5.2 Methods
The survey was conducted in Addis Ababa from December 2017 to February 2018. Data were collected through questionnaires, interviews, and observations. Questionnaires were distributed randomly to a total of 200 workers engaged in micro, small, and medium enterprises (MSMEs) in the manufacturing sector and in industries such as textiles and garment, leather, automobile, metal, woodwork, and plastics. Two enumerators collected the data from industrial clusters and from SMEs in Addis Ababa. The questionnaire included questions on competencies for employability and core employability skills, as well as basic information.
This case study analyzes core employability skills using Yorke and Knight’s framework (see Table
7.2). The case study focuses on core employability skills relating to the personal
qualities and process skills
—presented in Table
7.1—in areas where
Kaizen is believed to have had the greatest impact. To compare the differences between the graduates
who had taken the
Kaizen courses and those who had not, the questionnaire was distributed to 100 TVET
graduates
and 100 non-TVET graduates
. Since the purpose of this study is to analyze
Kaizen learning
in TVET
and/or the workplace and to compare the results with workers who have no previous
Kaizen experience, we excluded the 25 respondents who had experienced
Kaizen at school (not in TVET
) or home or had received information about it from friends.
Table 7.2
Comparison of perceptions on core employability skills
Personal qualities | Self-awareness | 23 | 22 | 16 | 18 |
Self-confidence | 18 | 27 | 27 | 25 |
Willingness to learn | 15 | 14 | 16 | 10 |
Independence | 14 | 16 | 20 | 17 |
Adaptability | 11 | 10 | 9 | 10 |
Initiative | 8 | 6 | 5 | 4 |
Stress tolerance | 7 | 1 | 5 | 11 |
Reflectiveness | 4 | 4 | 3 | 5 |
TOTAL | 100 | 100 | 100 | 100 |
Process skills | Teamwork | 35 | 38 | 33 | 30 |
Planning | 16 | 11 | 12 | 11 |
Negotiating | 8 | 6 | 8 | 15 |
Problem-solving | 6 | 5 | 8 | 9 |
Arguing for and/or justifying a point of view or a course of action | 6 | 2 | 6 | 5 |
Prioritizing | 5 | 1 | 5 | 4 |
Decision-making | 5 | 6 | 5 | 4 |
Applying subject understanding | 4 | 9 | 6 | 5 |
Resolving conflict | 4 | 6 | 6 | 5 |
Acting morally | 4 | 2 | 1 | 4 |
Ethical sensitivity | 3 | 13 | 7 | 3 |
Commercial awareness | 3 | 2 | 3 | 4 |
Total | 100 | 100 | 100 | 100 |
The respondents have been categorized into four groups according to their
Kaizen experiences as follows:
-
Group 1 (both TVET and at workplace): 46 respondents who took the Kaizen courses in TVET and are practicing Kaizen activities at their workplace;
-
Group 2 (only in TVET): 21 respondents who took the Kaizen courses in TVET but are not practicing Kaizen at their workplace;
-
Group 3 (only at workplace): 80 respondents who are practicing Kaizen at their workplace but did not learn about Kaizen in TVET or in any other form of education; and
-
Group 4 (no Kaizen): 28 respondents who do not have Kaizen experience in TVET nor were practicing it in the workplace.
Semi-structured interviews were conducted with key actors, such as the Director General of the Ethiopia Kaizen Institute (EKI), the Deputy Director of the Federal TVET Agency, the staff of the TVET institutes, including the instructors and Kaizen focal persons, and the staff of individual enterprises. Information on the Kaizen courses was collected from TVET-related personnel. Core employability skills required from new recruits were discussed with recruitment staff at the enterprises.
In addition, participant observations were carried out to observe the actual situation at six TVET institutes in Addis Ababa: General Winget TVET Institute, Lideta TVET Institute, Nifas Silk TVET Institute, Misrak Polytechnic College, Tegbareid TVET College, and Yeka TVET Institute.
The survey had some limitations: firstly, interviews with enterprises were conducted only with three companies and, secondly, the questionnaire was based on an opinion poll and subjective answers might be included.
5.3 The Features of Kaizen Courses in TVET
The curriculum
of the
Kaizen courses includes the
Kaizen philosophy and tools that are taught in the classroom (Federal Ministry of Education
2014). These tools include 5S (Sort, Set in order, Shine, Standardize
, and Sustain), 3MU
(Mura
, Muri, and Muda), 4P
(Policy, Procedure, People, and Plant), 4M (Material, Method, Man, and Machine
), and PDCA (Plan
, Do, Check, Act). The students learn
Kaizen through theory and practice. The curriculum was designed by EKI
, the Federal TVET Agency, and Misrak Polytechnic TVET College (one of the TVET
institutes in Addis
Ababa).
Kaizen training progresses through five levels, from 1 to 5, along TVET grades. Level 1 teaches the overall concepts of Kaizen, applying the first 3S (Sort, Set in order, Shine), and organizing Junior Kaizen Promotion Teams (KPT). Level 2 teaches work safety and applying 2S (Standardize and Sustain) for the first 3S. Level 3 includes eliminating and preventing waste (MUDA); Level 4 involves applying problem-solving techniques and tools; and Level 5 teaches management of the continuous improvement process (Kaizen).
Kaizen activities such as 5S are integrated into the technical skills class and practiced by the students. Students also practice Kaizen while being placed in the workplace as part of cooperative training. TVET students are required to spend 70% of their time in the workplace to acquire practical skills. Furthermore, TVETs put extra effort into fostering a Kaizen culture within TVET. “Safety first” and “5S” signboards are seen everywhere. “Kaizen boards” to share information on problems, improvement points, and solutions are placed at the entrance of technical training classrooms. The Ethiopian TVET emphasizes practice or, in other words, learning by doing.
In support of this, training of the trainers (ToT) also seems to be contributing to fostering a Kaizen culture. TVET instructors from around Addis Ababa gather in one place to participate in ToT. During the training, TVET instructors learn how to practice 5S and PDCA cycles. The author observed groups of instructors discussing current problems of 5S implementation in TVET and proposing countermeasures to improve the situation and, thus, they were practicing problem identification and analysis with each other. This provides a better understanding of Kaizen when they teach their own students.
5.5 Analysis
The results regarding core employability skills show that the
Kaizen courses have fostered self-confidence
, self-awareness
, willingness
to learn, independence, and teamwork
in graduates
. Furthermore, the results from Table
7.2 also demonstrate that the respondents feel these four skills are important in the workplace. This section endeavors to explore the findings in detail.
The percentage of those selecting self-confidence as an important core employability skill was high for all four groups (18%, 27%, 27%, and 25%, respectively). However, within the four groups, the percentage for Group 1 is lower than that for other groups. This shows that, while all workers feel that self-confidence is important for work, Group 1 (both TVET and at the workplace) indicates that other skills have relatively more importance—in particular, self-awareness. Self-awareness also has a relatively high percentage in all four groups but, for Groups 1 and 2, the percentage is significantly higher compared with Groups 3 and 4 (23%, 22%, 16%, and 18%, respectively).
It seems that for those who implemented
Kaizen in both TVET
and workplace, self-awareness
is more important than self-confidence
. This means that the longer the
Kaizen experience, the more the importance of self-awareness
grows. The
Cambridge English Dictionary (
2019) defines “self-awareness
” as good knowledge and judgment about yourself. Self-awareness
involves objective self-examination in order to notice one’s strengths and weaknesses using absorbed knowledge. It is understandable that
Kaizen activities of plan-do-check-action (PDCA
) enhance self-awareness
because they force employees to check their activities. However, 57 out of 63 valid responses belonged to
Kaizen Levels 1–3, in which most respondents have only studied 5S
and eliminating waste. This suggests that it is not the knowledge itself, but the culture that TVET
is creating through implementing the
Kaizen courses and emphasizing learning
by doing—it is this change in culture that encourages students to self-reflect.
The perception toward the willingness to learn and independence is also relatively high in all four groups. However, for those who have experience of Kaizen in TVET or/and workplace (Groups 1, 2, and 3), there is a higher appreciation of the willingness to learn than among those who have no Kaizen experience (Group 4) (15%, 14%, 16%, and 10%, respectively). On the other hand, independence has a relatively high importance for Group 3 compared with the other groups (14%, 16%, 20%, and 17%, respectively). This may suggest some differences between Kaizen experience in TVET and the workplace. Perhaps, Kaizen in the workplace places greater emphasis on the independence of the workers.
All four skills fall under the category of learning
to learn in Table
7.1. This means that all four groups perceive learning to learn
as an important skill for work, and that, for those who had training in
Kaizen in TVET
see that the training courses have fostered their skills regarding learning
to learn.
Among the process skills, the percentage of those perceiving teamwork to be an important skill was significantly higher compared to other skills in all groups (35%, 38%, 33%, and 30%). It seems that those who practice Kaizen have slightly higher levels of appreciation for teamwork. Teamwork also gained the highest votes among process skills for the skills learned in TVET.
On the other hand, the importance of problem-solving received a low percentage across all groups. This skill was also not selected as skills fostered in TVET training. This outcome was rather surprising, since Kaizen is actually a process of problem-solving.
However, understanding the Kaizen levels of the respondents clarifies the responses to the question. Many of the respondents belonged to Levels 1–3 in TVET, which provides the curriculum for basic Kaizen and does not expressly include fostering problem-solving in the contents. Problem-solving skills are developed through training in Levels 4 and 5 at PDCA. Furthermore, TVET graduates may not be placed in positions where problem-solving is needed. Perhaps they might feel that problem-solving is for managers and not for them. However, in the real world, problems exist at every level of employment and all workers are required to have some level of problem-solving skills.
In conclusion, the results show that the
Kaizen courses in TVET
foster learning
to learn and teamwork
but not problem-solving (communication was outside the scope of this study). In particular, the study confirmed that several skills related to learning to
learn had been fostered through the
Kaizen courses and that the graduates’
appreciation of these skills is also high. This is a positive sign since learning to
learn may be one of the most important skills among the core employability skills. As mentioned in Sect.
2, learning to learn
is the key to self-development and life-long job security
. Within a lifetime, many employees will experience different jobs in different sectors. All the aspects of learning
to learn, such as self-awareness
, self-confidence
, and willingness
to learn, will help workers transition between roles throughout their working lives. Positive outcomes arising in several layers of learning
to learn indicate that the graduates’
skills and perceptions of learning
to learn have surely risen.
The findings of the study confirm that the Ethiopian government’s policy of enhancing graduates’ attitudes toward work is producing results. Enterprises also require graduates to have skills related to willingness to learn when entering the company. The three interviewees identified willingness to learn and self-confidence as skills to be required from graduates. On the other hand, since problem-solving skills are required not only in every layer of work but also in everyday life, there may be room to place greater emphasis on problem-solving skills at earlier levels.