TVET 4.0 and its implications

The era of Industrial Revolution 4.0 (IR4.0) is now upon us and with it there will be many changes to be made to our lives whether we like it or not – and for those who resist change will find themselves out of pitch with society. Industrial Revolution 4.0 has more to do with how we handle processes (via digitalisation) but in short, it is a way of doing things in a more efficient way, for example in the way we use robots to assist us in handling the manufacturing of things. As IR 4.0 is implemented in our manufacturing processes and our lives, we will have to make adjustments to our way of going about everything. Industry 4.0 is a manifestation of how we overhaul our manufacturing process to a more efficient way to do our outputting, be it in tangible or intangible forms. With the embracing of Industry 4.0 in our lives, especially with the assistance of robots, we will have to move faster and will benefit from a better efficiency in the way we do things and thus save on fuel usage. Besides from being more efficient, we will benefit by becoming greener and saving our planet from being devastated by global warming. All this is brought about by digitalisation - representing things in electrical digits.

With the dawn of IR 4.0, there will be many changes that we have to make, not least is the way we go about education – the new model of education is brought about by Edutech, or the re-composition of educational models to suit Industry 4.0. Education Institutions as we know of it seldom move with the times because it will take huge efforts in terms of money and also political will. More money has to be had - because education is a huge infrastructure that can only move at a snail space and political will because nobody would dare to make that important decision that could backfire when things don’t go their intended way. But change has to be made not least to the way we train our young and in particular the way we use to train our students to be more relevant with the industry. And since the industry is moving into the realm of automation and the like we will have no choice but to overhaul our educational methodology – it is best illustrated by the way we train for welding which has taken an upgrade in the form of using robots to do the welding – it is no more hand welding! This is brought about because we use electrical digits to represent things. So with it we will have to go with the revamped TVET 4.0 version where the priority is to make our students capable of handling automation – and designing the robotics systems and to have them run using digital signals. As far as TVET (old version) is concerned, we are still using the old ways to perform things - so we need to change by using digital transformation.

tvet 4.0

Technical and Vocational Education and Training Version with Integration of Industry 4.0 (TVET 4.0) Technologies

TVET 4.0 - revamped version with real time adoption of Industry 4.0 technologies

Reasons for a TVET revamp:-

* TVET has outlived its purpose - and should move forward with the time

* TVET needs a rebrand in order to get better acceptance from the youths.

* TVET needs to be upgraded to move with modern day industrial demands - to help create jobs

* TVET 4.0 is the updated version of Technical and Vocational Education and Training - it is integrated to our lifes

* TVET 4.0 is heavily bias on automation and artificial intelligence brought about by digitalisation.

* TVET 4.0 is designed for Industry 4.0+ demands.

* TVET 4.0 is upgraded on a real time basis to help students and teachers to be able to tackle real time problems

new tvet 4.0 framework

TVET 4.0 Framework

TVET 4.0 Architecture

TVET 4.0 is designed to incorporate Industry 4.0 elements and is made up of 8 sections consisting of Artificial Intelligence Module, Students Module, Teachers Module, Data Base, Industry Inputs, Market Inputs, Workshop and Search Module. All sections are connected to each other via the artificial intelligence module which acts as the brain. An additional feature of TVET 4.0 is that it is a live model operating 24/7 and it can be set up anywhere in the world. It is run by a group of digital experts who among them are educational experts with vocational and trade experiences. Although TVET 4.0 is vocational based, it is also able to be set up in the higher educational institutions as a collaborator entity – this will allow vocational graduates to get enrolled into the university curricula. As on a collaborator basis to the university, TVET 4.0 can also serve as a base for research and development to both the university and the industry which will at the end help to save cost – it also serve as a base for the industry players to have more interaction between industry and academia.

Revamped TVET 4.0 Framework has three components, namely :

1. Artificial Intelligence enabled Personal Tutor (24x7).

2. Theory & Entrepreneurship module.

3. Industrial Apprenticeship module.

Artificial Intelligence Personal Tutor:

This module is run from a huge data (updated real time) base artificial intelligence engine that supports adaptive learning on lesson tutorials. Data sets are accessed via mobile devices and feedbacks are also sent via wireless. The AI engines tags the student by pushing out module questions on lessons taught and also receive feedbacks to questions. As the engine is artificial intelligence enabled, it is able to learn about what the students don't know about - as well as what the student knows. With what it has learned about the student, it is able to push out lesson modules (passive) such that the student will be able to grasp, remembered and use it in industrial settings.

Theory & Entrepreneurship:

This module has two components, namely, theory and entrepreneurship. Lessons will be taught at campuses by teachers and also by tradescraftmen.


Apprenticeship training is all about getting practical experiences from the industry. The lessons are conducted at campuses and industrial sites. Industry hands-on training will benefit the students when they are employed by industries. Industrial techniques are imparted by industry players. Students will also be allowed to collaborate with industry players to handle real world problems and to solve them - which is a real time component of TVET4.0. In some cases where the students are part of the team who helped solve problems, they will be paid emolutions. It is thus a learn and earn module - the monetary incentives for the student will make the whole thing viable.

As part of the revamped exercise, TVET 4.0 is heavily biased on Industry 4.0 elements (updated version). And unlike other vocational courses, TVET 4.0 students will be required to learn how to code from day one. They will be assisted by their online personal tutor ( AI enabled) to quickly grasp the computer programing as they will need to handle robotics and automations from the start go. So from a start point, TVET 4.0 is structured with Industry 4.0 in mind - it is also integrated with trade associations to know of the latest innovations. Its timing is just right especially with the on-going pandemic where innovations is vital for survivals.

The main reason for Personal Tutor?

Personal Tutor incorporates adaptive platforms. Learners will initially be given a lesson. They will then take an assessment, and the curriculum with aligned artificial intelligence goes to suggest a pathway based on student's response. Because students come to the classroom with different experiences, different levels of learning abilities and varying needs, adaptive leaning can meet student where they are and take them on the path of learning and absorption, whatever level they come from.

The Personal Tutor with its large data base is able to scour cyberspace for content updates - it works like a search engine. It will also do an analysis of the data that it has collated so that it gets to learn as well via machine learning. So we will have a situation where not only the students learn, but also the teachers (who are also linked to the AI module) as well as the machine. And in order to make the Personal Tutor work, a group of master teachers with an understanding of learning psychology and industrial demands will have to construct the contents. Because the Personal Tutor is Artificial Intelligence enabled, it is able to learn in which area the student fails to learn - or fails to grasp. It will then formulate a learning module to address the short comings - and continues to remodule to meet with the industrial updates. This model is also available to the teacher as everyone needs to be updated along the way. By closely following the developments of the Personal Tutor, teachers will also understand why people learn and also machine learning at the same time. It is after all in the era of EdTec 4.0 where learning has not only be fast but also useful for the industry

The new TVET4.0 framework is especially structured to help rebuild the rural economy. We are all aware of the ramifications of a runaway urban expansion – the issues of pollution, housing, traffic congestions, all of which was brought about by migrating workers. Most governments was unwittingly entrusted with the need to create jobs for her citizens by helping investing in the development of industrial estates and also the attracting of foreign direct investments. But for any sized country, there is however a limit to what she can do in the area of building industrial properties as it is normally constrained by a lot of factors, one of which is the educational system. Education needs money, and the right education system will need a lot of foresight from the planners. However, it is always easier to adopt from others when it comes to structuring the education system, notwithstanding the fact that the economies will have to change to the vagaries of market forces. TVET 4.0 is the answer for an economy that is ready to face change as it is able to take care of the middle and smaller rungs of the industrial players whom are at the brunt of global competitions. TVET 4.0 will help shape an agile workforce who would be better at taking due diligence to a higher productivity in the face of stiff competitions.

As part of the duty to train more entrepreneurs, TVET4.0 is structured to give students and trade craftsmen a sense of how to do business. This is made possible because TVET4.0 courses assumes that the tradesmen would have harboured a wish to be an entrepreneur at some time in their life – in this instance there will be available facilities like funding to take the entrepreneur to ride over the Valley-of-death. The other essential facility is guidance – mentoring to help the young entrepreneur. Mentors will come from industry players, not only those who had succeeded but also those who had hard journey learning about the travails of engaging in business. And from the aspect of TVET4.0, it would seem that failing is not to be sneered at but should be taken as a journey of learning – life time learning. We all live in a dynamic world and more so for the global space where knowledge alone will not be able to overcome all our setbacks, and instead, we will have to be very well connected to know of what is happening due to political and climatic factors that are beyond our control.

As we are entering the era of Industrial Revolution 4.0 (industry 4.0), there will be many changes that we have to face, top of it is the reality that most things are now connected in one way or another which will allow them to operate autonomously. We will need to relearn how to manage these objects, not least will be the language that is used to run them. Industry 4.0 is also about efficiency and the way we achieve this efficiency through a plethora of newly designed devices including robots and the way through which objects are connected. Everything will be touched in one way or another including how we teach our students. It is the same with TVET – it has to go with the time. Thus, TVET 4.0 is the new format that we have envisioned to help us train our young to better handle those things that are connected. Still, we are not far from the way we train our students in welding process as they still constitute the foundation of vocational training, only thing we have improved on it with automation – automatic welding through the use of robots. It is not only the students that have to acquire new knowledge but also the teachers and in this respect, there will be a need for teachers to also learn new things. It is in this context that we have designed TVET 4.0 to suit the training of both the teachers and the students. The TVET 4.0 Platform is a life time learning structure and can people to handle industry 4.0 elements like automation and artificial intelligence – it has an artificial intelligence module to help monitor and guide students and teachers on their learning progress.

Innovation the juice of the forward thinking

We are today experiencing a very passive lifestyle where innovations are found everywhere. However, it is another thing to innovate – something that is not on command. As we ride along the way of Industry 4.0 route, we will find we have to think out of the box so as to have a new idea – an idea that is different from others to be worth something. Innovation is easier said than done as it is always elusive when we want it. According to a research finding, more than seventy per cent of managers interviewed did indicate that they are most eagerly looking for an innovation to ride over the difficult time. Innovations, according to them are the juice to trounce their competitor and they are willing to pay a high price for it. Unfortunately for the CEO’s, innovations does not come easily to the in-house team as they were not trained to do so - innovations, rarely as it seem do come during that moment of serendipity. Now, TVET 4.0 is structured to bring about innovations – students will receive prompting signals as they cruise along the path to finding solutions during their engagement with the artificial intelligence module. It is an inbuilt design, especially created to enhance student’s creative instincts. It is also available for the teachers as well, in instances where the student and teacher sat together to try solve a problem.

TVET 4.0 is also designed to support 'life-long-learning' which will form the important part of any government’s wish to give employment (maybe self) to the needy – will support the unemployed to gain new skills. We are now facing an aging population, so we would be better off if we will also take care of those elderlies who are still fit to take a job. If however there is no jobs available for the elderly, then at least we can equip them with skills that can be perform in the house – home based employment. It is time that we take a relook at the aged and to see how we can help them to better integrate into society; using the TVET 4.0 framework to broaden the scope of the employed. As we are moving into Industry 4.0, we will need to look at all the educating ways to help those who had their jobs terminated because they don’t fit into the scheme of things – automation makes a lot of menial jobs redundant. There are also a lot of graduates who found themselves unemployable due to them taking up courses that should have been withdrawn from the tertiary institutions – this will remind those who had a bad image of vocational courses.

tvet 4.0 architecture

TVeT 4.0 Architecture

TVeT 4.0 is designed with 8 enclaves consisting of :-

* Students

TVET 4.0 is made up of both physical space (in the form of classrooms) and virtual space. Teachers will come to the classrooms to teach and administer. Students will also come to the classrooms to learn – they come to learn theories. After that they will go to the workshops to put into practise on what they have learnt – so does the teacher who will serve as an instructor. Besides the physical classes, students are also connected to the Artificial Intelligence Module (brain) via wireless – so are teachers. In this way, the artificial intelligence module will serve as a centre where student’s queries will be entertained (sort of act as personal tutor) – also teacher’s queries. The brain works 24/7, so students and teachers who are not in session can access it to ask questions and learn. This is the most efficient educational model if you are talking about spending money on educating our youths – the reason is that it will not only teach but also analyse as to whether the student is able to grasp the lesson via online testing and feedback techniques – and if it finds that the student is not absorbing the lessens, then it will push out new lessens (AI module is designed to format new lessons on-line) to the students and followed by testing. The ultimate aim of the online lessons and testing is to make sure that the student (who might have different levels of learning abilities) will ultimately fully understand what they have been taught. Students may also come from the industries as they may have also have apprenticeship schemes for those who were not from vocational schools.

* Teachers

The teaching staffs will make up of those who had been teaching at the vocational schools and also those who are working in the industries. All of them are encouraged to learn from each other and not only that but they will be better off if they are also able to learn from the students as to whether their lessons are absorbed – this is assisted by the artificial intelligence module as the AI is able to track what has been achieved and what has been lacking. It would then seem that the AI module is the big brother but fear not because AI module is being maintained with strong integrity – highly secured to prevent hacking. When we talk about the teaching fraternity, we are referring to the clusters of master teachers who are also able to design appropriate lessons to suit the industry – and their experience in using Industry 4.0 elements. However, since Industrial Revolution 4.0 is a new game, there will not be many of us who will have the experience – so that is where we have to learn from each and also from the computer. Besides the learning realm, there is another realm that the students and teachers have to partake – it is the realm of innovation. You learn, then you put up a model, then you test it out, then you relearn how to make it better – with the mind to innovate wherever possible for the good of the society instead of being laidback and contented to be paid on a monthly basis for their services. It would now be clear that everyone must be able to share and learn and not least the teachers who will be facilitated by the AI. Teachers may include those from the industries who would want to contribute to the trades.

* Artificial Intelligence Module - the brain

The closest definition of an Artificial Intelligence Module is that it is a set of hardware and software capable of imitating human’s cognitive abilities via using an assembly of natured-inspired computational methods to approximate complex real world problems – in the context of tvet, it will be able to understand learning problems and also able to dish out restructured lessons to students and teachers so that they can better grasp what was being taught. In order for the AI to perform what was intended of it, there will be a need to feed it with up to date information about the latest technology, both the one at the R & D centre and the one at the market place – not to leave out those that had come from in-house innovations and also those that are created outside. Good effective teaching will need a good understanding of the psychology – and the way the mind works. For this matter, lessons must use the correct wordings and diagrams to easily impart knowledge so that we do not have the time to go repeating the thing over and over again until it stay stuck in the brain. However, using an AI Module to teach is a new thing brought about because of its affordability – and advances. Still, there are many problems to solve as to its suitability for a class of students who did not come with excellent IQ – fortunately, the AI Module is capable of machine and deep learning abilities – so testing is the keyword here even though it is the master teacher. An additional feature of the AI Module is to evaluate in real time as to whether the student is apt to take up trade training - it will recommend those who do not have the aptitude to take up technical learning to another course so as not to waste the student's time. The same to do with teachers who do not have the aptitude to teach in the vocationals.

* Market Players/Industry Players

The new TVET 4.0 is structured with industry inputs so as to be able to get the market sense – things like innovations, market demand and trends. Industry inputs also about what the market wants in terms of manpower requirements and the knowhow of employees. When all the relevant data is collected and analysed, the data is made available for both students and teachers to view – which will give an understanding of market forces and what to plan for the future. Then again, the model will give real time integration between the industry and students/teachers. As we move deeper into the realm of IR 4.0, you will really treasure the industry inputs as it will help you move in front of your competitors be it similar institutions or those who would hesitantly taking up vocational trainings. There will also be a display of the wanted employees and the kind of work they can expect – and pay. So you can see that the whole ecosystem is industry 4.0 connected which you will not find elsewhere.

* Data Base

The Data Base consists of a 3 –Level ANSI-SPARC architecture to take care of the presentation, application and data base for quick data access. Coupled to is also big data analytic.

* Workshop

Advance features include virtual reality where students can learn more about the subject being taught in class – they can now refresh on what they learnt but not absorb. So it is both a physical and virtual workshop, open when you are in another place – best use of time.

* Cyberspace - Business Intelligence

In today’s world, it is important that you have the right knowledge – right in the sense that it is up to date. So doing search, the kind that search engine do is vital to fill up your data base – search is targeted at technology and market sense. Frankly speaking, search is a big business and if you were to commercialise your content, you will get plenty of buyers not forgetting that it would also benefit the students/teachers.

Although TVET 4.0 is designed for educational use, it is also compatible to be used in corporate settings where with an addition of an innovation module it will be able to prompt innovative ideas for consideration. As TVET 4.0 is designed along the lines of Industry 4.0 embracments, it is also suitable to assist supply chain entities for an end-to-end monitoring of product movements.

You may want to read about ReverseIR4.0 to take cognisant of how a better economy can be structured.

TVET4.0 by Patentagentip is the updated version of industrial training with the capability to have machine learning techniques grasped from its Artificial Intelligence Module - it is thus future proof!