Industry 4.0 is promoting the digitisation of manufacturing sectors towards smart products, machines, processes and factories. The adoption of disruptive technologies associated to this industrial revolution is re-shaping the manufacturing environment, decreasing low-skilled activities and increasing high-skill activities. These technological trends are affecting the job profiles and the skills required by the workforce, which demand proper training programs to address upskilling and reskilling needs. Having this in mind, this work proposes a model that contributes to understand how technological trends may impact the new job profiles and relevant skills, as well as how these skills may be upskilled by the workforce through available training programs according to their gaps and impact. The applicability of the proposed model was illustrated by considering two trends, the connectivity and the value of the data, and a catalogue of compiled new job profiles and training programs.

The advent of Industry 4.0 is changing the role of human labour towards a more supportive function in the production system, requiring new digital-, technical-, interdisciplinary-, collaborative- and communicative competencies. This challenges educational institutions to develop new teaching activities and materials to address ever emerging needs. To address this, this paper presents an Educational Framework to support educators in developing new teaching activities and study material for Industry 4.0. The model distinguishes itself from other educational design models by combining an iterative approach toward problem-solving, with the concept of authentic task design, as the core elements. Based on 14 pilot cases, it is concluded that educational framework have increased the educational activities in the areas in focus.

Manufacturing Review is a journal on developments and applications of manufacturing engineering, technology and applied sciences