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Industrial Automation is the main topic at major conferences and seminars around the world. Industrial Automation has become a central focus point of worldwide seminars and conferences, with references to the development of secondary and higher education policies, as well as academic research.


However, as the world’s industry is getting automated, the labour market has become increasingly specialised. In both the government and the private sector, there has been an increase in the demand for greater levels of competence. This resulted in the expansion of vocational education through officially supported training institutions and business subsidised apprenticeship or traineeship schemes. Vocational education is often delivered at the post secondary level by a local community college or an institute of technology. Over the course of the twentieth century, vocational education has also evolved. In businesses such as retail, tourism, information technology, funeral services, and cosmetics, as well as traditional crafts and cottage industries, there is a greater demand for vocational professionals than ever before.

In the extraction, manufacturing, assembly, marketing, distribution, and service industries, Industrial Automation has provided a new framework and a jump of super big changes in the ways of working and working systems. Industrial automation that recognises artificial intelligence (AI) assisted by virtual reality (VR), augmented reality (AR), and Internet of Things on the Internet of System (IoT on IoS) makes industrial systems and services more intelligent and humane. A system that can recognise everybody in an area and deliver welcomes, directions, and many machine based needs services automatically using various media such as screens, loudspeakers, and mobile phones, thanks to VR and AR combined with AI.


The revolutionary changes brought about by the industrial system and work processes have changed the demand for competency and job abilities dramatically. Looking at industrial automation, it became clear that a big shift was required in terms of labor skill preparation to keep up with the revolutionary changes in industrial automation. A linear, monodisciplinary vocational education curriculum is no longer possible. A broad, multidisciplinary, and transdisciplinary curriculum with a wide range of abilities is required. It is believed that the study program based approach to vocational education is no longer relevant to the development of disruptive era work capabilities. Boundaries between study programmes are becoming increasingly blurred.

The application of Cyber Physical Productions Systems CPPS to the automated industry has completely transformed the system and the way our industry operates, transforming it into smart industries that produce smart, fast, careful, and pleasant products and services. Our vocational education system is directly impacted by this development. The basic functions of vocational education reveal the role of vocational education in the automated industrial era. The fundamental purpose of Vocational Education has traditionally been to prepare graduates for jobs. Vocational education’s major purpose is to prepare students for work. In order for Vocational Education graduates to be equipped for work, the Vocational Education Curriculum must include specific training that is creative and productive, according to the Vocational Education Curriculum.

Our vocational qualifications must be widened for the twenty first century, ensuring that technical skills are transferable and complemented by twenty first century capabilities like critical thinking, creativity, adaptability, and entrepreneurship. With the goal of creating skills and capacities appropriate for excel in the automated industry, we need to focus on vocational education. The range of qualifications that can be obtained through vocational education has to be expanded. Developed countries that want to maintain high living standards need more people with vocational education. Countries have recognised the need for high level technical skills in the digital world and have produced higher level vocational education certificates, including postgraduate degrees, to meet this demand. 

Individuals who need to reskill or upskill in the automated industry will require vocational education degrees in the future more than in the past. Vocational education is a system or programme of study that prepares people for employment that need manual or practical skills. Vocational education has generally been non academic and focused on a single profession, occupation, or vocation. It’s called Vocational Education because it’s based on a job. Until recently, that is, until the end of the twentieth century, the goal of vocational education was to concentrate on specialised skills such as automobile mechanic or welder, and was thus linked with lower class activities. As a result, there was a stigma attached to it. Automated industry necessitates a broader range of certifications, skill sets, micro credentials, and career paths. Individuals will need to be able to acquire a mix of core skills, technical skills, and capacities at each crucial life and work stage, which will necessitate careful curriculum design.


As the world is evolving so fast in automation so it is very important that we should also recognise the need for training. According to the needs of the sector, the curriculum must include specialised training that is innovative and productive. Learning in vocational education comprises offering learning experiences and training in designing, manufacturing, or performing services that bring value. The goal of structuring vocational education is to assist the economy in the long run. The training takes place under the supervision and instruction of a teacher or instructor, with an emphasis on the growth of industry and workforce demands.

Changes in the production system in Industry employs CPPS, is a key factor in readjusting the content of vocational education curricula. Industrial automation employs machines, intelligent robots, and 3D printers that can learn to handle production and service problems, hence changing the competency requirements of humans. AI, IoT, IoS, VR, AR, sensor applications, transducers, 3D printers, and intelligent control systems are all necessary skills for workers in the automated industrial age. Special skills in the implementation of CPPS are included in the vocational education course.We have high hopes after completing CPPS application training. Graduates of vocational education can work productively and earn more and do more betterment to the society as a whole. The primary motivation for vocational education is to help people find work.

Vocational education’s primary function in the automated industry is as a provider of skilled people in the implementation of CPPS, which is based on the concept of matching men and jobs as the foundation for building vocational education programmes.


In today’s world, we recognise the contribution of vocational education graduates to innovation. Technical and crafts skills have always been important in industrial innovation.Vocational education students are specialised, and hence have a better chance of finding work than other students. It makes a person responsible and self sufficient, but others who take normal courses do not. This kind of schooling is extremely beneficial to the economy. Our government does not need to pay greater rates to foreign technicians because we already have people who can do the job. Technical programmes help to grow the economy by filling the gap between supply and demand for highly qualified individuals. It also allows students to directly transfer marketable talents from the classroom to the workplace.

Individuals can now improve their quality of life and optimise their brain function thanks to the automated industry and vocational education equally help in it. Individuals that are responsive and flexible in reaction to changing market conditions are needed by organisations in the industrial revolution. Its goal is to help a company succeed to deal with constantly changing global market conditions. Vocational education must be a rigorous ability to respond to the problems and opportunities of the future by innovating and being creative.

Individuals can now improve the quality and efficiency of their brain function because of the advancements of the industrial revolution.In order to adapt to the difficulties and opportunities posed by the implications of the industrial revolution, vocational education should be more imaginative and creative. Having a model approach to teaching is one way to overcome this challenge. 

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