The developing countries have to evaluate the existing vocational education programs against the needs of Industry 4.0 and improve them to meet the job specification. There is a need for cooperation and collaboration with the industries in the industrial corridor and hubs.
In this 21st century, disruptive technology has brought many changes in professional education. The process of developing curricula and instructional design has been changed to develop industry-ready graduates. The vocation also has to be modernized to meet the job requiremnts of industry-4.0.
Many countries globalized their economy. Due to this act, many foreign direct investments have come to establish industries. These companies demand multi-skilled employees. This presentation provides strategies in developing the needed human resources.
In this 21st century, disruptive technology has brought many changes in professional education. The process of developing curricula and instructional design has been changed to develop industry-ready graduates. The vocation also has to be modernized to meet the job requiremnts of industry-4.0.
Many countries globalized their economy. Due to this act, many foreign direct investments have come to establish industries. These companies demand multi-skilled employees. This presentation provides strategies in developing the needed human resources.
Integrating human relation skills into the curriculum of industrial technolog...IJITE
Technological devices are playing such a significant role in our lives that educators are incorporating
Ipads, smartphones, and even Skyping via these devices to educate our future generations. Managing the
utilization of this technology has become an important issue for businesses and proposes the question: how
is it possible to maintain good human relations with customers, clients and other businesses with all of the
technological advancements that often prevent face-to-face interaction? This paper addresses the value of
assimilating human relation skills into the curriculum of Industrial Technology related programs.
Additionally, this article provides an overview of Industrial Technology related programs and will also
address how to differentiate between Human Resource Development programs and Human Resource
Management programs.
Digital transformation is transforming all the business and companies and the employees need to be prepared for it. How can companies involve in digital transformation and upskill them to meet future requirement where their job roles and technologies will converge?
SPETA, together with SIMTECH, has developed a simulator for training computer numeric control machinists, which can significantly reduce the hours and machine resources required, compared to traditional training methods. In other words, trainees would be able to practice different and more types of machining requirements within the same allocated training time. With this additional preparation, trainees would have a shorter learning cycle when they start working with the companies.
Industry 4.0 provides an integrated perspective in a digitized setting wherein cyber and physical world views are integrated. It also provides an opportunity to make manufacturing smart, sustainable .and long term basis.
NASSCOM FutureSkills Prime – Bridging Demand-Skill gap in IT sector OnlineLearning8
FutureSkills Prime is a joint initiative undertaken by MeitY & NASSCOM to drive digital upskilling at the national level.
It brings high-quality content handpicked by industry experts in 10 emerging technologies like AI, Big Data Analytics, Cybersecurity & 10 professional skills such as creative problem solving, digital leadership, communication skills, etc. For more information, visit https://futureskillsprime.in/
Digital Literacy : 21st Century Student & Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Infosys - Aerospace Web 2.0 Social Computing | Digital Consumer EcommerceInfosys
Social computing platforms help aerospace social computing to popularize as business networks that cut across organizational, geographic, and functional titles.
This presentation was conducted at the future of smart manufacturing in Sharjah event, as organized by the Science Technology and Innovation Park and the American University of Sharjah, on 15/4/2019
Repositioning prospective graduates for relevance in the emerging IT landscapeTokunbo Taiwo
Presentation made by Mr. Tokunbo Taiwo (Principal Consultant/CEO, Safe Sail Consulting Ltd.) at the Town and Gown Seminar of the Department of Computer & Information Sciences, Covenant University, Ota on October 31 2016.
The presentation discusses the emerging fields of Cloud Computing, Big Data, Internet of Things, Mobile Computing, Devops and Cybersecurity.
It hghlights the skills gaps and how they can be bridged.
Zinnov examines the growing trend of enterprises setting up digital labs to drive the next leg of their digital journey. Geographies with rich product development capabilities and a talent pool with key skills are emerging as hot spots for the establishment of innovative digital labs
Integrating human relation skills into the curriculum of industrial technolog...IJITE
Technological devices are playing such a significant role in our lives that educators are incorporating
Ipads, smartphones, and even Skyping via these devices to educate our future generations. Managing the
utilization of this technology has become an important issue for businesses and proposes the question: how
is it possible to maintain good human relations with customers, clients and other businesses with all of the
technological advancements that often prevent face-to-face interaction? This paper addresses the value of
assimilating human relation skills into the curriculum of Industrial Technology related programs.
Additionally, this article provides an overview of Industrial Technology related programs and will also
address how to differentiate between Human Resource Development programs and Human Resource
Management programs.
Digital transformation is transforming all the business and companies and the employees need to be prepared for it. How can companies involve in digital transformation and upskill them to meet future requirement where their job roles and technologies will converge?
SPETA, together with SIMTECH, has developed a simulator for training computer numeric control machinists, which can significantly reduce the hours and machine resources required, compared to traditional training methods. In other words, trainees would be able to practice different and more types of machining requirements within the same allocated training time. With this additional preparation, trainees would have a shorter learning cycle when they start working with the companies.
Industry 4.0 provides an integrated perspective in a digitized setting wherein cyber and physical world views are integrated. It also provides an opportunity to make manufacturing smart, sustainable .and long term basis.
NASSCOM FutureSkills Prime – Bridging Demand-Skill gap in IT sector OnlineLearning8
FutureSkills Prime is a joint initiative undertaken by MeitY & NASSCOM to drive digital upskilling at the national level.
It brings high-quality content handpicked by industry experts in 10 emerging technologies like AI, Big Data Analytics, Cybersecurity & 10 professional skills such as creative problem solving, digital leadership, communication skills, etc. For more information, visit https://futureskillsprime.in/
Digital Literacy : 21st Century Student & Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Infosys - Aerospace Web 2.0 Social Computing | Digital Consumer EcommerceInfosys
Social computing platforms help aerospace social computing to popularize as business networks that cut across organizational, geographic, and functional titles.
This presentation was conducted at the future of smart manufacturing in Sharjah event, as organized by the Science Technology and Innovation Park and the American University of Sharjah, on 15/4/2019
Repositioning prospective graduates for relevance in the emerging IT landscapeTokunbo Taiwo
Presentation made by Mr. Tokunbo Taiwo (Principal Consultant/CEO, Safe Sail Consulting Ltd.) at the Town and Gown Seminar of the Department of Computer & Information Sciences, Covenant University, Ota on October 31 2016.
The presentation discusses the emerging fields of Cloud Computing, Big Data, Internet of Things, Mobile Computing, Devops and Cybersecurity.
It hghlights the skills gaps and how they can be bridged.
Zinnov examines the growing trend of enterprises setting up digital labs to drive the next leg of their digital journey. Geographies with rich product development capabilities and a talent pool with key skills are emerging as hot spots for the establishment of innovative digital labs
Future of digital fabrication and its impact inShams Khan
Pakistan needs a workforce that is trained in essential and emerging networking skills, as well as non-technical skills like proficiency in English, team work, problem solving, creativity and innovation, and communication. But as of now we lack the right kind of faculty trained in these skills. So we need to find the teachers schooled in teaching these particular skills.
One is not even sure if the Government of the day or those other political parties opposed to the ruling political party are aware of this skills gap. What is urgently needed is to set up state of the art digital training centers in the country on the lines of internationally recognised networking academies. We need digital skills in all career paths therefore we need to plan to make courses available for all students in technical institutions, regardless of their area of specialisation.
At these academies, partners, customers, start-ups, accelerators and venture capitalists need to be brought together to solve business challenges with new technology and in the process create job opportunities to the trained manpower. Tiny start-ups are able to get their products to market faster, and reach a wider audience by leveraging established sales forces. Customers who come to the Innovation center for help need to be exposed to innovative solutions which lead to improved business outcomes. All of this means economic growth, and more jobs in the digital sector.
Cambridge | Jan-16 | Distributed Manufacturing in developing countries - an ...Smart Villages
Mike Gregory
The Business and Financial Models Workshop was held in Cambridge in January 2016. The workshop invited participants from business, academia and NGOs to address the following questions:
o It is generally considered that private enterprises and independent power producers have a key role to play in bringing sustainable energy-enabled businesses to un-served rural communities.
o What are the main opportunities and challenges in establishing viable business and financial models for these organisations, and what innovative approaches are emerging to meet these challenges?
o What support can governments and development agencies usefully provide?
More info: http://e4sv.org/events/smart-villages-in-developing-countries-business-and-financial-models-workshop/
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Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
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Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
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Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
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• Compatible with MAFI CCR system
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• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
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Developing vocational education programs to meet the demands e
1. DEVELOPING VOCATIONAL
EDUCATION PROGRAMS TO
MEET THE CHALLENGES OF
INDUSTRY-4.0.
THANIKACHALAM. V., B.E., M.TECH., PH. D., M.S., FIE., FIGS, FFIUCEE.,
FORMER PROFESSOR AND HOD., CENTER FOR INTERNATIONAL AFFAIRS
2. WHAT IS INDUSTRY 4.0?
• Breakthrough in information technology, mobile
communication and robotics have led to the
growing use of digital technologies in business
around the world.
3. INDUSTRY-4
• Industry 4.0 technologies, spanning mobile computing to cloud
computing, have undergone vast development in the last decade
and are ready to be used commercially available, interconnected
systems within manufacturing- this is industry-4.0.
• It holds the key to accessing real-time results and data that will
catapult the industry into new levels of lean achievements.
4. SMART FACTORY
• The concept of Smart Factory is the seamless connection of individual
production steps, from planning stages to actuators in the field.
• In the near future, machinery and equipment will be able to improve processes
through self optimization;
• Systems will autonomously adapt to the traffic profile and network environment.
• Automobile Mobile Robots (AMR), are an integral part of the Smart Factory, as
their autonomous intelligence connects the factory together, allowing seamless
operations.
5. CHALLENGES TO TECHNICAL AND VOCATIONAL
EDUCATION UNDER INDUSTRY-4.0
• What is the role of government in developing vocational programs
and ensuring the skill development that are needed in the modern
work place under Industry-4.0?
• How will you ensure the graduates with generic, transferable skills
to occupational mobility and lifelong learning, and with
occupationally specific skills that meet employers’ needs?
• What is the role of the employers in collaborating to develop the
curriculum, training the faculty and sharing the cost of vocational
education under Industry-4.0.
6. CRUCIAL SKILLS THAT WILL BE NEEDED TO FACE
THE INDUSTRY-4.0. REVOLUTION
• Virtual Collaboration: The ability to effectively collaborate between
virtual team members via digital technology
• Cognitive Information Management: The ability to effectively
adopt information and maximize cognitive functions.
• Design Mindset: The ability to represent and develop tasks and to
focus on the work process to achieve the desired outcomes.
7. CRUCIAL SKILLS…
• Social Intelligence: The ability to convey concepts to
others deeply and directly and be able to sense and
stimulate reactions.
• Adoptive Thinking: Demonstrating the proficiency of
thinking and coming up with solutions, and the ability
to determine the deeper meaning of what’s being
expressed.
8. FIVE TECH TRENDS FOR 2020
• Computing Capacity
• Data Capture
• Connectivity
9. 1. ARTIFICIAL INTELLIGENCE (AI)
• AI is about machines with human attributes- speaking, reading,
seeing and even recognizing emotion- competing tasks while also
“learning” from repeated interactions.
• Using algorithms that adapt to location, speech or user-history
machines can perform tasks that are dangerous or tedious, more
accurately or much faster than humans.
10. 2. AUGMENTED REALITY (AR)
• Systems that combine real-time 3D vision, sound, haptics
(the sense of touch), location data and even other senses
such as smell enable people to immerse themselves
somewhere else, react to what’s around them and alter
their virtual environment in real time.
11. 3. BLOCKCHAIN
• Secure system for recording and verifying
transactions and storing trusted records of many
kinds.
• Companies are using Blockchain technology to
transform time-consuming, centralized, less
reliable and less secure systems.
13. 4. AUTOMATION
• Robots in manufacturing go back to the 1960s.
• Now it’s the scale of other advances in machine learning and
connectivity, for example, that puts automation firmly at the
forefront of technology trends.
• Automation is a key focus of technological change, with potentially
far-reaching economic and social consequences.
14. 5. INTERNET OF THINGS (IOT)
• The combination of technologies and connection of people,
devices, content and services the “intelligence digital mesh.”
• Foundation for new business models, platforms and possibilities
that will transform how we live and work with implications that go
beyond the technology itself and involve disciplines such as law,
economics, business and politics.
15. DEMAND FOR A BROAD RANGE OF SKILLS IN
TVET PROGRAMS
• MNC Employers are ready to recruit Graduates who are industry
ready.
• Vocational Education Programs are to be redesigned to meet the
needs of Industry-4.0.
• A high-skilled labor force shall attract Foreign Direct Investment in
a developing country, and increase economic growth.
16. STRENGTHEN LINKS BETWEEN TVET
INSTITUTIONS AND INDUSTRY
• TVET Institutions are to be linked with industry
• In deregulated markets employers shall recruit multiskilled
vocational graduates, train them and retain the most productive as
long-term employees.
• Micro and medium-sized enterprises shall recruit well trained
multiskilled vocational graduates.
• There is a need for policy for apprenticeship training of the
vocational graduates in new industries.
17. LEADERSHIP- 4.0
• Management Capabilities needed to support the pace of change
of Industry-4.0
• Competition: Spot and react quickly to new competition on the
horizon
• Hierarchy: Needs to free up the decision making process to
maximize opportunities, while keeping clear communication
flowing throughout the organization
• Technology: Harness the talents of individuals who can fully
explore, utilize and maximize new technological advancements
18. THE FEATURES OF THE PRODUCTION UNDER
INDUSTRY- 4.0.
• Entire production plants will be digitally networked:
- The plant has a virtual emulation which will enable automatic
start-up and reconfiguration
- Rapid balancing of capacity utilization in a production network
- Automatic adaptation of production lines to ordering capacities
through simple, rapid extension or reduction of the manufacturing
facilities
- Simple compensation for defective production units
19. THE FEATURES OF THE PRODUCTION UNDER
INDUSTRY- 4.0. …
• Control of Production is being more Intelligent and
Adaptable
• Automatic Start-up and Reconfiguration of Facilities
• Customer Specific Production
• Humans and Technologies are Cooperating to an
Increasing Extent
20. PREPARATIONS FOR THE SMART FACTORY
• The use of mobile terminal devises, such as tablets and
smart phones in production
• Planning and organization for networking of intelligent
system components and modules
• Integration of facilities into ERP systems
• Vertical networking of production sites through out the
value added chain via the virtual world of the Internet.
21. ROLE OF EMPLOYEES
• Employees play an important role as problem solvers, experienced
experts, and decision makers within the manufacturing networks
that consist of virtual and mechatronic production sequences.
• They will remain irreplaceable in the future as idea generators, and
developers of new products and work processors, enabling their
capacities and skills to continuously evolve into an essential
resource.
22. PROVIDE RIGHT MIX OF SKILLS FOR THE GLOBAL
MARKET
• In the 21st Century, those entering the labor market need
immediate job skills, but they also need the career and cognitive
competencies to handle different jobs and to sustain their learning
capacity.
• Many skills requirements are volatile and driven by rapid
technological advances has increased the demand for higher level
technical skills, including at graduate level.
23. TRAIN THE INSTRUCTORS, FACULTY MEMBERS
AND PART TIME TRAINERS
• Recruit sufficient instructors and trainers for TVET institutions and
ensure that this team is well-acquainted with the needs on
Industry-4.0.
• Provide needed workplace learning and training.
• Ensure flexible pathways of recruitment and encourage them to
join the TEVT Institutions.
• Provide appropriate andragogical training and encourage
supervisors, trainees and interns to learn on the jobs.
24. PROVIDE WORKPLACE LEARNING AND TRAINING
• Plan substantial workplace learning and training
• Encourage the participation of the employers representatives
• Ensure quality assurance
• Develop clear contractual framework with evaluation of skill
development
• Simulate and sustain workplace training
25. ENGAGE STAKEHOLDERS
• Engage employers in TVET Policy and provisions through effective
mechanisms
• Engage all stakeholders to develop and implement qualification
frameworks coupled with quality assurance
• Develop standardized national assessment frameworks to
underpin quality and consistency in training provision
• Collect data on labor market outcomes of TVET
• Analyze and prepare reports and disseminate
26. EVALUATE THE EXISTING TVET PROGRAMS
• Evaluate the existing TVET Programs against the needs of Industry-4.0.
• Design needed new TVET Programs in collaboration with the employers
• Develop Program Educational Objectives based on the needs of the
industry
• Formulate the desirable course outcomes to meet the tasks
• Conduct formative evaluation and improve the curriculum
27. ESTABLISH NEW TVET PROGRAMS IN THE
INDUSTRIAL HUBS AND CORRIDORS
• Adopt Public Private Partnership Model in establishing the TVET
Institutions.
• The Professional Associations participate in all phases of planning,
implementing, training and evaluation.
• Conduct summative evaluation
• Periodically conduct tracer/ longitudinal studies
• Ensure continuous transformation in teaching, learning, skill
development, and internships.
28. CHALLENGES TO TVET INSTITUTES
• Have you developed new TVET Programs in collaboration with the
employers?
• Have you planned industrial work- based learning and skill
development?
• Have you designed the blended learning?
• Have to linked all the TVET Institutions with the industry?
• Are you periodically conduct tracer studies?
• Are you planning new innovative industry specific TVET programs?
29. CASE:1 STRENGTHS OF KOREA’S
TVET SYSTEM
• Strong Employer involvement in TVET policy development and
implementation
• The tertiary TVET sector is well developed
• Around 32% of tertiary students are enrolled in junior colleges and
polytechnic colleges.
30. CASE:2 STRENGTHS OF TVET SYSTEM IN CHINA
• Upper secondary vocational education provides a range of
specialisms, a good percentage of general academic skills
underpinning all the programs, and a commitment to workplace
training and close relationships with employers.
• Teachers in vocational schools are required to spend one month in
industry every year
• Many schools employ a significant number of part-time teachers
from industry.
31. CASE:3 STRENGTHS OF TVET SYSTEM IN
GERMANY
• German system offers qualifications in a broad spectrum of professions and
flexibility adapts to the changing needs of labor market.
• The dual system integrates work-based and school-based learning to prepare
apprentices for a successful transition to fulltime-employment.
• The TVET system as whole well-resourced.
• Federal Institute for TVET and a National Network of Research Centers conduct
research studies and support continuous innovation and improvement in the
TVET System.
32. CASE:4 STRENGTHS OF TVET SYSTEM IN
SWITZERLAND
• The system is strongly employer and market driven
• The partnership between Confederation, Cantons and Professional
Organizations works well.
• School and work-based learning are well integrated.
• System is well- resourced, able to modernize with up to date equipment
• Flexible pathways have been introduced to allow for mobility and avoid the risk
of dead-ends.
• Quality control is ensured and national assessment procedures are in place.
33. POLICY DIRECTIONS
• Objective: Integrate vocational education into all educational
institutions.
• Broad definition of vocational education would include
professional education as well.
• Vocational education should integrate not just hands on skilling
component but also the theoretical knowledge, attitudes and
mindsets, and soft skills that are required for particular
occupations, through broad-based education.
34. FRESH APPROACH TO VOCATIONAL EDUCATION
• Implementation of vocational education should be improved.
• Recruit Teachers, Develop Infrastructure and Industry Specific Curriculum.
• Vocational education must be fully integrated within main stream of education.
• A NATIONAL COMMITTEE FOR THE INTEGRATION OF VOCATIONAL
EDUCATION (NCIVE) WILL BE SET UP.
• Academia have to work closely with standards bodies within industry and with
potential employers, so that graduates have adequate employment
opportunities.
35. DATA GATHERING, MIS AND TECHNOLOGY SUPPORT
FOR THE ROLLOUT OF VOCATIONAL EDUCATION
• NCVET will host a Labor Market Information System (LMIS)
• Track certified candidates, courses, training providers, trainers, assessors
• Gather data for determining the types and nature of courses that will be
required in particular geographies
• MIS for data on successful courses conducted by all the institutions in various
sectors of the economy
• Technology platforms for training of the teachers and end to end delivery of
vocational education
36. NATIONAL SKILLS QUALIFICATIONS FRAMEWORK
(NSQF)
• The generic competencies defined at each of the 10 levels by the
umbrella framework of the NSQF will be translated into specifics
for each of the disciplines/ vocations/ professions in different
sectors.
• Course content and assessment criteria, and appropriate
curricular and assessment frameworks will be standardized by
academic institutions with other stakeholders aligned to these
levels.
37. NATIONAL OCCUPATIONAL STANDARDS AND
INTERNATIONAL COMPATIBILITY OF STANDARDS
• Country standards must be aligned with International Standard
Classification of Occupations (ISCO) which is maintained by the
International Labor Organization (ILO)
• The Qualification Packs-National Occupational Standards (QPs-
NOS) must be aligned with international standards.
• Employers have to specify the most appropriate standards for
each of the job roles within their organization and educators can
train to the same standards.
38. STRENGTHENING NATIONAL AND STATE LEVEL
INFRASTRUCTURE
• National and state level institutions shall need
considerable strengthening, through heavy
investments in human resources and
infrastructure, including technology, so that it is
able to play the major role that it has in
proliferating vocational education.
39. WORK INTEGRATED TRAINING MODELS OF
VOCATIONAL EDUCATION
• Choose an appropriate model for Vocational Education
• Policy has to be created for work-integrated training of
students
• Plan certificate courses, in soft skills such as
communication skills, computer literacy, digital literacy,
basic financial literacy, entrepreneurship and many other
topics, can benefit students greatly in the intern.
40. REFORM VOCATIONAL EDUCATION
• Industry specific curriculum, skills and cognitive talents
• Collaboration with the employers
• Capacity development of vocational institutes
• Quality improvement of the instructional materials, industrial training
• Faculty development through industry
• Internship/ apprenticeship training
• Continuous process improvement
41. EXPECTED GROWTH VOCATIONAL TO THE
NEEDS OF INDUSTRY-4
• Geared to adopt changes
• Growth of industries in the region
• Institutional growth
• Faculty development
• Government policy
• Industrial collaboration with technical and vocational education
institutes