3FOOD

Third Industrial Revolution Consulting Group
evolutions induced by the Third Industrial Revolution. Stakeholders include the government
which needs to invest and initiate reforms in initial education and vocational training to
make the system of education and life-long learning fast enough to race ahead with
machines instead of racing against them; social partners who need to actively participate in
the anticipation of future needs and in the reforms of initial and vocational training policies;
businesses that need to anticipate the re-skilling of their workers; and universities (science,
technology, and engineers) need to offer related education programs (Bachelor, Master,
PhD, life-long learning). Challenges to be faced and to be taken into account include: Now,
the employees who participate most in trainings are the highly qualified ones. It is
necessary to: enable each employee to obtain a diploma, a professional qualification or
certification to grow professionally through life-long learning, career enhancement periods,
Validation of the Acquisition of Experience (VAE), etc. and ensure the access of all workers
to skills training by removing access barriers (especially for low skilled ones): reduce training
registration fees; adapt work organization and provide periods dedicated to up-skilling
training. Create critical mass, e.g. in robotics by combining skills and competencies of
universities of the greater region (Lux, Saar, Lorraine, Wallonia) to provide industry with a
comprehensive offer in advanced industrial robotics. (offering tailored research and indepth
education) - Expand the offer of vocational training and increase the responsiveness
of the vocational training policy to changes that will occur with the TIR. The National
Training Centre (CNFPC) need to constantly adapt the training offer and provide more
continuous training programs targeted for industry. -Develop "work based learning"
actions with a close relationship between enterprises and the formal education system.
Resources required include: Given the social nature of the measures to be implemented, a
public co-funding is needed to invest in initial education and vocational training. The
creation of a joint fund for training in industry is encouraged to complement existing
financial mechanisms in vocational training. Adaptation of existing legal texts that are not
mixed: collective access (1.) on one side and individual access (2.) on the other side: 1.
Continuing vocational training: social partners agreement (2nd May 2003) and the Grand-
Ducal Regulation (30th March 2006); 2. Law of 24th October 2007 that gives rights to
employees to take leave for individual training.
6.3 Help educators design new curricula that incorporate the kinds of new aptitudes, skills
and competences vital for IoT specifically, and the TIR more broadly. Curricula should
include increasing intellectual capital through the STEM subjects (science, technology,
engineering, maths), as well as enhancing human and social capital skills through team
learning, brainstorming, communication, and designing and carrying out diverse projects.
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