Disruption of qualifications in manufacturing: challenges and prospects

Abstract

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.

Competency Needs of Industry 4.0 Companies

“…Some researchers were interested in the obsolescence of professional qualifications and the need for changes in the education system. Tūtlys and Spöttl (2021) reveal the implications of 4IR for vocational and professional qualifications, along with the system of forming such qualifications. For instance, they argue that engineering education must change.…”

Changes in vocational and professional qualifications: the impact of the 4th industrial revolution

“…Tūtlys and Spöttl (2022) outline different scenarios which range from the use of algorithms to facilitate the automation of both routine and highly skilled jobs to the development of more enriched and complex employment roles driven by the needs of digitalization, informization of work and increased networking of work processes. A comparison of these scenarios in relation to content and macro-structural changes illustrates the potential impact of 4IR on vocational and professional qualifications.…”

“…The review is based on “Disruption of qualifications in manufacturing: challenges and prospects”, by Tūtlys and Spöttl (2022), published in European Journal of Training and Development .…”

“…A research paper by Tūtlys and Spöttl (2022) examines the implications of 4IR for vocational and professional qualifications and their systems and aims to promote discussion of changes in these qualifications among experts and researchers. Data is gathered from several case studies of the design and development of vocational and professional qualifications in the manufacturing industry which focus on the skill requirements of the 4IR.…”

Perceptions of Industry and Education Practitioners Regarding the Implementation of Digital Learning in Automotive Engineering

“…This has indirectly hinted at competency transformation in human resources through education. Education is an important aspect that must be developed in the implementation of learning to achieve more comprehensive competencies and skills (Pavlova, 2009;Tūtlys & Spöttl, 2021). This is not easy to do, especially with vocational education which must equip students with competencies in three domains, namely cognitive, affective and psychomotor (Astuti et al, 2021;Billett, 2011;Clark & Winch, 2007).…”