ILO SKILLS-AP Japan and DSD Thailand Technical Workshop on Workplace

ILO/SKILLS-AP/Japan and DSD Thailand Technical Workshop on Workplace Learning March 　23 2010　 Nobuo Matsubara Overseas Cooperation Division Human Resources Development Bureau Ministry of Health, Labour and Welfare 1

HRD Promotion Law Responsibilities of the persons concerned （Article 4) Employer shall: -provide his employees with necessary vocational training -extend necessary aid to secure opportunities for workers to receive on their own education/training or vocational testing, etc. The State and Prefectures shall: -promote HRD conducted by the employers -implement public VET and operate Trade Skills Test, etc. The Minister of Health, Labour and Welfare： （Article 6) may, when he/she finds it necessary for the proper implementation of the Basic Plan for HRD, make the necessary recommendations to the organizations of the employers concerned for providing vocational training and taking other measures to promote the development and improvement of vocational abilities of the workers concerned, after hearing opinions from the Labor Policy Council. . 2

Support for Employers (1) 1. Subsidies A. Following TVET by employers can be subsidized. To meet all of the following requirements: ①Clear objectives of the vocational training ②Human resources development plan within companies ③Off-JT training with training period of more than 10 hours ① 1/4 of necessary expenditure for the training (1/3 for SMEs) ② 1/4 of paid wage during the time for training (1/3 for SMEs) B. Such measures taken by employers as ①allowing workers to take long-term leave (more than one month), 　leave for their skills-up ②making them to take up skill tests. 3

Support for employers (2) 2. Accredited Vocational Training Designated vocational training courses conforming to the criteria decided by the Government in terms of curriculum, training period, facilities etc. 1/3 of expenditure is subsidized from both of National Government and Prefectural Governments (2/3: total subsidy) 1, 254 private institutions were subsidized in FY 2006 for the courses. 4

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Employers’ Expenditure for　TVET　 number of TVET providers 　 17, 000 3% 　government 　prefectural government public 32% 　The 3 rd sector (semi-public sector) 　independent organization ( college, 　　 professional school ) educational 　university, graduate school 35% corporation 　professional school 　financial group, association, corporate body private 　ＮＰＯ, labor union 36% sector　 　chamber of commerce and industry, 　 employer's association 　company limited, limited company N. MATSUBARA 22% expense from private company 　400 B 100% 10% 8% bit 7% 28% 30% 70% bit 7% 11% bit 90% 10% 7% 30% 25% 6 60% 6

Recent trend on In-house training HRD General Research 2008 implemented by Ministry of Health, Labour and Welfare （ 7, 879 enterprises, 19, 869 persons） • HRD policy at enterprises tends to focus on “cooperate responsibility”, “manufacturing-line driven-type” and “target for all the workers” • Self-development as a part of career development support • 70% of enterprises are faced with the problems on HRD • The issue on skills inheritance due to the mass retirement of baby-boomers 7

ØAbout 76. 6% of businesses implemented off the job training of regular employees i. ØAbout 59. 4% of businesses implemented systematic on the job training of regular employees in fiscal 2007. ØHuman resources development for regular employees is considered “the corporation’s responsibility” or “mainly the corporation’s responsibility” by 64. 2%* of companies. The proportion of companies that responded that it is “the individual workers’ responsibility” or “mainly the individual workers’ responsibility” was 35. 9%. ØRegarding education and training for regular employees, 66. 8% of companies had or mainly had “head office leadership”, and 33. 2% had or mainly had “line division leadership”. 8

Ø Regarding the method for education and training of regular employees, 74. 4% of companies emphasized or mainly emphasized “on the job training”, and 74. 4% of companies emphasized or mainly emphasized “off the job training” Ø Regarding the method for education and training of regular employees, 54. 4% (2006 survey: 56. 4%) of companies emphasized or mainly emphasized “in-house education and training”, and 45. 6% (2006 survey: 43. 7%) emphasized or mainly emphasized “outsourced education and training”. Ø Almost 90% of businesses report informing regular employees what abilities are required of them, with 46. 3% (previous survey: 41. 5%) responding “We inform our workers”, and 42. 2% (previous survey: 45. 4%) responding “We inform our workers to a certain extent” Ø The proportion of businesses that implemented vocational ability evaluations was 60. 3% Ø 9

Ø For the utilized qualifications (multiple answers possible), responses included “Skill examination” at 55. 3%, “Other public qualifications” at 34. 6%, and “Private qualifications approved by private organizations” at 33. 3%. Ø Concerning awareness of the ability required of workers, 25. 6% of regular employees reported “We are informed of the requirements to a sufficient degree”, while 51. 9% responded “We are informed to a certain extent”, which means that 77. 5% of workers are informed of the requirements. Ø 79. 2% (previous survey: 79. 7%) of businesses responded “We provide support” for self-development of regular employees. Ø The ratio of workers who undertook self-development in fiscal 2007 was 58. 1% and workers who undertook self-development, the ratio that received assistance with expenses was 29. 8% of regular employees and 18. 4% of non-regular employees. 10

Designing teaching, Learning and Assessment Resources to Support Workplace Learning 11

Vocational Abilities of Workers Results ①Knowledge, skills Overt Latent ② Individual thought and action qualities (attitude, cooperativeness) ③ Motivation, personality, character, conviction, values, etc. 12

Core Skill As the building blocks for lifelong learning and capability to adapt to change; literacy, numeracy, communication skills, teamwork problem-solving and other relevant skills – and learning ability awareness of workers’ rights and an understanding of entrepreneurship 13

A Model of Human Resources Development at Workplace Supervisor Senior Trainer Break in Junior Staff Trainee Develop, and Evaluate!　 Junior Trainer Supervisor Senior Learning, Experience Small Group Activity Methods are widely used for Workplace　 learning! Foster Worker Fellow Self-Enlightenment 　 Junior fellow Foster N. MATSUBARA Learn, and use them for fostering others! 14

Skill Development Cycle in Workplace (PDCA Management) Job/Skill Profile by Grade Ｄ： ( D ) Planed VET Training. Needs Compliant Skill ﾞ Standards correspond to Job Grade Skill Management (Targets for Cultivation) Current Level ＝Expected Upgrade Aquired Skill linked with Evaluation Systems Ａ： Additional Lead Skill Gapﾟ (P) OJT Skill Management (Current. Skill/Performance） (A) ( C ) Assessment OFF-JT Skill Upgrade linked with Evaluation Systems Knowledge-type ET Skill Training achievement verification Assessment Ｃ： In-Plant Skill test N. MATSUBARA 15

G 4 G 5・G 6 G 7・G 8・G 9 Specialized Skill Selective Education Manageme nt S Off- JT S. E. Indispensable Correspondence Selectable Correspondence Supporting Acquisition of Qualification skill Problem Solving Stratified Education Basic skill Specialized skill Advanced Training Supervisor Training Management Leadersh ip career Mid GM G 10 OJT work A. New S. Manag ly Chief er er Regulation etc. PC soft ware etc. Related with ISO education etc. Workmansh ip Practical G 2・G 3 Case Study ：Human Resource Development System Chart SD ※S. E: Selective Education 16

Collaboration with Private Firm & Vocational Training Institutions Company which hopes to foster young workers Interview and recruitment 6 months ～　2 years Secure core skilled workers at the workplace Training in the VET institution OJT training In the company (with salary) Approval of training implementation plan by Minister of MHLW Implementation of training according to the approved plan Skills Evaluation 17

PDCA PROSESS for TRAINING MANAGEMENT　 Approach Training Course is conducted a review every year by the PDCA cycle（plan-do-check-act ion cycle） Ｐ ○ Understanding of Training needs, Design curriculum , Setup course 　　・Needs understanding by a questionnaire and hearing research 　　・Analysis of needs by the PPM（ Product portfolio management ） method 　　・Setup training course responds to the needs that utilizes the Training Plan Operation Meeting Ｄ ○ Implementation of effective training 　　・Training with important point of curriculum(input seeds) 　　・Implementation training focuses on acquirement of trainee Ｃ ○ Evaluation of effect and understanding of point of issue 　　・Understanding of training acquirement grade of trainee 　　・Understanding training effect and point of issue at training center of trainee Ａ ○ Revision of curriculum, training course 　　・Based on point of issue(lack of technology, skill etc. ), understanding of needs such an 18 　　　adding, change course, and reversion of curriculum course

SYSTEM･UNIT training Structure 6 months training job 1 Training Target Achievement 1 job 2 Achievement 2 System 1 System 2 System 3 System 4 System 5 System 6 Task１ Task２ Task３ Unit 1 Unit 4 Unit 2 System Unit 5 Unit 3 Unit 6 work Standard system Unit 3 Unit 6 Selectable system System 3, 6 is based on regional training needs N. MATSUBARA 19

Good Luck! 20