Greetings, readers

Industry 4.0 has become a catchphrase in Germany for a new Industrial Revolution based on artificial intelligence. Digitization, automation, networking, and flexible manufacturing processes, at least since the Hannover Trade Fair for Industrial Technology in the spring of 2014. The resulting production facilities may produce a variety of items and several variations of the same product “to order” without the need for retooling. ​

The ability to maintain control and solve problems is in high demand.

Industry 4.0 promises an increase in productivity, as well as a fresh wave of rationalization in its aftermath. The image of a factory (nearly) free of people is becoming more and more natural. Many high-tech firms have already begun to work on making it a reality. However, the specifics of what Industry 4.0 entails cannot be predicted with any certainty at this time. However, history reminds us that technical advancement alone does not imply inescapable repercussions for vocational training because both technology and applications can be modified.

It’s been a few years since the first automated manufacturing plants were put in place. These are managed and maintained by qualified individuals who had their initial vocational training in an era before Industry 4.0. Industry 4.0 requires constant change in the work tasks that make up production processes, from process planning and preparation through the construction and modification of production facilities, process surveillance and safety, and the essential support services. What are the ramifications of vocational education?

In general, IT knowledge is becoming more valuable. The ability to maintain control and solve problems is in high demand. Current occupational profiles in metalworking and electrical jobs, particularly those of the Mechatronics Fitter and Production Technologist, have begun to reflect this shift. They establish universal basic requirements and are designed to be technology-agnostic, allowing businesses and part-time vocational schools to tailor them to their own needs. However, Industry 4.0 necessitates a new level of IT expertise. It would require the modernization of numerous training vocations and the creation of certain new ones. A thorough examination of the relevant training occupations could provide a solid foundation.

Upgrade to “4.0” in Vocational Education & Training

Aside from updating training legislation, the future condition of vocational education and training inside the industry is a concern. Vocational learning must be arranged differently in automated procedures. Errors and halts are far too dangerous. As a result, more learning must occur in a variety of settings, including virtual learning environments. As a result, the learning opportunities associated with manufacturing facilities must be considered early in the design process. Vocational education and training must be included in the future.

Companies are still collaborating more with higher education partners to teach the next generation of competent workers. However, vocational education and training should not be left to higher education institutions alone, especially since there are currently no standardized standards. On the contrary, it must create its own Vocational Education and Training “4.0” concepts. These include innovative learning venue collaborations and hybrid degree paths developed in partnership with higher education institutions, such as advanced vocational qualifications.

BIBB will discuss with experts from the vocational field and research to develop ideas for how the standards can be met in vocational education and training. Allowing employees to earn certifications should be a part of Industry 4.0 adoption from the start because it is also critical to shaping the workplace to fulfill human needs.