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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 I ndustrial 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 I ndustrial 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) I nternational 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) I nternational Engineering Technologist agreement (I ETA): 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: charlesondieki@gmail.com