Title:Conditions for the Development and Certification of Industry 4.0 Technical Competencies [Descargar]
Título:Condiciones para el desarrollo y certificación de competencias técnicas de Industria 4.0 [Descargar]
P. Avitia-Carlos, N. Candolfi-Arballo, J. L. Rodríguez-Verduzco and B. Rodríguez-Tapia
Certification;Training;Continuing education;Fourth Industrial Revolution;Employment;Computer science education;Apprentice programs;competitiveness;continuing education;Industry 4.0;technical skills certification
The development of industry 4.0 requires the existence of a workforce with technical skills associated with the new technologies on which it is based, as well as with personal skills that allow them to adapt to the changing work environment. Those competencies can be developed on young people, as a new workforce that joins this market, or with veteran workers who need to be updated to continue current. Several actors are involved, from educational institutions to industry and government. The various international models of skills development in workers focus on tripartite collaboration schemes and the establishment of official standards. Therefore, the purpose of this study is to analyze and describe the existing contextual conditions in Mexico for the development and certification of competencies in Industry 4.0. This study is qualitative and uses document analysis techniques to collect information that is relevant to identify the main elements currently existing. As a result, it is observed the need to strengthen collaboration schemes, as well as to provide the existing national certification system of greater relevance in the worker placement processes. Correspondingly, apprenticeship programs are presented as a field that has not been explored sufficiently within the country context.
P. Avitia-Carlos, N. Candolfi-Arballo, J. L. Rodríguez-Verduzco and B. Rodríguez-Tapia, "Conditions for the Development and Certification of Industry 4.0 Technical Competencies," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 17, no. 4, pp. 336-342, Nov. 2022. doi: 10.1109/RITA.2022.3217135