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Cross-border regions display significant economic, political, and cultural cooperation and represent a central feature of Europe - not least as innovation labs for the European integration project. A key example is the trinational French-German-Swiss Upper Rhine region. Each of the respective bordering countries displays a specific mode of regulation in VET. How do actors govern vocational education and training (VET) in this dynamic industry cluster in which distinct national political-administrative units do not overlap with the functional needs of employers and (future) employees?

Relying on expert interviews and document analysis, this chapter offers a novel comparison of the respective subnational units within each cross-border region. The institutional study finds a key pattern through which skill formation is institutionalised within the cross-border context: the leveraging of complementarities between distinct educational institutions. In combining the specific strengths of different national skills regimes, VET stakeholders in cross-border regions are in a position to enlarge the scope and capacities of their skill regime far beyond national borders.

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This chapter discusses the potentials of learning factories for the development of multidisciplinary digital competence (MDC) for Industry 4.0. It investigates the perspectives of electrical engineering and mechatronics teachers about the impact of digitisation and Industry 4.0 on their technical vocational school and the potentials of learning factories for teaching and learning. The qualitative study focused on the following three research question: (1) Which role do digitisation and Industry 4.0 have for the technical vocational schools? (2) What MDC do the technical vocational teachers most value for Industry 4.0? (3) How do teachers integrate the learning factories 4.0 into their teaching? The findings of the study highlight the need for apprentices to be properly prepared for Industry 4.0 in vocational schools and occupational training.

The book from which this chapter is taken is available in VOCEDplus at TD/TNC 143.278. Show less

This publication is an outcome of the global webinar on the Future of work in the digital economy: developing skills for Industry 4.0 on 25 June 2020, which was opened by the Australian Ambassador to Germany and hosted by RMIT Europe. In this report industry leaders and international academics examine the impact of [Coronavirus Disease 2019] COVID-19 on the digital economy and analyse the critical skills required to drive this accelerated digital transformation.

Excerpts from publication.

The contents are as follows: Foreword / Aleksander Subic; In focus: growth in the space industry sector through advanced manufacturing / Alexsandar Subic; Perspectives: a digital workforce is more important now than ever / Jeff Connolly; In focus: embedding digital skills in education / Jeff Connolly; Perspectives: the opportunity for Australia's manufacturing sector / Andrew Dettmer; In focus: a fair share for Australian manufacturing / Andrew Dettmer; Perspectives: engineers play a critical role in industrial transformation / Bronwyn Evans; In focus: data and water security / Bronwyn Evans; Perspectives: global partnerships are key for solutions to global challenges / Frank Wagner; In focus: Future Work Lab in Germany / Frank Wagner; Perspectives: cyber security underpins the success of Industry 4.0 / Michelle Price; In focus: Blackberry and the next generation of cyber professionals / Michelle Price. Show less

This focus of this chapter is on the assessment of professional knowledge of teachers at vocational schools in the area of automation and digitisation. It presents the results of two professional development training courses, one which focused on pedagogical content knowledge aspects of fault diagnosis of an automation system on a computer simulation, and another which covered different aspects of Industry 4.0 and digitised production. The evaluation of the two courses was measured by questionnaires based on the technological pedagogical content knowledge (TPACK) model.

The book from which this chapter is taken is available in VOCEDplus at TD/TNC 143.278. Show less