EDUCATION IN THE INDUSTRY 4.0

Tran Thi Thanh Tam
University of Science – Vietnam National University, Ho Chi Minh City - Viet Nam

The human world is entering the Industry 4.0. As an inevitable rule, all nations must focus on science and technology so as not to fall out of the general development of the world. Not out of the race, young people like me must always find a way to try to learn nonstop to build human resources for industry 4.0. In the paper we describe the education trends in the Industry 4.0 with keywords like Flexible Learning revolution, e-learning, Flipped Classrooms, Learning Analytics or Massive Open Online Courses (MOOCs) represent just few of the headlines dominating the last two decades of the education development, as well as a combination of university-industry

  1. Increasing needs on flexibility.

One finding of the contemporary development study is that the demands placed on interdisciplinary collaboration, and on the management of big data protection issues are continuing to grow. It is then no to wonder that those responsible for initial and continuing training should be included in strategic industry 4.0 processes at an early stage. The study examining the effects of Industry 4.0 on qualification and training in mechatronics engineering showed that the focus should be given to dual education and training, with an emphasis on the industrial-technical occupations. Industry 4.0 will create many new cross-functional roles for which workers will need both IT and production knowledge. Many current educational programs at all levels provide highly isolated training and offer limited interaction among fields. To foster cross-functional knowledge and communication, universities should increase the number of interdisciplinary study programs that integrate IT and engineering, building on current programs in business informatics and business engineering. Traditional study programs, such as mathematics and physics, should include additional IT-related and basic engineering coursework and require internships in manufacturing to promote a common understanding of the requirements, terminology, and culture. Universities should focus on building specific capabilities for the new roles and adapting their curricula to meet companies’ expectations for Industry 4.0 skill. Universities also need to foster soft skills the enable workers to be open to ongoing capability development, interdisciplinary skills for students who are still in high school. Such courses could combine instruction in building and programming connected systems. These hybrid models are internationally recognized as superior approaches to professional training and are ideally suited for building capabilities related to Industry 4.0.

Let’s start with a short definition that Flexible learning focuses on offering students choices about when, where, how and what they learn [1].

Roots of the Flexible Learning based on the student-centered provision and philosophy are closely related with the establishment of the British Open University and of the National Extension College in 1963. When going through new requirements on education appearing due to the Industry 4.0 initiative and comparing them with older documents as for example [2], one may identify practically identical needs the may be simply covered by the word “flexibility”. This plays a crucial role since it can help meet the needs of a diverse range of students. An interesting point is that now the Industry 4.0 philosophy spread out also university colleagues who initially avoided the flexible learning activities, arguing they need to focus on research. Thus, finally, such excellent books, as for example [3], may be rediscovered again.

  1. University-Industry cooperation

Education systems must address the significant shortfall in IT skills required for Industry 4.0. These skills require in-depth university training and often cannot be acquired by current members of the workforce on the job or through re-qualification. Universities, along with companies, industry associations, and governments, should encourage students to pursue degrees in IT, Control Engineering or computer engineering and seek to attract foreign computer-engineering-mechatronics students. Academic leaders should work with government job agencies to help students understand the IT skills will be needed for all types of future employment, not only for Industry 4.0 jobs. It is also important to dispel the misconception that these skills are relevant only to specialists. Consistent with the objective of broadening skill sets, universities should further integrate elements of computer-engineering instruction into other disciplines, especially engineering and business. These elements would include mandatory instruction in IT infrastructure design, user experience programming, principles of electronic measurement and control, and programming for data science.

  1. Opening the learning systems

Academic leaders should prepare the education system to support the ongoing re-qualification of the industrial workforce, recognizing the need for training to take place in more setting than only the traditional off-site locations. This support could include providing online learning platforms and access to free courses at open universities, which have no entry requirements, as well as using mobile apps to offer training and access to know how. Universities could also offer “massive open online course” in programming to everyone. Academic leaders should work with business leaders to discuss their companies’  specific training needs. This collaboration could lead to new education models for business.

The more than 2 decades of  Internet development have, of course, introduced numerous new issues also into education. Besides different Virtual Learning Environments [4] and Learning (or content) Management Systems [5], an important development took place in the area of Learning Analytics. The Learning Analytics may be considered as a multidisciplinary discipline integrating Online Education with several scientific areas as Statistic, Operational Research, Artificial Intelligence, Business Intelligence, Data Mining, Big Data, Web analytics, etc. It may also be considered as an Automatic Control application in education.

A fascinating development continued in the Massive Open Online Courses [6]. When comparing the actual interest expressed with figures exceeding 1 million of registered participants for a course [7] with the situation form 2013 [8], one may see an enormous increase of the student cohorts participating in such courses. Thereby, the content is far from being restricted just to “simple” humanities and includes already technically sophisticated course as robotics [9].

In MOOCs delivery, frequently the flipped classroom [10]-a learner-centered instructional strategy with a massive multimedia support- is being applied. Technological support and student acceptance of such course are e.g treated in [11].

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