Three industrial revolutions have fallen into history. Now we're talking about the fourth. For the first time, a period was given a name when it did not happen: Industry 4.0. Industry 4.0 includes the developments that we see today and which will be seen more intense in the future. The most extensive discussions involving all industrialized countries are related to Industry 4.0. The focus of the proposal will be on future workers of Industry Era 4.0 and in particular how to educate and train them to be in perfect coherence with the new machines, robots and organizative aspects. We aims at learning what is going on European schools, what teacher and trainers are studying and transfering such practices and knowledge to students, the future workers. We should find a way to engage the students actively in gaining the key competences which is necessay for Industry 4.0. There are two student mobilities and one joint staff training in our project. Teachers from each partner will acquire the Industry 4.0 concepts in a joint staff training, which will be implemented in Italy. In the first student mobility, 28 students will observe the "SpainSkills" skill competition, where professional skills are measured. Those take parts in these mobilities will have the opportunity to examine the industry 4.0 technologies closely. After these experiences, students will produce industry 4.0-based projects with PBL-based training and 26 students will participate in the skill competition to be held in Portugal nearly at the end of the project during the second student mobility. Thus, both student-centered education and industry 4.0 technologies will be used in schools with PBL methodology. Thanks to our project, we aim to bring our school to the level we define as school 4.0. With these technology transfers, our school will be able to educate students who have reached the Industrial 4.0 age. IndEra is a project to prepare future workers for the industry. Each partner will be able to focus on Industry 4.0 topics from the following 9 columns: 1. Big data and analysis 2. Autonomous robots 3. Simulation 4. Horizontal and vertical system integration 5. Industrial Internet of Things 6. Cyber Security 7. Cloud technologies 8. Additive Production 9. Augmented and virtual reality The main activities for exchange of good practices: 1. "Industry 4.0 Training" Short-term joint staff training 3. Seminars in order to raise awareness for Industry 4.0 4. A pilot PBL student training in Industry 4.0 5. "SpainSkills Competiton Observation" - Blended mobility of VET Learners 6. Industry 4.0 Skill competition among the mixed teams 7. Disseminate the project's results The expected impact of the project are: • Trained teachers and students • Developing cross-cultural knowledge • Using the new teaching methodology • Possibility to benefit from new information and experiences from Industry 4.0 • Interdisciplinary work The project outputs will be freely available and fulfill the requirements of modern, open and collaborative learning.
We wanted to achieve the followings: To train the students according to the competences required by time. • To increase our school capacities to operate in Industry 4.0 competences at transnational level by transferring the good practise done in the Europe. • To ensure that VET teachers, students and school administrators are informed about the industry 4.0. • To improve the technological and organizational skills of VET students in line with the Industry 4.0 era in order to better respond to the current demands of industrial enterprises. • To increase cooperation between companies and vocational schools and developing the education-innovation-product triangle.
In the Project cycle we met all the objectives of the Project. 1. Awareness of Industry 4.0: Overall goal of this Project was to incrase awareness in traget groups. Raisinig awareness of one teacher means awareness og many students. Today’s students are future’s workers, engineers, managers. So every step to be paced in this project assisted in establishing conscience in society to create awareness and readiness on Industry 4.0 opportunities and challenges Since we missed the early waves of automation and industrialization we need to deal with these challenges and upgrade skills in the workplace. 2. PBL Culture as an instructional design: PBL was selected a teaching method by avoiding the clasiscal approach. A good project sets up conditions in which students are compelled to inquire. Inquiry is the personal path of questioning, investigating. Given the right opportunities, students doing projects become accustomed to inquiring. Students presented their projects. Then their projects were evaluated and their success were celebrated. 3. Products of PBL: Each partner conducted a pilot PBL training for students according to their profession. The major products we asked students to create demonstrated what they had learned. 4. Industry 4.0 Trainings: Each partner realized a training for trainers. 5. Assessment Tools For Transversal Competences: Assessment provides diagnostic feedback and helps educators set standards. It allowed us to evaluate progress of the students.