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 1960’s and early 1970’s with the switch from Diplomas in Quantity

Surveying to Honors degrees…With 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 Hon’s 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

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

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)

Preliminary Survey – Detailed literature review

& verifies through semi structured interviews with NCT QS curriculum advisory committee, at

least 10 years experienced technical college lecturers

Preliminary Survey – Detailed literature review

& Analysis through selected mapping matrix (BCAS mapping matrix for HND & TVEC mapping

matrix for NVQ SL)

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

5. Research Methodology Outline of Data

Preliminary Survey • 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 doesn‟t 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 well-

matched 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.john-

austen.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.nct-

tech.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 Appendix I

Back

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

(John Austen Associates 2013)

Appendices Appendix II

Back

Quantity surveying courses in Sri Lanka

• BSc Hon‟s in Quantity Surveying: University of Moratuwa

• BSc Hon‟s 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)

Appendices Appendix III

Back (London Qualifications 2003)

Thank You