Dimitris Mourtzis, Professor, Laboratory for Manufacturing Systems

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


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


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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


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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]


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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

!!


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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


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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.”


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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


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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


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Luxemburg

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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]



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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


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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 ]


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Luxemburg


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]


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Luxemburg


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]


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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]


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Luxemburg


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


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Acquisition

Deployment

ProtectionFunding

Enhance

KnowledgePresent Future

Steps towards Adoption and Use of Knowledge


[MANUFUTURE, A Vision for 2020]


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Processes … …

Equipment … …

Systems … …

Framework & list of skills

ActionPlanTstudy[ICT skills]

DG Research study[NMP skills]

Study X[…]

Study Y[…]


Skills for the Factories of the Future


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Collaboration Skills

Technical Skills

Management Skills

Cultural Skills

Safety Awareness

Meaning Competency

Relation Competency

Learning Competency

Change Competency

Technical Competency

Skills

Knowledge

Competencies



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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.



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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


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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


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Luxemburg


… industrial practices to the classroom

… “new” knowledge to the factory

The Teaching Factory as a 2-ways“learning channel”

communicating

research

innovation

educationKNOWLEDGE


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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


“Factory to Classroom”


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Luxemburg

6. The Teaching Factory paradigm: ICT Infrastructure


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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


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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

mailto:[email protected]

http://www.lms.mech.upatras.gr/

Documents

Dimitris Mourtzis, Professor, Laboratory for Manufacturing Systems