Sustainability Development and Kaizen Implementation for Vocational Education from Japan’s ODA in Thailand: How It Works and Impacts?
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Published
Jul 24, 2022
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Abstract
The prominent agenda of Japan’s Official Development Assistance (ODA) is to develop human capital in line with the Sustainable Development Goals (SDGs) vision of “people-centered development”. This study aimed to examine Japan’s ODA program in the Thai Vocational Education System by establishing the Japanese College Technology, KOSEN. Japan implements the 5S-Kaizen value system in KOSEN in order to promote sustainable growth. Kaizen is derived from words “Kai” (change) and “Zen” (good), while the 5S is derived from the five practices in the Japanese letters: Seiri (organization), Seiton (tidiness), Seiso (purity), Seiketsu (cleanliness), and Shitsuke (discipline). This research incorporated a qualitative approach with exploratory study combined with Bernstein’s Classification, and Framing employed a conceptual structure comprised of two variables: 1) the 5S-Kaizen value and its learning mechanism inside Thai-KOSEN as modeled by Vygotsky’s activity theory in the late of 1920 and early 1930s (1978), and 2) Elkington’s Sustainable Development (SD) model (2001). Four key informants from JICA and Thai-KOSEN participated in in-depth interviews. The study concluded that studying 5S- Kaizen in KOSEN leads to strong farming classification to SDG 8 decent work and economic growth and proved to be a significant force in embedding eco-friendly practices. Besides, ODA’s presence reflects that vocational education has been under control by a major power, including positioning education as a tool of cultural imperialism.
Keywords: Sustainability, 5s-Kaizen, TVET, Japan’s ODA, Cultural Imperialism
References
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Bakhurst, D. (2009). Reflections on Activity Theory. Educational Review, 61(2), 197–210. http://doi.org/10.1080/00131910902846916
Bedny, G. Z., & Karwowski, W. (2004). Activity Theory as a Basis for the Study of Work. Ergonomics, 47(2), 134-153. http://doi.org/10.1080/00140130310001617921
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Mekarkakorn, T., & Narkwiboonwong, S. (2017). A Synthesis Elements of Professional Vocational Education Teachers in Thailand. Dusit Thani College Journal, 11(2), 271-283. Retrieved from https://so01.tci-thaijo.org/index.php/journaldtc/article/view/120028
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Arrasyid, M. I., & Amaliyah, A. (2019). Sustainability Development of Employees Using Kaizen. In International Conference on Environmental Awareness for Sustainable Development in Conjunction with International Conference on Challenge and Opportunities Sustainable Environmental Development, ICEASD & ICCOSED 2019, Kendari, Indonesia, 1-2 April 2019. Indonesia: EAI. http://doi.org/10.4108/eai.1-4-2019.2287262
Badger, J. (2010). Classification and Framing in the Case Method: Discussion Leaders’ Questions. Journal of Further and Higher Education, 34(4), 503-518. http://doi.org/10.1080/0309877X.2010.512078
Bagale, S. (2015). Technical Education and Vocational Training for Sustainable Development. Journal of Training and Development, 1, 15-20. http://doi.org/10.3126/jtd.v1i0.13085
Bakhurst, D. (2009). Reflections on Activity Theory. Educational Review, 61(2), 197–210. http://doi.org/10.1080/00131910902846916
Bedny, G. Z., & Karwowski, W. (2004). Activity Theory as a Basis for the Study of Work. Ergonomics, 47(2), 134-153. http://doi.org/10.1080/00140130310001617921
Bernstein, B. (1990). Class, Codes and Control, Volume IV, The Structuring of Pedagogic Discourse. London: Routledge.
Bernstein, B. (2000). Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique (Revised ed.). Lanham, Maryland: Rowman & Littlefield Publishers.
Billett, S. (2003). Vocational Curriculum and Pedagogy: An Activity Perspective. European Educational Research Journal, 2(1), 6-21. http://doi.org/10.2304/eerj.2003.2.1.11
Bockarie, A. (2002). The Potential of Vygotsky’s Contributions to Our Understanding of Cognitive Apprenticeship as a Process of Development in Adult Vocational and Technical Education. Journal of Career and Technical Education, 19(1), 47-66. http://doi.org/10.21061/jcte.v19i1.493
Briede, L., & Drelinga, E. (2020). Personal Sustainability and Sustainable Employability: Perspective of Vocational Education Students. Journal of Teacher Education for Sustainability, 22(2), 40-48. http://doi.org/10.2478/jtes-2020-0015
Callaghan, C. W. (2016). Capital-centric Versus Knowledge-centric Paradigms of Human Resource Management: A Historical Perspective. Acta Commercii, 16(1), a350. http://dx.doi.org/10.4102/ac.v16i1.350
Carminati, D. (2020). Playing Safe or Taking Risks? Comparing China and Japan’s Soft Power Strategies in Thailand. Asian Politics & Policy, 12(3), 316-336. http://doi.org/10.1111/aspp.12538
Carnoy, M. (1974). Education as Cultural Imperialism. New York: David McKay.
Chalapati, N., & Chalapati, S. (2020). Building a Skilled Workforce: Public Discourses on Vocational Education in Thailand. International Journal for Research in Vocational Education and Training (IJRVET), 7(1), 67-90. https://doi.org/10.13152/IJRVET.7.1.4
Cherrafi, A., Elfezazi, S., Hurley, B., Garza-Reyes, J. A., Kumar, V., Anosike, A., & Batista, L. (2019). Green and Lean: A Gemba-Kaizen Model for Sustainability Enhancement. Production Planning & Control, 30(5-6), 385-399. https://doi.org/10.1080/09537287.2018.1501808
Duren, V., & Mertol, H. (2020). Kaizen Perspective in Curriculum Development. Asian Journal of Education and Training, 6(3), 384-396. http://doi.org/10.20448/journal.522.2020.63.384.396
Elkington, J. (2001). The Triple Bottom Line for 21st Century Business. In R. Welford, & R. Starkey (Eds.), The Earthscan Reader in Business and Sustainable Development (pp. 20-43). London: Earthscan Publications.
Godsgift, O. H., & Obukoadata, O. P. (2008). Cultural Imperialism: A Discourse. International Journal of Communication, 9, 125-135. http://doi.org/10.13140/RG.2.2.36041.49766
Gu, C. C., Gomes, T., & Brizuela, V. S. (2011). Technical and Vocational Education and Training in Support of Strategic Sustainable Development (Master’s thesis). Blekinge Institute of Technology, Sweden. Retrieved from https://www.diva-portal.org/smash/get/diva2:832727/FULLTEXT01.pdf
ICDF. (2003). International Human Resource Development. Retrieved from https://www.icdf.org.tw/web_pub/20040517151008International%20Human.....pdf
Imai, M. (1986). Kaizen: The Key to Japan’s Competitive Success. USA: McGraw Hill Education.
Investment Services Center, The Board of Investment, Office of the Prime Minister. (2020). Thailand Board of Investment Offers Incentives to Enhance Human Resource Development and Support Educational Institutions. Retrieved from https://www.boi.go.th/upload/content/No.3_2563EN_5e15a0ca9eaea.pdf
JICA. (n.d.). JICA’s Position Paper on SDGs: Goal 8. Retrieved from https://www.jica.go.jp/activities/issues/economic/ku57pq00002cy648-att/sdgs_goal_08_en.pdf
JICA. (2016). Findings on Industrial Human Resource Development by Data Collection Survey and Way Forward. Retrieved from https://www.th.emb-japan.go.jp/jp/jis/2016/1606_jica.pdf
JICA. (2018). The Kingdom of Thailand, Data Collection Survey on the Needs for Industrial Human Resource Development in Thailand (Final report). Retrieved from https://openjicareport.jica.go.jp/pdf/12331591.pdf
Khoso, K. K., Buarod, T., & Kaewpijit, J. (2021). Sustainable Impact of Organic Farming: A Social Constructivist Perspective. Humanities, Arts and Social Sciences Studies (HASSS), 21(1), 150-161. Retrieved from https://so02.tci-thaijo.org/index.php/hasss/article/view/218587
Kohama, H. (2004). Japan’s Development Cooperation in East Asia: A Historical Overview of Japan’s ODA and Its Impact. In H. Kohama (Ed.), Asian Development Experience Vol. 1: External Factors for Asian Development (pp. 8-46). Singapore: ISEAS Publishing. https://doi.org/10.1355/9789812305329-006
Kolodziejczak, M., Szarska, J., & Edelmuller, A. (2019). Continuous Improvement in Education: Adaptation of Kaizen Philosophy on the Example of the Student Project AGH Leanline. International Journal of Business and Economic Affairs (IJBEA), 4(4), 149-162. http://doi.org/10.24088/IJBEA-2019-44001
Krönner, H. (2005). The Contribution of Technical and Vocational Education and Training to Sustainable Development. In International Workshop on Workforce Development for the Knowledge Economy, Seoul, Republic of Korea, 7-13 September 2005. Korea: ADB Institute. Retrieved from https://intervoc.de/seoul/docs/Kronner-ADBI-Seoul-Sustainable-Paper-2005-09-09.pdf
Lambini, C. K., Goeschl, A., Wäsch, M., & Wittau, M. (2021). Achieving the Sustainable Development Goals through Company Staff Vocational Training – The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project. Education Sciences, 11(4), 179. https://doi.org/10.3390/educsci11040179
Mather, G. M (1995). A Politics of Culture and Identity: Education and Development in Oceania (Doctoral dissertation). Department of Politics, University of Adelaide, Australia.
McGrath, S., & Powell, L. (2016). Skills for Sustainable Development: Transforming Vocational Education and Training Beyond 2015. International Journal of Educational Development, 50, 12-19. https://doi.org/10.1016/j.ijedudev.2016.05.006
Mekarkakorn, T., & Narkwiboonwong, S. (2017). A Synthesis Elements of Professional Vocational Education Teachers in Thailand. Dusit Thani College Journal, 11(2), 271-283. Retrieved from https://so01.tci-thaijo.org/index.php/journaldtc/article/view/120028
Minghat, A. D., & Yasin, R. M. (2010). A Sustainable Framework for Technical and Vocational Education in Malaysia. Procedia Social and Behavioral Sciences, 9, 1233-1237. http://doi.org/10.1016/j.sbspro.2010.12.312
Moe, T. L. (2008). An Empirical Investigation of Relationships between Official Development Assistance (ODA) and Human and Educational Development. International Journal of Social Economics, 35(3), 202–221. http://doi.org/10.1108/03068290810847879
Morell-Santandreu, O., Santandreu-Mascarell, C., & García-Sabater, J. (2020). Sustainability and Kaizen: Business Model Trends in Healthcare. Sustainability, 12(24), 10622. http://doi.org/10.3390/su122410622
Morris, N. (2008). Cultural Imperialism Theories. In W. Donsbach (Ed.), The International Encyclopedia of Communication (pp. 1101-1103). Oxford: Blackwell Publishing. http://doi.org/10.1002/9781405186407.wbiecc166
Nylund, M., Ledman, K., Rosvall, P.-A., & Rönnlund, M. (2020). Socialisation and Citizenship Preparation in Vocational Education: Pedagogic Codes and Democratic Rights in VET-Subjects. British Journal of Sociology of Education, 41(1), 1-17. https://doi.org/10.1080/01425692.2019.1665498
Pluim, G., Nazir, J., & Wallace, J. (2020). Curriculum, Integration and the Semicentennial of Basil Bernstein’s Classification and Framing of Educational Knowledge. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 715-735. https://doi.org/10.1007/s42330-021-00135-9
Pountney, R., & Schimmel, H. (2015). Developing Professional Knowledge and Expertise in Educational Technology: Legacy, Change and Investment. The Journal of Technology Enhanced Learning, Innovation, and Change, 1(1), 1-17. Retrieved from https://journals.shu.ac.uk/index.php/telic/article/view/68#
Pring, R. (1975). Bernstein’s Classification and Framing of Knowledge. Scottish Educational Studies, 7(2), 67-74.
Robertson, I. (2003). An Application of Basil Bernstein to Vocational Education and Training Policy in Australia. In NZARE AARE Conference 2003: Educational Research, Risks, & Dilemmas, Hyatt Regency Hotel and University of Auckland, Auckland, New Zealand, 29 November–3 December 2003. Coldstream, Vic.: Australian Association for Research in Education (AARE). Retrieved from https://www.aare.edu.au/data/publications/2003/rob03669.pdf
Sakai, S. (2018). Expectations of Japanese Companies in Thailand for the Thailand 4.0. Bangkok: Japanese Chamber of Commerce. Retrieved from https://www.boi.go.th/upload/content/15.15%20-%2016.30%20(1)%20-%20Mr.%20Soji%20Sakai,%20President,%20Japanese%20Chamber%20of%20Commerce%20(JCC),%20Bangkok_EN_5ab214ec8c6ff.pdf
Sanchez-Ruiz, L., Blanco, B., Marin-Garcia, J. A., & Diez-Busto, E. (2020). Scoping Review of Kaizen and Green Practices: State of the Art and Future Directions. International Journal of Environmental Research and Public Health, 17(21), 8258. https://doi.org/10.3390/ijerph17218258
Senkrua, A. (2015). The Mismatch in Thai Labor Market: Overeducation (Doctoral dissertation). School of Development Economics, National Institute of Development Administration Thailand (NIDA), Bangkok. Retrieved from http://libdcms.nida.ac.th/thesis6/2015/b188417.pdf
Shimoda, A., & Maki, T. (2018). Fostering Creative, Practical, and Professional Engineers: National Institute of Technology (KOSEN) in Japan. In R. Latiner Raby, & E. Valeau E. (Eds.), Handbook of Comparative Studies on Community Colleges and Global Counterparts (pp. 719-743). Cham, Netherlands: Springer. https://doi.org/10.1007/978-3-319-50911-2_26
Sunaga, K. (2004). The Reshaping of Japan’s Official Development Assistance (ODA) Charter. Japan: FASID. Retrieved from https://www.fasid.or.jp/english/_files/discussion_paper/DP_3_E.pdf
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Research Articles
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How to Cite
JUWITASARI, Reni; MIYAKE, Yuki.
Sustainability Development and Kaizen Implementation for Vocational Education from Japan’s ODA in Thailand: How It Works and Impacts?.
Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 15, n. 3, p. 39-54, july 2022.
ISSN 2985-0231.
Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-15-No-3-2022-39-54>. Date accessed: 30 apr. 2024.
doi: https://doi.org/10.14456/jcdr-hs.2022.24.