering Technologists. That leaves

only four cadres (i.e. Engineers, Engineering Technologists, Engineering Technicians and engineering

Crafts persons) who require registration.

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Engineering Crafts person: A

person who practices or is highly

skilled in a craft; artisan.Capable of

dealing with specific and well-

defined engineering problems and

activities

Engineering

Technician: Capable

of dealing with well-

defined engineering

problems and

activities

Engineering

Technologist:

Capable of dealing with

broadly- defined

engineering problems

and activities

Professional

Engineer: Capable of

dealing with complex

engineering problems

and activities

If enacted the Engineering Technologists and Technicians Bill will deal with these

three cadres

Presently EBK only

deals with this cadre

In general the engineer is supposed to take the scientist research findings theories and principles- then conceptualize them with the aim of coming up with new designs, new materials and systems to serve society

better (this is normally referred to as Industrial Research as opposed to Basic or Theoretical Research that is

carried out by Engineering Scientists). This means that the Engineers work is mainly in the office and in the labs to test the new designs/materials/systems developed then pass over to Engineering Technology personnel

for implementation. In this way the country can be able to develop and move forward technologically.

The Difference between Engineering and Engineering Technology Engineering Engineering

Is a professioninwhichknowledgeofadvancedmathematicalandnaturalsciences gained by

higher education, experience, and practice is devoted to the creation of new technology for

the benefit of humanity. Engineering education for the professional focuses primarily on the

conceptual and theoretical aspects of science and engineering aimed at preparing

graduates for the practice of engineering closest to the research, development, and

conceptual design functions.

Engineering

Technology

Engineering technology

Is the profession in which acknowledge of the applied mathematical and natural science

gained by higher education, experience, and practice is devoted to application of

engineering principles and the implementation of technological advances for the benefit of

humanity. Engineering technology education for the professional focuses primarily on

analyzing, applying, implementing, and improving existing technologies and is aimed at

preparing graduates for the practice of engineering closest to the product improvement,

manufacturing, and engineering operational functions.

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In USA the Engineering Technology Commission (ETC) views engineering technology as an

integral part of the engineering enterprise and holds that baccalaureate (degree) engineering

technologists appropriately functionasprofessionalpractitioners,ratherthansupportingPara-

professionals,in this enterprise. It is further held that an appropriate accreditation activity is necessary

to support the uniqueness of this component. The Technology Accreditation Commission (TAC) of the

Accreditation Board for Engineering and Technology (ABET) serves this function.

The ETC believes that professional registration is important, especially as it relates to those activities

that directly affect the health, safety, and welfare of the public. Further, it supports the continuance

of the industrial exemption, while recognizing the importance of registration in industry or some

disciplines. The ETC further supports and encourages registration for all eligible engineering

technology faculties, since they typically are engineering practitioners.

The Engineering Team In today's modern high-tech industry, many of the complex technical problems, including the

development of new products, require a team effort. Individuals on the team may include scientists,

engineers, engineering technologists, engineering technicians, and Vocational Technicians or

Craftsperson*. Each of these individuals contributes different knowledge and skills gained from their

educational preparation and experience. Most people are familiar with the term scientist and associate

it with individuals with advanced degrees and research or theoretical interests. Similarly the term

craftsperson is normally recognized and associated with an individual with a highly specialized skill.

However, the distinction between engineer, engineering technologist, and engineering technician may

not be as clear. An engineer is typically a graduate from a four-year engineering degree program,

whereas the technologists or technician is typically a graduate of a four-year or a two-year degree

program in engineering technology respectively from Universities or Technical Institutes/Polytechnics.

Scientists are the most theoretical of the team members. They typically seek ways to apply new

discoveries to advance technology for mankind. Most engineering scientists have an earned doctorate

in engineering or a closely related discipline.

*In most developed and newly industrialized countries the cadre of Craftsperson is being phased out

and therefore there is no registration for it; the existing crafts persons are encouraged to upgrade

themselves to the grade of engineering technicians by acquiring a diplomas.

Relationship among the Five Categories/Cadres of the Engineering Profession a) The thick lines show the normal route from the Engineering Scientist to the Engineering Crafts Person. The

basic/theoretical research findings (mainly theories and principles) are passed over the Engineer who

conceptualizes them and come out with new designs, new materials, new systems, etc., tests them in labs

(i.e. deals with Industrial Research) and pass them over to the Engineering Technologist for interpretation

and implementation. The implementation is carried out by the Engineering Technicians who deal with well-

defined engineering areas. The Engineering Technicians supervise Engineering Crafts Persons who are

skilled in specific areas of engineering. Example in a Building there various engineering sections with

specific trades e.g. Refrigeration and air-conditioning section can headed by Engineering Technician with

two Engineering Crafts persons one dealing with refrigeration and the other dealing with air-conditioning. The Engineering Technologist will be in-charge of the entire project i.e. the Building.

b) The thin lines show the alternative routes from the Engineering Scientist to the Engineering Crafts Persons. The basic/theoretical research findings (mainly theories and principles) can be passed over to the

Engineering Technologist who conceptualizes them and come out with new designs, new materials, new

systems, etc., tests them in labs and interprets them for implementation. The implementation can also be

passed over directly to the Engineering Crafts Persons who will be supervised directly by the Engineering

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Technologist. The Engineer can also interpret his/her industrial research findings and pass over directly to

either the Engineering Technician or the Engineering Crafts Persons for implementation. In this case the

Engineer can directly supervise the project activities. The alternatives routes are possible when the project

activities are not complex. It should also be borne in mind that there is very little difference in education

and training between the Engineer and the Engineering Technologist. When the project is not big the

Engineer or Engineering Technologist can directly supervise Engineering Crafts Persons.

International Agreements Governing Mutual Recognition of Engineering There are six international agreements governing mutual recognition of engineering qualifications and

professional competence. In each of these agreements countries/economies who wish to participate

may apply for membership, and if accepted become members or signatories to the agreement.

1) Agreements covering tertiary qualifications in engineering There are three agreements covering mutual recognition in respect of tertiary-level qualifications in

engineering:

a) Washington Accord: This accord was signed in 1989; it recognizes substantial equivalence in the accreditation of qualifications in professional engineering education leading to the

Engineering Degree, normally of four to five years duration

b) Sydney Accord: Flowing from the Washington Accord, a similar Agreement was developed for Engineering Technologists or Incorporated Engineers, called the Sydney Accord (SA),

which was signed in June 2001. It recognizes substantial equivalence in the accreditation of

qualifications in engineering technology, normally of three to four years duration.

c) Dublin Accord: The Dublin Accord (DA) is an Agreement for substantial equivalence in the typifying tertiary qualifications for technician engineering education, normally of two years duration. It commenced in 2002.

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Agreements covering competence standards for practicing engineers

The other three agreements cover recognition of equivalence at the practicing engineer level i.e. it is

individual people, not qualifications that are seen to meet the benchmark standard. The concept of

these agreements is that a person recognized in one country as reaching the agreed international

standard of competence should only be minimally assessed (primarily for local knowledge) prior to

obtaining registration in another country that is party to the agreement.

a) Asia-Pacific Economic Cooperation (APEC) Engineer agreement: The oldest such agreement is the APEC Engineer agreement which commenced in 1999. This has Government support in

the participating APEC economies. The representative organization in each economy creates a

"register" of those engineers wishing to be recognized as meeting the generic international

standard. Other economies should give credit when such an engineer seeks to have his or her

competence recognized. The Agreement is largely administered between engineering bodies.

b) International Professional Engineers agreement (IPEA): The International Professional Engineers agreement commenced in 2001: It operates the same competence standard as the

APEC Engineer agreement but any country/economy may join. The parties to the agreement

are largely engineering bodies. There are intentions to draw IPEA and APEC closer together.

c) International Engineering Technologist agreement (IETA): The International Engineering Technologist agreement was signed by participating economies/countries in 2003. The parties

to the Agreement have agreed to commence establishing a mutual recognition scheme for

engineering technologists.

The Registration of Engineering and Technology Cadres in

other Countries As mentioned above most countries, and more especially the industrialized and newly industrialized

countries have enacted laws that govern the Engineering profession (i.e. both engineering and

engineering technology). Some examples are given below:

1. United Kingdom: Engineering Council The engineering profession in the United Kingdom is regulated by the Engineering Council through

engineering institutions that are licensed to put suitably qualified persons on the Engineering Council's

Register of Engineers. The Register has three sections or cadres:

Chartered Engineer (CEng),

Incorporated Engineer (Engineering Technologist) (IEng), and

Engineering Technician (EngTech).

2. Nigeria: Council for the Regulation of Engineering in Nigeria (COREN) The engineering profession in the Nigeria is regulated by the Council for the Regulation of

Engineering in Nigeria (COREN) Act of No. 27 of 1992. The Council registers four categories or

cadres:

(a) Registered engineers (Engr);

(b) registered engineering technologists (Engn. Tech);

(c) registered engineering technicians (Tech); and

(d) registered engineering craftsmen (A registered engineering craftsmen uses his full title with his

trade in bracket under his name).

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Transfer from one grade to the other

1. An engineering craftsman may apply to transfer to the register of engineering technicians if he obtains the Ordinary National Diploma Certificate or an approved equivalent educational

qualification and the required working experience.

2. An engineering technician may apply to transfer to the register of engineering technologists if he obtains the Higher National Diploma Certificate or he has successfully completed an

equivalent course of study in a polytechnic or college of technology or any other approved

institution.

3. An engineering technologist may apply to transfer to the register of engineers if he passes the examination accredited by the Council, the academic content of which shall

meet the requirement for registration as an engineer; or

attends a post-Higher National Diploma course approved by the Council and run by a

polytechnic or university and passes an examination accredited by the Council; or

passes a university degree programme or any examination conducted by any other

body authorized by Council

4. South Africa: Engineering Council of South Africa (ECSA) The engineering profession in South Africa is regulated by the Engineering Council of South Africa

enacted as Engineering Profession Act 46 of 2000.. The main focus of the Act is the promotion of

public safety, health and interests in relation to actions of persons registered with ECSA. The Council

registers four categories or cadres:

Professional Engineer (Pr Eng), Professional Engineering Technologist (PrTech Eng), Professional Engineering Technician (PrTechni Eng), and Professional Certificated Engineer (Pr Cert Eng).

4. Canada: Engineering Technology ACT of 1973

The act registers two categories: Engineering technician and Engineering technologist. Canada has a

separate Act for professional engineers called Professional Engineers Act of 1922.

5. Australia: Engineers Australia

Engineers Australia administers three National Engineering Registers on advice from a board

established to ensure the registers operate with integrity and in the public interest. Registration on the

National Engineering Registers is available in three occupational categories:

National Professional Engineers Register (NPER),

National Engineering Technologists Register (NETR),and

National Engineering Associates Register (NEAR)

The National Professional Engineers Register (NPER) and the National Engineering Technologists

Register (NETR) and the NationalEngineering Associates (Engineering Technician) Register

(NEAR) are administered to safeguard the community at no cost to government. Engineers

Australia administers the national engineering registers with input from the National Engineering

Registration Board to ensure that the registers operate in the public interest.

6. New Zealand: Chartered Professional Engineers of New Zealand Act of 2002

IPENZ is the Registration Authority under the Chartered Professional Engineers of New Zealand Act

of 2002. IPENZ also operates registers of current competence for Professional Engineers, Engineering

Technologists and Engineering Technicians. IPENZ operates the national registers of current

competence-based registers for:

a) Professional Engineers,

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b) Engineering Technologists, and c) Engineering Technicians.

Reasons for the Enactment of the Engineering Technologists and Technician Act

1. Engineering technologists, engineering technicians and Crafts persons are not presently registered and therefore are not accountable for the work they do concerning engineering

activities. Almost all engineering activities in Kenya are carried out by these people. [cf. in the

medical profession in Kenya all cadres of personnel doctors/ dentists, nurses, clinical officers and lab. technologists- are all registered and therefore are accountable for the work

they do]

2. While degree courses have to be approved by EBK, the technical courses have no professional body to oversee its approval and implementation. In almost all countries worldwide more so the most developed countries (UK, USA, Australia, New Zealand, Singapore, India, Malaysia,

South Korea, South Africa, Nigeria, etc.,) - all cadres are registered and governed by acts of

parliament. as shown above.

3. Any engineering activity is likely to affect the safety and/or health and/or wellbeing of the humanity. All engineering activities require the input of the all engineering teams (the scientist,

the engineer, the technologists, the technician and the crafts person) i.e. they all have a role to

play and therefore each must be accountable through an act of parliament.

Once the institution is established by law, it shall seek affiliation to and recognition by the following

international educational accords for international membership recognition:

a) Washington Accord 1989 The accord recognizes the equivalence of accredited engineering education programs leading to the engineering degree programs.

b) Sydney Accord The accord recognizes the equivalence of accredited engineering technology education programs leading to the engineering technology degree programs.

c) Dublin Accord- This recognizes the equivalence of educational base for engineering technicians.

4. The Engineers Board of Kenya (EBK) Act 2011 established a statutory Board whose functions are the registration of Engineers and Firms, regulation of engineering professional services, setting of

standards, development and general practice of Engineering. Part VI of the Engineers Board of

Kenya (EBK) Act 2011 Articles 48(1) and 49), a person shall not engage in the practice of engineering unless that person has been issued with a license and has complied with the

requirements of the Act. Accordingly the Engineering Technology Cadres are not provided for

to engage in any engineering activities in Kenya since Registration with the Board is thus a

license to practice engineering in Kenya.

The EBK Act 2011 does not include the registration of the Engineering Technologists,

Engineering Technicians and Engineering Crafts persons (all who belong to the Engineering

Technology arm of the engineering Profession),and to in line with other international engineering

regulating bodies. For proper coordination all the cadres of the Engineering team should be

governed by legislation.

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Way Forward

The Proposed Progression of Engineering Profession

1.0 Competence and Skills Training Courses Competences courses should be developed for all levels except for Artisan level and Postgraduate

levels. At the end of each course every student will undergo a competence course of about four (4)

months and be examined for it i.e. every student at the end of any academic level will graduate with

two certificates academic certificate and a competence certificate for that level. The academic certificates will be issued by the respective Universities in the case of Degree Courses, and by

TVETA in the case of Technician/Diploma and Crafts Courses.

Presently all degree (both BEng/BSc and BTech) courses, Technician/Diploma courses and Crafts

Courses are in place; maybe they need a little revision and harmonization to conform to the new

dispensation.

The Competence courses shall be the responsibility of National Industrial Training Authority

(NITA). These courses shall be conducted at the NITA centers or at the respective institutions if they

have the necessary facilities and qualified personnel. NITA shall be accrediting and inspecting the

competence training units. NITA shall also be responsible for the training of instructors for the various

competence courses at all academic levels.

Skills Training shall be the responsibility of NITA; the artisans will be examined by trade testing and

be issued will trade certificates by NITA. There are three trade test certificates GTT III, GTT II and GTT I; one will be issued with an Artisan Certificate after obtaining the final Government Trade Test

(GTT) i.e. GTT I. The Artisan Certificate will be issued by NITA. Those peoples who are presently

holding GTT I should be issued the Artisan Certificate by NITA to enable them register with EBK.

[I am proposing the number of trade tests to be reduced to only one at the level of GTT I, so that at the

end of the Skills Training Course the student will be examined and be issued with the Artisan

Certificate after passing. This is because students will join the skills training courses after Form IV]

2.0 Registration with the EBK Once one has passed the two examinations the final academic course and the competence course one can register with EBK as a graduate member; graduate membership should last for only two years

during which time the graduate member will be working under the supervision of a fully

registered/corporate member either at the same level or higher level. After two year the graduate

member should be fully registered as a full member at the appropriate level. Those who graduate with

either Masters or Doctorate degrees should automatically be registered as full/corporate members i.e. they do not need the two years experience before registration as corporate members.

EBK should be amended to create five membership levels/grades as follows:

a) Engineer b) Engineering Technologists c) Engineering Technician d) Engineering Crafts person e) Artisan (This is a form IV school leaver who trains on specialized skills for a period of 3 6

months; after training the person will do a trade test)

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Appropriate examinations will be developed for those who want to move from one level to the next

level.

i) To move from artisan level to Crafts person level one will have to attend for a crafts course and sit for both the academic and competence examinations; if successful in all the two examinations

registration will be immediate without waiting for the two years.

ii) To move from Crafts person level to Technician level one has to join the Diploma course at the beginning of the first year i.e. a full diploma course of two (2) years. As in the case of the artisan

after passing the two examinations, the candidate with be registered immediately.

iii) To move from Technician level to Engineering Technologist level one has to join the BTech degree course at the beginning of the third year i.e. two (2) years course. As in the case of the artisan after passing the two examinations, the candidate with be registered immediately.

iv) There will be two separate examinations set: one for Engineering technologists who would like to move to the engineers grade and another examination for Engineers who would like to move to the Engineering technologist grade.

NB: The two years as a graduate member is only necessary for those without working experience.

Apart from the artisan grade/level, there is no one who can be registered as a corporate member at

any grade/level without an academic certificate, a competence certificate and two years working

experience as a graduate member.

Although artisans will be registered by EBK, they will be working under the supervision of any

of the other professionals above them i.e. they will not be allowed to work on their own.

3.0 Transition Period Most people who hold trade test certificates finished at end of the present primary education i.e.

standard VII or VIII. For this category of people to enroll for Crafts Courses, they will have to have to

undergo an accelerated secondary education: the accelerated program should be developed by the

Ministry of Education similar to the Adult Education program for upgrading this category of people

before enrolling for the Crafts Courses. The other categories of people who need upgrading are holders

of Higher Diploma Certificates; this categories need to upgrade to Bachelor of Technology Degrees.

Already upgrading courses have been developed by the Technical University of Kenya (TU-K).

Other categories of people do not need any changes to register with their respective grades/levels.

Those engineers, technologists, technicians and crafts persons with the necessary academic

qualifications and have worked for more than three years should be exempted from the competence

examinations i.e. they should be allowed to register with EBK immediately after confirming that they

have the relevant experience. However, graduating students need to sit for competence examinations as

outlined in section 1.0.

Presently entry points after Form IV for the various courses are as follows: Degree courses minimum mean grade of C+; Technician Courses - minimum mean grade of C-; and Crafts Courses - minimum

mean grade of D-. These minimum entry points shall be maintained; those students with grade E (i.e.

below mean grade of D-) will be required to enroll for Skills Training Courses.

(The author is an Engineer, technical educationist, manager and University lecturer. I would like to

get your views on this important issue for this beautiful country)

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ENGINEERING AND TECHNOLOGY PROGRESSION PATHWAYS MC Master Crafts Person

GTT Government Trade Test

ENGINEERING TECHNOLOGY EXPERIENTIAL

MSc/MEng

Postgrad Diploma

MTech

PhD/DSc/D.Tech

BSc/BEng BTech

MC - II

MC - I

DIPLOMA/TECHNICIAN

CRAFTS PERSON

GTT - I

MC - III

ARTISAN

GTT - II

Basic Education

PUBLIC

GTT - III

Professional Master

Crafts Person

By Dr. Charles M.M. Ondieki; Tel: 0722705609/0772968753; Email: [email protected]

Documents

EBK and the Regulation of Engineering Profession in Kenya