Profile of competences required for the working world 4.0
Although "industry 4.0" is already a reality in some companies, the consequences of the actual development of digitizing and interconnecting everything and everybody are still vague and the necessary skills and competences of working people needed in future are not yet identified clearly. All studies concerning the future development of industry 4.0 (the term includes the productive and non-productive sectors, i.e. so-called "Internet of Things" and "Internet of Services") state a fundamental change of tasks and requirements for the working people. In many areas higher qualification needs are predicted, combined with a loss of lower qualified work. Some researchers forecast a huge decrease of jobs, also of high qualified ones, others only predict a substantial change of work.
This leads to changing requirements for the VET training sector, too, but also here future requirements still have to be identified and to be described more detailed. On the basis of the existing studies regarding the changes in working world 4.0 the necessary competences for future workers as well as for their teachers will be identified with special regard to the sectors mechatronics and electronics by integrating the IT sector as engine of working world 4.0. A comparative analysis about the needs in the different partner countries will lead to a synthesis of common requirements which build the basis for the development of learning modules for teachers and learners alike.
A target-performance comparison could be the basis for profiling the necessary future competences and developing a catalogue of requirements for future-oriented teaching. The focus will be on transversal competences, i.e. those which are required in all sectors concerned by the actual development and which are additional to the existing professional competence. The competence profile can help to classify existing competences of individual teachers in comparison to targeted competences for the future. Concrete requirements in order to acquire these competences are to be found in a catalogue.
The leading partner for the elaboration of the profile of competences is the Vytautas Magnus University in Kaunas, Lithuania in close collaboration with EUGES in Cologne. All other partners will be involved by collecting the necessary data from the experts.
- Analysing studies concerning the change and the challenges of working world 4.0
- Identify necessary competences for teachers, in-company trainers and VET students to face these challenges
- Structure these competences and formulate a competence profile
- Describe ways or possibilities how to acquire the necessary competences
1. Literature review by analysing the literature focused on the competence requirements posed by the 4th industrial revolution and the responses of the VET providers to these requirements (articles, book chapters etc.). One of the outcomes of the literature review would be the preliminary list of competence requirements for the VET teachers and trainers.
2. Empirical study: Qualitative research of 2 stages
1st stage: Executing interviews and focus groups with the representatives of selected enterprises that face the challenges of the 4th industrial revolution. There can be interviewed up to 10 companies in the each country by taking interviews from 2 representatives (the 1st from the engineering staff and the 2nd from the human resource department - if available). The goal of this study would be to "update" and verify the list of competence requirements for the VET students and therewith indirectly for the VET teachers and trainers.
2nd stage: Interviewing representatives of the VET schools and trainers involved in apprenticeship. There can be interviewed representatives of 5-10 advanced VET schools from the selected fields/sectors per country.The goal of this study would be to "update" and verify the list of competence requirements for the VET teachers and trainers.
In addition, a quantitative survey is planned by preparing the questionnaire on the basis of the preliminary list of competencies and surveying (face-to-face, phone, online) representatives of enterprises (10-20 per country) and VET schools (20-30 per country).