Document No: ERB-PD05-001

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME (SEAP)

Volume 1:
Programme Implementation Document (PID)

September 2005
 PREFACE

The Engineers Registration Board was first established in 1968 under Act No. 49, but was re-established
in 1997 under Act No. 15 of 1997 with powers to regulate the conduct of engineers, and to provide for
their registration and related matters. The Act allows only registered engineers to engage in professional
engineering work and/or services. Registration is thus a licence and the only way of ensuring that one is
professionally qualified to practise engineering. To qualify for registration in the categories of
professional and technician engineers one has to acquire adequate professional competence and
experience in areas specified by the Board.

One of the functions of the Board is to promote and provide opportunities and facilities for the study of
and for professional training in engineering. Thus, in order to help graduate engineers acquire sufficient
professional competence within a period of three years as stipulated in the Act, the Board has conceived
and designed a structured professional training programme which is named, the Structured Engineers
Apprenticeship Programme (SEAP).

The programme is designed to enable young graduates to gain hands-on professional experience under
close supervision by senior registered professional members of the profession. Under the Progamme
trainee engineers will undergo professional training, following training guidelines specific to one’s field of
engineering practice. SEAP is therefore intended to ensure that trainee engineers are equipped to
pursue their professional careers with precision and confidence thereby becoming competitive and able
to effectively play their roles in national development. SEAP is a structured internship programme for
engineers.

SEAP was officially launched by the Minister for Works, Hon. John Joseph Pombe Magufuli on January
13, 2003. During the fiscal year 2002/2003 the Board, with the support of the government, admitted 120
graduate engineers into the programme. In 2003/04 an additional 130 graduate engineers were admitted
into the programme.

The Structured Engineers Apprenticeship Programme is documented in two volumes. Volume 1 is a

Programme Implementation Document and includes Guidelines, for each field of engineering practice or
discipline, on the role and what is expected of each of the following players during the training; the SEAP
Provider, the Professional Training Supervisor (Mentor), and the SEAP Trainee. Volume 2 is a Directory
of SEAP Providers, containing a compilation of information on all known potential SEAP Providers. The
training guidelines contained herein accommodate the views of key stakeholders in the engineering
sector which were given during a stakeholders’ workshop held on 24th June 2003.

The Engineers Registration Board SEAP Programme Implementation Document i

 NOMENCLATURE

AQRB - Architects and Quantity Surveyors Registration Board

CAD - Computer Aided Design
CET-UDSM - College of Engineering and Technology of Univesity of Dar es Salaam
CRB - Contractors Registration Board
DIT - Dar es Salaam Institute of Technology
DFID - Department for International Development, UK
ERB - Engineers Registration Board
ICE - Institution of Civil Engineers, UK
IET - Institution of Engineers Tanzania
IT - Information Technology
MOWLD - Ministry of Water and Livestock Development
NGO - Non-governmental Organisation
PLC - Programmable Logic Controllers
PORALG - President’s Office, Regional Administration and Local Government
PTG - Professional Training Guidelines
PTS - Professional Training Supervisor
SUA - Sokoine University of Agriculture
TASAF - - Tanzania Social Action Fund
TBL - Tanzania Breweries Limited
TIRDO - - Tanzania Industrial Research and Development Organization
TQM - Total Quality Management
UCLAS - - University College of Lands and Architectural Studies
UDSM - - University of Dar es Salaam
UK - United Kingdom
URT - United Republic of Tanzania

The Engineers Registration Board SEAP Programme Implementation Document ii

 LIST OF TABLES

Table 1.1: Registration Statistics for Engineers from 1968 to 2004 2

Table 1.2: Membership of IET from 1977 to 2004 3

Table 2.1: Competence Levels for the Various Training Objectives 9

Table 2.2: Baseline Competences expected of Engineering Graduates 11

Table 2.3: Baseline Competence Descriptors Expected of the Various

Engineering Professional Cadres 12

Table 5.1: Selection Criteria for Admission into SEAP 62

Table 5.2: Step-wise Administration of SEAP 64

The Engineers Registration Board SEAP Programme Implementation Document iii

 TABLE OF CONTENTS
CONTENTS Page
Preface …………………………………………………………………….……………….……….….i
Nomenclature ………………………………………………………………………….…..………….ii
List of Tables ………………………………………………………………………...……………….iii
Table of Contents ……………………………………………………………………………...........iv
1.0 Introduction ……………………………………………………………….…..…………...1
1.1 Background……………………………………………………………..…………………...1
1.2 Review of Training Needs ……………………………………………………..……....….1
1.3 Possible Modes of Implementing SEAP………………………………………………….3
1.4 Benefits of SEAP……………………………………………………………………………4
2.0 Training Objectives, Competence Standars and Descriptors……………………..6
2.1 General………………………………………………………………………….………..….6
2.2 Training Objectives………………………………………………………….………….…..6
2.3 Competence Standards…………………………………………………….………..…….7
2.4 Competence Descriptors…………………………………………………………………10
3.0 SEAP Requirements and Guidelines………………………………………….……..18
3.1 General……………………………………………………………………………….……18
3.2 Employers Specific Training……………………………………………………………..18
3.3 Disciplines Specific Training ………………………………………………………….... 21
4.0 Organisation of SEAP…………………………………………………………………. 60
4.1 General……………………………………………………………………………….….. .60
4.2 Parties Involved, Roles and Responsibilities…………………................................ .60
4.3 Incentivies and Motivation …………………………………………………………...… 61
5.0 Procedures Governing the Management of SEAP……………..………….……...62
5.1 General…………………………………………………………………………...............62
5.2 Selection Criteria………………………………………………………………...............62
5.3 Administration of the Training……………………………………………………………62
5.4 Supervision and Monitoring……………………………………………………….........65
5.5 Log-Book and Reporting …………………………………………………………...…...65
5.6 Assessment of SEAP Trainees………………………………………………………....66
5.7 Graduation………………………………………………………………………………...66
6.0 Feedback and Impact Assessment………………………………………................67
6.1 General……………………………………………………………………………...........67
6.2 Initial Assessment……………………………………………………………………......67
6.3 End of Training Assessment…………………………………………………………….68
6.4 Impact Assessment…………………………………………………...…………….…...68
7.0 References……………………………………………………………………………….70
8.0 Appendices ………………………………………………………………….................71

The Engineers Registration Board SEAP Programme Implementation Document iv

APPENDICES Page

Appendix 1: Questionnaire for Potential SEAP Providers 72

Appendix 2: Application Form for Admission into SEAP 75
Appendix 3: SEAP Log-Book 79
Appendix 4: Tripartite Agreement between ERB, SEAP Provider and Trainee 86
Appendix 5: SEAP Completion Form 89
Appendix 6: Trainee’s Letter of Introduction 96
Appendix 7: Trainee Arrival Note 97
Appendix 8: Assessment Criteria and Rating of PT Reports 98
Appendix 9A: Initial Assessment Questionare 101
Appendix 9B: Feedback questionare 107
Appendix 9C: Impact Assessment Questionare 112
Appendix 10: Joining Instructions for SEAP Beneficiaries 116
Appendix 11: SEAP Training Regulations and Rules 118

The Engineers Registration Board SEAP Programme Implementation Document v

1.0 INTRODUCTION

1.1 Background

The Engineers Registration Board (ERB) was first established in 1968 under Act No. 49, but was
strengthened by Act No. 15 of 1997 which charged it with the responsibility for regulating the activities
and conduct of engineers and engineering consulting firms. To this end ERB has been mandated,
among other things, to promote and provide opportunities and facilities for the study of and for
professional training in engineering.

One of the major preocupations of the Board has been to address the need for young graduates to gain
adequate professional experience to enable them to become professional engineers within the
minimum period prescribed in the Act. It is this concern that has prompted the Board to initiate the
Structured Engineers Apprenticeship Programme (SEAP) for fresh graduates.

Implemenation of SEAP is a joint effort of ERB, Engineering Organizations, Professional Engineers

serving as supervisors (mentors), Employers and the Graduates, and will be conducted according to
the guidelines as outlined herein.

1.2 Review of Training Needs

The need to train graduate engineers has been felt for a long time, and has in fact been a subject of
debate among engineers, ERB and the Institution of Engineers Tanzania (IET), for many years. SEAP
is intended to enable graduate engineers to enter the job market with greater confidence. This is more
so in the current environment where engineers are expected to become job creators rather than job
seekers.

Experience has shown that many engineers are assigned challenging projects, as soon as they enter
the job market, without any guidance from senior professionals, and, they are expected to deliver
quality product!

Experience has also shown that engineers who do not get mentored during the early stages of their
working career take considerably longer to develop into professional engineers. They lack self-
confidence, and hence they get scared even to apply for the professional status.

The engineering population in Tanzania is estimated to be about 6000. Statistics show that the
University of Dar-es-Salaam alone has produced more than 3500 engineers since it started producing
engineers in 1977. There have also been engineering graduates from the University College of Lands
and Architectural Studies (UCLAS), Dar-es-Salaam Institute of Technology (DIT), and Sokoine
University of Agriculture (SUA). The population of engineers who have graduated from foreign
universities is also considerable. If all these engineers were getting the right experience immediately
after graduation, the population of professional engineers in Tanzania would have been in excess of
5000 by now. However, the registration figures for professional and consulting engineers as of June
2004 were only 3069, as shown in Table 1.1 below.

An equally unimpressive picture is depicted by the statistics of the Institution of Engineers Tanzania
(IET), as presented in Table 1.2. Basically the table shows that during the period of five (5) years
(1998 to 2002) hardly 50% of the graduate members were able to advance to the category of Corporate
Members, which is equivalent to the category of Professional Engineers in ERB.

The Engineers Registration Board SEAP Programme Implementation Document 1

Table 1.1: Registration Statistics for Engineers from 1968 to 2004

1968-
Category 1998 1999 2000 2001 2002 2003 2004 Total
1997
Graduate Technician
- 121 12 10 30 89 107 77 446
Engineers
Graduate Engineers - 584 217 121 150 265 743 423 2,503
Technician Engineers - 177 106 19 21 27 9 4 363
Professional
1,102 645 299 114 127 151 81 94 2,613
Engineers
Temporary
Professional - 88 73 28 23 45 23 25 305
Engineers
Consulting Engineers - 50 41 13 12 8 12 15 151
Temporary
- 9 14 - 1 10 3 6 43
Consulting Engineers
Total Registered
1,102 1,674 762 305 364 595 978 644 6,424
Engineers

In the light of the above, it is deemed important that graduate engineers are guided thr ough the
profession during the initial three years of their working experience. This will enable them to cultivate
the right work attitudes, and to gain the self-confidence necessary for efficient and effective
engineering practice.

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Table 1.2: Membership of IET from 1977 to 2004

Class 1977-98 1999 2000 2001 2002 2003 June 2004

Honorary Fellows 4 6 6 6 7 7 7
Fellows 29 31 34 40 46 48 50
Senior Members 3 9 16 16 21 25
Corporate Members 679 769 846 902 940 946 962
Associate Members 28 33 41 44 44 44 46
Companions 8 8 8 8 8 7 7
Associates 32 32 32 32 32 32 32
Affiliate Members 87 88 94 97 104 127 128
Graduates 574 592 614 644 670 775 786
Associate Graduates 2 3 3 7 14 16
Total Members 1,441 1,564 1,687 1,792 1,874 2,021 2,059

1.3 Possible Modes of Implementing SEAP

The Board recognizes three main modes of implementing professional training following the Structured
Engineers Apprenticeship Programme (SEAP) Guidelines, namely:

(a) SEAP Training using funds administered by the Board (including Government subvention);
(b) SEAP Training financed directly by employers of the engineers;
(c) Self initiated Professional Training.

(i) SEAP Training using funds administered by Board

This mode covers engineers in the service of the Government and fresh graduate engineers
who have not secured employment. The number of trainees taken into the programme depends
on the financial allocation made by the Government and other financiers each financial year. As
financial allocations are always lower than actual requirements, the Board has in place a
transparent selection criterion. Using this criterion, applicants for the programme are assessed,
ranked and required number selected based on the ranking. In this mode the Board is
responsible for:

(a) Scrutinizing the applications.

(b) Looking for training placements.
(c) Identifying mentors for the trainees.
(d) Selecting the SEAP Trainees and arranging for their training placements.
(e) Paying allowances to the trainees.
(f) Taking disciplinary actions on defaulting trainees.
(g) Providing trainees with safety gear.

(ii) SEAP Training Financed by Employers

Quite a good number of employers of engineers have realized the immense importance of the
programme. Accordingly, in addition to providing professional training to SEAP Trainees placed
by the Board, employers of fresh graduate engineers also require their graduate engineers to
undergo SEAP training. In some cases the training programme follows a blend of the SEAP
Guidelines prepared by the Board and the employers’ in-house training programmes. In this

The Engineers Registration Board SEAP Programme Implementation Document 3

 case the Board is responsible for providing SEAP Guidelines, while the employers are
responsible for the upkeep of the engineers and identification of professional engineers within
the organization to mentor the trainee(s).

(iii) Self Initiated Professional Training

This training applies where graduate engineers pursue the SEAP programme on their own
initiatives. In such a case the Board provides SEAP Guidelines to the Trainees and may assist
them to identify mentors.

In all the three modes of implementing SEAP, the Board also does the following:

(a) Following up on the progress of the professional training of all the graduate engineers.
This is done through visits to their training organizations and talking to the trainees, their
mentors and the managements of the organizations providing the training;
(b) Checking trainees’ logbooks;
(c) Evaluating trainees’ quarterly reports;
(d) Maintaining a database of SEAP trainees;
(e) Handling any other matters pertaining to the trainees’ professional training.

1.4 Benefits of SEAP

The core objective of SEAP is to enable young engineers to acquire high level professionalism and
professional competence so that they can register as professional engineers within the minimum period
specified in the Engineers Registration Act, and therefore be able to contribute effectively towards
national development. The main benefits of SEAP include:

(i) To the trainee

(a) Acquisition of high level professionalism and competence within a minimum period of three
years and therefore achievement of professional engineer status.
(b) Enhanced employment prospects.
(c) Enhanced possibility of self-employment in engineering practice.
(d) Enhanced confidence and commitment to practice engineering.

(ii) To the Mentors

Mentors who supervise SEAP Trainees gain Professional Development Units (PDUs) in the
Structured Continuing Professional Development (CPD). CPD is compulsory to all practicing
engineers, where one is required to get a minimum of 30 PDUs in a year.

(iii) To SEAP Providers

(a) Provision of a sure way to identify potential employees.

(b) Provision of cheap labour as SEAP trainees are able to contribute to productivity of the
firm/organization. Regular SEAP providers can therefore reduce their personnel
establishment in some areas of production.

(iv) To Employers

(a) Employers are assured of employing competent engineers who practice their profession
with confidence and deliver services of high quality.
(b) Reduced reliance on foreign engineers, hence less personnel costs and other related
expenses.
(c) Enhanced ability to deliver quality products and services arising from employing competent
engineers thus enhancing corporate image of the firm/ organization.

The Engineers Registration Board SEAP Programme Implementation Document 4

 (v) To the Engineering Community

(a) Improved image, respect and dignity.

(b) Enhanced attraction of engineering.
(c) Improved bargaining power for better package and incentives.
(d) Uniformity of standards of professional competences as SEAP is a quality benchmark of
competences for engineers of different disciplines.

(vi) To the Nation

(a) An increase in the number of professionally qualified engineers will effectively contribute to
the socio–economic development of the country.
(b) Tanzania will have its own pool of professionally qualified engineers who can be called
upon to undertake specialized engineering assignments.
(c) Enhanced ability to easily meet the requirements of the Washington Accord and the
Engineers Mobility Forum and thereby enhanced competitiveness regionally and
internationally.
(d) Reduced dependence on foreign engineers.
(e) Ready availability of professionally qualified and competent engineers for the development
and maintenance of infrastructure and keeping Tanzania at par with the rapidly advancing
technology, thereby meeting the aspirations of Vision 2025.

The Engineers Registration Board SEAP Programme Implementation Document 5

2.0 TRAINING OBJECTIVES, COMPETENCE STANDARDS AND DESCRIPTORS

2.1 General

As mentioned earlier, the purpose of the SEAP is to prepare graduate engineers to become
professional engineers, able to manage engineering undertakings on their own, in the shortest time
possible. Since the training will be conducted by the industry, a successful apprenticeship training
programme must be the collaborative effort of the Board, Industry (the Training Engineering
Organizations and Employers), Supervising Professional Engineers and the Trainees. Each of these
has a critical role to play, without which the whole exercise will flop. It is therefore important for each of
these partners to know precisely what their roles are in the programme.

It is understood that many employers have own internal training programmes for their engineers, and
that such programmes would vary from one employer to another. SEAP is not intended to substitute
such programmes, which are important for the efficient performance of the industry. Training
organizations are, however, urged to ensure that the SEAP requirements are fully covered and are
integrated in their internal programmes, whenever possible.

Because of the diversity of the engineering organizations participating in the programme, it may not be
practical to design a training programme that will meet the entire needs of these organizations. Hence,
in this Section an endeavour will be made to give guidance notes on how a workable training
programme should be set up. It will then be upon the Training Organizations' Training Officer to draw
up the programme with the concurrence of the Board. Every Training Programme should include the
following elements:

(a) A description of the training organization and its induction procedure;

(b) The training policy of the organization;
(c) The roles and responsibilities of the training organization, the supervisors, the trainee and
the Board;
(d) The training requirements of the Board as set out in the guidelines presented above, and
those of the training organizations, which are industry-specific;
(e) Guidelines on reporting by the trainee (quarterly and annual reports);
(f) The monitoring process, say, quarterly and annual reviews.

2.2 Training Objectives

The basic objectives of the training programme whose training outcomes and competence levels are
clearly spelt out in Section 2.3 include:

(i) To enable graduate engineers to acquire professional competence in their areas of

training in a structured manner and so register with the Board as professional engineers;
(ii) To enable graduate engineers to acquire professional competence that will enable them to
secure employment or appropriately employ themselves in the engineering sector and
thus break the vicious cycle of ‘no experience-no employment-no experience’;
(iii) To enable the nation to have a pool of competent and professionally qualified and
experienced engineers who will contribute positively and effectively towards national
development.

The specific generic objectives of the programme are:

(a) To acquire knowlegde on the role and responsibility of engineers to society and to the
organizations in which they work, and the need to observe ethics and professional
conduct.
(b) To acquire knowlegde on the history, purpose and organization of engineering institutions
in Tanzania namely ERB, IET, ACET, CRB, etc.

The Engineers Registration Board SEAP Programme Implementation Document 6

 (c) To develop and maintain interest in the affairs of ERB, IET and other statutory bodies
concerned with engineering in Tanzania.
(d) To acquire general knowledge of overall engineering procedures in one’s discipline.
(e) To keep up to-date with current technological and business developments in engineering,
particularly in one’s area of discipline.
(f) To develop interest in current affairs both nationally and internationally.
(g) To develop the ability to communicate accurately, concisely and with confidence.
(h) To acquire knowlegde on one’s responsibilities with respect to health and safety of oneself
and others by being familiar with current legislation.
(i) To understand the structure of the organization in which the trainee is working
(j) To acquire experience in identifying and defining a problem accurately.
(k) To acquire professional experience in the identification and evaluation of alternative
solutions to a problem.
(l) To understand the application and limitations of national and international standards,
codes of practice, technical memoranda, etc.
(m) To develop the ability to identify and analyse problems and produce the solution for the
same.
(n) To develop the ability to properly present solutions to problems.
(o) To acquire knowlegde and appreciate the impact of engineering solutions to the
environment and vice versa.
(p) To understand technical specifications as an essential part of the solution of a problem.
(q) To acquire experience in costing solutions to problems and building up competitive cost
estimates
(r) To develop the ability to implement health and safety procedures in problem solving.
(s) To acquire knowlegde on how various parties to a contract exercise their duties and
responsibilities and appreciate the practical application of the various documents forming a
particular contract.
(t) To acquire knowlegde on the procedure for the issue and/or receipt, registration and
preparation of work instructions and/or drawings and amendments.
(u) To develop the ability to keep accurate daily records of events and instructions.
(v) To develop the ability to coordinate drawings and/or implement work instructions by being
involved on a day-to-day basis in this process.
(w) To acquire the ability to participate in quality management of the work one is implementing.
(x) To acquire knowlegde on the specifications, performance, application, and cost of
engineering systems, equipment and/or plant used in implementing a solution.
(y) To develop ability to plan, programme and monitor implementation of engineering works or
processes, and report progress.
(z) To develop ability to measure and record or independently assess work done for payment
purposes.

Details of the programme, and time allocations to be spent in different departments, should be given to
enable the trainee to know the way one’s career path is likely to develop, and the opportunities that will
be afforded through the training.

2.3 Competence Standards

2.3.1 General

SEAP is intended to give the graduate engineer skills, not only in the technical field, but also in
administration, management, external and internal relations, safety, quality and financial controls
appropriate to the organisation in which one is working. Thus, in assessing whether the candidate has
attained a satisfactory level of professionalism some objective criteria have been set.

Although the graduate engineer will be training according to particular syllabi or guidelines applicable to
one’s discipline of engineering, it is important that the training is viewed objectively, to enable the
candidate acquire the right skills. The candidate should therefore be able to demonstrate to the Board

The Engineers Registration Board SEAP Programme Implementation Document 7

that he/she has acquired the minimum level of proficiency or ability to manage an engineering
undertaking.

2.3.2 Levels of Competence

Four levels are proposed for the training outcomes outlined in Table 4. A candidate must satisfy the
Board that he/she has attained the minimum level of competence set against each of the outcomes.
These levels are:

¾ Level (1) - Appreciation

This calls for a general understanding of the specified training outcome, what it entails, as well as
an appreciation of the reasons for its inclusion.

¾ Level (2) - Knowledge

This requires knowing how and what to do to achieve the training outcome, and is additional to
any general understanding and appreciation.

¾ Level (3) - Experience

To reach this standard the candidate must have performed activities leading to the achievement
of the training outcome independently. He/she must therefore demonstrate the experience of the
relevant techniques involved.

¾ Level (4) - Ability

In addition to displaying appreciation, knowledge and experience, as well as the ability to perform
the activities leading to achievement of training outcome without supervision, the candidate will
be expected to have the competence to supervise others. This must be demonstrated.

The Engineers Registration Board SEAP Programme Implementation Document 8

Table 2.1: Competence Levels for the Various Training Objectives

Competence
S/N Training Outcome
Level

Knowledge of the responsibility of engineers to society and to the

1. 2
organizations in which they work, vis-à-vis ethics and professional conduct

Knowledge of the history, purpose and organisation of engineering

2. 2
institutions in Tanzania, namely ERB, IET, ACET, CRB, etc

Development and maintainance of an interest in the affairs of ERB, IET and

3. 3
other statutory bodies concerned with engineering in Tanzania
Acquisition of a general knowledge of overall engineering procedures in
4. 2
ones discipline
Keeping up to-date with current technological and business developments in
5. 1
engineering, particularly in ones area of discipline

6. Development of interest in current affairs both nationally and internationally 1

Development of the ability to communicate accurately, concisely and with

7. 4
confidence

Knowledge of ones responsibilities with respect to health and safety of

8. 2
oneself and others by being familiar with current legislation and regulations

Understanding the structure of the organization in which the trainee is

9. 2
working

10. Acquisition of experience in identifying and defining a problem accurately 3

Acquisition of professional experience in the determination and evaluation of
11. 3
alternative solutions to problems
Understanding of the application and limitations of national and international
12. 2
standards, Codes of Practice, Technical Memoranda, specifications, etc.,

Development of the ability to identify problem analyse and produce the

13. 4
solutions to problems
14. Development of the ability to properly present solutions to problems 4
Knowledge and appreciate of the impact of engineering solutions to the
15. 2
environment and vice versa
Understanding of the significance of technical specifications as an essential
16. 2
part of the solution of a problem
17. Acquisition of the experience of costing the solutions to problems and 3
building up competitive cost estimates
Development of the ability to implement health and safety procedures in
18. 4
problem solving

The Engineers Registration Board SEAP Programme Implementation Document 9

 Competence
S/N Training Outcome
Level
Knowledge about how all parties to a contract exercise their duties and
19. responsibilities, by appreciating the practical application of the various 2
documents forming a particular contract

Knowledge of the procedure for the issue and/or receipt, registration and
20. 2
preparation of work instructions and/or drawings and amendments

Development of the ability to keep accurate daily records of events and

21. 4
instructions

Development of the ability to coordinate drawings and/or implement work

22. 4
instructions by being involved on a day-to-day basis in this process

23. Ability to participate in quality management of the work one is implementing 4

Knowledge of the specifications, performance, application, and cost of

24. engineering systems, equipment and/or plant used in implementing a 2
solution

Development of ability to plan, programme and monitor implementation of

25. 4
engineering works or processes, and report progress

Development of ability to measure and record and independently assess

26. 4
work done, for payment purposes

2.4 Competence Descriptors

2.4.1 Baseline Competences expected of Engineering Graduates

Typical baseline competencies expected from Graduate Engineers and Graduate Technician Engineers
as enabled by the standard subjects/course modules covered in learning programmes are as shown in
Table 2.2.

2.4.2 Baseline Competences expected of Professional Engineers, Technician

Engineers and Engineering Technicians

Professional Engineers and Technician Engineers posses all the competencies indicated in Table 2.2
below for Graduate Engineers and Graduate Technician Engineers respectively, plus additional
professional work experience obtained in the workplace. Hence, the baseline competence descriptors
for Professional Engineers and Technician Engineers are expansions of those indicated in Table 2 but
not referred to subjects or courses taken rather to workplace attributes. These are indicated in Table
2.3 hereunder.

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 Table 2.2: Baseline Competences Expected of Engineering Graduates
Enabling Subject Baseline Competence Descriptors
Group Graduate Engineer Graduate Technician Engineer
Mathematics Ability to: Ability to:
− Perform formal analysis and modeling of − Use mathematics to solve
engineering components, systems and technical problems and simple
processes modeling
− Communicate concepts, ideas & and theories − Support reasoning in technical
using mathematics subjects
− Reason about and conceptualise engineering − Evaluate results of calculations
components, systems or processes using − Perform statistical analyses
mathematical concepts;
− Deal with uncertainty and risk using probability
and statistics
Basic Sciences Ability to: Ability to:
Perform formal analysis, modelling of and Focus on the needs of
reasoning about engineering components, specialised technology area and
systems or processes using principles and support reasoning about
knowledge of the basic sciences engineering phenomena
Engineering Ability to use techniques, principles and laws Ability to use techniques,
Sciences of engineering science to: principles and laws of
− Identify and solve open-ended engineering engineering science to:
problems; − Focus on specialist know-how
− Create engineering knowledge and its in specialist field,
applications; − Relate knowledge and its
− Work across engineering disciplinary application in related areas.
boundaries − Interact with other specialists
and generalists.
Design and Ability to: Ability to:
Synthesis − Perform creative, non-procedural design − Apply known engineering
− Synthesize of components, systems, works, principles to innovate and
products or processes to meet various needs perform non-procedural design
− Apply fundamental principals
and critical procedures in
design
Computing and Ability to: Ability to:
information − Use computer software to enhance personal − Use computer software to
technology /team productivity enhance personal/team
− Assess, use and validate results produced by productivity
packages, − Assess outputs of
− Develop software for engineering applications programmes,
− Develop software for
engineering applications
Complementary Ability to: Ability to:
Studies − Communicate effectively − Communicate effectively
− Apply planning and management techniques − Apply planning and
into engineering activity management techniques into
− Bring techniques and considerations from other engineering activity
cognate disciplines into engineering activity

The Engineers Registration Board SEAP Programme Implementation Document 11

Table 2.3: Baseline Competences Expected of the Various Engineering Cadres

Competence Baseline Competence Descriptors

Category Professional Engineer Technician Engineer Engineering Technician
Professional Engineers are characterized by Technician Engineers are characterized Engineering Technicians are characterized
A: General their ability to develop appropriate solutions to by their ability to act as exponents of by their ability to apply proven techniques
engineering problems, using new or existing technology through creativity and change. and procedures to the solution of practical
technologies, through innovation, creativity engineering problems.
and change. They maintain and manage applications
of current and developing technologies, They carry out technical responsibility,
They promote advanced designs and design and may undertake engineering design, exercising aptitudes and skills within
methods, introduce new and/or more efficient development, manufacture, construction defined fields of technology, and may
production/construction techniques, as well as and operation of technologies. contribute to the design, development,
marketing concepts, and might develop and manufacture, construction, commissioning,
apply new technologies, pioneer new Technician Engineers are variously operation or maintenance of products,
engineering services and management engaged in technical and commercial equipment, processes or services.
methods. management and possess competencies
that involve application of knowledge and Engineering Technicians are engaged in
Professional Engineers are variously engaged skills in a broad range of complex safe systems of work, whose main tasks
in technical and commercial leadership and technical activities, a high degree of require skills and knowledge to assume
possess competencies that involve personal responsibility and some operational responsibilities and mainly self.
application of knowledge and skills in a wide responsibility for work of others
and unpredictable variety of contexts with
substantial personal responsibility, and
responsibility for the work of others including
allocation of resources, policy, planning,
execution and evaluation

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 Competence Baseline Competence Descriptors
Category Professional Engineer Technician Engineer Engineering Technician
Professional Engineers will be able to use a Technician Engineers will be able to use Engineering Technicians will be able to
B: Knowledge and combination of general and specialist a combination of general and specialist determine operational problems and
Understanding engineering knowledge and understanding to engineering knowledge and suggest tentative solutions.
optimize the application of existing and understanding to apply existing and
emerging technologies. emerging technologies. They will have awareness of the evolving or
changing nature of knowledge and
They will be able to maintain and extend a They will be able to maintain and extend understanding, including demonstrating
sound theoretical approach in enabling the a sound theoretical approach in the ability to react to such changes.
introduction and exploitation of new and application of technology in engineering
advancing technology and other relevant practice, as well as use sound evidence- Engineering Technicians will be able to
developments and engage in the creative and based approach to problem solving and demonstrate and/or work with:
innovative development of engineering contribute to continuous improvement of • Basic theoretical and operational
technology and continuous improvement of systems. knowledge
systems. In that context, Professional In that context Technician Engineers shall • Readily available information and be able
Engineers shall demonstrate and/or work demonstrate and/or work with: to interpret the same.
with: • A broad range of knowledge base • Discretion and judgment.
• A broad knowledge base with substantial incorporating some core theories, • A broader range of known responses to
depth in key subject areas and a critical principles and concepts. familiar and non-familiar problems.
understanding of principal theories, • A range of standard applications to • Little generation of new ideas.
concepts and terminologies. process and interpret data for use in
• Analytical interpretation of a wide range of both familiar and new contexts.
data. • Informed judgment
• Synthesis and evaluation of information • A range of innovative responses to
pertaining to problems and data in the concrete but often unfamiliar problems.
subject area and general practice. • An outline knowledge and
• Capability to broaden and deepen own understanding of research and
knowledge base through research and equivalent scholarly /academic
experimentation. processes.

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 Competence Baseline Competence Descriptors
Category Professional Engineer Technician Engineer Engineering Technician
Professional Engineers will be able to apply Technician Engineers will be able to Engineering Technicians will be able to
C: Practical Skills appropriate theoretical and practical methods apply appropriate theoretical and apply appropriate practical methods to the
to the analyses and solutions of engineering practical methods to the solutions of solutions of engineering problems that are
problems. They will be able to define, engineering problems. They will be able moderate in range, established, familiar or
investigate, analyze, design and develop to define, investigate, and analyze less familiar and which offer a clear choice
solutions to complex engineering problems in engineering problems in accordance with of routine responses and sometimes go
accordance with good engineering practice. good engineering practice. This may beyond routine functions.
This may include identification of potential include identification, reviewing and
projects and opportunities, conducting selecting techniques, procedures and Engineering Technicians will be able to
appropriate research, undertaking design and methods to undertake engineering tasks, carry out processes that:
development of engineering solutions, contributing to the design and • Require a range of well-developed skills.
implementing design solutions, and development of engineering solutions, • Offer a significant choice of standard
evaluating their effectiveness. and implementing design solutions and procedures
contributing to their evaluation. • Are mainly routine in nature.
Professional Engineers will carry out • Practice appropriate methods and
processes that: Technician Engineers will be able to carry procedures in response to concrete
• Require a wide range of technical or out processes that: problems in line with the local
scholastic skills. • Require a wide range of technical skills. jurisdictions.
• Involve a wide choice of standard and non- • Offer a considerable choice of standard
standard procedures. and non-standard procedures.
• Are routine and non-routine. • Are routine and non-routine.
• Require routine principles of enquiry and/ or • Exercise professional engineering
research. judgment.
• Exercise sound professional engineering • Practice appropriate methods and
judgment. procedures in response to a range of
• Practice appropriate methods and concrete problems in line with the local
procedures in response to a range of jurisdictions.
concrete problems with some theoretical
basis in line with the local jurisdictions.

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 Competence Baseline Competence Descriptors
Category Professional Engineer Technician Engineer Engineering Technician

D: Leadership/ A Professional Engineer will be able to A Technician Engineer will be able to An Engineering Technician will be able to
Supervisory manage oneself and others in performing manage oneself and others in performing manage self and others in performing
Skills simple operational, as well as predictable and simple operational as well as predictable simple operational tasks and sometimes
unpredictable complex tasks. complex tasks. predictable complex tasks.

In doing so, he/she will be able to provide In doing so, he/she will be able to In doing so, he/she will be able to work:
technical and commercial leadership, provide technical and commercial • In a team in directed activity.
including: management including: • Under general supervision and quality
• Working with others in self-directed and • Working with others in self-directed checking.
sometimes directed activities. activities.. • With some reasonable responsibility for
• Planning for effective project • Planning for effective project the quantity and quality of own output.
implementation. implementation. • Managing limited resources within well-
• Planning, budgeting, organizing, directing • Managing plans, budgets and defined areas of work.
and controlling tasks, people and resources. organization of tasks, people and • With possible responsibility for the output
• Leading teams and developing staff to meet resources. of others within well-defined areas of
changing technical and managerial needs. • Managing teams and developing staff work.
This involves working with full responsibility to meet changing technical and
for the nature, quantity and quality of group managerial needs. This involves
outcomes working with complete responsibility for
• Bringing about continuous improvement the nature, quantity and quality of group
through quality management. outcomes
• Managing continuous quality
improvement

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 Competence Baseline Competence Descriptors
Category Professional Engineer Technician Engineer Engineering Technician
E: Communication Professional Engineers will be able to Technician Engineers will be able to Engineering Technicians will be able to
Skills demonstrate effective interpersonal skills. demonstrate effective interpersonal skills. demonstrate reasonable interpersonal
This will be evident with the ability to: This will be evident with the ability to: skills. This will be evident with the
• Effectively communicate information, ideas, • Effectively communicate information, ideas, ability to:
problems and solutions to both specialist problems and solutions to both specialist • Produce and respond to simple
and non-specialists audiences possessing and non-specialist audiences possessing written and oral communication in
language proficiency, ability to chair and language proficiency and ability to chair and familiar, routine and sometimes non-
record meetings and discussions, draft record meetings and discussions, draft routine contexts
letters, documents and reports, exchange letters, documents and reports, exchange • Select and use basic ICT
information and provide advice to various information and provide advice to various applications to obtain and process
colleagues. colleagues. information.
• Communicate with professional level peers • Communicate with professional level peers • Use a range of numerical and
and senior colleagues, including and senior colleagues, including graphical analysis skills to achieve
presentation and discussion of proposals, presentation and discussion of proposals, set goals/ targets.
leading and sustaining debates with leading and sustaining debates with
audiences and feeding the results back to audiences and feeding the results back to
improve proposals. improve proposals.
• Use a wide range of techniques to initiate • Use established techniques to undertake
and undertake critical analysis of data, and critical analysis of data, and to propose
to propose solutions to problems arising solutions to problems arising from analyses.
from analyses. • Use standard ICT applications to support
• Use a wide range of Information and and enhance professional work.
Communication Technology (ICT) • Use and evaluate numerical and graphical
applications to support and enhance data to measure progress and achieve
professional work. goals/ targets
• Interpret, use and evaluate a wide range of
numerical and graphical data to set and
achieve goals/ targets.

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 Competence Baseline Competence Descriptors
Category Professional Engineer Technician Engineer Engineering Technician

F: Wider Abilities Typically Professional Engineers will be able Typically Technician Engineers will be able to Typically Engineering Technicians will
to work: work: be able to work:
• Alone or with others in self-directed and • Alone or with others in self-directed • Alone or with others in directed
sometimes directed activities. activities. activities.
• Within broad general guidelines or • Under broad guidance and evaluation. • Under general supervision and
functions. • Exercising some initiative and quality control.
• Exercising autonomy and initiative in independence in carrying out defined • Exercising some independence in
carrying out engineering activities at a engineering activities at a professional carrying out well-defined engineering
professional level. level. activities.
• Delegating functions to technicians and • Delegating functions to technicians. • Delegating functions to artisans.
peers. • Demonstrating a personal commitment to • Applying safe systems of work.
• Demonstrating a personal commitment to professional standards, recognizing
professional standards, recognizing obligations to society, the profession and
obligations to society, the profession and the environment. This may be achieved by
the environment. This may be achieved by complying with the ERB Code of Ethics and
complying with the ERB Code of Ethics and Professional Conduct, as well as managing
Professional Conduct, as well as managing and applying safe systems of work.
and applying safe systems of work. • Undertaking engineering activities in a way
• Undertaking engineering activities in a way that contribute to poverty reduction and
that contribute to poverty reduction and sustainable national development.
sustainable national development. • Carrying out Continuing Professional
• Carrying out Continuing Professional Development (CPD) necessary to maintain
Development (CPD) necessary to maintain and enhance competence in own area of
and enhance competence in own area of practice
practice

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3.0 SEAP REQUIREMENTS, GUIDELINES AND STRUCTURE

3.1 General

A professional development programme should be designed to provide the individuals with skills, not only
for the immediate and specific employment, but also to equip them for lifelong professional development.
However, the initial professional development, such as the Structured Engineers Apprenticeship
Programme (SEAP), can be completed only in the context of an immediate specific employment.

Professional Training is intended to provide a smooth transition between academic training and
professional practice. It gives the trainee the opportunity to tackle engineering problems from first
principles with confidence in the shortest time during his/her career. Graduate engineers who do not get
supervised training upon graduation take very long to become professional engineers. This is because
they are cautious of making decisions for fear of making mistakes. As a result they cannot be trusted with
any major responsibility in an engineering enterprise.

The SEAP will provide an opportunity for the graduate engineer to merge theory and practice. It offers
training in a “real life” situation, which is different from that simulated during the degree course. In this way
the trainee learns about the problems one may encounter in one’s future career as an engineer. Thus, the
goals of SEAP can be summarized as being to impart skills; to sharpen knowledge; to develop abilities;
and to foster attitudes.

Upon completion of SEAP the graduate engineers must have reached a stage where their employment
requires them to demonstrate and be accountable for their technical competence. Their work requires the
exercise of independent technical judgment and direct responsibility for human and material resources
while taking into account financial, commercial and regulatory aspects. The competence must range
across several aspects of design, development, research, construction, manufacture, operation and
maintenance of products, systems or services.

Although the graduate engineer is not expected to cover the entire range of training needs in the specified
period of the SEAP, a balance must be struck between technical, business and regulatory responsibilities
which are required for a specific employment or job description and authorization to practice as a
professional engineer. The graduate engineer must be briefed and given guidelines in respect of the
SEAP. He/she will be introduced to the mentor (Professional Training Supervisor) and informed of the
procedure used to evaluate the acquired experience.

The SEAP period is an inter-phase between a predominantly academic environment to that of an

occupational sector and employment. The induction must therefore embraces culture of the work place,
the company, and relevant industrial sector regulations including health, safety and environmental issues
and the direct supervisor at the work place. The programme must also include understanding of the ethical
constraints applied to professional engineering, the community and to professional peers.

The Professional Training Guidelines (PTG) requirements recommended in this document are structured
such that they enable the trainee to acquire all the basic skills for managing an engineering enterprise or
project with confidence and with least supervision. It is mandatory that trainees demonstrate full
understanding of the key elements of engineering practice as detailed herein. For effective learning or
mentoring, trainees will be expected to keep close contact with their supervisors for the periods specified.

3.2 Employers Specific Training

The employer specific training extends from the general training to training that cater for the special needs
of the employer and the industry of which it is part. It enables the trainees to make an effective contribution
to the organisation while they are getting the opportunity to enhance their general capability through the
training experience gained from their mentor or professional training supervisor. The employer specific
training covers the following general aspects or combinations thereof: design, procurement, contracting,
engineering systems, management, marketing and finance. The employer specific training may also cover

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respective combinations of manufacturing, mining, industrial process and control, operations and
maintenance, research and development, etc.

(i) Design

Professional training in Design should be implemented in a manner that will enable the trainee to gain
sufficient knowledge and skills/expertise in the following:

a) Communication Skills: Ability to communicate accurately, concisely and with confidence whether
verbally, in writing or by use of drawings, sketches or information technology (IT) based methods,
and in a manner which is appropriate to the organization to which one is attached and the industry
at large.

b) CAD: Application of computer aided design and drafting softwares and application of the output
parameters to the practical solution of engineering problems.

c) Standards and Codes of Practice: Proper application of national and international standards,
codes of practice, regulations, specifications, technical memoranda, etc and knowing the
limitations to their application in engineering practice.

d) Project Appraisals: Project identification, planning, financing and appraisals.

e) Specifications and Drawings: Development of design philosophy and concepts, data,

assumptions, specifications (for materials, plant, equipment and systems, etc.), preparation of
working drawings including conventional and IT based, calculations and bills of quantities.

f) Design and the Environment: Analysis of the impact of the design and particular design
elements on the environment and vice versa.

g) Tender Documentation: Preparation and compilation of tender documents including

specifications, bills of quantities, drawings, drawing details, diagrams and brochures.

h) Cost Estimation: Preparation of cost estimates by application of competitive pricing.

(ii) Procurement

Professional training in Procurement should enable the trainee gain sufficient knowledge and
skills/expertise in the following:

a) Consultants Procurement Procedures: Knowledge and application of procurement procedures

for consultancy services and methods of charging for the consultancy services, including
negotiations.

b) Consultancy Contracts: Knowledge of types and preparation of Contracts for the consultancy
services between the client/employer and consultant, and between the client/employer and the
contractor.

c) Tender Procedures: Identification and application of national and international tendering

procedures and practices.

d) Evaluation of Tenders: Evaluation of tenders, preparation and presentation of tender evaluation

reports.

e) Contract Documents: Preparation of contract documents for execution of respective projects.

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(iii) Contracting and Engineering Systems

Professional training in Contracting and Engineering Systems should enable the trainee gain sufficient
knowledge and skills/expertise in the following:

a) Communication Skills: Ability to understand correctly, unambiguously with clarity whether by

listening, reading or interpretation of drawings, sketches or data from IT based methods, and in the
manner which is appropriate to the organization to which one is attached and industry at large.

b) Translation of Designs: Translate designs made using conventional or computer aided methods,
into physical solutions of respective problems whilst exercising technical judgment and some direct
responsibility for human and material resources, taking account of financial, business, safety,
statutory and national consideration.

c) Planning and Tendering: Planning of materials, plant, equipment, system, labour and financial
requirements.

d) Procurement: Procurement of materials, plant/equipment, systems and labour.

e) Verification of Compliance with Specifications, Quality Control: Verification of materials,

plant, equipment and system for compliance with standards (quality control), specifications for
quality and according to design.

f) Evaluation and Payments: Processing valuation of works according to claims, preparing

payment certificates and financial appraisals.

g) Testing and Commissioning: Supervision, testing and commissioning of erection works.

h) Completion and Final Account: Issuing of completion certificates and preparation of final
account.

(iv) Management

Professional training in Management should enable the trainee gain sufficient knowledge and
skills/expertise in the following:

a) General Management
¾ Office management and administrative procedures;
¾ Human resources management;
¾ Time management; and
¾ Conduct and management of meetings.

b) Contract Management
¾ Types of contracts;
¾ Administrative procedures; and
¾ Roles and responsibilities/rights in contracts.

c) Resources Management
¾ Equipment/plant acquisition, utilization and maintenance;
¾ Financial planning and control;
¾ Materials management;
¾ Labour management and relevant legal issues; and
¾ Energy management.

d) Occupational Health, Safety and Environment

¾ Legal framework; and

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 ¾ Practice – procedures and tools.

e) Operations and Maintenance of Facilities

f) Performance Improvement/Management Philosophies and Procedures

e.g Total Quality Management (TQM)

g) Project management
¾ Appraisal;
¾ Planning;
¾ Financing;
¾ Implementation; and
¾ Evaluation.

(v) Marketing and Finance

Professional training in Marketing and Finance should enable the trainee gain sufficient knowledge and
skills/expertise in the following:

a) Application of Competence Records to Market Personnel: Preparation of CVs specific to

request for personnel.
b) Legal Procedures and Arbitration: Presentation of technical, commercial, legal and social facts
at an interview, arbitration or as a witness.
c) Appreciation of Accounting Procedures: Interpretation of balance sheet and Income and
Expenditure statements.
d) Taxation: Understanding of taxation systems and financial record keeping.
e) Sales and Pricing: Marketing of manufactured products and pricing, etc.
f) Trade: Mercantile, national and world trade, etc.
g) Presentation of Company Marketing Information: Preparation and presentation of company
profiles and brochures, business cards, complimentary slips and letterheads, and information for
company website.

3.3 Disciplines Specific Training

3.3.1 Aeronautical Engineers

Aeronautical engineering is a field of engineering that deals with machines that operate in space and
therefore requires a high degree of precision of and reliability. This situation demands that the engineer
should attain high qualifications and professional experience before one can be trusted to undertake
independent work.

Professional aeronautical engineers require an in-depth knowledge and understanding of the principles,
designs, construction, operation and maintenance of aeronautical machinery and its auxiliary equipment
and control systems. The professional engineers must have analytical capabilities, ability to identify and
find solutions, management capabilities, communication skills and adherence to professional principles.

The main thrust of the professional training of Aeronautical Engineers is on knowledge, understanding of
subject matters, analysis and methods so as to enable the trainees acquire sufficient specific
skills/expertise to become reliable and competitive professionals in the field.

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(a) Design

Professional training in Design with respect to Aeronautical Engineering should enable the trainee gain
sufficient knowledge and skills/expertise in the following:

i. Understanding and interpretation of engineering drawings and technical information including

maintenance manuals, parts catalogues, overhaul manuals, services bulletins and
modification data and maintenance schedules
ii. Aircraft structures
iii. Sub-structures (e.g. folded metal, sheet metals extrusions, tubing, holes, fasteners, honey
combs, panels and consoles, drains and drain masks, equipment racks and storages intakes,
etc.
iv. Material and Parts: Common parts, gases and compounds, metals, non metals (reinforced
plastics, epoxy composites wood, fabrics, and furnishings
v. Aircraft engines (reciprocating engines and turbine)
vi. Principles, Terminology, Definitions and laws
vii. Construction arrangements.

(b) Field Practice

Professional training in Field Practice with respect to Aeronautical Engineering should enable the trainee
gain sufficient knowledge and skills/expertise in the following:

Hangar/Workshop common practices and tools covering:

i. Lubrication methods and application
ii. Hand tools and simple machine tools
iii. Precision measuring instruments
iv. Torque loading
v. Soldering, brazing and welding including assessment of in service conditions
vi. Corrosion identification
vii. Painting and paint stripping
viii. Fire protection and safety
ix. Storage and handling
x. Non-destructive condition testing

Aircraft Systems:
i. Flight controls
ii. Hydraulic
iii. Landing Gear
iv. Pneumatic
v. Ice and Rain protection
vi. Environmental and passenger systems (Air conditioning, pressurisation, oxygen, toilets,
waste and water, Galley service, Baggage, Entertainment and Passenger services)
vii. Electrical
viii. Instruments and Equipment

Engine Systems:
i. Carburation/induction, ignition and starting
ii. Fire protection and indication
iii. Lubrication
iv. Supercharging/turbocharging
v. Aircraft, fuel, fuel controls and systems
vi. Water injection
vii. Engine control
viii. Engine instruments

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 ix. Propellers and shaft power provisioning
x. Thrust reversing
xi. Auxiliary or Air Power Unit (APU)
xii. Cooling sealing and bleed Air services
xiii. Surge protection and airflow control
xiv. Ice and fire protection
xv. Pods, pylons, cowlings and mountings
xvi. Ground handling

Flying Controls
i. General construction arrangements
ii. Transmission systems
iii. Equipment and instruments
iv. Ice and rain protection
v. Heating and ventilation

Aeronautical Telecommunications
i. Compass compensation
ii. Radio and audio systems
iii. Radar systems category ‘R’
iv. Instrument category ‘X’
v. Basic gyroscopes and servomechanisms
vi. Automatic pilots (Auto pilots)

(c) Management

Professional training in Management with respect to Aeronautical Engineering should enable the trainee
gain sufficient knowledge and skills/expertise in the following:

i. General management, certification and Licensing Laws:

ii. Regulations
iii. Maintenance engineers licenses and type rating requirements
iv. Log books and technical logs
v. Aircraft documentation and requirement
vi. Approvals
vii. Defect and damage identification, analysis and rectification
viii. Joint Aviation Authority requirements
ix. Labour management and staff relations
x. Selection of production process
xi. Materials supply, storage and handling
xii. Programming and estimation
xiii. Budgeting and revenue
xiv. Maintenance analysis and resultant feedback for rectification improved aircraft production
and/or increased enterprise productivity
xv. Environmental impact issues (oils and waste disposal, exhaust)
xvi. Communication Skills

3.3.2 Agricultural Engineers

The main thrust of the professional training of Agricultural Engineers is on knowledge, understanding of
subject matters, analysis and methods so as to enable the trainees acquire sufficient specific
skills/expertise to become reliable and competitive professionals in the field. Professional engineers must
have analytical capabilities, adaptability to varying situations, ability to identify, rectify problems and design
solutions, management capabilities, communication skills, ability to optimize resources and adherence to
the professional ethics.

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Every trainee in the Agricultural engineering discipline shall complete training in the types of works
specified for a minimum period specified herein. Technological and engineering inputs are very important
in agricultural production systems. In commercial farming for instance, engineering systems such as
irrigation, machinery, farm structures and post-harvest systems may constitute more than 90% of the
capital investment. Therefore, the design and effective management of engineering systems is central to
the profitability and sustainability of commercial farming.

Both the industrial development and the agricultural policies of Tanzania, and the follow-up strategies,
emphasise the development of agro-processing industries as a basis for national development. This is also
in-line with the fact that most industries in Tanzania are agro-based. Thus, a well prepared program is
required to equip the professional agricultural engineer with the technical know-how, competence and the
get-up-and-go attitude needed to address the great challenges ahead. These challenges include:

i. ensuring adequate and safe food supply for the expanding and increasingly urbanising
populations;
ii. managing and protecting water and land resources;
iii. exploiting existing energy resources and supplying adequate power for farming and
livelihood in the rural areas; and
iv. minimising losses and adding value to meet higher quality local and global market demands.

SEAP for graduate agricultural engineers entails the following:

i. Preparing the graduate agricultural engineer to spearhead the move to modernize

agriculture;
ii. Providing the trainee with the necessary technical, analytical and managerial skills which will
enable the trainee to analyse and assess engineering systems for effective application to
agriculture;
iii. Enhancing the trainee’s professionalism to fill responsible professional positions that
demand both engineering and agricultural related skills.
More specifically, the training will seek to do the following:

i. Impart knowledge and skills in design, construction, operation, management and

maintenance of water supply systems including rain water harvesting for agricultural
production;
ii. Training on techniques and skills for land use planning and conservation;
iii. Impart knowledge and skills required to fill in gaps encountered in agricultural based
industries;
iv. Impart knowledge and skills to design and construct simple renewable energy sources for
agricultural production as well as for domestic purposes;
v. Understand engineering principles for planning, design and management of agricultural
mechanization programmes;
vi. Induce competence in the technology and art of handling, processing and storage of
agricultural products with the objective of minimizing losses and adding value to satisfy
market demands;
vii. Develop entrepreneurial skills required for creating and operating small and medium scale
engineering enterprises.

To obtain such knowledge base and skills, the training program will require working in a combination from
the following areas:

i. Large-scale irrigation farms;

ii. Small and medium scale farmer managed irrigation projects;
iii. Food processing industries;
iv. Design and manufacturing firms dealing with agricultural machines and implements;
v. Small and Medium Scale industries producing energy saving systems suitable for
agricultural and rural household use;

The Engineers Registration Board SEAP Programme Implementation Document 24

 vi. Firms using controlled environment production systems;
vii. Engineering sales and advisory firms;
viii. Consulting firms;
ix. Land use management and environmental protection organizations;
x. NGOs promoting use of low cost agricultural engineering based technologies;
xi. Research and training institutions.

(a) General Workshop Practice

Every trainee shall work under the supervision of a registered professional Agricultural Engineer for a
minimum period of 9 months or as determined by the Board in accordance with the Engineers Registration
Regulations.

Professional training in General Workshop Practice with respect to Agricultural Engineering should enable
the trainee gain sufficient knowledge and skills/expertise in the following:

1) Workshop
i Machine shop;
ii Metal work;
iii Welding;
iv Casting and forging;
v Finishing work – panel beating, painting, etc.;
vi Heat treatment;
vii Carpentry;
viii Masonry.

2) Garage Works

i Overhaul and repair of agricultural, plant, transport and construction machinery and
equipment;
ii Implementation of planned maintenance schedules for agricultural, plant, transport and
construction machinery and equipment.

3) Stores

i General stores operations;

ii Maintenance of optimal stock levels of workshop materials.

4) Workshop Management

i General administration.
ii Maintenance of logbooks and machinery repair and maintenance records;
iii Planning and specification of schedules for costs of materials and labour requirement;
iv Development and implementation of fault diagnosis and inspection of machines and
equipment for repair and maintenance.

(b) Farmstead and Field Operations

Every trainee shall work under the supervision of a registered professional Agricultural Engineer for a
minimum period of 12 months or as determined by the Board in accordance with the Engineers
Registration Regulations.

Professional training in Farmstead and Field Operations with respect to Agricultural Engineering should
enable the trainee gain sufficient knowledge and skills/expertise in the following:

The Engineers Registration Board SEAP Programme Implementation Document 25

 1. Farm Machinery and Mechanization

i Scheduling and implementation of agricultural field operations including cultivation,

planting, fertilizer application, crop protection against weeds, pests and diseases,
harvesting and transportation;
ii Implementation of mechanization operations for animal production including feed
production, feeding, protection against disease and harvesting (slaughter, milking, etc.);
iii Development and optimal use of farm power including use of animal traction, selection of
tractor power and matching of implements to the power sources, renewable energy
sources, etc.

2. Development of Land and Water Resources

i Evaluation of land and water resources;

ii Land capability classification, and land use planning
iii Remote sensing and GIS;
iv Planning and implementation of irrigation, drainage and soil conservation for agricultural
use;
v Operation, maintenance and management of irrigation and soil conservation schemes;
vi Development and operation of smallholder irrigation and water use schemes;
vii Rain water harvesting technologies;
viii Use of controlled environment engineering e.g. for floriculture and green house production
systems.

3. Post Harvest and Agricultural Processing

i Agro processing at rural and industrial level e.g. milling, oil extraction, sugar production,
milking machines and dairy processing equipments;
ii Drying of agricultural products and application of other preservation techniques –
dehydration, refrigeration, sealed-bin storage and chemical treatment;
iii Technical needs of small and medium scale agro processing and agro food industry;
iv Quality assessment and assurance – cleaning, sorting, grading and packaging.

4. Farm Structures and Services

i Rural electrification,
ii Biomass engineering,
iii Construction of market centers,
iv Construction of abattoirs,
v Rural road construction.

5. General Management

General management as applicable to workshop practice and field operations and safety.

(c) Design

Every trainee shall work under the supervision of a registered professional Agricultural engineer for a
minimum period of 9 months or as determined by the Board in accordance with the Engineers Registration
Regulations.

Professional training in Design with respect to Agricultural Engineering should enable the trainee gain
sufficient knowledge and skills/expertise in the following:

The Engineers Registration Board SEAP Programme Implementation Document 26

 1. Farm Machinery and Mechanization

i Selection, design, evaluation, development and manufacture of farm machinery,

equipment and power sources for agricultural mechanization operations;
ii Selection, design and development of agricultural machines with ergonomic consideration
for human comfort and safety;
iii Design of maintenance and workshop support facilities for field machinery.

2. Soil and Water Engineering

i Planning, design and construction of an irrigation scheme and tertiary system design;
ii Rural development for small holder irrigation schemes and water supply
iii Land drainage;
iv Design of sprinkler irrigation system.

3. Post Harvest and Agricultural Processing

i Generation of design specification for crop and animal product storage structures;
ii Selection, design and development of processing machinery and equipment for cleaning,
sorting, grading and packaging of agricultural produce.

4. Farm Structures and Services

i Design and construction of buildings for processing and handling of crop and animal
products;
ii Design and construction of buildings for farm animals to meet their environmental and
psychological needs and to meet management needs for ease of feeding, handling and
hygiene;
iii Selection, design and construction / provision of energy supplies to farm and rural
communities, including animal power, electricity, biogas, wind power, solar power, water
power and engine power;
iv Selection, design and provision of water supplies to farm and rural communities;
v Design and implementation of farm waste disposal schemes;
vi Design, construction and maintenance of rural roads and market centers;
vii Design and operation of controlled environments for floriculture and green house
production systems.

(d) Management

Every trainee shall work under the supervision of a registered professional Agricultural engineer for a
minimum period of 6 months or as determined by the Board in accordance with the Engineers Registration
Regulations.

Professional training in Mnagement with respect to Agricultural Engineering should enable the trainee gain
sufficient knowledge and skills/expertise in the following:

1. Agricultural Machinery Garage Management

i Service and maintenance of farm equipment and machinery.

2. Farm Machinery and Mechanization

i Management of field and workshop operations with special regard to technical and
financial aspects;

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 ii Systems analysis to identify improved sequences of operations using technical, economic
and social criteria.

3. Farmstead and Factory Operations

i Farmstead planning, construction and maintenance;

ii Installation and operation of various utility systems – rain water harvesting systems,
renewable energy sources and waste disposal systems;
iii Planning and scheduling of factory material handling operations.

4. Small-holder Irrigation Management

i Develop capacity of local communities to operate and manage small irrigation schemes;
ii Develop and promote low cost irrigation technologies.

5. Sales Engineering

i Conducting market research;

ii Advisory work to clients on selection of products;
iii Providing training on application and effective operation of agricultural equipment and
machinery.

6. Consulting Work

i Conducting feasibility studies and environmental impact studies;

ii Planning and design of facilities and equipment for processing, packaging and marketing
of agricultural products.

7. Environmental Considerations

Environmental impact assessment and rectification.

3.3.3 Chemical and Process / Biochemical Engineers

The main thrust of the professional training of Chemical and Process/Biochemical Engineers is on
knowledge, understanding of subject matters, analysis and methods so as to enable the trainees acquire
sufficient specific skills/expertise to become reliable and competitive professionals in the field.
Professional engineers must have analytical capabilities, adaptability to varying situations, ability to
identify, rectify and design solutions, management capabilities, communication skills, and adherence to
professional ethics.
Every trainee in the Chemical & Process or Biochemical engineering discipline shall complete training in
the types of works specified for a minimum period specified herein.

The specific SEAP requirements for Chemical and Process/Biochemical Engineers are as detailed in the
sub-sections that follow.

(a) Process Plant Operation and Equipment Design

Every trainee shall work under the supervision of a registered professional Chemical & Process or
Biochemical engineer for a minimum period of 15 months or as determined by the Board in accordance
with the Engineers Registration Regulations.

Professional training in Process Plant Operation and Equipment Design with respect to Chemical and
Process/Biochemical Engineering should enable the trainee gain sufficient knowledge and skills/expertise
in the following:

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 (i) Process Flowsheeting and Drawing

This should involve:

a) Preparation of detailed flowsheets, P&I Diagrams and engineering drawings;

b) Interpretation and proper use of existing flowsheets and drawings;
c) Modification of process flowsheets and drawings;
d) Use of computer software for drafting and simulating a chemical process.

(ii) Quality Management

Aspects to be covered under this sub-paragraph should include:
a) Familiarization with the relevant test procedures and standards;
b) Conducting tests on raw materials, intermediates and finished products with
appropriate laboratory practice;
c) Formulation, implementation and monitoring of quality control procedures;
d) Statistical analysis, design of experiments.

(iii) Process Control

a) Maintenance of process control devices;

b) Monitoring and interpretation of controlled parameters;
c) Instrumentation.

(iv) Plant /Process Equipment Design

a) Project conception;
b) Feasibility study;
c) Codes of practice and Standards;
d) Equipment selection;
e) Preparation of preliminary process plant design and process equipment specification;
f) Simple equipment design;
g) Detailed design, procurement;
h) Preparation of cost estimates;
i) Evaluation of tenders;
j) Economic considerations.

(b) Management of Process Plant and Resources

Every trainee shall work under the supervision of a registered professional Chemical & Process or
Biochemical Engineer for a minimum period of 9 months or as determined by the Board in accordance with
the Engineers Registration Regulations.

Professional training in Management of Process Plant and Resources with respect to Chemical and
Process/Biochemical Engineering should enable the trainee gain sufficient knowledge and skills/expertise
in the following:

(i) Plant Management

Aspects to be covered under this sub-paragraph should include:-

a) Organizations of labour work schedules, stock control etc.
b) Production planning and process optimization
c) Costing and management accounting
d) Manufacture/hire/buy decisions
e) Communication skills
f) Materials management

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 (ii) Environmental Management

Aspects to be covered under this sub-paragraph should include:-

a) Environmental pollution prevention and control

b) Management of process plant wastes (solid, liquid gaseous)
c) Environmental impact assessment/risk auditing
d) Hazardous waste management

(ii) Human Resource Management

a) Personnel management
b) Job design
c) Employee training
d) Industrial relations

(c) Plant and Process Maintenance

Every trainee shall work under the supervision of a registered professional Chemical and Process or
Biochemical engineer for a minimum period of 12 months or as determined by the Board in accordance
with the Engineers Registration Regulations during which time knowledge and experience should be
acquired in most of the following areas:

i) The collection and Interpretation of measured data and the preparation of mass and energy
balances;
ii) Planning and scheduling of process plant activities;
iii) Troubleshooting, to identify and resolve operational problems of a technical nature;
iv) Plant maintenance and preparation of planned maintenance and schedules;
v) Preparation of daily process plant reports;
vi) Inspection and resultant maintenance;
vii) Energy management;
viii) Evaluation of plant/equipment efficiency;
ix) Process optimization.

3.3.4 Civil Engineers

The main thrust of the professional training of Civil Engineers is on knowledge, understanding of subject
matters, analysis and methods so as to enable the trainees acquire sufficient specific skills/expertise to
become reliable and competitive professionals in the field. Professional engineers must have analytical
capabilities, adaptability to varying situations, ability to identify, rectify problems and design solutions,
management capabilities, communication skills, ability to optimize resources and adherence to the
professional ethics. The specific SEAP requirements for Civil Engineers are detailed in the sections that
follow.

(a) Design Office Practice

Professional training in Design Office Practice with respect to Civil Engineering should enable the trainee
gain sufficient knowledge and skills/expertise in the following:

i) Project planning and appraisals including environmental impact assessment;

ii) Knowledge and ability to judge on application of various design standards and codes of
practice;
iii) Development of design data assumptions, calculations, specifications and drawings
(including structural details, where relevant, using computer aided design (CAD) methods);
iv) Estimation of quantities and costs;

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 v) Preparation of contract documents;
vi) Appraisal of construction defects/damages/failures and design of remedial
solutions/measures for the defects/damages/failures.

(b) Construction Site Practice

Professional training in Construction Site Practice with respect to Civil Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

i) Setting out and surveying;

ii) Processing supply, scheduling utilization and recording of Materials, Labour and Plant;
iii) Weighting and Batching;
iv) Preparation and implementation of Work Schedules (programs);
v) Production of Building/Civil works components
vi) Quality control through field/laboratory testing of materials and building/civil works
components;
vii) Measuring up works, costing and preparation of accounts;
viii) Use of explosives and quarry operations;
ix) Staff and Labour relations.

(c) Maintenance

Professional training in Maintenance with respect to Civil Engineering should enable the trainee gain
sufficient knowledge and skills/expertise in the following:

i) Infrastructure condition evaluation using visual inspection and equipment;

ii) Design/planning of required maintenance interventions;
iii) Preparation of specifications;
iv) Processing supply, scheduling utilization and recording of materials, labour and plant;
v) Preparation and implementation of work programs;
vi) Measurement and costing of works;
vii) Quality control;
viii) Staff and labour relations.

(d) General Management

Professional training in General Management with respect to Civil Engineering should enable the trainee
gain sufficient knowledge and skills/expertise in the following:

i) General office routines/administration;

ii) Organization structures and their translation in practice;
iii) Communication skills;
iv) Staff regulations and Labour Laws;
v) Materials/equipment procurement, management, storage and handling;
vi) Safety and health practices at site;
vii) Production planning and control of resources (labour, equipment, material, funds);
viii) Tendering procedures including tender preparation and tender evaluation;
ix) Various types of contracts and the applicable conditions of contract;
x) Contract administration;
xi) Supervision of works;
xii) Quality management.

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3.3.5 Computer and Information Technology Engineers

The main thrust of the professional training of Computer and Information Technology Engineers is on
knowledge, understanding of subject matters, analysis and methods so as to enable the trainees acquire
sufficient specific skills/expertise to become reliable and competitive professionals in the field.
Professional engineers must have analytical capabilities, adaptability to varying situations, ability to
identify, rectify problems and design solutions, management capabilities, communication skills, ability to
optimize resources and adherence to the professional ethics.

Every SEAP trainee in Computer Engineering and Information Technology shall complete training in the
types of works specified for a minimum period specified herein. Computer engineering spans a broad
range off activities, from the design and modeling of devices used in the construction of computer systems
to the configuration of large systems and networks of computers, including both hardware and software.

The specific SEAP requirements for Computer and Information Technology Engineers are as detailed in
the sub-sections that follow.

(a) Design Office Practice

Every trainee shall work under the supervision of a registered professional Computer Engineering and
Information Technology Engineer for a minimum period of 12 months or as determined by the Board.

Professional training in Design Office Practice with respect to Computer Engineering and Information
Technology should enable the trainee gain sufficient knowledge and skills/expertise in the following:

i) Application of relevant international and local standards, codes of practice and regulations;
(a) Digital signal measurement,
(b) Analogue signal processing,
(c) Counter value measurement,
(d) Pre-processing on-the-spot,
(e) Control/regulation.

ii) Application of Computer Aided Design (CAD) Programmes;

iii) Project planning and appraisals;
iv) Cost estimates;
v) Development of design philosophy, requirements, assumptions and specifications;
vi) Design calculations, drawings and bills of quantities;
vii) Tendering procedures including tender preparation and tender evaluation;
viii) International tendering procedures and practices;
ix) Analysis of impact on the environment and other systems of design in applications.

(b) Erection/Installation Site Work

Every trainee shall work under the supervision of a registered professional Computer Engineering and
Information Technology Engineer for a minimum period of 12 months or as determined by the Board.

Professional training in Erection/Installation Site Work with respect to Computer Engineering and
Information Technology should enable the trainee gain sufficient knowledge and skills/expertise in the
following:
i) Drafting of working programmes;
ii) Planning of plant/equipment/system, labour and financial requirements;
iii) Interpretation of drawings, marking and setting of erection works;
iv) Processing and reporting on erection works;
v) Processing of financial appraisals/claims/payment certificates, and
vi) Supervision, testing and commissioning of works.

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(c) Maintenance

Every trainee shall work under the supervision of a registered professional Electrical Engineer for a
minimum period of 6 months or as determined by the Board.

Professional training in Maintenace with respect to Computer Engineering and Information Technology
should enable the trainee gain sufficient knowledge and skills/expertise in the following:

i) Routine condition monitoring of plant/equipment/system and rectification where parameters

are beyond the required values;
ii) Preparation of planned maintenance schedules for plant/equipment/system;
iii) Fault diagnosis and servicing/overhauling techniques for plant/equipment/system; and
iv) Plan, design and specify materials required for corrective and preventive maintenance of
plant/equipment/system, including preparation of schedules for costs of materials and labour
requirement.

(d) General Management

Every trainee shall work under the supervision of a registered professional Computer Engineering and
Information Technology Engineer for a minimum period of 6 months or as determined by the Board.

Professional training in General Management with respect to Computer Engineering and Information
Technology should enable the trainee gain sufficient knowledge and skills/expertise in the following:

i) Office management including knowledge of organization structures and their translation in

practice;
ii) Communication skills;
iii) Labour management including staff regulations, labour laws and Industrial laws;
iv) Materials management including specifications, procurement, storage and handling;
v) Knowledge of Safety regulations and first aid procedures;
vi) Planning and control of resources i.e. human, material and finance;
vii) Contracts management;
viii) Quality management;
ix) Project management.

3.3.6 Environmental Engineers

The main thrust of the professional training of Environmental Engineers is on knowledge, understanding of
subject matters, analysis and methods so as to enable the trainees acquire sufficient specific
skills/expertise to become reliable and competitive professionals in the field. Professional engineers must
have analytical capabilities, adaptability to varying situations, ability to identify, rectify problems and design
solutions, management capabilities, communication skills, ability to optimize resources and adherence to
the professional ethics.

Every trainee in the environmental engineering discipline shall complete training in the types of works
specified for a minimum period specified herein.

(a) General Training

The general SEAP requirements for Graduate Environmental Engineers are as summarized below:

(i) Construction materials and technology for environmental engineering construction works;
(ii) Building services and sanitation services;

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 (iii) Use of analytical instruments in water quality analysis (e.g. Gas Chromatography, Atomic
Absorption Spectrophotometer, High Performance Liquid Chromatography), Use of the
standard methods in water quality analysis (BOD analysis kit, TKN analysis kit);
(iv) Environmental auditing;
(v) Planning of quality monitoring programmes.

(b) Specialized Training

The Specialised Professional Training with respect to Environmental Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

i) Design and construction of environmental management works (water pollution, solid waste,
air pollution works);
ii) Design of urban waste management systems;
iii) Environmental Impact Assessments for various projects such as road works, water works,
mining, industrial development, land reclamation, waste management etc.;
iv) Pollution studies in the project area (air, land and water pollution);
v) Operation and maintenance of environmental management works;
vi) Waste minimization works;
vii) Application of environmental management systems;
viii) Diseases and public health studies;
ix) Development of environmental mitigation measures;
x) Development of environmental management and plans;
xi) Water pollution prevention and control;
xii) Air pollution prevention and control;
xiii) Solid waste management;
xiv) Hazardous waste management;
xv) Risks analysis and risk management;
xvi) Disaster management.

(c) General Management

Professional training in General Management with respect to Environmental Engineering should enable
the trainee gain sufficient knowledge and skills/expertise in the following:

i) General office routines/administration;

ii) Organisational structures and their relation to project execution;
iii) Staff regulations and labour laws;
iv) Environmental laws and legislation;
v) Environmental policies (national and as well as sectoral policies);
vi) International treaties on environmental management;
vii) Safety practice during field work and at project sites;
viii) Work planning and control of resources (labour, equipment, materials and funds);
ix) Tendering procedures including tender preparation and tender evaluation;
x) Knowledge of various types of contracts and conditions of contract;
xi) Contract administration;
xii) Communication skills.

3.3.7 Electrical Engineers

The main thrust of the professional training of Electrical Engineers is on knowledge, understanding of
subject matters, analysis and methods so as to enable the trainees acquire sufficient specific
skills/expertise to become reliable and competitive professionals in the field. Professional engineers must
have analytical capabilities, adaptability to varying situations, ability to identify, rectify problems and design
solutions, management capabilities, communication skills, ability to optimize resources and adherence to
the professional ethics.

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Every trainee in the electrical engineering discipline shall complete training in the types of works specified
for a minimum period specified herein:

(a) Design Office Practice

Every trainee shall work under the supervision of a registered professional Electrical Engineer for a
minimum period of 12 months or as determined by the Board.

Professional training in Design Office Practice with respect to Electrical Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

i) Application of relevant international and local standards, codes of practice and regulations;
ii) Application of Computer Aided Design (CAD) Programmes;
iii) Project planning and appraisals;
iv) Cost estimates;
v) Development of design philosophy, requirements, assumptions and specifications;
vi) Design calculations, drawings and bills of quantities;
vii) Tendering procedures including tender preparation and tender evaluation;
viii) International tendering procedures and practices;
ix) Analysis of impact on the environment and other systems of design in applications.

(b) Erection/Installation Site Work

Every trainee shall work under the supervision of a registered professional Electrical Engineer for a
minimum period of 12 months or as determined by the Board.

Professional training in Erection/Installation Site Work with respect to Electrical Engineering should enable
the trainee gain sufficient knowledge and skills/expertise in the following:

i) Drafting of working programmes;

ii) Planning of plant/equipment/system, labour and financial requirements;
iii) Interpretation of drawings, marking and setting of erection works;
iv) Processing and reporting on erection works;
v) Processing of financial appraisals/claims/payment certificates, and
vi) Supervision, testing and commissioning of works.

(c) Maintenance

Every trainee shall work under the supervision of a registered professional Electrical Engineer for a
minimum period of 6 months or as determined by the Board.

Professional training in Maintenance with respect to Electrical Engineering should enable the trainee gain
sufficient knowledge and skills/expertise in the following:

i) Routine condition monitoring of plant/equipment/system and rectification where parameters

are beyond the required values;
ii) Preparation of planned maintenance schedules for plant/equipment/system;
iii) Fault diagnosis and servicing/overhauling techniques for plant/equipment/system; and
iv) Plan, design and specify materials required for corrective and preventive maintenance of
plant/equipment/system, including preparation of schedules for costs of materials and labour
requirement.

(d) General Management

Every trainee shall work under the supervision of a registered professional Electrical Engineer for a
minimum period of 6 months or as determined by the Board.

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Professional training in General Management with respect to Electrical Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

i) Office management including knowledge of organization structures and their translation in

practice;
ii) Communication skills;
iii) Labour management including staff regulations, labour laws and Industrial laws;
iv) Materials management including specifications, procurement, storage and handling;
v) Knowledge of Safety regulations and first aid procedures;
vi) Planning and control of resources i.e. human, material and finance;
vii) Contracts management;
viii) Quality management and
ix) Energy management.

3.3.8 Marine Engineers

The main thrust of the professional training of Marine Engineers is on knowledge, understanding of subject
matters, analysis and methods so as to enable the trainees acquire sufficient specific skills/expertise to
become reliable and competitive professionals in the field. Professional engineers must have analytical
capabilities, adaptability to varying situations, ability to identify, rectify problems and design solutions,
management capabilities, communication skills, ability to optimize resources and adherence to the
professional ethics.

Every trainee in marine engineering shall complete training in the types of works specified for a minimum
period specified herein. Marine engineering is a field of engineering that demands solid knowledge to be
able to battle against the dynamic and often violent forces of nature. The marine engineer must therefore
have hands-on experience in relevant areas as detailed in the sections that follow.

(a) Design Office Practice

Every trainee shall work under the supervision of a registered professional Marine Engineer for a minimum
period of 9 months or as determined by the Board.
Professional training in Design Office Practice with respect to Marine Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

i) Engineering drawings and technical information including maintenance manuals, parts

catalogues, overhaul manuals, services bulletins and modification data and maintenance
schedules;
ii) Ship structures;
iii) Sub-structures (e.g. folded metal, sheet metals extrusions, tubing, holes, fasteners, honey
combs, panels and consoles, drains and drain masks, equipment racks and storages
intakes, etc.;
iv) Materials and parts (common parts, gases and compounds, metals, non metals - reinforced
plastics, epoxy composites wood, fabrics, furnishings;
v) Engines (internal combustion engines and turbine);
vi) Principles, terminology, definitions and laws;
vii) Construction Arrangements;
viii) Design of ship and boat structures;
ix) Be able to carry out design of ship auxiliary machinery;
x) Design and re-design of machinery components and physical property of the material
commonly used;
xi) Assessment and calculations of power propulsion.

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(b) Field Practice
(i) Workshop Training (Pre-Sea Training)
Every trainee shall work under the supervision of a registered professional Marine Engineer for a
minimum period of 6 months or as determined by the Board.

Professional training in Pre-Sea Training with respect to Marine Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

(a) Workshop safety;

(b) Bench work including punching, scraping, filing, gauging;
(c) Machine shop practice, including drilling, shaping, milling, threading;
(d) Welding including gas halogen;
(e) Electrical and electronics appliances practice including control circuits DC and AC
machinery;
(f) Pipe work and pipe fitting;
(g) Sheet metal work;
(h) Manufacturing methods for various machinery components and physical property of
the material commonly used;
(i) Ship building and repair of ship structures;
(j) Maintenance (inspection, assembling/dismantling of engines and auxiliary
equipment, service and repair of electrical supply lines and equipment, piping work
and electronic and communication equipment).

(ii) At Sea Training

Every trainee shall work under the supervision of a registered professional Marine Engineer for a
minimum period of 12 months or as determined by the Board.

Professional training in At Sea Training with respect to Marine Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

(a) Diesel main propulsion machinery

i. Main diesel engines generating system and main components of truck and cross-
head engines;
ii. Establish and understand main engine components including air starting system, fuel
system, lubricating system, cooling, air supply, etc;
iii. Establish and understand the pressure and temperature through the system for
normal running conditions;
iv. Establish and understand the main engine control system and operate the controls
thoroughly;
v. Working principles and constructional details of marine diesel engines, gears,
clutches and auxiliary equipment.

(b) Steam main propulsion machinery

i. Establish and understand the boilers system including condenser operation, boilers
fuel combustion burner, water gauge pressure control valves, etc;
ii. Establish the temperature and pressure throughout the system for normal running
conditions;
iii. Establish and understand the main engine control system and operate the controls
thoroughly.

The Engineers Registration Board SEAP Programme Implementation Document 37

 (c) Ships support systems

i. Have knowledge of understanding and locating ships system including bilge main,
ballast system, fuel transfer system, fire mains, etc;
ii. Knowledge of operational repair maintenance of ships main and auxiliary machinery;
iii. Knowledge of the ships bilge, ballast, fire main pumps and piping system, including
pollution prevention equipment and system;
iv. Full control of propulsion transmission system, including thrust and shaft bearing,
stern tubes and propellers;
i. Steam boiler mountings, feed water system and boiler testing conditions;
ii. Constructional details of alternators, motors, switch gears and electrical distribution
systems of DC and AC motors;
iii. Locate bankers, observing all precautions and requirements relating to anti pollution;
iv. Prepare steering gear for sea passage and make routine checks and tests during a
voyage;
v. Graphical expressions and transmissions of information related to ships machinery;
vi. Principal operations, faults rectification of basic automatic control systems.

(d) Dry docking and hull inspection

i. Steering and stability systems;

ii. Refrigeration machinery and air conditioning systems;
iii. Fresh water production and conditioning;
iv. Deck machinery and cargo handling system;
v. Marine diesel engines gearing and clutches.

(e) Others

i. Understanding the knowledge of watch keeping principles and procedures for

protection of the environment;
ii. Procedure for treatment and condition of heavy fuel oil, lubricating oil and cooling
water;
iii. Rescue operations.

(c) Main Propulsion Machinery and Systems

Professional training in Main Propulsion Machinery and Systems with respect to Marine Engineering
should enable the trainee gain sufficient knowledge and skills/expertise in the following:

i) Graphical expressions and transmissions of information related to ships machinery;

ii) Manufacturing methods for various machinery components and physical property of the
material commonly used;
iii) Working principles and constructional details of marine diesel engines, gears, clutches and
auxiliary equipment;
iv) Procedure for treatment and conditioning of heavy fuel oil, lubricating oil and cooling water;
v) Principal operations, faults rectification of basic automatic control systems.

(d) Management, Maintenance and Legislation

Professional training in Management, Maintenance and Legislation with respect to Marine Engineering
should enable the trainee gain sufficient knowledge and skills/expertise in the following:

i) Care management, repair and maintenance of ships machinery;

ii) Assessment and calculations of power propulsion;
iii) Maritime legislation and safety working practices;
iv) Communication skills;

The Engineers Registration Board SEAP Programme Implementation Document 38

 v) Report writing on docking procedure and survey of ships;
vi) Understanding the knowledge of watch keeping principles procedures for protection of the
environment;
vii) Ability to carry out demand or manufacturing of ship auxiliary machinery, main generators,
paralleling procedure, etc;
viii) Ability to carry out demand scheduling and maintenance programs;
ix) Precautions against fire or explosions, explosive mixtures, source of ignition
x) Codes of safe working practices associated with carriage of dangerous cargo;
xi) Shipboard administration, management and control of spares;
xii) Legislation on merchant shipping and international convention;
xiii) Report writing on dry docking procedures and hull surveys.

(e) Main Machinery Propulsion, Transmission and Ships Support Systems

Professional training in Main Machinery Propulsion, Transmission and Ships Support Systems with respect
to Marine Engineering should enable the trainee gain sufficient knowledge and skills/expertise in the
following:

i) Main diesel engines generating system and main components of truck and cross-head engines;
ii) Operational repair and maintenance of ships’ main and auxiliary machinery;
iii) Ships bilge, ballast, fire main pumps and piping system, including pollution prevention
equipment and system;
iv) Full control of propulsion transmission system, including thrust and shaft bearing, stern tubes
and propellers;
v) Steam boiler mountings, feed water system and boiler testing conditions;
vi) Constructional details of alternators, motors, switch gears and electrical distribution systems of
DC and AC motors.

(f) Dry Docking and Hull Inspection

Professional training in Dry Docking and Hull Inspection with respect to Marine Engineering should enable
the trainee gain sufficient knowledge and skills/expertise in the following:

i) Steering and stability systems;

ii) Refrigeration machinery and air conditioning systems;
iii) Fresh water production and conditioning;
iv) Deck machinery and cargo handling system;
v) Marine diesel engines gearing and clutches;
vi) Safe working principles as published and amended by relevant authorities.

3.3.9 Mechanical Engineers

Mechanical engineering is a field of engineering that deals with the design, manufacture, operation,
maintenance and management of machines and their systems, equipment, and tools. This requires
knowledge of materials, processes and ability in planning, organizing and communicating effectively. They
also need development of the right attitudes towards work, including safety, cost and efficiency.
Professional engineers must have analytical capabilities, adaptability to varying situations, ability to
identify, rectify problems and design solutions, management capabilities, communication skills, ability to
optimize resources and adherence to the professional ethics.

Mechanical engineering covers a diverse specialization and therefore demands that the engineer should
attain high qualifications, wide exposure and professional experience before one can be trusted to
undertake independent work. Mechanical engineering graduates need skills in using equipment, machines
and tools; knowledge of materials and processes; and ability to plan, organize and communicate
effectively. They also need to develop the right attitudes towards work, including safety, cost and
efficiency.

The Engineers Registration Board SEAP Programme Implementation Document 39

The main thrust of the professional training of Mechanical Engineers is on knowledge, understanding of
subject matters, analysis and methods so as to enable the trainees acquire sufficient specific
skills/expertise to become reliable and competitive professionals in the field. The specific SEAP
requirements for graduate mechanical engineers are as detailed the sections that follow.

(a) Design Office Practice

Professional training in Design Office Practice with respect to Mechanical Engineering should enable the
trainee gain sufficient knowledge and skills/expertise in the following:

i) Engineering material: types, properties, metals, plastics, and ceramics;

ii) Design and manufacturing technology;
iii) Communication and information systems;
iv) Development of design requirements, assumptions, and specifications;
v) Preparation of detail and assembly drawings, design of jigs and fixtures
vi) Design calculations and drawings including application of Computer Aided Design (CAD)
programmes;
vii) Layout and engineering drawing;
viii) Fixing production time costs;
ix) Redesign work/adaptation for maintenance;
x) Application of relevant standards and codes of practice;
xi) Design of maintenance systems and schedules of repairs;
xii) Appraisal of damage/defects/failures including troubleshooting, damage/defects/failure analysis
and design of remedial solutions for the damages/defects/failures;
xiii) Analysis of impact on the environment and other systems of designs in application;
xiv) New design of products, processes, machinery, and equipment.

(b) Workshop/Laboratory Practice

Professional training in Worshop/Laboratory Practice with respect to Mechanical Engineering should

enable the trainee gain sufficient knowledge and skills/expertise in the following:

i) Methods of measurement and testing;

ii) Workshop practice (forging, foundry, sheet metal work, bench work, machine shop practice
/machining, material joining/welding, finishing work, carpentry and joinery work, electrical and
electronic workshop practice);
iii) Material forming;
iv) Electroplating;
v) Laboratory work (heat and surface treatment;
vi) Maintenance and repairs;
vii) Installation, testing, calibration and operation of machinery and plants;
viii) Specialised applications;
ix) Store keeping;
x) Computer applications in engineering, and manufacturing systems;
xi) Inspection of manufactured and purchased parts on drawings and other specifications;
xii) Material testing and other laboratory work;
xiii) Operation of automatic process lines including supervision and recording;
xiv) Work planning manufacture of simple products and spare parts;
xv) Tool making, manufacturing jigs and fixtures, dies and patterns;
xvi) Development of new products, components and processes;
xvii) Ordering of store supplies, spare parts and equipment;
xviii) Setting-up and testing of new machinery;
xix) Faultfinding in machinery and processes.

The Engineers Registration Board SEAP Programme Implementation Document 40

(c) Management

Professional training in Management with respect to Mechanical Engineering should enable the trainee
gain sufficient knowledge and skills/expertise in the following:

i) Basic supervision of work and personnel, incentive schemes, the role of trade unions and their
relationship with management, safety and welfare, training associated legislation;
ii) Production planning and control for industrial engineering, value engineering and the inter-
relationships of technical, production and service departments; and an introduction to the way
in which computers are used in these areas should be included;
iii) Financial implications of engineering decisions at all stages of design, manufacture and
operation;
iv) Costing and estimating;
v) Purchasing, sales and marketing;
vi) Production stock control;
vii) Quality reliability;
viii) Product reliability;
ix) General management including knowledge of organisation structures and their relation to
production;
x) Labour management and staff relations, including knowledge of staff regulations, labour laws,
industrial laws etc;
xi) Production planning and control, including selection of production processes, tooling, supply of
materials for production, storage and handling, allocation and control of labour, machine and
material to ensure optimum production output;
xii) Financial management including programming, and estimating (budgeting) costing and record
keeping;
xiii) Procurement and materials management including material specifications tendering and
storage;
xiv) Contract administration;
xv) Quality control to ensure compliance with established quality standards
xvi) Practice of safety in production including of safety gear, safety precautions, environmental
issues etc.
xvii) Management of services for staff welfare;
xviii) Office administration;
xix) Communication skills;
xx) Accounting and finance;
xxi) Personnel management;
xxii) Project management;
xxiii) Investment management;
xxiv) Productivity management;
xxv) Budgetary control;
xxvi) Rationalisation of work-studies, studies to improve productivity, studies concerning material
handling, cost and prices calculations, studies concerning issues of the environment in the
Factory;
xxvii) Layouts of expansions and new plants with regard to production and machinery;
xxviii) Process and production to improve existing lines and to develop new products;
xxix) Factory management with respect to participation in the making of management decision;
involvement in technical, administrative, financial and personnel problems;
xxx) Liaison to wholesalers, suppliers, labour offices, etc;
xxxi) Planning, costing, evaluation, design, production, maintenance, testing, commissioning,
purchasing, etc.

The Engineers Registration Board SEAP Programme Implementation Document 41

3.3.10 Mineral Processing/Metallurgy Engineers

The main thrust of the professional training of Mineral Processing / Metallurgy Engineers is on knowledge,
understanding of subject matters, analysis and methods so as to enable the trainees acquire sufficient
specific skills/expertise to become reliable and competitive professionals in the field. Professional
engineers must have analytical capabilities, adaptability to varying situations, ability to identify, rectify
problems and design solutions, management capabilities, communication skills, ability to optimize
resources and adherence to the professional ethics.

Every trainee in Mineral Processing/Metallurgy engineering shall complete training in the types of works
specified for a minimum period specified herein.

In mining, most mined materials – including hard-rock ores, coal and industrial minerals – are subjected to
some type of comminution or beneficiation operation. In most cases, several unit operations are
performed sequentially in order to produce a marketable product or fed to an extraction operation such as
leaching or smelting. A tremendous number of unit operations are included under the broad heading of
“Mineral Processing”. A wide range of mechanical equipment is used in these applications. Important
ancillary operations include materials handling and feeding, particle agglomeration (palletizing, briquetting,
or sintering), and such activities as dust control, water treatment, and tailings disposal. The mineral
processing engineer cum metallurgical engineer uses scientific principles, technological knowledge, and
managerial skills to recover or concentrate the useful mineral from the ore using these unit operations.

Every trainee shall work under the supervision of a registered professional Mineral Processing or
Metallurgical Engineer for a minimum period of 21 months or as determined by the Board.

The specific SEAP requirements for graduate mineral processing engineers / metallurgy engineers are as
detailed in the sections that follow.

(a) General Aspects

The general SEAP requirements for Graduate Mineral Processing Engineers / Metallurgy Engineers are as
summarized below:

i. Geological works (sampling, exploration drilling, mapping, sample assays, etc.);

ii. Surface or underground production operations;
iii. Mineral Processing Laboratory;
iv. Maintenance of plant equipment and facilities;
v. Water and power supply;
vi. Comminution Processes (Crushing, grinding, and screening);
vii. Minerals separation processes (gravity concentration, heavy media separation, magnetic
separation, electrostatic separation, flotation, agglomeration, etc.);
viii. Metal extraction processes: Hydrometallurgical (leaching, solvent extraction etc.);
Electrometallurgical (electro-refining, electrowinning); Pyro-metallurgical (roasting, smelting,
fire refining etc.);
ix. Design of tailings dam, construction, and monitoring;
x. Other chemical and toxic waste disposal and treatment systems;
xi. Plant safety and rescue (procedures, equipment, etc.);
xii. Environmental considerations;
xiii. Mineral production management, finance, and accounting;
xiv. General safety regulations.

The Engineers Registration Board SEAP Programme Implementation Document 42

(b) Specialized Aspects

The specific SEAP requirements for Graduate Mineral Process / Metallurgy Engineers are as detailed in
the sections that follow.

(i) Mining Geological Works

Professional training in Mining Geology Works with respect to Mineral Process / Metallurgy
Engineering should enable the trainee gain sufficient knowledge and skills/expertise in the
following:

‰ Gain understanding and knowledge on the detailed mineralogy of the deposit/ore being
mined, ore types and composition, hard rocks or soft rocks, deleterious trace elements,
minerals, rock types, etc.,
‰ Gain understanding of the spatial distribution throughout a deposit in order to determine
indications of the proportions of the various ore types for short-term planning, etc.,
‰ Gain understanding of the coordination required between the geologist and the
metallurgical engineer in obtaining composite samples of the various ore types for bench-
scale metallurgical testing to ensure the samples are representatives of the entire deposit,
etc.,
‰ Gain understanding and experience on the different methods of collecting bulk-samples
for pilot-scale metallurgical testing, etc.,
‰ Gain understanding on the detailed descriptions of the ore and gangue minerals, i.e.,
mineral assemblage, grain sizes and shapes, textural relationships (e.g., interlocking or
coating), etc.,
‰ Gain knowledge on the routine spectrographic analyses of samples to determine potential
by-products and trace elements, etc.

(ii) Minerals Assaying Laboratory Techniques and Procedures

Professional training in Minerals Assaying Laboratory Techniques and Procedures with respect to
Mineral Process / Metallurgy Engineering should enable the trainee gain sufficient knowledge and
skills/expertise in the following:

‰ Gain understanding and knowledge on sample preparation and assaying, compositing,

assay checks, splitting of samples, sand washing between samples, types of samples
(e.g., soils, stream sediments, RAB chips, Ferricrete, cores, rock chips, etc.), etc.,
‰ Gain understanding and knowledge on assay methods, i.e., Geochemical analysis, Wet
Assay, Fire Assay, Screen Assay, Base metals analysis by AA, SG determination, ICP
analysis (Aqua Regia Digestion & Multi Acid Digestion)

(iii) Comminution (Size Reduction)

Professional training in Comminution (Size Reduction) with respect to Mineral Process / Metallurgy
Engineering should enable the trainee gain sufficient knowledge and skills/expertise in the
following:

• Crushing:

‰ Gain understanding, knowledge and experience of operating and managing

crushers; working principles and mechanisms, etc.; types of crushers i.e., jaw,
gyratory, and cone; required reduction ratio, etc.,
‰ Gain understanding of the tonnage rates for crushing, size distribution of the
product, methods of feeding, control, operating schedule, etc.,

The Engineers Registration Board SEAP Programme Implementation Document 43

 ‰ Gain understanding and knowledge of the ore characteristics to be crushed, bulk
density, work index, abrasivity, compressive strength, clay content, etc., that led to
the selection of the crushing circuit,
‰ Gain understanding and knowledge of the crusher parts for continual replacement
and ordering i.e, jaws, bearings, plates, etc.,
‰ Gain understanding and knowledge of the crushing circuit design, whether the ore
requires primary, tertiary or secondary crushing, etc.,

• Grinding:

‰ Gain understanding and knowledge of grinding operation using tumbling mills, ball
mills, rod mills, autogenous mills, pebble mills, tower mills, roller mills, cage mills,
vibratory ball mills, fluid energy mills, etc.; principles of operation and mechanisms
(wet or dry process), maintenance, etc.,
‰ Gain understanding and knowledge of the method used to size and select the mill,
basic power consumption calculation, work index of ore, and general mill circuit
design, etc.,
‰ Gain understanding of the size distribution of the feed and the product; amount of
circulating load; mill charge consumption, etc.,
‰ Gain understanding and knowledge of the mill parts for continual replacement and
ordering i.e, mill liners, bolts and nuts, jaws, bearings, plates, etc.,

• Classification:

Gain understanding and knowledge of classification operations after the crushing and
grinding operations; basis of classification if by weight or size; use of stationary screens,
vibrating screens, sieve-bend screens, hydro-cyclones, mechanical classifiers (rake,
spiral, or drag units), etc.,

(iv) Mineral Concentration

• Flotation

‰ Gain understanding and knowledge of froth flotation; principles of aeration

and/or agitation in conjunction with reagents affecting surface chemistry of
the fine particles, etc.; use of flotation modifiers, i.e., depressants,
activators, pH modifiers, cationic agents, anionic agents, etc.,
‰ Gain understanding of the flotation machines in use; mechanical ones,
pneumatic ones, froth separators, and column types,
‰ Gain understanding of the level of instrumentation and control of flotation
circuits, etc.,

• Gravity Concentration

‰ Gain understanding and knowledge of separating particles of mixed sizes,

shapes, and specific gravities by using the force of gravity and/or
centrifugal force.
‰ Gain understanding and knowledge of using concentrating equipment
such as jigs, wet concentrating tables, spiral concentrators, heavy media
cyclones; heavy media separation; flowing film concentration, etc.,
principles of operation, maintenance, etc.,

• Magnetic Concentration/Separation

The Engineers Registration Board SEAP Programme Implementation Document 44

 Gain understanding and knowledge of concentrating or separating minerals with
paramagnetic properties from nonmagnetic gangue particles using wet and/or dry
magnetic separators; principles of drum separators, magnetic filter, high intensity
wet magnetic separator for wet and the cross belt and induced roll for dry
concentration, etc.,

(v) Chemical and Electrolytic Processing:

‰ Gain understanding and knowledge of the methods that use chemical and
electrolytic processing of metals, i.e., Carbon-in-Pulp (CIP) and Carbon-in-Leach
(CIL, methods of ore recovery; the carbon stripping (elusion) and carbon
regeneration cycles; electrowinning; kinetics of the metals adsorption in carbon,
etc.;
‰ Gain understanding and knowledge of the molten salt electrolysis for production of
aluminium, magnesium, and sodium; (electrolysis in fused salts), etc.,
‰ Gain understanding and knowledge of heap leaching technology, handling and
use of chemicals (sodium cyanide, zinc sulphate, etc.,), methods, etc.,

(vi) Smelting of the concentrates

Gain understanding and knowledge of roasting and smelting of concentrates; principles and
concepts of dealing with metals in molten states, etc.; equipment, tools and general handling of the
processes, etc.

(vii) Refining of the metals

Gain understanding and knowledge of refining metals; principles and concepts of dealing with
metal refineries; equipment, tools, and general handling of the processes, etc.,

(viii) Tailings dam design, maintenance and control

‰ Knowledge of the effects of the accumulated mine waste to the environment such
as waste dump, tailings dump, etc.,
‰ Gain the general knowledge of the design of the tailings impoundments,
compacting, continuous control and draining, etc.,
‰ Gain understanding of the chemical effluents contained in the tailings, control and
monitoring methods of the surrounding environment, etc.

(ix) Other chemical and toxic waste disposal and treatment systems (design,
maintenance, monitoring, etc)

‰ Gain understanding and knowledge of the methods of handling and disposing

chemical and toxic wastes; methods of treatment, monitoring, etc.,
‰ Gain understanding and knowledge of designing chemical and toxic waste
disposal systems, maintenance, etc.,

(x) Plant safety and rescue

‰ Gain understanding and knowledge of the major safety risks in operating plants.
‰ Gain knowledge and experience of managing safety in plants, knowledge and
understanding of rescue policies, procedures and practice, etc.,

The Engineers Registration Board SEAP Programme Implementation Document 45

 ‰ Gain knowledge of mine regulations development and present status worldwide;
Tanzanian mining regulations; enforcement of regulations and mines and plant
inspections; and general professional ethics in mining and mineral processing.

(xi) Mine environmental considerations

Gain awareness of the environmental consequences of mining, water pollution control, air pollution
control, solid waste and contaminant control, reclamation, noise abatement, etc.,
(c) Plant Management

• Familiarization with mine organization structure

Gain understanding of the organizational chart of the mine, organization size, functions,
etc.,

• Organization of labour, labor relations, etc.

‰ Gain knowledge and understanding of the wages, benefits, and working
conditions of employees at different levels, etc.,
‰ Gain knowledge and experience of dealing directly with employees during labour
negotiations, workers unions, etc.,
‰ Gain experience of handling work stoppages, correcting an employee and
progressive disciplining of employees, firing, etc.,

• Corporate production plans & scheduling

‰ Gain understanding of the Long-term goals of the company that will be achieved
through strategic planning by the top management of the company; identify
missions and objectives of the company, etc.,
‰ Gain understanding and knowledge of the short-term goals of the company that
will be achieved through operational planning by the operating management;
identify actions and strategies being taken to achieve the missions and objectives,
etc.,
• Realization of the production plans

‰ Gain understanding and knowledge of the measurement of production

performance, quantitatively and qualitatively, etc., comparison with targets,
variances, etc.,
‰ Gain understanding and knowledge of the corrective actions for short-term
aberration and also for strong negative trends, etc.; policy and procedures to be
utilized to normalize negative trends, etc.,
‰ Gain understanding of the manner in which an organization influences and
monitors activities in an effort to achieve or redirect action to attain planned goals,
etc.,

• Costing system and cost centres

‰ Gain understanding and knowledge of the system of costing applicable to the

processing plant, i.e., cost of labour, supplies for the process including chemicals,
cost of power, cost of water, cost of crushing, grinding, and the general separation
and concentration processes, etc., per ton of ore processed; cost of general mine
services, maintenance, supervision, or plant activities that are not specific to the
process flow sheet.
‰ Gain understanding and knowledge of the overhead costs for the
company/project, i.e., administration costs, i.e., accounting, legal costs,
recruitment, contracting, etc.,

The Engineers Registration Board SEAP Programme Implementation Document 46

 • Purchasing and inventory management

‰ Gain understanding and knowledge of the role of purchasing materials and

supplies; cost consideration of materials procurement, clerical and paperwork,
etc.,
‰ Gain understanding and knowledge of the role of Inventory Management; rules
that determine the ordering and stocking philosophy, etc.,
‰ Gain understanding of the warehousing’s responsibility of receiving, storing,
issuing, and delivering to the users, including accurate record keeping, etc.,

• Mine maintenance management

‰ Gain understanding and knowledge of communicating in an accurate and timely

manner to Inventory Management and Purchasing, what requirements are for
spare parts, etc.,
‰ Identify parts used on an ongoing basis for stocking in a warehouse; slow and
non-moving items, obsolete items, etc.,
‰ Gain knowledge and experience of dealing directly with vendor representatives in
determining an item’s specification, application requirement, and items for
standard substitutes, etc.,

• Communication

‰ Gain understanding of the methods and tools of transmitting information, changing

signals or messages that can be understood, etc.,
‰ Gain awareness of the type and form of communication that flows up, horizontally,
and that flows down the management ladder, etc.,
‰ Differentiate between upward communication in an organization involving financial
and accounting information, complaints, grievances, suggestions, problems,
reporting, and exceptions, etc., with the downward communication in an
organization involving mission, objectives, plans, procedures, practices, training
information, etc.
‰ Gain understanding of the general Management Information System of the
organization, etc.,

3.3.11 Mining Engineers

The main thrust of the professional training of Mining Engineers is on knowledge, understanding subject
matters, analysis and methods so as to enable the trainees acquire sufficient specific skills/expertise to
become reliable and competitive professionals in the field. Professional engineers must have analytical
capabilities, adaptability to varying situations, ability to identify, rectify problems and design solutions,
management capabilities, communication skills, ability to optimize resources and adherence to the
professional ethics.

Mining consists of the processes, the occupation, and the industry concerned with the extraction of
minerals from the earth. Mining engineering, on the other hand, is the art and the science applied to the
processes of mining and to the operation of mines. The trained professional who relates the two is the
Mining Engineer. He/She is responsible for helping to locate and prove mines, design and develop mines,
and exploit and manage mines.

The essence of mining in extracting minerals from the earth is to drive (construct) an excavation or an
opening to serve as a means of entry from the existing surface to the mineral deposit. Whether the
openings lie on the surface or are placed underground, fixes the locale of the mine. The mining engineer
uses scientific principles, technological knowledge, and managerial skills to bring the mineral property
through the four stages of the life of the mine: prospecting, exploration, development, and exploitation.

The Engineers Registration Board SEAP Programme Implementation Document 47

The specific SEAP requirements for Mining Engineers are intended to enable trainees acquire knowledge
and skills/expertise in general aspects and specialized aspects as detailed in the sections that follow.

The Engineers Registration Board SEAP Programme Implementation Document 48

(a) General Aspects

(i) Surface Mining

‰ Mine planning and Design

‰ Geo-technical works and ground control
‰ Drilling and blasting operations
‰ Mine haulage & Materials Handling
‰ Production scheduling, monitoring, and grade control
‰ Surface mine drainage and dewatering systems
‰ Tailings dam design, maintenance and control
‰ Mine safety and rescue (procedures, equipment, etc)
‰ Mine environmental considerations.

(ii) Underground Mining:

‰ Mine Planning and design

‰ Underground geo-technical
‰ Mine ventilation and air conditioning systems
‰ Drilling & blasting operations underground
‰ Production scheduling, monitoring and grade control
‰ Ore and waste haulage (tramming), storage and general materials handling
systems.
‰ Ore and material hoisting systems
‰ Underground mine drainage and dewatering systems
‰ Tailings dam design, maintenance and control
‰ Mine safety and rescue (procedures, equipment, etc)
‰ Mine environmental considerations.

(b) Specialized Aspects

The specific SEAP requirements for Graduate Mining Engineers are as detailed in the sections that follow.

(i) Surface Mining

• Geological works
Appreciate the role of geological sampling, exploration drilling, geological data
management systems, maps, sections as sources for mine planning and design of
excavations and ore extraction systems, gain an understanding and knowledge of
rock structures and types in the mining area, the strike and dip of the deposit, ore
elemental composition, etc.

• Surface Mine surveying

Gain an understanding and knowledge of the mine grid system, preparation of
useful maps and sections, surface surveys and measurement of the movement of
rock masses, dip, fault and 3-dimentional coordinate system, etc.

• Surface Mine planning and Design

‰ Gain knowledge and skills of the basics of planning for a mine property,
design of hard rock mines, open pits, quarries, strip (coal) mines, surface
deposits of salt, dredge mining systems, industrial minerals, etc.,
‰ Gain knowledge on the use of diamond drill data for geotechnical data for
mine design, orebody modelling, metallurgical testings, etc.,

The Engineers Registration Board SEAP Programme Implementation Document 49

 ‰ Gain understanding of the role of mathematical models and economics in
developing optimal designs of surface mines, etc.
‰ Gain knowledge and experience of using computers in planning and
computer aided design of surface mines, etc.,

• Geo-technical works, ground control and pit slope monitoring

‰ Gain understanding and knowledge of using geo-technical data for design
of excavations and waste dump containments,
‰ Gain understanding, knowledge on the use of rock mass classification
techniques in the analyses of slope stability, open pit design, tunnelling,
etc.,
‰ Gain knowledge and experience of the effects of ground water in design
of rock structures, effects of rock failures, etc.
‰ Experience on the use of various instrumentations in geo-technical works,
etc.

• Design of drilling patterns and execution of production drilling operations

‰ Gain knowledge and experience on the optimum planning and designing
of blast-hole patterns based on rock types and conditions,
‰ Experience of selecting drilling equipment and optimum utilization of
drilling equipment,
‰ Gain experience of correlating drilling patterns with efficient design of
blasting techniques in order to minimize negative impacts of blasting and
ensuring optimum rock fragmentation.

• Design of blasting patterns and execution of blasting operations (Blasting

certificate to be obtained)
‰ Gain understanding and knowledge on the types and properties of
commercial explosives and accessories; systems of blast initiation;
methods of charging; smooth blasting techniques, controlled blasting, etc.,
‰ Gain experience of designing pit or quarry benches; design of blasting
rounds, controlled air blast and control of ground vibrations,
‰ Gain knowledge and experience on the use of equipment for air blast and
ground vibration monitoring and techniques being used,
‰ Gain knowledge and understanding on the control, safe practices,
regulations regarding explosives handling, etc..

• Ore/Waste handling
‰ Gain knowledge and experience on the use of materials handling systems
applicable to the mine,
‰ For the shovel/truck system, gain an understanding of the shovel
matching, cycle times, digging conditions, based on the loading
equipment performance charts, efficiency, operating and maintenance
schedules, etc., Gain experience on the effects of truck cycle times to
production, shovel/truck compatibility, planned maintenance schedules
versus random breakdowns, tonnage capacities of trucks versus specific
gravity of material, dry and wet condition effects on performance, etc.
‰ Gain experience of managing in-pit crushers, material belt conveying
systems, maintenance, repairs, etc., knowledge of belt capacities,
planned and unscheduled maintenance and repairs, design and
management of surge and storage bins, etc.,
‰ Gain knowledge and experience of managing hydraulic monitors and
accessories for hydraulic mining systems, slurry pumping systems, pipes
and accessories,

The Engineers Registration Board SEAP Programme Implementation Document 50

 ‰ Gain knowledge and experience on the use of support equipment such as
bulldozers, wheel loaders, scrapers, etc.,

• Production scheduling, monitoring, and grade control

‰ Gain knowledge and understanding on scheduling production to meet
desired annual capacity, production monitoring systems in use including
the use of computers, etc.,
‰ Gain understanding of the effects of scheduling to direct operating
expenses, final product delivery to the market, etc.,
‰ Gain knowledge and experience on methods of grade control, correct and
necessary procedures for sampling, sampling from blast holes on pit
benches, etc.,
‰ Gain knowledge and understanding on blending requirements of the head
grade ore, effects of dilution, etc.,

• Surface mine drainage and dewatering systems

‰ Gain understanding and knowledge of the water inflow patterns of the
mine; sump location, construction and management; channel construction
and maintenance; pumping system’s control and maintenance, etc.,
‰ Gain understanding and knowledge of the effects of water to the mine
stability, movement of equipment, and production in general;
‰ Gain understanding and experience of controlling erosion and sediments,
etc.,
‰ Gain understanding of the water control measures in advance of mining,
borehole drilling to lower the phreatic line of the aquifer, etc.,
‰ Use of diversions, energy dissipaters, etc.,
‰ Knowledge and experience of completely integrating drainage, erosion,
and sediment controls at every stage of the mining operation.
‰ Experience of using common sense mining method and observations to
control erosion and sedimentation.

• Tailings dam design, maintenance and control

‰ Knowledge of the effects of the accumulated mine waste to the
environment such as waste dump, tailings dump, etc.,
‰ Gain the general knowledge of the design of the tailings impoundments,
compacting, continuous control and draining, etc.,
‰ Gain understanding of the chemical effluents contained in the tailings,
control and monitoring methods of the surrounding environment, etc.

• Mine safety and rescue (procedures, equipment, etc)

‰ Gain understanding and knowledge of the major safety risks in mines.
‰ Gain knowledge and experience of managing mine safety, knowledge and
understanding of mine rescue policies, procedures and practice, etc.,
‰ Gain knowledge of mine regulations development and present status
worldwide; Tanzanian mining regulations; Enforcement of regulations and
mines inspections; disputes, and general professional ethics in mining.

• Mine environmental considerations.

Gain awareness of the environmental consequences of mining, water pollution
control, air pollution control, solid waste control, reclamation, noise abatement,
etc.,

The Engineers Registration Board SEAP Programme Implementation Document 51

 (ii) Underground Mining

• Geological works
Appreciate the role of geological sampling, exploration drilling, geological data
management systems, maps, sections as sources for mine planning and design of
excavations and ore extraction systems, gain an understanding and knowledge of
rock structures and types in the mining area, the strike and dip of the deposit, ore
elemental composition, etc.

• Surface and Underground Mine Surveying

‰ Gain an understanding and knowledge of the mine grid system,
preparation of useful maps and sections, measurement of the movement
of rock masses, etc.,
‰ Gain knowledge of the basics of planning for a mine property, design of
hard rock mines, underground coal mines, underground deposits of salt,
industrial minerals, etc.,
‰ Gain knowledge on the use of diamond drill data for geo-technical data for
mine design, orebody modelling, metallurgical tests, etc.,
‰ Gain understanding and knowledge of the role of mathematical models
and economics in developing optimal designs of underground mines, etc.
‰ Gain knowledge and experience of using computers in planning and
computer aided design of underground mines, etc.,

• Underground mine design and planning

‰ Gain knowledge and experience of designing mine cuts, drifts, cross-cuts,
ramps, from initial drill-hole data and also based on the geological and ore
body models, etc.,
‰ Gain appreciation of design problems on complex ore bodies; and gain
knowledge of incorporating the design with renovations which may entail
ground stability, ventilation, systems analysis, equipment selection,
maintenance, etc, with safety and economics as the basic criteria for
design.

• Underground geo-technical works

‰ Gain understanding and knowledge of using geo-technical data for design
of excavations, i.e., shafts, drifts, cross-cuts, etc.,
‰ Gain understanding and knowledge on the use of rock mass classification
techniques in the analyses of tunnelling, drifting, raising, etc.,
‰ Gain knowledge and experience of the effects of ground water in design
of rock structures, effects of stress, rock burst, etc.
‰ Experience on the use of various instrumentations in geo-technical works,
stress monitoring, caving control, etc.
‰ Gain knowledge and experience in crown/sill/rib pillar design and general
monitoring of ground movements, long-term supports such as backfilling,
etc.,
‰ Gain knowledge and experience of building short-term supports such as
rock bolting, wire mesh, square sets and general timbering, hydraulic
props, frictional props, etc., understanding the principles.

• Mine ventilation and air conditioning systems

‰ Gain understanding and knowledge of the design of the ventilation
network system, i.e., parallel & series networks, knowledge of the
concepts of head-loss and resistances in airways, etc.,

The Engineers Registration Board SEAP Programme Implementation Document 52

 ‰ Gain understanding and knowledge of the air quality control (i.e., toxic
gases, methane & coal dust control), quantity control (i.e., auxiliary or face
ventilation and local exhaust), temperature-Humidity control (i.e., cooling
& dehumidification), etc.,
‰ Gain knowledge and experience of designing, using and locating the air
control devices such as stoppings, overcasts, and regulators, etc., use of
ventilation fans (axial & centrifugal fans), etc.,

• Design of Underground drilling patterns and execution of primary (long hole)

production drilling operations & Secondary drilling
‰ Gain knowledge and experience on the optimum planning and designing
of blast-hole patterns based on rock types and conditions in underground
hard rock mines, coal mines, etc.
‰ Gain experience of selecting drilling equipment and optimum utilization of
drilling equipment,
‰ Gain experience of correlating drilling patterns with efficient design of
blasting techniques in order to minimize negative impacts of blasting and
ensuring optimum rock fragmentation.

• Design of blasting patterns and execution of primary blasting operations (Blasting

certificate to be obtained)
‰ Gain understanding and knowledge on the types and properties of
commercial explosives and accessories; systems of blast initiation;
methods of charging; smooth blasting techniques, controlled blasting, etc.,
‰ Gain experience of designing primary blasting rounds in sublevels,
undercuts, etc.; controlled air blast and control of ground vibrations, etc.
‰ Gain knowledge and experience on the use of equipment for charging, air
blast and ground vibration monitoring and techniques being used,
‰ Gain knowledge and understanding on the control, safe practices,
regulations regarding explosives handling, etc.

• Production scheduling, monitoring and grade control

‰ Gain knowledge and understanding on scheduling production to meet
desired annual capacity, production monitoring systems in use including
the use of computers, etc.,
‰ Gain understanding of the effects of scheduling to direct operating
expenses, final product delivery to the market, etc.,
‰ Gain knowledge and experience on methods of grade control, correct and
necessary procedures for sampling, sampling from blast holes, ore
passes, draw points, etc.,
‰ Gain knowledge and understanding on correct methods of ore draw from
ore-draw points, control of ore dilution, blending requirements, etc.,

• Underground Ore/Waste Handling

‰ Gain experience of managing all underground mucking and tramming
systems and equipment i.e., LHDs, scrapers/slushers, mine cars, trucks,
etc.,
‰ Gain experience of constructing, managing and maintaining mine ramps,
rail-tracks, trolley-lines, grizzlies, loading boxes, ore-passes, etc.,
‰ Gain knowledge and experience of managing ore crushing systems
underground, belt conveying systems underground; slurry pumping
systems for industrial /crushed minerals, etc.,

• Material hoisting operation

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 ‰ Gain knowledge and experience of designing, managing and maintaining
shaft conveyances, i.e., headframes, surge bins, skips, cages, shaft
guides, winders, hoist ropes, sheaves, etc.,
‰ Gain understanding of the hosting communication system, safety
procedures, etc.,

• Underground mine drainage and dewatering systems

‰ Gain understanding and knowledge of the water inflow patterns of the
mine; sump location, construction and management; channel construction
and maintenance; pumping system’s control and maintenance, etc.,
‰ Gain understanding and knowledge of the effects of water to the mine
stability, air conditioning processes, and production in general;
‰ Gain understanding of the water control measures in advance of mining,
borehole drilling to lower the phreatic line of the aquifer, etc.,

• Tailings dam design, maintenance and control

‰ Knowledge of the effects of the accumulated mine waste to the
environment such as waste dump, tailings dump, etc.,
‰ Gain the general knowledge of the design of the tailings impoundments,
compacting, continuos control and draining, etc.,
‰ Gain understanding of the chemical effluents contained in the tailings,
control and monitoring methods of the surrounding environment, etc.

• Mine safety and rescue (procedures, equipment, etc)

‰ Gain understanding and knowledge of the major safety risks in mines.
‰ For coal mines, gain understanding, knowledge and experience of
preventing, managing and controlling methane and coal dust emissions
and hazards, etc.,
‰ Gain knowledge and experience of managing mine safety, knowledge and
understanding of mine rescue policies, procedures and practice, etc.,
‰ Gain knowledge of mine regulations development and present status
worldwide; Tanzanian mining regulations; Enforcement of regulations and
mines inspections; and general professional ethics in mining.

• Mine environmental considerations.

Gain awareness of the environmental consequences of mining, water pollution
control, air pollution control, solid waste and contaminant control, reclamation,
noise abatement, etc.,

(iii) Mine Management

Every trainee shall work under the supervision of a registered professional Mining for a
minimum period of 9 months or as determined by the Board during which time knowledge
and experience should be acquired in most of the areas detailed in the sections that
follow.

• Familiarization with mine organization structure

Gain understanding of the organizational chart of the mine, organizational size,
functions, etc.,

• Organization of labour, labor relations, etc.

‰ Gain knowledge and understanding of the wages, benefits, and working
conditions of employees at different levels, etc.,
‰ Gain knowledge and experience of dealing directly with employees during
labour negotiations, workers unions, etc.,

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 ‰ Gain experience of handling work stoppages, correcting an employee and
progressive disciplining of employees, firing, etc.,

• Corporate production plans & scheduling

‰ Gain understanding of the Long-term goals of the company that will be
achieved through strategic planning by the top management of the
company; identify missions and objectives of the company, etc.,
‰ Gain understanding and knowledge of the short-term goals of the
company that will be achieved through operational planning by the
operating management; identify actions and strategies being taken to
achieve the missions and objectives, etc.,

• Realization of the production plans

‰ Gain understanding and knowledge of the measurement of production
performance, quantitatively and qualitatively, etc., comparison with
targets, variances, etc.,
‰ Gain understanding and knowledge of the corrective actions for short-
term aberration and also for strong negative trends, etc.; policy and
procedures to be utilized to normalize negative trends, etc.,
‰ Gain understanding of the manner in which an organization influences
and monitors activities in an effort to achieve or redirect action to attain
planned goals, etc.,

• Costing system and cost centres

‰ Gain understanding and knowledge of the system of costing applicable to
the mine, i.e., cost of labour, supplies for drilling, blasting, ground support,
etc.; cost of loading, haulage of ore, crushing, hoisting, etc., per unit of
time (per day/week); general mine services, maintenance, supervision, or
mine activities that are not specific to the mining methods being used to
recover ore from the pit or stopes, etc.,
‰ Gain understanding and knowledge of the overhead costs for the
company/project, i.e., administration costs, i.e., accounting, legal costs,
recruitment, contracting, etc.,

• Purchasing and inventory management

‰ Gain understanding and knowledge of the role of purchasing materials
and supplies; cost consideration of materials procurement, clerical and
paperwork, etc.,
‰ Gain understanding and knowledge of the role of Inventory Management;
rules that determine the ordering and stocking philosophy, etc.,
‰ Gain understanding of the warehousing’s responsibility of receiving,
storing, issuing, and delivering to the users, including accurate record
keeping, etc.,

• Mine maintenance management

‰ Gain understanding and knowledge of communicating in an accurate and
timely manner to Inventory Management on spare parts requirement, etc.,
‰ Identify parts used on an ongoing basis for stocking in a warehouse; slow
and non-moving items, obsolete items, etc.,
‰ Gain knowledge and experience of dealing directly with vendor
representatives in determining an item’s specification, application
requirement, and items for standard substitutes, etc.,

• Communication
‰ Gain understanding of the methods and tools of transmitting information,
changing signals or messages that can be understood, etc.,

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 ‰ Gain awareness of the type and form of communication that flows up,
horizontally, and that flows down the management ladder, etc.,
‰ Gain understanding of the general Management Information System of
the organization, etc.,

3.3.12 Telecommunications Engineers

The main thrust of professional training of engineers is on exposure to and acquisition of practical skills
and general transferable skills including management of resources and time. Professional engineers must
have analytical capabilities, adaptability to varying situations, ability to identify, rectify problems and design
solutions, management capabilities, communication skills, ability to optimize resources and adherence to
the professional ethics.

The specific SEAP requirements for Graduate Telecommunications Engineers are intended to enable them
acquire knowledge and skills/expertise in the areas outlined in the sections that follow.

(a) Systems Engineering

Every trainee shall work under the supervision of a registered professional Telecommunications Engineer
for a minimum period of 6 months or as determined by the Board during which time knowledge and
experience should be acquired in most of the areas of systems engineering detailed below.

i. Estimation of the demand for telecommunications services using standard demand forecasting
procedures.
ii. Telecommunications Systems Planning including site selection, radio path calculations, received
signal level calculations, signal quality calculations, system availability and reliability calculations,
digital signal processing, digital transmission standards, digital signal hierarchies and overall
performance criteria; for those specializing in transmission.
iii. Switching philosophy, matrices, statistical multiplexes, digital switching, digital signal standard bit
rates and interface signal levels; for those specializing in switching.
iv. Preparation and interpretation of block schematic representation of telecommunications systems
including standard symbols and standard signal transmission levels.
v. Ability to apply and interpret telecommunications design objectives and standards, particularly the
ITU-T and the ITU-R Recommendations.
vi. Ability to relate the design objectives to system specifications.
vii. Ability to prepare system specifications for any or all of the telecommunications system units of the
block schematic depending on specialization. Those specializing in transmission systems shall
demonstrate an ability to prepare specifications for radio systems and those specializing in
switching shall demonstrate the ability to prepare specifications for switching multiplex systems.
viii. Estimation of quantities and costs of the elements making up a telecommunications system.
ix. Preparation of tender documents.
x. Preparation of Contract Documents.
xi. Environmental impact assessment and management.

(b) Installation of Telecommunications Systems

Every trainee shall work under the supervision of a registered professional Telecommunications Engineer
for a minimum period of 12 months or as determined by the Board during which time knowledge and
experience should be acquired in most of the areas of telecoms installation detailed below.

i. Participation in radio propagation survey and site selection.

ii. Participation in installation site preparation.
iii. Preparation and implementation of rollout plans.
iv. Preparation of installation testing and acceptance data forms.

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 v. Participation in installation testing including in-station tests, hop tests, system end-to-end tests,
commissioning and acceptance testing. In this respect the aspiring professional engineer shall
demonstrate a knowledge and understanding of standard test procedures and test equipment.
vi. Staff and Labor relations.

(c) Maintenance

Every trainee shall work under the supervision of a registered professional Telecommunications Engineer
for a minimum period of 12 months or as determined by the Board during which time knowledge and
experience should be acquired in most of the areas of maintenance detailed below.

• Determination of maintenance requirements using the Mean Time between Failures (MTBF) and
the Mean Time To Restore (MTTR) criteria.
• Use of MTBF and MTTR to report on system availability and reliability.
• Demonstrate an understanding of routines and routine maintenance procedures.
• Preparation of routine maintenance schedules.
• Participation of major overhaul and or retrofitting.
• Estimation of maintenance requirements in terms of manpower, test equipment, spare parts and
transport.
• Generation of maintenance reports and fault statistics.
• Staff and Labor relations.
• Customer relations.

(d) General Management

Every trainee shall work under the supervision of a registered professional Telecommunications Engineer
for a minimum period of 6 months or as determined by the Board during which time knowledge and
experience should be acquired in most of the areas of general magement detailed below.

¾ General office routine procedures/administration.

¾ Organization structures and their translation in practice.
¾ Communication skills.
¾ Staff regulations and labor laws.
¾ Materials and equipment procurement, management, storage and handling.
¾ Safety procedures and practices.
¾ Tendering procedures including tender preparation, tender evaluation and international tendering
procedures and practices.
¾ Contract administration, knowledge of various types of contracts and the applicable conditions.
¾ Regulatory practices.
¾ Quality of service measurement procedures and reporting.

3.3.13 Textile Engineers

The main thrust of professional training of engineers is on exposure to and acquisition of practical skills
and general transferable skills including management of resources and time. Professional engineers must
have analytical capabilities, adaptability to varying situations, ability to identify, rectify problems and design
solutions, management capabilities, communication skills, ability to optimize resources and adherence to
the professional ethics.

The specific SEAP requirements for Graduate Textile Engineers are intended to enable them acquire
knowledge and skills/expertise in the areas outlined in the sections that follow.

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(a) General Workshop Practice

Every trainee shall work under the supervision of a registered professional Textile Engineer for a minimum
period of 6 months or as determined by the Board during which time knowledge and experience should be
acquired in most of the areas of general workshop practice detailed below.

♦ Foundry work (including casting, pattern making and knowledge material composition of the
castings)
♦ Bench work
♦ Machine shop practice i.e. drilling, shaping, turning, milling, grinding etc.
♦ Wood work (carpentry)
♦ Welding both gas and electric
♦ Plumbing
♦ Leather works such as stitching and gluing
♦ Finish work such as panel beating, shot-blasting, painting metal joining and forging

(b) Process Plant Work

Every trainee shall work under the supervision of a registered professional Textile Engineer for a minimum
period of 18 months or as determined by the Board during which time knowledge and experience should
be acquired in most of the areas of process plant work detailed below.
(i) Production Line

◊ Functioning of the scutcher (in Blowroom), cards, draw frames, combers, speed–frames,
ring–frames and cone winders, and the central waste collection centre.
◊ Warping, sizing pin winding, looms, knitters, drawing–in and inspection and batching
frames including shearing machines.
◊ Operations on singeing, desizing, bleaching, washing, mercerizing, steam ageing, soaper,
dyeing, printing, pre-shrinking, calendaring, folding, baling and packing, etc.
In all these situations the trainee should become conversant with the following:

o Mechanisms governing operations of textile machinery;

o Process flowsheeting and drawings which involve the preparation of detailed flowsheets
and engineering drawings
o Trouble – shooting, identifying and resolving operational problems of a technical nature
o Planning, preparation of planned maintenance, scheduling it and making follow up of the
schedule
o Data collection of power consumption per metre of grey fabric of a given product (in
weaving)
o Data collection on power dyestuff and chemicals consumption per metre of a given shade
dyed or printed (in dyehouse)
o Data collection on spares, accessories and lubricant consumptions
o Familiarize with the internal transportation modes and in process material storage.

(ii) Utilities

¾ Operation of steam and thermal boilers, air conditioner and air compressors and their
efficiencies
¾ Data on water, air steam, fuel and power consumption
¾ Installation and insulation of steam pipes and electrical cables
¾ Layout of water and compressed air pipes
¾ Data collection on air, steam, water and power wastage as well as on Maximum (power)
Demand (MD) and power factor.

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 ¾ Data collection on the ratio of fuel, air, steam and power consumption against total
production
¾ Controlling the standards of water (i.e water treatment)
¾ Treatment of the effluent.

(iii) Quality Management

♦ Familiarization with the laboratory, the maintenance mechanics (fitters) and the
management
♦ Familiarization with the relevant test procedures and standards
♦ Conducting tests on raw materials, intermediates and finished products with appropriate
laboratory practice and advise for appropriate measures
♦ To formulate, implement and monitor the quality control procedures

(iv) Commissioning of New Equipment

◊ Conditions of storage of equipment prior to installation

◊ Installation and Start up
◊ Operational and test data
◊ Performance and evaluation
◊ Assessment of environmental hazards such as noise level, floor vibrations, illumination,
etc
◊ Assessment of machine guarantee periods

(c) Plant and Equipment Design

Every trainee shall work under the supervision of a registered professional Textile Engineer for a minimum
period of 6 months or as determined by the Board during which time knowledge and experience should be
acquired in most of the areas of plant and equipment design detailed below.

♦ Preparation of preliminary plant design and equipment specification

♦ Component design
♦ Preparation of cost estimates
♦ Evaluation and award of tenders, contracting and tendering (contract management)

(d) Plant Management

Every trainee shall work under the supervision of a registered professional Textile Engineer for a minimum
period of 6 months or as determined by the Board during which time knowledge and experience should be
acquired in most of the areas of plant magement detailed below.

♦ Familiarization with the plants MIS (Management Information System) and Organization
structure;
♦ Organizations of labour work schedules, stock control, etc;
♦ Production planning;
♦ Realization of the production plans;
♦ Evaluation of work load, and work assignment (labour utilization);
♦ Costing and cost centres;
♦ Waste and Energy control measures;
♦ Stores and stores management;
♦ Procurement and budgeting;
♦ Tendering and contract administration;
♦ Communication skills;
♦ Plant safety.

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4.0 ORGANIZATION OF SEAP

4.1 General

The organization and management of SEAP is likely to demand a lot of time and energy of the ERB
Secretariat, not only to get the trainees properly assigned, but also to ensure that both they and their
mentors are conversant with the training requirements, and the desired output. For this reason, SEAP is
structured in such away that it enables tracking of all the trainees and their mentors promptly, and thereby
ensures that the training programme achieves the intended goal.

Managing SEAP necessitates setting up of a unit specifically dedicated to the programme. The Board has,
therefore, established a training unit. The unit has a full time Training Officer who is responsible for the
daily administration of the Programme. In addition to the activities enumerated in Table 6.1, the Board
shall:

(i) Follow up the implementation of the Programme through visits to all SEAP Trainees every
quarter. During the visits the Board shall talk to the trainees and their respective mentors
and hold discussions with managements of the firms offering the training.
(ii) Visit other potential SEAP Providers on a continual basis in order to identify and establish
more professional training placements and more partners in the Programme.
(iii) Establish partnerships with key stakeholders in the engineering sector in order to ensure
sustainability of the Programme.
(iv) Work out and periodically review incentives for SEAP Providers and mentors.

4.2 Parties Involved, Roles and Responsibilities

SEAP requires commitment by all parties involved in the implementation of the Programme. Apart from
the SEAP Trainees, the other parties are:

¾ The Board itself,

¾ SEAP Providers i.e Training Organizations, and
¾ Mentors, i.e Professional Training Supervisors.

These parties have distinct roles to play in the implementation of SEAP. Success of the programme, to a
large extent, thus, hinges on the commitment of parties involved in the programme. On its part, the Board
has to ensure that selected trainees understand the objectives and benefits of the programme to
themselves and the country, and what is expected of them. The Board has also to ensure smooth
placement of the trainees and never to transfer problems of the trainees to the SEAP providers. The
Engineers Registration Board is therefore expected to play an effective coordination role.

The role of mentors in the implementation of the SEAP is also critical. The importance of the mentors is
derived from the fact that they are the ones who will work with the trainees, giving the trainees the
necessary guidance and assistance in their professional development. Commitment by mentors is
therefore vital in imparting the required professional competences and professional attributes to the trainee
engineers.

The engineering organizations that are willing and able to participate in the programme have been
identified and details thereof entered into the SEAP Directory, viz. SEAP Vol. 2 document. The Board will
make firm undertakings with the organizations upon which an Employer will assign a responsible senior
person to act as a trainer. The trainer will be expected to take personal interest in the trainees under
his/her care, and to interact with them regularly.

The roles and responsibilities of the Board and the Trainees have also been clearly defined in the formal
tripartite agreement.

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4.3 Incentives and Motivation

It is an accepted fact that both the SEAP Providers and Mentors expend resources in the professional
training of the young engineers. Such resources include material and time resources, facilities, etc. On
the other hand the Board does not have the financial resources to compensate them in financial terms.
Whilst acceptance of graduate engineers for professional training is, admittedly, a national obligation on
the part of SEAP Providers and a professional obligation on the part of Mentors it is important that the
Board has in place a system of motivating both the SEAP Providers and the Mentors.
The Board’s financial resources are limited. The Board will thus adopt the following incentives to motivate
both the SEAP Providers and the Mentors. These are:

(i) Giving certificates of recognition to mentors.

(ii) Recognizing SEAP Providers by giving them trophies bearing ERB Logo.
(iii) Inviting mentors and SEAP Providers to participate in ERB organized activities.
(iv) Award of Professional Development Units (PDU) to mentors. Determination of the number
of hours should be based on the achievements made by individual trainees, quality of the
report of the trainee as well as the quality of the mentor’s comments on the trainee’s
Quarterly Reports.
(v) Organizing get-togethers for SEAP Providers and Mentors.
(vi) Influencing the Government to give job opportunities to firms that undertake professional
training of graduate engineers.
(vii) Regular contacts with the SEAP Providers and Mentors.
(viii) Providing ERB Newsbriefs, ERB Calendars and any other relevant documents to SEAP
Providers and mentors.
(ix) Annually publishing names of SEAP Providers and mentors giving number of trainees
(and their disciplines); etc.
(x) Allowing SEAP Providers (excluding consultants) to advertise their business in the ERB
Newsbrief at half the rate.

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5.0 PROCEDURES GOVERNING THE MANAGEMENT OF SEAP

5.1 General

The organization and management of SEAP entails getting the Trainees properly assigned and ensuring
that both the Trainees and their Mentors are conversant with the training objectives, requirements and the
desired inputs from and obligations of various parties to the programme.

Hence, the main task in the management of SEAP is to identify SEAP Providers and Professional
Training Supervisors (Mentors), to properly place Trainees and to promptly track all the Trainees and their
respective Mentors to ensure that the training programme achieves the intended goal. To this end the
Board shall prepare, maintain and keep under periodical review a database of SEAP Providers as well as
Professional Engineers who can act as mentors. In addition the Board shall maintain and regularly
update a training matrix showing the movement of trainees from one SEAP Provider to another. The
matrix which shall include duration of training at each training organization is intended to ensure timely
movement of the trainees between different SEAP Providers.

5.2 Selection Criteria

Engineers who are employed in the civil service but do not possess adequate professional experience
must undergo SEAP. They will be required to undergo prescribed professional training in areas where
they are observed to deficient in their professional competences. The duration of such training will
depend on the identified deficiencies. These engineers will be admitted into the programme in phases
until all such engineers acquire the requisite professional competences. It is expected that the Board will
cover all such engineers by the 2006/07 intake.

Selection of other candidates will be based on the selection criteria approved by the Board taking into
account academic achievement (GPA), years since graduation (should have an inverse relationship) age
of the applicant, prior experience, etc. These attributes have been assigned maximum points as shown in
Table 5.1 below. In case the training budget cannot accommodate all eligible candidates, they shall be
ranked according to their scores and their selection made on the basis of highest scores after taking on
board all female applicants. The maximum score one can get is 65 points. Female candidates shall be
accorded preferential treatment.

Table 5.1 Selection Criteria for Admission into SEAP

Criteria Maximum Score

25 points for GPA 5.0, tapering to 5 points for the lowest Pass
Academic Qualifications degree

Years Since Graduation 10 points for 0-1 years, tapering to 2 points for 5 years

Prior Experience 10 points for no experience, tapering to 2 points for 5 years

unsupervised work
10 points for less than 26 years, tapering to 2 points forgreater
Age of Candidate than 32 years or above
Registration with ERB 10 bonus points for Graduate Member of ERB

5.3 Administration of the Training

After the SEAP Providers and Mentors have been identified and the Trainees selected and approved by
the Board, the Trainees are required to sign a Tripartite Agreement and collect relevant information,
including training kits. Other parties to the Tripartite Agreement are the Board and the SEAP Providers. A
detail of the Tripartite Agreement is in Appendix 4.

Once the Tripartite Agreement has been signed, the SEAP Trainee reports to the SEAP Provider with
his/her training kit which also includes an Introductory Letter and Arrival Note. The PTS shall sign the
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Arrival Note, develop the specific training plan with the Trainee and send copies to the Board. The PTS
will assign the Trainee tasks in accordance with the training programme and the specific training plan. In
turn, the Trainee shall submit quarterly reports to the Board in a pre-determined format. The quarterly
reports must be checked, commented upon and signed by the Mentor.

The Training Programme should start with an outline of the organization in which the trainee will be
working, indicating the scope and range of its activities, and areas where the trainee will be assigned.
This is an important element as it prepares the trainee psychologically for the task ahead. An induction
programme would also be advantageous.

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 Table: 5.2 Step-wise Administration of SEAP
Stage Activity
Identification of Registrar writes to prospective SEAP Training Providers {or Partner} (SEAP-TP) requesting
SEAP them for provision of training places based on Training Directory* (to be developed and
Providers updated on continuous basis).
Registrar compiles list of SEAP training places offered by SEAP-TP
Registrar presents a list of SEAP-TP for the financial year (or training year) to the Board for
Approval.
ERB Board approves the available number of training opportunities presented by the
Registrar based on the budget.
Application Registrar advertises training opportunities stating the number required in the public media.
Process Applicants submit duly completed application forms (Appendix 2a) to ERB Registrar;
Registrar scrutinizes applicants & proposes placement of applicants to different SEAP-TPs
based on approved Guidelines
Registrar presents list of successful applicants, placement and training budget to the Board
for approval
Board receives, discusses and approves the list of applicants, placements and budget or
otherwise.
Registrar informs all the applicants and SEAP-TPs of Board’s decision through public media
Admission of Registrar identifies Professional Training Supervisors (PTS) submits to the Board for approval
the Trainees ERB approves list of PTS
into SEAP and After successful applicants are offered the placement, the Candidates are required to contact
Begin of Registrar to:
Training • Sign a training agreement (see Appendix 4);
• Collect further information including the training kit (training kit consists of items listed in
Appendix 3);
ERB signs training agreement with the SEAP-TPs in which the SEAP Professional Training
Supervisor (PTS) is named and provided with Terms of Reference (not more than 5 trainees
per PTS at any one time).
SEAP Trainee reports to the SEAP-TP Offices with his/her training kit that includes an
introductory letter and Arrival Note (see Appendices 6 and 7 respectively)
PTS signs the Arrival Note, develops the training plan with the trainee and sends copies to the
Registrar.
Registrar receives the Arrival Note
Implementation PTS assigns tasks to SEAP Trainees in accordance with the training programme and plan
of Training Trainee submits training reports to the PTS in a specified format – every two weeks
PTS checks and signs the reports periodically verifying tasks performed and competencies
attained
Trainee submits Quarterly Reports to ERB (or SEAP Co-ordinator) in a pre-determined format
(see Annex - part of the training kit)
Registrar submits summary quarterly SEAP reports to the Board. The report to include
placement of trainees, progress attained, special problems that may require the
attention/action of the Board, etc.
Registrar strives to ensures that the Trainees are promptly placed upon completion of training
with one SEAP-TP for continuity preferably determined at the start of the programme
Upon completion of the training period, SEAP Trainee submits a complete report to ERB
Registrar together with an application for registration.
ERB Registrar processes applications using approved rules and procedures
Administrative Payments shall be made by ERB to SEAP Trainee on monthly basis or otherwise as per
Issues agreement to cover subsistence and transport costs.
ERB shall pay a flat rate for trainees travel costs to and from training locations throughout the
training period
The responsibility to look.for and pay for accommodation shall reston the SEAPTrainee.
Payments made to the trainee shall be deemed to cover all medical costs including self
insurance in case of a serious illness
ERB shall review and amend these procedures from time to time

As mentioned earlier, it is likely that there will be two sets of training requirements, those of the Board and
those of the Training organizations. The former has been outlined in Chapter 3 above, while the latter
covers specific training needs for the training organization. It is important that the training programme
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clearly identifies each of these requirements. Those of the Board must be stated as they are, without
alteration.

5.4 Supervision and Monitoring

To ensure effective implementation of the SEAP, the Board will conduct SEAP Monitoring Visits to SEAP
Providers and Trainees on a regular basis. The main objectives of the monitoring visits are: to promote
close working relationships between the Board and SEAP Providers; to sensitize engineering
organizations on the importance of the SEAP programme; to discuss with Mentors and Trainees on
issues pertaining to professional training; to assess adequacy of professional training facilities and to
perform other activities related to the SEAP programme.

The Quarterly Reports prepared by the Trainees will only serve a useful purpose if they are assessed.
The trainer will therefore have the task of critically evaluating the reports and discussing his/her
assessment with the trainee. This means that the trainer will need to have at the least quarterly interviews
with the trainees to discuss progress made. The intention of the interviews is to assist both the trainer
and the trainee to adjust the programme for best results. Copies of the Quarterly Reports, with the
trainer’s comments or assessment will be submitted to the Board.

At the end of the year the trainee will prepare and submit to the Board, an Annual Report, of not less than
2000 words and not more than 3000 words, outlining what the trainee covered during the period, roles
played and experiences/competencies acquired. The report shall be commented upon by the trainee’s
mentor. This report will be in addition to the Trainee’s Quarterly Reports.

5.5 Log-book and Reporting

During the training period the Trainee will be required to maintain a Training Logbook where main
activities covered during any specific period will be entered. Entries into the Logbook will be commented
upon by the respective PTS (or Mentor) and the same will regularly be inspected by an official of the
Board. It is advisable that entries into the Logbook are made on weekly basis.

The Training Record Logbook should contain the following components:

(i) Introduction to the Training Record

(ii) Relevant details of Training Agreement
(iii) The Training Scheme
o Training Scheme of the Employer, where it exists
o Training Guidelines of ERB
(iv) Outline of record of all technical and professional experience gained
(v) Involvement with ERB, IET and other Professional Engineering Bodies
(vi) Quarterly Reports.

The Graduate Engineer training under the SEAP is responsible for keeping a detailed record of the
training he/she undergoes. He/she is required to complete a Training Record Logbook, which will be
submitted to the ERB Board for professional review.

It is the joint responsibility of the trainee and the Professional Training Supervisor (PTS) to ensure that all
specified components are included in the Training Record Logbook. The trainee must submit to the PTS
three-monthly reports (Quarterly Reports) which must be signed, dated and commented upon by the PTS,
and filed properly. The Quarterly Reports should be more than a statement of work undertaken during the
preceding three months, giving an account of the Trainee’s attitude towards the work, a discussion on
alternative solutions that could have been applied to problems that arose and comments on items of
interest encountered.

It is the responsibility of the trainee to submit these Quarterly Reports regularly and punctually to the PTS
for verification and comment. The Training Record Logbook, complete and up-to-date, must always be
available for inspection by the ERB Training Department.

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As mentioned earlier, trainees have the responsibility of preparing and submitting to their supervisors and
eventually to ERB, reports on the training that they receive. These reports include details of the daily
activities performed, which are to be recorded in a logbook, and Quarterly Reports. Quarterly Reports
should be concise, not more than 1500 words in length, and should contain an account of the Trainee’s
technical work. A discussion of alternative solutions to problems that the trainee encountered should be
presented, as well as general comments on other issues of interest to the Trainee. The report may
include tables, sketches, computer print outs and photographs.

At the end of the training period the trainee will fill a Training Completion Form that gives a summary of
the work undertaken during the apprenticeship period. This will be submitted to ERB along with the
logbook and a file containing the quarterly reports.

5.6 Assessment of SEAP Trainees

Candidates who have completed the SEAP and are applying for registration as professional engineers
must satisfy the Board in all of the following:

(a) Submit to ERB a Training Record Logbook properly filled and certified, as detailed above;
(b) Write and submit to ERB a Final PT Report, of not less than 2,000 words and not more than
3,000 words, on the SEAP training outlining experience gained. The format the professional
training report is given in Appendix 8.
(c) The details of the report shall include:
(i) Introduction
(ii) Summary of the PT report itemizing all the activities covered during the entire training
period.
(iii) Details of the professional Training of some selected activities, showing role(s) played
and experiences/competencies acquired.
(iv) Conclusion(s).
(d) Subject to acceptance of the documents referred to above, attend and pass an interview with
ERB;
(e) Write an essay on a subject matter covered in the candidate’s 2000-word report. The essay,
whose subject will be selected by ERB, will be done under examination conditions subsequent to
the interview, and a maximum of one and half-hours will be allowed. The purpose of the essay is
three-fold.
ƒ To test the candidate’s ability to communicate properly in acceptable English;
ƒ To expose the candidate’s ability to marshal thoughts and express them clearly and
concisely.
ƒ To further ascertain the technical and professional competence of the candidate.

A candidate will be assessed in all the major areas of professional training, namely; Field/Site/Workshop
Practice, Design and Management. A satisfactory Professional Training Report shall thus cover these
areas. The assessment sheet is shown in Appendix 8.

5.7 Graduation

Depending on the duration of the professional training (prescribed training takes shorter period) and the
date the trainee commenced his/her professional training, the SEAP Trainees will complete their training
at different times of the year. SEAP trainees who successfully complete their training will be awarded
“SEAP Completion Certificates” by the Board. The certificates will be given during a graduation
ceremony to be organized by the Board at appropriate time.

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6. 0 FEEDBACK AND IMPACT ASSESSMENT

6.1 General

In order to be able to assess the impact, SEAP will have on the performance of graduate engineers, it is
important that a mechanism is put in place to get feed back from the graduate engineers themselves and
also their training organizations and employers. The mechanism would deal with the assessment of the
participants of the training programme and the relevance and impact that the training would have had on
the performance of the trainees.

This will entail design of an impact assessment mechanism that consists of the following:

(i) An initial assessment questionnaire that would be administered at the beginning, to establish the
standing of participants who have not undergone such a training;

(ii) A feedback questionnaire, which will be administered to participants at the end of the internship
programme, to evaluate the conduct of the programme, and experience gained or acquired.

(iii) A modified version of the initial questionnaire to be administered some years later (at least two
years after SEAP) to employers who have employed the former SEAP trainees and who have had
experience with engineering graduates who had not undergone SEAP. This is intended to
establish the impact of the knowledge and experience gained, and skills acquired on the
candidates and their work.
(iv) Another questionnaire is to be directed to the Apprenticeship Providers (Training Organization )
The feedback and impact assessment will form a basis for future revisions of the programme and modes
of delivery of the courses.

6.2 Initial Assessment

Each participant will fill a questionnaire at the start of the internship programme. The aim is to assess the
level of understanding, knowledge and skills that the participant has in his/her specialization. Where
possible a simple quiz could be administered in order to test the participants’ competencies. This
assessment will assist ERB in deciding on the best ways to deliver the internship programme.

This questionnaire will be developed by ERB. A checklist for designing the questionnaire is as follows:

(i) Personal data of participant (name of participant, name and address of training institution,
academic and professional qualifications, name of Company and position in the Company – for
those who are employed).
(ii) Indication if they have attended such training programme before. If so they should give details of
the programme, including offering institution, dates, duration, type of certificate etc.
(iii) Own assessment of the level of knowledge and skills they have with regard to the contents of the
SEAP e.g. none, poor, low, average, medium, high and very high.
(iv) Indication if they feel that lack of such knowledge and skills has affected their performance in the
Company (for those who are already employed). For those who are not employed, they should
indicate if lack of internship training has affected their chances of getting employment or
performing professional work confidently.
(v) Indication of areas of training, which they would like to be given more attention during the
programme.

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6.3 End-of-Training Assessment

Each successful SEAP attendant will fill in a questionnaire at the end of the programme. The aim is to
assess if the training has imparted new knowledge and skills to the participant. Participants will also be
given an opportunity to give their views on the conduct of the programme, logistical arrangements and the
training mentors.

The ERB will develop this questionnaire. A checklist for designing the questionnaire is as follows:

(i) Personal data of participant (name of participant, name and address of Company offering the
training, academic and professional qualifications).
(ii) Own assessment of the level of knowledge they have gained e.g. none, poor, low, average,
medium, high and very high.
(iii) Indication whether the knowledge they have gained through SEAP will help in improving their
performance in their employment.
(iv) Indication of areas which they would like to be given more attention during the programme.
(v) Assessment of the logistical arrangements and suggest improvements that they would like to be
made.
(vi) Assessment of the conduct of the training including views on whether the time allocated was
sufficient, assessment of modes of delivery of the training and contents.
(vii) Assessment of the competence of training supervisor(s) and their capability to deliver the material
to the participants.

6.4 Impact Assessment

This is a questionnaire aimed at establishing whether the training has had an impact in improving the
participants’ performance in their Companies. The questionnaire would be administered to the
participants in the period of at least two years after the training. The ERB will develop this questionnaire.
A checklist for designing the questionnaire is as follows:

(i) Personal data of participant (name of participant, name and address of Company, academic and
professional qualifications, position in the Company, name of organization where the SEAP
training was conducted and dates).
(ii) Indication if one has changed employer(s) from the time of the training.
(iii) Indication if participants have attended other training programmes after the SEAP. If so they
should give details of the training, including name of the programme, offering institution, dates,
duration, type of certificate, etc.
(iv) Opinion on the level of relevance of the programme to their activities in the Company e.g. none,
poor, low, average, medium, high and very high.
(v) Explanation how useful they found the knowledge and skill acquired during the training in relation
to their performance in the Company.
(vi) Indication how they have tried to help other workers in the Company to acquire the skills and
knowledge gained during the training.

The employers of the participants will also be asked to give their opinion on how they perceive the
training, and whether it has helped in improving the performance of the employee. The Logical
Framework Analysis could be conducted together with this assessment.

The three impact assessment mechanisms stated above should in principle be performed on a
continuous basis in order to effect minor modifications to the programme and also form an input into a
longer term impact assessment mechanism in the form of “Professional Engineer and Employer
Survey” outlined in this section.

“Professional Engineer and Employer Survey” will be similar to the “Graduate and Employer
Surveys” carried out by the University of Dar es Salaam, which has been found to be a very effective
means of impact assessment. In this form of study, whose methodology and tools are now well
established and tested, a sufficient sample size of both professional engineers registered after being
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trained under SEAP will be required to respond to key aspects of their performance. A parallel sample of
employers of such professionals shall also be required to respond to questions that would enable an
assessment of impact. It is proposed that such Professional Engineer and Employer Surveys (or
Tracer Studies) be conducted every five years so as to form a basis for major modifications /
improvements to the programme. It is through such tracer studies that ERB will be able to establish the
effectiveness of the SEAP training, as perceived by the professional engineers as well as their employers.

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REFERENCES

1. URT, Engineers Registration Act, No. 15 of 1997

2. URT, Medical Practitioners and Dentists, Rules 1968, Subsidiary CAP. 409
3. ERB, Engineers Registration Board Regulations, 1999
4. ERB (2002), Report on the Board’s Industrial and Zonal Visits, Reports No. 1-7, Dar es Salaam
5. ERB (2002), Summary of request for Govt. Subvention for recurrent and development
Expenditure Budget for 2002/2003 Financial Year
6.
7. B.L.M. Mwamila (1997), “Engineers Apprenticeship and Continuing Professional Development,
IET Newsletter, Vol. IV, No. 5
8. B.L.M. Mwamila (1997), “Local Capacity Building in the Road Sector”, Proceedings. Annual
Roads Convention, pp 463-476
9. B.L.M. Mwamila (2003), “The Training of Engineers for Sustainable National Development”,
Proceedings of ERB Special Meeting, Dar es Salaam
10. ICE (2002), “Report on the Proposed Development of the Engineering Profession in Tanzania” –
DfID-UK Study on Strengthening Professional Engineering Associations.
11. ICE (1995), Training Record for the Chartered Professional Review, ICE 107.
12. IET (1985), Practical Training Directory Volume 1: Graduate Mechanical Engineers.
13. IET (1985), Practical Training Directory Volume II: Graduate Civil Engineers.
14. IET (1985), Practical Training Directory Volume III: Graduate Electrical Engineer.

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 APPENDICES

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The Engineers Registration Board SEAP Programme Implementation Document
APPENDIX 1: QUESTIONNAIRE FOR POTENTIAL SEAP PROVIDERS

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

QUESTIONNAIRE FOR POTENTIAL APPRENTICESHIP PROVIDERS

1. Name of Organization, Institution or Company:

…………………………………………………………………………………………

2. Address……………………………………………………………………………………………………….
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………………..
Tel………………………………………………………..
Fax: ………………………………………………..…
Email: …………………………………………………..
Name of the CEO/MD/GM of the Organization, Institution or Company
.………………………………….…………………………………………..………

3. Main Activities of the Organization, Institution or Company:

………………………………………………………………………………….………………….…………
…….................................................................................................................................................

4. Contact Person: ……………………………….. Position … …..……………………..

5. Major Engineering Disciplines Embraced by Organization/Institution/ Company

(i)………………………………………………………………………………………..
(ii)…….………………………………………………………………………………….
(iii)……………………………………………………………………………………….
(iv)……………………………………………………………………………………….

Attach additional sheet in case the space provided is not sufficient

6. Do you have internal/in-house training for your new engineers? YES/NO.

7. If YES, how long is the in-house training of Engineers?………………months

8. Do you support the requirement that all engineers should have a minimum of professional training
exposure before they can be absorbed by the industry as professional engineers? YES NO

9. Is your organization/institution/company willing to take some trainee engineers in the major

engineering fields currently covered by your organization/ institution/company? YES NO

10. If the answer to Question 9 above is Yes, then for how long?
6 Months 12 months 18 months 24 Months

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11. How many trainees can your organization/institution/company absorb per turn for the relevant
disciplines? Please indicate in the table below.

ENGINEERING DISCIPLINE No. of Trainees

AERONAUTICAL ENGINEERING
AGRICULTURAL ENGINEERING
CHEMICAL AND PROCESS ENGINEERING
CIVIL ENGINEERING
• Civil and Structural Engineering
• Civil and Transportation Engineering
• Civil and Water Resources Engineering
ELECTRICAL ENGINEERING -
• Electrical Engineering
• Electrical Power Engineering
• Computer Engineering and Information Technology
• Telecommunications Engineering
ENVIRONMENTAL ENGINEERING
MARINE ENGINEERING
MECHANICAL ENGINEERING -
• Mechanical Engineering
• Production Engineering
• Electromechanical Engineering
MINERAL PROCESSING ENGINEERING
MINING ENGINEERING
TEXTILE ENGINEERING

12. Please indicate number of graduate engineers employed in different disciplines covered by the
organization/institution/company.

Engineering Discipline No. of Graduate Engineers

Attach additional sheet in case the space provided is not sufficient

13. Do you have registered professional engineers who can be deployed to supervise the professional
training of graduate engineers at your organization/institution /company? YES NO

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The Engineers Registration Board SEAP Programme Implementation Document
14. If the answer to Question 13 above is YES, please provide details in the table below.

Name of potential Professional Discipline Qualifications Experience

Training Supervisor (PTS) e.g. BSc, etc. ( in years)

Attach additional sheet in case the space provided is not sufficient

15. When can your organization/institution/company be ready to start taking on some trainee
engineers for professional training? (Please tick?)

Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

2003

2004

2005

2006

16. Organizations/Institutions/Companies can also use their involvement in SEAP as a means of

identifying possible future employees. Do you think this may also be applicable to your
organization/institution/company? YES NO

17. The professional training under SEAP will be largely financed by ERB. Is your
organization/institution/company willing to contribute financially towards the training programme?
YES NO

18. If your answer to Question 17 is YES, please indicate how much you are willing to contribute and
in what form per month?
The equivalent of TShs 50,000 -100,000/= ;
The equivalent of TShs 100,001-150,000/=;
Full support for …….trainees (number);
Some Other Support (Please specify) …………………………………

Filled by (Name): ……………………………………………………………………………

Position: ………………………………………………………………………………………
Signature: ……………………………………………………………………………………..
Date: ..…………………………………………………………………………………………

Official Stamp

THANK YOU VERY MUCH FOR BEING SO KIND AS TO RESPOND TO THIS QUESTIONNAIRE!!

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APPENDIX 2: APPLICATION FORM FOR ADMISSION INTO SEAP

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

Application Form for Graduate Engineers

Seeking Admission into SEAP

Section 1: Particulars of the Applicant

1.1 Name of the applicant (first and surname in full): ..................................................................................

Gender and age Male Female Age………………years
1.2 Highest academic qualification attained by the applicant: ....................................................................
1.3 Engineering specialisation (eg. civil, mechanical, electrical, mining, textile, etc): ................................
1.4 GPA Score the academic degree/diploma award ....................................... (or equivalent, max. 5 pts)
1.5 Name of institution from which applicant
graduated:………………………………………………………………………………………………………..
1.6 Postal Address: .....................................................................................................................................
1.7 E-mail Address: .…………………………………………………………………………….
1.8 Current Employment (if any): :
1.9 Please state your main duties and responsibilities at your current employment:
a. .......................................................................................................................................................
b. .......................................................................................................................................................
c. .......................................................................................................................................................
d. .......................................................................................................................................................

1.10 Please attach the following documents:

• Certified copy of degree/diploma certicate (or other qualification);
• Academic transcript;
• Curriculum vitae;
• Letter from employer (if employed);
• Any other relevant information that the applicant wishes to include;
• Two (2) passport size photographs.

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Section 2: Declaration

I certify that the particulars furnished in this application form are correct and complete in all respects and
that no relevant information has been withheld. I understand that misrepresentation, falsification and/or
withholding information in regard to this application are serious offences that may result in nullification of
the application or withdrawal of the admission into SEAP and/or prosecution.

Applicant's Signature: ………………………………Date:………………………………

Section 3: Applicant’s Witness and Referee (must be registered engineer)

This is to certify that I know ……………………………………………. as a graduate engineer, and that to

the best of my knowledge the particulars entered in this form are correct.

Signature: ……………………………………………………………………………………

Name: ……………………………………………………………………………………….

Category of Registration: …………………………………….Reg. No.: ………………..

Address: ……………………………………………………………………………………..

Date: …………………………..…..……………. (Engineers Official Stamp)

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Section 4: Assessment by ERB Secretariat
4.1 Criteria for Selection
(Please tick in the appropriate score column – where 1 denotes lowest score while 5 denotes
highest score)

Scores
Criteria Maximum Score
1 2 3 4 5

Academic
25 for GPA 5.0
Qualification
10 for 0-1 yr and
Years since tapering to 2 for 5
Graduation yrs
10 for no
experience, tapering
Prior experience to 2 for 5 years
unsupervised
experience
10 for26 years, and
tapering to 2 for 32
Age years
Registration with 10 bonus pts
ERB forregistration with
ERB

4.2 Total Score (max. 65): …………………………………………………………………

4.3 Recommendation by ERB Secretariat

Application Accepted Application Rejected

Reason: ……………………………………………………………………………...
4.4 Allocation of Training

The candidate is recommended for placement with ……………………………….. for SEAP training
for a period of ………………………………………….. months, starting from: ……………………….

Signature ……………………………..…. Date ………………………………….

AR-PDA, ERB

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Section 5: Decision of the Board

The Board during its ………………. meeting of ……………………………………… deliberated on the

submission by the applicant and the recommendations by the ERB Secretariat and made the following
decision:

1. The applicant be placed with ………………………………………….. for SEAP training for

a period of …………………………….. months starting from:…………………..
2. The application is rejected.

Further remarks (if any)

…………………………………………………………………………………….…..
…………………………………………………………………………………………

Signature ………………………………..….Date …………………………………

Secretary of the Board

(Official Stamp)

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APPENDIX 3: SEAP LOGBOOK ERB-PD05-02

THE UNITED REPUBLIC OF TANZANIA

ENGINEERS REGISTRATION BOARD

LOG BOOK

FOR

STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME (SEAP) TRAINEES

NAME OF TRAINEE____________________________________________________

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NOTES ON THE USE OF SEAP LOGBOOK

(1) This logbook is issued to and used by all engineers pursuing the Structured Engineers
Apprenticeship Programme (SEAP). The Engineers (SEAP Beneficiaries) include:

(i) SEAP Beneficiaries whose training is funded through Government subvention;

(ii) SEAP Beneficiaries whose training is administered by their respective employers; and
(iii) Engineers pursuing the SEAP through their own initiatives.

(2) The engineer training under the SEAP is responsible for keeping a detail record of the training
he/she undergoes. The trainee is required to complete this Training Logbook for submission to the
Board for professional review. This will enable the Board to obtain reliable information to assist it in
deciding whether or not the engineer has undergone sufficient professional training.

(3) It is the joint responsibility of the SEAP Trainee, and the Professional Training Supervisor (PTS) or
mentor to ensure that the Logbook is properly filled.

(4) At the end of every three months the logbook will be submitted to the Mentor for his comments.
Records of the activities undertaken during the period will form the basis of the quarterly report for
the period.

(5) The quarterly reports shall be commented upon by the mentor before submitting them to the Board.
The quarterly reports shall be submitted to the Board by the trainees themselves.

(6) The logbook, complete and up–to–date, must always be available for inspection by a Board official.

(7) All training activities shall be recorded in chronological order.

(8) Topics to be recorded in the logbook are as contained in the Training Guidelines for the respective
engineering disciplines.

PARTICULARS OF THE TRAINEE

(1) Name of SEAP Trainee: ………………………………………………………………………………………..

(2) ERB Registration No: ………………………………………………………………......................................

(3) Training is governed by Agreement No.* …………………………………………………………………….

(4) Name of SEAP Provider and their Addresses: (including telephone Nos and E-mail addresses)

(i) …………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

(ii) …………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

(iii) …………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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(5) Names of Professional Training Supervisors and their Addresses:

(a) ……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

(b) ……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

(c) ……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

(6)Period covered by the Training Agreement: From …….……………………..To…………………………..

(7)Date of the Agreement: …………………………………….……………………..........................................

*A tripartite agreement will be entered into between ERB, the SEAP Provider and the Trainee. Each of
the three parties is expected to respect this agreement in letter and spirit.

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THE TRAINING SCHEME

(a)Summary of Employer’s Training Scheme (Where applicable)

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

(b)Summary of relevant ERB’s SEAP Requirements and Guidelines

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

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SUMMARY OF TRAINING RECORD (for a 3–month period)

Training Activities Period

From To

Supervisor’s Comments

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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DETAILS OF TRAINING
(Describe in detail the professional experiences outlined in the previous page, indicate the
position held or roles assigned, projects dealt with indicating its size and cost)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_____________________ _________
Name of Supervisor
(in block letters)

________________________
Supervisor’s Signature

Date: ___________________

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APPENDIX 4: TRIPARTITE AGREEMENT BETWEEN ERB, SEAP PROVIDER AND TRAINEE

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME (SEAP)

Tripartite Agreement Between ERB, SEAP Provider and Trainee

Preamble
This agreement is made in recognition of the need to state and agree on the rights and responsibilities of
the main parties involved in the implementation of the Structured Engineers Apprenticeship
Programme (SEAP) under the Engineers Registration Board. It is a Tripartite Agreement so as to
ensure that the parties are all aware of their roles stated in a single document.

Definition of Terms
The following terms used in this agreement shall be interpreted as follows:

“Annual Engineers Day” is an event celebrated annually by the engineering fraternity, organized by the
Engineers Registration Board
“SEAP Provider” shall mean a company, institution or organisation that has agreed to provide
apprenticeship to a SEAP trainee within a specified period;

“Guarantor” is a person who undertakes to guarantee the trainee admitted into SEAP;
“Local Transport Costs” is a fixed sum of money that shall be paid to trainees who are Government
employees to cover local transport costs only;

“Meal Allowance” is a fixed sum of money that shall be paid to trainees who are Government
employees to subsidize cost of meals;

“Professional Training Supervisor (PTS)” or “Supervising Professional Engineer” is a professional

engineer registered with ERB with sufficient academic training and
professional experience in the respective engineering discipline who shall be
responsible for training, supervising and mentoring the trainee at the place of
training;

“Quarterly Reports” reports of not more than 1500 words in length submitted to ERB by the SEAP
trainee every three months summarising work done and competencies
achieved;

“Structured Engineers Apprenticeship Programme” is the entire programme developed by ERB for
the purpose of training graduate engineers to enable them to attain
professional status in a structured manner;

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The Engineers Registration Board SEAP Programme Implementation Document
“Trainee” shall be a graduate engineer who has been accepted into the Structured
Engineers Apprenticeship Programme by the Engineers Registration Board;

“Training Allowance” this shall be a sum of money payable to the trainee during the period of training
and only applies to trainees who are not on employment;

“Training Guidelines” a description of training elements and levels of competencies to be achieved

by trainees, roles, responsibilities and obligations of trainee, Apprenticeship
Provider, Professional Training Supervisor and ERB;

“Training Logbook” a book in which is entered a detailed and up-to-date record of activities
undertaken by a Graduate Engineer on SEAP training, and which shall
enable the Board to obtain reliable information on whether or not the Trainee
has undergone sufficient training. The logbook shall be available for
inspection by the Board at any time.

“Training Programme” a specific list of activities and time schedule that the trainee has to undertake
while on SEAP training; and

“Travel costs” is the cost of travel in a mode appropriate for the trainee using the most
direct route to the place of training including the cost of travelling when
changing the placement station.

The Agreement

This agreement made on the ……day of ………………, between the Engineers’ Registration Board
(ERB), of P.O. Box 14942, Dar-es-Salaam, hereinafter referred to as the ‘Board’, on the one part, and
Messrs………………………….………………………………………………….., of
P.O. Box…………………………………….…………., hereinafter referred to as the ‘SEAP Provider’, on
the second part, and
Mr./Mrs./Ms…………………………………….., of P.O. Box ……………………………., hereinafter referred
to as the ‘Trainee’, on the third part;

In relation to a Structured Engineers Apprenticeship Programme, details of which have been availed to
the parties;
Hereby witnesseth as follows:
1. The SEAP Provider undertakes to provide supervised training to the Trainee, of the nature and
details specified by the Board, for a period of …………months, with the specific aim of enabling the
Trainee to gain relevant professional qualifications and experience;
2. The SEAP Provider undertakes to designate a Senior Professional Engineer (PTS) who will act as
the Trainer and Mentor of the Trainee for the designated period of ………….months from
(date)……………. to (date) ……………….., and will certify the reports prepared by the Trainee;
3. The SEAP Provider undertakes to prepare a training schedule for the Trainee that will accommodate
the training guidelines of the Board applicable to the Trainee’s field of apprenticeship, and to abide by
it;
4. The Trainee undertakes to follow the Training Programme diligently; to exhibit satisfactory conduct
during the training period; to observe all the rules and regulations of the Apprenticeship Provider and
the instructions of the PTS; and to follow all the stipulations of ERB in respect of keeping a logbook of
daily activities and preparing quarterly reports.

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5. The Board undertake to pay an allowance of TShs. ………………. per month to the Trainee during
the period of training to cover the living expenses of the Trainee who is unemployed. In the case of
Trainee who is already in Government employment the Board will pay a fixed sum of Tshs
………………per month to cover local transport costs and a fixed amount of Tshs…………….per
month to subsidise the cost of meals.
6. Transport costs shall only be paid during the change of placement station.
7. The Board and the SEAP Provider will not be responsible for meeting the health and any other
social security costs of the Trainee during the period of training;
8. The Board undertakes to recognize the Apprenticeship Providers and Professional Training
Supervisors during the ERB Annual Engineers’ Day.
9. Any differences arising between the parties during the implementation of the programme will be
amicably resolved through consultations.
10. In case the Trainee fails to complete the training programme due to unacceptable reasons, the
Trainee or his/her Guarantor shall refund all the training costs incurred by the Board.
11. The SEAP Training Rules and Regulations, hereby attached shall be construed to be part and parcel
of this agreement.

Signed and Delivered by the parties concerned on the date aforesaid:

Name: ……………………………….…… Signature: ………………………………

Registrar, Engineers Registration Board

Name: ……………………………………... Signature: ……..……………………….

SEAP Provider

Name: ………………………………..…… Signature: ………………………………

Trainee

Name:…………………………………….. Signature:……………………………..…
Guarantor

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 APPENDIX 5: SEAP COMPLETION FORM

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

APPLICANT’S FORM FOR ASSESSMENT OF TRAINING COMPLETED Please return to:

The Engineers
Registration Board
Pamba Roard
All candidates must complete Sections A, B and Declaration (c) on Page 4. P.O. Box 14942
Please refer to Training Guidelines of the “Structured Engineering Apprenticeship Dar es Salaam
Programme”. Candidates who have completed the structured training should enter Tanzania
full details in Section C and obtain a Mentors’ Report in Section D. Tel: +255 (0) 22
2122836
Fax: +255 (0) 22 2115373
E-mail:[email protected]

SECTION A (To be completed by the candidate)

Surname Dr/Mr/Mrs/Ms/Miss/oth Date of Birth

Other Names Job Title

Home Address Employment Address

Tel (Home) Tel (Work) Fax

ERB Reg. No.& Category * e-mail/mobile

*The candidate MUST have been registered or be applying for ERB registration

Educational Institution Course Title Full/Part Time, Duration of Date of Final Grade
Sandwich Course Exam

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SECTION B (To be completed by the candidate)

Name of Present Employer or Organisation: From To ERB

Other organizations, sites or subsidiaries from which this training/experience has

been carried out:/ acquired

For Office use only

Application Previous Assessment Decision (*delete) DEFER CREDIT

APPROVE*
Received Made Taken Remarks
Effective Effective
Training registered Training (mths) Training (mths)
Signed
Elements needed Elements needed Date

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SECTION C (To be completed by the candidate)

Candidate's Name: -----------------------------------------------------------------------------------------

Validation: Please ensure that each entry in Section C has been initialed by the mentor(s) and the report in
Section D written & signed accordingly.

Code Training Element

A Induction
B Consultancy
C Contracting and engineering systems
D Management
E Marketing and finance

Enter details in chronological order, earliest first. All six columns including totals must be completed.
Start Date Departments in which training took place and Mentors’
No. of content of training State appropriate
Training
Month Year Weeks Element Code(s)* Initials

Sub-Total (Wks)

* See Section E: Training Elements

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SECTION C (continued)
Candidate's Name
Start Date No. of Departments in which training took place and State appropriate Mentors’
content of training Training
Month Year Wks Element Code(s) * Initials

Sub-Total (Wks)

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SECTION C (continued)
Candidate's Name
Start Date No. of Departments in which training took place and State appropriate Mentors’
content of training Training
Month Year Wks Element Code(s) * Initials

Sub-Total (Wks)

Holidays
Total Time Date Training Completed:
I certify that the statements I have entered on this form are correct.

Signature of candidate Date

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SECTION D (to be completed by the Mentor or Professional Training Supervisor)

Report for (candidate's name)

Please include comments on the effectiveness of the training, the quality of the training record, and the
candidate's progress and potential.

I certify that the training programme detailed in Section C, initialed and reported on by me has been
completed satisfactorily.
Signed Name Date

Organization Position Tel (Day)

ERB Reg. Reg

No. Category

To be completed if a second mentor or establishment has contributed towards the training:

I certify that part of the training programme detailed in Section C of this form and initialed by me has been
completed satisfactorily during the period I was his/her PTS.
Date of To
Trng:From (date)
Signed Name Date

Organization Position Tel

(Day)
ERB Reg. Reg
No. Category

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SECTION E: Training Elements/Codes

Code Training element Code Training element

(a) A Induction D7 Financial management
(b) B Consultancy D8 Contract management
B1 Communication skills D9 Stores and materials management
B2 Computer aided design D10 Operations and maintenance
management
B3 Standards and codes of practice D11 Energy supply and demand side
management
B4 Project appraisals (e) E Marketing and Finance
B5 Specifications and drawings E1 Application of competence records to
market personnel
B6 Design and the environment E2 Legal process and arbitration
B7 Tender documentation E3 Appreciation of accounting procedures
B8 Cost estimation E4 Taxation
B9 Consultants procurement E5 Sales and pricing
procedures
B10 Consultancy contracts E6 Trade
B11 Tendering procedures E7 Presentation of company marketing
information
B12 Evaluation of tenders and report
B13 Construction contracts
(c) C Contracting and Engineering
Systems
C1 Communication skills
C2 Translation of designs including
computer aided design
C3 Planning and tendering
C4 Procurement
C5 Setting out
C6 Management of construction site
C7 Verification for compliance with
specifications
C8 Evaluation and payments
C9 Testing and commisioning
C10 Completion and final account
(d) D Management
D1 Project management
D2 Human resources and labour control
D3 HSE management
D4 Time management
D5 Office management
D6 Total quality management

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 APPENDIX 6: TRAINEE’S LETTER OF INTRODUCTION

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

COMPANY: ……………………………………………………………………………..

……………………………………………………………………………..

Re: THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME (SEAP)

Sub: Introduction of SEAP Trainees

We wish to express our profound gratitude and appreciation to your firm for agreeing to provide
apprenticeship training to the ERB-SEAP Trainees.

We are pleased to inform you that Mr./Ms……………………………….. whose SEAP ID No.

is…………….has been selected to pursue professional training at your firm/company/organization in the
field of …………………………… …………… …………… for a duration of ………………….months
commencing on the ………………………………

We kindly request you to acknowledge the arrival of the Trainee by signing the Trainee’s Arrival Note
and the Tripartite Agreement, to be presented to you by the Trainee.

Yours sincerely,
Engineers Registration Board

Registrar

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 APPENDIX 7: TRAINEE ARRIVAL NOTE

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

TRAINEE’S ARRIVAL NOTE

Name of Trainee ………………………………………SEAP Reg. No…………….………...…….….
Field of Training …….…………………………………………….…………………….………………..
Tentative Training Start Date……………………………………………………………………………
Tentative Finishing Date…………………………………………………………………………………
I declare that I have started working with (Apprenticeship Provider)
……………………………… ……………………………………………………………………………
Company/Organization Address: ………………………………………………………….………….
Tel.No. ……………………………………… Fax. No………………………………………………....
E-mail ………….…………………………….……………………………………………………….…..
Actual Starting Date …………………………………………………………………………………....
Under the supervision of Mr./Mrs./Ms ……………………………………………………………..…
Who is Site Engineer/Manager, Plant Engineer, Executive Engineer, etc. …………………..….
Date ………………………..… Trainee’s Signature ………….………………………...
Trainee’s Contact Address: ……………………………………………………………………….….
SEAP Provider’s Signature and Stamp. ………………………………………………..……………
N.B. This note should be duly endorsed by the SEAP Provider. The Trainee should mail this note
by registered mail within the first week after starting the training programme.

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 APPENDIX 8: ASSESSMENT AND RATING OF PT REPORTS

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

ASSESSMENT AND RATING OF PT REPORTS

Section 1: Particulars of the Applicant

1.1 Name of the applicant: --------------------------------------------------------------------------------

1.2 Specialization (e.g. civil, mechanical, electrical, mining, textile, etc): ---------------------

1.3 Gender and age: Male Female Age (Year): -----------------

1.4 Postal Address: ------------------------------------------------------------------------------------------

1.5 E-mail: -----------------------------------------------------------------------------------------------------

1.6 Current Employment (if any): ------------------------------------------------------------------------

1.7 Name and Address of Employer (where applicable): ------------------------------------------

---------------------------------------------------------------------------

1.8 Application No./ERB Reference No. --------------------------------------------------------------

1.9 Academic qualifications:

Name of Institution Course of Study Year Awards(s)

Completed

Section 2: Particulars of the application

The application is in respect of registration in the category of:

(i) Technician Engineer

(ii) Professional Engineer

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 Section 3: Assessment Criteria and Rating

Area of Practice Assessment Criteria Rating Score

1. Field/Site /Workshop 1.1 Maintenance practice 0 – 10
Competence 1.2 Ability to use theoretical and applied knowledge in
independent practice 0 – 10
1.3 Problem diagnosis 0– 5
1.4 Problem investigation and solving 0– 5
1.5 Laboratory work or machine and workshop practice
1.6 Trouble shooting 0– 5
0– 5
Total 40
2. Design Competence 2.1 Application of engineering standards 0–4
2.2 Innovativeness depicted 0–4
2.3 Balance between technical effectiveness and costs
2.4 Design calculations and drawings 0–4
2.5 Specifications 0 – 10
2.6 Quantities and estimating 0– 4
0– 4
Total 30
3. Management 3.1 Ability to make effective engineering decisions 0–5
3.2 Ability of innovative planning, design and
management 0–4
3.3 Staff and Labour Management (Material, labour
etc)
3.4 Programming and Estimating 0–3
3.5 Maintenance Management 0–3
3.6 Costing and accounts 0–3
3.7 Quality assurance 0–2
3.8 Safety 0–2
3.9 Environmental issue 0–3
0–3
Total 30
GRAND TOTAL 100

An applicant will be deemed registrable as a professional engineer if the total score is above 60 points. In
the case of civil/structural engineering competence in design the applicant must score at least 18 points in
design.

Section 4: Evaluator’s Recommendation

An applicant is registrable if overall assessment is good* in two (2) or fair** in three (3) areas of
assessment. In the case of civil/structural engineering experience in design is mandatory.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Name:________________________ Signature: ___________________ Date: _____________

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Section 5: Recommendation by ReTAC:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Name Signature
________________________________________ ______________________________

________________________________________ ______________________________

________________________________________ ______________________________

Date: __________________________

NB: *Assessment will be deemed “good” if the applicant scores more than 60% of the rating in two areas
of practice.

**Assessment will be deemed “fair” if the applicant scores between 50% and 60% of the rating
inall areas of practice.

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APPENDIX 9A: SEAP IMPACT ASSESSMENT- INITIAL ASSESSMENT QUESTIONNAIRE

THE UNITED REPUBLIC OF TANZANIA

ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

SEAP IMPACT ASSESSMENT-INITIAL ASSESSMENT QUESTIONNAIRE

(To be completed by the SEAP trainee at the start of the programme)

1.0 Personal Particulars:

1.1 Name of SEAP Beneficiary:

________________________________________________________________________

1.2 Age: ___________________________________________________________________

1.3 Postal Address:

________________________________________________________________________

1.4 Physical Address:

________________________________________________________________________

1.5 Telephone No:

________________________________________________________________________

1.6 Fax No:

________________________________________________________________________

1.7 E – mail Address:

________________________________________________________________________

1.8 Engineering Education:

Name of Institution Course of Study Period Awards

From To

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1.9 Employment Details (if employed)

Period Name and Address of Employer Duties and Responsibilities

From To

2.0 Previous Post Qualification Professional Training

2.1 Summary of Professional Training:

Period Training Organization Type/Area of Training Achievement

From To

2.2 Effectiveness of the Training:

2.3 Very Good Good Fair Low

2.4 Mentoring of the Training:

Provided Not Provided Self–Managed training

2.5 Mentor effectiveness (where provided)

Very Good Good Fair Low

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3.0 Level of Skills/Competences Achieved From the Training

3.1 Field/workshop Practice:

High Medium Low

3.2 Ability to design systems/components:

High Medium Low

3.3 Management: High Medium Low

3.4 Research: High Medium Low None

3.5 Teaching: High Medium Low None

3.6 Ability to use modern engineering tools necessary for effective engineering practice:

High Medium Low None

3.7 Innovativeness: High Medium Low None

3.8 Communications Skills: High Medium Low

3.9 Computer Aided Design: High Medium Low None

3.10 Computer Literacy: High Medium Low

3.11 Ability to identify, formulate and solve engineering problems:

High Medium Low

3.12 Recognition for the need for Lifelong Learning: Yes No

3.13 Ability to manage effective production and service systems:

High Medium Low

3.14 Ability to integrate the engineering and business processes of an organization:

High Medium Low

3.15 Any other relevant information on previous competences acquired by the SEAP
Trainee:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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4.0 Effect of lack of Professional Training on Trainee’s Professional
Career or Employment Opportunities

4.1 Employed Trainees

4.1.1 Display of commitment and self confidence in understanding engineering
activities:
High Average Low

4.1.2 Leadership, managerial and organizing abilities:

High Average Low

4.1.3 Innovativeness, ability to design systems, components or processes to meet desired needs:

High Average Low None

4.1.4 Ability to identify, synthesize and solve engineering problems:

High Average Low None

4.1.5 Understanding of professional and ethical responsibility:

High Average Low

4.1.6 Ability to communicate effectively:

High Average Low

4.1.7 Ability to use techniques, skills and modern tools necessary for Engineering practice:

High Average Low

4.1.8 Ability to manage effective production and service systems:

High Average Low

4.1.9 Ability to integrate the engineering and business processes of an organization:

High Average Low

4.1.10 Recognition for the need and ability for lifelong learning:

High Average Low

4.1.11 Personal responsibility for work, including activities of subordinates:

High Average Low

4.1.12 Broad understanding of the impact of engineering solutions in a global Societal context:

High Average Low

4.1.13 Quality of engineering works undertaken or supervised;

High Average Low

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4.1.14 Ability to contribute effectively towards national development:

High Average Low

4.1.15 Professionalism: High Average Low

4.1.16 Any other information

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

4.2 Unemployed Trainees

4.2.1 Opportunities/chances of securing direct employment:

High Average Low None

4.2.2 Ability to employ oneself:

High Average Low

4.2.3 Opportunity to contribute effectively towards national development:

High Average Low

4.2.4 Any other information

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5.0 Preferred Area(s) of Training

Indicate areas of professional training, giving reasons, in which more emphasis

should be placed:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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6.0 Any other general information on the professional training of the
Graduate Engineer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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APPENDIX 9B: SEAP IMPACT ASSESSMENT- END OF TRAINEEING QUESTIONNAIRE

THE UNITED REPUBLIC OF TANZANIA

ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

SEAP IMPACT ASSESSMENT- END OF TRAINEEING QUESTIONNAIRE

(To be completed by SEAP trainee at the end of the programme)

1.0 Personal Particulars:

1.1 Name of SEAP Beneficiary:

__________________________________________________________________

1.2 Age: _____________________________________________________________

1.3.1 Postal Address:

__________________________________________________________________

__________________________________________________________________

1.4 Physical Address:

__________________________________________________________________

__________________________________________________________________

1.5 Telephone No:

__________________________________________________________________

1.6 Fax No: __________________________________________________________________

1.7 E-mail Address:

__________________________________________________________________

1.8 Engineering Discipline:

__________________________________________________________________

1.9 Date of SEAP Completion:

__________________________________________________________________

1.10 Name(s) and Address (es) of SEAP Provider(s):

(i) __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(ii) __________________________________________________________________

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 __________________________________________________________________
(iii) __________________________________________________________________
__________________________________________________________________
1.11 Name and Address of Employer:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2.0 Personal Assessment of level of Professional Competence Gained by the Trainee

2.1 Desired professional skills and competences gained during the programme:

(i) Field/workshop Experience

Adequate Average Not adequate

(ii) Design Experience:

Adequate Average Not adequate

(iii) Management Experience

Adequate Average Not adequate

2.2 Ability to use modern engineering tools necessary for effective engineering practice:

High Average Low

2.3 Innovativeness and ability to identify synthesize and solve engineering problems:

High Average Low

2.4 Ability to manage effective production and service systems:

High Average Low

2.5 Awareness of the need for lifelong learning:

High Average Low

2.6 Ability to integrate the engineering and business processes of an organization:

High Average Low

2.7 Understanding of professional and ethical responsibilities:

High Medium Low

2.8 Any other relevant information:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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3.0 Personal Assessment of the Impact of the Knowledge Gained through SEAP and how it
will improve performance of the Trainee

3.1 Quality of the engineering works undertaken by the trainee.

High Average Low

3.2 Effectiveness and efficiency in implementing or engineering projects/works:

High Average Low

3.3 Leadership, managerial and organizing abilities:

High Average Low

3.4 Innovativeness and ability to design systems, components or processes to meet desired needs:

High Average Low

3.5 Ability to identify, synthesize and solve engineering problems:

High Average Low

3.6 Ability to communicate effectively:

High Average Low

3.7 Ability to integrate the engineering and business process of an organization:

High Average Low

3.8 Any other relevant information:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4.0 Areas to be Emphasized During the Programme

Based on experience and taking recognizance of the requirement of the industry, a Trainee to
indicate areas of professional training that will have greater impact on the development of the
country:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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5.0 Logistical Arrangements and Suggestion to Improve the SEAP

Based on his/her experience, a trainee to suggest improvements which should be made to the
SEAP:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________

6.0 Assessment of the Conduct of Training

6.1 Effectiveness of the training:

High Average Low

6.2 Views on the length of the SEAP:

Adequate Not adequate

6.3 Adequacy of the Training Guidelines:

Adequate Not adequate

6.4 Any other relevant information:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________
7.0 Assessment of the Competence of Training Supervisors

7.1 Professional ability of the mentors:

High Average Low

7.2 Commitment by the mentors to the SEAP

High Average Low

7.3 Mentoring effectiveness:

High Average Low

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7.4 Ability of the mentors to guide the trainees:

High Average Low

7.5 Awareness of importance of the SEAP

High Average Low

7.6 Any other relevant information/suggestion:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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APPENDIX 9C: SEAP IMPACT ASSESSMENT-FEEDBACK QUESTIONNAIRE

THE UNITED REPUBLIC OF TANZANIA

ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME

(SEAP)

SEAP IMPACT ASSESSMENT-FEEDBACK QUESTIONNAIRE

(To be completed by SEAP beneficiaries two years after completing the training programme)

1.0 Personal Particulars:

1.1 Name of SEAP Beneficiary:

__________________________________________________________________

1.2 Age: _____________________________________________________________

1.3 Postal Address:

__________________________________________________________________

1.4 Physical Address:

__________________________________________________________________

__________________________________________________________________

1.5 Telephone No:

__________________________________________________________________

1.6 Fax No: ___________________________________________________________

1.7 E – mail address: ____________________________________________________

1.8 Engineering Discipline:

__________________________________________________________________

1.9 Date of SEAP Completion:

__________________________________________________________________

1.10 Name and Address of Employer:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.11 Business of the Employer:
__________________________________________________________________
__________________________________________________________________

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1.12 Post held by the SEAP Beneficiary in the organization/firm:
__________________________________________________________________

1.13 Name(s) and address(es) of the SEAP provider(s) where the Beneficiary underwent professional
training:

(i) _________________________________________________________________
_________________________________________________________________

(ii) __________________________________________________________________
__________________________________________________________________

(iii) __________________________________________________________________
__________________________________________________________________

2.0 Employment Record Before and After SEAP Training

2.1 Name and Address of Employer before SEAP Training:

__________________________________________________________________

2.2 Type of business of employer before SEAP Training:

__________________________________________________________________

2.3 Name and address of current employer:

__________________________________________________________________
__________________________________________________________________

2.4 Type of business of current employer:

__________________________________________________________________
__________________________________________________________________

2.5 Reason(s) for changing employment:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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3.0 Further training and CPD programmes attended by the SEAP Beneficiary after SEAP
Programme:

Name of Institution Type of Training Period Awards

From To

4.0 Relevance of SEAP to the Beneficiaries Professional Activities in the company:

4.1 Level of relevance:

Very high High Average Low None

4.2 Level of awareness by the employer on the importance of SEAP:

High Average Low

4.3 Effect on the quality of the works undertaken by the SEAP Beneficiary:

High Average Low

4.4 Effect on the quantity of the works undertaken by the SEAP Beneficiary:

High Average Low

4.5 Any other relevant information:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5.0 Usefulness of the Skills and Knowledge Acquired During the Training
5.1 Usefulness to the employing company:

Very high High Average Low None

5.2 Usefulness to self – employment:

High Average Low None

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5.3 Usefulness to professional career development:

High Average Low

5.4 Usefulness to employment prospects:

High Average Low

5.5 Impact of the skills and knowledge to the development of the country:

High Average Low

5.6 Any other relevant information:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

6.0 Usefulness of the programme to other workers in the company/organization SEAP

Beneficiary to indicate how he has imported the skills and knowledge acquired during SEAP
Training to other workers in the company/organization:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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APPENDIX 10: JOINING INSTRUCTIONS FOR SEAP BENEFICIARIES

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME (SEAP)

JOINING INSTRUCTIONS FOR SEAP BENEFICIARIES

1. Preamble

These joining instructions are intended to ensure smooth and orderly placements of graduate
engineers who have been selected to undergo the Structured Engineers Apprenticeship Programme
(SEAP). The instructions serve to inform the trainees of various requirements they should fulfill
before commencing the training.

2. Joining Instructions

2.1 All SEAP Trainees are required to report to their respective SEAP Providers within three (3) days
from the date specified by the Board. Trainees must produce to the SEAP Provider all relevant original
documents issued by the Board.

2.2 The Board will not entertain any change of SEAP Provider during the training period.

2.3 All SEAP Trainees are required to undergo medical examination before commencing the training.
The doctor examining the Trainee shall complete a Medical Examining Form provided by the Board.
Medical examinations shall be carried out by a government hospital.

2.4 All SEAP Trainees are expected to conform entirely to the Board’s Training Regulations and Rules as
well as SEAP Provider’s Regulations.

2.5 All SEAP Trainees are expected to abide by the SEAP Professional Training Guidelines, and the
terms and conditions of the Tripartite Agreement to be signed between the SEAP Provider, Trainee and
the Board.

2.6 All SEAP Trainees are expected to diligently and effectively follow up the Board Training Programme
as well as the SEAP Provider’s internal training scheme.

2.7 Violation of the terms and conditions of the Board Training Regulations and the Tripartite Agreement
will lead to forfeiture of the SEAP placement and recovery of any monies already paid to the trainee
before the expiry of the training period.

2.8 Under the SEAP programme, the Board will pay:

ƒ Training Allowances to Trainees who are not employed;
ƒ Local transport costs and meal allowances only to Trainees who are already employed by the
Government;
ƒ Transport costs only, where applicable, when moving from one SEAP provider to another.

The Training Allowance will be paid to the Trainee’s through Bank Accounts.
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2.9 All SEAP Trainees are fully responsible for their accommodation, health, and social costs during the
training period.

2.10 At the end of the training period all SEAP Trainees will complete and sign the relevant training
documents that indicate that the Trainees have completed the Board’s Professional Training Programme.

Registrar
Engineers Registration Board

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APPENDIX 11: SEAP TRAINING REGULATIONS AND RULES

THE UNITED REPUBLIC OF TANZANIA

THE ENGINEERS REGISTRATION BOARD

THE STRUCTURED ENGINEERS APPRENTICESHIP PROGRAMME (SEAP)

SEAP TRAINING REGULATIONS AND RULES

1.0 INTRODUCTION

These rules and regulations have been established to ensure that the Structured Engineers
Apprenticeship Programme (SEAP) is conducted in an orderly manner. All trainees are required to strictly
follow them so as to win trust and cooperation of SEAP providers, Mentors and Financiers as well as all
other stakeholders in the engineering sector. Proper implementation of the programme will not only
ensure its expansion and sustainability, but it will also ensure that the nation gets value for money as the
objectives of the programme will be achieved.

The Board, through respective SEAP providers and mentors, will be responsible for enforcing these rules
and regulations.

2.0 THE REGULATIONS AND RULES

2.1 Acceptance of Offer of Training under SEAP

A graduate engineer selected to join the programme is required to indicate his/her acceptance, or
otherwise, of the “Offer of Training under SEAP” within three weeks from the date of the offer or the
date the list of selected trainees is published in the public media. Failure to do so will result in the
forfeiture of the offer.

2.2 Reporting for Training

” A graduate engineer selected for professional training under SEAP is required to leave for
training within three days from the date of finalizing placement formalities with the Board.
” Upon arrival at the training organization (SEAP provider), the trainee will produce the letter of
introduction and “Trainee Arrival Note” to the SEAP Provider. The SEAP Provider will sign
the Arrival Note and also indicate the date of arrival of the trainee. Soon thereafter, the
trainee will return the Arrival Note to the ERB Secretariat.

2.3 Commitment to the Programme

Trainees are required to show great commitment to the Programme by:

(i) Pursuing the Programme diligently and assiduously.
(ii) Correctly completing the training logbook.
(iii) Timely submission of quarterly reports. Reminders from the Board shall imply that the
trainee is not serious with the programme.

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2.4 Attendance
” Trainees shall see to it that they attend all work schedules prescribed by their SEAP
Providers. Absenteeism will not be accepted. Excused absences will only cover:
- illness for which documentary evidence will be required.
- death in the immediate family.
- spousal leave for childbirth.
- court summons (verified by subpoena).
” Trainees shall not leave their training organizations without the express Permission of
the Board end or the SEAP Provider.

2.5 Looking for Employment during SEAP Training

” The Board encourages trainees to look for employment while pursuing the programme.
This will enable the Board to select other trainees to fill the vacant training placements,
created as a result of trainees securing employment. Trainees invited to appear for
employment interviews will, however, require to obtain specific permission from the Board
or the SEAP Provider to the travel to the venue of the interview.
” Undertaking part-time employment during SEAP training period is strictly not allowed.
Trainees who do so, risk disciplinary action.

2.6 Follow up of Trainee’s Progress and Attendance

” The Board will visit trainees at their training places biannually to check on their progress.
During the visits the Board will, among others, check the trainees’ logbooks.
” The ERB Secretariat will check the attendance of each trainee at least once a month.
This will be done before processing the trainees’ allowances.

2.7 Uniforms and Safety Gear

A trainee is required to wear ERB uniforms or safety gear when at work. Failure to do so constitutes a
breach.

2.8 Respect of SEAP Providers Regulations

Trainees shall identify themselves as part and parcel of the SEAP Providers workforce and perform
assigned tasks like employees of their respective training organizations. The trainees are therefore
expected to obey and respect regulations of their SEAP Providers.

2.9 Evaluation of Quarterly Reports and Feedback

Trainees will be advised on the evaluation results/observations of their quarterly reports. Trainees shall
resubmit their reports within one month, when required to do so, from the date of the advice.

2.10 Cooperation with SEAP Providers Workers

In order to reap maximum benefits from the Programme, SEAP Trainees are required to closely
cooperate will the SEAP Providers’ employees to the extent that nobody can differentiate between an
employee and a trainee.

2.11 Handling of Trainees’ Problems/Complaints

All problems or complaints on matters related to the SEAP shall be handled by ERB Secretariat. Where
deemed necessary, the ERB Secretariat shall involve mentors and SEAP Providers.

2.12 Movement of SEAP Trainees From one SEAP Provider to Another

Where Trainees are unable to complete their professional training in one organization due to lack of
requisite training facilities, the Board will transfer such trainees to other SEAP Providers.

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2.13 Completion of SEAP Training

At the end of the training programme, the Board will notify the trainees on the completion of the
programme; release employed engineers to their respective employers and unemployed engineers into
the job market. Trainees who successfully complete the training will be issued “SEAP Completion
Certificates”. Unceremonial departure is prohibited.

2.14 Personal Demeanour and Conduct

During the period of training all trainees are expected to comply with the laws of the country, employers’
regulations, ERB Training Regulations and the Code of Ethics for Engineers. Non-compliance will lead to
appropriate disciplinary action being taken against defaulting trainees, which may include termination of
training. Trainees whose training is terminated shall be required to reimburse the Board all costs incurred
on them.

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