persistent researcherobservationatentotovocationaltrainingcollegeedited

Berhanu Tadesse Research Observation on the implementation of kaizen 20014

4.3 Persistent Researcher Observation at Entoto Vocational Training

College (TVET) and SMEs

The researcher has been observed at the Entoto TVET polytechnic cluster college, starting from

the gate poster, in the TVET in every office, workshops and class rooms that there are huge

water tanker/containers, which could be used to deliver water supply for the surrounding society

and training purpose within the TVET College. Then, after student researcher passed through a

bit longer asphalt road had noticed that business class in the left side, hotel management

department in the right hand side. Student researcher impressed with the garden church class in

front of the road and behind yellowish building on right hand side of the playing ground and

sport exercising field. Workshops, class rooms and the meeting hall are observed in all side of

the premises. The educational offices are found in one area, which makes the researcher visit to

few buildings to use detail observation efficiently.

As the researcher went to the workshop areas, the most interesting thing has observed was the art

and gallery, sculpture (monument) of the trainees‟ skill presented in visual form of art .these can

also be used as a means of income generating activity for the college by opening public

exhibition programme.

The college has also placed dustbin in every corner of the campus for the purpose of dispensable

the waste materials. The sites of the workshops have enough space, and built distance from the

class rooms, offices and from each other to ease out disturbance and sound pollution. The rooms

of the workshops had quite enough space, except the plumbing section and automotive which

seems stuffed into narrow space. The workshops of automotive as well as the wood work rooms

were not built in a modern manner. The automotive department had a space capacity of

occupying only for one car at a time without ventilation in the work shop and the roofs are low

with over head.

During his visit, the researcher realized some problems in the automotive department. Among

these are: there is no room for tools (mini-store) for the immediate use of training in the

workshop of the newly built tow G+1. The buildings which are deliberately made for automotive

department workshops haven‟t enough space for practical teaching and learning processes. The


new buildings accommodate not more than one car including heavy machinery like fork-lift for

holding the car repair and wash. Although the department had in the old building different shops

like, practical rooms, electric, painting and decorating workshops were available, these are not

quite enough for practical activities in the department . The positive aspects of automotive

department have well equipped machineries for the training purposes. But the problem has come

about due to inappropriate architecture design of the two auto ground plus one which were not

functional at my visit to the college.

There were lots of scrap material in the workshop with manufactured products (probably waiting

for a take away). These had made the wood work rooms suffocated with dust from the wood

dusts although the cleanliness of the wood workshop improved every day by changing the usual

methods of keeping the room cleanliness. Accordingly, the scrap wood materials are being sold

for any volunteers and outsiders with lower price. This is aimed at cleaning the workshop by

obliging to make the room shining free from health hazardous.

The campus roads were not comfortable for personal day to day activities, and trainees to move

freely. The researcher recognized that most of the departments do not send their trainees to

cooperative training due to mal schedule or lack of proper schedule; however, the trainers of the

college were receiving trainees from other institution for cooperative training. Although there are

huge equipments and machineries, more than half of them are aged that need of maintenances.

However, the trainers and management bodies have been used these materials rather than

spending money for repair and maintenance. The new equipment and machinery available in the

workshops is like the class rooms, theoretical lesson classes and the production workshop seems

a little at a close proximity to the other workshops. Besides, the business and hotel management

classes are exposed to sound pollution they can easily disturbed during grinding and welding

among other.

The researcher recognized that after trainees had produced materials in each department, they

sold the by product their training to generate income for the TVET. As the strategy of the Federal

Ethiopian TVET bureau, the assessment system is given within the TVET and finally provides

recognition by the authorized Government office called centre of competency office which

provides accreditation or official approval and recognition. Thus, the trainees will be proved


competent and not competent in the trainees‟ document and in a visual form of chart in the

workshop or class room (progressive chart). So far the teaching learning system does not

encourage such facilities in the college even though all of them use it but not updating it. The

researcher has been assured during observation there is no progressive chart, which the

management system of Kaizen encourage visual management.

Entoto technical and vocational education and training centre has continued to provide the

trainings in different fields of formal and non-formal trainings for the trainees. It implemented

in the modes of shorter term training starting from one week to five or six month to fill the actual

demands of the labour market. Therefore, the formal programme focuses on middle level

technical skills, while the session should be offered by considering 70 present of practical

training works in the company training for the co-operative training part. The TVET-institution

and identified companies will sign an agreement to co-operate with regarded to implementation

of this programme for the purpose of jointly linked between the company and the TVET. The

time spent by the trainees in the industry will give enough exposure to the actual world of work

and enable them to get hands-on experience. The co-operative approach will be supported with

lecture-discussion, simulation and actual practice. Organization of in-company training will be

either/ both industry attachment or apprenticeship. The 100 hours of the programme duration will

be spent in company training and it will only start after the learner successfully completed all the

modules in this programme.

The trainings went in line with the curricula despite demands of market assessment and tracer

study not properly undertake in the TVET College. Moreover, the occupational standards, unit of

competency and desired outcomes were checked through continuous assessment. Based on the

results, instructors and workshop technicians were given feedbacks on how to strengthen the

training. Meetings were also held within the TVET department staff in order to discuss about

various issues, including Certification of Competence (COC), networking, educational trips,

evaluation of trainees and cooperative trainings, Kaizen, planning and implementation,

preparation and implementation of action plans. The mode of training used was cooperative

training, where the training was given at the centre, with additional training in different

companies.


During the finished off the one competency, all 1st, 2nd and 3rd year trainees of general metal

fabrication (GMF) and wood work department conducted cooperative training with their

instructor supervision in this year at ATW engineering, DOBE, DTM, Enterprises cooperatively

with Entoto TVET Polytechnic College. For the second time, all first and second year trainees of

GMF with their instructors conducted the cooperative training at Lalibela and Beza constriction

furniture and metal enterprises, where they were able to acquire knowledge about power hammer

tools and formers, hammer forging techniques and different types of counterfeit machines. For

the third time, second year trainees of GMF attended a three weeks cooperative training

indifferent industry manufacturing firm Installation Industry on “press operation”.

The short term training has also been provided for the purpose of settling migrants returning to

home from Saudi Arabia, in different department of the TVET College. This was undertaken in

collaboration with Gulele Sub-city TVET office. According to Addis Ababa TVET Agency

(2012), the training was tailored to fill their skills gaps with regards to preparation of projects

create their own business to settle them permanently in their home town. The reformed Ethiopian

TVET-system is designed an outcome-based TVET system to fulfil the requirements as of the

world of work are analyzed and documented-taking into account international benchmarking- as

occupational standards (OS)-quality driven TVET-Delivery the department want to the Colleges

provision .

The TVET Curriculum -programme design includes program title, description of necessary

knowledge, skill and attitude of the learner to the standard required by the OS. The contents of

this program are designed in line with the occupational standard (OS).

According to the TVET strategy, the training has flexibility with no specific target group, and its

programs are able to encompass any Citizen who wants learning. According to TVET agency,

most of the hard skill streams are suggested that “any citizen can learn” in AACA TVET Agency

(2012). Secondly, those of who meet the entry requirements under this items and capable of

participating in the learning activities are entitled to take part in the programme. The federal

government of Ethiopian TVET Qualification Framework (ETQF) set enrolment standards that

aimed at creating capable and competent citizens (trainees) to join the world of the TVET


enrolment requirements (Criteria‟s) which are set out to receive students . The requirements or

directives of the ministry of Education are that after grade 10 students should achieve cumulative

grade point average (GPA) above 2 accordingly departments require level one to level five.

Furthermore, after completing the level five TVET program, they can join further education at

universities with engineering courses for the purposes of attending degree program and above.

Students are also required to have the ability to speak, read and understand English, and basic

Computer skills. They must completed 10th grade, fulfil general education in TVET

Qualification Framework (ETQF), and they must be both physically and mentally healthy with

good ethics or moral character (Ibid).

The trainers are expected to prepare detailed Session/Lesson/ Plan and annual plan including

teaching methods by considering 80 present of practical session TVET-programme structure. It

includes unit of competence, mode of delivery, learning outcomes and time table for each

session.

Measurements of the trainees‟ Institutional Assessments (Unit of Competency, Occupational

Standards) are conducted using project based evaluation methods; as well as by employing

practical, and theoretical tests. The amount of mark clearly measured the trainees in institutional

level. The specific learning outcomes are stated in the modules. In assessing them, verifiable and

observable indicators and standards shall be used. Two types of evaluation will be used in

determining the extent to which learning outcomes are achieved. The formative assessment is

incorporated in the learning modules and form part of the learning process. Formative evaluation

provides the trainees with feedback regarding success or failure in attaining learning outcomes.

Summative Evaluation is the other form of evaluation which is given when all the modules in the

unit of competence have been accomplished. It determines the extent to which competence have

been achieved. And, the result of this assessment decision shall be expressed in the term

„competent or not yet competent or in this form “C‟/”NOT C” written after completing the

project. As observed in the Entoto case, not all departments use the up to date student profile

observed in visual management system. Therefore, the techniques or tools for obtaining

information about trainees‟ achievement include oral or written test that demonstrates and on-site

observation.


TVET trainers‟/facilitators‟ profile, for this particular TVET programme and especially for the

main modules, trainers and facilitators are expected to have 1st Degree (B level trainers)

educational status. It included the trainers conducting this particular TVET programme are at

least “B” level and have satisfactory practical experiences or equivalent qualifications. Other

requirements for the trainers‟ qualification will be checked whether they have attended relevant

training and seminars. By demanding whether she/he should take centre of competency COC

accreditation certification or not. S/he has to complete some methodology course like

Curriculum and pedagogy, and s/he must have at least 1 year industry experience (Ibid).

It has been observed that Entoto TVET College has enough learning modules and other required

materials such as Library, TTLM, textbooks and references books. Besides, other class related

activities (for example. lab, workshop, field trips/works/ ) available more than expected in the

college but all OS and learning models were not fulfilled due to the focused of the shorter

training.

In Entoto TVET as mentioned in its curriculum and premises bulletin, it includes all the

mission/Vision/Goal or part of them. Since Kaizen encourage visual management description,

training delivery in terms of curriculum manual were available in materials Course Objective,

and Expected Outcome topics (or highlights of the whole course) are clearly mentioned. In the

particular curriculum, they prepared and used course code by considering (entire TVET-program

learning Outcomes), Credit Hours, duration of the TVET- programme and subject level example.

Level one (I) or level two (II)..., version and year based on the descriptors are elaborated on the

Ethiopian TVET Qualification Framework (ETQF).

According to Federal Negarit Gazeta -Proclamation number 391/2004- Vocational Education of

the Federal Democratic Republic of Ethiopia Art. 35/1/b, Cooperative Training (article 10/g)

programs should be pre-planned by the key partners and a mutually signed “Memorandum of

Understanding” with enterprises. Similarly, like that of Apprenticeship and Cooperative training,

concerning the Kaizen implementation there should be a signed agreement between the

partnering parties before starting the implementation. Such a memorandum of understanding has

been observed signed between the enterprises, which were pre-planned before starting Kaizen

implementation with Entoto TVET polytechnic college according TVET proclamation (2004).


Trainees in the different departments were also given moral lessons by the guidance and

counselling staffs. Provision of the training is continued as in previous years, and all the first

year trainees completed have started working on business plan preparations. In addition to this,

second year trainees have organized mini enterprises on the job training. The college provided

training for graduate student about how to form their own organization, in collaboration with

Sub-City TVET and MSE office. The respective instructors also engaged in coaching while the

trainees prepared and presented their mini enterprises. The College also visits the application of

Kaizen in the shed around them.

The accessibility of information and communication technology (ICT) Infrastructures, in Entoto

TVET polytechnic cluster College which must provide the necessary human and financial

resources, materials and equipment, like internet and computer were not fully provided for the

trainers and trainees. For example, before last year internet service was available even in the

college cafe (internet cafe), but at this time it has totally ceased the service in the College. There

are no electronic information sources for both the college staff and students library. Thus, in

order to make them be able to collect new technology there should be improvement adaptation

and transfer among themselves and to the users by introducing new thinking and modification

through reading details and observe design, new technology measurements, architecture and

among others query. However, they don‟t seem want to restart this ICT technology in abundant

way like both wireless and wire connection to ease the teaching learning activity in the college.

How they can alleviate the problems of trainers and trainees for innovation purpose without

internet services? Therefore, if they have made internet infrastructure accesses available, they

can collect new technologies form these technologies which are used for improvement

adaptation, transferring to users. Introducing new thinking and modification through observing

the design, new technology measurements, architectures are among other queries also need to be

resolved for both the trainers and the trainees.

Policy and strategy of Ministry of Education (MoE), the TVET strategy of 2009 should guide the

content of components and activities to be deployed under Ethiopian sector development plan

(ESDP) IV together with new orientations; such as strengthening the role of the TVET sector in

technology capability, accumulation and transfer. In particular, TVET institutions are also

expected to play major role in providing support to the incubation and establishment of MSEs as


well as upgrading and strengthening existing MSEs. When we count what the MoE planned

during the initial time, Entoto TVET polytechnic college does not accomplish fully the expected

technology capability, accumulation and transfer (3000) to themselves and to the users according

to (MoE 2009).

During tea break the researcher met one supervisor from Addis Ababa TVET Agency during

observation in the TVET College, and got information. When do the college want to resume ICT

service in the college community? He replied that “In the campuses they ceased totally

including internet cafe before last year and this problem is still continuing even though they have

told to use the service, we are starting to install the ICT service to all departments, yet, till now

the services have not been functioning”. The researcher also assured the connection problem in

the college.

He added on, “Nevertheless, these problems had existed even in our Agency, yet, indeed we had

recommenced after two years of interruption of the service in the AACA TVET Agency”. The

adequacy and availability of these facilities for the effectiveness of teaching and learning activity

like computer, lap top and over head projectors are scarcely available in the college. Hence, we

cannot only expect for the trainees but also for trainers, significant numbers of improvement.

Even the availability of ICT equipments were not maintained after being affected by virus and

replacing the changing spare part of the damaged computers even in the office some of the

existed ones did not work properly.

Since most of the buildings are old, hence, lack of extensive retrofitting (movable and available

in the necessary place) to ensure proper electrical wiring, in proper network cable line, lack of

cooling, ventilation and lack of safety and security. In addition few telephone line, no wireless

telephone line and technology, poor telecommunication infrastructure, lack of technical support

specialist who were professional in installation, operation, and maintenance of ICT, lack of

technical equipment including software and network administrator are the major problems but in

the college different workshop, which had few recent type desk top computer, few VCD plays,

few educational video , inadequate lap top computers, few electricity uninterruptable power

supply (UPS) in computer room and library and workshops.


Concerning the reuse of the damaged materials, due to high turnover of the professional in

installation and maintenance of technical equipment machinery, software and network

administrator there was lack of technical support specialist for ICT and other departments

operation. Effective training is largely dependent on a lot of physical facilities, concerning on the

use of emerging modern and relevant equipment to fit in the ever-changing world of work and

technological innovation and invasion. Most of the Entoto TVET equipment responsible the

poor, obsolete equipment used, and the graduates‟ non- compliance with modern technology due

to this the outcome training strategy should fulfil the gap.

Entoto TVET College has expended a large proportion of fulfilling on work-shop equipment.

Thus, it is imperative that measures are taken to ensure that this equipment is maintained and

custodian for by the dedicated team of work-shop workers and trainers in TVET College.

Maintenance is a continuous operation to keep the college equipment in the best form for normal

use, and to ensure the performance of its required function at any time of operation. The

maintenance of college equipment is a daily activity of the college trainers and its personnel. It is

an important factor in the delivery of education and addition to cost minimization if the college

applied implementing maintenance in the college these will reduce cost of maintenance. As

observed in the college, most of the maintenances are made by the trainers but severely damaged

machineries were beyond their capacity. In addition to this, they are expected to maintain in the

enterprises when their machineries are out of use but they were not in position to do that, though

all types of professionals are available in the TVET College.

During my visit to the college, I have got a chance to see the construction department carefully

and interestingly in which there are well equipped different hand tool materials, heavy and so

expensive machineries such as surveying materials, thedo-light, vibrators, and mixer. In relation

to utilizable materials consumption, the college has enough store keepers. In the stock, by using

government rules for property administration the storekeepers make use of receipt for materials

received (model 19), materials issued (model 22), material requisition (model 20). The

department uses these models according to the rules and regulations of the government in which

these are used by the trainers and others. Therefore, the department head and the responsible

trainers received raw materials accordingly, and they put them in mini-store so as to be used by

the trainees during the project work, they are also custodian for what they received.


But the college has not clear determination of financial receiving document on price of

commodities, a list of fixed charges which are produced by students during training (project

work) for the purpose of income generating activity of the college during demand from the

customer.

Accordingly, the college managements state the lack of funds as source of these problems among

other things as follows;

The TVET source of funds is insignificant amount of money allocated by the

Government and NGOs who were willing to offer as source of fund for both capital

budget and purchasing equipment, also for capacity building of trainer, trainee and staff.

There is no purchasing department like the international standards of matrix organization

of others countries‟ TVET college,

Due to financial delay the training was not undertake according to the college plan.

Some of the standards of training facilities at list must holds and fulfil the materials and

equipment for each specialization areas. Facilities are material resources provided for training

purpose to simplify teaching and learning process, and optimize students‟ productivity as

international ones‟.

The college is working in collaboration with different stakeholders. Korea embassy is one of the

collaborators of Entoto cluster TVET including Shuromeda TVET institution.

The objective of my visit was: to assess what educational facilities the college has, share

experience on the Kaizen concepts, look at indirectly the short comes of TVET, and examine

management outcomes on hindering provision of Kaizen training in the MSEs. Due to this fact,

the college were not 100% correct like that of the originators therefore, the received some

standards of five “s” rules for them. The application and implementation of the Kaizen concept,

including, application of 5s, issues of workshop layout, arrangement of tools, equipments,

machines and accommodating of the implementation of outcome based training- such as use of

information sheet, progressive chart, and job sheet were observed during the visit despite a little

5s problems indeed they were more than 3s implementation.


In the GMF section and wood work workshop there are ventilation problem but the roofs of the

wood work workshop were better by far. Trainees in the carpentry and joinery section undertook

different projects such as construction of wood joints, tools, bed, doors, wall frames, boards etc

among others. Sale of items and income generation was also part of this section and other

achievement of the TVET too. Other department were engaged in income generating activity to

supplement the financial demand of the TVET indeed there were not observed their sales

collection methods in the finance office as the researcher experience in other TVET institution

there were no clear collection of the money in terms of soled material.

The rating scale which are presented during observation in Entoto TVET Polytechnic Cluster

College and the enterprises about 5s were presented lickerst scale by using five scale as

excessively available, sufficiently available, available, and unavailable.

The following steps are taken by the organization‟s core implementation teams: Plan a course of

action, Educate the work group, Evaluate the work area, Initiate the 5S‟s, Measuring results,

Maintaining 5S activities, 5S implementation the name of the original terms of (Japans) with

equivalent English words. They were translated as : (1)“Seiri” – Sorting, (2)“Seiton” –

Stabilize, (3)“Seiso” – Shine, (4)“Seiketsu” – Standardization, (5)“Shitsuke” – sustain. If we

do not do 5S, we can‟t do any other work efficiently. These are features which are common to all

places and are the indicators of how well an organization is functioning. Seiri = Sorting.

Distinguish between necessary and unnecessary items and eliminate the unnecessary items.

Establish criteria for eliminating unwanted items to eliminate unwanted items either by disposing

them or by relocating them. Despite, the correct steps were the above most of the enterprises

were not fulfilled.

The following work under take from excessively available these initial standards measures of

Kaizen implementation assessment in the Entoto TVET College starting from the first level of

Kaizen implementation of 5s. I.e. Japans term Seiri – (sorting) clutter free and tidy environment

in the college premises, inside offices, work place. Evidence of removal of unwanted items were

evident all around excessively available in the college were available Tops and insides of all

cupboards, shelves, tables, drawers, etc. Free of unwanted items, Walls are free of old posters,

calendars, pictures, Notice boards – current notices with removal instructions, Rules for disposal


with red tags, available. Maintenance/prevention of sorting projects established with mechanism

to reduce paperwork, stocks, was available.

According to top set standards of the Japans term “Seiton” – (setting / organisation), the ability

to find what so ever is required with the least possible delay, evidence of eliminating the waste of

time throughout the enterprise/organization. Availability of photographic evidence of pre 5-s

implementation and afterwards Visual control methods adopted to prevent mix-up availability of

directional boards to all facilities from the entrance onwards workshop and stores, were

observed.

The TVET have not clearly marked grid references of all machines/rooms/toilets that have

identified labels in the observation. All equipment/tools/files are arranged as: “can see,” “can

take out” and “can return” as has been observed. X-axis and y-axis alignment is evident

everywhere as Visual control methods for defects / rework / files / equipment in order to prevent

mix-up. The gangways are clearly marked with passageways / entrances & exit lines / curved

door openings/ direction of travel. Besides, observation has been rating for enterprises

concerning what they have and have not. The Observed and not observed traits are rated also by

the assessment based on international standards of “five s” (5s).

Since the enterprises are stakeholders of TVET College, they are expected always to produce

middle level skilled technician for the need of the labour market. The employer (enterprises

owners) values at the actual work place during employment for the trainees‟/graduates‟ skills,

attitude, dependability, team work and other affective skills and traits. The new employees must

have good discipline, and they should fulfil strict adherence to health and safety precautions,

time management, and record keeping, and factors that were expected to fulfil before join world

of work. The expected requirement by the employers on the TVET graduates during employment

and the ongoing activity of the employee should be more ethical, disciplined, show enthusiasm to

learn new ideas and innovation, flexible (easily changed), devoted and dedicated with his/her

work, can work under pressure, well-mannered/courteous, able to learn from his/her mistake,

able to create smooth relationship with their colleagues and with their immediate supervisor. In

addition to this, they should respect safety rules and regulation of the enterprises like proper

wearing of clothes and work without putting head phone in their ears. They should have miner

accounting and bookkeeping skills. In relation to these issues the enterprises almost always


complaint about ethical issues of the new comers employees almost 20% of the TVET graduates

not conform the rules and regulations of the organisation according to guidance and counsel

officers. The TVET has not provided ethical issues as a common course but only a short training

is given on the good will of the guidance and counsel.

In every organization implementation of 5s can be assessed using the parameters provided in the

appendixes part of this thesis; figure 19 standard criteria for identification of necessary

equipments and parts set for the future and in figure 19/1 the follow up of systematic

arrangement should have to use the following guide. Firstly, the implementation of 5s in the

enterprises were observed that against standard which set by the Kaizen training according to

their pace of organization implementation phase. For this reason rating takes place when we say

the enterprises were lower in average. It could be provided at lower level. For example, when the

enterprises pace of implementation frequency like things have not used once in the last 6-12

months their storage methods show as throw out store at distance or Keep in store rated as lower

level.

The second one is said to be average performers of frequency 5s, when we say average

performers organization uses the pace of the enterprises. They should have to implement

frequently use things they have used only once in the last 2-6 months. Storage methods of the

organization should have to Store in central place of its zone store it in central place in your zone

rated at average level.

The last part of this organizational assessment is frequency implemented, stored in methods of

organizational and rated 5s. If things are used more than one month, the storage methods also

should be used to store in central place in the zone. We can say that the performance of the

college/enterprises is highly used to implement within a week and a day, an hour, a minute and

seconds. Methods of storage the enterprises are used to store near the workplace which is easy

for production. The rating of the implementation of the organization is said to be higher

performance from other which cannot implement as them.

Due to this fact the observation was made on six small and micro enterprises which were

expected to correctly implementing the right form of Kaizen. The scores were provided in the

form of the correct application of the enterprises. Above all, the parameters that were used to


measure their application were based on the earlier mentioned parameters. These are found on

table 14 and 15 given an idea about that in the enterprises starting from moderately available to

unavailable, from the observed phenomenal to unobserved one, better a completion to the rated

result of the enterprise ATW engineering enterprise has got a score 120 the first one from the

same areas of production.

Dobbe enterprise which scores 110 stands second followed by Beza enterprise which ranks

third. The forth rank is DTM enterprise followed by the fifth and sixth rank Lalibela and Ralcon

enterprise respectively. According to the levels of the enterprises parameter, except ATW,

Dobbe and Beza enterprises the others were not implemented 5s properly. In the enterprises that

were observed the standard which set by the Kaizen training according to their Pace, concerning

human capital ATM engineering and Dobbe enterprises better position than other enterprises.

The methods of their bookkeeping and accounting system are in a better position than others

enterprises; they are ethical, honest and open. The criteria which offer first position from others

enterprises are more than five innovation discovered by ATW engineering enterprise such as

modern weaving machine, knitting machine, movable clinic and among others.