A reform agenda for UK construction education and practice

Gavin Killip

doi:10.5334/bc.43

Abstract

Achieving zero carbon requires major changes in buildings and construction practices, but both remain very hard to achieve. The UK construction sector operates in a low-skills equilibrium, whereby poor quality assurance and significant design–performance gaps accompany low educational attainment and low wages. Skills debates often focus too narrowly on the supply of skill, but consideration also needs to be given to skill demand and use in the workplace. An evaluation framework for zero-carbon construction is proposed in which types, orders, and domains of learning are explained and differentiated. Competence is presented as a bundle of learning attributes including theoretical knowledge, practical skill and integrity of character. Each type of learning operates in hierarchical orders and can apply in different domains: from the narrowest focus on individual tasks to broader domains of occupation and industry. This evaluation framework is used to analyse previous research with low-carbon pioneers, showing how higher orders of learning need to be applied on projects, in firms, networks and business models. If the construction industry is to achieve these levels of learning, and apply them regularly in mainstream practice, then fundamental changes are necessary to the structure of employment as well as educational reforms. Policy relevanceThe UK construction sector currently operates in a low-skills equilibrium which negatively impacts the capabilities to produce low-energy buildings. Research with low-carbon pioneers shows how higher orders of learning need to be applied to projects, in firms, networks and business models. Higher levels of occupational competence should be the goal, combining theoretical knowledge, practical skill and quality of character (acting responsibly and with integrity). The achievement of higher level competences in mainstream practice will require significant changes to the structure of employment involving labour market reforms and higher levels of accreditation and professionalisation of construction vocations. Meaningful educational and training reform requires industry reform at the same time to create the appropriate demand pull.

Highlights

A zero-carbon future in the UK is consistent with profound changes in energy supply coupled with deep reductions in energy demand across all sectors, including buildings (Eyre & Killip 2019)
This paper has described the economic and social context of the UK construction sector as being in a low skills equilibrium, with a vocational training system based on voluntarism and short courses
The shift required is from the current low skills equilibrium to a state of much greater professionalism, in which learning is in high demand and high supply

Summary

Introduction

A zero-carbon future in the UK is consistent with profound changes in energy supply coupled with deep reductions in energy demand across all sectors, including buildings (Eyre & Killip 2019). The main points are summarised, and practices of pioneers are contrasted with the mainstream using the lens of the evaluation framework proposed in the paper The implications of this analysis for policy are summarised in the conclusions, making reference to the types of reforms needed and pace of change that might be possible if the construction industry is to play a meaningful role in delivering a zero-carbon buildings sector. They make a specific proposal for the construction industry, borrowing two elements of custom and practice from the medical professions: an ethical statement of intent to give common purpose to builtenvironment professionals (akin to the Hippocratic Oath in medicine); and a closer alignment of practice with research and education (on the model of hospital consultants, who treat patients, and engage in research and teaching) Proposals such as this open up the discussion on skills to include the wider structure and cultural context of work in a given sector. These are framed in terms of what constitutes good behaviour, ranging from the lowest orientation (avoiding punishment) to the highest (reasoning from ethical principles) (Table 2)

Universal ethical principle

Punishment-obedience

Discussion

Conclusions