Active learning based laboratory towards engineering education 4.0

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version

Integrating personal learning and working environments

This review paper part of a series of papers commissioned by the Institute for Employment Research at the University of Warwick under the title of 'Beyond Current Horizons – Working and Employment Challenge'. In turn, in forms part of a larger programme of work under the banner of Beyond Current Horizons that is being managed by FutureLab on behalf of the UK Department for Schools, Children and Families. The brief was to cover: - The main trends and issues in the area concerned; - Any possible discontinuities looking forward to 2025 and beyond; - Uncertainties and any big tensions; - Conclusions on what the key issues will be in the future and initial reflections on any general implications for education. Given the wide ranging nature of the brief, this paper largely confines itself to trends and issues in the UK, although where appropriate examples from other countries in Europe are introduced. We realise that in an age of growing globalisation the future of work and learning in the UK cannot be separated from developments elsewhere and that developments in other parts of the world may present a different momentum and trajectory from that in the UK. Thus, when reading this report, please bear in mind the limitations in our approach

High-end fashion manufacturing in the UK - product, process and vision. Recommendations for education, training and accreditation

The Centre for Fashion Enterprise (CFE) was commissioned by the Department of Culture, Media and Sport (DCMS) to undertake a feasibility study to explore fully the market need for a new high-end production hub. This was in direct response to the need highlighted in the DCMS report, Creative Britain - New Talents For The New Economy, published in 2008. In addition to finding a need for a sampling and innovation facility1 (outlined in a separate document), the study identified significant problems relating to education and skills training in the sector. Recommendations are given in this report as to how these might be addressed, as well as a recommendation for an accreditation scheme that would aim to raise production quality standards within the sector

Advancing Women, Changing Lives A Comprehensive Evaluation of the Gap Inc. P.A.C.E. Program

Globally the garment industry is one of the biggest employers of low-skilled women workers. Despite their large numbers in the workforce, relatively few female garment workers advance to higher-level positions as they have limited opportunities to acquire the skills that would enable their professional and personal growth. In response to this need, Gap Inc. initiated the P.A.C.E. (Personal Advancement & Career Enhancement) workplace education program to teach women the managerial, interpersonal, organizational and other practical skills needed to move forward in work and in life. This report summarizes findings from program evaluations conducted by ICRW from 2009 - 2013 at six factory sites where P.A.C.E. is implemented - two in India and one each in Cambodia, Vietnam, Bangladesh and China.Research findings from these robust, multi-country evaluations demonstrate that P.A.C.E. is an effective, sustainable and scalable model that yields high returns for women, their families and the businesses where they work

The Worsening Shortage of College-Graduate Workers

The Bureau of Labor Statistics (BLS) projections of occupational employment growth have consistently underpredicted the growth of skilled occupations. BLS currently projects that professional, technical, and managerial jobs will account for 44.5% of employment growth between 1988 and 2000, while we project they will account for 70% of employment growth. Between March 1988 and March 1991 these occupations, in fact, accounted for 87% of employment growth. The BLS\u27s projections of the supply/demand balance for college graduates have also been off the mark-predicting a surplus for the 1980s when, in fact, a shortage developed, and relative wage ratios for college graduates rose to all-time highs. We project that the supply of college educated workers will grow more slowly during the 1990s and that there will be a continuing escalation of wage premiums for college graduates