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3.4 Education and Training: a View to the Future
Title: Manufacturing Education, Skills, and Competences for the Factories of the Future
Prof. Dimitris MourtzisLaboratory for Manufacturing Systems and Automation (LMS)
Department of Mechanical Engineering and Aeronautics,University of Patras, Greece
E-mail: [email protected]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
1. Introduction
2. Definitions
3. Skills and Competencies
4. Skilled Labour in Europe
5. From Traditional to the Future Industrial Structure
6. The Teaching Factory paradigm
7. Conclusions and Outlook
CONTENTS
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
1. Introduction: GLOBAL Challenges
General Purpose Technologies (GPT)
Key Enabling Technologies (KET)
Slow Generation and Uptake of new Manufacturing Knowledge
Global Challenges
Economic Crisis Demographic Issues Political Issues etc.
Causes
Ambition Through
!Re-build Manufacturing Capabilities
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
1. Introduction: MANUFACTURING Matters
GDP in the U.S. rose 2.2% in 2012, driven primarily by a 6.2% increase in realvalue added from the manufacturing sector [Bureau of Economic Analysis, 2012]
Manufacturing contributes 28,4% of GDP in Europe in todays economicrecession [IMF: World Economic Outlook, 2013]
GDP increase
Knowledge and Skill-intensive jobs on the increase (EU-27+) [Wilson and Zukersteinova, 2011]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
Skill is the ability to apply knowledge and use the know-how for the completion
of well-defined tasks. Generally speaking, it identifies that an individual is able to do
something within a specific context. [European Qualifications Framework (EQF), 2008]
Competence is the capacity to successfully
handle certain situations or complete a job
This capacity may be defined in terms of:
cognitive factors
intellectual and perceptual motor skills
personality traits
affective factors
and social skills
[Ellstrom and Kock, 2009]
2. Definitions: SKILL & COMPETENCE
Skill Knowledge
Competence Skill Skill
Skills and competences are major building blocks of the
Learning Process
The Educational paradigm in
Manufacturing needs to be revised
!!
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
Industrial Learning
Attitude“feel”
Skills“do”
Knowledge“think”
Competence“master”
[Mavrikios et al., 2011]
3. Skills & Competencies in the Industrial Learning Process
Building Blocks of the Learning Process
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
3. Importance and Status of Skills: Education
Performance on international student achievement tests has been reported to have a powerful impact on growth [Hanushek and Wossmann]
“A skilled labour
force fosters
productivity growth
by increasing the
capability of
adopting,
implementing or
creating new
technologies.”
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
3. Skills & Industrial Competitiveness
Studies show significant positive effects of the share of high- and medium-skilled workers on productivity growth
These results suggest that a skilled labour force fosters productivity growth by increasing the capability of adopting, implementing or creating new technologies
A higher share of high- and medium-skilled workers alsospurs growth of exports [Landesmann et al., 2009]
Skilled Workforce
Growth of Exports
Productivity Growth
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
9
3. Skills & Industrial Competitiveness
Forecast Global Supply of Skilled and Unskilled Workers (in millions)
[World Bank Global Economic Prospects, 2007]
Total Unskilled Workers in 2030 will be 32.6% more than in 2001
Total Skilled Workers in 2030 will be 48.4% more than in 2001
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
10
The Bank of England estimates that changes in labour quality accounted for about a fifth of economic growth between 1996 and 2002.
Similar analysis of EU KLEMS data between 1996 and 2005 suggests that 20% of the growth in UK productivity is attributable to labour composition.
In the OECD economies, a 1% increasein the number of graduates is associated with a 1.1% rise in GDP growth rates. [Michael Landesmann, 2009]
3. Skills & Industrial Competitiveness
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
3. Skills as Drivers of global manufacturing competitiveness
Skills are critical for manufacturing. Studies have considered and validated “skills”
as one of the drivers for manufacturing competitiveness
Rank Drivers Driver Score
10=High
1=Low
1 Talent – driven innovation 9.22
2 Cost of labor and materials 7.67
3 Energy cost and policies 7.31
4 Economic, trade, financial and tax systems 7.26
5 Quality of physical infrastructure 7.15
6 Government investments in manufacturing & innovation 6.62
7 Legal & regulatory system 6.48
8 Supplier network 5.91
9 Local business dynamics 4.01
10 Quality and availability of health care 1.81
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
3. Skills for Growth: Productivity & Employment
Skills are drivers of economic growth and when they are utilised effectively, can:
Raise employment
levels
Drive improvements
in productivity
Enterprise
Skills
Innovation
Competition
Investment
Drivers Outputs Outcome
Productivity
Output per Worker
Employment
Number of People
Working
Number of Hours
Worked
ECONOMIC
GROWTH
Sustainable growth rate
of GDP per head
[Department for Business, Innovation and Skills (BIS), 2010, Supporting analysis for “Skills
for Growth: The national skills strategy”, BIS Economics Paper No.4 ]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
4. Skilled Labour in Europe
Results of forecast studies show a considerable shift in labour demand towards
skilled workers implying that future jobs will become more knowledge and skill-
intensive [CEDEFOP, 2010]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
4. Skilled Labour in Europe
The share of engineers among the Mechanical Engineering staff, in Germany, has
more than doubled over the period 1982-2010, indicating that the skill level has
increased considerably in the sector [Ifo Institute, 2012]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
15
4. Skills: Shortages & Gaps
Skills shortages refer to a situation where firms cannot obtain in the labour
market sufficient supply of the required skills (quantitative) and are reported to
have a negative effect on innovation performance
Skills gaps refer to the qualitative mismatch between the supply or availability
of human resources and the requirements of
the labour market
The Scottish Employers Skill Survey estimated
that the inability of filling vacancies with
adequately skilled workers, caused delays in
the development of new products in 30%
of the firms and difficulties in introducing
new working practices in 24% of firms[Tether et al., 2005]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
5. From Traditional to the Future Industrial Structure
Traditional Structure of Industrial Practice
is based on:
Labour, Material, and Capital
Innovative Structure of Industrial Practice
needs to be based on:
Knowledge andCapital
More High Quality Jobs Advanced Automation Societal Development
Resource BasedManufacturing
Knowledge BasedManufacturing
Low Quality Jobs Labour Intensive Material Intensive
[MANUFUTURE, A Vision for 2020]
Dematerialisation
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
17
Acquisition
Deployment
ProtectionFunding
Enhance
KnowledgePresent Future
Steps towards Adoption and Use of Knowledge
5. From Traditional to the Future Industrial Structure
[MANUFUTURE, A Vision for 2020]
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
18
Processes … …
Equipment … …
Systems … …
Framework & list of skills
ActionPlanTstudy[ICT skills]
DG Research study[NMP skills]
Study X[…]
Study Y[…]
5. From Traditional to the Future Industrial Structure
Skills for the Factories of the Future
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
19
Collaboration Skills
Technical Skills
Management Skills
Cultural Skills
Safety Awareness
Meaning Competency
Relation Competency
Learning Competency
Change Competency
Technical Competency
Skills
Knowledge
Competencies
5. From Traditional to the Future Industrial Structure
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
20
Level
1
Basic general knowledge
Level
2
Basic factual knowledge of a field of work or study
Level
3
Knowledge of facts, principles, processes, general concepts
Level
4
Factual and theoretical knowledge in broad contexts
Level
5
Comprehensive, specialised, factual, theoretical knowledge
Level
6
Advanced knowledge and understanding of theory
Level
7
Highly specialised knowledge
Level
8
Knowledge at the most advanced frontier of a field
Cognitive Skills
Basic skills required to carry out simple tasks
Basic cognitive skills to use relevant information
A range of cognitive and practical skills
Work/study under supervision (direct ) in a structured context
Work/study under supervision with some autonomy
Take responsibility for task completion in work or study
Exercise self-management within predictable environment
[European Qualifications Framework (EQF) (2008), Recommendation of the European Parliament & the Council of the European Union on the establishment of the EQF for lifelong learning, Official Journal of the European Union]
Knowledge Skill Competence
Comprehensive range of cognitive, practical skills
Exercise management and supervision in unpredictability
Advanced skills, mastery and innovation
Specialised problem-solving skills
The most advanced and specialised skills / techniques
Manage complex technical or professional activities/projects
Manage and transform work or study contexts in new ways
Demonstrate substantial authority, innovation, etc.
5. From Traditional to the Future Industrial Structure
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
21
Research
&
Academia
Industrial
Practice
New Knowledge
Organise
Classify
Build-up
Diffuse Knowledge
Knowledge
Dissemination and
Competence Platforms
Industrial
Practice
Tightly
Integrated
with
Research
5. From Traditional to the Future Industrial Structure-The Teaching Factory Paradigm
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
Manufacturing Education
Practice Theory
Observe problem solving techniques/methods
Learn to work in teams
Come in touch with real problems/cases
Core competence for Engineers “Problem Solving” capacity
Teaching Factory
Product/Process Young Engineers
Fusion
6. The Teaching Factory paradigm: A 2-Way Knowledge Transfer Channel
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
6. The Teaching Factory paradigm: A 2-Way Knowledge Transfer Channel
… industrial practices to the classroom
… “new” knowledge to the factory
The Teaching Factory as a 2-ways“learning channel”
communicating
research
innovation
educationKNOWLEDGE
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
“Academic lab to factory”
Students in the classroom act as the
knowledge “receivers”
On the industry side, engineers
introduce and present real shop floor
problems
The communication and interaction is
done on a Virtual Operation Scheme
Engineers at an industrial site act as the
knowledge “receivers”
Academic facilities provide the test-bed
for presenting and demonstrating
research results.
New solutions to industrial problems are
investigated on the basis of these results
6. The Teaching Factory paradigm: A 2-Way Knowledge Transfer Channel
“Factory to Classroom”
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
6. The Teaching Factory paradigm: ICT Infrastructure
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
7. Conclusions & Outlook
Skills have a major impact on the economic growth of a society, on the innovation
process as well as on industry’s competitiveness
To address future challenges of supply and demand of manufacturing skills, a change of
the educational paradigm in manufacturing is required
The Teaching Factory approach, in view of this need, emerges as a promising new
paradigm, integrating the cornerstones of the knowledge triangle into a single framework
A pilot project KNOWFACT, is reported, aiming to
implement the Teaching Factory
approach as a 2-way “learning channel”
In addition to that, MANUSKILLS and SKILLPRO projects
aim to integrate education with industry
research
innovation
educationKNOWLEDGE
Laboratory for Manufacturing Systems and AutomationDirector: Professor G. ChryssolourisDepartment of Mechanical Engineering and Aeronautics, University of Patras, Greece
23 & 24 Nov 2015,
Luxemburg
7. Conclusions & Outlook - Forecast for 2020
95% of the working age population to achieve functional literacy and numeracy skills
Exceeding 90% of the working age population to be qualified to at least Level 2
68% of the working age population to be qualified to level 3 or above
At least 40% of the working age population to be qualified to level 4 or above
[Department for Education and Skills (DfES) Workforce Training in England]
Professor D. Mourtzis ([email protected])Laboratory for Manufacturing Systems & Automation (LMS)
Director: Professor G. ChryssolourisDept. of Mechanical Engineering & Aeronautics
University of Patras, Greecewww.lms.mech.upatras.gr
Thank you for your attention
3.4 Education and Training: a View to the Future