scholarly journals DEVELOPING ENGINEERING WORKFORCE, DESIGNING A BETTER FUTURE

2019 ◽  
Vol 80 (1) ◽  
Author(s):  
Chuah Hean Teik
Keyword(s):  
Industrial Revolution ◽  
Wealth Distribution ◽  
Food Distribution ◽  
Ministry Of Education ◽  
Skill Sets ◽  
Digital Revolution ◽  
Professional Body ◽  
New Ideas ◽  
And Mathematics ◽  
Distribution Energy

In this paper, various trends and challenges facing the world, due to the coming of the new Digital Revolution or commonly known as the Fourth Industrial Revolution, are discussed. These include urbanisation and inequality in wealth distribution, clean air and clean water, food distribution, energy, global warming and climate change, aging population, and physicalspace and cyber-space security. To tackle the challenges, we require new ideas and inventions which will only be possible with excellent knowledge workers. New technological breakthroughs will require brand new skill sets, particularly Science, Technology, Engineering and Mathematics (STEM) skill sets, in the engineering workforce. Good engineering workforce (engineer, engineering technologist and engineering technician) is considered as the driver for the success of any nation in this globalised world. The paper also touches on the challenges faced by future engineers vis-à-vis globalisation and mobility of engineers, and what skills young engineering graduates should acquire to face the challenges. Some issues and challenges of STEM education in Malaysia are also presented. What is important now is for the educators to train future graduates who can embrace life-long learning and possess strong basic fundamentals of natural sciences and engineering, and who are ready-to-evolve rather than graduates who are just ready-to-market as many of the graduates will be entering a whole new sea of employment. Finally, the paper deals with the mobility of the engineering workforce globally and how the Institution of Engineers Malaysia (IEM) as a professional body could work with the institutions of higher learning and the Ministry of Education in the training of the required engineering workforce.

Desserts With Oasis—SkillGap Analysis Into Dubai’s Labour Intensive Market

2019 ◽  
Vol 118 (11) ◽  
pp. 533-541
Author(s):  
Dr. Premila Koppalakrishnan
Keyword(s):  
General Population ◽  
Industrial Revolution ◽  
Digital Transformation ◽  
Digital Revolution ◽  
Scholarly Community ◽  
Fourth Industrial Revolution ◽  
The World ◽  
Basic Level ◽  
The Revolution

The world stands on the precarious edge of an innovative transformation that will on a very basic level modify the manner in which we live, work, and identify with each other. In its scale, degree, and unpredictability, the change will be not normal for anything mankind has encountered previously. We don't yet know exactly how it will unfurl, however one thing is clear: the reaction to it should be incorporated and exhaustive, including all partners of the worldwide nation, from the general population and private segments to the scholarly community and common society. It is The Fourth Industrial Revolution, the digital revolution. The digital revolution has opened way for many impacts. All of the emirates are experiencing the effects of the “Fourth Industrial Revolution.” This revolution reflects the velocity, scope, and systems impact of a digital transformation that is changing economies, jobs, and work as it is currently known. Characteristics of the revolution include a fusion of technologies across the physical, digital, and biological spheres.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

scholarly journals Polish Employment Law in the Face of Digitization and New Technologies

2019 ◽  
pp. 118-131
Author(s):  
Ewa Suknarowska-Drzewiecka
Keyword(s):  
Industrial Revolution ◽  
New Technologies ◽  
Personal Data ◽  
Employment Relationship ◽  
Digital Platforms ◽  
Digital Revolution ◽  
Personal Rights ◽  
The Face ◽  
Definition Of ◽  
Control Work

The digital revolution, also called the fourth industrial revolution, constitutes another era of change, caused by the development of computerisation and modern technologies. It is characterised by rapid technological progress, widespread digitisation and an impact on all areas of life, including the provision of work. The changes affecting this area are so significant that there are proposals to remodel the definition of the employment relationship in the Labour Code. New forms of employment, which do not fit the conventional definition of an employment relationship, are emerging and gaining importance. An example could be employment via digital platforms. At the same time, there are also employment forms that do fit that definition, but deviate from the conventional understanding of the terms and conditions for performing work, which have undergone modification due to the use of new technologies. Teleworking, or working outside the employer’s premises, are examples of that. Employers get further opportunities to organise and control work, which often raises concerns due to the employee’s right to privacy, the protection of personal rights and personal data.

Implications of Digital Transformation on the Strategy Development Process for Business Leaders

2020 ◽  
pp. 1-43
Author(s):  
Theunis Gert Pelser ◽  
Garth Gaffley
Keyword(s):  
Artificial Intelligence ◽  
Industrial Revolution ◽  
Simulation Models ◽  
Digital Economy ◽  
Digital Transformation ◽  
Strategy Development ◽  
Skill Sets ◽  
Fourth Industrial Revolution ◽  
Use Of Technology ◽  
Third Industrial Revolution

What the internet with its connectivity did to facilitate the third industrial revolution, cloud computing and artificial intelligence have done for the fourth industrial revolution. Technology is changing the world at an alarming rate, which includes products and services that require scale to manage the growing demands of an ever-changing and increasing population. Digital transformation is enabled through cloud technology where human comprehension cannot cope with the size and speed of data required to manage a business in the digital economy. Artificial intelligence and machine learning assist in activities to overcome human limitation, using algorithms to develop predictive and simulation models and scale to provide data for decision making. The technologies employed to run and execute these require skill and resource. The challenge for the modern-day CEO is that the use of technology and its demand in the digital economy of the Fourth Industrial Revolution is not fully understood by them due to their digital skill level and managing the generational skill sets in their structure.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Building a Design-Centered STEAM Course

2021 ◽  
pp. 416-427
Author(s):  
Antonios Karampelas
Keyword(s):  
Computer Aided Design ◽  
Industrial Revolution ◽  
Design Thinking ◽  
Computational Thinking ◽  
Community Schools ◽  
Learning Goals ◽  
Architectural Engineering ◽  
Online Setting ◽  
And Mathematics ◽  
Aided Design

This chapter presents the blended-learning, project-based high school STEAM (science, technology, engineering, art, and mathematics) course that has been developed and delivered at the American Community Schools (ACS) Athens. The STEAM course fosters data literacy; critical, creative, and computational thinking; and problem-solving. The topics range from the internet of things, artificial intelligence, and data-based investigations to an introduction to aerospace, electrical, and architectural engineering, in the context of the Fourth Industrial Revolution. Computer-aided design software and the design thinking methodology are the major creative tools students use to experience immersive STEAM learning. The content of the course is described in terms of learning goals, instruction, and assessments, accompanied by instructional material. The transition of the STEAM course to an online setting is also discussed, and the author's reflections are shared.

scholarly journals Assessment of Industry 4.0 Maturity Models by Design Principles

2020 ◽  
Vol 12 (23) ◽  
pp. 9927
Author(s):  
Dinara Dikhanbayeva ◽  
Sabit Shaikholla ◽  
Zhanybek Suleiman ◽  
Ali Turkyilmaz
Keyword(s):  
Development Strategy ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Design Principles ◽  
Maturity Models ◽  
Digital Revolution ◽  
Starting Point ◽  
Traditional Manufacturing ◽  
Globalized World ◽  
Further Development

The fourth industrial revolution and accompanying digital transformation has progressed dramatically in recent years. The new digital revolution, mostly known as Industry 4.0, introduces impressive changes in the way enterprises and organizations are operating in a globalized world and altering the well-established lifestyle of a society. Therefore, it is of utmost importance to identify the current capabilities of companies in the context of Industry 4.0. Current literature on Industry 4.0 maturity and assessment models underlies the importance of a proper development strategy with exact steps to perform. Design principles address the issue of systematizing the measurable and attainable steps for further development. The present study contributes towards the identification of the research gap in the presence of core Industry 4.0 design principles during the development of maturity models. The analysis of 12 chosen maturity models by eight core design principles was provided. This research can serve as a starting point for the development of a complex strategic roadmap and thereby to provide a successful transition from traditional manufacturing into Industry 4.0.

scholarly journals Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution

2020 ◽  
Vol 9 (4) ◽  
pp. 27
Author(s):  
George Kehdinga Formunyam
Keyword(s):  
Higher Education ◽  
Stem Education ◽  
Industrial Revolution ◽  
Technological Advancement ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
African Higher Education ◽  
And Mathematics

The Fourth Industrial Revolution is upon us, and it comes with implications for the higher education curriculum and organisations within Africa. Technology that was ubiquitous in previous decades, is now becoming obsolete. Artificial intelligence and digitization, which are features of the Fourth Industrial Revolution, are now the order of the day. Organisations are moving with such technological advancement by adopting newly created technologies of the Fourth Industrial Revolution. Without doubt, the currently used curriculum in Africa is obsolete; and does not capture the changes being ushered in by the Fourth Industrial Revolution. Therefore, the higher education curriculum must be responsive to the Fourth Industrial Revolution, as this will prepare students in Africa for the challenge ahead. This study theorises on, and has concluded, that deterritorialization and reterritorialization are useful in making the African higher education responsive to the curriculum. The study recommends the introduction of Science, Technology, Engineering, and Mathematics (STEM) education into the African higher-education curriculum in Africa. STEM will produce students who are technically savvy, helping students in Africa to acquire the needed skills to perform seamlessly in organisations operating within the Fourth Industrial Revolution era.

News Books

1930 ◽  
Vol 23 (6) ◽  
pp. 396-398
Keyword(s):  
Alice In Wonderland ◽  
Equal Importance ◽  
New Ideas ◽  
And Mathematics

I wish that I could persuade every thoughtful teacher of mathematics to read this little book. I can promise fun, stimulating new ideas, and a delightfully Alice-in-Wonderland atmosphere. Poetry and Mathematics are treated as "of equal importance," as "two very successful attempts to deal with ideas."

New Ideas for the Classroom: Junior high school seminar in science and mathematics

1959 ◽  
Vol 52 (4) ◽  
pp. 295-298
Author(s):  
Ross A. Nielsen ◽  
Walter Gohman ◽  
Donovan A. Johnson
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
New Ideas ◽  
And Mathematics
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