e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)

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

FOURTH INDUSTRIAL REVOLUTION AND LIBRARY AND INFORMATION SCIENCE CURRICULUM DEVELOPMENT IN NIGERIA.

The fourth industrial revolution is fast developing and it is an era that is combining digital and human elements in a way like never before. The impact of the 4IR is still unknown but it is certain that it will bring about a profound change in every aspect of human endeavor. In the educational sector the 4IR requires human development that will fulfil knowledge and expertise. There is therefore need for Library and information science schools to respond to it, in order to give students, the opportunity to develop capacity in this fast-emerging area. Thus, this paper highlighted the Historical context of 4IR, the emerging technologies for 4IR, education 4.0, the development od new skills for the 4IR, LIS Curriculum Development in the 4IR. And challenges of employing 4IR in LIS curriculum. The paper posited that, library schools should develop their curriculum to keep pace with the 4IR in order to prepare the students and equip them with the right skills to fit into future opportunities in the work force .The paper recommended among other things that the National Universities commission (NUC) should ensure that LIS curriculum content is updated to match the rapid tempo of technological advances with the right infrastructures in place

SYSTEMATIC APPROACH TO THE EDUCATION IN THE FIELD OF SMART PRODUCTS AND SERVICES ENGINEERING

Industry 4.0 has a huge impact on the entire social system. The speed, scope and impact of the changes it brings have an exponential trend. The biggest impact is related to the industry and industrial development. Full digitalization and automation of production is expected, i.e. networking of smart digital devices with products, machines, tools, robots and people. For the realization of such complex tasks, it is necessary to have adequate human resources. In the changes brought by I4.0, the engineering of smart products and services, i.e. the education of development engineers, has a very important role.The social and industrial transformations dictated by the fourth industrial revolution also define new trends in the education of development engineers. Development engineers are expected to be comprehensively educated and trained to work in interdisciplinary project teams, in order to create new intelligent and networked products through creativity, innovation and fascinating technique.The paper presents the development of education through the epochs of industrial development and presents trends and challenges related to the education 4.0. Special attention is paid to the education of development engineers and the relevant competencies they need to have in order to meet the tasks and expectations in modern conditions

Information and Communication Technology in Textile Engineering College Libraries of Haryana, India

At present application of information and communication technologies (ICT) has become gradually more important in textile college libraries. In the digital age endurance of libraries lacking ICT is in risk. The paper describes the current position of textile libraries in ICT environment in Haryana state. It explains the indication of available ICT infrastructure and e- resources with these libraries. The data collected with the help of questionnaire have been interpreted and output results have given in this paper. Both institutes libraries are making an endeavor to do well in collection development, services, and infrastructure. Both the institute have the well ICT infrastructure in their library and giving more importance to different aspect of ICT such as internet, e-mail, online journals etc. Keeping in the view of better internet facility both the libraries have the Wi-Fi connectivity library campus. Both the librarians expressed that their individual initiatives lead them for automation. Keywords: Library automation, Networking; Internet, PIET, TIT

Insights Into Global Engineering Education After the Birth of Industry 5.0

Insights Into Global Engineering Education After the Birth of Industry 5.0 presents a comprehensive overview of recent developments in the fields of engineering and technology. The book comprises single chapters authored by various researchers and edited by an expert active in the engineering education research area. It provides a thorough overview of the latest research efforts by international authors on engineering education and opens potential new research paths for further novel developments

Indonesia Network Infrastructures and Workforce Adequacy to Implement Machine Learning for Large-Scale Manufacturing

Technological development prior to industrial revolution 4.0 incentivized manufacturing industries to invest into digital industry with the aim of increasing the capability and efficiency in manufacturing activity. Major manufacturing industry has begun implementing cyber-physical system in industrial monitoring and control. The system itself will generate large volumes of data. The ability to process those big data requires algorithm called machine learning because of its ability to read patterns of big data for producing useful information. This study conducted on premises of Indonesia’s current network infrastructure and workforce capability on supporting the implementation of machine learning especially in large-scale manufacture. That will be compared with countries that have a positive stance in implementing machine learning in manufacturing. The conclusions that can be drawn from this research are Indonesia current infrastructure and workforce is still unable to fully support the implementation of machine learning technology in manufacturing industry and improvements are needed