The Role of Competence Profiles in Industry 5.0-Related Vocational Education and Training: Exemplary Development of a Competence Profile for Industrial Logistics Engineering Education

Abstract

Industry 5.0 and the associated transformation into Society 5.0 require a complete realignment of the skills required of the engineers of tomorrow. Thereby, the pre-dominant and policy-driven drivers of digitalization, and sustainability in particular, demand a complex variety of enhanced special competencies (e.g., lean thinking, data science skills) and transversal competencies from engineers working in manufacturing companies which must be systematically developed and continuously expanded. Since methodical approaches to systematic competence development in the environment of Industry 5.0-related engineering education are scarce, this article develops a competence profile for industrial logistics engineering education as an example of Industry 5.0-related vocational education and training initiatives. After elaborating on the relevant theoretical aspects of systematic competence development in adult education, an exemplary competence profile for industrial logistics engineering education is developed. Moreover, this paper presents a preliminary investigation of the impact of competencies on job performance and job satisfaction. The research results serve as a basis for the development of new teaching and learning concepts as well as for the investigation of causal relationships between competence-orientation and individual performance for industrial engineers in manufacturing enterprises.

Industry 5.0 and the Skills Gap: Strategies for Developing a Futureready Workforce

“…In accordance with this, researchers and professionals have claimed that the global economic growth trajectory has shifted from a market economy to a knowledge economy (Mohamed, Liu & Nie, 2022). In this context, the Industry 5.0 paradigm requires a proactive approach to education and training to ensure employees have the necessary skills and knowledge to succeed in this new industrial paradigm (Pacher et al, 2023). The reform of vocational educational institutions, particularly business schools, is a pressing issue that necessitates a full overhaul of present academic curricula (Renda et al, 2022).…”

“…Currently, these skills are not emphasized in secondary and postsecondary education core curriculum (Kolade & Owoseni, 2022). Individuals often develop these talents later in life as they mature and participate in lifelong learning (Pacher et al, 2023). However, these talents must be developed at a young age, which would entail a major overhaul of educational and training institutions' structures and methods (Kolade & Owoseni, 2022).…”