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
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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
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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
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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.
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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 )
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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.
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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
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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.
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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
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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.