Industry 4 transforms industries with unprecedented speed. This has an impact on job positions and skill types. As a result, new workforce knowledge requirements are emerging from new technology / Internet of think, Big Data, Collaborative robotics, Virtual and augmented reality, Simulation-digital twin, cloud systems, artificial intelligence-machine learning / forming Industry 4. In dynamics of this development, man has become the weakest link to achieving highly intelligent and efficient production. The high specialization of the worker loses importance and requires interdisciplinary education to work in cyber-physical production systems. And so there are new job positions - worker 4, mechatronics 4 and education systems - Education 4, EE4: Engineering Education 4, Education 4. Unfortunately, the background of the project showed the unflattering state of preparedness of schools to provide new knowledge. The problem is that many teachers and trainers of vocational training do not have sufficient knowledge from the onset of Industry 4, but mainly from the principles and methods of new production operations - smart manufacturing. The priority of the project is to develop educational materials and lessons for vocational teachers as a primary and decisive element in profiling and acquiring vocational school graduates. The output of the project will be four areas of knowledge about Industry 4: 1. Examples of good practice in education and implementation of smart manufacturing solutions 2. Industry 4 with content focused on explanation of concept and philosophy, digitization, benefits and risks, changes in job positions 3. Technology Industry 4 - Lessons aimed at explaining the methods and principles of new technologies 4. Glossary, explanation of terms and terms that have been used in the context of Industry 4, such as cobot, digital twin, digitization, personalization, flexibility The results of the project will have long-term benefits and high usability in implementing the curriculum of vocational education subjects in schools, businesses, as well as in the broad professional and lay public.
The trends are clear: human labour will continue to play a key role in Industry 4.0. However, the type of work will change fundamentally, and so will the skills needed to do it. The project wanted to provide a comprehensive view of the concept of the 4th Industrial Revolution, show the changes that new technologies bring and how they change the content of knowledge for emerging jobs, but mainly give teachers of secondary and higher education study lessons which deal with these new technologies. The project wanted to show some good examples that many manufacturing companies had already used or had already implemented new technologies to increase their efficiency and competitiveness. The education system is not always able to keep up with the evolving labour market. Therefore, it fails to provide companies with a highly skilled and prepared workforce in a timely manner. Therefore, the project wanted to provide study material in advance in the form of lessons to teachers of vocational schools but also to educational institutions on the emerging trend of development of production systems. The main goals of the project were to implement new knowledge from Industry 4 into vocational education as soon as possible and thus to prepare and put into practice professional graduates, able to work with new technologies and accelerate transformation and digitization in production with production with high adaptability and connectivity. It is logical that if the project wanted to meet these goals it had to achieve that just teachers and coaches of vocational training will be provided, to an appropriate extent and in sufficient depth, with study materials from the new ones approaches and technologies of Industry 4 in such a form that they can be used immediately or transformed into their curriculum. The project also sought to bring worker 4 into production as soon as possible and to introduce new-innovative technologies that fundamentally change the structures, connectivity and operation of production, enabling the production of new, highly innovative products with an Internet connection and intelligent functions meeting individual customer requirements. One of the priority goals of the project from the beginning of the solution was to achieve the widest possible awareness of Industry 4 in both professional and common society as well as among students through direct contacts as well as through leaflets, brochures, conferences and workshops. Awareness-raising and education for Industry 4 project was considered as important steps to support Industry 4.0.
Industry 4 is transforming industries at an unprecedented rate. New technologies, new principles and methods of its operation are entering production. This has an impact on changing job positions and their content. As a result, new workforce knowledge requirements are emerging from new technologies such as: Internet of Things, Big Data, Advanced Robotics, Additive Manufacturing, Digital Twin, Virtual Reality and Artificial Intelligence. New job positions are being created, such as "worker 4", "mechatronics 4", "engineering 4", but the profile of education is also changing to "Education 4". In the dynamics of this development, man has become the weakest point to achieve efficient smart production. This development shows that existing knowledge is no longer sufficient. The problem is that many schools do not systematically prepare their graduates with knowledge of Industry 4 and advanced technologies to increase their competitiveness in the labour market. But for the companies, the Industry 4 theme is highly actual and a workforce with industry 4 knowledge is in high demand. Another reason for solving the project was to find out the unflattering state of readiness of many schools to provide new knowledge. Another problem has been that many teachers and VET trainers do not have sufficient depth of knowledge from the field of Industry 4, but especially from the principles and methods of new production and the use of new technologies. The reason for solving the project was also that the emerging trends clearly provoke the innovation of vocational education in the field of vocational training of vocational school graduates. For these reasons, the project focused primarily on vocational and secondary school teachers teaching mainly subjects profiling graduates for production practice as the main target group. The changes that current production is undergoing also point to the need to prepare a larger number of high school graduates with knowledge and skills to work with new technologies for the digital production era. Applying for a project focusing on the preparation of study materials from Industry 4 technologies for vocational teachers was therefore a clear choice, because it is VET teachers who must be in the first place to be knowledgeable but also skilfully prepared to educate their students for the new generation of production- smart production. It follows that tomorrow's workers must have the technical skills and competences which must be complemented by dexterity in thinking and problem-solving skills. The current workforce must immediately start training and retraining to be competent for Industry 4.0 era.
Industry 4 transforms industries with unprecedented speed. This has an impact on job positions and skill types. As a result, new workforce knowledge requirements are emerging from new technology / Internet of think, Big Data, Collaborative robotics, Virtual and augmented reality, Simulation-digital twin, cloud systems, artificial intelligence-machine learning / forming Industry 4. In dynamics of this development, man has become the weakest link to achieving highly intelligent and efficient production. The high specialization of the worker loses importance and requires interdisciplinary education to work in cyber-physical production systems. And so there are new job positions - worker 4, mechatronics 4 and education systems - Education 4, EE4: Engineering Education 4, Education 4. Unfortunately, the background of the project showed the unflattering state of preparedness of schools to provide new knowledge. The problem is that many teachers and trainers of vocational training do not have sufficient knowledge from the onset of Industry 4, but mainly from the principles and methods of new production operations - smart manufacturing. The priority of the project is to develop educational materials and lessons for vocational teachers as a primary and decisive element in profiling and acquiring vocational school graduates. The output of the project will be four areas of knowledge about Industry 4: 1. Examples of good practice in education and implementation of smart manufacturing solutions 2. Industry 4 with content focused on explanation of concept and philosophy, digitization, benefits and risks, changes in job positions 3. Technology Industry 4 - Lessons aimed at explaining the methods and principles of new technologies 4. Glossary, explanation of terms and terms that have been used in the context of Industry 4, such as cobot, digital twin, digitization, personalization, flexibility The results of the project will have long-term benefits and high usability in implementing the curriculum of vocational education subjects in schools, businesses, as well as in the broad professional and lay public.