1. 1 Technology education and manpower training in traditional industry from the perspective of the small manufacturing business Mr. Baruch Snir Director of the Economics Department The association of craft and industry in Israel Israel-Germany Seminar “ Vocational Training in Traditional Industry” 26.5.08

2. 2 Characteristics of government system approach to high-school vocational-technology education Professional aspect – cancellation of imparting vocational skills and training, combined with education. Preference for training the student to integrate in a technology environment. Social aspect - give each student the opportunity to realize his ability, while developing mobility of students to the highest possible level of theoretical education. Practically adopting the approach claiming that vocational studies do not belong to the realm of schools but rather to the labor market. No clear methods to vocational education. Resources allocation aspect - preference for the theoretical track over vocational/technology track. Continuous cut-backs in technology education budgets.

3. 3 Budgeting vocational education array (within framework of Ministry of Education)

4. 4 Status of vocational-technology education in Israel Drastic decline in number of vocational schools. Drop in number of graduates from the education system with practical technology training. Low potential of students who turn to post-high school studies (university and college) in engineering and science fields, in industry related aspects. Low number of students who continue with technician/ practical engineering studies, and reach fields of industry. Lack of training/practical experience in industrial production during studies. Lack of focus on fields related to advanced traditional industry (metal, printing, plastic).

5. 5 Change in number of vocational high schools over time

6. 6 Metal branch – Technology education in vocational high schools

7. 7 Change in number of students in high school vocational education over time

8. 8 Segmentation of students in vocational high schools supervised by Ministry of Industry in industry-centered track

9. 9 Segmentation of students in high schools for technicians and practical engineers in industry- centered vocational-technology subjects

10. 10 Advanced metal branch – post-technology education – Schools for practical engineers

11. 11 Segmentation of degree recipients in institutes of higher learning

12. 12 Status of vocational training in Israel Sharp cuts in public expenditure on vocational training for adults in past years. Significant decline in number of participants in adult training programs (from 32,000 in 2002 to 5000 in 2006). State training centers closed. Growth of private training systems and intra-plant training systems.

13. 13 Budgeting vocational training for adults

14. 14 Characteristics of shortage in vocational- technology manpower for traditional industry Technology leaders: engineers and developers “master” infrastructure - professional instructors with expertise in training skilled manpower. Technology operators in industry: computerized machine operators, robot operators, quality control, digital control Professional employees related to manual work: welders, metalworkers, form workers, etc. Fields: core professions lacking in industry: electronics, mechanics, mechatronics, computerized machine tooling Long learning curve in the plant required from a practical engineer/engineer who completed his studies Total shortage of thousands of employees in traditional industry.

15. 15 Lack of programmers in metal branch

16. 16 Principles of involving industry in developing vocational-technology education system Elementary education – initial stimulation of students in high classes in aspects related to the world of machines and computerization (automation, robotics), while creating interest through visits to industrial plants. High-school education – create study tracks suited to high schools in the technology-vocational track focused on the needs of the industry, accompanied by an adoptive plant. Post-high school education – enhance cooperation with academic institutes and colleges regarding R&D and curricula, and incorporate practical projects in plants.

17. 17 Principles of involving industry in developing vocational training system for adults Training focus on professions required in the labor market, while maintaining contact with the industry to map the needs. Training provided by private entities in the private sector, financed by the government, and providing a recognized professional diploma. Planning the training with employers in the manufacturing sector with emphasis on theoretical studies + practical experience in plants, and screening the candidates. Creating threshold conditions required to operate intra- plant training centers.

18. 18 Desired specialization tracks in training programmers for metal branch

19. 19 Principles of involving the small manufacturing business sector in developing vocational technology education system Train teachers in industry topics. Enhance the contact between plants and the technology education system in the geographic vicinity. Educate towards industrial entrepreneurship. Operate one-day training workshops. Technology reserve in the plant. Intra-plant training center.

20. 20 Model for cooperation: industrialists, government, institutes of higher learning, private companies, training center for printing professions (prototype) Organization of employers: Build a vocational training system, place the center graduates, promote and upgrade veteran employees. Government (Ministry of Industry Trade and Labor - Division of Vocational Training): Approve and supervise curriculum, locate and screen candidates for vocational training, finance costs of training hours (for unemployed and academic retraining), official diploma for center graduates. Academic colleges: Venue, ongoing operation of the center, administrative management, academic and professional management. Hidelberg – experience and reputation in fields of establishing, equipment, teaching assistance (curriculum, training materials, lecturers).

21. Conclusion The government should take part in training for technology and its incorporation into labor markets, through dialogue and cooperation with employees and employers. Vocational-technology education should be recognized as a legitimate educational branch for students found suited to or interested in it. Industry itself should contribute its part and be involved in the process of upgrading vocational- technology education and the vocational training array.