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This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution.

Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET.

The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications.

The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes.

The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.

The Libraries are in an era where changes come with high speed and much intense issues, and this seems to be as a result of the 4th industrial revolution. These emerging issues come in the form of changes that are not supposed to be overlooked by the library managers. These are changes libraries and Librarians have to be knowledgeable about. This chapter will address the impact, issues, challenges and controversies, prospects and how libraries should adapt, embrace and redesign their services, spaces and roles to accommodate this change on the Libraries. Existing research in the 4th Industrial revolution tends to focus on the challenges without much prospects and little or no evidence that researchers have approached how the libraries should accommodate and harness this revolutionary changes for improved library services provision. Therefore, this chapter aims to provide how the 4th industrial revolution affects the library and how libraries can harness the industrial revolution for enhanced services provision.

Starting from industry 4.0 in Germany and followed by the New Strategy for American Innovation in the USA and the smartization strategy in Japan, developed countries are pushing nation-wide innovation strategies. Similarly, China is pursuing the Made in China 2025, and Korea announced the Manufacturing Industry Innovation 3.0 strategy. However, few researchers have identified the industrial structure that establishes the foundation of the 4th Industrial Revolution or have derived strengths and weaknesses to provide implications on policy formulation through quantitative comparison with developed countries. Therefore, the purpose of this paper is to analyze the spillover effect of the information and communication technology (ICT) industry (the foundation of the 4th Industrial Revolution) and machinery·equipment industry (the foundation of smart manufacturing through convergence with ICT industry).

This study examines the industrial spillover effects of the ICT industry and machinery·equipment industry in the USA, Germany, Japan, China and Korea by using the World Input–Output Table from 2000 to 2014.

The results showed that backward linkage effect of the ICT Industry are high in the order of Korea≑China>Japan>the USA≑Germany, and forward linkage effect of the ICT industry are high in the order of Japan ≑> the USA≑Korea ≑> China ≑> Germany. Backward linkage effects of the machinery·equipment industry are high in the order of China>Japan≑Korea>the USA>Germany, and forward linkage effects of the machinery·equipment industry are high in the order of China>Korea>Germany≑Japan≑the USA.

China and Korea encourage active government investment in ICT and machinery·equipment industries, especially the intentional convergence between ICT and machinery·equipment industries is expected be generate higher synergy. The “innovation in manufacturing” strategy in the USA that utilizes its strength in ICT services seems appropriate, whereas Germany needs to revitalize the ICT industry to strengthen its manufacturing industry. Japan’s strategy is to focus its ICT capabilities on robot sector. While the scope of innovation is limited, its synergy is worth expecting.

This study attempted to provide a theoretical approach to the determination of national policy strategies and provide practical implications for response to the impacts of the 4th Industrial Revolution, by comparing the inducement effects of ICT and machinery·equipment industries between major countries.

This chapter x-rayed the industrial revolution phases down to the 4th industrial era or the Fourth Industrial Revolution (4IR) The Fourth Industrial Revolution — commonly referred to as Industry 4.0 or i4.0 — is the next stage in digital transformation. The Fourth Industrial Revolution (4IR) is sometimes described as an incoming thunderstorm, a sweeping pattern of change visible in the distance, arriving at a pace that affords little time to prepare. With the resultant effects of up-skilling and re-skilling the workforce for future fits of the industry 4.0 era. The chapter also provided answers to what skills today's workforce need to develop as their roles evolve, what re-skilling, cross-skilling, up-skilling is all about and the various strategies through which library managers can adopt to encourage their workforce to re-skill, cross-skill and up-skill.

This study aims at analyzing the impact of perceptions of the fourth industrial revolution (crisis and opportunity) in the relationship between workers’ career attitudes and future learning intentions.

This study analyzed the multiple mediating effect of the perception of the fourth industrial revolution in the relationship between career attitudes and future learning intention using data of 305 Korean workers. As career attitude variables, boundaryless and protean career orientation variables were used, and perception of the fourth industrial revolution was analyzed (opportunity and crisis perception).

Both workers’ boundaryless career orientation and protean career orientation influenced future learning intention through the perception of opportunity for the fourth industrial revolution. This result suggested that flexible career attitudes positively recognized the changes of the fourth industrial revolution and had an effect on promoting attitude toward future learning.

The study confirmed that workers’ flexible career attitudes could promote perception of opportunity rather than crisis in changing situation and strengthen their intention to prepare for the future by mediating this perception. These results suggest that lifelong learning and competency development can be reinforced by facilitating perception of an opportunities for external change for individual career development.

Insights for personal career development were provided by analyzing the relationship between flexible career attitudes, which are increasing in importance in the modern society, and perceptions of changes in external environment.

The Fourth Industrial Revolution ( 4th IR) affects the mode of company management. This paper aims to present a revised social responsibility (SR) model as an evaluation tool for corporate social responsibility (CSR) performance for sustainable organizational growth in the era of the 4th IR.

To develop an SR model that can be used well in the era of the 4th IR, the key references are “ISO 26000: Guidance on Social Responsibility” and the “Global Reporting Initiative (GRI) Guidelines.” For International Organization for Standardization (ISO) 26000 and the GRI guidelines, see the homepages in the References section. On the basis of these guidelines, a new SR model for sustainable development in the 4th IR is developed in this paper.

For a new SR model in the 4th IR, the concepts of management quality (MQ), quality responsibility (QR), creating shared value (CSV), social value and open data and open quality management are incorporated into the existing ISO 26000 evaluation criteria.

The 4th IR is changing the concepts of both quality management (QM) and SR. To the best of the authors’ knowledge, the new concept of SR has yet to be discussed extensively. In this paper, a new SR model is suggested to reflect the characteristics of the 4th IR.

As the 4th industrial revolution (4IR) unfolds, there is an increasing awareness that its implications for workforce transformation and shifts in workforce demand will profoundly impact the future of work. Specifically, the paper seeks to answer the following research questions: i) how does Students’ Industrial Work Experience Scheme (SIWES) equip young people for the real world of work, especially in the era of the third industrial revolution?; ii) does SIWES support the exposure of young people to the world of digitalization?; and iii) what are the effects of the SIWES exposure on the employability of young people? This paper aims to evaluate the University Internship system and preparation of young people for the world of work in the 4th industrial revolution.

This paper used a mixed method to unravel the objectives of this study, that is, quantitative and qualitative methods. For the former, structured questionnaires were used to elicit a response from 249 young people drawn from tertiary institutions across Lagos State, Nigeria. The latter used an in-depth interview method conducted among 45 respondents (25 employers of labor and 20 lecturers).

The findings reveal that: SIWES contributes meaningfully to the advancement of knowledge and capacity building among young people; SIWES exposes young people to the world of digitalization, depending on the organization where the internship takes place; and SIWES pays little attention to financial rewards and more attention to the acquisition of skills that are relevant to the world of work. The practical and policy implications of the findings are critically discussed.

This paper critically evaluates the SIWES policy amidst the growing threats of widening skills gap, greater inequality and broader polarization.

The fourth industrial revolution (4IR) is radically transforming the roles and responsibilities of librarians in different types of libraries. This calls for a fundamental rethink in order to retool the competencies and skills of librarians to ensure that they deliver efficient services to patrons who have diverse and dynamic information needs. The digital era provides librarians with an opportunity to reprofile their competencies and reinvent themselves in order to remain relevant. This chapter documents continuous professional development by librarians in the industry 4.0 era. A literature review was done to unpack how libraries are dealing with the impact of the 4IR. The findings revealed that the libraries are affected by the seismic technological changes that are arise from the 4th industrial revolution and librarians should develop their skills to be able to remain relevant in the industry 4.0 era.

The purpose of this paper is to examine the changes that will impact learners and learning in the Fourth Industrial Revolution and provide recommendations for transforming education to meet the needs of the maritime industry.

The paper reviews the definition of the Fourth Industrial Revolution and the changes that have occurred in industry as a result. It looks at key Fourth Industrial Revolution technologies and its impacts on the maritime industry. It then presents some strategies for how the maritime education sector can begin to address the paradigm shifts that will be needed to transform education so as to focus on the advantages that can be derived from the Fourth Industrial Revolution.

Rapid technological advances are transforming the process of education around the world and will continue to disrupt not only the education sector but entire industries – education being only one of them. The maritime sector has some specific technologies that will drive digital transformation of business models. Maritime educational institutions around the world will need to be prepared to respond rapidly to this paradigm change and provide the skilled labour the industry will require to remain competitive.

While the technologies that are impacting the Fourth Industrial Revolution have clearly been identified, the education sector still needs practical applications and integration into curriculum and learning to truly embrace the opportunities for the development of workforce competencies in this new age.

The maritime education sector must now start implementing strategies to expose students to new Fourth Industrial Revolution technologies such as artificial intelligence, machine learning, robotics, blockchain and automation technology and how they are changing the future of work. A new shift in the conscious application of these game-changing technologies will be required, and examples of integration are discussed as a starting point for building a long-term plan.

The development of the human capital needed in the Fourth Industrial Revolution must begin now, and it presents challenges to those in the maritime education sector. It, therefore, requires that a digital transformation strategy is in place to deliver the specialized skills and new knowledge workers will need in the future.

This paper discusses the disruption that the Fourth Industrial Revolution technologies will bring to maritime education. One of the findings demonstrates that it clear that it is no longer competitive to ignore the disruption that is happening, and action is needed now.

The “4th Industrial Revolution” is characterized by a rapidly developing integration of digital technology and “cyber-physical” capability. Diffusion of open source technology has been cited by security and policing theorists, who note an emerging array of technology-enabled challenges to status quo security regimes. What characteristics define post-industrial crime, and how do post-industrial criminal methods challenge industrial-era security and policing regimes? This chapter opens with an overview of the “4th Industrial Revolution” and its theoretic challenges to conventional security and crime controls. Several pathways of impact are defined in terms of their challenges to industrial-era security, policing, and social controls, and in the complications posed by expanding state countermeasures to combat them. The chapter describes a series of practical, legal, ethical, and technical challenges to be considered for policing and security policy as the 4th Industrial Revolution proceeds.