Topic

AN ANALYSIS OF NCT (QS) PROGRAMME TO MEET THE CHANGING NEEDS OF QUANTITY SURVEYING PROFESSION

G. P. M. C. M. Bandara (Chathura) 12/S/SL/BSc/01

Contents
1. Introduction 2. Problem Identification 3. Hypothesis
3.1 Null Hypothesis

4. Aims & Objectives 5. Research Methodology

5.1 Preliminary Survey 5.2 Detailed Survey

6. Literature Review
6.1 Evolution in Quantity Surveying Practice 6.2 Contemporary Changes & Quantity Surveying Education 6.3 Present Movements of Quantity Surveying Education in Sri Lanka 6.3.1 QS Professional Institutes & Accreditation 6.3.2 QS Courses in Sri Lanka & their Accreditation routes 6.3.3 Deviation of NCT QS program from recognized accredited routes 6.4 NCT QS program contents

7. Conclusion References Appendices

1. Introduction

The significant growth in undergraduate level education of Quantity Surveyors stems from the late 1960s and early 1970s with the switch from Diplomas in Quantity Surveying to Honors degreesWith the publication of the document QS 2000 (David Langdon, and Everest, 1991), there was recognition of a number of forces acting on the Quantity Surveying (QS) profession, highlighting both the changes to the client body and to the construction industry.
(Perera, Pearson and Ekundayo, 2011)

As depicted by Herath, Kiringoda and Navaratne (2006), the BSc Hons in Quantity Surveying course was started at the University of Moratuwa in Sri Lanka in 1986 as a result of ever changing demand in the industry. However, Chandrasiri (2010) states that the first QS course initiated in Sri Lanka is National Certificate in Technology in Quantity Surveying (NCT QS) course started in the year 1972. According to NCT QS Curriculum development committee (2012), there were no further moderations done except a clarification done at the outset of the 21 century for the NCT QS course, and they further states that this could be a problem for future NCT QS holders regarding the recognition of the field.

2. Problem Identification

NCT QS Curriculum development committee (2012) remarks that the knowledge of the present NCT passed out students is comparatively lower than the past.

They further denote that an academic path beyond the certificate level is not defined in NCT course program. Moreover, after following NCT QS course, the scope for admission to a foreign course to achieve continuous academic levels is also less.
The situation is becoming more complex with the lack of alignment of the industry, academic and professional perspective which create a barrier to the development of the profession in the ever-changing construction market as well as the carrier development of the QS scholars.
Perera, Pearson and Ekundayo (2011)

The issue that is clear as a whole is the lack of academic knowledge of the NCT QS holders compared to the construction industry needs.

3. A Hypothesis

Hypothesis
The shortages of NCT QS curriculum contents is a cause for the lack of higher education opportunities & the poor performances of the NCT QS certificate holders.

Null Hypothesis
The shortages of NCT QS curriculum contents is not a cause for the lack of higher education opportunities & the poor performances of the NCT QS certificate holders.

4. Aims & Objectives

Aims

The aims of this study are to identify a strategy to upgrade NCT QS program up to a recognized (diploma level) competency standard & To moderated the course contents to meet the changing needs of the QS Profession.

Objectives

To identify recognized (diploma level) competency standards in Quantity Surveying To analyse current NCT QS programme contents To evaluate existing program contents with the selected competency standards To determine current trends and concepts incorporated with the QS profession in construction industry To propose new course contents to align with the changing needs of the QS profession

5. Research Methodology
To identify recognized (diploma level) competency standards in Quantity Surveying
Preliminary Survey - Basic literature review & verifies through semi structured interviews with NCT QS curriculum advisory committee, experienced personals in quantity surveying curriculum design (Certificate level, Diploma level, Degree level)

To analyse current NCT QS programme contents

Preliminary Survey Detailed literature review & verifies through semi structured interviews with NCT QS curriculum advisory committee, at least 10 years experienced technical college lecturers

To evaluate existing program contents with the selected competency standards

Preliminary Survey Detailed literature review & Analysis through selected mapping matrix (BCAS mapping matrix for HND & TVEC mapping matrix for NVQ SL)

To determine current trends and concepts incorporated with the QS profession in construction industry
Detailed Survey Detailed literature review Alumni Survey: questionnaire for passed out technical college alumni who has at least 10 years experience Institutional Survey: questionnaire for Qs professionals in the industry who has at least 10 years experience verifies through semi structured interviews with NCT QS curriculum advisory committee, experienced personals in quantity surveying curriculum design

To propose new course contents to align with the changing needs of the QS profession

5. Research Methodology
Preliminary Survey

Outline of Data

Different kind of QS education levels & current opportunities & accreditation paths Different kind of competency standards Suitable competency standards to match with NCT QS existing programme contents Selection of suitable mapping matrix Identify differences

Detailed Survey
Identify current trends Verification of current trends with questionnaires Identify the ways which incorporating them in to the present programme contents

6. Basic Literature Survey

6.1 Evolution in Quantity Surveying Practice
In 1836, the profession entered its new age when the new Houses of Parliament of Great Britain, designed by Sir Charles Barry using detailed bills of quantities for financial accountability.
(Mohd Shafiei and Said 2008, p18)

As depicted by Fernando (2013), the traditional quantity surveying practice has been progressed at present to a profession that covers many modern subject matters such as:
Investment appraisal Advise on cost limits Whole life costing Value engineering Risk analysis Insolvency services Cost engineering services Administration sub- contractors Technical auditing Project and facilities management Advise on procurement disputes Cost planning etc.

6. Basic Literature Survey

6.2 Contemporary Changes & Quantity Surveying Education
According to Middleton, Ziderman and Van Adams (1993), assessing the skills provided by the higher education institute to match what the market requires for reducing inefficiencies is a an important stipulation. Nonetheless, Smallwood cited in Lee et al. (2011) as well as Chileshe and Haupt (2007) verify through some studies that there is a discrepancy between what the industry wants and what the construction higher education offers. Carlidge (2011) proves the changing demand in construction market while introducing new scopes which are opened up in quantity surveying field as stated below.
RICS new rules of measurements Sustainability and procurement IT updates for QS practice Ethics and professionalism Value management and engineering Sustainability in QS practice

6. Basic Literature Survey

6.3 Present Movements of Quantity Surveying Education in Sri Lanka
Sri Lanka was the first country to establish the quantity surveying profession in South Asia, early in 1960, by introducing Builders Quantities course..
(Chandrasiri 2010, p24)

Nevertheless, the National Certificate in Technology-Sri Lanka (2012) and Chandrasiri (2010) are verified the fact that the turning point of the history of Quantity surveying in Sri Lanka is manifested with the introduction of the course The National Certification of Technology in Quantity Surveying in 1972 through Technical colleges. In accordance with the further analysis of Chandrasiri, (2010, p24), Quantity surveying courses were introduced by many private institutes with or without the subscription of the government; the diploma courses take the precedence among the courses.

6. Basic Literature Survey

6.3.1 QS Professional Institutes & Accreditation
There are a larger number of such professional institutions related to construction industry (Appendix I); besides Rajakaruna (2012, p12) as well as Mohd Shafiei and Said (2008, p21) illustrate that the institutions like Royal Institute of Charted Surveyors (RICS), Charted Institute of Building (CIOB), Australia Institute of Quantity Surveyors (AIQS) related to surveying profession are at the pinnacle. According to the IQSSL (2013), the only institute that issues the charted certification for a QS profession in Sri Lank is the Institute of Quantity Surveyors of Sri Lanka The education and training are highly influenced by academic institutions which produce them and professional bodies such as RICS which set competencies that guide both academic and industrial learning.
(Perera, Pearson and Ekundayo 2011)

Since NCT QS is especially a Technical course, for those who follow this course should choose the technical route for acquiring membership.

6. Basic Literature Survey

6.3.2 QS Courses in Sir Lanka & their Accreditation routes
In accordance with the further analysis of Chandrasiri, (2010, p24), Quantity surveying courses were introduced by many private institutes with or without the subscription of the government; the diploma courses take the precedence among the courses. This fact is exemplified through the configuration in Appendix II of some QS courses at present as listed by the De-Silva (2009). According to the De-Silva (2011), the Quantity Surveying Higher National Diploma courses conducted by institutions such as Colombo School of Construction Technology (CSCT), British College of Applied Studies (BCAS) and International College of Business Technology (ICBT) are made compliant with BTEC Edexcel HND course frame; the courses of BTEC Edexcel Higher Nationals in construction and the Built environment sector are recognized by many institutions which are shown in Appendix III. TVEC (2013) signifies the achievement of National Competency Standards for quantity surveying designated by TVEC to gain such consent should be highly taken in to account; it offers different NVQ levels up to Degree level

6. Basic Literature Survey

6.3.3 Deviation of NCT QS program from recognized accredited routes
As mentioned in the Democratic Social Republic of Sri Lanka (2008, p35A), IQSSL technical pathway is the only mode for a NCT QS holder to become a Chartered QS professional here in Sri Lanka. According to the NCT QS curriculum development committee (2012), for the course of NCT QS, the TVEC consent has not been granted yet. Therefore, comparing the subject combination of the NCT QS course with competency standards of a selected NVQ level is important. NCT QS doesnt have accredited pathways to RICS, AIQS or any other Quantity Surveying related professional institutes.

6. Basic Literature Survey

6.4 NCT QS course programme The Department of Technical Education and Training (2013) provides evidences that the course which was at the outset started as a three years part time course and namely as NCT (QS), has been evolved with the addition of a related course as a one year full time day course in English medium with minimum of 6 months industrial training. According to The Department of Technical Education and Training (no date) course curriculums, the subject assortment for the two courses (full time & part time) is almost the same except the time duration. The subject configuration of day time course is as follows.
1. Construction technology I, II 2. Measurement specification I, II 3. Construction Economics I, II 4. Communication skills I, II 5. Communication skills (IT) 6. Law and judicial systems I 7. Construction Law and Building regulations 8. Construction drawings 9. Mathematics 10. Construction materials and Structures 11. Construction Surveying 12. Construction contract and Tender procedure 13. Management and Accountancy 14. Estimating and Costing 15. Interim Valuation and final accounts 16. Construction management techniques

Deviated subjects from NVQ level 5 & Edexcel Level 4 BTEC Higher Nationals

NVQ level 5
Prepare BOQ for major construction works Plan work to be perform in the work place

Edexel Level 4 BTEC Higher Nationals

Environment Production & Project Management IT application (CAD & Project Mng.)

7. Conclusion
As justified through the literature survey, there is a necessity to upgrade NCT QS course wellmatched with the quantity surveying profession being developed with changing context of the existing construction industry. considerable amount of subject details up to a diploma level are covered by present courses. Therefore, there is an ease of upgrading this course to a diploma level with minor additions. When consider about competency standards that reach the diploma level, it is clear that both National competency standards (NVQ level 5) introduced by National Apprentice & Industrial Training Authority (2009) and BTEC Edexcel diploma level4 competencies introduced by London Qualifications (2003) are ideal. necessity of selecting a methodology of adding the subjects such as stated below compatible with the needs of the modern construction industry.
Health & Safety Sustainability in QS practice Facilities Management IT for modern QS practice Professionalism Project Management

References
CARTLIDGE, Duncan (2011). New Aspects of Quantity Surveying Practice. 3rd ed., Oxon, Spon Press. CHANDRASIRI, Ranjith (2010). Challenges Facing the Establishment of the Quantity Surveying Profession in Sri Lanka. [online]. SLQS Journal. 6, 24-27. Article from slqs-uae last accessed 4 April 2013 at: http://www.slqs-uae.org/SLQS-Journal/SLQS-Journal-6/Page%2024-27.pdf

CHILESHE, N. and HAUPT, T. C. (2007). Industry and Academia Perceptions of Construction Management Education: the Case of South Africa. [online]. Journal for Education in the Built Environment, 2 (2), 85-114. Article from JEBE the Centre for Education in the Built Environment last accessed 5 April at: http://cebe.cf.ac.uk/jebe/pdf/NicholasChileshe2(2).pdf
DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA (2008). Institute of Quantity Surveyors, Sri Lanka: Incorporated by Act of 2007. No 20. Colombo, Department of Government Printing. DEPARTMENT OF TECHNICAL EDUCATION AND TRAINING (no date). Curriculum: National Certificate in Quantity Surveying- Full time One Year. Colombo, Department of Technical Education & Training. DE-SILVA, Dilan (2009). How to become a Quantity Surveyor. Quantity Surveyor blog. [online] Posted 18 April. Last accessed 4 April 2013 at: http://www.qsonline.info/2009/04/blog-post_18.html DTET (2013). Course Information. [online]. Last accessed 4 April 2013 at: http://www.techedu.gov.lk/web/?option=com_techedu&task=courseview&start_val=30 FERNANDO, Upali (2013). Traditional and Modern Quantity Surveying Practice. [lecture hand out]. From a Quantity Surveying Practice lecture, held on 30 March, International College of Business & Technology Mount Campus Sri Lanka. HERATH, H. M. A., KIRINGODA, L. T. and NAVARATNE, D. B. (2006). Subject Review Report: Department of Building Economics. Moratuwa, University of Moratuwa. INSTITUTE OF QUANTITY SURVEYORS SRI LANKA (2013). IQSSL Membership. [online]. Last accessed 4 April 2013 at: http://www.iqssl.lk/Membership.php JOHN AUSTEN ASSOCIATES (2013). Chartered Quantity Surveying. [online]. Last accessed 4 April 2013 at: http://www.johnausten.co.uk/services/detail_qs.asp

References
LEE, Namhun, et al. (2011). Analysis of Industry Trends for Improving Undergraduate Curriculum in Construction Management Education. [online] In: Proceedings of the 47th Annual International Conference of Associates Schools of Construction, Omaha, Nebraska, April 4-6 2011. Last accessed 10 November 2012 at: http://ascpro0.ascweb.org/archives/cd/2011/paper/CEUE302002011.pdf LONDON QUALIFICATIONS (2003). EDEXCEL Level 4 BTEC Higher Nationals in Construction. London, London Qualifications ltd. MIDDLETON, J., ZIDERMAN, A. and VAN ADAMS, A. (1993). Skills for Productivity: Vocational Education and Training in Developing Countries. New York, Oxford University Press. MOHD SHAFIEI, M. W. and SAID, I. (2008). The Competency Requirements for Quantity Surveyors: Enhancing Continuous Professional Development. [online]. Sri Lankan Journal of Human Resource Management, 2 (1), 17-27. Article from Sri Lanka Journals Online last accessed 4 April 2013 at: www.sljol.info/index.php/SLJHRM/article/download/5102/4069 NATIONAL APPRENTICE & INDUSTRIAL TRAINING AUTHORITY (2009). National Competency Standards for Quantity Surveying: Standard Code F45T002. Narahenpita, Tertiary & Vocational Education Commission. NATIONAL CERTIFICATE IN TECHNOLOGY-SRI LANKA (2012). History of NCT. [online]. Last accessed 4 April 2013 at: http://www.ncttech.edu.lk/History.html PERERA, Srinath, PEARSON, John and EKUNDAYO, Damilola (2011). Mapping RICS Quantity Surveying Competencies to Curricula of RICS Accredited Programmes. [online]. In: 15th Pacific Association of Quantity Surveyors Congress, Colombo, Sri Lanka, July 23-26 2011. Last accessed 4 April 2013 at: http://nrl.northumbria.ac.uk/7141/1/Accepted_Version.pdf QS CURRICULUM DEVELOPMENT COMMITTEE OF DTET (2012). Minutes from 16th November 2012. Department of Technical Education and Training, Colombo. RAJAKARUNA, Gamini (2012). Role of Professional Institutions in the Construction Industry. [lecture hand out]. From a construction professional studies lecture, held on 13 October, International College of Business & Technology Mount Campus Sri Lanka. TVEC (2013). National Competency Standards. [online]. Last accessed 5 April 2013 at: http://220.247.221.26/Report_Inquires/View_Skills.php?ind=ID6&lvl1=0

Appendices
Services of Modern Quantity Surveying Firm Preliminary cost advise and feasibility estimates Cost planning and advising on contractual methods Advising on selection of other consultants Advising on contractor selection Preparing tender documents Obtaining or negotiating tenders Reporting on tender received or package deal, design and build offices Evaluating construction work Preparing expenditure statements for tax accounting purpose Periodic financial reporting Technical auditing Assessing replacement value for insurance Project management related services Giving expert evidence in arbitration, adjudication and legal disputes Preparing/ defending against construction contract claims

Appendix I

(John Austen Associates 2013)

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Appendices
Quantity surveying courses in Sri Lanka

Appendix II

BSc Hons in Quantity Surveying: University of Moratuwa BSc Hons in Quantity Surveying: University of Salford- conducted by Colombo School of Construction Technology (CSCT) Foundation level, level 1, level 2 & level 3 accreditation level courses conducted by IQSSL National Diploma in Quantity Surveying: Distance Learning- National Institute of Technical Education Sri Lanka Higher National Diploma (HND) in Quantity Surveying- British College of Applied Studies (BCAS) HND in Quantity Surveying & Built Environment- International College of Business & Technology (ICBT) HND in Quantity Surveying & Construction Economics- CSCT Diploma in Quantity Surveying- Acquinas Diploma in Quantity Surveying- National Vocational Training Institute at Narahenpita & Orugodawaththa HND in Quantity Surveying- Sri Lanka Institute of Advance Technological Education Diploma in Quantity Surveying- Centre for Housing Planning & Development (CHPD) Quantity Surveying Technician- Advance Construction Training Academy NCT: QS- Technical Colleges conducted by DTET (De-Silva 2009)

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Appendices

Appendix III

(London Qualifications 2003)

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Thank You