Search

Purpose: This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution. Design/methodology/approach: Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET. Findings: The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications. Research limitations/implications: The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes. Originality/value: The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution. [ABSTRACT FROM AUTHOR]

A striking number of young people in Germany with the Abitur – the qualification required for entry to higher education – do not, in fact, go on to university immediately after leaving school but opt first to do an apprenticeship. This phenomenon, where general and vocational curricula are taught independently and separately, is known as the ‘additive double qualification pathway’ and represents an extreme type of hybrid qualification. This paper considers a range of individual influences in an attempt to obtain a holistic view of the possible motives of those who opt for this pathway. The study focuses on apprentices with the Abitur who were surveyed as they were about to complete their vocational training and were on the point of moving on to a university or university of applied sciences (Fachhochschule). The research investigates four very different training occupations with relatively high proportions of Abitur holders: industrial clerk; bank clerk; optician; and motor vehicle mechatronics technician. It is a large-scale quantitative research study (n = 1234). The range of possible motives is hypothesised, systematically operationalised and finally tested empirically. [ABSTRACT FROM PUBLISHER]

The demographic change situation in Germany, as well as in other leading industrial nations, leads to an overload of the family and institutionalized nursing care system structure. For this reason, novel solutions must be developed, in order to guarantee fully independent living of the elderly people, and an efficient assistance or nursing, in diverse living environments. The research project LISA has investigated the possibilities to embed mechatronic, assistive functions and services into compact wall “terminal” elements thereby enabling autonomous and independent living upon performing Activities of Daily Living (ADLs) by means of generated structured environments and robotic micro-rooms (RmRs). In this article, a classification of the approach in the broader context of research, as well as a statement of methodical and structured multi-phase development are described. The conceptual and development phases and the technical details using selected assistive functions of the entire system are presented. The article explains the methodical approach throughout the four phases of development and focuses on essential field trials with collected user feedback. [ABSTRACT FROM AUTHOR]

Abstract: The paper describes how the philosophy of project based learning (PBL) was integrated into the mechatronics capstone design course “Mechatronics Project Design and Management (MPDM)” at The Chinese–German School of Applied Sciences (Chinesisch–Deutsche Hochschule für Angewandte Wissenschaften, CDHAW) of Tongji University, Shanghai, China. The course teaching philosophy, implementation methodologies, examples and experiences were discussed. [Copyright &y& Elsevier]

Since 1988 10–12 Institutes at the Darmstadt University of Technology cooperate in the research on mechatronic systems in the frame of a special cooperative research program funded by the Deutsche Forschungsgemeinschaft. Within a period of 12 years altogether 27 projects have been performed. After a general view on the development of mechatronic systems the research projects and specially designed test equipment is briefly summarized. [Copyright &y& Elsevier]

Key items in the development of a new smart robot generation are explained in light of DLR's recent activities in robotics research. These items are the design of articulated hands, ultra-lightweight links, and joint drive systems with integrated joint torque control, sensory feedback including real-time 3-D vision, learning and skill-transfer, modeling the environment using sensorfusion, and new sensor-based off-line programming techniques based on teaching by showing in a virtual environment. [ABSTRACT FROM AUTHOR]