Reskilling the manufacturing workforce and developing capabilities for the future

Abstract

CONTEXTInnovative economies require a workforce with a high level of technical skills and scientific awareness, yet worldwide there is a decline in the number of students participating in pre university science, technology, engineering and mathematics (STEM). Australia's graduation rates in STEM fields are low by international comparison, providing challenges in meeting qualified workforce needs. Australia's future in the next three to five years depends on a stronger workforce with more qualified engineers and associated professionals with high level skills who are capable of meeting the needs of growing industries such as advanced manufacturing and the maritime sector. PURPOSEThis project identified the mismatch between current skills and future needs from a literature review and through interviews with Tasmanian industry stakeholders. It reflected on existing pathways and the changes required for ensuring that future skills needs are met. APPROACHQualitative data on current skills and future skill needs were collected through semi-structured interviews with individual companies in the manufacturing, advanced manufacturing and maritime/marine industries in Tasmania. The companies selected for interview were either members of the Tasmanian Maritime Network or considered to be in growth industries or industries of importance for Tasmania. Companies were selected to ensure a mix of size, age of company and diversity within the industry. RESULTSA major learning from this project was that there are common needs amongst the manufacturing, advanced manufacturing and maritime/marine industries for future skills despite the diversity of industries. The fundamental skills identified by industry for continued growth and effective management included basic skills such as literacy and numeracy, problem-solving, work ethic, IT, leadership and management including the need for staff to be multi-skilled. Technology is everchanging and technology based skills for specific industries will also drive training needs for the future. Issues raised by industry included: retirement of the ageing workforce in these industries which will create a skills gap if industry does not address training and progression of existing staff; training providers were not necessarily offering the required training and therefore all companies offered some form of in-house training for specialty skills; and that the lack of higher level Vocational Education and Training (VET) in manufacturing, advanced manufacturing and engineering has left a gap of skilled staff in Tasmania. DISCUSSION AND CONCLUSIONSThe results of this study clearly indicate that there is a need for VET and Higher Education (HE) to be flexible in their course offerings, and maintain a close relationship with industry (and with each other) to promote skills transfer between the sectors. This will ensure that the education and training sector remains relevant to meet the needs of employers, delivering consistent and quality learning outcomes. In addition, a close relationship will creat...

Competências Gerais Requeridas Aos Profissionais Da Sociedade Em Transformação Digital: Uma Proposta Para Trabalhadores Do Setor Industrial

“…Após a análise das 18 (dezoito) publicações identificadas na pesquisa exploratória (LE BOTERF, 1994, 2003PERRENOUD, 2000;SANT'ANNA, 2002;YAKMAN, 2008;MEIS-TER;WILLYERD, 2013;ZUBIAGA, 2014;BRAUD, 2015;AIRES;KEMPNER-MOREI-RA;FREIRE, 2017;PENESIS et al, 2017;WEF, 2018;MEC, 2018;OECD, 2018;PERE-Z-PEREZ;GOMEZ;SEBASTIAN, 2018;INS-TITUTO AYRTON SENNA, 2019;PETRONE, 2019;SÁNCHEZ LUDEÑA, 2019;HARDOIM et al, 2019) e nos 13 artigos da amostra mapeados na revisão sistemática realizada em bases de dados internacionais (SNELL et al, 2000;BIR-DI et al, 2008;BAYO-MORIONES;BILLON;LERA-LOPEZ, 2008;CORDERO;WALSH;KIRCHHOFF, 2009;NAGAR;RAJ, 2013;JO-VANOVIC;HARTMAN, 2013;PIÑOL et al, 2017;KINKEL;SCHEMMANN;LICHTNER, 2017;LONGO;NICOLETTI;PADOVANO, 2017;KARRE et ...…”

“…Adaptabilidade LE BORTEF, 1994, 2003SANT'ANNA, 2002;LE BORTEF, 1994;NAGAR;RAJ, 2013;PIÑOL et al, 2017) (KAZANCOGLU;OZKAN-OZEN, 2018;PEREZ-PEREZ;GOMEZ;SEBASTIAN, 2018;PETRONE, 2019) Alfabetização em outros idiomas (PIÑOL et al, 2017) Aprender a aprender LE BORTEF, 1994, 2003PERRENOUD, 2000;SANT'ANNA, 2002;MEISTER;WILLYERD, 2013;PENESIS et al, 2017;PIÑOL et al, 2017;NAGAR;RAJ, 2013;WEF, 2018 (LE BORTEF, 1994;SANT'ANNA, 2002;KINKEL;SCHEMMAN;LICHTNER, 2017;PIÑOL et al, 2017;MEC, 2018;PEREZ-PEREZ;GOMEZ;SEBASTIAN, 2018;PETRONE, 2019;BIRDI et al, 2008) Visão sistêmica (LE BORTEF, 1994;SANT'ANNA, 2002;KARRE et al, 2017;KINKEL, SCHEMMANN, LICHTNER, 2017;FREDDI, 2018;OECD, 2018;WEF, 2018;KAZANCOGLU, OZKAN-OZEN, 2018) Fonte: elaborado pelas autoras.…”

Diretrizes Para Construção De Trilhas De Aprendizagem Para Desenvolvimento De Profissionais Do Setor Industrial Da Sociedade Em Transformação Digital

“…Relacionar as competências desenvolvidas com as tecnologias habilitadoras da Sociedade em Transformação Digital. PADOVANO, 2017;PENESIS et al, 2017;WICH;POLLOCK;JEFFERSON, 2011;ALVES, 2016;KOLB, 1971KOLB, , 1984…”

“…Adaptar as ofertas formativas às necessidades dos estudantes, usando tecnologias educacionais e estratégias de ensino variadas para facilitar o aprendizado. PADOVANO, 2017;PENESIs et al, 2017;PERINI et al, 2017;WICH;POLLOCK;JEFFERSON, 2011;PERUZZINI;PELLICCIARI, 2017;ALVES, 2016;KOLB, 1971KOLB, , 1984FREIRE et al, 2016a)…”

“…( KARRE et al, 2017;BAYO-MORIONES;BILLON;LERA-LOPEZ, 2008;KÜSTERS;PRAB;GLOY, 2017;PENESIS et al, 2017;PERINI et al, 2017;PIÑOL et al, 2017;KOLB, 1971KOLB, , 1984FREIRE et al, 2019;PENNATHUR;MITAL, 2003;WICH;POLLOCK;JEFFERSON, 2011;ALVES, 2016)…”