Higher Education in Industry 4.0
One of the main strengths of the country can be seen in the wheels and business model of industry.
One of the main strengths of the country can be seen in the wheels and business model of industry.
Various models of business have emerged and disappeared. Only a handful of businesses have lasted several generations. Some big names in business will not reach the next century. Many things have changed in industry and is changing now, especially since the economy is always evolving.
Industry 4.0 has now emerged as a continuation of the industrial revolution. The aim of Industry 4.0 is automation for efficiency and reliable performance. A variety of jobs will change. Indonesia is one of the countries that have been quite successful and active in generating new technology start-ups.
The Industry 4.0 concept first appeared in a German government article published in November 2011 that referred to a high-tech strategy for 2020. The term appeared again in 2013 at an exhibition in Hannover, Germany. In subsequent developments, Industry 4.0 is often used to refer to developing production management and the production chain. The term also refers to the fourth industrial revolution.
Many things have changed in industry and is changing now, especially since the economy is always evolving.
Indonesia has felt the effects of Industry 4.0. The internet of things (IoT) and internet issues will increase dramatically, and information technology based on artificial intelligence (AI) has disrupted various business fields. New devices and smart software have generated new fields of work, innovative start-ups and new business fields.
Disruption initiates the birth of new business models that involve more innovative and creative strategies. For example, social, technological and environmental changes led to the emergence of mass production models. Amid progressive social change, customers will want pay 10-15 percent more, especially for unique products. In return, good and fast services are expected, in order to contribute to the development of small, local production companies. As a result, various start-ups have emerged with unique products that can beat the power of old technologies and business models.
The Industry Ministry has emphasized the importance of joining Industry 4.0. A number of national industries have entered the era, including the cement, petrochemicals, automotive and food and beverage industries. For example, the automotive industry is using robotic production systems and IoT infrastructure.
Higher education in Industry 4.0
Higher education is expected to move quickly to match the dynamic digital era of applied artificial intelligence, smartphone apps from start-ups, decision-making and strategic planning in all fields that utilize big data analytics and IoT, and the rapid development of business models. If higher education does not adjust, its graduates will not be capable of being thinkers and workers in this era.
In order to address this, the Research, Technology and Higher Education Ministry has emphasized the importance of developing an Indonesian Higher Education Curriculum geared towards the Ministry Indonesian National Qualifications (KKNI) framework, in conjunction with the Implementation of Higher Education National Standards (SN Dikti) in Industry 4.0. The commitment to instilling lifelong learning needs to be realized so that graduates and anyone keen to learn can continue to update their knowledge and expertise; also because the future will require more skilled personnel with specific abilities.
Moreover, Universidad Carlos III de Madrid rector Juan Romo said at a discussion that students would need soft skills and ethics in the future. He explained that humanities were a core subject for all students at his university, including engineers, because everyone must understand the importance of ethics in the future. Collaborating with industry was key to producing quality higher education. For example, Siemens announced an Industry 4.0 academic teaching program named Connected Curriculum with its university partners, which included the University of Sheffield, Liverpool John Moores University, Middlesex University, Newcastle University and Manchester Metropolitan University.
Education 4.0 is a general term used by education theorists to describe various ways of integrating cyber technology into learning, whether physically or otherwise. Education 4.0 posits a very different future for learning, wherein location is unlimited and it lasts for life.
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A recent study by the Foundation for Young Australians (FYA) found that nearly 60 percent of young people were studying towards a career of which two-thirds will be automated in the next 10-15 years. In 2020 it is estimated that 22 percent of 3D (dirty, dangerous, and difficult) jobs in Malaysia will be automated using intelligent robots and smart technology.
Universities must develop the expertise to prepare their graduates for the new economy. Students must have broad insights and have critical thinking skills, able to find alternative ways to do things and work inside certain limits to produce more efficient solutions. ICT (information and communication technology) literacy, Industry 4.0 entrepreneurship and communication and leadership skills must be part of the university curriculum.
Extraordinary advances in technology will create fields of work that are as yet unimagined and need to be anticipated so that graduates are ready to tackle new types of jobs that are more challenging and require high capabilities in technology and innovation. Students must master skills in AI, biotechnology, ICT-based human development and automotive, as well as knowledge in management and new business models.
A picture of life in 2020-2040 will include advancedments in computer science, food technology and biotechnology, intelligent drones in agriculture, nanobots for treating diseases, non-biological intelligence, efficient financial services, the ability to download cloud-based knowledge to our brains and a hybrid generation.
Student assessments
From the above, it is clear that Industry 4.0 needs special attention at universities. We must develop an optimal student assessment system, and of course AI technology and digital experiential learning can be used in summative tests. According to Peter Fisk, the education of the future is characterized by student need for appropriate knowledge and where get it, rather than filling students\' minds with all manner of learning that they might not use, and peer-to-peer learning where lecturers serve more as facilitators.
Moreover, intelligent tools should be used to generate automatic Q&A systems, sharpen skills and track performance through data analytics (big data). Students need technology and learning materials that will prepare them for jobs that do not yet exist and which they must be able to navigate in the next 5-20 years. Universities must also facilitate lifelong learning (because education does not stop after getting a degree). Not a few universities in developed countries facilitate lifelong learning.
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Not all students have the same abilities, and it is time education is adjusted according to their difficulty levels. Students can learn using tools facilitated by universities that can to adapt to the abilities of each individual student. This will save the student time spent on studying, generate positive learning experiences and improve the student’s academic confidence. Industry 4.0 has caused disruptive technology to reduce human presence and roles in industry and services. Universities must adjust and adopt the appropriate curriculum and learning methods, as well as ready the appropriate technological support, to produce graduates who are sensitive and ready to create new business fields and new businesses.
Widodo Budiharto, Professor of Artificial Intelligence, Binus University, Jakarta.