Background of the Revision of the Secondary School Engineering Curriculum in the Context of the Society 4.0

Abstract

The study responds to the characteristics of Society 4.0, which links industry, services, science, research, innovation and new digital technologies. Education 4.0 must ensure the preparation for the digital age and the expansion of digital skills across generations while increasing the use of digital technology in school and in-service training. Digitization, robotics and the potency of artificial intelligence also significantly influence engineering production, which requires a different qualification of workers. European Qualifications Frameworks are a suitable tool for revising engineering study. The revision must be based on trends in engineering, analysis of the educational needs of this sector, current educational concept and knowledge of the specifics of the current young generation. The revised curriculum should integrate professional competences with key competences and transversal (cross-curricular) skills, allowing school leavers to enter the production or production practice and excellent students a higher level of engineering education. The authors of the study deal with the research grant of the Technological Agency of the Czech Republic entitled “Education in engineering fields and its optimisation for the labour market”, which will be one of the research starting points for the commenced review of the curriculum. Research uses a number of empirical methods to identify unnecessary parts of the curriculum and to identify new components in terms of learning goals and learning outcomes in both the vocational and general education fields. Research findings will be compared with foreign results and discussed with engineering companies as purchasers of graduates and educators at secondary engineering schools to meet the needs of the emerging Industry 4.0 and the real educational potential of schools. The study presents the results of analyses of trends in the engineering industry, its human resources needs and requirements for the professional profile of workers in this sector, especially in the Czech Republic as an industrialized country.

Full text

Background of the Revision of the Secondary School
Engineering Curriculum in the Context of the Society 4.0
Josef Malach
University of Ostrava; Faculty of Education, Department of Pedagogy and Andragogy;
Czech
Republic, josef.malach@osu.cz
Dana Vicherková
University of Ostrava; Faculty of Education, Department of Pedagogy and Andragogy;
Czech
Republic, dana.vicherkova@osu.cz
Abstract: The study responds to the characteristics of Society 4.0, which links industry,
services, science, research, innovation and new digital technologies. Education 4.0 must ensure
the preparation for the digital age and the expansion of digital skills across generations while
increasing the use of digital technology in school and in-service training. Digitization, robotics
and the potency of artificial intelligence also significantly influence engineering production,
which requires a different qualification of workers. European Qualifications Frameworks are a
suitable tool for revising engineering study. The revision must be based on trends in
engineering, analysis of the educational needs of this sector, current educational concept and
knowledge of the specifics of the current young generation. The revised curriculum should
integrate professional competences with key competences and transversal (cross-curricular)
skills, allowing school leavers to enter the production or production practice and excellent
students a higher level of engineering education. The authors of the study deal with the research
grant of the Technological Agency of the Czech Republic entitled "Education in engineering
fields and its optimisation for the labour market", which will be one of the research starting
points for the commenced review of the curriculum. Research uses a number of empirical
methods to identify unnecessary parts of the curriculum and to identify new components in
terms of learning goals and learning outcomes in both the vocational and general education
fields. Research findings will be compared with foreign results and discussed with engineering
companies as purchasers of graduates and educators at secondary engineering schools to meet
the needs of the emerging Industry 4.0 and the real educational potential of schools. The study
presents the results of analyses of trends in the engineering industry, its human resources needs
and requirements for the professional profile of workers in this sector, especially in the Czech
Republic as an industrialized country.
Key words: curriculum of engineering education, curriculum revision, European Qualification
Framework, educational needs, Industry 4.0, digitization, robotics, artificial intelligence
1 Introduction
The concept of Industry 4.0 is based on the creation of fully-integrated, automated
and constantly optimised means of production. New global networks based on the
connection of production facilities into Cyber-Physical Systems (CPS) will be
created. CPS will be the building blocks of “smart factories”. They will be able to

autonomously exchange information, provoke a needed action in reaction to current
conditions and mutually and independently control one another. Sensors, machines,
components and IT systems will be interconnected within a value chain beyond an
individual company. CPS connected in this way using standard communication
protocols based on the Internet will interact and analyse data in order to predict errors
and malfunctions, configure themselves and adapt to changed conditions in real time
[8]. Such factories will produce “smart products” which will be unequivocally
identified and localised, will know their history and current state but also alternative
ways to create the final product. Historically, the Czech Republic is an industrial
country; it builds on a long-standing industrial and business tradition. When
Czechoslovakia gained independence in 1918, there were located more than 70 % of
the whole industrial production of the former Austrian-Hungarian Empire. At present,
industry in the Czech Republic constitutes approximately 32 % of gross value added.
Czech companies are direct exporters as well as suppliers of European and non-
European companies, including those which have they production plants in the Czech
Republic and which are principal customers for a large percentage of Czech
producers, and due to their interconnectedness with foreign owners and partners, they
are also interested in cooperation in areas covered by Industry 4.0. There is an
opportunity to use the potential of Czech creativity and competences on wider than a
national scale. The above-mentioned prognoses apply to all industries and will also
undoubtedly affect the engineering industry.
The vision of Industry 4.0 will also have a significant impact on the required
qualifications and the labour market. The principles of work organisation as well as
the employee’s role will change. There will be changes in the structure and work
duties in the majority of professions. Completely new skills will be required. New
politics on the labour market and in education will have to be established. These
changes should be an opportunity for the increase in qualification, flexibility and
innovativeness of people, both producers as well as consumers.
2 Education for Industry 4.0
To be able to respond to demands for qualifications resulting from Industry 4.0 in
fields which create new technologies as well as in fields which use them, it will be
necessary to fundamentally improve the quality of the whole education system. It
does not only mean that education will have to react quickly on the creation of new
professions, but there will have to be substantial changes in the content and forms of
education at all levels. It is estimated that 45% of jobs will disappear or significantly
change in the Czech Republic in the following 15 years. It will be necessary to form
motivated, enterprising and creative graduates who are able to think critically, solve
problems and make decisions. In general, there will be an increase in the importance
of transferable skills such as an ability to work with information, apply mathematical
skills, find logical connections, solve problems, social skills and so forth. It will be
important to encourage young people to be active, independent, responsible, and
innovative and to continue their education. New possibilities resulting from new

technologies will surely change the form of general skills, where, for instance, the
ability to solve problems will be less based on finding technical solutions, but will
require more decision-making based on automatic data analysis and an ability to
change the configuration of these systems. The correct use of information technology
in education for Industry 4.0 will have an impact on the organisation of the
educational process [8].
It is not possible to wait for gradual implementation of new fields at technical
universities and secondary schools, but it is necessary to inform all students (not only
those who study technical cybernetics and industrial automation) about the basics of
cyber-physical systems by an immediate incorporation of new courses and subjects
into current curricula in all technical fields. Internships in companies should also play
an important role.
Dostál a Prachagool as stated in [4] focused on the issues of current technical
education and they stated that the culture of technical education is in decline and they
suggest that the term technical literacy be supplemented with an emotional aspect.
Serafín, Havelka a Kropáč as stated in [11] analyse the context of primary school
pupils’ preparation in the field of technically oriented subjects, which undoubtedly
has a significant impact on their choice of a secondary technical school or a school
specialising in engineering.
Innovations in the education system will require changes in the undergraduate and
further professional preparation of teachers. More focus will be placed on their digital
competences and abilities to revise framework educational programmes.
A strategic foundation for vocational education is the National Register of
Qualifications and its main purpose is to connect education with the current needs of
the labour market. The National Register of Qualifications is a set of standards which
enable to verify and confirm professional competences in the early vocational
education at secondary schools and at universities. Requirements defined by
individual qualifications are created by employers’ representatives in sector boards
and they constitute a platform for the exchange of information and opinions between
important players who influence the labour market.
3 General approaches to changes in the curriculum in
secondary vocational education
One of the starting points for a critical examination of the curriculum can be a
definition of its essential characteristics for the future contrasted with its current or
past approach. Table 1 clearly presents these differences, which enable the
construction of evaluation tools for the revision of the current curriculum and for the
design of a revised curriculum [6].
Table 1. Comparison of the curriculum of the past and present and curriculum of the future (as
stated in [6])
Curriculum of the past and present
Curriculum of the future
knowing, knowledge represent a value of
pupils are required to approach learning

its own
actively and to find self-fulfilment in
knowledge
transmission of information from the
teacher to pupils prevails
puts emphasis on reshaping knowledge,
on creative work with knowledge
emphasis on subject knowledge,
connections between subjects are not at
the forefront
interdisciplinarity is emphasized,
connections between subjects (cross-
cutting topics) are promoted
there is a divide between school
knowledge and knowledge needed for
practical life
knowledge gained at school should be
also used for dealing with everyday and
professional problems, an emphasis on
competences
the pupil lacks basic knowledge of
economics, law and other necessary life
matters
the pupil is led to understand basic life
rules and conditions of the society
(economics, law, democracy, rights and
obligations of citizens)
commercialisation of culture and media
prevails, media control the market
promotion of culture, against
manipulation of citizens’ knowledge
ethical but also aesthetic matters
disappear from schools
ethics at schools, compliance with ethical
norms is required from all citizens,
especially from public officials
Characteristic traits of a modern curriculum include the concept of student-centred
teaching, demands on the interdisciplinarity of education, competence approach and a
socio-ethical and ecological focus.
Placing emphasis on one or more curriculum dimensions, often in relation to one
educational theory [2], provides an opportunity to define specific concepts of the
curriculum [6]. When designing one educational programme it is possible to apply
more concepts, taking into consideration the proportion of the theoretical and
practical part of education in this programme and learning aims and outcomes in
individual components of the curriculum (in education fields or subjects), results of
students’ previous education and staffing of the programme. The engineering
education will especially need a polytechnic concept (characterised by the focus on
learning practical skills, understanding new technologies and preparing for the work
process in accordance with the labour market) and a personal concept (characterised
by the individualisation of learning, personal development, support of students’
talents and creativity).
A new interesting approach to the implementation of changes in the curriculum is
EQAVET (The European Quality Assurance in Vocational Education and Training).
It is a European framework which helps schools, employers and others who are
involved in vocational education to document, develop, monitor, assess and improve
the quality of vocational education. EQAVET is also a network of professionals who
help schools improve their educational programmes, introduce innovations, bring
inspiration from abroad and work on oneself in relation to school and students’ needs.
EQAVET offers a set of inspirational tools for the school practice – the quality cycle,
14 criteria for study and working conditions, examples of good practice and others.

The quality cycle has four stages: 1. planning (setting up clear, appropriate,
measurable goals and methods, steps and sources of funding), 2. implementation
(establishing procedures needed to achieve the goals, for instance, involving
employers in the preparation, implementation and evaluation of pupils’ training in the
workplace), 3. evaluation (devising and proposing mechanisms based on data
collection and processing for the evaluation of results) and 4. review (collecting
feedback used for a potential change).
The criteria for study and working conditions are an important qualitative element
in the cooperation between schools and companies in practical education in the Czech
Republic as well as in other EU countries. 14 criteria are part of the recommendation
of the Council of the EU from 15th March 2018 on the European Framework for
Quality and Effective Apprenticeship.
In the Czech Republic, these 14 criteria mainly include the cooperation between a
school and a company in practical training, it means from the very beginning, all
necessary conditions, requirements, obligations of the parties as well as possible
advantages and benefits of this cooperation. The use of criteria enables pupils,
students, teachers, employers and other partners involved in vocational education to
respond effectively to the demands of the labour market. Criteria for study and
working conditions offer schools and companies a useful “checklist” which helps
them not forget anything during the cooperation, they can use the potential of mutual
cooperation to the fullest and make sure that their work is of the best quality possible.
Among the criteria for study and working conditions, there are, for example, fiscal
reductions for employers cooperating with schools, a possibility to make a contract
between an employer and a student, professionals can enter the teaching process
directly without any teaching qualifications or an agreement on the division of
responsibilities in individual areas of initial education between the Ministry of
Education, Youth and Sport of the Czech Republic and employers.
A way how to gradually adapt the education system for the requirements of
Industry 4.0 could be the Modernization of Vocational Education and Training
project, which develops the quality of vocational education and training and promotes
the integration of school leavers into the labour market. It is funded by the European
Structural and Investment Funds and implemented by the National Institute for
Education. The project deals with the general and vocational component of education
in secondary vocational schools aiming to promote the integration of school leavers
into the labour market. Modernization of school educational programmes (SEP) is a
way to achieve its goals. Secondary vocational schools will gain methodological
support for designing and adapting their SEPs and for the implementation of teaching
in accordance with them. This will allow schools to improve the quality of their SEPs
and better respond to the needs of the labour market. The project also deals with
linking initial vocational education to qualifications of the National Register of
Qualifications and also supports schools in organising practical training in
cooperation with employers.
The main objectives of the project are to:
• modernize the general education component of the secondary vocational
education curriculum at the SEP level and promote students’ key competences

necessary for their successful integration into the labour market and for lifelong
learning;
• modernize the secondary vocational education curriculum through reinforcing
the fundamentals of vocational education at the SEP level and, at the same time,
put emphasis on students’ vocational competences, which are also relevant for
continuing professional development and integration into the labour market;
• link initial vocational education to qualification structure of the National
Register of Qualifications;
• extend and increase the efficiency of vocational education students’ practical
training in cooperation with employers;
• design a digital environment for the development and innovation of SEPs and
for sharing methodological and educational materials;
• create sets of complex tasks/assignments, educational projects and inspiring
practice examples and ensure their application in a sample of SEPs.
An application called iMETODIKA is being created in the Czech Republic at the
moment. It will help effectively create the school educational programme (based on
the national curriculum document - Framework Educational Programme). The
application will enable to structure the text of the methodology into seven chapters
without quantity limits, and these chapters will describe the procedures when creating,
revising, updating or completing the school educational programme (see Table 2).
Table 2. The structure of the iMETODIKA text (as stated in [7])
Main parts of the curriculum
School educational programme
Description of the content
Study aim
Brief description of knowledge, skills and
competences which shall be gained when
studying the text
Study text
Methodologically focused text which
expresses the core of the studied issue
Complementary text
Text which elaborates on information
covered in the study text
Concepts
Brief definition or explanation of the
most important concepts which are
discussed in the text
Appendices
Text, pictures or tables which explain or
complement the study text
Summary
Summary of the most important messages
and subjects covered in the text
Sources
Links to web pages or a list of literature
used or recommended
The iMETODIKA format enables effective work with a text and increases its
attractiveness, enables its potential extension or creation of its complements as well as
a collaboration of more authors on its writing. The final purpose of the methodology

is the optimisation of the school educational programme, which includes the
following procedures:
1. Collecting and analysing information. It is necessary to find out which
professional qualifications are available for the school educational
programme. The methodology provides recommended sources of
information.
2. Comparing competences in professional qualifications with the school
leaver’ profile. We will compare competences from given professional
qualifications with vocational competences stated in the school leaver’s
profile in the current SEP. Subsequently, it is necessary to fill in “new”
vocational competences and adjust the description of school leaver’s
employment possibilities in the school leaver’s profile. It is useful to add
information that students are also being prepared for an exam of a given
professional qualification or qualifications.
3. Completing the characterization of the SEP. It is necessary to complete
the characterization of the SEP, especially the part describing the whole
concept of education. The completion with competences from the
professional qualifications can entail a change in the school specialisation, a
need to adjust the organisation of instruction related to the incorporation of
certain modules, a possible incorporation of new compulsory or optional
subjects and changes in practical training.
4. Adjusting the curriculum. It is necessary to adjust the curriculum with
regard to their hour duration, and alternatively to incorporate a compulsory
or optional subject. It is necessary to mention the names of modules which
will be used in individual subjects in the curriculum footnotes. If the whole
SEP is created in a modular way, the curriculum will be replaced by a matrix
of modules.
5. Integrating the teaching/learning outcomes. Changes in the curriculum
can involve adjustments in educational outcomes or adding new educational
outcomes and adjustments in the concept of the curriculum. If a new subject
is included, it will be necessary to make a new curriculum. It is also possible
to include newly-created qualification modules into the SEP (900 modules in
total). The existing module can be adjusted according to needs of the
particular school, for example, its hour duration, assessment forms and
criteria or more significant changes.
6. Providing staff and material for the instruction. It is necessary to consider
whether to provide more staff and material for the instruction related to the
integration of the professional qualifications into the instruction.
4 Results of the analyses of the curriculum in secondary
vocational education specialising in engineering

In 2007, the first framework educational programmes (FEP) for secondary
vocational schools were published, which launched the curriculum reform in
vocational education. More FEPs were published within a few years. At present, it is
being revised and the aim is to reflect the needs and requirements of practice in the
adjustments and updates of the FEP and subsequently the SEP. General opinions from
schools principals from secondary vocational schools can be summarised into several
propositions [7]:
 The abridgement of framework educational programmes, and subsequently
the school programmes, is most essential.
 The adjustment of the FEP should provide space for schools which can use
the curriculum without problems as well as for schools which need or
welcome help. There is a lack of education of principals, such as team-
leadership skills or an ability to create a school climate. For instance, school
teams do not receive training on how to work with the school educational
programme (SEP) and for its purposeful usage in the work of every teacher.
 The SEP is very important for the integration of a new teacher into the
school and finding what is expected of them when teaching pupils in that
school, also for the synchronisation of the whole school team and the focus
on common educational objectives.
For the revision of educational programme curriculum in the field of engineering
and engineering production, we gathered findings from educational and production
practice in form of the concept analytical study [10]. Table 3 presents the results of an
empirical survey among students from secondary vocational schools studying
programmes completed by a certificate of apprenticeship and programmes completed
by a school leaving exam (maturita exam). Differences in students’ responses are not
essential.
Table 3. Motivation for choosing an educational programme in engineering and satisfaction
with the field (created using a text by [10])
Categories observed
Engineering fields with the
certificate of apprenticeship
Engineering fields with
the school leaving exam
(maturita)
Reasons for choosing
the engineering field
The most common reason is
the interest in the field (86 %
above average - 77 %).
• Easy employability ranked
the second (74 % - above
average 61%)
• Salary ranked in the third
position (64 % compared to 50
% on average)
• Employers’ interest in school
leavers in the region (63 % in
comparison with the average
50 %)
The most common reason
is the interest in the field
(78 %).
• Similarly, school leavers
mention easy
employability in the
labour market (77 % in
comparison with the
average 69 %)
• Good salary motivated
70 % of the students (in
comparison with the
average 61 %)

• 64 % of apprentices would
choose this field again
(compared to the average of 53
%)
• Employers’ interest in
school leavers in the
region had an above-
average effect (65 % in
comparison with the
average 42 %).
• 70 % of the school
leavers would make the
same choice (in
comparison with the
average 61 %)
Satisfaction with the
choice of the field -
i.e. the level of
identification with the
field
Reasons for dissatisfaction:
• More interested in practical
training (17 % compared to 18
% on average)
• Loss of interest in the field
(12 % compared to 21 % on
average)
• Low level of acquired
knowledge (12 % compared to
16 % on average)
• Initial lack of interest in the
field (9 % compared to 15 %
on average)
Main reasons for
dissatisfaction:
• More interested in
practical training (18 %
compared to 23 % on
average)
• Loss of interest in the
field (13 % compared to
the average of 22 %)
• Low level of acquired
training (10 % compared
to the average of 14 %)
• Initial lack of interest in
the field (9 %
corresponds with the
average)
School leavers’
employability in the
field:
 53 % of the students want to
work in the same field
 31 % in a related field,
apprentices are more
interested in working in the
field than the average from
both groups
• apprentices in engineering
think their employability
opportunities are quite good
– slightly above average (29
% very good and 48 % rather
good)
• 52 % want to work in
the field
• 28 % of the students
in a related field,
• the interest to work
in the field is very
high
• school leavers think
their employability
opportunities in the field
are above-average - 39 %
think that employability
opportunities in the field
are very good, 49 %
rather good
Reasons for working
in a different field:
Conditions offered by
employers do not
11 % state they lost interest in
the field
• 10 % never wanted to work
11 % want to leave due to
the loss of interest in the
field

correspond with
school leavers’
expectations; students
chose the field at an
early age. Other
reasons can be low
salary, transport
inaccessibility,
housing, shift work
etc.
in the field
• 9 % low salary
• 9 % leave due to a better
offer in a different field
• 11 % got a better offer
in the field
• 7 % never wanted to
work in the field
Suggestions for
changes in the
professional area
• harmonisation of the Czech
standards nomenclature
with the EU and ISO
standards (technical
documentation, theory of
materials, technological
process, marking of semi-
finished products)
• harmonisation of marking
in welding technology with
the current EU and ISO
standards
• application of “Industry
4.0” trends into ICT, CNC,
machine technology,
robotized workplace, new
technical materials with
unusual physical and
chemical properties
• completing the
technological procedures
in the manufacturing of
machine components
In the majority of fields,
it is necessary to do
practical training in
machinery operation.
A partnership between a
school and a company
enables to cooperate and
to involve more
professionals from
practice in teaching, to
bring new knowledge
from the real life to
students, teachers of
vocational subjects and
teachers of practical
training and to show them
a real situation on the
market.
The study and conducted analyses show that:
• the current FEPs are a suitable foundation for the creation of SEPs, schools
find them convenient and they also include competences required by
employers;
• it is necessary to adapt the SEP to employers’ needs more - apart from the
expertise, it mainly means learning the so-called soft skills;
• when revising the FEPs, it is possible to create new common fields or a
common core of several fields within the FEP;
• it is necessary to increase the amount of practical training in fields completed
by a school leaving exam (maturita exam) and to include a continuous

vocational training in companies in Year 3 in fields completed by a
certificate of apprenticeship
• when creating a specific SEP, it is necessary to focus on the use of
professional qualifications
5 Aims and focus of the “Education in engineering fields and
its optimisation for the labour market” project
The project proposal resulted from the analysis of the current situation in
vocational education and on the labour market in the field of technical professions.
The research aim purposely responds to issues, notably the lack of workers, in
engineering companies. The younger generation declining interest in vocational
education is a long-standing issue, which is reflected in the unsatisfied demand for
school leavers with vocational education in engineering companies. The contribution
of the project will be to raise awareness about the professional motivation for
secondary vocational, mainly engineering, education and to present motivation factors
and barriers, which are essential for choosing the engineering industry after leaving
the school. At the same time, the project aims to strengthen the cooperation of all
stakeholders, namely the University of Ostrava, secondary vocational engineering
schools, Czech Machinery Cluster and engineering companies. The implementation of
the project will enable to collect relevant data, which will be used to propose
innovations of the content and methods in technical education with regard to the
needs of the labour market in the field of engineering. The project is carried out by the
academic staff from the Faculty of Education at the University of Ostrava and their
students from Master’s and doctoral programmes between April 2019 and the end of
March 2021. A whole range of research methods will be used in the project (analyses
of educational documents, focus group method, questionnaire, interview and others)
as a methodical triangulation in order to acquire higher validity of research data. A
relatively large number of students and their teachers will be examined in order to
ensure sufficient representativeness of the research sample.
6 Conclusion
Industry 4.0 will require new knowledge and competences from workers in the
engineering industry. Educational systems must make such changes in the curriculum
at secondary schools and universities to acquire the qualities needed. The revision or
update of the curriculum is a long-term process requiring close cooperation of all
stakeholders in order to find an optimal solution. When changing the curriculum, it
necessary to use the theoretical concepts of the curriculum and good practice in order
to achieve compliance between the needs for the labour force in practice, the
potentiality of educated individuals and possibilities of educational institutions. This
study as part of the starting project contributes to the search for possibilities on how to
accomplish this functional integration.

7 Acknowledgement
This study was written within the project of the Technology Agency of the Czech
Republic called “Education in engineering and its optimisation for the needs of the
labour market”, registration number TJ 02000083, carried out at the Faculty of
Education at the University of Ostrava between 2019 and 2021.
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