Abstract No:
1525
Abstract Type:
Professional Poster
Authors:
W Lee1
Institutions:
1National Taiwan University, Taipei City, Taiwan
Presenter:
Wan-Chen Lee
National Taiwan University
Description:
Taiwan's rapidly aging population and shrinking labor force have led to a surge in industrial migrant workers-now numbering over 500,000 from Indonesia, Vietnam, Thailand, and the Philippines. These workers are often concentrated in "3D" jobs (Dangerous, Dirty, Demanding) and face higher occupational injury rates than local employees. Yet, most occupational safety and health (OSH) training is still delivered in Chinese, relying on ad-hoc translation or intermediaries, which undermines both learning and safety outcomes.
This session presents findings from two groundbreaking initiatives aimed at bridging that gap: a Class A OSH Supervisor Training Program for migrant workers, and native-language hazard prevention and emergency response courses offered in Indonesian, Vietnamese, Thai, and Filipino. We will share lessons from both successes and setbacks-ranging from recruitment challenges, scheduling conflicts, and certification barriers, to high participant satisfaction with interactive, hands-on training formats.
Attendees will gain insight into the practical realities of developing multilingual OSH training, strategies for empowering workers as safety leaders, and the broader implications for protecting vulnerable populations in industries.
Situation / Problem:
Taiwan employs over 500,000 migrant workers from Indonesia, Vietnam, Thailand, and the Philippines, many in "3D" industries (Dangerous, Dirty, Demanding) with higher injury rates than local workers. Yet most occupational safety and health (OSH) training is delivered only in Mandarin, often relying on ad-hoc translation and lacking interactive design. This limits comprehension, weakens training effectiveness, and leaves workers at risk.
This study examined whether native-language training models could improve OSH outcomes by testing two approaches: (1) a Class A OSH Supervisor Training Program to cultivate migrant safety leaders, and (2) hazard prevention and emergency response courses delivered in four native languages. We asked: Can multilingual, hands-on training enhance migrant workers' knowledge, skills, and safety leadership, and what barriers affect feasibility?
Methods:
We developed and delivered native-language OSH workshops for migrant workers in Taiwan, offered in Indonesian, Vietnamese, Thai, and Filipino. Each session combined lectures with hands-on group practice, including demonstrations, role play, and peer teaching. Training effectiveness was evaluated using pre- and post-tests, performance assessments during practical exercises, and participant satisfaction surveys. Native language speakers holding Class A OSH Supervisor certificates were recruited as workshop instructors, supported by bilingual teaching assistants who provided translation and administered surveys. This design allowed direct measurement of learning gains and ensured culturally and linguistically appropriate instruction, though scheduling conflicts and irregular work shifts limited overall participation.
Results / Conclusions:
Across eight native-language workshops held from June to August 2025, each with about 30 participants, nearly all workers reported high satisfaction with both the content and the interactive, hands-on practice. Pre- and post-tests showed clear knowledge gains, and participants demonstrated improved skills in emergency response and hazard prevention during practical exercises. While the program planned for ten sessions, two were postponed due to conflicts with employers' scheduling, underscoring the challenge of aligning training with shift work. In parallel, migrant workers trained and certified as Class A OSH Supervisors were successfully recruited as instructors, though overall recruitment for the supervisor program remained limited. Together, the results suggest that multilingual workshops are both feasible and effective in strengthening safety knowledge and skills among migrant workers, while supervisor certification offers longer-term potential for worker-led training but faces higher barriers to participation.
Core Competencies:
IH/OH Program Management
Secondary Core Competencies:
Safety
Work Environments, Occupations, and Industrial Processes
Choose at least one (1), and up to five, (5) keywords from the following list. These selections will optimize your presentation's search results for attendees.
Education and training
Regulatory Compliance
Based on the selected primary competency area of your proposal, select one group below that would be best suited to serve as a subject matter expert for peer review:
(Select one)
Leadership & Management Committee
Based on the information that will be presented during your proposed session, please indicate the targeted audience practice level: (select one)
Practitioner: Practitioner is a job title given to persons in various occupational fields who are trained to assist professionals but are not themselves licensed or certified at a professional level by a certification body recognized by the National Accreditation Recognition (NAR) Committee of IOHA. The IH/OH practitioner performs tasks requiring significant knowledge and skill in the IH/OH field, such as conducting worker exposure monitoring and, in some cases, may even function independently of a professional IH/OH but may not be involved in the breadth of IH/OH practice nor have the level of responsibility of a professional IH/OH certified by examination.
The IH/OH practitioner requires a certain level of education that can be obtained from an accredited university or equivalent. Additional training in specific skill sets that provide additional career paths to the IH/OH practitioner can also be obtained. IH/OH practitioners may also serve as team leaders or project managers.
Was this session organized by an AIHA Technical Committee, Special Interest Group, Working Group, Advisory Group or other AIHA project Team?
No
Are worker exposure data and/or results of worker exposure data analysis presented?
No
How will this help advance the science of IH/OH?
This work advances IH/OH science by piloting native-language OSH training and testing the recruitment of bilingual Class A OSH supervisors. It provides evidence on how language and culture influence safety training effectiveness, knowledge retention, and hazard awareness. The findings highlight practical strategies to reduce risks among migrant workers and inform globally relevant, inclusive occupational health interventions.
What level would you consider your presentation content geared towards?
Introductory: Introduces an elementary or basic subject area. Participant expected to have zero (0) to two (2) years of experience in industrial hygiene or OEHS, or a technical career path. Prerequisite: general knowledge.
Have you presented this information before?
No
I have read and agree to these guidelines.
Yes