a synthesis on a journal on trends and opportunities of tertiary education in safety engineering moving towards safety 4.0

1. Journal Article: TRENDS AND OPPORTUNITIES OF TERTIARY EDUCATION IN SAFETY
ENGINEERING MOVING TOWARDS SAFETY 4.0
Jamie Marcos, MME
Abstract
The so called “fourth industrial revolution” or Industry 4.0 has an increase in the
worldwide demand for consumer goods and the need for a sustainable type of manufacturing in
recent years. The designed to make industrial production more efficient, more flexible and of
higher quality, is characterized by greater automation and computerization in this 4.0
technological revolution. Also, the new industry 4.0 developments have created requirement of
new cross-functional roles on the emerging knowledge and skills combining information
technology (IT) and production. Therefore, it is important to understand the characteristics of
knowledge and skills required for the future of jobs and engineering profiles to determine the
emerging patterns in the delivery of new education requirements of Industry 4.0 in relation
toward the health and safety of people on this trend that surely inevitably affect the way work is
organized and carried out.
In the research article, it provides a comprehensive overview of the opportunities and
problematical aspects of Tertiary Education towards Industry 4.0 in relation to the health and
safety.

2. Introduction
The impact of the health and safety of the people at workplace involved in this new
industrial trend will inevitably lead to an innovative work organization, and to a different way of
performing job tasks. In fact, on the one hand, automation technologies will probably make work
more flexible, safer, healthier, and also socially more inclusive through the employment of
machine tools, robots and sensors that will support employees in joint tasks, but on the other
hand, the number of workers employed in highly automated manufacturing jobs may be reduced
and they may be largely employed in knowledge works, and involved in decision-making and
engineering activities, entailing diverse health and safety risks (1, 2, 3).
The creation of a more sustainable industrial value should therefore take into account not
only economic, social and environmental sustainability, but also occupational health aspects
concerning the workforce on the path of Industry 4.0. Therefore, the objective of this journal
article is to provide an overview of opportunities and problematic issues related to the Tertiary
Education in relation to the health and safety towards Industry 4.0.
This work aims to address how the future of higher education should be towards Industry
4.0 developments for engineering faculties. It also aims to present what the technological trends
in education as well as how the universities are required to integrate the new, innovative and
multidisciplinary approaches in teaching and, how to stimulate entrepreneurial and digital skills
in higher education, and boost curricula adjustments (5).

3. Conclusions
The demand of technology and training revolution must advance to traditional culture
towards safety in industry 4.0. And to implement appropriate safety training, leaders will need
to understand new technologies sufficiently. The need of professional help with new safety
systems and the need to employ safety-dedicated personnel now is a must. Also, for safety of all
people in workplace, the need to learn safety procedures must be quickly adapted.
Now, higher education institutions lead the generation of new teaching and learning
possibilities to cope up in increasingly digitalization that offers great opportunities for Industry
4.0. This has enabled to move forward rapidly as a global society in many respects, but has also
led us to complex, diverse and interdisciplinary challenges that affect all areas of knowledge. In
order to meet major challenges.
Synthesis
The approach on Tertiary Educational Systems that may take towards Industry4.0 should
be educating followers or change makers. Adapting performance and learning to cope with the
technological development. To cope up with the technological development followers must have
the right skill set for reacting to the changes in their working environment, adapting their
performance. However, this sets out to identify skills that are essential for creating the change.
In addition, we need people who can make informed decisions related to, for example, usability,
sustainability, safety, and ethics in that world. Working with cyber-physical systems highlights

4. the importance of human interaction. A professional who are highly knowledgeable of the
technological world.
Furthermore, Higher education institutions need to work closely with industry,
governmental agencies and student/alumni organizations to stay updated on the emerging
competence needs. On the other hand, there is only so much one teacher or student can do.
Instead of assuming one curriculum or future professional to embody all the skills necessary for
Industry 4.0, we need to acknowledge the added value of other players in the field and build
momentum for collaboration.
References:
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4. The occupational health and safety dimension of Industry 4.0Published online 2018 Oct
29. doi: 10.23749/mdl.v110i5.7282
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