Analysis of qualifications in vocational secondary schools in the aspects of Industry 4.0 development

Purpose: The paper presented here was intended to describe the extent to which secondary technical education in Poland is oriented towards the acquisition of qualifications needed in modern factories in line with the Industry 4.0 concept. Design/methodology/approach: The study was conducted by analysing information contained in the Ministry of Education and Science's classification of vocational education professions and in the core curriculum for vocational education professions. The professions analysed were those which, according to literature research, are the most desirable in an industry based on the concept of Industry 4.0. Information contained on the websites of selected schools was also analysed. Findings: As a result of the analysis carried out, it was found that the knowledge describing the qualifications of future technical staff in terms of Industry 4.0 is insufficient or even negligible. The core curricula do not require teachers in technical schools to address issues related to the concept of Industry 4.0. A lack of concepts related to Industry 4.0 in both the learning objectives and outcomes and professional qualifications was identified. Research limitations/implications: The research concerned only the professions taught in Poland in 5-year technical schools on the base of the primary school. Comparison of the studied aspects in other countries, e.g. the European Union, is difficult and requires more in-depth research. This is due to the diversity of systems of secondary technical education in individual countries and the non-uniform form of curricula. Practical implications: Several important conclusions emerge from the study. First and foremost, it should be emphasised that Polish schools do not prepare students studying in them for the phenomenon of dynamic development of manufacturing techniques represented by the idea of Industry 4.0. Graduates are not familiar with the assumptions, opportunities and threats related to it. Even if the substantive preparation of school graduates meets the requirements and expectations of Industry 4.0, schools do not promote this fact among potential candidates. Originality/value: The paper presents the state of qualification requirements in Polish secondary technical schools in the context of the development of manufacturing techniques associated with the concept of Industry 4.0. It answers the question of whether and to what extent curricula and professional qualifications contain requirements concerning knowledge of Industry 4.0? The results of the study may be an element in the discussion on the condition of Polish vocational education in the context of requirements for employees in modern factories.