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Industry 4.0, smart factories and the Internet of Things are some of the catchphrases used when describing industrial production of the future. But what does this vision of the future conceal? How will increasing digitalisation, automation and networking change the world of work in Germany? This edition of the BWP takes up this issue and then considers the consequences these developments will have for the competence profile of skilled workers in businesses.
2014 saw a further decline in the demand and supply of training positions. However, with demand declining more strongly than supply, the situation slightly improved in the training position market compared to previous years for those seeking positions. In total, approximately 522,000 young men and women succeeded in entering training. This article shows the route they took to find their training position and the extent to which differences were evident compared to 2012.
IT competencies are gaining in importance in an increasingly and digitally networked world of work. Identifying their specific characteristics and fostering them among employees is a key task in personnel work 4.0. As a world leading automotive supplier which has been undergoing a technological transformation due to expansion in the area of automotive systems since the mid 1990s, Continental has been pursuing varied routes in personnel development and recruitment as well as innovative approaches in the changes made to training content.
Technical options for the automated control of work processes are changing the world of work. Scenarios showing different impacts on working and learning in the digital economy are discussed in this context. Developments in highly competitive sectors such as the automotive industry may serve as early-warning indicators of changes in activity and requirement profiles at the skilled worker level. It is therefore worth taking a look behind the factory gates of one of the world’s leading automotive manufacturers.
The phenomenon of Industry 4.0 - that much discussed topic - brackets together technological developments in the production and logistics of the future. For vocational education and training the implications of this need to be assessed in terms of qualification requirements, competence development and qualification options; and new concepts need to be developed and implemented. This article clarifies what Industry 4.0 might mean for vocational education and training, what studies of qualification research might be able to achieve in this respect and, in light of this, which areas should be the focus of the continuing work in initial, advanced and continuing education and training.
A new wave of exciting and intoxicating technological development is washing over us under the name of Industry 4.0, and this time in the form of “cyber-physical” or multi agent systems” (MAS), which are seen as the driving forces behind a revolutionary development. This is now the third wave since the start of digitalisation in the late 1940s. On previous occasions this has been followed by phases of calm, and a search for productive and practical uses of the technical capabilities available. This reoccurring pattern – with a wave length of approximately 30 years – throws up questions regarding the interplay between engineering, organisations and work capacity as well as the consequences for work and qualifications. The article seeks answers to these questions.
The advance of digitalisation demands that employees can deal with complexity and transformation and respond with confidence in situations which are impossible to plan. We know a great deal about the formal qualification structure of employees in Germany, but very little about informal demands such as these. The work capacity index introduced here focusses on experience as a dynamic resource for shaping Industry 4.0. The index thus represents a marked contrast to studies which forecast the potential consequences of digitalisation in terms of technical feasibility and by means of allocating routine or non-routine activities.
IT systems are gradually increasing in their level of independence as developments move on towards Industry 4.0 with the result that in future there will be major changes in the work and role of skilled workers. The advances in automation and digitalisation of the world of work, which had already begun with the development of the Internet of Things, will result in changes in work organisation, work processes and, as a consequence, in job requirements and in the interaction between people and machines. Based on results relating to the early recognition of qualifications for the Internet of Things in the area of production, the article shows the development over the last five years and the conclusions which might be drawn from this for competence developments in the age of Industry 4.0.
The increasing digitalisation of the economy is generating other forms of work organisation besides the use of new technologies and a higher degree of automation as a result of greater networking and mobile working. Starting with an academic assessment of the issue, the article outlines how the demands on skilled workers in connection with this are changing and the consequences this will have for vocational education and training. Finally, the way in which the BIBB is already actively involved in shaping this transformation is highlighted.
A key success criteria for future-oriented and innovative education and training is the strategic orientation and the timely adaptation to future requirements. The primary objectives must therefore be to equip the next generation with precisely the right competencies at the right time. Siemens AG has analysed the changes taking place as part of growing digitalisation in the world of work in the “Industry 4.0@SPE” project. The results and conclusions for the development of skilled workers are outlined in this article.
The three-year production technologist training has been in existence since the start of the 2008 training year. The aim of the restructuring was to train skilled workers in engineering and in plant engineering and construction; skilled workers who would create and secure production processes. The occupational profile is very broadly defined with a focus which is both process-oriented and with a basis in IT/production-technology. However, while heralded as a “new occupation with good prospects”, the number of training contracts concluded has so far fallen below expectations. Will the increasing networking in industrial manufacturing bring new opportunities for this training occupation?
The increased use of renewable energies has led to a highly differentiated generation landscape in the energy sector. This has also given rise to new demands in terms of the network infrastructure and the use of the generation and consumption data. Following a brief introduction to the Smart Grid field of technology, the article presents the changed valued-added chain and the occupations involved along the technology chain, and points out the consequences which result from this for vocational education and training.
There are currently no qualifications in the initial and advanced education and training regulations for retail to help cope with the growing sales channel of e-commerce. In order to cope with the new requirements, the HDE is calling for a new initial and advanced training occupation. The article gives the reasons why this is necessary and presents a proposal for the profile.
In the 2012 memorandum relating to vocational education and training cooperation, seven European countries resolved to cooperate more closely with one another in response to youth unemployment and the shortage of skilled workers in Europe. Cooperations have now been initiated in all partner countries. These reveal similarities and differences both in the content-related design of the cooperation as well as in the nature and speed of implementation. The article draws some initial interim conclusions based on experiences of “International Cooperation and Adivsory Services/German Office for International Cooperation in VET (GOVET)” at BIBB.
The Internet and mobile end devices are increasingly widespread on the African continent, giving improved access to knowledge and information as a result. In light of this, the question is asked about how digital media might be used to enable long-term improvements in the inadequate institutional education and training infrastructure in African countries. The Commonwealth of Learning (COL) has responded to this question with their programme “Innovation in Vocational Education and Skills Training (INVEST) – Africa”. The aims are presented as well as the programme itself with the aid of selected programme priorities.
The frequent failure of measures to promote reading skills in vocational education and training is due to the fact that trainees do not attach much importance to reading in terms of their specific occupation. An empirical study conducted at the RWTH Aachen University into selected industrial and technical occupations shows that the business learning location and the stakeholders responsible here have a key role to play in this. The results deliver initial pointers for more effective promotion of reading competence and, in this context, the clear responsibility of stakeholders in company-based education and training.
The BIBB is currently reviewing the modernisation requirements of the four dual IT occupations of information technology specialist, IT system electronics technician, IT system office management clerk and technology management clerk. The article presents the goals and the methodical procedure of the project commissioned by the Bundesministerium für Wirtschaft und Energie (BMWi) [Federal Ministry for Economic Affairs and Energy].