中所得国における技能形成・
産業人材育成の現状と課題：
マレーシアの事例から
森 純一
Chief Technical Advisor, Skills for Prosperity Programme in Malaysia (SfP Malaysia), ILO
第7回「これからの途上国の産業開発を考える」勉強会
2022年1月31日（月）16:30 - 18:00
Date: Monday / 31 / January / 2022
注）本資料には発表者の経験に基づく個人的な見解が多く含まれており、必ずしもILOの組織としての見解を代表するものではない。

2

本日の議題
 技能形成に関する一般的な課題
 高中所得国としてのマレーシアの工業化と技能形成

 開発協力の事例：Skills for Prosperity Programme in Malaysia の概要
 高中所得国と低中所得国の相違と開発協力の相違
 ベトナムとマレーシアでの経験から

Advancing social justice, promoting decent work

技能形成に関する一般的な課題と議論の潮流Common Challenges for Skills Development/Technicaland Vocational Education and Training (TVET)
Insufficient quality of TVET programmes

Skill
Supply-side
Problems

Weak industry engagement in TVET
Lack of skills need information (in particular
future skills needs)
Lack of funding/cost efficiency

Focus on many
precedingstudies

Unpopularity of TVET
Gender Equality and Social Inclusion

Skill
Demandside
Problems

5

スキル・ミスマッチに関する2つの主な理論的アプローチ


スキル・ミスマッチは供給側の問題に起因とするとみなす「供給側のアプローチ」


人的資本論、市場の失敗理論、スキル偏向型技術進歩 (Skill-biased Technological Change Theory, SBTC)

スキルのある人材を供給すれば、産業界はそれを吸収する。スキル供給を増やせばおのずと需要はついてくる。



国家の技能向上に関する問題は供給側だけにあるのではなく、需要側の要因によっても引き起
こされるとする、「需要側のアプローチ」


供給だけ増やしても、過剰スキル・資格を生む危険性が高い：現実として、企業は常に高付加価値を求めるわけではなく、高スキル労働者を求めるわけではない。



経済的競争力だけではなく社会目的や社会正義に関する視点から技能形成の問題を分析する一群の政治経
済・社会学的な研究から発生している。

Refer to Lloyd and Payne (2002); Desjardins and Rubenson (2011); and Froy (2013); Brown et al (2021)

6

開発途上国の政策担当者の間では「供給側のアプローチ」の認知度が高い

既存の研究の政策提言 (e.g. World Bank 2013) : 雇用者主導型訓練システムの促進

先進国のモデルの輸入（例・カリキュラム、コンピタンシーに基づく訓練(CBT)など)

雇用者のスキルニーズに基づいた教育訓練、特に職業技術教育・訓練(TVET)の改善
 労働市場情報システムの改善

開発途上国政府はこれらの提言に従う傾向がある。



企業、特に外資系企業によるスキル偏向型技術進歩への貢献に関する強い期待。



一方で、需要側への効果的な政策は少ない

 多くの産業政策が策定されたものの、その効果は疑問視されている。
 技能形成政策と産業政策を同期する試みは見られない。

高中所得国としてのマレーシアの工業化と技能形成

Manufacturing Value Added (% of GDP)

Advancing social justice, promoting decent work

Source: World Development Indicator

89GDP、FDIの推移

Source: World Development Indicator

Advancing social justice, promoting decent work

職種別雇用人口（2009 – 2019）

Advancing social justice, promoting decent work

Note: Occupational category is categorized according to the Malaysia Standard Classification of Occupations (MASCO), where
Level 1 (Manager) down to Level 9 (Elementary occupations).
Source: Department of Statistics, Malaysia (DOSM)

10

教育訓練資格別雇用人口（2009 – 2019）

Advancing social justice, promoting decent work
Source: Department of Statistics, Malaysia (DOSM)

11

12

マレーシアの職業教育・訓練（TVET）政策、プログラムの現状と課題
 整備されたTVET政策、プログラム


国家レベルの戦略政策： 12th Malaysia Plan - TVETの重要性に関する高い認識

国家職業技能標準（NOSS）/Ministry of Human Resources (MOHR), Malaysian Qualification Agency(MQA(/Ministry of Higher Education (MOHE)


産学連携体制（Industry Lead Bodies/MOHR, Industry Advisory Council/MOHE, Sectoral Training
Committees/HRD Corp)

徒弟(Apprenticeship)・インターシップ制度

財政資源（Levy/Human Resource Development Fund、社会保険/SOCSO).

Advancing social justice, promoting decent work

13

マレーシアの職業教育・訓練（TVET）政策、プログラムの現状と課題
 課題： 高度人材も増加したと推測するが、以前と変わらない基本的な課題も多い

Equity： 男女平等・社会包摂、地域格差

Quality： NOSS、カリキュラムの質、更新の速度、実践的スキル、認知能力（問題解決能力、論理的思考力、気づきの力）、STEM (Science, Technology, Engineering, Mathematics) スキル、省庁間連携


Relevance: 政府主導の産学連携ー産業界は「参加者」、SMEの参加、セクター別の差、政策と産業界の本当の声との乖離

Cost Effectiveness: 効率、効果のモニタリング。



その他： 外国人労働力への依存、TVETの不人気と卒業生の社会的・経済的地位。

Advancing social justice, promoting decent workLabour force and composition by gender in Malaysia
あまり変化のない女性の労働市場参加。

Advancing social justice, promoting decent work

Source: Department of Statistics, Malaysia (DOSM)

14

15

教育訓練コース、職業選択とキャリア形成に関する課題
 While the equality in access to TVET/skills training has been improved due to government
efforts, there is still gender bias in the selection of courses and trades, particularly at
subnational levels.


In Kedah and Sabah, for example, the percentage of female graduates in manufacturing, constructionand engineering training programmes are low. In Kedah, female graduates account for only 14 per cent ofgraduates in the aforementioned programmes, while they account for only 3.6 per cent in Sabah.

 Skills utilization, upskilling and career progression opportunities are limited for women,
youth and those in other vulnerable groups (e.g. persons with disabilities)

In 2020 the labour force participation rate for women was 55.6 per cent as compared to 80.8 per cent formen. The rate of women peaks at age 25- 29, it declines gradually for all subsequent age groups.



Furthermore, a majority of persons with disabilities (PWDs) are working at the level of middle or low
skilled occupations

Advancing social justice, promoting decent work

Skills for Prosperity Programme
Malaysia (SfP Malaysia)
Programme Overview
URL: https://www.ilo.org/asia/projects/WCMS_750897/lang--en/index.htm
DRAFT

17

Programme Objectives:
The programme aims to contribute to

Increasing national capacity for inclusive
economic growth through more futureready TVET/skills training systems andthe promotion of equality and diversity.

Skills Supply(TVET/Skills)

To improve employment outcomes, resilience and adaptability of
beneficiaries.

Sector

The objective: “a Prosperous, Inclusive, Sustainable Malaysia”.
Policy Enabler 1: Developing Future Talent, Game Changer X - Improving
TVET Ecosystem to Produce Future-Ready Talent.

Advancing social justice, promoting decent work | Work together. Learn together. Grow together.

Construction

Food processing

By addressing both skills demandand supply through sectoral
approaches to skills development

The Programme is in line with the Twelfth Malaysia Plan 2021-2025:••

SkillsDemandPolicy-level
activities

Pilot
activities

18

Key Theme: Transition to Industry-Led Skills Formation and TVET
Low or Lower Middle Income
Economies

No Leaders

Malaysia

Government-led

Industry-led
with Social
Partnerships

Government: From Active Leaders to Facilitator
Employers: From Input Providers to Leaders
Other Partners (e.g. Workers’ Organization): From Passive Followers to Active Contributors

DRAFT: NOT FOR CIRCULATION
Advancing social justice, promoting decent work | Work together. Learn together. Grow together.

Programme Background
Duration: 3.5 years (November 2019 – March 2023)

December 201919
National & Subnational
Consultation

Key Partners
Ministry of Human Resources; Ministry of Higher Education
Malaysian Employers Federation, Federation of Malaysian Manufacturers
Malaysian Trade Union Congress
Sabah and Kedah State Governments, Industry, and TVET/skills training
providers.

January-September 2020

Programme Validation

BeneficiariesYouths (Ages 16-25)
Women
Other beneficiaries: Members of the B40; Persons with Disabilities;
Individuals Not In Employment Education or Training (NEET); SMEs; Selfemployed individuals; individuals employed in the Gig Economy

Industry Sectors: Manufacturing (food processing), Construction.

Funded by and partnership with: The United Kingdom Government as part ofits Official Development Assistance.

Current
Programme ImplementationphaseToward the development of sustainable and inclusive skills and TVET systems

20

Gender Equality and Social Inclusion (GESI) strategies and mainstreaming

Labour market
Predictive Analytics
for future skills
demands
Integrated system
for skills training /TVET data &information
management

Skillsdemandinformation
SkillssupplyInformation

Industry
upgrading map

TVET/Skills

Sector skills
strategies

Industry-led
skillscoordination
mechanisms(e.g. SSCs)
Advancing social justice, promoting decent work

StimulatingskillsdemandSkillsutilization

STEMrelated
soft skills

Skills for IR
4.0 & future
economyNOSS &
curriculum
upgrading

Increasing supply of skilledworkers to meet current andfuture skills demand

GESI audit &capacity building

Promoting upskilling aspirations

Sharedframework forinstitutional
accreditation &performance
Pilot training
programmes for
women &
vulnerable
groupsGESI career progression maps
Recognition of Prior Learning
Enhanced lifelong learning
Skill-based wage system
Enhanced work-based learning

inclusive skills and economic development

Integrated Skills
Strategies

21

SfP Malaysia’s Strategic Approaches
Evidence-based Policy Making
Mainstreaming of Gender Equality and Social Inclusion

Promoting Industry-led TVET/Skills Training
Building Technical Know-How

Localized Models based on International Examples

“Translative Adaptation” Processes
Othercountries’
models /insight

22‘Agents’/ ‘Policy Brokers’ (Bi and Multilateral Aid
Organizations) (Maegawa 2004, Stone 2001)

AdaptedmodelsLearning Stage• Reception stage (SteinerKhamisi 2014)• Obtaining and learning many
countries’ policies andpractices for knowledge cocreation (Ohno 2016, 13).
• Leaning both merits anddemerits of each options(Chakroun 2010).
• The “best practices” may beat the “burnout” stage whenlater comers adopt them(Steiner-Khamisi 2006).
• Proactive national and local
governments (Mori 2019).

Adaptation/Interna
lization Stage• Strategic decision-making:Selection of policies learned
from long-run viewpoints(Ohno 2014).
• Recontextualization,alignment, and synthesis:
Adjusting selected policies inaccordance with economic,
social, cultural, andinstitutional contexts of eachcountries (Stone 2001;
Steiner-Khamisi 2014).
• Improvement and finalization
based on the results of pilot
activities.

Scaling-up Stage• Extension of policy
application inside countries.
• Dissemination of translated
models to other countries asa policy option.

Source: Drafted in reference to Kikuchi (2013)and discussion with Prof. K. Ohno, GRIPS.

活動事例
1. Sector Skills Strategies

2. Enhancement of Institutional Mechanism for
Industry Engagement in TVET.
3. Pilot training in Sabah
4. Integration of STEM in TVET

Toward the development of sustainable and inclusive skills and TVET systems

24

Gender Equality and Social Inclusion (GESI) strategies and mainstreaming

Labour market
Predictive Analytics
for future skills
demands
Integrated system
for skills training /TVET data &information
management

Skillsdemandinformation
SkillssupplyInformation

Industry
upgrading map

TVET/Skills

Sector skills
strategies

Industry-led
skillscoordination
mechanisms(e.g. SSCs)
Advancing social justice, promoting decent work

StimulatingskillsdemandSkillsutilization

STEMrelated
soft skills

Skills for IR
4.0 & future
economyNOSS &
curriculum
upgrading

Increasing supply of skilledworkers to meet current andfuture skills demand

GESI audit &capacity building

Promoting upskilling aspirations

Sharedframework forinstitutional
accreditation &performance
Pilot training
programmes for
women &
vulnerable
groupsGESI career progression maps
Recognition of Prior Learning
Enhanced lifelong learning
Skill-based wage system
Enhanced work-based learning

inclusive skills and economic development

Integrated Skills
Strategies

25

1. Sector Skills Strategy: 未来志向のスキル需給政策の擦り合わせ
 スキル供給の効果的な改善と活用促進のためには、技能形成政策と産業政策はその内容が調整され連動している、つまり「擦り合わされている」ことが理想的である。
 近年の需要側アプローチの研究は、すべての産業を一律にターゲットするのではなく、セクター別の特徴を考慮し対応することで技能形成政策と産業政策を調整、同期できると提言する(Ashton and Sung 2015)。
 この産業政策と連動した「統合的な技能形成政策」は、産業構造の変化に応じてダイナミックに変容し、技能向上への高い可能性を秘めるセクターに集中することが求められる。


供給側アプローチも、セクター別の技能形成に注目してはいるものの、スキル需要面については企業任せ
で政府の干渉は想定していない 。つまり、選択的産業振興策(大野2013, 46-47)とは連動していない。

26

1．Enhancement of Sector Skills Strategies
 For further growth of the construction and food-processing industries, it is necessary to develop

or update the sector-specific and integrated shared vision for:

Future growth drivers (products, processes, technologies), market drivers – Demand-sideCurrent and future skills needs in the sector – Demand and Supply-sideRoles of TVET/skills training – Supply-side Stronger industry leadership is required in skills strategy formulation, in order to:Clarify their skills needs for sectoral growth.

Make more TVET/skills training programmes relevant to current and future industry skills needs based on prioritizedoccupations and skills.

Help workers achieve continuous upskilling and career development.

Sector Skills Strategies will support industry as a whole in securing skilledworkers who meet current and future skills needs.
Advancing social justice, promoting decent work | Work together. Learn together. Grow together.

DRAFT: NOT FOR CIRCULATION

27

Sectoral Analysis to Sector Skills Strategies

Core groupmembers.
Employers’ Organisation:
MEF, MBAM, FMM

Visioning
Exercise /Technology
Foresight

Government: MOHR,
MOHE, MIDA, CIDB

SectoralAnalysis

Industry
Upgrading
Maps

SectorSkillsStrategies

 Workshops for the Skills for Trade andEconomic Diversification (STED)/Skills
Technology Foresight To provide in-depth analysis on industrial

development and current and future skill
demand in the selected sectors at nationaland sub-national levels.
Advancing social justice, promoting decent work

What is Distinctive about STED?
Need for collaboration is especiallystrong
 Exposure to change Potential for inclusivenessTrade,
Industrial
Strategy

Skills(Anticipation,
Implementation)

Sector – effective level for Analysing & anticipating skills needs
 Taking actions on theseCompanies they have

STED

SectoralApproach Similar skills needs
 Similar occupations
 Similar E&T providers
To great extent

It combines a sectoral approachto skills with trade & industrial
perspective , and social dialogue

Stakeholder /Tripartite
Approach Similar technologies
 Similar forms of work organization

Refer to: https://www.ilo.org/skills/projects/sted/lang--en/index.htm

Sector Skills Strategies will support industry as a whole in securing
skilled workers who meet current and future skills needs

29

Example: Enhancement of food safety and compliance to relevant standards
Current and Future
Business Challenges

Skilled Workers Needed(Critical Occupations)

Skills Requirements(Current and Future)

Compliance for foodsafety standards

Quality Control Supervisors

Knowledge and skills to comply
with HACCP, GMP, ISO, etc.

Food laboratory Technician

Skills on quality testing

Improvement of quality
testing and analyticalmethods

Focused skills
development for thesectorAddressing
capability gaps for
sectoral growth
Supply of skilledworkerAdvancing social justice, promoting decent work

Piloting training
programmes

Knowledge and skills for
quality control, including
basic statistics, processcontrol and data analytics.

30

擦り合わせの課題： 産業界の直近のニーズと労働者の長期的なニーズのバランス
将来的には産業ニーズと部分的に合致

企業の社会訓練の主な焦点
雇用者のスキルニーズ③ 眼前の作業に必要な特定の技術と知識労働者のスキルニーズ② 認知・非認知能力と転用可能な技術的スキル

動的な変化
Source: Mori (2019)

技能形成政
策のター
ゲット

① 長期のキャリア形成のための戦略的スキル

2. Development/Enhancement of Institutional Mechanism for Industry
Engagement in TVET / Skills Training: For Enhancing the Functions ofSector Skills Bodies
Core group members.
Employers’ Organisation: MEF, MBAM, FMM
Government: MOHR, MOHE, HRD Corp., CIDB,
MOH/Food Safety & Quality Division

Review ofprevious andexisting
institutions

Development ofsteering
committees

Capacity building
for steeringcommittees andsecretariat• Other countries’
experiences, etc.

Decision-making tools (e.g. functions and structuralrequirements) to identify workable mechanisms

in Malaysia

Pilot industry-led training programmes
Advancing social justice, promoting decent work

Enhancedmechanisms
start operating(Construction and food processing industries)

31

Transition to Industry-led Institutional Mechanisms: Dynamic Process
Current

FutureConstruction

Function

Increasing skills
supplyIncreasing skills
supplyConditions
Food-processing

Increasing skills
supplyStimulating skills
demand• Capacity• Discretion /Authority• Legal duties orvoluntary based.

• Government
SupportStimulating skills
demandAdvancing social justice, promoting decent work

32

Stimulating skills
demandAlso refer to: ILO’s Resource Guide for Sector Skills Bodies
https://www.ilo.org/skills/areas/skills-policies-andsystems/WCMS_818528/lang--en/index.htm• Demarcation with
relevant
government
agenise• Maintenance/Sust
ainability

33

3. Pilot Training Course for “Inclusiveness” in Partnership with Sabah Skills & Technology
Centre (SSTC): Entrepreneurial Skillset for Food Processing Industry
Objective: Improve skills utilisation, employment, and career progression opportunities of women and youth
as target beneficiaries through the development of localized training delivery models for inclusion and futurereadiness that are scalable, replicable and sustainable.
Key Fact

Description

Training Period:

In Progress (1st training course completed): To be completed by Q1/ 2022.

Location

Ranau, Sabah

Module Structure oftraining courses

•
•
•
•

Entrepreneurship Management (business model canvas, business plan etc.)
Digital Marketing Management (social media marketing, Search engine optimization)
Sustainable Skillset Management (branding, packaging and labelling, basic logistics)
Food Processing & Preservation (quality control, hands-on training, food handling, etc.)

Key Characteristics
in terms of
Inclusiveness

•
•
•
•

Flexible training module: content customized according to beneficiary needs.
Post-training coaching and mentoring support
Linkages with funding opportunities and other forms of future support (e.g. SME Corp)
On-site training with hands-on training (e.g. improvement of products, such as Tuhau sambal andkimchi)Advancing social justice, promoting decent work

1st Pilot Training Course for “Inclusiveness”: Entrepreneurial Skillset for
Food Processing Industry

34

4. Integration of Science, Technology, Mathematics, and Engineering (STEM)
35
in TVET/Skills Training
STEM skills will contribute to inclusive growth and business development through productivity andquality improvement, innovation, and gender equality and social inclusion
STEM-related Generic Skills
•
•
•
•
•

Problem-solving
Analytical and critical thinking
Teamwork/Leadership
Creativity
Learning ability•••

Scientific theory (e.g. applied engineering,materials sciences, basic physics, etc.)
Statistics, data collection and analysis
Design thinking and skills

Productivity and Quality Improvement

Innovation

Quality Control / Quality Control Circle (QCC)

Installation and maintenance of automationequipment

Kaizen5S
Industrial Engineering

Total Productivity Maintenance (TPM)
Occupational Safety and Health / Risk Assessment

Development, validation, and utilisation software
New product / service development
Internet of Things (IOT)
Big data analysis

Job and career
progression
opportunities for
women and otherpeople invulnerable
groupsSTEM skills will help TVET/skills graduates break the ‘glass ceiling’ of theacademic-vocational divide and obtain career progression opportunities
Production Engineers
University/College

Product Designers / Engineers

Managers

University/College

STEM-related Generic Skills

Impediments

Glass Ceiling

36

•
•
•
•
•

Problem-solving
Analytical and criticalthinking
Teamwork/Leadership
Creativity
Learning ability

Technicians

Plant/Machine Operators

Supervisors / Line Leaders

Production Line Operators / Assemblers
Source: Drafted by author, in reference to Mori (2013a, 2014), Vind (2008), World Bank (2013)•••

Scientific theory (e.g. applied
engineering, materials sciences,
basic physics, etc.)
Statistics, Data collection andanalysis
Design thinking and skills

Secondary
Education

37

Developing Replicable, Scalable, and Sustainable Local Models of theintegration of STEM-related generic skills into TVET and skills training

International
skillsframeworks,e.g., ILO
Core Skills,
MIT J-WEL’s
Human Skills
MatrixSTEM Curriculum
Guideline

Initial STEM
Taxonomy

Sustainable
Policy Proposal

Pilot by
Universiti
MalayaIntegration of
STEM skills
throughenhanced
TVET/skills
programmes

Replicated

Other
TVET/skills
Training
Institutions inconstruction
and foodprocessing

Integration to ToT
programmes
Policies toenhance STEM
in TVET

Scalable

TVET/skills
training
programmes
in othersectors/states

Future-ready TVET/skills Trainees

International
Comparative
Analysis

Malaysian
STEM Taxonomy

ILO Global Framework for Core Skills

Photo from STEM Centre/ University Malaya
Advancing social justice, promoting decent work
Source: ILO (2021), https://www.ilo.org/skills/pubs/WCMS_813222/lang--en/index.htm

38高中所得国と低中所得国の相違・類似点と開発協力：
ベトナムとマレーシアの経験
からの考察

40

政策と実施能力 マレーシア： 高い戦略・国家レベル政策作成能力、ある程度の省庁間調整。実施とモニタリング・評価が課題。
 ベトナム： まだ多くの政策は未整備。ただアクターレベルでの実施能力（特に潜在力）は高い。

Advancing social justice, promoting decent work41

産学連携と産業界、業界・雇用者団体の能力• 産学連携はどこの国でも課題があるが、ステージが異なる。

• マレーシアは政府主導から産業界主導へ、ベトナムはまだ政府主導体制の確立か。
• マレーシア• 雇用者団体、業界団体はある程度TVET政策にも関与し、業界の声をまとめる力もある。ただ、業界別に差があり（例： 建設、食品加工）、技能形成を主導するには能力強化が必要。
• ベトナム• 産業界の関与自体がまだまだ限られている。業界団体の能力は業界により異なるが、一般的には技能形成に主体的にかかわる能力開発が必要と思われる。

Advancing social justice, promoting decent work42

労働者団体の関り• マレーシア、ベトナムとの役割は限られており、今後の課題。

• Malaysia Trades Union CongressはSfP Malaysiaの活動には参加しているが、より主体的な活動は現在議論中。

Advancing social justice, promoting decent work

TVETのポジションと役割、課題

43

 マレーシア 供給面： コアスキルと特定スキルをバランスよく持つ中間スキル労働者（ローカルタレント）を供給できるか、生涯学習に貢献できるか。財源をより効果的、効率的に活用できるか。
 需要面： 中間・高スキル労働者の需要を持つ産業を振興できるか。
 ベトナム 供給面： 普通・高等教育と差別化できるか。財源を確保できるか。
 需要面： 中間・高スキル労働者の需要を持つ産業を振興できるか（裾野産業など）。

普通教育の

普及と質

マレーシア

ベトナム

産業発展と

産業発展と

スキル需要

スキル需要

TVET
プログラム

社会的評価
Advancing social justice, promoting decent work

高等教育の
拡大

普通教育の

普及と質

TVET
プログラム

高等教育の
拡大

社会的評価
Source: 森・大野 (２０２１)を基に筆者作成

まとめ：中所得国の技能形成と開発協力
 TVETに関する課題の「項目」自体は低・高中所得国間で大きな相違はない。


ただ、課題の状況、ステージは異なる。

 発展に従い、政策の「ラインナップ」は充実する。


いかに実施し、その成果を評価しつつより実効性の高い実施策を策定できるか。

 需要側の課題は重要

産業界の参加とリーダーシップを高めることは重要だが、発展ステージにより政策の重点は異なる。

 開発協力はどのように中所得国に寄り添いかつ知識共創を目指すのか

プロセス・アウトプットもしくは中間成果の積み重ねとGrand Visionの両立。



実施の補佐。能力を過小評価も過大評価もせずに。柔軟かつ迅速な対応。



国際的な事例の効果的かつフェアな活用（成果と課題、考えるスペースの確保）。

Advancing social justice, promoting decent work

45

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お知らせ： ILO駐日事務所の活動について
ILO Newsletter「ビジネスと人権」：企業の人権デュー・ディリジェンス実施について―日本の状況
https://www.ilo.org/tokyo/information/terminology/WCMS_834804/lang--ja/index.htm

児童労働： 荻野目洋子さんが児童労働に関する楽曲提供を中心にＩＬＯのディーセント・ワーク広報活動に協力
https://www.ilo.org/tokyo/information/pr/WCMS_831475/lang--ja/index.htm

Advancing social justice, promoting decent work

Thank you for listening!
For further information, please refer to SfP Malyaia Website:
https://www.ilo.org/asia/projects/WCMS_761262/lang--en/index.htm