ON-SITE TECHNICAL TRAINING SPECIFICATIONS
Steps in the implementation of on-site-training:
3 main steps for the implementation of on- site trainings: 1.Project initiation phase There are several forms of partnership in our on-site training project: it can be an internal site at school (trainees of school X implement a site inside school X), or a school which offers its services to another school in need of construction or rehabilitation (trainees of school X implement a site in school Y). The initiation phase is a phase of research and negotiation of site opportunities with schools or districts. Once the site has been identified, a small feasibility study is conducted to assess whether the school has the required skills and financial capacity to implement the project. Sometimes, there is a need of a sponsor/partner to financially and technically support the on-site training project; this is the case with the PAFP experience. Agreements can be concluded between various partners of the project. It is important at this stage to make a judicious choice in the type of sites.
PAFP on-site training in figures : 21 buildings built in its 5 pilot schools; 331 trainees were trained, including 300 boys and 31 girls; The total cost of the "On-site training project” is € 629,472.
The selection criteria include:
The level of competence/skills necessary to implement the site;
The complexity of work (in our case, for a training level RTQF 3, storeyed structures were avoided);
The size of the building (a big building enables a large number of trainees to work at the same time);
The duration of work execution, which should not exceed the expected duration of the training.
2. Project preparation phase This phase begins with the completion of a technical study. This is a more detailed study which includes the type of work to be carried out, the identification of the site, the preparation of technical plans and the specifications of building materials. Plans and bills of quantities are prepared either by the technical staff or by a consulting firm recruited by the project initiator. Afterwards comes the human resource planning. It is essential to identify the number of site managers to be recruited, the number of experienced technicians required (carpenters, welders, electricians, masons, plumbers, etc.), as well as any other support staff. At this stage, it is necessary to foresee contracts and insurance for the recruited personnel. A communication plan needs to be drawn to ensure efficient communication between all the stakeholders on the site (frequency of meetings, logbooks to be completed, site diaries). It should be noted that the project initiator pays insurance for his/her staff while the implementing school pays for its students.
While preparing the project, it is also necessary to plan the site itself. For this, it is first of all necessary to prepare the contracts between various stakeholders and ensure that the responsibilities of each party are well understood. Contracts must include the rules of the work site, the management of trainees, details on the responsibilities of the implementing school / beneficiary and those of the initiator. In other words, we define who does what and when. Implementation plans should be revised and adopted before the start of works. A supply plan must be available and implemented from the preparation phase. A supplier must be recruited in order to ensure the supply on site and the availability of equipment and consumables for the start-up. Eventually, pedagogic planning must be carried out. It includes:
The training schedule (Annex 1) Pedagogic documents to be filled out (attendance lists, class diaries) Rules governing trainees on the site (schedules, times reserved for theoretical debriefing, etc.) Distribution of tasks among trainees according to the trades and the extent of work. Pedagogic consultation on the respective roles of the trainer, technicians and the site manager, particularly in the evaluation of trainees. Times for formative and certificate evaluation.
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Pedagogic planning for on-site training differs from pedagogic planning for traditional training. Indeed, pedagogic planning must follow the chronological order of the site activities, because it cannot be modified. If the chronology of the training does not correspond to the one of the work site, the trainer must select the contents of the curriculum according to the order of the site activities. Therefore, it is important to estimate the prerequisites necessary for the site activity, so that the trainee can be trained beforehand to be able to carry out the activity with a minimum quality. A trainee which is not enrolled through onsite training undergoes his/her practical training in a workshop. A trainee attending on-site training undergoes part of his/her practical training in a workshop, and another part on the site.
On-site training schedule specifies which steps must be achieved before starting new ones. For example, site plans must be available before starting the training, as they will be used from the beginning for technical drawing courses. On-site trainings last longer than a normal site due to the different down times allowing trainees to devote themselves to pedagogic training before carrying out certain activities. It is reasonable to plan the start of the work site one month after the start of the training for trainees to make sure they have acquired some basics for the initial activities on site. Trainees attending on-site training should be evaluated according to the same criteria as trainees who undergo traditional training. However, if during the evaluation, the modules to evaluate correspond to the site activities, they can be used for the evaluation.
Site & training The risk at on a training site is to give too much importance to the site aspect and neglect pedagogic aspects. As the name suggests, on-site training is both a construction site and a training opportunity. It is not an integration site or an internship, where the student applies the skills he/she has developed during some training that took place before. During on-site training, the student develops part of his skills during the implementation of the site. It is therefore necessary to spare some time for learning before and after on-site activities. Those activities must pedagogic activities, not instructions for implementation.
be just site
The trainees attending on-site training must follow the same learning and go through the same assessment, as the students who are not enrolled in on-site training.
Pedagogic documents
Technical documents prepared
to
Administrative be documents to be prepared
The schedule It specifies the steps that must be achieved before others.
Plans Executed by a qualified architect recruited by the initiator or by a consulting firm
Attendance lists
Estimates Bills of quantities for construction materials are executed by an engineer recruited by the initiator or a consulting firm
The class diary The training plan It indicates the activities carried out on the site and in training. It specifies the periods scheduled for evaluation.
Specifications They must include technical specifications of the construction materials to be used on the site and specify Trainee's portfolios or formative evaluation forms the mixing rates of mortar, concrete, etc. Certificate evaluation grids These are the same as those Stock files For recording inputs and of trainees enrolled in outputs of construction traditional training. materials.
Agreement between the initiator and the implementer Responsibilities and insurance. Deadline for completion of works. Planning of works. Provisional handover. Financial provisions. Hygiene, safety and environment. Agreement between the initiator and the beneficiary Responsibilities and insurances. Provisional handover. Transfer of the work to beneficiaries. On-site training general rules Trainer-related rules. Trainee-related rules. Rules concerning the technical team of the site (technicians, site manager).
3. Project implementation phase 3.1. On-site training logistics A framework contract is preferable for the supply of consumables and materials on site. The technician engaged by the project initiator estimates the needed consumables and materials and requests approval by the project engineer who in turn submits the purchase order to the supplier who has won the bid using the format of the institution he/she comes from. The supplier deliver ordered materials together with a dispatch note. Once the supply is delivered,
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a storekeeper in collaboration with a technician checking the quality, makes the inventory and ensures the storage. The storekeeper must record the day-to-day outputs and make a weekly report.
3.2. Ensuring good conditions for students, trainers and managers During the feasibility study, it is important to assess the financial resources needed to ensure decent training and work conditions. Therefore, travel must be ensured, or alternatively, travel costs for trainees from their school to the training site (if a school offers its services to another school). Accommodation costs are also necessary if the trainees' school and the training site are very distant from each other. The host school can help in finding rental accommodation. A facilitator controls the trainees' discipline and well-being. The host school, possibly with the support of the project initiator, ensures catering for trainees and trainers. If the training site is outside the school of origin, the project initiator gives a per diem to the staff (trainers, facilitators) that supervises trainees on site according to the local daily rate. The per diem covers transport costs, accommodation, communication and catering. The Manager of the Implementing Institution also benefits of a per diem which includes communication, transport and catering costs because he/she must regularly follow up the trainees and visit the site at least once per week to evaluate the work progress. The implementing school must take out insurance for the trainees deployed to the training site for the duration of the works.
3.3. Site monitoring Role of the Manager of the implementing school He/she collaborates with the sponsor, agrees with terms of the agreement with the project initiator, ensures compliance with module implementation, avails trainees, ensures regular monitoring of the site even at distance to check the presence of trainers and the performance of trainees, ensures the good conditions for work execution and payment of workforce wages. He/she prepares a monthly financial report.
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Role of the trainer He/she ensures planning and pedagogic follow-up. He/she prepares pedagogic documents, provides on-site training, and works with the site manager to harmonize the training program and site activities. He/she ensures that the standards of training, hygiene and safety are respected. He/she supervises the trainees on the site. He/she reports to the school manager on attendance, the course of the training program, trainees' discipline and health, and participates in the evaluation of the trainees. Role of the site manager (technical aspect) He/she is responsible for the execution of the works. He/she facilitates plan reading, prepares the work schedule jointly with trainers. He/she manages the stocks with the beneficiary and ensures the quality of works. He fills the site diary on a daily basis, prepares a monthly report on the progress of the works and prepares the payrolls for the workforce. Role of the project initiator The project initiator is responsible for the project in general: he/she designs the project, recruits the staff or a consulting firm for the design of the plans. In case of a consulting firm, the initiator conducts the technical follow-up in collaboration with the beneficiary. The initiator organizes coordination meetings, participates in the preparation of the administrative documents. After the estimate of construction materials is available, he/she recruits a supplier through an open tender; he/she manages the contract for the supply of materials; he/she ensures the quality of the materials during the supply period; he/she recruits the staff for the supervision of the construction works especially the project engineer and the site manager (s), he/she recruits a skilled workforce to coach the trainees during the period of construction, and pays the workers' wages. If on-site training is done outside the school of origin, the project initiator ensures accommodation and catering for the pupils and the trainer. The project initiator also monitors the quality of the structures to be built; he/she develops as-built drawings of constructed works and, at the end, he/she organizes the provisional and final handover of the works and transfer to the beneficiary. Role of the beneficiary school The beneficiary school must ensure that basic needs are covered (project implementation site, stock of construction materials and equipment, accessibility of the site, availability of water and electricity, etc.). It manages the stock of materials by recording the inputs and outputs jointly with the site manager representing the project initiator on the site. Together with the site manager, it prepares the monthly report on the consumption of construction materials, etc. It participates in the provisional and final handover of the works and ensures maintenance of the constructed works.
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Role of the expert technician (subcontracting) He/she brings his/her business expertise and coaches the trainees throughout the training.
Document developed with the support of : Juvénal Niyomwungeli, Foreman of « On-site training “ Pierre-Claver KAJYAMBERE, Technical Assistant A documentary describing the approach developed by the PAFP is available on demand. Please contact: anne-pierre.mingelbier@btcctb.org Kigali, December 2016
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Annex 1: Typical training schedule for the construction of a standard classroom (7x8m) via on-site training Specific skills CSTMAS 301 Construc tion Drawing
CSTMAS 302 Building Set Out
CSTMAS 303 Elevation
CSTMA S 304 Concre te Techno logy
CSTMA S 305 Wall Plaster ing
General skills CSTMA S 306 Cement Pavem ent
CSTMA S 307 Openin g Fixatio n
CSTMAS 308 Internsh ip
WEEK 1
30h
WEEK 4
30h
WEEK 5
30h
CM 304 Comput er Literacy
CM 305 Entrepreneur ship
18h
WEEK 6
30h 30h Reading plans
WEEK 8
30h Earthworks
WEEK 9
30h Earthworks
WEEK1 0
30h Implement ation
WEEK 12
30h Foundati ons 30h Walling
WEEK 13
30h Walling
WEEK 14
30h Walling
WEEK 15
CM 303 Communica tion
30h
WEEK 3
WEEK 11
CM 302 Health & Safety
30h
WEEK 2
WEEK 7
CM 301 Occupati on & Learning Process
30h Concre te pourin g

Masonry Level 4 - Scaffolding and steel work Module
WEEK 16
30h Concre te pourin g
WEEK 17
30h Concre te pourin g 30h Concre te pourin g
WEEK 18
WEEK 19
30h Plaster ing
WEEK 20 WEEK 21 WEEK 22 WEEK 23
30h Plaster ing 10h Plaster ing
WEEK 24 WEEK 25
30h Hardcore
WEEK 26
20h Plinth/ Preparati on of opening baths
WEEK 28 WEEK 29
Masonry Level 4 - Scaffolding and steel work Module
Welding Level 3 - Doors and windows framing Module
Masonry level 4 - Roofing Module (framework and roof) Welding Level 3 - Doors and windows framing Module
30h Plaster ing Plumbing Level 3 - Plumbing work (pipes and accessories)
20h Surface preparatio n before pavement 30h Hardcore
WEEK 27
Electricity Level 3 - Module Electrical installation 30h
10h Plinth/ Preparation of opening baths 30h Closing (fixing doors & windows) 30h Closing (fixing doors & windows) 30h Closing (fixing doors
Carpentry Level 4 – Ceiling Module
Electricity Level 3 - Fixing students' devices Module
* windows) WEEK 30
30h Preparation for internship
Painting Level 3 - Painting Module
270h Internship In class
Legend:
On site
Training time Site activity
Complement ary trades
Annex 2: Organizational chart of a model training site
WORK SITE
Project Initiator: Is responsible for the project and sponsor in general
Site Engineer: Represents the Project Initiator and supervises the project
Storekeeper: Daily management of stock
Site Manager: Responsible for work execution
TRAINING
School Manager: Coordinates the implementation of onsite training
Collaborate in the training and implementation of the work site
Technical Trainer in construction: Pedagogic Planning & Monitoring
Facilitator: Controls trainees’ discipline
Participate in the training and evaluation Masons (+ Helpers): Carry out various tasks
Guide trainees
Trainees: Attend training in the real situation
Annex 3: Bills of quantities for construction works of a 7 x 8m standard classroom No
DESCRIPTION OF MATERIALS AND WORKS (FRW)
I 1 2 3 4 5
PURCHASING MATERIALS Masonry materials Roof materials Welding materials Electrical materials Plumbing materials S/total Contingencies: 20% Total materials WORKFORCE Site Manager Masons Skilled trades (steel workers, welders, carpenters, electricians, plumbers, painters) Helpers Total Construction Workforce TOTAL
II 6 7 8 9
ON-SITE TRAINING (5 months)
PRIVATE COMPANY (2.5 months)
10,010,000 2,957,000 1,374,000 812,000 728,000 15,881,000 3,176,200 19,057,200
14,214,200 4,198,940 1,951,080 1,153,040 1,033,760 22,551,020 4,510,204 27,061,224
1,920,000 2,250,000 300,000
960,000 1,125,000 150,000
2,700,000 7,170,000 26,227,200
1,350,000 3,585,000 30,646,224
COMMENTS : We considered that this project is internal and that it is carried out at the implementing school. In this case, trainees and trainers do not receive any per diem. In the case of an external training site, executed outside the implementing school, trainers and trainees receive a per diem, which increases the cost of the training site.
We find that the cost of the workforce for on-site training is higher than that for the workforce of a private company. This is due to the duration of work execution. In fact, execution for on-site training takes 5 months, while the private company can perform the same works in 2.5 months.