Currently, Industry 4.0 (I4.0) represents a paradigm shift that is redefining manufacturing processes globally through the integration of advanced technologies in all aspects of production.
However, this technological advancement poses significant challenges in the realm of higher education, particularly in properly preparing students to meet the demands of the modern labor market.
The study is part of the European project MAKING 4.0, which aims to assess and report on the deficiencies and needs in key competencies and skills related to the Key Enabling Technologies (KETs) of I4.0.
Through a thorough analysis of surveys directed at relevant actors in the sector, a low level of competencies and qualifications in this industrial sector is revealed, both in educational and industrial contexts.
This research not only highlights deficiencies in current training but also emphasizes the urgent need to adapt educational curricula to close these competency gaps and effectively prepare future professionals for the challenges of Industry 4.0.
At the dawn of the Fourth Industrial Revolution (4IR) – encompassing the rapid evolution of robotics, artificial intelligence, 3D printing and additive manufacturing technology, and the internet-of-things – one-fifth of the global population under the age of 25 resides in rapidly growing Sub-Saharan Africa (SSA). But African governments are struggling to tap into this demographic dividend and are unable to take full advantage of emerging technology. One reason why: the crippling gap between what African students are learning and what African employers are seeking.
Operationally intensive companies have entered a new wave of automation and digitization. That will have a big impact on the skills they need to remain competitive.
The purpose of the paper is to investigate the figure of the highest skilled workers of Industry 4.0, the need of protection and more freedom to operate in the labour market, and the possible solution to this issue.
Within the next ten years, the majority of the world’s population will consist of the middle class, a trend that is largely driven by China and India, which will make up 90% of the entrants to the middle class. This will not only increase pressure to provide better education for more people; it will also place higher expectations on education from more demanding customers.
In terms of global meaning, the Industry 4.0 concept is widely accepted as representing the digitalization of manufacturing. The ‘4.0’ provides a historical context, positioning this new phase as the fourth transformation in production. The first industrial revolution was depicted by mechanization through water and steam power the second saw the concept of mass production through electric power and the third resulted in the rise of the computer and automation. Now we have the fourth breakup in manufacturing – the creation of truly smart factories with cyber-physical systems and communication across the Internet of Things.
Robots have been taking our jobs since the 1960s. So why are politicians and business leaders only now becoming so worried about robots causing mass unemployment?
This paper explores the challenges and opportunities for enhancing gender parity in sectors likely to exhibit high growth in the context of the Fourth Industrial Revolution, and identifies key acceleration strategies by sector.
great deal of anxiety now exists in the U.S. over the future of jobs in an era of automation. Indeed, there are widespread fears that robots and artificial intelligence (AI) will increasingly perform the tasks currently performed by most Americans, rendering human workers increasingly obsolete over time.
To succeed, organizations need aggressive workforce development to address the widening gap between the Haves and the Have Nots. Now is the time for leaders to be responsive and responsible: we cannot slow the rate of technological advance or globalization, but we can invest in employees’ skills to increase the resilience of our people and organizations.
Many captains of technology are openly predicting the demise of humankind from advancements in automation and artificial intelligence (AI). The Luddites -- 19th-century textile workers who believed weaving machinery threatened their jobs -- said much the same thing, sans AI.
The recent wave of innovation and technological change has sparked a lively debate on the future of work. Some believe that technological innovations will destroy jobs on a massive scale, forecasting a jobless future. Others are confident that forces will be mobilized that create new jobs and even a golden age of quality job creation. This optimism is supported by historical experience which demonstrates that initial phases of job destruction were eventually followed by strong job creation. One of the central issues is, then, whether the current wave of technological change will once more generate a sustained process of jobs creation. Another one is how policies can support this process to meet aspirations of societies.
Today, every industry is calling for their workforce to develop new skill sets due to the dynamic of technological change. Every country needs to prepare its Technical and Vocational Education and Training (TVET) sector for providing the required skills in the new industrial revolution (IR4.0). It is vitally important to assess TVET academics’ awareness and perceptions of IR4.0 and to ascertain how prepared they are to strategically and effectively manage work-based learning. Which factors have an influence on the situation? A survey based on 16 structured questionnaires was devised to measure the awareness, perception and preparation of 156 respondents, including TVET managers, teachers and students from different TVET institutions in Myanmar. Gender, major study, nature of employment and type of school were considered as influencing factors. Results were presented quantitatively for discussion and confirmed that gender, major study, nature of job and school influenced the awareness, perception and preparation of TVET academics. Strategic plans and reforms can be effectively introduced for future skills development in work- based learning scenarios which are relevant to major study, job nature and school nature.
Keywords: Technical education and training, Industry 4.0, Technological change, Technological literacy, Skills development
Industry 4.0 has been one of the most topic of interest by researches and practitioners in recent years. Then, researches which bring new insights related to the subjects linked to the Industry 4.0 become relevant to support Industry 4.0’s initiatives as well as for the deployment of new research works. Considering “Organisational Learning” as one of the most crucial subjects in this new context, this article aims to identify dimensions present in the literature regarding the relation between Organisational Learning and Industry 4.0 seeking to clarify how learning can be understood into the context of the fourth industrial revolution.
The next two decades promise a full-scale revolution in our working lives. Before we look into the next 20 years, let’s take a quick look at the present – and something once considered paradoxical.
According to a recent report by The Manufacturing Institute, the number of unfilled manufacturing jobs in the US could reach 2.4 million by 2028. That’s an increase of nearly 2 million in just 10 years. Far from mass unemployment then, this suggests companies must instead contend with a shortfall of workers.
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La industria 4.0 es, en definitiva, el resultado de procesos que automatización en el que todas las consideraciones operacionales, desde la comunicación entre los proveedores y la fuerza de trabajo, hasta la atención al cliente, pasando por los problemas de Ciberseguridad, están integradas en un ciclo que es, en definitiva, el ciclo vital: el de todo lo que nos rodea.
Technology rapidly changes the workplace and the skills demanded, making current workers less employable. One approach is to think about the kind of work that technology cannot replace. Depending on to whom you listen, automation, robotics, and artificial intelligence (AI) will either solve all our problems or end the human race. Sometime in the near future, machine intelligence is predicted to surpass human intelligence, a point in time known as “the singularity.” Whether the rise of the machines is an existential threat to mankind or not, I believe that there is a more mundane issue: robots are currently being used to automate production.
This research aims at a better understanding of the dynamics of job destruction and job creation. The paper develops a framework to explain the nexus new technology, innovation and job, and the forces driving labour-saving as well as job-creating innovations. Technological change is explained as a nonlinear and complex process which comes in waves and different phases, and market, social and political forces are driving the dynamics of job destruction and job creation?
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