1

Technology education and manpower training in traditional industry from the perspective of the

small manufacturing business

Mr. Baruch SnirDirector of the Economics Department

The association of craft and industry in Israel

Israel-Germany Seminar “Vocational Training in Traditional Industry”

26.5.08

2

Characteristics of government system approach to high-

school vocational-technology education

Professional aspect – cancellation of imparting vocational skills and training, combined with education. Preference for training the student to integrate in a technology environment.

Social aspect - give each student the opportunity to realize his ability, while developing mobility of students to the highest possible level of theoretical education.

Practically adopting the approach claiming that vocational studies do not belong to the realm of schools but rather to the labor market.

No clear methods to vocational education. Resources allocation aspect - preference for the theoretical

track over vocational/technology track. Continuous cut-backs in technology education budgets.

3

Budgeting vocational education array

(within framework of Ministry of Education)

62.9 60.4

67.1

92.6 97.3

0

10

20

30

40

50

60

70

80

90

100

NIS m

20032004200520062007

Year

Technology educaiton budget - Actual performance budget figures

Ministry of Education Budget - 2003-2007

4

Status of vocational-technology

education in Israel Drastic decline in number of vocational schools. Drop in number of graduates from the education system with

practical technology training. Low potential of students who turn to post-high school studies

(university and college) in engineering and science fields, in industry related aspects.

Low number of students who continue with technician/ practical engineering studies, and reach fields of industry.

Lack of training/practical experience in industrial production during studies.

Lack of focus on fields related to advanced traditional industry (metal, printing, plastic).

5

Change in number of vocational high schools over time

882

136

719

390

420

356

283

341

0

200

400

600

800

1000

1200

No. schools

1980199020002007

Year

Segmentation of schools in high school education in Israel according to type of studies 1980-2007

voc/ tech

theoretical

6

Metal branch – Technology education in vocational high schools

2 2

7

1

0

1

2

3

4

5

6

7

No. Schools

General metalwork

structuralmetalwork

Machine Toolingwelding

branch

Metal branch - technology education in vocational high school 2005

7

Change in number of students in high school vocational education over time

188.6

90.3

153.4

115.2

127.1

102.7

61.6

70.7

0

50

100

150

200

250

300

No. students (k)

1980199020002007

Year

Change in number of students in high school vocational education over time

voc/ tech

theoretical

8

Segmentation of students in vocational high schools supervised by Ministry of Industry in

industry-centered track

Segmentation of students in high school study tracks supervised by the Ministry of Industry according to subject in

2006 (total: 14290 students) in industry-centered tracks

2% 13%5%

8%

1%71%

Printing

Electricity and electronics

Computers

Metal

Wood and furniture

Other

9

Segmentation of students in high schools for technicians and practical engineers in industry-centered vocational-

technology subjects

Segmentation of students in schools for technicians and practical engineers according to stream - 2007 figures (total 21,300 students)

14%

9%

10%

0%67%

Machines

Electronics

Software

Instrumentation and control

Other streams

10

Advanced metal branch – post-technology

education – Schools for practical engineers

Post-technology education - no. students in training tracks for advanced metal branches in practical engineering

schools-2007

960

598

21299

Mechanicalengineering -computerizeddesign, productionand control track

Mechanicalengineering -mechatronic track

Total students inpractical engineeringschools

11

Segmentation of degree recipients in institutes of higher learning

Segmentation of degree recipients from universities and academic colleges in 2006 according to study field (43,717 people)

18%

38%9%

8%

13%

14%

Humanities

Social sciencesand businessmanagementLaw

Medicine andparamedicalsubjectsMathematics andnatural sciences

Engineering andarchitecture

12

Status of vocational training in Israel Sharp cuts in public expenditure on vocational training for

adults in past years.

Significant decline in number of participants in adult training programs (from 32,000 in 2002 to 5000 in 2006).

State training centers closed.

Growth of private training systems and intra-plant training systems.

13

Budgeting vocational training for adults

81.192.5

160.6 151173.7

219.2

0

50

100

150

200

250

NIS m

200220032004200520062007

Year

budgeting vocational training for adults,2002-2007 (in 2005 prices )

14

Characteristics of shortage in vocational-technology manpower for traditional industry

Technology leaders: engineers and developers “master” infrastructure - professional instructors with expertise

in training skilled manpower. Technology operators in industry: computerized machine

operators, robot operators, quality control, digital control Professional employees related to manual work: welders,

metalworkers, form workers, etc. Fields: core professions lacking in industry: electronics,

mechanics, mechatronics, computerized machine tooling Long learning curve in the plant required from a practical

engineer/engineer who completed his studies Total shortage of thousands of employees in traditional

industry.

15

Lack of programmers in metal branch

33

66

109

192

0

50

100

150

200

No. employees

MillingLathingElectronic

accessorizing

Measuring

equipment (CMM)

Demand for programmers in metal branch in short term

16

Principles of involving industry in developing

vocational-technology education system

Elementary education – initial stimulation of students in high classes in aspects related to the world of machines and computerization (automation, robotics), while creating interest through visits to industrial plants.

High-school education – create study tracks suited to high schools in the technology-vocational track focused on the needs of the industry, accompanied by an adoptive plant.

Post-high school education – enhance cooperation with academic institutes and colleges regarding R&D and curricula, and incorporate practical projects in plants.

17

Principles of involving industry in developing vocational training system for

adults Training focus on professions required in the labor

market, while maintaining contact with the industry to map the needs.

Training provided by private entities in the private sector, financed by the government, and providing a recognized professional diploma.

Planning the training with employers in the manufacturing sector with emphasis on theoretical studies + practical experience in plants, and screening the candidates.

Creating threshold conditions required to operate intra-plant training centers.

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Desired specialization tracks in training programmers for

metal branch

20 25

52

78

0

20

40

60

80

Percentage

Milling

machines

Lathing

machines

Equipment f or

electronic

accessorizing

Measuring

equipment

(CMM)

Desired specialization tracks in training programmers for the metal branch

19

Principles of involving the small manufacturing business sector in developing vocational

technology education system

Train teachers in industry topics. Enhance the contact between plants and the

technology education system in the geographic vicinity.

Educate towards industrial entrepreneurship. Operate one-day training workshops. Technology reserve in the plant. Intra-plant training center.

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Model for cooperation: industrialists, government, institutes of higher learning, private companies,

training center for printing professions (prototype)

Organization of employers: Build a vocational training system, place the center graduates, promote and upgrade veteran employees.

Government (Ministry of Industry Trade and Labor - Division of Vocational Training): Approve and supervise curriculum, locate and screen candidates for vocational training, finance costs of training hours (for unemployed and academic retraining), official diploma for center graduates.

Academic colleges: Venue, ongoing operation of the center, administrative management, academic and professional management.

Hidelberg – experience and reputation in fields of establishing, equipment, teaching assistance (curriculum, training materials, lecturers).

Conclusion The government should take part in training for

technology and its incorporation into labor markets, through dialogue and cooperation with employees and employers.

Vocational-technology education should be recognized as a legitimate educational branch for students found suited to or interested in it.

Industry itself should contribute its part and be involved in the process of upgrading vocational-technology education and the vocational training array.