cambodia garment industry wfa presentation to educators

8/6/2019 Cambodia Garment Industry WFA Presentation to Educators

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Role of Education in Industrial WorkforceDevelopment in Cambodia

Lynn SalingerSenior Economist, AIRD

January 31, 2007



What do schools have to dowith garment factories?



Education & Industrial Workforce Development

• Cambodia overwhelmingly agrarian• Yet faced with transformation of its economy into industry

and services• Around two-thirds of the urban workforce works in service

and manufacturing sectors, according to MOEYS• Schools facilitate these changes through education, skills

development, and career guidance services – Basic education develops literate & numerate basic workforce – Technical and vocational education provides skills-training for

employability – Secondary education channels skilled graduates into the workforce or

into industry-relevant, post-secondary programs

– Post-secondary education delivers higher level skills-training foremployability



Background

• Garment industry represents one of largest single-industry employers in Cambodia

• Yet after changes in world trade rules for garments in

2005, fear that jobs might leave Cambodia

• Solution? Raise productivity of factory workforces to

retain employment



Garment Industry Productivity Center

Productivity

• Training programs and advisoryservices on – Time study and textile basics – Work study in the garment

industry

– Production techniques & controlsystems – Production supervision – Garment industry management

principles

• Training of factory trainers ofsewing operators

Workforce development

• Workforce assessment• Job descriptions and competency

frameworks• Education and training map to

identify institutions potentially

interested in collaboration withGIPC

• Salary survey for all garmentindustry job categories

For further informati on, see www.gipc.org.kh

Technical assistance project of U.S. Agency for InternationalDevelopment, implemented by Nathan Associates, with support from

Werner International and AIRD

http://www.gipc.org.kh/





Workforce Development System

Workforce Supply: Youth, Students

Workforce Supply:Education & Training

Providers

Workforce Demand:Employers

Market Conditions &

Policy Environment



Assessment of Cambodia Garment Industry WorkforceSystem, June 2006

• Interviews & focus group meetings with

– GMAC

– Individual factories

– Workers

– Youth, secondary students

– Post-secondary students

– Ministry of Labor & TVET – Education & technical training institutions (see next page )



Workforce Assessment Questions Asked

• What skills do employers seek for production and management jobs?

• How do employers identify qualified job applicants?

• What kinds of pre-employment training exist?

• How do education and training institutions contribute to thedevelopment of Cambodia’s garment industry workforce?

• How do youth and university students measure their future job

options and where does garment sector employment fit into thatequation?

• What skills do workers aspire to acquire through their work?

• How well does current garment industry labor market in Cambodiafunction and what can be done to improve its depth and industryresponsiveness?



Findings

Supply

• Virtually no pre-employmenttraining for sewing operators

• Post-secondary trainingopportunities do exist inmanagement & technicalareas, but with few directreferences to garment industry

• Factory training opportunities

exist in specific skill areas• Skilled Cambodian graduates

do not consider the garmentindustry as a possible career

path

Demand

• Bulk of factory employment inCambodia = sewing operators

• Small % of employment inevery factory = skilled workers

• Salary differentials for higherskilled jobs

• Employers cannot find mid-level, skilled Cambodiantechnicians & managers

• Therefore recruit from outsideCambodia, at higher cost



Globally, Jobs Exist at Many Levels

• Pre-production

• Production

• Administration

• Post-production



One Multinational Clothing Company, Many Career Options

• Consumer research• E-commerce

• Financial services

• Field management• Global compliance &

social responsibility

• Human resources

• Information technology

• Loss prevention (security)• Merchandising

• Planning & distribution

• Product development & design

• Production

• Strategy & business development

• Supply chain



Jobs in a Cambodian Garment Factory

• Factory manager• Input inventory manager

• Production planning manager

• Production planning engineer

• Cutter

• Cutting line leader

• Cutting manager

• Sewing trainer

• Sewing operator

• Sewing line leader

• Production supervisor

• Buttoning line leader• Finishing supervisor

• Production manager• Quality inspector

• Quality assurance supervisor

• Safety inspector

• Industrial engineer

• Industrial engineering manager

• Time study technician

• Mechanic

• Maintenance manager

• Human resources

• Compliance officer

• Accounting• Shipping



GIPC & Garment Industry Competency Standards

• Knowledge & educational backgrounds

• Management and technical skills

• Personal attributes

• Defined for 21 garment industry jobs



Sample Job Description: Industrial Engineer

Job purposeResponsible for improvement of garment manufacturing processes (workstudy, time study, standard times setting, lean manufacturing, sewing line

balancing, process balancing, efficiency reporting, costing)

Educationbackground

Bachelor’s degree (industrial engineering, garment engineering,production engineering, Industrial management)

Prior professional

experienceExperience in garment industry not required

Knowledgerequirements

• Work study and time study

• Lean manufacturing

• Production planning & control

• Quality engineering• Plant layout and machine layout

• Safety engineering

• ISO-9001/2000

• Maintenance engineering

• Industrial cost analysis

• Total quality management

• Line balancing

Managementskills

Conceptual thinking, change management, cost management, analyticalthinking, forecasting, planning & organizing, decision-making, follow up,presentation

Technical skillsCalculations, ability to motivate others, English literacy, marketing, safetyawareness, continuous improvement, computer literacy, R&D



Survey of Education & Training Institutions

• 3 public universities & institutes• 16 private universities & institutes

• 8 public vocational training institutes

• Implemented by Economic Institute of Cambodia,September 2006



Potential Education & Training Partnership Survey

• Size of faculty & student body, degrees offered• Departments & courses taught in business &

manufacturing

• Research and consulting conducted by faculty onbusiness & manufacturing

• Student-employer interactions

– Internships – Summer employment

– Post-graduate employment outreach

• Interest in developing garment industry-related curricula



Locally Available Education & Training Opportunities

Post-Secondary Study • Management

– Royal University of Law and Economics

– National University of Management

– University of Cambodia – Pannasastra University

• Technical study

– Institute of Technology of Cambodia

– Norton University• Vocational training

– Preah Kossomak Polytechnic Institute

– National Polytechnic Institute of

Cambodia

Factory Training • GIPC – Methods to improve productivity of

factory operations

• Cambodia Garment Training Center &

GMAC – Basic operator training, qualityassurance, drafting, leanmanufacturing,…

• Mekong Private Sector DevelopmentFacility (IFC/WB)

– Training of production line supervisors

• Better Factories Cambodia (ILO) – Training re globalization, workplace

cooperation, quality, occupationalhealth and safety, productivity, human

resources and working conditions, andcontinuous improvement



Few Garment Industry Study Opportunities inCambodia

• No garment industry or manufacturing sector trainingexists at formal education institutions in Cambodia

• Thus, few opportunities to learn

– Global textile & garment industry

– International trade and economics, Trade logistics

– Production costing

– Production planning

– Industrial engineering applications to garment industry

– Work study

– Labor standards compliance – Etc.



Specialized Training Opportunities in Region

• Hong Kong Polytechnic University, Institute of Textilesand Clothing

– Degree programs

– Short courses• Hong Kong Clothing Industry Training Authority

– Certificate programs

– Advanced diplomas, Hong Kong Institution of Textile andApparel

• Singapore Textile and Fashion Training Center(TaF.TC)

– Courses and advisory services



Spreading the Word: Career Forum 2007

• Organized by the French-Cambodian Chamber ofCommerce

• June 1-2, 2007, National Cultural Center

• Private sector companies & NGOs participate to offercareer path information, advise on job hunting, andmake connections for recruiting

• Last year attracted 4,000 students, graduates, and

young professionals, and many of the country’s topprivate sector employers

• GIPC will organize participation from the garment

industry for this year’s Career Forum



Cambodian Universities/Institutes & GIPC:Areas of Possible Collaboration

• Existing management & engineering courses could be enrichedby garment industry- related case studies and exercises

• New curriculum input could be used to update existing classes

or develop new courses• Examples could be developed, drawn from the garment industry

for teaching of practical skills (e.g., cost-accounting, time-study,plant management)

• Guest lectures from industry experts could supplement regularteaching offerings

• Factory tours could be organized to demonstrate practical

applications of skills-building



Possible Areas of Mutual Interest

GIPC goal• Improve the linkage between

industry needs andeducational offerings

• Increase the ability ofCambodians to pursue careersin the garment industry

Possible education sector goal• Expand the workplace

relevance of existing courseofferings

• Expand range of careeroptions considered by yourgraduates

Let’s talk!



For Focus Groups

• Contact with employers – How does the education/training sector interact today with employers to

learn about knowledge & skills requirements for graduates?

• Priorities for collaboration

– Of the options presented, what kinds of input from GIPC would be mostuseful to your instructors? Are there other ways that we couldcollaborate that would be helpful?

• Industrial workforce development

– How does the education/training sector view Cambodia’s long-termworkforce needs in light of economic changes, and what programs areuniversities and institutes innovating to meet those challenges?



THANK YOU!

cambodia garment industry wfa presentation to educators

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