Employability Improvement Project (EIP)

for Inclusive Growth

Bilateral cooperation betweenSouth Africa and Japan

Mamoru IIDAmamoru.i@dhet.gov.za

Contents of the presentation;

1. Meaning of ‘WORK’, `SKILLs Development’ inthe context of Economic growth theory

2. Outline of the EIP

3. Recommendations to the NSDS 3

1. Meaning of ‘WORK’ and ‘SkillsDevelopment’ in the context of economicgrowth theory

Work means the `add value activity` by a person toproduce economic value from ‘input’ to ‘output’.

Therefore, Human Capital is essential factor of Economicgrowth which is contrasted with investment capital, suchas land, machine, etc..

Importance of Human Capital must be recognized andintroduced proactively to the fields of Human resourceand Skills Development.

[1] Accelerated and Shared Growth-South Africa

Human Capital and GDP (GDP pp) Growth

GDP GDP Labour forceGDP per capita = = x

Total Population Labour force Total Population

National Productivity

United Nations（MDGs） South Africa

Goal 1: Eradicate Extreme Poverty and Hunger Policy：AsgiSATarget Indicator（2015） Target（2014）

Target 1.B：Achieve full and productiveemployment and decent work for all,including women and young people

1.4 Growth rate of GDP perperson employed

1.5 Employment-to-populationratio

1. GDP 6％Growth2. 50% Poverty3. 50% unemployment

*GDP: Gross Domestic Product

Quantity (Un)Employment rate Job creation

Quality Learning outcomes

through Skills Development

Exogeneous and Endogeneous growth theory proved thatGDP growth cannot be explained only by capital productivity andlabour productivity. There are residual factors contributing to thegrowth.

1. Impact of innovation2. Multi-factor productivity rather than labour productivity

Macro-Economy theory and Human Capital

Solow-Swan growth model

Labour & Capital productivity: diminish

Technology innovation yields largereffects than capital productivity

Innovation

Diminishing returns

GDP GDP Labour ForceGDP per capita = = x

Total Population Labour Force Total Population

Education &Training

Knowledge ProfessionalSkills

GDP Growth cannot be explained

Residualcompetence

Residual factors arenot well attained

TechnologyInnovation

Management capacityMulti-

FactorCapitalLabourType of

Productivity

Authentic Competence in macro-economy

TVET: to complete within the education and training periodCompetence = professional knowledge + skills

NQF: to provide opportunities for life-long competence developmentto meet the authentic industry’s demands

Competence = Knowledge + Skills + residual factors

NQF Level: 1 2 3 4 5 6 7 8 9 10

I can complete work

I can manage work

I can do tasks

I understand

I know

Different concept between TVET and NQF

Assessment(NQF)

Cognitive Exp.(WIL)

AlignmentLearningOutcomes

CompetentHR input

GDP GrowthGDP Growth

WorkplaceRequirements

WorkplaceRequirements

AcademicAcquirements

AcademicAcquirements

PrivatePrivate

PublicPublic

SME, Entpr.SME, Entpr.

Education &Training System

Learning InputCriteria

SkillsSkills

KnowledgeKnowledge

ResidualCompetencies

ResidualCompetencies

EIP concept and Operations: Mechanism of E&T system for GDP growth

Needs

Quality

Reality

1. Comprehensive ‘human capital’ concept, speciallyresidual factors, for the Skills DevelopmentFramework (NSDS)

Considerable elements for Skills Development

2. Promote awareness of ‘Productivity’ among theyouth

3. Residual factors of MFP, including Innovation, to beformed in the education and training system that isrequired by both formal sector andSME/entrepreneur

2. Outline of EIP (phase 1, 2011 - 2013)

Why EIP?Improve quality of Skills Development education andtraining by introducing residual factors of human capital

Who will be benefited?Youth, specially UOT students

What would EIP provide?‘3i knowledge & Thinking System’ training model

Where would EIP operate?Corporate Education department in UOTs for WILprogramme and Employability Improvement programme

How to imply EIP system?Introduce the 3i training model to UOTs and to WILcoordinators.

3i Knowledge and Thinking SystemWhy 3i training model is developed?

To fulfill the demands which industries seek forrecruitment

Which kind of knowledge?Implementation, Improvement and Innovation as a coreof the Multi-Factor Productivity

How would courses be structured?Organize lecture courses by 1)integrating theory,2)practice tool, and 3)hands-on exercise

How is the 3i model beneficial to the students?3i model would change student`s mind-set and improvework readiness for WIL programme, as well as for jobseeking.

Kaizen, TQM

LogicalOrganization

Add valueactivities

Output

Input

Efficient Activities

3i system Solution3i system Solution improvementimprovementProductive thinkingProblem solving mindset

implementationimplementationOutput oriented& Logical thinking

Output

Input ̶ waste / errorProductivity =

innovationinnovationInnovative thinking

OutputInput x residuals

GDP growth Solow model

Indicators:Efficiency

Effectiveness

Indicators:Efficiency

Effectiveness

S&TProductivity

Factors

S&TProductivity

Factors

innovation Sys.Body of Knowledge

ProjectAnalysis

Tools

ProjectAnalysis

Tools

Observation /Genba tools

Observation /Genba tools

3i System - Knowledge Chain

Productive &Innovative Mindset

implementation

improvement

PMBOK

IDEO

Program & ProjectBody of Knowledge

ProjectLife Cycle5 Stages

ProjectLife Cycle5 Stages

Project ManagementBody of Knowledge

9 Factors

ProductivityBody of Knowledge PDCA

Kaizen /Lean

PDCAKaizen /

Lean TQMBody of Knowledge

7 tools

Contents in

Improvement

Objective: Enhance productiveandproblem solving mindset

1) Theory of Productivity

Measurement of Single and Multi-factorproductivity;

• labour/material/capital/MF productivity

Measurement of quantitative and qualitativefactors;

• wastage, efficiency, utilization,absenteeism, turnover

2) Useful Tools

KAIZEN (Lean Manufacturing);• Team building• PDCA• Go to see (Genba)• 3M standardization (Muri, Mura, Muda)• 7 wastes• Push and pull, just-in-time• 5S• Visual management

3) Practice on the line production

Individual production• Drawing, specification, tools, assembly tasks

Line production run #1 - #4• Planning of tasks and sequences (Planning)• Identification of problem and problem solving• Application of KAIZEN• Quality control• Development of jigs (Innovative solution)• Evaluation by Productivity Science

Contents in

Implementation

Objective: Enhance logical thinkingandanalytical mindset

1) Theory of Project management

Differentiation of Programme and Project 5 indicators for evaluation Project life cycle Problem analysis Objective analysis Logical framework (PDM) Scope management 9 managements factors in PMBOK Flow of project management in PMBOK Project monitoring and evaluation

2) Useful Tools

Participatory analysis and decision making Logical framework (PDM) 9 management tools for a check template Fishbone diagram Critical path method Gant chart application Excel spread sheet management

Contents in

Innovation

Objective: Enhance innovative

and

creative mindset

Innovation Education in Univ. in Japan

The University of Tokyo i - SchoolUniversity of Kyoto Design school

Tokyo Institute of Technology School of Innovationmanagement

Hitotsubashi University Institute of Innovation research

Keio University System Design and Managementand, many other universities

Contents in the Innovation;

1) Theory of innovation system 6 patterns of innovation;

•Automation, 1+1=New, process, material,distribution, IT distance

IDEO system;•Situation analysis, wild idea, innovation

system flow Intellectual Property Right (IPR)

2) Useful Tools

Visual material;• Good practice in the industry• Good practice in the university• IDEO system Application of the PCM tools 6 patterns of innovation

3) Practice on innovation system

R100,000 project;• PCM analysis and planning• Intervention by Innovation flow• Proto-type production• Business model by PMBOK template

EIP phase 2 (2013 – 2015)

Will train lecturers of WIL coordinators of the UOTswho will conduct the students courses

Will expand to Comprehensive Universities

Will develop a suitable 3i training model for FETteachers training programme

Will support neighbouring countries

3. Recommendations NSDS may consider introducing Economic

growth and productivity concept. Residual factors could be introduced to the

education and training system as equivalent asconventional components of professionalknowledge and skills

3i training model is recommended in the WILcurriculum as a standard course.

Function of corporate education should bestrengthened by recruiting more staff.