Industry 4.0 is completely transforming the manufacturing sector in EU imposing its principle of digitalization of industrial processes. As a result, the new cyber-physical production systems have a high impact on the labour force, especially on technicians and engineers. They require new hybrid “humans-machines” teams, where technicians and engineers should analyze big data, simulate production lines, coordinate robots, diagnose/repair complex automated systems. However, data show that industry employees are not ready to face the above new realities since they lack the “right” knowledge/skills demanded by the new industrial environment, i.e. appear underskilled, thus limiting their employability prospects and access to quality jobs. The Skills and Jobs Survey highlights that 43% of adult employees have recently experienced changes in technology they use at work and 47% have seen changes in their working methods. About 1 in 5 considers it very likely that several of their skills will become outdated in the next years. Taking into account the above needs, their relevance at European level and emergency at regional level, as well as the high demand of flexible continuous TVET on behalf of companies within the partner regions, a consortium of 4 universities, 4 Chambers of Commerce and Industry and a VET provider from BG, GR, PL and RS was established so as to develop an Active Learning Community for Upskilling Technicians and Engineers in the sector of Machine Building and Mechatronics. INTELLECTUAL OUTPUTS 1. Elaboration of an on-line questionnaire and conducting a survey on the skills deficit of technical and engineering staff in the sector of Machine Building and Mechatronics 2. A Partnership Report based on the findings of the skills deficit survey 3. An Active Learning Community Platform and its mobile application as an Open educational resources database: • Course curriculum, course materials in the form of PP presentations, additional internet resources, industry-related problems to be used by both VET teachers and learners • Problem-based platform – industry-relevant problems to be used by VET teachers and learners as assignments for practicing in the Learning Factory • Tutor and peer-to-peer support in the form of a discussion forum • Assessment area for assessing the gained knowledge • Questionnaires to measure impact on target groups 4. Curriculum for upskilling technicians and engineers in the sector of Machine Building and Mechatronics. 5. 14 course materials (PP presentations, industry-related problems, additional internet resources and teacher’s guidelines for each course) as open educational resources for technical and engineering staff employed in the sector of Machine Building and Mechatronics, based on blended and active learning. 6. A Partnership Report based on the findings after the pilot testing 7. Webinar on Active Learning for VET purposes so as to boost VET teachers’ competence METHODOLOGY - Follow the PMBOK (Project Management Body of Knowledge) guide, in particular the management loop “initiate and plan, execute, control and close” - Quality planned, incl monitoring and evaluation - Pilot testing for validating IOs - Sharing experience and responsibilities within partnership - Joint development of IOs based on teamwork IMPACT Technicians and engineers • Upskilled STEM, in particular in particular technology and engineering skills • Improved generic skills such as analytical/critical thinking, problem-solving, communication • Easier access to TVET learning platforms (Internet-based and mobile) that best match their learning styles • Easier access to educational resources to be used for upskilling • Ability to quickly and adequately respond to Industry 4.0 fast technological changes in the respective industrial sector • Opportunity for securing their positions within the company and future career development • Opportunity for building a “culture of learnability” in the long run VET trainers • Improved teaching competence by mastering active learning techniques and strategically using ICT • Ability to better motivate learners • Easier access to TVET resources Companies in the sector • Better awareness of the specific TVET needs of their engineer • Upskilled technicians and engineers ready to respond to the fast technological changes in the sector • Opportunity to adequately meet the demands of Industry 4.0 in the long run • Potential of higher economic growth in the long run VET providers, including universities and Chambers • Better awareness of the specific TVET needs of the engineering and technical staff employed in the sector • Access to TVET learning platforms that best match learning styles of end-users • Access to educational resources to be used for upskilling • Opportunity to train their VET teachers on active learning tools • Opportunity to provide TVET to companies that matches the demands of Industry 4.0 and the specific learning needs of their employees.
Taking into account the above needs, their relevance at European level and emergency at regional level, as well as the high demand of flexible continuous TVET on behalf of companies within the partner regions, a consortium of 4 universities, 4 Chambers of Commerce and Industry and a VET provider was established so as to develop an Active Learning Community for Upskilling Technicians and Engineers in the sector of Machine Building and Mechatronics, aiming to: • get all stakeholders aware of the specific TVET needs of the technical and engineering staff in the sector of Machine Building and Mechatronics, one of the most vulnerable in relation to Industry 4.0 skills deficit, so that they can best tailor their TVET offers • provide easy access to TVET, where ICT is more strategically used, so that the target groups can constantly upskill themselves for professional growth and higher satisfaction with their jobs thus resulting in higher company productivity and competitiveness • provide better access of the target group to open educational resources so as to continuously upskill their STEM, in particular technology and engineering skills, so that they can adequately respond to Industry 4.0 f changes thus securing their positions within
Industry 4.0 has posed serious challenges to companies, where industrial processes need to be digitalized. This considerably affects employees, especially technicians and engineers who are facing complex automated processes and systems and should apply multidisciplinary knowledge in new hybrid “humans-machines” teams. However, data show that industry employees are not ready to face the above new realities since they lack the “right” knowledge/skills demanded by the new industrial environment, i.e.appear underskilled, thus limiting their employability prospects and access to quality jobs. The Survey of the Bulgarian Employment Agency (2019) shows that technicians and engineers would be among the most demanded positions. The same holds true for the other partner countries. The non-representative surveys of the Chambers of Commerce and Industry report high skills deficit of the technical and engineering staff, especially those employed in the sector of Machine Building and Mechatronics, which is rapidly changing to respond to Industry 4.0 and is a priority one for the partner regions, since their skills become quickly outdated due to the dynamics of processes in that sector. Hence, industrial enterprises begin to realize the need of upskilling that target group and creating a “culture of learnability” so that their employees get more engaged in continuous technical and vocational education and training (CTVET). They are now seeking to strengthen their collaboration with VET providers and research hubs to get flexible learning paths that best match the learning needs of the technicians and engineers who are lagging behind Industry 4.0 dynamic changes thus reducing the level of competitiveness of the companies. However, CTVET systems are not well developed in the partner countries and mainly targets unemployed, low-qualified workers, etc. It rarely addresses continuous TVET of employees, in particular technicians and engineers and does not respond to the immediate needs of that target group – dedicated time on the clock to learn, high level of support, online learning platforms with open resources, mobile and active learning. VET trainers are mainly skilled in technical areas rather than pedagogy, so teacher-centred approaches are predominantly used. The following needs were addressed: - lack of understanding of the specific TVET needs of the technical and engineering staff in the sector of Machine Building and Mechatronics; - need for upskilling technicians and engineers employed in the sector of Machine Building and Mechatronics by improving their technical/engineering and generic skills; - lack of easy access of the target groups to CTVET - platforms, educational resources, etc.; - lack of active learning techniques in the training offers for the target groups; - lack of strong cooperation between businesses in the sector of Machine Building and Mechatronics, research hubs and VET providers.