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Journal of Mechanical Engineering Research & Developments (JMERD) 42(1) (2019) 71-73
Cite The Article: Thi Lan Anh Vu, Tien Quoc Le (2019). Development Orientation For Higher Education Training Programme Of Mechanical Engineering In Industrial Revolution 4.0: A Perspective In Vietnam. Journal of Mechanical Engineering Research & Developments, 42(1): 71-73.
ISSN: 1024-1752 (Print)
CODEN: JERDFO
SCIENTIFIC COMMUNICATION
ARTICLE DETAILS
Article History:
Received 22 November 2018 Accepted 26 December 2018 Available Online 28 January 2019
1. IMPACTS OF INDUSTRIAL REVOLUTION 4.0 ON HIGHER
EDUCATION
The Industrial Revolution 4.0 is assessed to have a strong impact on all aspects of life, economy and society, not just at the scale of factories and
enterprises. For higher education (HE), Industrial Revolution 4.0 has the
following predictable impacts:
The demand of the labor market has changed, many economists even have
pointed out that this revolution could pose a risk of breaking the labor market. When automationreplaces people in the entire economy, workers, especially low and medium skilled workers, will be redundant if they do
not adapt quickly to production changes. This creates a differentiation of the labor market, diving it into two groups: one flow-skilled labor with
low-paid wages and the other of high-skilled labour with high-paid wages [1]. Higher education must meet an increasing demand for highly
knowledgeable labour to create a large surplus value. It is impossible to
predict the knowledge and skills that the labor market will need in the
near future because technology changes so quickly. Training and scientific
research activities at higher education institutions face new reform and
competition requirements. Many technology corporations with great technological, human and financial potential will have great advantages in
turning knowledge into commercial products that higher education
institutions do not have [2]. This has significantly reduced the boundaries and distance of knowledge and creative ability between higher education
and industry. Notably, the rapid change of technology in the Industrial Revolution 4.0 requires higher education to equip learners with basic
skills and knowledge, creative thinking, the ability to adapt to challenges and constantly changing work demands to avoid the risk of being sacked
[3].
The boundary among traditional training disciplines is increasingly fuzzy, the trend of cross- and inter-disciplinary training associated with
information technology has become popular. The Industrial Revolution 4.0
differs from previous industrial revolutions in that there is a combination
of technologies, blurring the lines between the physical, digital, and
biological spheres [4]. This requires higher education to provide learners with popular knowledge and skills and creative thinking, system thinking
so that learners can learn by themselves andbe able to adapt to challenges and interdisciplinary and changing job requirements. The new learning
space on the internet is formed and the combination of traditional education and MOOC (Massive Open Online Course) becomes an inevitable
trend. Mobile connectivity and cloud computing applications will help
learners acquire both knowledge and skills through online courses. In
particular, new knowledge is being created at the exponential level and
popularized quickly and extensively. This makes online classes, online
conferences and so on become increasingly popular. However, face-to-face teaching still plays a very important role because of its great advantage in forming skills, especially soft skills (employment skills) for learners. Therefore, a harmonious combination of education in the
traditional way and MOOC will be the inevitable trend to meet the needs
of the global labor market. Education for individuals has become popular, and higher education institutions must better understand learners and
provide them with personalized education services to meet different requirements on individual study journeys, locations, times, etc.
2. THE IMPACT OF INDUSTRIAL REVOLUTION 4.0 ON MECHANICAL
ENGINEERING
In recent years, Vietnam's mechanical industry has gained many
achievements. However, in the context of the Industrial Revolution 4.0,
Vietnam's mechanical industry still shows a number of limitations. It is
necessary to renovate mechanisms, policies and technologies to gain a
foothold in the global value chain, especially in the high value-added
stages. Although the mechanical engineering has made great strides, however, many experts assess that the industry has not developed in
proportion to its current capacity, especially in the context of the
Industrial Revolution 4.0. Vietnamese mechanical industryhas to face
many challenges. The nature of the Industrial Revolution 4.0 is that mechanical production is based on digital technology and it integrates all smart technologies to optimize processes and production methods. It is forecasted that there will be a big breakthrough in technology affecting the
Journal of Mechanical Engineering Research & Developments (JMERD)
DEVELOPMENT ORIENTATION FOR HIGHER EDUCATION TRAINING
PROGRAMME OF MECHANICAL ENGINEERING IN INDUSTRIAL REVOLUTION 4.0:
A PERSPECTIVE IN VIETNAM
Thi Lan Anh Vu1*, Tien Quoc Le2
1Ho Chi Minh city University of Transport, Ho Chi Minh city, Vietnam 2Vietnam Maritime University, Haiphong city, Vietnam *Corresponding author email: [email protected]
This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
DOI : http://doi.org/10.26480/jmerd.01.2019.71.73
Journal of Mechanical Engineering Research & Developments (JMERD) 42(1) (2019) 71-73
Cite The Article: Thi Lan Anh Vu, Tien Quoc Le (2019). Development Orientation For Higher Education Training Programme Of Mech anical Engineering In Industrial Revolution 4.0: A Perspective In Vietnam. Journal of Mechanical Engineering Research & Developments, 42(1): 71-73.
mechanical production: 3D printing technology, new material technology, automation technology, robotics ... Industrial Revolution 4.0 for mechanical production will create "smart mechanical factories". In these
factories, the virtual space physical system will monitor physical processes, creating a virtual copy of the physical world. However, domestic mechanical engineering in Vietnam belonging to many economic
sectors (except for FDI) is still organizing production at the level of Industrial 2.0 and has not yet reached the Industrial 3.0. Specifically, 39.3% of Vietnam mechanical engineeringis low technology, 48% is
medium technology, 12% is relatively high technology which mainly
belongs to FDI enterprises. Our machinery and equipment are often
backward, from 2 to 3 generations compared to the world current average
level. Industrial Revolution 4.0 brings many opportunities to Vietnam's mechanical industry such as allowing us to access information, knowledge
and advanced technology, creating a highly qualified workforce. Therefore, it helps to increase productivity, shorten the time to bring
products into market, produce products with higher quality and more
competitive prices. In addition, Vietnamese mechanical industry has not highly developed, with small scale leading to small inertia, therefore it may
not cause too great loss in the context of changes in the Industry 4.0. The
future orientation of Vietnam should focus on the energy and sustainable
development, and material science [5-12].
3. THE IMPACT OF THE INDUSTRIAL REVOLUTION 4.0 ON HUMAN
RESOURCE DEVELOPMENT
Each Industrial Revolution has led to a drastic change in the structure of human resources and employment. Like the previous three Industrial
Revolutions, Industry 4.0 has the potential to bring many benefits to
employees through increasing labor productivity, resulting in increased
income. Many new products and services arelaunched to help improve
quality of life, especially the opening of the labour market helps create
more new jobs. Industrial Revolution 4.0 with the emergence of high
technology, smart machines and robots with artificial intelligence will bring great changes to the labor market and employment structures at many different levels. Labour supply - demand, labor structure, and the
nature of employment will all be seriously affected [13]. The sectors based
on manual labor and the industries associated with the automation
process will also be significantly affected. Thus, the impact of Industrial
Revolution 4.0 on employment will be a shift from labor- intensive to
knowledge- intensive and technology- intensive production. In Industrial
Revolution 4.0, the opportunity for everyone is the same [14]. Those who
possess good competence, qualifications and skills to create many values
for society will succeed. For universities, Industrial Revolution 4.0
requires much better training of human resources with new skills than in
the previous decades, because the market requires human resources with
more skills and better education levels. Currently, higher education
generally has not satisfied the requirements of employers. One of the
challenges facing developing countries when approaching Industry 4.0 is the skilled human resources. According to WEF's Future Production
Readiness Report 2018, Vietnam ranked among the last in the 81/100
high-skilled labor rankings, even behind Thailand and the Philippines in
ASEAN countries. Also in this report, the ranking of Vietnam's vocational
training quality is only 80/100, compared to the other ASEAN countries, Vietnam just stood before Cambodia (92/100). Industry 4.0 with new
technologies has changed the production platform, created more new
industries, and set new requirements for human resources. This is a major challenge for Vietnamese higher education. Therefore, universities in
Vietnam need to be aware of these challenges and should have a suitable
strategy for the development of science and technology, change of training
mode and investment of facilities to train high quality human resources in
the digital era.
4. ORIENTATION TO IMPROVE THE QUALITY OF HUMAN RESOURCE
TRAINING FOR THE MECHANICAL INDUSTRY
Vietnam with a population of over 96 million people and many advantages in human resources. This human resource must become an advantage for socio-economic development. However, the fact shows that the
competitiveness of the economy will be very weak because one of the basic
causes is the low quality of human resources. Industrial revolution 4.0 sets
new requirements for employees, requiring us to have a corresponding
education - Education 4.0. Considering the criteria of objectives, programs
and teaching methods, it can be seen that our education is still somewhere
between Education 2.0 and Education 3.0. On the basis of properly
assessing the situation and fully recognizing the impacts of the Industrial
Revolution 4.0 to higher education, universities have been implementing
solutions to receive opportunities and prepare for challenges from the
Industrial Revolution 4.0, namely:
4.1 Regularly reviewing and updating the list of training disciplines
and develop new training programs
Regularly researching, surveying and associating with enterprises to grasp
labor demand and focus on training the fields with great demand when
approaching the Industrial Revolution 4.0, especially the sectors belonging
to of engineering and technology, such as Precision Engineering,
Automation, Robotics, Network Programming, Electricity - Electronics, New Energy, and so on.
Regularly evaluating and improving the training programs to meet the
current needs of enterprises and anticipate future changes of the labor market.
Researching new training models associated with innovation and re-structuring of training programs in a number of interdisciplinary areas, focusing on fundamental knowledge of basic science and basic techniques plus the foundation of information technology, foreign languages and
creative ability. This is an important premise to be able to train high
quality human resources, being able to adapt to many different jobs which
can fluctuate in practice.
4.2 Applying CDIO approach in developing training programs
Approaching CDIO (Conceive - Design - Implement - Operate) helps form
a standard framework in developing training programs. Many universities have been applying CDIO approach in designing and operating higher education training programs to:
i) ensure training meets Output standards;
ii) ensure output standards reflect the capabilities of learners that themarket requires;
iii) equip learners with basic broad-based knowledge and skills, creative
thinking, self-study ability so that graduates can adapt to interdisciplinary
and changeable work requirements in the world of work.
When developing training programs based on CDIO approach, it is necessary to adhere to the processes closely like developing output standards, designing the program framework and how to convey it in
practice as well as evaluate learning outcomes and the entire training
program [15,16]. The cornerstone of CDIO is CDIO syllabus. This is a
statement of the objectives of the training program that the 12 CDIO
standards are designed to achieve. CDIO aims to develop higher education
with 12 standards such as designing programs from basic to advanced
levels, learning space, curriculum evaluation, integrated curriculum and
active teaching and learning methods. With the current training methods, universities offer training programs before determining output standards, which produce graduates who do not satisfy the requirements of high-quality human resources from employers. Therefore, in recent years the
fact in Vietnam is that labor recruitment units have been forced to retrain
or supplement knowledge and skills after their recruitment. CDIO aims at training and providing high quality human resources, because CDIO
training program is designed on the basis of carefully surveying the real social requirements set by employers, so it contributes to reducing
training costs and resources. Students will be well-trained and provided
with knowledge, skills and attitudes appropriate to the set standards.
Applying CDIO, lecturers must apply advanced teaching methods and meet the standards of scientific research, thus contributing to creating a high-quality and international-standard teaching staff. In addition, the CDIO
model also helps evaluate teaching and learning methods as well as assess
Journal of Mechanical Engineering Research & Developments (JMERD) 42(1) (2019) 71-73
Cite The Article: Thi Lan Anh Vu, Tien Quoc Le (2019). Development Orientation For Higher Education Training Programme Of Mech anical Engineering In Industrial Revolution 4.0: A Perspective In Vietnam. Journal of Mechanical Engineering Research & Developments, 42(1): 71-73.
students and lecturers' competence more comprehensively. Apart from
providing a sample for output standards, the CDIO model also provides very specific instructions on training and management methods such as entrepreneurship, leadership, tertiary internationalization, project-based
learning, program framework improvement, informal communication
skills, learning experiences and active learning, learning and testing
environments, therefore it is very useful if CDIO application is widely
implemented. In the CDIO training program, each subject contributes a
part to achieving the output standard of the entire training program at different angles. Therefore, each lecturer must comply with the program
standards and commit to convey the subject output standards that the
lecturer is in charge of.
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