PurposeGiven the exponential and massive technological disruption in work that Industry 4.0 will lead to, nowadays, authors and practitioners within the field of education and training are witnessing increased attention on the features of and threats to employability and integration in current labor transformations. The purpose of this paper is to address current education and training challenges as related to the fourth industrial revolution by investigating which skills and competences will be crucial for the 4.0 era.Design/methodology/approachA qualitative field study with semi-structured interviews has been conducted. Qualitative data on a sample of N = 16 vocational training experts has been analyzed via the grounded theory approach for a bottom-up perspective on Industry 4.0 competences.FindingsData analysis revealed a partial consensus between current scientific literature and practitioners' views on skills and competences for Industry 4.0. Indeed, practioners support the need for a mix of competences comprising the broad group of disciplines of STEM (science, technology, engineering, and mathematics), technical skills and transversal competences. Moreover, the perspective of practitioners supports a multilevel comprehension of the needs of Industry 4.0 for education and training. Drawing on these findings, an evaluation tool for an applied field intervention for inclusion in the labor market is proposed.Originality/valueThe paper advances current knowledge within the field of education and training by proposing a novel perspective to address market integration as a means to tackle the risk of technological disruption.
In the wake of the 4th industrial revolution, the prospects about new jobs and workers' skills, and competence appear to be uncertain. There is a large agreement about the view of the current revolution as characterized by an embedded exponential evolution which will affect the labor transformation as well as future workers' curriculum. Therefore, researchers and practitioners in the field of vocational and educational training (VET) are questioning about which skills and abilities will be the core of the third-millennium jobs 'profiles. Accordingly, the present poster intends to present the results of a systematic scoping review in order to offer a knowledge-based description of VET in the 4.0 industry. By the use of this method among three main databases, the contribution purposes a synthesis of n=13 items by which three classes of competences emerged, namely, scientific-, transversal-competences, and technical skills. All of these classes resulted to be relevant for the futuristic workers to compete in the diverse, and plural world of the 4th revolution of work. Moreover, the present paper offers possible applied implications in VET sectors of training and development as well as a forward perspective for human resources management.
The present contribution proposes a review of the literature aimed at highlighting which are the key competencies that will define the job profiles in industry 4.0 and what could be the most suitable training strategies to promote its development. The process of collecting and analyzing the contributions, selected following the principles of the systematic review, has led to obtaining a modular, but at the same time dynamic, model composed of three classes of skills: scientifictechnological skills, technical-specific skills, and transversal skills. The results were then discussed to identify the right balance of the three macro-areas, offering ideas for possible training proposals and a tool for finding the skills required on the basis of the different levels, from the individual worker (micro) to the organization (meso), to the professional sector of reference (macro).
According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B). The results emerging from the comparison of the coding frequencies between the two groups show that HyperVideo can support the reflective processes of students, better connecting theory and professional practice.
This study has been performed in diabetic type 2 patients with pain due to peripheral artery disease (PAD) in order to evaluate the efficacy and tolerability of tapentadol prolonged release (PR). Methods. 25 patients with type 2 diabetes (13 F and 12 M) were admitted in the study. The evaluation of the analgesic efficacy of tapentadol PR was based on both the assessment of the intensity of the pain (NRS scale from 0 to 10) and the nature of the pain (DN4 questionnaire) and on assessment of the patient's quality of life and state of health (SF-12 Health Survey). Study duration was 3 months: a baseline visit and follow-up included visits after 1 week, 1 month, 2 months, and 3 months. Results. At the beginning of the study, the mean intensity of the pain was 7.88 ± 1.17 on the NRS scale and at visit 2 it reduced in a statistically significant way; at the end of the treatment with tapentadol PR, the mean intensity was 2.84 points on the NRS scale. Conclusion. In type 2 diabetic patients with chronic severe pain due to PAD, tapentadol PR reduced pain intensity, improving the quality of life.
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