Introducing Foreign Models for Development : : Japanese Experience and Cooperation in the Age of New Technology.
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| Superior document: | Emerging-Economy State and International Policy Studies |
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| : | |
| TeilnehmendeR: | |
| Place / Publishing House: | Singapore : : Springer,, 2023. ©2024. |
| Year of Publication: | 2023 |
| Edition: | 1st ed. |
| Language: | English |
| Series: | Emerging-Economy State and International Policy Studies
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| Physical Description: | 1 online resource (354 pages) |
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Table of Contents:
- Intro
- Foreword
- Preface and Acknowledgements
- Contents
- About the Editors and Contributors
- Abbreviations
- List of Figures
- List of Tables
- Part I Translative Adaptation in the Industrialization Process
- 1 Introducing Foreign Models for Development: A Perspective from Translative Adaptation
- 1.1 Introduction
- 1.2 Key Concepts and Analytical Frameworks
- 1.2.1 Translative Adaptation and Local Learning
- 1.2.2 Two Types of Local Learning: 'Policy Learning' and 'Societal Learning'
- 1.3 Revisiting Japanese Experiences of Industrial Development and Development Cooperation
- 1.3.1 Japanese Perspectives on Industrial Development
- 1.3.2 The Japanese Approach to Industrial Development Cooperation
- 1.3.3 Regional Diffusion of Learning in East Asia
- 1.4 Approach, Structure, and Main Themes of This Book
- 1.4.1 Case Study Approach
- 1.4.2 Structure of This Book and Main Themes to Be Addressed
- 1.5 Findings of the Remaining Chapters and the Way Forward
- 1.5.1 Findings Related to the Key Ingredients of Translative Adaptation and Effective Local Learning
- 1.5.2 Implications of the New Industrial Landscape and the Way Forward
- References
- 2 Industrial Policies for Learning, Innovation, and Transformation: Insights from Japan and Selected Countries
- 2.1 Introduction
- 2.2 Essential Aspects of Industrial Policies and Typology of Industrial Policy Measures
- 2.2.1 Broader Scope of Industrial Policy
- 2.2.2 Critical Role of 'Learning' for Industrial Policy
- 2.2.3 Structural Transformation as an Overarching Purpose of Industrial Policy
- 2.2.4 Typology of Industrial Policy Instruments/Measures
- 2.2.5 Key Policy Areas and Domains of Industrial Policy
- 2.2.6 Process of Formulation and Implementation of Industrial Policy
- 2.3 Country Experiences
- 2.3.1 Japan
- 2.3.2 Korea
- 2.3.3 Malaysia
- 2.3.4 Brazil.
- 2.3.5 Chile
- 2.4 Comparison of Industrial Policies in Key Areas: Insights from Country Experiences
- 2.4.1 Technology, Long-Term Finance, and FDI
- 2.4.2 Firm Capabilities, Especially of SMEs
- 2.4.3 Competition in Domestic Markets, Scheduled Trade Liberalization, and Export Promotion
- 2.4.4 Formulation and Implementation of Industrial Policies and the Public and Private Relationship
- 2.5 Translative Adaptation and Local Learning: Insights from Country Experiences
- 2.6 Concluding Remarks
- References
- Part II Case Studies from Japan, Asia, Latin America, and Africa
- 3 Japan's State Learning in the Meiji Period from the Vision Perspective
- 3.1 Introduction
- 3.2 Why Does Japan's Experience Matter?
- 3.3 The Experience of Meiji Japan in Vision Formulation and Learning
- 3.3.1 Ministry of Engineering Era (1868-1873)
- 3.3.2 Ministry of Home Affairs Era (1873-1880)
- 3.3.3 Ministry of Agriculture and Commerce Era (1881-1897)
- 3.3.4 Comparison of the Three Eras
- 3.4 Analysis of the Learning Process
- 3.4.1 Learning Factors
- 3.4.2 Triggers
- 3.5 Conclusions: Implications for Today's Developing Countries
- References
- 4 National Movements for Quality and Productivity Improvement with Local Adaptation: The Experience of Japan and Singapore
- 4.1 Introduction
- 4.2 Japan: The Experience of a Private Sector-Led National Movement
- 4.2.1 Leadership and the Role of Core Organizations
- 4.2.2 Analysis of the Three-Staged Process of Technology Transfer and Local Learning
- 4.2.3 The Role of Academia, Industry, and Government in Local Learning and Translative Adaptation Process
- 4.3 Singapore: The Experience of the Government-Led National Movement
- 4.3.1 Leadership and the Role of Core Organizations
- 4.3.2 Analysis of Three-Stage Evolution of the Productivity Movement.
- 4.3.3 Mechanisms for Stakeholder Engagement in the Productivity Movement
- 4.4 A Chain of Learning and Diffusion of Quality and Productivity Improvement
- 4.5 Conclusion: Implications for Successful National Movements
- 4.5.1 National Movements as Societal Learning
- 4.5.2 Six Critical Factors for Successful National Movements
- References
- 5 Bilateral Policy Dialogue: Japanese Cooperation for Enhancing Industrial Policy Capacity
- 5.1 Introduction
- 5.2 Features of the Japanese Policy Dialogue
- 5.3 Argentina, 1985-1987 and 1994-1996
- 5.3.1 Background
- 5.3.2 Main Pillars and Recommendations
- 5.3.3 How the Report Was Received
- 5.3.4 The Follow-Up Reports and Sectoral Cooperation Projects
- 5.3.5 Assessment
- 5.4 Vietnam, 1995-2001
- 5.4.1 Background
- 5.4.2 A Penchant for Heavy Industries
- 5.4.3 Three Phases
- 5.4.4 Industrial Policy Controversies and Japan's Position
- 5.4.5 Characteristics of the Ishikawa Project
- 5.4.6 Achievements, Lessons, and Remaining Issues
- 5.5 Ethiopia, 2008-Present
- 5.5.1 A Low-Income but Rising Country
- 5.5.2 The Evolution of Industrial Policy
- 5.5.3 Systematic Learning from Japan and East Asia
- 5.5.4 The Dialogue Agenda
- 5.5.5 Remaining Challenges
- 5.6 Thailand, 1999
- 5.6.1 The Situation Before the 1997 Crisis
- 5.6.2 Responding to the Asian Financial Crisis
- 5.6.3 The SME Promotion Master Plan
- 5.6.4 The Factory Evaluation System
- 5.6.5 The Automotive Supporting Industries
- 5.6.6 Lessons
- 5.7 Conclusion
- References
- 6 Industry Engagement in TVET and the Japanese Cooperation in Vietnam: The Case of Hanoi University of Industry
- 6.1 Introduction
- 6.2 Overview of Industry Engagement with TVET in Vietnam
- 6.2.1 Government Policies
- 6.2.2 Challenges for Industry Engagement
- 6.3 JICA Support to Hanoi University of Industry.
- 6.3.1 Background for the HaUI-JICA Project
- 6.3.2 Enhancement of Industry Engagement in Improvement of Education and Training
- 6.3.3 HaUI's Motivation to Learn a Japanese Model
- 6.3.4 Confidence with the Accumulation of Small Successes
- 6.4 Progress of HaUI's Industry Engagement After the HaUI-JICA Project
- 6.4.1 Changes After the HaUI-JICA Project
- 6.4.2 Learning Industry Skills Needs Through Partnership Activities
- 6.4.3 Institutionalizing Industry Engagement
- 6.5 Challenges in Disseminating the HaUI Model
- 6.5.1 Difference in Capacity with Other TVET Institutions
- 6.5.2 Lack of Government Support
- 6.6 Discussion and Conclusion
- References
- 7 Promoting Kaizen in Africa: 10-Years of Experience of Japanese Cooperation in Tunisia and Ethiopia
- 7.1 Introduction
- 7.2 History and Key Features of JICA Cooperation in Tunisia and Ethiopia
- 7.3 The Achievements of the Kaizen Projects in Tunisia and Ethiopia
- 7.3.1 Formulation of Vision, Policy, and Strategy
- 7.3.2 Establishment of Mechanism, Organization, and System
- 7.3.3 Development and Accumulation of Capacities
- 7.4 Key Factors Affecting Sustainable Development of Kaizen
- 7.4.1 National Leaders' Commitments
- 7.4.2 Political and Administrative Stability
- 7.4.3 Organizational Structure for Kaizen Dissemination and Development
- 7.4.4 Counterpart and Foreign Expert Teams in Customization
- 7.4.5 Capacity Required for Advanced-Level of Kaizen
- 7.4.6 Industry-Government-Academia Collaboration and the Role of Development Cooperation
- 7.5 Conclusion
- References
- 8 Thailand's Experience of Learning Industrial Technologies and Monodzukuri Education with Localization
- 8.1 Introduction
- 8.2 TPA: 50-Years' Efforts Toward Learning and Promoting Industrial Technologies in Thailand
- 8.2.1 Origin and Background.
- 8.2.2 Philosophy and New Cooperation Framework
- 8.2.3 Activities of TPA
- 8.3 TNI: Promoting Monodzukuri Education in Thailand
- 8.3.1 Origin and Background
- 8.3.2 Philosophy and Core Values
- 8.3.3 Educational Programs
- 8.4 TPA and TNI under the New Landscape of Industrialization
- 8.4.1 New Landscape of Industrialization
- 8.4.2 Smart Monodzukuri Support Team Scheme: Integrating Kaizen into the IoT Process
- 8.4.3 Thailand-Japan Investment Promotion Project (J-SME Project)
- 8.4.4 Thai-Nichi International College (TNIC): New International Education Program
- 8.5 Development of TPA and TNI from a Perspective of Translative Adaptation and Local Learning
- 8.5.1 Five Stages of Development of TPA and TNI
- 8.5.2 Key Factors for Successful Development of TPA and TNI
- 8.5.3 The Role of Japanese Industrial Cooperation
- 8.6 Conclusions and the Way Forward
- References
- Part III Translative Adaptation in a Changing World
- 9 Kaizen and Non-cognitive Skills Development in Africa in the Age of Digitalization
- 9.1 Introduction
- 9.2 Evolution of Kaizen and Its Relation with Business Management and Capacity Development
- 9.2.1 Definition and Evolution of Kaizen
- 9.2.2 Review of Business Management Theories from a Perspective of Kaizen
- 9.2.3 Kaizen from a Perspective of Capacity and Skill Development Theories
- 9.3 Review of the Arguments on Non-cognitive Skills Development
- 9.3.1 Importance of Non-cognitive Skills
- 9.3.2 Digital Technologies and Non-cognitive Skills
- 9.4 Analysis of Impact of Kaizen
- 9.4.1 Outcomes of Kaizen Activities that Relate to Mindset
- 9.4.2 A Case of Mindset Change Prompted by Kaizen in Ethiopia
- 9.4.3 Impact of Kaizen Activities on COVID-19 Responses
- 9.4.4 Impact of Kaizen Activities on Digital Transformation
- 9.5 Discussion
- 9.5.1 Non-cognitive Skills Development Through Kaizen.
- 9.5.2 Importance of Cyclical and Continuous Process.