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Construction projects constitute complex and dynamic systems, which pose high health and safety risks to the practitioners. As a result, many researchers have underscored the importance of risk management that requires inputs from all stakeholders across different stages of the construction project from the design up to the construction phase. However, there is a limited knowledge about stakeholders' influence on health and safety risk management in building construction projects in Tanzania. To fill this gap, a case study approach was employed to analyse three large ongoing construction projects in Dar es Salaam in Tanzania. Data were collected through questionnaire survey and in-depth interview with a range of stakeholders: clients, consultants, contractors, workers and regulatory agencies. From the findings and with reference to literature, the systems thinking approach was used to develop a model showing the stakeholders' influence on health and safety risk management. The pattern of relationships between different stakeholders and the capacity of the system to offer health and safety control was traced using the results of the case studies of the three projects. The study confirms that there is a link chain relationship when stakeholders influence the health and safety risk management at the following stages of the construction projects in Tanzania.

Abstract:Key project stakeholders such as clients, consultant teams, contractors and workers have different sources of power to implement projects. How these powers influence health and safety risk management is not well documented. This article therefore assesses the perception and uses of stakeholders' power on health and safety in risk management in construction projects in Tanzania, specifically focuses on sources and types of power, how stakeholders perceive their power, how they use power on health and safety risk management, and what factors hinders their use of power. A case study strategy was adopted and four large on-going construction projects in Dar es Salaam Tanzania were involved. Data was collected through in-depth interviews with clients, consultants, contractors and construction workers. Findings indicate that stakeholders have different sources of power such as technical expertise, legitimate, political position, resources information to influence health and safety risk management. Nonetheless, the use of these powers was generally limited due to low level of knowledge on health and safety risk management among stakeholders, wrong perception on their roles, insufficient health and safety regulations and weak procurement system. The research recommends that, in order to realize health and safety performance through using stakeholder's power, there is a need of clear definition of stakeholders' role and responsibilities on health and safety, wide knowledge and experiences on health and safety risk management, strong regulatory system and procurement system.

Practice-based learning (PBL) pathways is considered to be predominant approach for craftsmen learning and acquisition of knowledge and skills in many other developing countries, Tanzania inclusive. The skills and knowledge acquired through this pathway is accepted by both employers and educational stakeholders. However, the workplace context where learning learning and skills is acquired differ across the construction sector due to unique nature of the construction projects, something that can potentially influence the learning and learning trajectory of the learner across similar or different trades. Nonetheless, there exists a contraversy on how different learning and learning trajectories are influenced by different working context of the learning across different sectors. Based on the interview to the selected experienced craftsmen from construction sector, this study critically examined the craftsman learning experiences across the learning trajectories during work practices. A total of 19 experienced craftsmen were purposively sampled and interviewed. The results revealed three phases of craftsmanship trajectories, namely: belongingness to a craftsmanship, identity formation and immersion into occupation. The learning trajectory also differ between craftsmen in similar trades but with different learning workplace environment such as formal and informal construction sectors. However, irrespective of the experience craftsmen from this approach remain largely semi-skilled with high practical skills and limited theoretical and generic skills. It is recommended that there should be policy intervention in order to address the weakness inherent in this approach so that it can be an alternative to formal schooling.

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