Where can I learn carpentry in Bangalore

New world of work
USB stick instead of a plane

The advancing digitization of work and production call for new approaches in dual training. Curricula are to be updated and additional qualifications are to be offered for apprentices.

A workbench, maybe an automated saw and lots of sawdust: This is probably how most people imagine a carpenter's work environment. He planes, files and saws to make a cupboard, for example. For Marius Baschien, a carpenter apprentice in North Rhine-Westphalia, the working day starts very differently: he sits at a white table in front of the PC. The curriculum for today calls for him to design a longboard - that is, a skateboard. The computer simulates the properties of materials for him or saves sectional drawings in machine-compatible files.

Marius Baschien is a participant in the “digiTS” training project, which aims to face the challenges of Industry 4.0 for dual vocational training in Germany. Most training occupations in Germany are taught via the dual system: The training takes place in parallel in the company and at the vocational school so that the trainees acquire both practical and theoretical knowledge. All interest groups involved in dual carpentry training are represented in the digiTS project: the inter-company training workshop, the carpenters' guild, the vocational college and, of course, the companies. A webcast on foraus.de, the trainer portal of the Federal Institute for Vocational Education and Training (BIBB), shows how the young people get to know the entire digital process chain from the first drafts to the finished longboard. For example, the data from your sectional drawings are transferred to the milling machine in the joinery, the veneer patterns are transferred to the laser cutter via vector graphics, and the bumper, which is so important for a longboard, comes from the 3D printer. There are relatively few sawdust - actually only if the young people rework it by hand.

From factory worker to process architect

The example shows: work processes, but also sales strategies and services, are increasingly managed using network-based infrastructures. Process knowledge is gaining in importance compared to product knowledge. It is particularly important for companies in the future that skilled workers can adapt to this. Dr. Monika Hackel, Head of the Structure and Organization of Vocational Training Department at BIBB, sees a need for action: “I am currently observing a high level of change in the world of work that can be traced back to socio-political requirements. Digitization intensifies this dynamic. The task of vocational training policy is to devise new solutions in order to do justice to these developments. "

An estimated 20 billion devices and machines are already networked via the Internet - by 2030 it will be around half a trillion. "The factory worker who works on a conveyor belt today will in future be the architect of a production process that networks people and machines," explains futurologist Ayad Al-Ani from the Alexander von Humboldt Institute for Internet and Society in Berlin at the beginning of 2018 in an interview with the newcomer Osnabrück newspaper. “The organization of work by means of people and algorithms beyond the hierarchy requires skills that are both social and technical. You don't have to know everything in detail, but you have to be able to orchestrate and use it. "

Curricula are not always up to date

For that to be achieved, a lot has to happen. A pilot project that the BIBB carried out together with the Volkswagen Academy in the automotive industry showed that, for example, the mechantronics profession is changing massively as a result of new production processes. While mechanical activities are becoming less important, other skills are becoming more and more important: trainees have to learn to read digital circuit diagrams and 3D models or be able to recognize and rectify faults in the production process using displays and screen surfaces. So far, this has only been addressed to a limited extent in training practice. With 18 hours a week in the curriculum, the proportion of metal technology lessons is disproportionately high, while qualifications that are in high demand, such as network technology, are covered in just four weeks. A preliminary conclusion of the study: In order to do justice to the reality of the world of work, in the case of the mechantronic engineer, either an additional apprenticeship in the field of maintenance must be created, the previous in-company training rebuilt or at least the opportunity for an additional qualification given.

The Federal Ministry for Economic Affairs and Energy (BMWi) reacted to these new requirements in 2018. At the start of the new training year, it modernized the training regulations for 24 job profiles - including the mechantronics apprenticeship - in order to adapt them to the latest technical developments. It has also created a new training occupation in e-commerce. "In the past, vocational training has often demonstrated its ability to change and adapt," said BIBB President Esser. "I am confident that this will also happen in view of the current challenges."
  • Print article