TECHNICAL UNIVERSITY OF MOMBASA

SCHOOL OF ENGINEERING AND TECHNOLOGY

DEPARTMENT OF BUILDING AND CIVIL ENGINEERING

BACHELOR OF TECHNOLOGY IN CIVIL ENGINEERING

A REPORT ON INTERNAL ATTACHMENT FROM 01/05/2023 TO 31/08/2023

PRESENTED BY;

Name: CHARITY CHEPOGHON ACHAPA

Registration No: BTCE/444J/2022

Mobile No: 0726889958

Attachment period: 8 WEEKS

2.0-1
 DECLARATION

I hereby declare that this report is my own work except for extracts and summaries for which the original
reference is stated herein.

__________________________________________ _____________ _______________

Name Signature Date

DEDICATION

To my very supportive lecturers, able supervisors and responsible colleagues without whose teamwork and
encouragement this attachment wouldn’t have been successful.

ACKNOWLEDGEMENTS

I wish to thank the Almighty God for good health throughout the period, my dear parents for financial and moral
support and most especially the administration of Technical University of Mombasa through the Department of
Building and Civil Engineering for according us this great opportunity to acquire more practical knowledge.

ABSTRACT

Introduction

Objectives

Activities undertaken

Challenges

Conclusion

Recommendations

2.0-2
Table of Contents
DECLARATION.......................................................................................................................................... 2

DEDICATION............................................................................................................................................. 2
ACKNOWLEDGEMENT............................................................................................................................2
ABSTRACT ................................................................................................................................................2
CHAPTER ONE
1.0 INTRODUCTION .................................................................................................................................5
1.0.1 Objectives of the Attachment .........................................................................................................................................5
1.1 COMPANY PROFILE ..........................................................................................................................6
1.1.0 Institution History and Background ...................................................................................................................6
1.1.1 Institution Vision ...............................................................................................................................................7
1.1.2 Institution mission .............................................................................................................................................7

CHAPTER TWO
2.0 ACTIVITIES CARRIED OUT DURING THE ATTACHMENT PERIOD .......................................7
2.0.1 Introduction ......................................................................................................................................................7

MASONRY
3.0 INTRODUCTION ................................................................................................................................8
3.1 OBJECTIVES ......................................................................................................................................9
3.2 TOOLS AND MATERIALS ...............................................................................................................9
3.3BLOCK MAKING PROCEDURE ......................................................................................................10
3.4CHALLENGES ....................................................................................................................................11

3.5 RECOMMENDATION……………………………………………………………………………….11
3.6 BATCHING CONCRETE ................................................................................................................... 11
3.6.0 Types of Concrete Blocks or Concrete Masonry ...............................................................................................12
3.6.1 Solid Concrete Blocks .......................................................................................................................................12
3.6.2 Hollow Concrete Blocks ...................................................................................................................................12

CARPENTRY

4.0 INRODUCTION ..................................................................................................................................... 14

4.1 OBJECTIVES ......................................................................................................................................... 14
4.2 TOOLS AND MATERIALS ...................................................................................................................14
4.3 TYPES OF WOOD JOINERY ............................................................................................................... 16

2.0-3
4.4 CHALLENGES ...................................................................................................................................... 17
4.5 RECOMMENDATIONS .........................................................................................................................18

PLUMBING
5.0 INTRODUCTION .................................................................................................................................. 18
5.1 OBJECTIVES ........................................................................................................................................ 18
5.2 TOOLS AND MATERIALS ...................................................................................................................19
5.3 PIPE THREAD PROCEDURE (LATHE)...............................................................................................19
5.4 TYPES OF PIPE FITTINGS ...................................................................................................................20
5.5 CHALLENGES .......................................................................................................................................21
5.6 RECOMMENDATIONS ...................................................................................................................... ...21

WELDING
6.0 INTRODUCTION ...................................................................................................................................22
6.1 OBJECTIVES .........................................................................................................................................22
6.2 TOOLS AND MATERIALS ...................................................................................................................22
6.3 MAIN TYPES OF WELDING ................................................................................................................23
6.4 PRECAUTIONS ......................................................................................................................................24
6.5 CHALLENGES .......................................................................................................................................25
6.6 RECOMMENDATIONS ...................................................................................................................... ...25

SITE VISITATION
7.0 INTRODUCTION....................................................................................................................................25
7.1 OBJECTIVES .........................................................................................................................................25
7.2 CHALLENGES ......................................................................................................................................26
7.3 RECOMMENDATIONS ........................................................................................................................26
7.4 COMMON CHALLENGES AND MITIGATION ENCOUNTER WHEN UNDERTAKING SUCH A
PROJECT ............................................................................................................................................ 26

LOG BOOK DETAILS AND OTHER REQUIREMENTS

8.0 CRITICAL THINKING .................................................................................................................... ......26
8.0.1 Report Writing skills ...........................................................................................................................................27
8.0.2 Teamwork/Leadership skills ...............................................................................................................................27

CHAPTER THREE

9.0 CHALLENGES, CONCLUSION & RECOMMENDATIONS ..................................................................28

9.0.1 Challenges Encountered during the attachment …………………………………………………………….28
9.0.2 Conclusion. .................................................................................................................................................... 28
9.1 RECOMMENDATIONS FOR THE CHALLENGES ENCOUNTERED ............................................29

2.0-4
10.0 REFERENCES ................................................................................................................................30

CHAPTER ONE

1.0 INTRODUCTION

Attachment training is a requisite program that enables students practice theoretically acquired knowledge.
It is an avenue in which vital practical skills are taught which greatly help students further understand the
roles of professionals involved in their field. Moreover it creates a healthy environment for students to
experience currently used systems thus giving room for innovation of more advanced up to date
technological assistance.

1.0.1 Objectives of the Attachment

The objectives of the industrial training program are as follows:

 To provide an opportunity for students to observe real life practices and implementations
for theoretical lessons and principles.
 To enable students discover, learn and familiarize with the industry of their discipline as
well as the organization within the industry.
 To ensure course work and training program satisfy the expectations of the industry and
ensure the program is relevant and up to date.
 To provide the chance for the industry to identify potential employees from among the
industrial trainees.

2.0-5
 1.1 COMPANY PROFILE

1.1.0 Institution History and Background

Technical University of Mombasa (TUM) has passed through three transitional levels to become what it is now.
The various phases it has undergone so far reflect the GOK’s concerted efforts in promoting technical, industrial,
vocational and entrepreneurship education and training in line with the dynamic technological and industrial
growth in Kenya and in Africa.

In the year 1976, MTI transformed to become the Mombasa Polytechnic, becoming the 2nd National Polytechnic
in Kenya. The Mombasa Polytechnic continued to develop more market driven programs, anchored on the five
established Departments of Business Studies, Electrical and Electronics Engineering, Building and Civil
Engineering, Mechanical Engineering and Applied Sciences.

In a Government strategy to increase access to University education across the Country, the dream to convert the
Polytechnic to a University College was realized on 23rd August 2007, through a Legal Notice No. 160, when
The Mombasa Polytechnic University College (MPUC) was established.

The University College status resulted in many positive changes implemented with great support by the
Government of Kenya, including recruitment and development of staff, expansion of infrastructure, provision of
facilities and introduction of new academic programs under the mentorship of Jomo Kenyatta University of
Agriculture and Technology. All these came at a time when the Country had started warming up to the Kenya
vision 203

In 2013 Mombasa polytechnic University College (MPUC) became Technical University of Mombasa after being
fully-fledged. The University had two well established Faculties and two Schools namely Faculty of Applied and
Health Science and Faculty of Engineering and Technology and School of Humanities and Social Sciences and
School of Business Studies.

The transition to the Technical University of Mombasa is therefore timely as the Country moves forward in
addressing the social pillars of the Kenya vision 2030.

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 1.1.1 Institution Vision

To be a university of global excellence in advancing knowledge, science and technology.

1.1.2 Institution Mission

To advance knowledge and its practical application through teaching, research and innovation to serve both
industry and the community.

CHAPTER TWO

2.0 ACTIVITIES CARRIED OUT DURING THE ATTACHMENT PERIOD

2.0.1 Introduction

This is an 8 –week program that requires attaches’ to engage in various assigned tasks across many
workshops in the building and civil engineering department. For smooth and efficient organization of the
program, activities are divided into two broad categories:

 Technical skills
 Soft skills

Technical skills

These are activities carried out in the following areas:

a) Masonry

b) Carpentry

c) Plumbing
d) Welding

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 e) Sites visitation ( Tum Estates )

Soft skills

These are skills such as:

a) Logbook details and other requirements

b) Report Writing

c) Teamwork/leadership

d) Research/Innovation challenges

MASONRY

3.0 INTRODUCTION

Masonry is a construction material that has been used throughout the years as a structural or non-structural
component in buildings. Masonry can be described as a composite material made up of different units, diverse
types of arrangements with or without mortar, and used in many ancient public buildings as well as with the latest
new technologies being applied in construction. Research in the multiple relevant fields, as well as crossing
structural with non-structural needs, is crucial for understanding the qualities of existent buildings and to develop
new products and construction technologies. Masonry consists of building structures from single units that are
laid and bound together with mortar. Brick, stones, blocks are the common materials used masonry.

3.1 OBJECTIVES

 To understand how different masonry tools are used practically.

 To enable students know how to handle mortar and its application in various fields
 To enable trainees get to know different concrete ratio and where each one of them is applicable

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 3.2 TOOLS AND MATERIALS

 Sand
 Water
 Concrete block making machine
 Ballast
 Cement

9
 3.3 BLOCK MAKING PROCEDURE

 Gather all raw materials i.e cement, sand & ballast

 Batch them according to the ratio 1:3:6
 Place them into the concrete block machine and commence the process of mixing, where all
constituents are blended for a short period of time
 Put the materials into the machine add water and start the moulding process
 Two blocks were moulded at a time
 The complete concrete blocks are the removed and arranged on the ground
 Curing is done for at least seven days to ensure full strength of the concrete block is achieved

3.4 CHALLENGES

Under masonry, the following challenges were experienced:

 Lack of cement
 Difficulty in accessing the block machine by the students since it was only one

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 3.5 RECOMMENDATIONS

Following the challenges faced, the following recommendations should be achieved in so as to avoid any future
difficulties during the attachment.
 Masonry raw materials (cement, sand, ballast) to be should be brought in time
 Masonry tools to be including the block making machine to be multiplied

3.6 BATCHING CONCRETE

This refers to the estimating and mixing the required concrete ingredients with both weight or volume according
to the mix design and transplanting them into the mix to create a consistent quality of concrete.

Types of batching of concrete

Following the three type of batching of concrete

• Random volumetric batching

Devoid of any control over the size and shape of the applied containers causing major disturbances
and deviations numbers. This method is completely unscientific, unsophisticated, and should not be
recommended even for a small project.

• Volumetric batching
Volume batching of concrete is accomplished with the use of a measurement box. Concrete
components such as aggregates and cement are calculated with farms or gauge boxes and proper
precaution must be taken to ensure that the form of gauge box is excessively filled.

• Weigh batching of concrete

Weigh Batching of Concrete is accomplished by using a batch of wet batch or weighting system. On
large projects, automated batching plants are set up to facilitate the optimization of quality and
uniformity.

3.6.1 Types of Concrete Blocks or Concrete Masonry

Depending upon the structure, shape, size and manufacturing processes concrete blocks are mainly classified into
2 types and they are

• Solid concrete blocks

11
 • Hollow concrete Blocks

3.6.2 Solid Concrete Blocks

These blocks are commonly used, which are heavy in weight and manufactured from dense aggregate.
They are very strong and provides good stability to the structures. So for large work of masonry like for load
bearing walls these solid blocks are preferable. They are available in large sizes compared to bricks. So, it takes
less time to construct concrete masonry than brick masonry.

3.6.3 Hollow Concrete Blocks

Hollow concrete blocks contains void area greater than 25% of gross area. Solid area of hollow bricks
should be more than 50%. The hollow part may be divided into several components based on our requirement.

Types of hollow concrete blocks

• Stretcher block

• Corner block

• Pillar block

• Jamb block
• Partition block

• Lintel block

• Frogged brick block

• Bull nose block

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 CARPENTRY

4.0 INRODUCTION

13
Carpentry Technology allows the student to explore the trade of carpentry. Students will be be able to learn about
the tools, equipment, and practices common to the trade, with a constant emphasis on safe work habits. Students
will develop their knowledge of solid wood products and be able to describe their characteristics and applications
in industry. They will identify, explore, and apply various methods of wood joinery while developing technical
skills with various hand and power tools common to the carpentry trade. They will also develop skills in
communication through drafting, and apply basic math concepts to solve trade-related problems. This is a
recommended prerequisite course for all other carpentry technology courses.

4.1 OBJECTIVES

The following are the objectives under this section:

Identify the safety equipment that a carpenter should wear to protect his eyes, hands and feet
The students to be able to list and familiarize themselves with various carpentry tools
Describe how to check the accuracy of framing square
Learn types of carpentry joints
Dismantle various types of carpentry joints
Tell how you would acquire the hand tools you need as a carpenter

4.2 TOOLS AND MATERIALS

The common tools used in carpentry include the following:

 Mallet
 Hammer
 Handsaw
 Tape measure
 Carpenter’s pencil
 Speed square
 Nail puller
 Chisel
 Spirit level

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4.3 TYPES OF WOOD JOINERY

 Butt joint. This is achieved when piece of wood butts another at right angle. This joint is fastened using
mechanical fasteners. Butt joint is commonly used in wall framing.
 Mitered joint. This joint is similar to butt joint except that the two pieces of wood are joined at an angle.
 Half-lap joint. With a half-lap joint, the ends of the two adjoining pieces of wood are reduced to half their
thickness at the point where they overlap. There are stronger joints, but a half-lap has an aesthetic appeal
over butt joints because they maintain a uniform thickness with the rest of the structure.
 Mortise joint. Mortise joints are also known as mortise-and-tenon joints. While they look like butt joints
from the outside, a protruding element is carved into one piece (the tenon) which slides into a

15
 corresponding recess (the mortise) in the other piece. With the increased gluing surface area where the
two wood pieces are joined, it is a significantly stronger—and more elegant—alternative to a butt joint.
 Tongue and groove joint. These joints consist of a tongue, or a ridge, on one piece of wood and a groove,
or channel, on the other. The tongue slides into the groove to create a strong joint.
 Coped joint. A coped joint is a variation on the miter joint that lays underneath the miter joint. It addresses
the reality that the corners of many rooms do not in fact meet at 90-degree angles. Beneath the exterior
(visible) miter joint, the two pieces of wood that make up a coped joint are carved like puzzle pieces to
form an irregular but custom fit.
 Dado joint. The dado joint gets its name from the Italian word for a die or plinth. It resembles a groove—
a trench cut into one piece of wood parallel to the grain that another piece of wood slides into.
 Rabbet joint. A rabbet joint is related to the dado joint and consists of an open-sided channel along the
end of a piece of wood. It often matches a corresponding cut in the piece it is paired with to create a double
rabbet joint.
 Pocket-hole joints. This type of joint rely on fasteners, namely pocket-hole screws. They are effectively
a butt joint with a small pocket-hole drilled into one of the pieces of wood. The two pieces are then attached
with a self-tapping pocket-hole screw.
 Dowel joint. Dowel joints serve the same purpose as pocket-hole joints but are more aesthetically
appealing, and wooden dowels offer greater strength than nails or screws.
 Dovetail joint. A dovetail joint is of the most distinctive joints and is recognized as a sign of expert
craftsmanship. They are made of a series of interlocking pins and tails in trapezoidal shapes. They were
long covered by veneers, but today they are typically left visible in appreciation of the skill involved in
creating them.

16
17
 4.4 CHALLENGES

A few challenges were experienced

 Few students incurred injuries due to lack on safety equipment

 Glue stuck on carpentry products
 Weak joints
 Muscle injuries were also experienced due to lifting heavy objects
 Knee injuries as a result of kneeling for long periods

4.5 RECOMMENDATIONS

The following exhortation were expressed

 The school should purchase safety gear to students in surplus
 Cabinet scrape to be purchase to help deal with glue smear
 Strong fitting is required to avoid weak joints
 Attaches practice period per day should be minimized to avoid muscle injuries
 Students should have their own personal knee protector to avoid knee injuries

PLUMBING

5.0 INRODUCTION

The skill and art that is needed to transport water from the source to the users, then to the treatment plants, and
finally supplying the treated water to the users through a distribution system is known as plumbing. It is a system
of pipes and fittings that carry water.

The plumbing and sanitary system is an essential part of every house or building. Proper planning and designing
of plumbing system is crucial as it takes care of the hygiene requirements of the occupants. It has been reported
that about 8 per cent of the construction cost of a building is marked for plumbing and sanitary work.

18
 5.1 OBJECTIVES

 Encourage students develop the knowledge and skills in handling the tools, materials and equipment used
in plumbing
 To develop skills of pipefitting
 The students will perform the hands-on assembly maintenance and testing traps

5.2 TOOLS AND MATERIALS

Pipe wrench
Plunger
Pliers
Hacksaw
Basin
Wrench
Adjustable spanner
Thread
Steel tape
Tape measure

5.3 PIPE THREAD PROCEDURE (LATHE)

 Set the speed to one quarter of the speed used for turning
 Set the quick change gearbox for the required pitch in the threads
19
 Set the compound rest at 29 degrees to the right hand threads
 Install a 60 degree threading tool bit to the lathe centre
 Set the tool bit and a right angles to the work, using thread gage
 Coat the area to be threaded using layout solution
 Move the threading tool up to the part using both the compound and the cross feed
 Turn on the lathe and engage the half nut
 Using a screw pitch gage check the thread pitch
 Feed the compound in .005 to .20 inch
 Continue this process until the tool is within .010 inch of the finish depth
 Check the size using a screw thread micrometre, thread gage or using the three wire system Chamfer the
end of the thread to protect if rom damage

5.4 TYPES OF PIPE FITTINGS

 Unions: Used to join pieces of pipe where pipes cannot be turned or when a piece of equipment may have
to be removed for maintenance or replacement.
 Adaptor Fittings: Used to change the end of a non-threaded pipe to male or female threads as needed.
o Most commonly used in copper and plastic plumbing jobs.
 Caps: Used to close the end of a dead-end pipe.
 Plugs: Used to close an ending on a pipe fitting normally used for inspection or cleanout.
 Nipples: Short lengths of pipe threaded at both ends.
 Wyes: Used primarily to gain inside access to DWV (drain-waste-vent) systems.
 Valves: Devices that control the flow of liquid or gas through or from a pipe. (Compression valves, ball
valves, sleeve-cartridge valves, ceramic disc valves, etc)
 PVC Fittings: Come in a wide variety of configurations and may be glued (S) or threaded (T)
 Copper Tubing Fittings: Use compression fittings. Common fittings are couplings, ells, and tees.
 Unions: Used to join pieces of pipe where pipes cannot be turned or when a piece of equipment may have
to be removed for maintenance or replacement.
 Adaptor Fittings: Used to change the end of a non-threaded pipe to male or female threads as needed.
o Most commonly used in copper and plastic plumbing jobs.
 Caps: Used to close the end of a dead-end pipe.
 Plugs: Used to close an ending on a pipe fitting normally used for inspection or cleanout.
 Nipples: Short lengths of pipe threaded at both ends.
 Wyes: Used primarily to gain inside access to DWV (drain-waste-vent) systems.

20
 Valves: Devices that control the flow of liquid or gas through or from a pipe. (Compression valves, ball
valves, sleeve-cartridge valves, ceramic disc valves, etc)
 PVC Fittings: Come in a wide variety of configurations and may be glued (S) or threaded (T)
 Copper Tubing Fittings: Use compression fittings. Common fittings are couplings, ells, and tees.

5.5 CHALLENGES

 Few materials
 Limited time in the workshop

5.6 RECOMMENDATIONS

The institution to purchase more materials in the plumbing workshop.

Practical time in the workshop to be increased.
21
 WELDING

6.0 INRODUCTION
Welding is a fabrication process whereby two or more parts are fused together by means of heat, pressure
or both forming a join as the parts cool.

6.1 OBJECTIVES
o Fabricate and assemble a given project according to specifications and specified tolerances using
trade-related equipment.
o Perform oxyacetylene welding and cutting operations following safe work practices.
o Demonstrate safe workplace practices by identifying potential hazards.
o Perform Shielded Metal Arc Welding (SMAW) on tee, lap, corner, and butt joints to trade
specifications in the flat, horizontal, vertical, and overhead positions.
o Perform Gas Tungsten Arc Welding (GTAW) on tee, lap, corner, and butt joints in flat and
horizontal positions with applicable filler rod on mild steel, stainless steel, and aluminum.
o Fabricate and assemble various metal components using various hand and power tools.
o Communicate effectively with co-workers, supervisors and clients while displaying good problem
solving abilities, behaviors and attitudes.

6.2 TOOLS AND MATERIALS

 Welding Helmet.
 Welding Jacket.
 Welding Gloves.
 Safety Glasses.
 Ear Protection.
 Grinding Visor.
 Steel Toe
 Work Shoes.
 Fire Extinguisher.
 Welding Machine.
 Welding Table or Cart.
 Marking Tools.

22
  Angle Grinder.
 Welding Wire.
 Vice Grips & Pliers.

6.3 MAIN TYPES OF WELDING

A. FLUX-CORED – FLUX-CORED ARC WELDING (FCAW)

Flux-cored arc welding is similar to MIG welding because both use continuous wire and power supplies. You
will combine a continuous electrode with a base metal. The electrode is a hollow tube filled with flux that is fed
through the weld gun and into the weld pool. When welding outdoors, a flux shield offers protection against
weather elements. This type of welding is used for welding thicker metals and is used in machining industries.

B. STICK – SHIELDED METAL ARC WELDING (SMAW)

For this type of welding, you will use a shielded metal art welding or more commonly known as Stick welding.
You will use a consumable and protected electrode, or stick. The stick softens and combines metals by heating
23
with an arc between a covered metal electrode and the base metal work piece. As the stick melts, its protective
cover also melts and shields the weld area from oxygen and other gases that may be in the air.

C. TIG – GAS TUNGSTEN ARC WELDING (GTAW)

TIG welding also uses electric arc like MIG. When working with TIG welding, you use an electrode made of
tungsten. Tungsten is one of the toughest metal materials. It will not dissolve or burn off. Welding can be done
through a process known as fusion which is using or not using a filler metal. TIG also uses an external gas supply,
such as argon or helium.

D. GAS METAL ARC WELDING (GMAW)

MIG welding is used in the auto industry for repairing vehicle exhausts and is also used in creating homes and
buildings. It is one of the most common types of welding. This is a type of arc welding that uses a continuous
wire called an electrode. You will also use a shielding gas that travels through the welding gun and protects
against contamination.

6.4 PRECAUTIONS
The following activities to be done before any welding action starts

 Protect the eyes, ears, head, hands, torso and feet from burns.
 Check the area for combustible materials.
 Make sure everyone around has proper personal protective equipment (PPE).
 Always know what direction the torch/flame is pointed.
 Follow the proper setup and tear-down procedures.

6.5 CHALLENGES

 Presence of spatter on welded materials

 Few welding tables in the workshop
 Slug inclusion on welded joints

6.6 RECOMMENDATIONS

 Welding currents to be reduced to avoid spatter

 The institution add more welding tables to avoid congestions

24
  Having the correct current, voltage and good arc characteristics would be necessary to
ensure quality welds with complete fusions when running through.

SITE VISITATION

7.0 INRODUCTION

Construction site visits are interactive experiences that enhance students' understanding of real construction
practices. Site visits create an interactive learning environment for students and provide exposure to a real-world
spatiotemporal experience of a construction project.

7.1 OBJECTIVES

 Knowledge of theoretical concepts of construction technology

 Contextually link construction practice with theory
 Interpret two dimensional drawings and details into visual three-dimensional reality understanding of the

sequence and duration of each construction activity.

7.2 CHALLENGES
 Missing of school bus by some students due to inappropriate communication hence using
the public vehicles
 Failure to understand some of the activities done in sites since the students had not be taught
the topic

7.3 RECOMMENDATIONS

 Appropriate communication to be passed to students to avoid instances of late

arrivals
 Students to be taken to sites that are relevant to their period of study and
knowledge

25
 7.4 COMMON CHALLENGES AND MITIGATION ENCOUNTERED WHEN
UNDERTAKING SUCH A PROJECT

 Land acquisition/ Compensation

 Services
 Court cases

8.0 LOG BOOK DETAILS AND OTHER REQUIREMENTS

While filling the logbook, I got a great opportunity to learn some skills described below:
Critical thinking: I was induced into the ability to think clearly and rationally to understand the logical and
practical interconnection between ideas and concepts. These skills, are one of the top skills for students to be able
to adapt to complex workplace structures and environment as professional.

Creative thinking: while writing the report it allowed me to expand and discover possibilities in almost every
aspect of live. It enabled me to look at things differently and find new and creative ways to solving complex
problems

8.0.1 Report Writing skills

On the process of report writing, I got a great opportunity to learn some skills described below:

Critical thinking: I was induced into the ability to think clearly and rationally to understand the logical and
practical interconnection between ideas and concepts. These skills, are one of the top skills for students to be able
to adapt to complex workplace structures and environment as professional.

Creative thinking: while writing the report it allowed me to expand and discover possibilities in almost every
aspect of live. It enabled me to look at things differently and find new and creative ways to solving complex
problems

26
 8.0.2 Teamwork/Leadership skills

I was lucky to develop the following team work skills

o Communication
o Time management
o Problem solving
o Listening
o Critical thinking
o Collaboration

CHAPTER THREE

9.0 CHALLENGES, CONCLUSION & RECOMMENDATIONS

9.0.1 Challenges Encountered during the Attachment

 Lack of free access to machines and equipment

 Shortage of materials and equipment
 Inappropriate machines
 Not allowed to use some equipment

9.0.2 Conclusion

If industrial attachment is properly planned and implemented it may be the panacea to solve death of skills
needed for employment. This study has shown that university graduates are handicapped due to inadequate

27
on the job training skills. Financial challenges, inadequate attachment openings, relevance of attachment,
lack of free access to machines and equipment and inadequate training equipment in some institution have
been noted to compromise training of attaches. An immediate intervention is needed to produce a crop of
graduates with skills needed by employers.

9.1 Recommendations for the Challenges Encountered

Based on the findings of the study the study comes up with the following recommendations:

• It is recommended that institutions must have feasible projects establishments where a good number
of students can learn practicals related to their trades.

• The polytechnic education must be given adequate resources by all stakeholders to enable these
colleges train and produce a crop of graduates needed to transform the economy.

• There is need for professional development in dealing with attachment issues, both students and
employer representatives to be appraised of college expectations on attachment.

• Workshops on workplace regulations must be conducted to protect attachees and eliminate issues
common injuries.

• The institution ought to purchase enough and sufficient materials and equipment to ensure the
smooth running and success of the attachment.

10.0 REFERENCES

• Kalman Šipoš, T.; Strukar, K. Prediction of the Seismic Response of Multi-Storey Multi-Bay
Masonry
• Infilled Frames Using Artificial Neural Networks and a Bilinear Approximation. Buildings 2019,
9, 121.

• Furtado, A.; Vila-Pouca, N.; Varum, H.; Arêde, A. Study of the Seismic Response on the Infill
Masonry

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