SUNYANI TECHNICAL UNIVERSITY, GHANA

FACULTY OF BUILT ENVIRONMENT AND APPLIED ARTS

DEPARTMENT OF BUILDING TECHNOLOGY

ASSESSING ARTISANS AWARENESS OF BUILDING STANDARDS IN GHANA-

SUNYANI BONO REGION.

WUSUWE GEORGE

YABDOW UDIMAR MOSES

YENG ELIJAH

YUSSIF BRAIMAH HAKEEM

SEPTEMBER, 2024

SUNYANI TECHNICAL UNIVERSITY, GHANA

FACULTY OF BUILT ENVIRONMENT AND APPLIED ARTS

 DEPARTMENT OF BUILDING TECHNOLOGY

ASSESSING ARTISANS AWARENESS OF BUILDING STANDARDS IN GHANA-

SUNYANI BONO REGION.

A PROJECT WORK SUMMITTED TO THE DEPARTMENT OF BUILDING

TECHNOLOGY IN PARTIAL FULFILMENT OF THE REQUIREMENT OF THE

HIGHER NATIONAL DIPLOMA IN BUILDING TECHNOLOGY SEPTEMBER, 202

BY

WUSUWE GEORGE

YABDOW UDIMAR MOSES

YENG ELIJAH

YUSSIF BRAIMAH HAKEEM

SEPTEMBER, 2024

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3
 DECLARATION

We hereby declare that this submission is our own work towards the award of a Higher National

Diploma (HND) in BUILDING TECHNOLOGY. And that the best of our knowledge, it

contains no materials previously published by another person nor material which has been

accepted for the award of any other Higher National Diploma ( HND) of the university, except

where due acknowledgement has been made in the text.

Wusuwe George ……………… ..…………

(06210107) Signature Date

Yabdow Udimar Moses ……………… ..…………

(06210108) Signature Date

Yeng Elijah ……………… ..…………

(06210109) Signature Date

Yussif Braimah Hakeem ……………… .…………

(06210110) Signature Date

Mr. Obour Gyau David ……………… ..…………

(Supervisor) Signature Date

Rev. Dr. Addy Edward ……………… …………

(Head of Department) Signature Date

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 ABSTRACT

The constructions industry Ghana has seen a significantly growth, with artisans playing a pivotal

role in development. However, concerns about the quality of construction and adherence to

building standards have emerged in recent years. This study aims to assess Artisans awareness of

building standards in Ghana, exploring the extent to which they understand and apply these

standards in their work. Through a mixed-methods approach, involving surveys and interviews

with artisans from various regions, this research investigates the factors influencing their

knowledge, the channels through which they receive information about building standards, and

the challenges the face in complying with regulations. Preliminary findings suggest that while

most artisans are aware of the existence of building standards, there is a significant gap in the

comprehensive understanding and consistent application of these regulations. Factors such as

educational background, access to formal training and the informal nature the construction

contribute to these challenges. The study also highlights the role of regulatory bodies and the

effectiveness of existing enforcement mechanisms. Recommendation are provided to improve

training programs, enhance communication of standards, and strengthen enforcement to safer,

more durable construction practices across the country. This research contributes to ongoing

discussions about the quality of construction in Ghana and the importance of enhancing Artisans

knowledge and adherence to building standards as part of broader efforts to improve the safety

and sustainability of the built environment.

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 TABLE OF CONTENTS
CHAPTER ONE..............................................................................................................................................1
1.0 BACKGROUND OF THE STUDY............................................................................................................1
1.1 PROBLEM STATEMENT......................................................................................................................2
1.2 THE STUDY'S AIMS.............................................................................................................................3
1.3 RESEARCH QUESTIONS......................................................................................................................3
1.4 OBJECTIVES........................................................................................................................................3
1.5 SIGNIFICANCE OF THE STUDY............................................................................................................3
1.6 SCOPE OF THE STUDY........................................................................................................................4
1.7 ORGANIZATION OF THE STUDY..........................................................................................................4
CHAPTER TWO.............................................................................................................................................5
LITERATURE REVIEW....................................................................................................................................5
2.1 INTRODUCTION.................................................................................................................................5
2.2 CONCEPT OF THE BUILDING STANDARDS..........................................................................................5
2.2.1 A BRIEF OVERVIEW OF CONSTRUCTION STANDARDS.....................................................................6
2.3 MEANING OF BUILDING STANDARDS................................................................................................6
2.3.1 TYPES OF BUILDING STANDARDS................................................................................................7
2.3.2 The National Building standards:................................................................................................7
2.3.4 Green building standards............................................................................................................8
2.3.6 United Kingdom building standards............................................................................................8
2.3.7 Canada building standards..........................................................................................................8
2.3.8 Australia building standards.......................................................................................................9
2.3.9 Japan building standards............................................................................................................9
2.4 GHANA BUILDING STANDARDS..........................................................................................................9
2.4.1 HERE ARE THE TYPES OF BUILDING STANDARDS IN GHANA.......................................................9
2.4.2 Building standard of Ghana (BCG):.............................................................................................9
2.4.3 Ghana National Fire Service (GNFS) Building standards:..........................................................10
2.4.4 Ghana Police Service (GPS) Building standards.........................................................................10
2.4.5 Ghana Environmental Protection Agency (EPA) Building standards:........................................10
2.4.7 Accra Metropolitan Assembly (AMA) Building standards:........................................................10
2.4.8 Kumasi Metropolitan Assembly (KMA) Building standards:......................................................11
2.4.9 National Disaster Management Organization (NADMO) Building standards:...........................11
2.5 THE SIGNIFICANCE OF BUILDING STANDARDS.................................................................................11

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 2.6 THE OBJECTIVE IS TO INCREASE ARTISANS' KNOWLEDGE WITH BUILDING STANDARDS:................13
2.6.4 ASSESSING OF HOUSE-OWNERS ON THE NATIONAL BUILDING STANDARDS...........................15
2.6.5 CHALLENGES FOR IMPROVING PRACTICAL KNOWLEDGE OF UNSKILLED ARTISANS:................16
2.7 TO ASSESS WHETHER ARTISANS COMPLY BUILDING STANDARDS ON CONSTRUCTION SITE..........17
2.8 TO DETERMINE THE CIRCUMSTANCES AND COMPETENCE FOR PROVIDING INSTRUCTION ON
BUILDING STANDARDS..........................................................................................................................19
CHAPTER THREE........................................................................................................................................29
RESEARCH METHODOLOGY.......................................................................................................................29
3.1 OVERVIEW.......................................................................................................................................29
3.2 Design of the Research....................................................................................................................29
3.3 Sampling Methodologies.................................................................................................................29
3.3.1 Inhabitants:...............................................................................................................................29
3.3.2 Quantity of Sample...................................................................................................................29
3.3.3 Method of Sampling.................................................................................................................30
3.4 Data Gathering Techniques.............................................................................................................30
3.4.1 Survey Tool:..............................................................................................................................30
3.4.2 Pilot Experiments:.....................................................................................................................30
3.4.3 Methodology for Gathering Data..............................................................................................30
3.5 Examining Data................................................................................................................................30
3.5.1 Analysis of Quantitative Data....................................................................................................30
3.5.2 Analysis of Qualitative Data......................................................................................................31
3.6 Regulations......................................................................................................................................31
3.7 Summary..........................................................................................................................................31
CHAPTER FOUR:.........................................................................................................................................32
DATA ANALYSIS AND DISCUSSION.............................................................................................................32
4.1 Introduction.....................................................................................................................................32
4.2 Demographic Characteristics of Respondents.................................................................................32
4.2.1 Gender Distribution..................................................................................................................32
4.2.2 Age Distribution........................................................................................................................33
4.2.3 Educational Background...........................................................................................................33
4.2.4 Work Experience.......................................................................................................................34
4.3 Level of Awareness of Building Standards.......................................................................................35
4.3.1 General Awareness of Building Standards................................................................................36

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 4.4 Factors Influencing Awareness of Building Standards:....................................................................37
4.4.7 Government and Industry Regulation.......................................................................................39
4.5 Impact of Awareness of Building Standards on Construction Quality..............................................40
4.5.2 Compliance with Building Standards........................................................................................41
4.5.3 Impact on Construction Quality................................................................................................42
4.6 Discussion of Findings......................................................................................................................43
4.7 Conclusion.......................................................................................................................................43
CHAPTER FIVE............................................................................................................................................44
SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION.........................................................44
5.1 INTRODUCTION...............................................................................................................................44
5.2 SUMMARY.......................................................................................................................................44
5.3 Summary Of Key Findings................................................................................................................45
5.5 Conclusion.......................................................................................................................................50
REFERENCES:.........................................................................................................................................51
APPENDIX I................................................................................................................................................56
QUESTIONNAIRE FOR ASSESSING ARTISANS AWARENESS OF BUILDING STANDARDS..............................56

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 LIST OF TABLES
4.2.1 Table 1 Gender Distribution................................................................................................31
4.2.2 Table 2. Age Distribution.....................................................................................................32
4.2.3Table 3 Educational Background..........................................................................................33
4.2.4 Table 4 Work Experience....................................................................................................34
4.3.1 Table 6 General Awareness of Building Standards..............................................................35
4.3.2 Table 7 do you think building standards are for safety and quality....................................35
4.4.1 Table 8 Factors Influencing Awareness of building Standards............................................36
4.4.4 Table 9 Challenges face when applying building standards................................................36
4.4.5 Table 10 Primary Trade.......................................................................................................37
4.4.6 Table 11 Access to Formal Training.....................................................................................37
4.4.7 Table 12 Government and Industry Regulation..................................................................38
4.4.8 Table 13 Supervision to ensure building standards............................................................39
4.5.1 Table 15 Extent the building standards impact quality in construction..............................40
4.5.2 Table 16 Compliance with Building Standards....................................................................40
4.5.3 Table 17 Impact on Construction Quality............................................................................41

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 ACKNOWLEDGEMENTS

Many thanks to almighty God for his goodness and mercies; and for seeing us through this

programme successfully. We are ever grateful to our supervisor, Mr. Obour Gyau David,

Lecturer in the Building Technology Department of the University, for the painstaking, efforts in

supervising this work to its full completion. His invaluable ideas, comments and corrections

have made this work a success. We are also indebted to our colleague course mates who in

diverse ways, through discussions, ideas and some other ways have help in the completion of

this work. We say your contributions are appreciated. We are also grateful to all the

respondents (Artisans) who took part in this study. The majority of the answers provided by you

have brought about some astonishing findings. We are grateful for your time and effort. We say

a very big thank you; you all have been part of our success.

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 CHAPTER ONE

1.0 BACKGROUND OF THE STUDY.

Ghana's construction sector provides significantly to the country's development. The industry is

distinguished by a combination of traditional and modern building methods, with artisans

playing an important part in the process (Adu et al., 2017). However, failure to adhere to

construction codes is a common occurrence, leading in building collapses and deaths (Boateng et

al., 2018). Building standards are the limited requirements for building project that ensure public

safety, health, and environmental sustainability (Ghana Standards Authority, 2017). Building is a

n important activity in Ghana, providing housing for the country's rising population and

contributing considerably to its economy (Aning et al., 2018). Although the industry has faced

the construction challenges, which includes the design, development, construction, maintenance,

and repair of buildings and infrastructure, faces numerous challenges, including substandard

construction practices, which can result in structural failures, deaths, and economic losses

(Amoako-Gyampah & Boateng, 2014). The term "artisans" refers to skilled workers who operate

in the construction process, such as carpenters, masons, electricians, plumbers, and other skilled

laborers. The construction industry is the sector that deals with the design, development,

building, maintenance, and repair of buildings and infrastructure. In Ghana, artisans are essential

to the building construction industry because they handle the majority of the work on

construction sites, but their knowledge of building standards and regulations is often insufficient,

which results in inadequate building practices (Ampiah et al., 2017). The Building Code Act,

1996 (Act 225) and the Building Code, 2000 both state that building standards and regulations

are necessary to ensure the safety and quality of buildings. (The Authority for Ghana Standards,

2000). A number of elements, including a lack of knowledge and training on building codes and

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regulations, have been related to craftsmen' ignorance of construction standards (Amoako-

Gyampah et al., 2015). Furthermore, the incidence of substandard construction techniques has

been exacerbated by regulatory authorities' inadequate monitoring of building standards (Owusu-

Manu et al., 2017). Studies on Ghanaian artisans' understanding of building standards are few,

despite the significance of building standards and laws. Through an assessment of artisans'

knowledge of Ghanaian construction requirements, this study aims to fill this knowledge gap.

Ensuring the safety and quality of buildings requires the implementation of building standards

and regulations. The Building Code, 2000 and the Building Cod Act, 1996 (Act 225) in Ghana

provide the structure governing the construction of buildings (Ghana Standards Authority, 2000).

Minimum standards for building design, construction, and maintenance are provided in the

codes. Nevertheless poor building practices are common in Ghana even with the presence of

these laws. A research by Aning et al. (2018) found that one of the main reasons why buildings

collapsed in Ghana was due to poor construction techniques. In the same way, Owusu-Manu et

al. (2017) discovered that a significant obstacle for Ghana's construction industry was non-

compliance with building codes.

1.1 PROBLEM STATEMENT

Due to a lack of a diligent regulatory framework, building designs, materials, and construction

techniques, differ widely in Ghana (Asuming et al., 2019). One significant issue has been the

lack of information and expertise among artisans about construction requirements. A significant

industrial problem (Amoako et al., 2018). The purpose of this study is to evaluate Ghanaian

craftsmen' understanding of building standards by looking at the variables affecting their

expertise. Many issues affect Ghana's construction sector, such as the use of inferior materials

and inadequate construction techniques frequently result in building collapses and associated

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calamities. To protect the safety and quality of structures, the Ghana Standards Authority (GSA)

has set a number of construction standards; however, little study has been done on how aware

artisans are of these requirements.

1.2 THE STUDY'S AIMS

The main aims of the study is to assess artisan’s awareness of building standards in Ghana:

1.3 RESEARCH QUESTIONS

1. How adequately informed artisans concerning building standards?

2. Do artisans apply building standards on construction site?

3. What circumstances and competence artisans get instruction on building standards?

1.4 OBJECTIVES
1. To assess artisans awareness of building standards in Ghana

2. To assess whether artisans comply building standards on construction site.

3. To determine the given circumstances and competence artisans for providing instruction on

building standards.

1.5 SIGNIFICANCE OF THE STUDY

The significance of this study is based on its ability to provide information regarding Ghanaian

craftsmen' awareness levels about construction requirements. Authorities and other stakeholders

will benefit from the research results, which emphasize the importance of expanding education

and training opportunities for artisans to improve their skills. The study will also emphasize the

importance it is to enhance construction project management and monitoring in order to

guarantee respect to building standards

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1.6 SCOPE OF THE STUDY
The study's main objective is to determine how educated artisans are about Ghanaian

construction regulations and what factors affect their expertise. This study will be carried out in

Bono Region, Sunyani.

1.7 ORGANIZATION OF THE STUDY

The study is divided into five chapters. The study's summary is given in Chapter 1, which also

includes the background information on Ghana's construction sector and a discussion of the

problem. The second chapter examines the body of research on Ghana's construction sector,

artisan training, and building standards. The collection of data for this study will be explained in

Chapter 3. The results of the investigation, including descriptive and inferential statistics

(ANOVA), are presented in Chapter 4. The implications of the results are covered in Chapter 5,

along with suggestion for raising creative people' understanding of building codes.

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 CHAPTER TWO

LITERATURE REVIEW
2.1 INTRODUCTION
The understanding of Ghanaian artisans on building standards has been the subject of many

studies. For example, a 2017 research by Asante et al. discovered that just 20% of artisans in the

Kumasi metropolitan region knew about the NBCG. Nketiah et al. (2018) discovered in another

survey that 60% of artisans in the Accra metropolitan area lacked professional training or

certification. Osei et al. (2016) evaluated the variables affecting Ghanaian artisans' knowledge of

building codes. The study discovered that the knowledge of construction standards among

artisans was significantly influenced by age, education level, and experience. In addition, the

study, discovered that artisans were more likely to be aware of construction regulations if they

had official training or certification. Adu-Acheampong et al.'s 2019 study investigated. How

artisanal training influences Ghanaian building standards knowledge. The study discovered that

training programs for artisans to improve their knowledge of building standards and their

capacity to design and build structures that comply with safety standards.

2.2 CONCEPT OF THE BUILDING STANDARDS

A collection of guidelines known as the "building code" determines the requirements for

construction-related items including buildings and non-building structures. For buildings to

qualify for planning permission—typically from a local council—they needs to comply to the

code. The main purpose of building codes are to protect public health, safety and general welfare

as the related to the construction and occupancy of buildings and structures. The building code

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become law of a particular jurisdiction when formally enacted by the appropriate governmental

or private authority.

2.2.1 A BRIEF OVERVIEW OF CONSTRUCTION STANDARDS

The requirements and performance standards were left up to each municipality to create before

the Model National Building Codes were developed, leading to a numerous of distinct rules and

regulations. While there were occasionally parallels across the municipalities, standards and laws

might frequently differ or even be in conflict from one municipality to the next. The wide range

of errors in rules and standards among several municipalities posed a challenge for artisans,

builders, designers, manufacturers, and contractors to provide solutions that appealed to a variety

of demands. This made it more difficult for them to carry out company operations efficiently

over wider geographical areas. In order to overcome this, a more uniform and universal method

evolved, giving rise to model codes. Although model codes rules and standards, which can be

fully approved or amended locally, aim to provide a regulatory framework that is largely

consistent throughout a country or area. Exploring apprentice selection by skilled trade artisans

in the Ghanaian construction industry, Construction Innovation. Osei, R. D., & Jedwab, R.

(2016).

2.3 MEANING OF BUILDING STANDARDS

Testing strategies, material requirements, guidelines, procedures, and more are established by

standards. Standards, such as those established by the International Organization for

Standardization (ISO), the American Standard for Testing or CAN/ULC, provide a consistent

language for defining quality and frequently for establishing performance and safety criteria. A

building code is more general in quality than a standard. Strategies for improving practical

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Knowledge of Unskilled Artisans in the Ghanaian Construction Industry: the case of Kumasi

Metropolis (Doctoral dissertation). Kaoma, C., & Muya, M. (2016).

2.3.1 TYPES OF BUILDING STANDARDS

One of the construction standards that are used most frequently worldwide is the International

construction Code (IBC). The International Code Council (ICC) published it for the first time in

2000, and it is revised every three years. The IBC specifies minimum requirements for building

safety, including requirements for convenience, fire safety, and structural safety. All 50 states in

the United States approved the IBC, and it is also in use in many other nations, including

Canada, Australia, and New Zealand. ). Artisan gaps in the construction industry in

Zambia. American Scientific Research Journal for Engineering, Technology, and Sciences

(ASRJETS), 18(1), 235-251. Oseghale, B. O., Abiola-Falemu, J. O., & Oseghale, G. E. (2015).

2.3.2 The National Building standards:

The national governments establish the building standards for the country. These codes may have

extra standards unique to the nation, but they are usually based on the IBC or other model codes.

For instance, Canada's national construction code has particular guidelines for energy efficiency,

climate, and earthquakes. Building regulations, or building rules, are unique to the United

Kingdom.

2.3.3 Local building standards:

Local governments are responsible for developing these regulations. Regulations often serve as

their background based on national construction rules, but they could also contain extra localized

14
restrictions. For instance, a city with a high earthquake risk may have greater structural safety

regulations than a city with a low risk of earthquakes. Construction inspectors or local building

departments.

2.3.4 Green building standards

Green building codes like LEED (Leadership in energy and environmental design), focus on

sustainable construction practices. They encourage environmentally friendly building materials,

energy efficient designs, and reduce environmental impact throughout a building life cycle.

2.3.5 United States building standards

The international code council (ICC) publishes the widely-used international building code

(IBC), which is adopted at the state and local level across the US. In addition to the IBC, there

are also specialized codes like the international residential code (IRC) for single family homes.

Building codes in the US are usually adopted and enforced at the state or municipal level, so you

need to check the specific code requirements for your state, country or city. The International

code of council makes the full text of their code available for purchase on their website.

2.3.6 United Kingdom building standards

Building regulations in the UK are set by the ministry of housing, communities and local

government. The main publication is the building regulation approved documents, which covers

various aspects like structure, first safety accessibility, etc. The approval documents are available

for purchase or free downloads from the government’s website.

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2.3.7 Canada building standards
The national building code of Canada is published by the national research council of Canada.

The code is adopted at the provincial/territorial level, so specific requirements may vary across

different parts of the country. The full text of the national building code is available for purchase

from the national research council.

2.3.8 Australia building standards

The building code of Australia is published by the Australian building codes board, it is adopted

at the state/ territory level, so local variation may apply. The full building code of Australian can

be accessed through the Australian building codes websites.

2.3.9 Japan building standards

Japan has some of the best building codes standards in the world primarily due to its need to with

stand its frequent and severe earthquake activity. Japan building codes emphasize structural

integrity, fire safety and disaster resilience in order to protect lives and property during

earthquakes and other natural disasters.

2.4 GHANA BUILDING STANDARDS

The Ghana Building Code (GhBC) uses performance-related and prescriptive regulations to set

minimum requirements for buildings. Its wide foundation allows for the use of innovative

building techniques and materials. Ensuring consistency in requirements for public health,

general safety, fire safety, structural integrity and efficiency, and environmental sustainability

and integrity is the goal of the code for stakeholders and the building construction industry. The

development of the code started in November 2017 with the objective to update the initial

proposal developed in 2012 and bring it into compliance with the International Building Code

2018 (IBC-2018) and the International Green Construction Code 2015 (IGCC-2015).

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2.4.1 HERE ARE THE TYPES OF BUILDING STANDARDS IN GHANA

2.4.2 Building standard of Ghana (BCG): This is the primary building standards in

Ghana, which sets out the minimum requirements for building design, construction, and safety.

The code is enforced by the Ghana Standards Authority (GSA). Building Code of Ghana (2015) -

Ghana Standards Authority (GSA)

2.4.3 Ghana National Fire Service (GNFS) Building standards: This code sets out

the minimum requirements for fire safety in buildings, including fire alarms, fire extinguishers,

and emergency exits. Ghana National Fire Service (GNFS) Building Code (2005) - Ghana

National Fire Service (GNFS)

2.4.4 Ghana Police Service (GPS) Building standards: This code sets out the

minimum requirements for security and crime prevention in buildings, including CCTV cameras,

alarms, and access control. Ghana Police Service (GPS) Building Code (2010) - Ghana Police

Service (GPS)

2.4.5 Ghana Environmental Protection Agency (EPA) Building standards: This

code sets out the minimum requirements for environmental sustainability in buildings, including

waste management, energy efficiency, and water conservation. Ghana Environmental Protection

Agency (EPA) Building Code (2013) - Ghana Environmental Protection Agency (EPA)

2.4.6 Ghana National Construction Authority (NCA) Building standards: This code sets out

the minimum requirements for construction quality, including materials, workmanship, and

inspections. Ghana National Construction Authority (NCA) Building Code (2018) - Ghana

National Construction Authority (NCA)

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2.4.7 Accra Metropolitan Assembly (AMA) Building standards: This code sets

out the minimum requirements for building development in Accra, including zoning, land use,

and building design. Accra Metropolitan Assembly (AMA) Building Code (2017) - Accra

Metropolitan Assembly (AMA)

2.4.8 Kumasi Metropolitan Assembly (KMA) Building standards: This code sets

out the minimum requirements for building development in Kumasi, including zoning, land use,

and building design. Kumasi Metropolitan Assembly (KMA) Building Code (2015) - Kumasi

Metropolitan Assembly (KMA)

2.4.9 National Disaster Management Organization (NADMO) Building

standards: This code sets out the minimum requirements for disaster risk reduction and

management in buildings, including emergency preparedness and response plans. National

Disaster Management Organization (NADMO) Building Code (2016) - National Disaster

Management Organization (NADMO)

2.5 THE SIGNIFICANCE OF BUILDING STANDARDS

The importance of building code cannot be overstated, as they are necessary in ensuring public

safety, health, and welfare.

2.5.1 Public safety: They do this by making sure that structures are designed and built to

withstand natural disasters like storms, earthquakes and floods. They also specify fire resistance

measures, such as emergency exist fire resistance materials and fire detection and suppression

systems.

2.5.2 Defective Joists and Beams

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When an engineer or construction worker fails to employ beams that offer suitable bearing or are

not proportioned adequately for their weight, building code inspectors may often cite them for a

code penalty. Renovations are more likely than new builds to have this kind of building code

infraction. When someone knocks down internal walls to provide additional room, they often

violate beam and joist codes. By doing a structural study on any structures where you want to

remove inner walls, you may prevent this breach of the building standard.

2.5.3 Health and sanitation: building codes help to prevent the spread of disease and maintain a

healthy environment for residents by providing adequate lighting, ventilation, and sanitation

facilities.

2.5.4 Economic benefits: building codes can improve economic growth by creating businesses

and investments to areas with well-designed and safe infrastructure.

2.5.5 Environmental sustainability: modern building codes incorporate sustainable design

principles, such as energy-efficient systems, rainwater harvesting, and green roofs, which helps

to reduce the environmental impact of construction.

2.5.6 Reduced insurance costs: property owners can reduce their insurance premiums by

building structures that comply with code requirements, as they are less likely to be at risk of

harm or devastation.

2.5.7 Property prices: Well-constructed and maintained structures raise property values, which

builds in additional people and companies to the area.

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2.5.8 Disaster mitigation: By ensuring that structures are built to resist severe weather and

eruptions of earthquakes building codes serve to mitigate the effect of natural disasters.

The following are some particular instances of what the building standards requires:

weathertight construction and insulation to avoid moisture damage;

Emergency escape routes and fire alarms;

Fire-resistant materials for walls and roofs.

Storm shelters and safe rooms for harsh weather occurrences;

Earthquake-resistant construction for buildings and dangerous places;

Accessible restrooms and doors;

In summary, building standards are essential for maintaining public health, safety, and welfare

since they supervise the planning, development, and maintenance of structures. Property owners

can reduce hazards, save money on insurance premiums, and help create a community that is

safer and more sustainable by complying with building standards.

2.6 THE OBJECTIVE IS TO INCREASE ARTISANS' KNOWLEDGE

WITH BUILDING STANDARDS: To prove that artisans understand building standards

and can apply them adequately in their task, it is necessary to develop the objectives of their

knowledge in a structured way. Here's how to achieve it step-by-step:

2.6.1 To assess artisans' awareness of building standards in Ghana

2.6.2 ASSESSING OF BUILDING PERMIT

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2.6.3 Knowledge of the Building Permit: At Asakae, home owners displayed extremely poor

awareness of building permits, with an average ratio of a measurement of 0.585. Concerning the

different questions corresponding to the Building Permit, the majority of them stated opinions

that ran directly to L.I. 163. Therefore, when comparing the factors to the level of ignorance

displayed by individuals, The option, "I can choose to construct any building on the land once I

have a building permit," authorized first with a RII value of [Link], with a RII score of

0.664, this requirement ranks second. It also requires notification of the receipt of a permit

application within seven days and a judgment on the application within three months. The

variable that ranked third was the validity term, with a RII score of 0.652, after which my

permission expires. In a similar spirit, the variable that requires authorities to certify each stage

of construction before work on a subsequent stage can begin was rated fourth with a RII value of

0.579. Additionally, the fifth-ranked statement with a RII was, "Planning authorities have the

right to prevent me from building if I do not have the necessary land documents." placed seventh

with a RII of 0.574. Furthermore, the sixth-ranked statement—which states that any anyone

considering to construct a structure must notify the planning authorities of the date they want to

begin—has a RII score of 0.544. Additionally, with a RII value of 0.526, the statement "I can

proceed to build if I do not hear about the outcome of my building permit after three months"

placed seventh. Furthermore, with a RII rating of 0.518, the statement "Approval is needed for

extension, modification, and additions to buildings" placed eighth. Last but not least, a building

that has been completed to the satisfaction of the District Planning Authority will get a certificate

of completion for use prior to occupation, along with information regarding the construction

permit. Consequently, supporting the results Adjei The creation of Mensah (2010) and Graphic

Editorial (2010).

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2.6.4 ASSESSING OF HOUSE-OWNERS ON THE NATIONAL BUILDING
STANDARDS
Therefore, before beginning construction, a person must register their land in order to obtain a

permit from the Town and Country Planning Department according with the National Building

Regulations of 1996. Once construction has begun, all of the requirements stated in the National

Building Regulations must be strictly complied to (Republic of Ghana, 1993; Republic of Ghana,

1996). Therefore, "Building permits are building development consents granted to any qualified

or prospective developer or person by a statutory authority or organizations to construct

buildings or related structures in an approved location; within a set time frame and in compliance

with local or national building codes." (2006) [Link]. Therefore, a building permit

offers the required assurances that a planned structure is both eligible for construction and

affluent enough to be built at the selected location. Furthermore, it ensures that the proposed land

for the building is perfect, that the building's material specifications are adequate, that general

architectural, engineering, and planning standards have been met, and that the building is in

every manner conducive to residential, commercial, industrial, recreational, or worship activities

(ibid.). Accordingly, unauthorized buildings are defined as any structure that has been built

without a permit or without fully complying with all of the requirements included in a permit

(Republic of Ghana, 1993; Republic of Ghana, 2018; Potsiou and Ioannidis, 2018, cited in

Ioannidis). in 2018).Accordingly ,Neal, W. J., Pilkey, O. H., Cooper, J. A. G., & Longo, N. J.

(2018). Why coastal regulations fail. Ocean & coastal management, went on to say that

unapproved structures are built without permission, official legal approval, administrative

sanction, and regular engineering oversight and oversight by the relevant authorities. As a result,

Adams (2012) observed that the Sekondi-Takoradi Metropolis is witnessing an alarming increase

in the number of unauthorized constructions without considering the potential consequences.

22
Furthermore, according to Owusu-Mensah (2003), illegal structures are also built on access

roads, rivers, and other prohibited locations. Similarly, builders have often defied plans and

constructed randomly, creating areas that are almost identical to cities.

2.6.5 CHALLENGES FOR IMPROVING PRACTICAL KNOWLEDGE OF

UNSKILLED ARTISANS: Since the two World Wars, there has been a problem with

artisan shortages (CIDB, 2007; Offei-Nyarko et al., 2014). Despite numerous government

initiatives to enhance skill levels in different nations, a large portion of the workforce in the

construction industry remains unskilled and lacks basic knowledge about the purposes of

construction activities (Almeid and Faria, 2014; Windapo, 2016). The only reason there is an

artisan shortage in the building sector is that there is not enough labor to satisfy the growth in

construction activities brought about by the growing global population and the need for basic

amenities like shelter (CIDB, 2007). However, the majority of the unskilled workers in the

construction sector are lone individuals with low or no formal education can equip themselves

with basic understanding of things. For example, the Apprenticeship Skill Flow Chart Model (A)

has been designed to help people who lack formal education appreciate the basic sciences and

knowledge in the construction craft. Nevertheless, to ensure an increase in production and meet

the technologically advanced tastes of current generation clients, it becomes expedient to ensure

that the unskilled workforces are at least given some training to enable them to fit in the wad

activities of the construction industry, work easily in teams, and exhibit basic skills in

appreciating and understanding current innovation and technologies in the construction industry.

Randeree and Chaudhary (2007) expounded some of the challenges as workplace flexibility,

teamwork, the agency to work with, job security, supervisory support, communication, working

circumstances, and job importance are just a few of the difficulties that Randeree and Chaudhary

23
(2007) outlined. One of the primary obstacles to the availability of competent artisans in the

Ghanaian construction industry is inadequate compensation (Offei-Nyarko et al., 2014). Since

this problem has not yet been fixed, it remains difficult to improve the practical knowledge of

unskilled artisans. Without any authorized, acknowledged compensation, craftsmen would not

remain with a company or employment for very long. Instead, they would move from site to site

in pursuit of a position that would adequately compensate them for their arduously acquired

training (Kaoma and Muya, 2016). Oseghale et al. One of the primary factors contributing to

artisan shortages and a lack of practical skills on construction sites in 2015 is the reduction of

training modules or the amount of time dedicated to craft persons. According to Odom et al.

(1990), a worker's attitude toward their job can be either good or negative depending on their

level of job satisfaction. The majority of skilled artisanal employment lack social security and

other crucial components of white-collar jobs, which detracts from their appeal and flavor

(Arthur-Mensah and Alagaraja, 2018). The majority of managers nowadays struggle to maintain

employee motivation and get the best work out of them (Anin et al., 2015).

2.7 TO ASSESS WHETHER ARTISANS COMPLY BUILDING

STANDARDS ON CONSTRUCTION SITE.
2.7.1 APPLICATION OF BUILDING STANDARDS AND REGULATIONS (PLANS):

Unless otherwise specified in the Building Regulations of Ghana, the National Building

Regulations govern the construction, alteration, and expansion of a building as stated (in the

building plan). Furthermore, in the exercise of its authority under section 64 of the Local

Government Act, 1993 (Act 462), the District Planning Authority (DPA), to which plans have

been submitted, may grant the Building Permit and attach to it any conditions associated to the

proposed building or work that are in conflict with the regulations. A building permit's normal

24
validity duration is five years (Republic of Ghana, 1996). As a result, the DPA must inform the

applicant of any application for a building permit within 7 days after the application is received,

and within 3 months, the applicant will be informed if the application is accepted or denied. If

not, the applicant may start building once the three months have passed, assuming the DPA

approves the proposal (Republic of Ghana, 1996). The DPA may also serve a notice requiring

the owner to cut into, lay open, or pull down as much of the building work as may be necessary

to determine whether the provisions in the L.I.1630 have been complied with. Similarly, no

construction work shall be covered until it has been inspected and approved by the DPA.

Furthermore, with respect, there will be awarded to a structure that is completed to the

satisfaction of a certificate of completion for occupancy or use of the DPA (Republic of Ghana,

1996).

2.7.2 APPLICATION FOR PERMIT

To obtain a permit, the applicant shall first file an application therefore in writing on a form

furnished by the department of building safety for that purpose. Such application shall:

Identify and describe the work to be covered by the permit for which application is made.

Describe the land on which the proposed work is to be done by legal description, street address

or similar description that will readily identify and definitely locate the proposed building or

work.

Indicate the use and occupancy for which the proposed work is intended.

Be accompanied by construction documents and any other information as required in clause 1.9.

State the valuation of the proposed work.

25
Be signed by the applicant or the applicants authorized agent.

Give such other data and information as required by the head of works.

2.7.3 APPLICATION ON ACTION

Within a reasonable time of filing, the head of works must review or cause to be reviewed

applications for permits and revisions accordingly. The head of works must reject an application

in writing and provide justification if it does not comply with the relevant provisions of this

code, either with the application itself or the construction documents. The head of works shall

grant a permit as soon as it is practical if the head of works is satisfied that the planned work

complies with the requirements of the applicable codes and legislation.

2.8 TO DETERMINE THE CIRCUMSTANCES AND COMPETENCE FOR

PROVIDING INSTRUCTION ON BUILDING STANDARDS

2.8.1 Acquiring And Training Skills In Developing Nations:

There are differences between the findings of the training and skill acquisition of the

unorganized sector in various African regions. The composed debate between the African and

European approaches of skill development communicates toward job training. In a 1984 World

Bank report on labor requirements for emerging countries, the issue with formal education is that

it produces experts who lack a practical bent. Consistency practice is the means of graduating

from the apprenticeship system. The World Bank suggested that in order to prevent becoming a

cheap labor supply, apprentices must conform to strict standards. In a research conducted in the

middle of the 1980s, Wells (1986) defined the labor market as having much less formal training

and that on-the-job abilities were valued more highly. A skilled construction labor flight

occurred during Ghana's post-independence building shortages as a result of foreign contractors

26
drawing workers away from jobs in Ghana and abroad. A World Bank report from 1984

describes the achievements of Training Production Units established in the Dominican Republic,

Brazil, and Zaire. These were half built units that were used to teach employees. The Bank

provided support to promote apprenticeship, such as to Sri Lanka's National Apprenticeship

Board. A research conducted in Ghana revealed that many of the supervisory roles were filled by

untrained volunteers. Instruction for individuals in Monitoring labor-intensive construction

involves practical considerations, such as familiarity with local resources and requirements.

Therefore, according to the World Bank (1984:71), it is best given "to natural leaders who have,

preferably, secondary education.’’ The study concluded that leadership roles should be opened

up to foremen and their counterparts. This diverse body of data suggests that on-the-job training

is a useful structure. According to Ofori's(1984) research, the construction industry in Ghana

faced significant economic survival costs. As a result, the focus moved to how construction

might continue to operate in a contracting economy while still promoting skill development and

training This was because of the country's economy's capacity to sustain it. Ofori (1984)

suggested that countries. The lack of competent labor in Eastern and Southern Africa has

prompted the creation of a program for the exchange of labor between industries. This might

encourage connections between associations and organizations and promote asset-sharing

schemes. It would be possible to save duplication and costs by setting up research institutes and

training institutions. Ghana may be involved in this arrangement since the country lacks a

sufficient number of trained workers.

2.8.2 A Search For Certain Artisans And Requirements

2.8.3 Masonry education: is not a significant requirement for entry into the industry. The

majority of the artisans with whom I spoke had very little or no schooling. Age: the majority of

27
artists stated that they were between the ages of 15 and 20, whereas master artisans believed that

since some apprentice artisans enter the trade at an early age, age was not a barrier. Tools

required for entrance included a trowel, float board, spirit level, concrete hammer, line, and

builders' square. Training took the least amount of time overall, which was attributed to how

simple it was to acquire new skills. This was mostly accomplished by having the apprentice

watch the master perform tasks, imitate the master's actions, repeat the task, and receive

assistance from, the master when needed. Mostly consists of on-the-job training.

2.8.4 Education for carpenters: is not an essential requirement for entry into the trade. The

majority of the craftsmen surveyed were between the ages of 15 and 20, and the majority had

little to no schooling. Was significant in this situation since the trade included several dangers,

including climbing and pulling up wood members and, most of the time, making mature

decisions.

The following tools were required in order to get entry: saw, pencil, builders' square, spirit level,

tape measure, hammer, and line. The minimum period of the training program was three years,

and it took the longest overall due to the complexity of the profession. Method of skill

acquisition: apprentice watches master do tasks; master explains tasks to apprentice mostly

through drawings; apprentice exhibits task; task is repeated; apprentice receives assistance from

master when needed.

2.8.5 Education for Steel Benders: For expert artisans, this was important since Reading

sketches and putting them into the work constituted the majority of their job. It was discovered,

meanwhile, that the majority of artisans with whom one spoke had only completed their

secondary school. Age was not as critical a factor as education, albeit the majority of craftsmen

who were interviewed were between the ages of 14 and 20. The following tools were required in

28
order to be admitted: a cutter, hacksaw frames and blades, tape measure, hammer, and line. The

minimum period of the training program was three years, and it took the longest overall due to

the complexity of the profession. Acquisition of skills is mostly accomplished by the following

methods: apprentice learns to read drawings; apprentice watches master completing tasks, the

master explains them to the apprentice mostly through drawings, the apprentice imitates the task,

the work is repeated, and the master helps the apprentice as necessary.

2.8.6 The nature of artisans in the construction industry: The construction industry

contributes significantly to the creation of jobs and economic growth in many nations because a

significant amount of capital is continuously allocated to reduce the infrastructure deficit. The

benefits of the improvement business are a foremost and key part of the national pay, speaking to

a sizeable degree in the GDP of both made and juvenile countries (Ganesan 1997, Crosthwaite,

2000). This was further supported by Ogunsemi and Jagboro (2006) in Nigeria, who noted that

the development industry is noteworthy to the creation of jobs and financial development.

Mitullah and Wachira (2003) also stated that development activities in Kenya assume a basic

part during the time spent financial internationally with measurements. Improvement, both

through its products (structures, frameworks) and through the work done during the development

period itself. The degree of this significance has been confirmed by Crosthwaite (2000), who

reported that global development commits approximately 5 and 7 percent of GDP for most

countries and records for a significant portion of the global gross capital arrangement, which is

slightly under 33%. The United Nations Environment Program (UNEP, 1996) observed that

approximately ten percent of the global economy is devoted to the construction and operation of

homes and workplaces. Lowe (2003) additionally stated that the value added by development is

between 7% and 10% for Very Created economies and roughly 3% to 6% for undeveloped

29
economies. The quality included the development of nations may be greater given that data from

the unapproved system are typically excluded (Ganesan 2000). 18 According to Sanni and Alabi

(2008), labor accessibility is the second most important category of knowledge about assets

needed in the development industry and is extremely essential. In addition to architects, masons,

engineers, quantity surveyors, estate managers, urban and regional planners, and construction

artisans like bricklayers, craftsmen, welders, and iron addicts, home artisans, skilled handymen,

circuit repairmen, and the like, labor is needed for growth. According to Sannin and Alabi

(2008), designers and laborers are typically needed in large quantities for the construction of

accommodation, and this is quite suitable. This demonstrates that two significant labor classes

are necessary for every nation's progress and development industry; and both the experts and

artisans/work. Uwakweh (1999) described the inform area as "that section of firms or people that

takes part in development or different exercises without acquiring the vital outlines, arranging

and development archives." Casualness in the development segment could then be alluded to

after due procedure. A situation in which a person is engaged in a development project or on a

development work and such a person lacks a reliable source of income; no long-term business;

no social welfare and welfare bundles; no benefits conspiracy; no professional stability; and

doesn't pay charge. In a development venture additionally, familiarity refers to a situation in

which the engagement of development laborers doesn't obey business laws or take Lowe

(2003), stated that a substantial percentage of yield is produced in casual ways in the majority of

developing regions of the world. The development industry was also portrayed by Rogerson

(2000) as one of the major employers of the unorganized labor force, and Well (2001) verified

that there is no indication of direction in the terms and conditions of employment as well as in

the process of developing the unorganized sector of the economy. According to Mitullah and

30
Wachira (2003), the majority of development workers (19) in certain low-income countries are

consistently employed in an informal capacity. Furthermore, Mlinga and Wells (2001) claimed

that the unofficial sector of the development industry is typically disregarded and receives little

support from the executive branch. They support the withdrawal of techniques meant to enhance

the growth of commercial firms. The needs of developing countries must be addressed in the

informal sector, where the majority of labor force is found (Mlinga and Wells, 2001). As a result,

given the degree of employment that the informal sector provides to the overall economy, and

the ILO's 2002 declaration that the informal sector in Sub-Saharan Africa is the largest category

of familiarity overall, it follows that the informal sector (including development) is significant in

both Africa and developing economies, necessitating a requirement for its investigation.

Accordingly, efforts should be directed towards improving the informal sector, as this will

improve the execution of the development business. Types of livelihood in the development

sector include shiftless, improvised, laid-back, and so forth. Temporary contracts are for the

duration of a project; easygoing or fleeting work indicates that there will be frequent changes of

employment; and lasting livelihood implies engagement for a drawn-out stretch of time while

transitory is for a restricted period.

2.8.7 Informal Sector Training Approaches: In developing countries, the informal sector

accounts for 40–60% of total employment and represents half or more of full-time workers

(Chickering and Salahadine 1991). A greater proportion of young people, primarily dropouts,

enter the workforce in several African countries in search of formal employment and financial

gain. Nevertheless, they often find jobs in the official sector, therefore they are frequently forced

to create their own unique careers as casual subject matter experts. People in the casual sector

learn their skills at work by doing research or by observing and assisting others. Many begin as

31
apprentices to accomplished business professionals who successfully resolved particular

transactions. Links to the family and relationships are always clearer than formal training when it

comes to landing a job. However, about ten people in the unorganized sector think it is

impractical to acquire skills through formal training because official training institutions are

limited in many ways in terms of the services they can provide to the general public. In most

African countries, professional schools and formal tutoring are located in the formal sector. For

example, Ghana's educational structure is notably unbalanced in the formal domain, allocating

the full budget or providing virtually nothing for informal learning materials. Formal preparatory

foundations typically suffer from the negative effects of low importance and preparation,

interacting with only a small number of individuals. Different Methodologies of preparation are

depended upon to equip individuals with a wide range of skills and to provide motivation for

self-directed work; nevertheless, these have proven inadequate. Being ready might imply many

different things. For school dropouts without a job history or post-vital understudies, it might

suggest formal, specific, and master preparation. Certain arrangement programs are specifically

linked to freelance work, whereas others offer an unusual path towards creative work and casual

employment. More accurately, preparation refers to any exchange of knowledge, skills, or

mentalities intended to assist individuals in generation activities or in altering their work habits

(Fluitman 1989). It refers to specialized, professional, administrative, entrepreneurial, social, and

other important skills. In essence, getting read may be separated into two categories: (a) formal

preparation, which denotes the "logically" organized and progressively evaluated instructional

framework; and (b) non-formal preparation, which denotes a distinct set of written and semi-

written instructional exercises operating outside the general structure and routine of the formal

framework. The latter is removed to serve a variety of adapting needs of various sub-bunches

32
(Coombs 1974). Non-formal preparation may be directed towards individuals who never

attended any school, school dropouts and school-leavers for whom there was no room at the next

level, graduates who never obtained the job they wanted, women who are only responsible for

supporting their families but were never organized because men should do the securing,

specialists pushed off their area by family men, population density or distinctive misfortunes,

recurring government workers, disabled people, exiles, and so on. The formal division is

characterized by its personal connection to generation and its delivery of timely outcomes

(Zaudneh, 1994).

2.8.8 Training through Formal Sector: Firms, Especially in the Art and Workshop Divisions

(Herschbach 1989). Formal professional preparation programs are often viewed as less effective

than casual division apprenticeships. Work in formal area firms is a crucial abnormal source of

skilled labor for the casual sector; many specialists in this field have previously worked in formal

enterprises. These transitions from formal area livelihood to casual segment independent

employment were common in the past and have become increasingly common as a result of the

preservation of open sector representatives and/or the denationalization of open endeavors under

financial change programs. 13 Individuals lacking preparation may have received training at

work and possibly obtain a declaration from an official exchange confirming authority. These

workers, particularly those from more recent trades like auto or equipment maintenance, may be

relied upon to be strong once they join the casual sector. Those who have gone through the

official disciple preparation program may think of themselves as "experts" and be eager to

launch their own businesses.

2.8.9 Courses for Official Vocational Training: Establishing professional preparation facilities

and pre-job specialized training are essential components of the formal institutional preparation

33
technique. It is outfitted to meet the formal area's preparation requirements. Professional areas of

specialization typically relate to government services, such as the Ministry of Labor or the

Ministry of Education. Additionally, there are instances of official preparation centers in areas

like development or construction that may serve as their own foundations. Come under direct or

indirect government supervision. There are also large-scale projects, or in certain cases,

collections of smaller projects, that manage free preparation. Formal professional preparation

programs provide young people entering the labor market with introductory specialized courses.

Not very long ago, almost all graduates of official work-preparation programs in developing

countries assumed that they would be integrated into the official sector. Due to the economy's

slow growth and the unsightly state of the preparations, the typical jobs have not materialized.

Students that received confirmations showed greater interest in pursuing luxurious careers.

Similar to certain forms of higher education, preparation is no longer a need for obtaining a

formal job (Kasliwal 1995, 157–159). With a few exceptions, formal preparation programs have

not been sufficient to prepare students for jobs in the casual sector. The majority of national

frameworks for specialized instruction and preparation have encountered 14 issues, including

inadequate funding, neglecting to replace outdated preparation materials, limited mechanical and

practical experience among teachers, rigid section requirements, and rigid, out-of-date curricula

that pay little heed to the demands of the labor market. Additionally, the majority of frameworks

suffer from low outside wastefulness (i.e., difficulties setting graduates or lengthy waiting times,

moderate procuring or efficiency picks up) and low internal proficiency (i.e., low workshop

usage, low showing load, high per-capita preparation expenses) (ILO/Vocational Training

System Administration Branch 1994). Even with these drawbacks, formal preparation could still

be beneficial for people looking for situations in the informal sector. The fundamental problem

34
in many African countries is the limited number of preparatory centers and the remarkably low

enrollment for this kind of training (Herschbach 1989). Many former students of professional

preparation programs have been forced to consider self-employment in the casual sector as a

viable option. The helplessness of the recently, the casual division has received more weight than

the official occupation.

2.8.10 The Apprenticeship Skill Flow Chart Model (ASFM): is one of the training models or

approaches that have been developed to ensure that people with no or little formal education can

equip themselves with basic understanding of things. However, despite all of these developed

models and approaches, challenges remain to ensure that the practical knowledge of unskilled

artisans is improved. These challenges are broadly explored in two areas: the attitudes of the

artisans and the chaos of developed policies, models, and approaches. Randeree and Chaudhary

(2007) expounded on some of the challenges such as workplace flexibility, team work, the

agency to work with, job security, supervisory support, communication, working conditions, and

job importance

35
 CHAPTER THREE

RESEARCH METHODOLOGY
INTRODUCTION

3.1 OVERVIEW
The approach for evaluating Ghanaian artisans' knowledge of building codes is described in this

chapter. It consists of the procedures for data analysis, sample strategies, data collection

approaches, and study design. The purpose of this research is to ascertain the degree of

knowledge that artisans possess about building codes and to identify any weaknesses that might

compromise both construction quality and compliance.

3.2 Design of the Research

This study is using a cross-sectional survey as its research strategy. The purpose of this design is

to quantify the level of awareness among artisans at a certain moment in time. With the use of a

survey, quantifiable data can be gathered and statistically evaluated to ascertain the degree of

awareness and identify the variables affecting it (Creswell, 2014).

36
3.3 Sampling Methodologies
3.3.1 Inhabitants: the objective of the study's population consists of Ghanaian artisans

employed in the building industry. This group includes workers in a variety of trades, including

carpenters, electricians, plumbers, and masons.

3.3.2 Quantity of Sample

Using Yamane's formula for sample size in finite populations, a sample size of 50 artisans. It is

believed that this sample size is adequate to offer an accurate estimation of the population's

awareness level.

3.3.3 Method of Sampling

A stratified random sample technique was utilized to guarantee representation from various

trades and geographical areas. Construction companies and regional trade associations provided

the sample frame. To assure different representation, artisans were divided into groups according

to their locality and trade (Cohen, Manion, & Morrison, 2011).

3.4 Data Gathering Techniques

3.4.1 Survey Tool: A methodical form was created to evaluate artisans "awareness and

knowledge of building codes." To measure the degree of awareness and comprehension, the

questionnaire had both closed-ended and Likert-scale items. To guarantee content validity, the

instrument was evaluated by professionals in the fields of building and education (Kumar, 2011).

3.4.2 Pilot Experiments: To examine the validity and reliability of the questionnaire, a pilot

sample of thirty artisans completed it. Small changes were made to the questions to ensure that

they better measure the desired components and to improve clarity based on feedback from the

pilot test (Babbie, 2013).

37
3.4.3 Methodology for Gathering Data
Self-administered surveys and in-person interviews were used to collect data. The surveys were

given out by qualified research assistants. Reminders and follow-up visits were made to

participants in order to increase response rates (Denscombe, 2017).

3.5 Examining Data

3.5.1 Analysis of Quantitative Data

Information Statistical tools, such as SPSS (Statistical Package for the Social Sciences), was

used to examine the data. The degrees of awareness among artisans were summed up using

descriptive statistics, such as frequencies and percentages. To investigate relationships between

awareness levels and social variables, inferential statistics were used, such as chi-square tests

(Field, 2013).

3.5.2 Analysis of Qualitative Data

The analysis of themes was employed for the study of open-ended responses. In order to find

recurring themes and patterns regarding artisans' comprehension of building standards and

challenges to compliance, responses were coded (Braun & Clarke, 2006).

3.5.3 Moral Points to Remember

The suitable moral review body granted ethical approval. All participants were asked to provide

informed permission, guaranteeing that they understood the aim of the study and that they might

leave at any moment without facing consequences. Individuals' privacy and security were

Preserved, for the duration of the research (Saunders, Lewis, & Thornhill, 2016).

38
3.6 Regulations
Potential response bias is one of the study's disadvantages, as artisans might give responses that

are socially acceptable. Furthermore, the cross-sectional design only records a single point in

time and ignores how awareness improves over time.

3.7 Summary
This methodology describes how to use a cross-sectional survey with stratified selection and mix

of quantitative and qualitative data analysis techniques to determine the knowledge and

understanding of building codes among artisans in Ghana. The findings will shed light on the

existing level of awareness and point out areas where building code enforcement and education

need to be strengthened

CHAPTER FOUR:

DATA ANALYSIS AND DISCUSSION

4.1 Introduction
This chapter presents the data analysis, findings, and discussion on the assessment of artisans'

awareness of building standards in Ghana. The data collected from the field through

questionnaires and interviews were analyzed using both quantitative and qualitative techniques.

The findings are discussed in relation to the study objectives, literature review, and theoretical

framework. The key issues addressed include the demographic characteristics of respondents,

level of awareness of building standards, factors influencing artisans' awareness, and the impact

of this awareness on construction quality.

39
4.2 Demographic Characteristics of Respondents
The demographic profile of the respondents is crucial to understanding the level of awareness

and adherence to building standards. The data collected include gender, age, education level,

work experience, and type of trade (carpentry, masonry, plumbing, electrical, etc.).

4.2.1 Gender Distribution

Out of the 20 respondents, 85% were male, and 15% were female. This finding reflects the

gender distribution within the construction industry in Ghana, where males dominate the

workforce. This trend is consistent with studies such as Ofori (2000), which noted the limited

participation of women in construction work in developing countries.

4.2.1 Table 1 Gender Distribution

Gender Distribution Frequency Percentage

Male 17 85%

Female 3 15%

Total 20 100%

4.2.2 Age Distribution

The majority of the respondents (50%) were between the ages of 18 and 25, followed by those in

the 26-35 age group (40%). The remaining 10% were under 36-45years. This indicates that the

construction industry in Ghana is predominantly composed of middle-aged individuals. Studies

like Darko and Lowe (2018) have shown that older artisans often have more experience but may

be less likely to adopt new standards and technologies compared to their younger counterparts.

4.2.2 Table 2. Age Distribution.

40
 Age Group Frequency Percentage

18-25 years 10 50%

26-35 years 8 40%

36-45 years 2 10%

46 years and above 0 0%

Total 20 100%

4.2.3 Educational Background

Regarding educational qualifications, 35% of the respondents had only completed junior high

school (JHS), 40% had completed senior high school (SHS), while only 10% had tertiary

education. The remaining 15% had no formal education. This distribution is similar to findings

by Ofori (2011), who stated that the majority of artisans in the informal construction sector have

limited formal education, which can impact their awareness and understanding of formal

building standards.

4.2.3Table 3 Educational Background.

Level Of Education Frequency Percentage

No Formal Education 3 15%

Basic Education 7 35%

Secondary Education 8 40%

Vocational Training 0 0%

41
 Tertiary Education 2 10%

Total 20 100%

4.2.4 Work Experience

In terms of work experience, 50% of the respondents had over 1-5 years of experience, 35% had

between 6-10 years, and 15% fall within 11-15 years. As observed by Gyan et al. (2015), artisans

with more experience are more likely to be familiar with informal building practices but not

necessarily formal building standards.

4.2.4 Table 4 Work Experience

Work Experience Frequency Percentage

1-5 10 50%

6-10 7 35%

11-15 3 15%

16 and above 0 0%

Total 20 100%

4.3 Level of Awareness of Building Standards

One of the primary objectives of the study was to assess the level of awareness of artisans

regarding building standards in Ghana.

42
4.3.1 Table5 Level of Awareness of Building Standards

Familiar with building Frequency Percentage

standards

Very Familiar 5 25%

Familiar 11 55%

Some What Familiar 2 10%

Not Familiar at all 2 10%

Total 20 100%

4.3.1 General Awareness of Building Standards

The findings reveal that 65% of the respondents had heard about building standards, while 35%

were, unaware of their existence. However, only 40% of the respondents could correctly identify

specific building standards, such as the Ghana Building Code (GSA, 2018) and international

guidelines like ISO standards. This indicates a moderate level of general awareness but a lower

level of detailed knowledge among the artisans.

4.3.1 Table 6 General Awareness of Building Standards

Specific Building Standards Frequency Percentage

Yes 13 65%

No 7 35%

Total 20 100%

43
4.3.2 Table 7 do you think building standards are for safety and quality

Safety And Quality Frequency Percentage

Very Important 10 50%

Important 9 45%

Natural 1 10%

Unimportant 0 0%

Very Unimportant 0 0%

Total 20 100%

4.4 Factors Influencing Awareness of Building Standards:

Several factors were identified as influencing the level of awareness of building standards

among, artisans in Ghana

4.4.1 Table 8 Factors Influencing Awareness of building Standards.

Apply Building Standards Frequency Percentage

Yes 8 40%

No 12 60%

Total 20 100%

4.4.4 Table 9 Challenges face when applying building standards.

Challenges Frequency Percentage

44
 Lack of access updated standards 11 55%

Insufficient training and knowledge 7 35%

Resistance from client or supervisors 2 10%

Lack of resource or materials 5 25%

Other (please specify) 0 0%

Total 20 125%

4.4.5 Table 10 Primary Trade

Primary Trade Frequency Percentage

Masonry 10 50%

Carpentry 2 10%

Electrical Work 3 15%

Plumbing 3 15%

Other (please specify): 2 10%

Total 20 100%

4.4.6 Access to Formal Training

45
Respondents who had undergone formal training, either through apprenticeships or vocational

institutions, were more likely to be aware of building standards. Among the trained artisans, 70%

demonstrated a good understanding of standards, compared to 40% of those who learned on the

job. This aligns with Frimpong and Amoako’s (2017) study, which suggested that formal

training programs are essential for improving the technical knowledge of artisans in Ghana.

4.4.6 Table 11 Access to Formal Training

Formal Training Frequency Percentage

Formal Training Programs 13 65%

Workshops or Seminars 1 5%

Colleagues or Mentors 5 25%

Online Resources 1 5%

Other (please specify) 0 0%

Total 20 100%

4.4.7 Government and Industry Regulation

The role of government agencies and industry bodies in promoting awareness was found to be

limited. Only 10% of the respondents indicated that they had received any form of education or

awareness creation from government institutions such as the Ghana Standards Authority (GSA)

or the Ministry of Works and Housing. Agyekum et al. (2019) highlighted the need for stronger

46
regulatory frameworks and awareness campaigns to enhance artisans’ knowledge of building

standards.

4.4.7 Table 12 Government and Industry Regulation

Industry Regulation Frequency Percentage

Yes, absolutely 15 75%

Yes, Somewhat 4 20%

Not at all 1 5%

Total 20 100%

4.4.8 Table 13 Supervision to ensure building standards

Supervision Frequency Percentage

Yes, regular 5 25%

Yes, occasionally 12 60%

No, rarely 2 10%

No, never 1 5%

Total 20 100%

4.5 Impact of Awareness of Building Standards on Construction Quality

The study also explored how the level of awareness of building standards affects the quality of

construction projects.

47
4.5.1 Table 14 Impact of Awareness of Building Standards in Construction Quality

Understanding of building standards Frequency Percentage

More formal training programs 9 45%

Access to update building standards 7 35%

Regular workshops or seminars 3 15%

Better mentorship an guidance 1 5%

Other (please specify) 0 0%

Total 20 100%

4.5.1 Table 15 Extent the building standards impact quality in construction.

Extent Frequency Percentage

Significantly 15 75%

Moderately 4 20%

Slightly 1 5%

Not at all 0 0%

Total 20 100%

48
4.5.2 Compliance with Building Standards
Artisans who were more aware of building standards were more likely to comply with them in

their work. Of the 65% who were aware of building standards, 75% reported that they tried to

follow these standards in their daily work, particularly in areas such as foundation work, material

use, and safety regulations. This supports the findings of Ofori (2011), which suggest that

awareness directly correlates with adherence to best practices in construction.

4.5.2 Table 16 Compliance with Building Standards

Compliance with building standards Frequency Percentage

Formal Training session 6 30%

ON—the-Job Training 9 45%

Informal advice from colleagues 2 10%

Written Guidelines or manuals 3 15%

Total 20 100%

4.5.3 Impact on Construction Quality

Respondents who demonstrated higher awareness of building standards were associated with

better quality construction work, as reported by their supervisors and clients. This included fewer

defects, improved durability of structures, and higher safety levels. As noted by Frimpong and

Amoako (2017), adherence to building standards is critical in ensuring the longevity and safety

of buildings, particularly in urban areas experiencing rapid growth.

4.5.3 Table 17 Impact on Construction Quality

49
 Quality apply building Frequency Percentage

standards

Very Confident 13 65%

Somewhat confident 2 10%

Natural 3 15%

Not very confident 2 10%

Not confident at all 0 0%

Total 20 100%

4.6 Discussion of Findings

The findings of this study indicate that there is a moderate level of awareness of building

standards among artisans in Ghana, but this awareness is not uniform. Factors such as education,

formal training, and experience play crucial roles in shaping artisans' knowledge and compliance

with these standards. The reliance on informal sources of information, such as fellow artisans

and on-the-job experience, highlights the need for more structured training and awareness

programs. Government agencies and industry bodies have a significant role to play in enhancing

this awareness. The lack of formal dissemination of information on building standards by

regulatory bodies, points to gaps in the regulatory framework that need to be addressed. In terms

of the impact of awareness on construction quality, the study confirms that artisans who are more

knowledgeable about building standards produce better quality work. This finding emphasizes

the importance of continuous education and enforcement of standards to improve the overall

quality and safety of construction projects in Ghana.

50
4.7 Conclusion
The analysis presented in this chapter has shown that while there is some awareness of building

standards, among artisans in Ghana, there are significant gaps, particularly in terms of detailed

knowledge and compliance. The factors influencing this awareness are diverse, but education

and training stand out as critical areas for improvement. The next chapter will focus on the

conclusions and recommendations based on the findings discussed here.

CHAPTER FIVE

SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION

5.1 INTRODUCTION
This chapter provides the concluding elements of the research by summarizing the key findings,

presenting recommendations based on the data collected, and drawing final conclusions on the

state of artisan awareness of building standards in Ghana. The chapter aims to reflect on the

implications of the research for policy development and future studies, with a focus on

improving artisans' compliance with building standards.

5.2 SUMMARY
This study aimed to assess artisans' awareness of building standards in Ghana, focusing on how

well artisans comply with, understand, and implement these standards in their construction

practices. The construction industry in Ghana plays a critical role in infrastructure development

and economic growth, but the adherence to building standards by artisans remains a crucial

determinant of the quality and safety of structures. The objectives of this study were to evaluate
51
the level of awareness among artisans regarding national building standards, identify factors

influencing their awareness, and examine the implications of any gaps in their knowledge or

compliance. Through surveys, interviews, and field observations with artisans from various

construction disciplines—masons, carpenters, electricians, plumbers, and others—it was

discovered that while some artisans had basic knowledge of building standards, many were not

fully aware of specific regulations, particularly those concerning safety, environmental

considerations, and modern techniques. Factors such as education, experience, and access to

formal training were identified as influencing the level of awareness among artisans. Many

artisans relied on informal training, resulting in significant knowledge gaps in compliance with

the Ghana Building standards and international standards.

5.3 Summary of Key Findings

From the research conducted, several important points were highlighted regarding artisans'

knowledge of building standards in Ghana:

5.3.1 Awareness of Building Standards Among, Artisans: One of the key challenges facing

the Ghanaian construction industry is the low level of awareness of building standards among

artisans. In a study conducted by Danso and Manu (2016), it was revealed that only about 30%

of artisans had a basic understanding of the National Building standards and other related

regulations. The majority of these artisans were found to rely heavily on their practical

experience and the instructions of contractors, rather than adhering to formal guidelines. The

same study highlighted that awareness levels varied depending on the type of artisan.

Electricians and plumbers generally had a better understanding of the safety standards that

applied to their trades compared to masons and carpenters. This variation can be attributed to the

fact that trades like electrical and plumbing work often require certification and inspection by

52
regulatory authorities before they can be executed. On the other hand, masonry and carpentry are

less regulated, allowing artisans in these trades to operate with minimal oversight.

5.3.2 Limited Awareness of Building Standards: The majority of artisans, particularly those in

rural areas, had limited or no knowledge of national building standards. This lack of awareness

was primarily due to limited access to formal training and education in construction practices.

5.3.3 Access to Information: Access to information is another key factor influencing artisans’

awareness of building standards. In many cases, artisans do not have easy access to the National

Building Standards or other relevant regulatory documents. Danso and Manu (2016) noted that

most artisans working in rural areas are unaware of the existence of these documents. Moreover,

the high cost of acquiring copies of the National Building Standards and the limited availability

of simplified versions make it difficult for artisans to familiarize themselves with these

standards. The issue of language also plays a role in limiting access to information. Most

regulatory documents are written in English, which poses a challenge for artisans who are not

proficient in the language. According to Oppong (2017), there is a need for the translation of

these documents into local languages to make them more accessible to a wider audience.

5.3.4 Training and Certification Gaps: Artisans with formal technical or vocational training

had a higher likelihood of being aware of and following building standards. However, many

artisans did not possess certification or training, indicating a significant gap in skill development

in the construction sector.

5.3.5 Gaps in Knowledge and Application of Building Standards: Despite the existence of

building standards in Ghana, there remains a significant gap between knowledge and application

among artisans. Amoah and Sarpong (2019) identified several areas where this gap is most

53
evident. Firstly, many artisans are unaware of the specific technical requirements for the

materials they use, such as the appropriate mix of concrete or the required load-bearing capacity

of structural elements. This lack of knowledge often results in substandard construction

practices. Secondly, there is a gap in the understanding of safety protocols on construction sites.

Danso and Manu (2016) highlighted that many artisans do not adhere to safety standards, such as

the use of personal protective equipment (PPE) or the proper handling of electrical tools. This

non-compliance not only endangers the artisans themselves but also compromises the overall

safety of the building. Thirdly, the lack of coordination between artisans and contractors

contributes to the gap in the application of building standards. In many cases, artisans rely on the

instructions of contractors, who may prioritize cost-saving measures over compliance with

regulations. Owusu-Manu et al. (2020) argued that this practice undermines the integrity of the

construction process and leads to the proliferation of unsafe buildings.

5.3.6 Training and Skill Development: Training programs are essential for enhancing artisans'

knowledge and skills in construction practices. However, the availability and accessibility of

such programs remain limited in Ghana. The Construction Industry Development Institute

(CIDI), which is responsible for training artisans, has made efforts to improve skills through

periodic workshops and certification programs. Nevertheless, Amoah et al. (2019) observed that

only a small percentage of artisans attend these programs due to financial constraints, time

limitations, and a general lack of interest. Another challenge is the lack of integration of building

standards into the curriculum of apprenticeship programs. The Ghana National Association of

Artisans (GNAA) has advocated for the inclusion of training on building standards in the

informal apprenticeship system, but implementation has been slow. As a result, many artisans

54
complete their apprenticeships without any formal exposure to the relevant standards and

regulations.

5.3.7 Use of Traditional Knowledge: Many artisans rely on traditional methods and experience

passed down through generations rather than adhering to modern building standards. This

reliance often leads to inconsistencies in construction quality.

5.3.8 Government Oversight and Enforcement: The enforcement of building regulations by

government agencies was found to be weak. Lack of regular inspections and penalties for non-

compliance meant that artisans did not feel compelled to adhere strictly to building standards.

Regulatory bodies play a critical role in ensuring compliance with building standards. The Ghana

Standards Authority (GSA) and the National Building Inspectorate Division (NBID) are the main

bodies responsible for enforcing building standards and regulations. However, the effectiveness

of these bodies has been hampered by several challenges, including inadequate resources,

corruption, and lack of enforcement mechanisms. Owusu-Manu et al. (2020) observed that the

lack of regular inspections by regulatory authorities has led to widespread non-compliance with

building standards in the construction industry. Artisans, in particular, often go unchecked during

the construction process, which allows them to deviate from the standards without facing any

consequences. The same study recommended the establishment of a more robust inspection

regime and the empowerment of regulatory bodies to impose penalties for non-compliance.

Additionally, the role of professional associations, such as the Ghana Institution of Surveyors

(GhIS) and the Ghana Institute of Architects (GIA), cannot be overlooked. These associations

have the responsibility to educate and train artisans on the importance of adhering to building

standards. However, their impact has been limited due to the lack of collaboration between these

associations and the informal construction sector.

55
5.3.9 Perception of Costs and Complexity: Artisans often perceive the adoption of formal

building standards as costly and complex. This perception discourages compliance, especially

among those working on smaller, informal projects.

5.4 Recommendations

Based on the findings, several recommendations are proposed to improve artisans' awareness and

compliance with building standards in Ghana:

5.4.1 Enhanced Training Programs: Government and industry stakeholders should collaborate

to develop comprehensive training programs tailored specifically to artisans. These programs

should focus on both the technical aspects of building standards and the practical skills needed to

implement them. National vocational institutes and private sector partners can play a crucial role

in offering these programs.

5.4.2 Widespread Certification Initiatives: Artisans should be encouraged and incentivized to

obtain certification through government-sponsored initiatives. Certification should be made a

requirement for working on public and formal construction projects, which will encourage

artisans to pursue formal training.

5.4.3 Government and Industry Collaboration for Standard Enforcement: Local

government agencies, in collaboration with construction industry bodies, should implement

stricter enforcement of building standards. Regular inspections and appropriate penalties for non-

compliance will foster a culture of adherence to regulations.

56
5.4.4 Public Awareness Campaigns: Public education campaigns should be conducted to

inform artisans about the benefits of following building standards. These campaigns should focus

on reducing the perception that adhering to standards is expensive or impractical. Simplified

guides on building standards should also be made available in local languages to improve

accessibility.

5.4.5 Subsidizing Training Costs: To address the cost barrier, the government and industry

stakeholders should explore subsidizing training and certification costs for artisans. This can be

done through partnerships with local and international development agencies, ensuring that

artisans can afford the necessary education.

5.4.6 Integrating Traditional and Modern Knowledge: Instead of disregarding traditional

building methods, efforts should be made to integrate them with modern building standards

where possible. This can ensure cultural relevance while maintaining construction quality.

5.4.7 Development of a Mobile Application for Standards: A mobile platform offering easy

access to building standards could be developed. Artisans could use this platform to quickly

reference standards, ensuring they have the correct information on-site during construction.

5.5 Conclusion
In conclusion, the research has demonstrated a significant gap in the awareness and

implementation of building standards among artisans in Ghana. This gap is attributed to limited

access to training, weak regulatory enforcement, and a reliance on traditional building methods.

If left unaddressed, these issues will continue to hinder the quality and safety of construction in

Ghana. However, the recommendations provided offer a roadmap for improving artisans'

compliance with building standards. Key among these is the need for enhanced training,

certification initiatives, and improved enforcement by government authorities. These measures,

57
combined with targeted public awareness campaigns, will help ensure that artisans can adopt and

adhere to modern building standards. Over time, these efforts will lead to improved construction

quality and safety, contributing to Ghana's broader developmental goals. The assessment of

artisans' awareness of building standards in Ghana has revealed a pressing need for improvement

in both knowledge and compliance. While artisans play a critical role in the construction

industry, many lack the formal training necessary to understand and apply the necessary building

regulations. Without increased awareness and enforcement, the quality of construction in Ghana

may continue to be compromised, potentially leading to safety hazards and substandard

buildings. For Ghana to maintain high standards in its growing construction sector, efforts must

be made to raise the level of understanding among artisans, integrate modern building techniques

into their practices, and enforce the application of building codes. By implementing targeted

training, certification programs, and stricter regulatory oversight, the country can enhance the

skill sets of artisans, ensure compliance with national and international building standards, and

ultimately improve the safety and durability of its infrastructure

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APPENDIX I

QUESTIONNAIRE FOR ASSESSING ARTISANS AWARENESS OF

BUILDING STANDARDS
SECTION A: DEMOGRAPHIC DATA
This section collects basic information about the respondents to provide context for the analysis.

NO: What is your gender? TICK

HERE
1. Male

63
 2. Female

What is your age group?

1. 18-25
2. 26-35
3. 36-45
4. 46 and above

What is your highest level of education?

1. No formal education
2. Primary education
3. Secondary education
4. Vocational training
5. Tertiary education

How many years of experience do you have in your trade?

1. 1-5 years
2. 6-10 years
3. 11-15 years
4. 16 years and above

What is your primary trade?

1. Masonry
2. Carpentry
3. Electrical work
4. Plumbing
5. Other (please specify): ___________
Section B: Awareness of Building Standards
This section assesses the level of awareness artisans have regarding building standards.
How familiar are you with building standards in Ghana?
1. Very familiar
2. Familiar
3. Somewhat familiar
4. Not familiar at all

Do you know the specific building codes applicable in your area?

1. Yes
2. No

How important do you think building standards are for safety and quality in

64
 construction?
1. Very important
2. Important
3. Neutral
4. Unimportant
5. Very unimportant

Have you ever encountered situations where you had to apply building
standards in your work?
1. Yes
2. No
3. If yes, please describe the situation briefly

Where did you first learn about the Ghana Building Standards?

1. - Formal training programs

2. - Workshops or seminars

3. - Colleagues or mentors

4. - Online resources

5. - Other (Please specify)

Do you believe that knowledge of the Ghana Building Standards is

important for your work?
1. - Yes, absolutely

2. - Yes, somewhat

3. - Not at all

Have you ever encountered any official guidelines or documents related

to Ghana Building Standards?

1. - Yes, frequently

65
 2. - Yes, occasionally

3. - No, never

Section c: Application of Building Standards on Construction Sites

How often do you refer to building standards during your work on a
construction site?
1. - Always

2. - Often

3. - Occasionally

4. - Rarely

5. - Never

What challenges do you face when applying building standards on site?

(Select all that apply)
1. - Lack of access to updated standards

2. - Insufficient training or knowledge

3. - Resistance from clients or supervisors

4. - Lack of resources or materials

5. - Other (Please specify)

To what extent do you think following the building standards impacts the
quality of construction?
1. - Significantly

2. - Moderately

3. - Slightly

66
 4. - Not at all

Do you receive support or supervision to ensure that building standards

are followed on site?
1. - Yes, regularly

2. - Yes, occasionally

3. - No, rarely

4. - No, never

Section D: Competence and Instruction

What kind of instruction do you receive regarding building standards

and their application? (Select all that apply)
1. - Formal training sessions

2. - On-the-job training

3. -Informal advice from colleagues

4. Written guidelines or manuals

5. - None

In your opinion, what additional resources or support would help improve

your understanding and application of building standards? (Select all that
apply)
1. - More formal training programs

2. - Access to updated building codes and standards

3. - Regular workshops or seminars

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4. - Better mentorship and guidance

5. - Other (Please specify)

How confident are you in your ability to apply building standards

correctly in your work?
1. - Very confident

2. - Somewhat confident

3. - Neutral

4. - Not very confident

5. - Not confident at all

What suggestions do you have for improving the adherence to building

standards among artisans in Ghana? (Open-ended)

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