POSTER SPONSORED BY

THE NETHERLANDS

Port-cities have always played a pivotal role in each of the previous Industrial Revolutions. Ports have thrived because all Industrial Revolutions up until now relied on trade of raw materials: coal and iron ore since the 18th century, whereas oil and gas was added to the commodity mix since late 19th century. Still today, world’s largest ports float on oil. What does the transition into the next Industrial Revolution mean to port-cities around the world and what knowledge and education institutes can do to reap the rewards?This contribution to the 15th AIVP conference in the form of a concise essay is a reflection of inductive viewpoints coming from a research project on learning mechanisms in port public-private partnerships and are subject for empirical studies.

PROBLEM DESCRIPTIONNew (digital) technologies, dynamics in demography and markets bring professionals in a continuous state of flux. The table below provides an overview of relevant systems transitions in global production systems, logistics and the human factor therein. Roughly speaking these systems transitions take place when breakthrough inventions in both energy, transportation and technology happen simultaneously.

Classes for the massesWhereas the master used to teach his apprentices his craftsman’s techniques over years and years of specialization, mass production in the 20th century made the human factor an insignificant element in a big machine.

With mass production came mass education. Learning was taken away from the workshop and into school factories. Since then, schools have been striving for the same economies of scale as in a manufacturing. Schools became highly efficient in terms of output, i.e. more students, however became ineffective in terms of outcome, a growing misfit with the profession.

Education follows marketOne of the challenges for education institutes in the school system as we know it now is that education follows market, and often at a much slower pace. Student outcomes are set well in advance and are therefore less flexible than changes in the professional field often require. Next to that, on-the-job competencies change and are out of date quickly.

Today, professionals will have to engage in life-long learning. They need to be adaptable, be open to adopt new technologies and ways of working - and thereby stay employable over the span of their careers. The question is whether this professional really needs to go back to school?

PROCESSFrom formal learning interventions to informal cyclesThe education institute of today centers around creating learning interventions - also for professionals - in a formalised setting: classrooms, rosters, schedules, cohorts, all planned in detail. Indeed, it is almost like master scheduling a production line. Again, this is the heritage of the age of economies of scale, which made sense as knowledge was captured with fixed resources in a contained setting. Nowadays, demand and supply of knowledge is easily done over the internet via online platforms. Moreover, the real learning for professionals takes place on the workfloor itself, at least when organizations have mechanisms in place for reflection and recapitulation of the ‘what went wells’ and ‘what went not so well’, and know how to avoid negative effects of dominant logic and group think behavior.

Formal learning interventions may still be necessary, but the bottom line is that learning is brought back to the place where it works best: in practice.

So we don’t need schools anymore?Sure we do. Schools are still the best place to bring general knowledge to young people. When students move on, society expects them to be fit for the job. Key point is to make these (vocational) programmes specific enough. That requires a learning environment which gradually builds in more reality: from classroom examples to workshops, from simulators and serious games to internships, and from a proof of competence to a profession. Secondly, it needs also to be realistic. An interactive engagement - as often as possible - between learner and teacher ànd the industry field aims to reduce the gap between the knowledge and skills acquired and the professional proficiency required.

Innovation circlesThe challenge for schools is to define, implement and embed a practice in which students, lecturers and professionals are engaged in so-called innovation circles, in which they participate in experiments, tests and prototyping using the makerspaces, field labs, simulators or workshops.

Thereby, students are not just consumers of knowledge but become creators themselves, while at the same time building a professional network on the go.

The interaction between business and education is facilitated through so-called communities of practice, which can be considered as learning cycles.

• Centres of Expertise (higher education) and Centres of Excellence (vocational education) across the country with active communities of practice

• Field labs: Makerspace community that has landed in many places around the world, including Rotterdam.

• Innovation challenges; other examples are the numerous contests by companies like the Shell Ecomarathon, Solar Challenge, the MarineMasterMind and World Port Hackathon. For these contests, these companies call upon innovators, thereby blurring the boundaries between student and professional.

CONCLUSION: WHAT CAN WE LEARN?

Transition in motionSTC-Group, is Rotterdam’s largest education and training institute for the shipping, port and (petro-) chemical industry and works closely together with other vocational and higher education institutes and universities via centres of excellence (process & maintenance), logistics and maritime technology. Abovementioned viewpoints are being implemented as present, which means that they are being embedded within the educational programmes. Output, outcome and impact are closely monitored and evaluated.

MORE INFORMATION AND CONTACT:

Maurice Jansen Research & Development STC-Grouphttps://nl.linkedin.com/in/mauricejansen

PORT-CITIES TOWARDS THE NEXT INDUSTRIAL REVOLUTION FROM EDUCATION FACTORIES TO INNOVATION CIRCLES ROTTERDAM, THE NETHERLANDS

With mass production came

mass education. Learning was taken away from the

workshop and into school factories

EDUCATION BUSINESS

Betterteachers

Betterstudents

Resourceallocation to

learning circles

Industryengagement

Betterfacilities

Fit withprofessional

competenciesCurriculum

develepment

Period Until 18th century

18th – 19th century

1st half 20th century

2nd half 20th century until today

In the 21st century

Production system

Single or small series production

Mechanical production

Mass production, make-to-stock

Mass customizationMake-to-order

Distributed manufacturing

Logistics innovations driven by

Military engineer Mechanical engineer

Industrial engineer

Computer engineer

Internet engineer

Human as production factor

Artisan workshops / guilds

Human is in control of machine

Machine in control of human

Human in control of computer

Human within the network

Learning aimed at

Arts and crafts Product Tasks Knowledge and skills

Connecting

Period 18th - 19th Century 1st Half 20th Century

2nd Half 20th Century

Early 21st Century 

Energy Coal Oil & Gas Oil & GasNuclear power

Renewable energy

Storage location for CoalIron Ore

Oil and gas Consumer goods Biomass, recyclebles, renewables

Production system Mechanical production

Mass production, Make-to-stock

Mass customizationMake-to-order

Distributed manufacturing

Dominant transportation innovation

RailSteamship

AutomobileTruck

Jet aircraftVery Large Vessels

Autonomous vehicles / vesselUltra Large Vessels

Port evolves as location for

Steel industry (Petro-)chemical industry

Container handling Bio-based chemicals and Circular industry

Communication Telegraph Telephone Telematics (internet) Internet of things

Table 1: Industrial revolutions and its implication on port, transport and communication1 Very Large Vessels are categorized in VLCCs (container), VLCC (liquid bulk) and VLOCs (dry bulk) and have a maximum capacity of

respectively 13,500 TEUs (container), 320,000 DWT (crude) and 300,000 DWT (dry bulk). 2 Ultra Large Vessels have a maximum capacity of up to 20,000 TEUs (container), 550,000 DWT (liquid bulk) and 400,000 DWT (dry bulk).

Port of Rotterdam Authority

Nieuwe Waterweg

Het Scheur

CalandkanaalNieuwe Maas

WaalhavenEemhaven

Rijnhav.

Maashaven

Mer

weh

av.

1e Petr. haven

2e Petr. hav.

3e Petr. haven

Botlek

Chem

ieha

v.

St. Laurensh.

Brittanniëhaven

Seinehaven

7e Petr.haven

5e Petr. haven

4e Petr. haven

Beneluxhaven

Dintelhaven

Hartelkanaal

Hartelkanaal

Maasmond

North Sea

Yangtzekanaal

Europahaven

Amazonehaven

Mississip

pihaven

Prin

ses

Ale

xiah

aven

Prin

ses

Am

alia

have

n

Prinses Arianehaven

PrinsesMargriet-haven

Beer

kana

al

Hartelhaven

8e Petr.

haven

6e Petr. haven

Oostvoornse Meer

Oude Maas

Brielse Meer

Hoek van Holland

Maassluis

Vlaardingen

Schiedam

Rotterdam

Capelle aan den IJssel

Krimpen aan den IJssel

Ridderkerk

Barendrecht

Zwijndrecht

Spijkenisse

Hoogvliet

Hellevoetsluis

Rozenburg

Rotterdam-The Hague Airport

Dordrecht

Pernis

BrielleOostvoorneSlufter

RDM Rotterdam

Port of Rotterdam Authority

Nieuwe Waterweg

Het Scheur

CalandkanaalNieuwe Maas

WaalhavenEemhaven

Rijnhav.

Maashaven

Mer

weh

av.

1e Petr. haven

2e Petr. hav.

3e Petr. haven

Botlek

Chem

ieha

v.

St. Laurensh.

Brittanniëhaven

Seinehaven

7e Petr.haven

5e Petr. haven

4e Petr. haven

Beneluxhaven

Dintelhaven

Hartelkanaal

Hartelkanaal

Maasmond

North Sea

Yangtzekanaal

Europahaven

Amazonehaven

Mississip

pihaven

Prin

ses

Ale

xiah

aven

Prin

ses

Am

alia

have

n

Prinses Arianehaven

PrinsesMargriet-haven

Beer

kana

al

Hartelhaven

8e Petr.

haven

6e Petr. haven

Oostvoornse Meer

Oude Maas

Brielse Meer

Hoek van Holland

Maassluis

Vlaardingen

Schiedam

Rotterdam

Capelle aan den IJssel

Krimpen aan den IJssel

Ridderkerk

Barendrecht

Zwijndrecht

Spijkenisse

Hoogvliet

Hellevoetsluis

Rozenburg

Rotterdam-The Hague Airport

Dordrecht

Pernis

BrielleOostvoorneSlufter

RDM Rotterdam

STC-Brielle RDM Campus / RDM Centre of Expertise

STC-GroupLloyd Quarter / Wilhelmina Quay (Kop van Zuid)

TU Delft / Erasmus University Rotterdam (EUR)

Dordrecht, Da Vinci College

Process Centre of Excellence, process plant consisting of 9 process units t.b.v. education and business training. Foundation Fieldbus, Profibus, HART technology.

Former RDM shipyards offer space and facilities for education and businesses to cooperate, co-create test and experiment with prototypes in workshops, fieldlabs and makerspaces, such as IoT en additive manufacturing

STC-Group has one of the largest maritime simulator complex in Europe: full mission bridges, VTS, barge, tugs, engine room, fishery, crane, LNG, dredging, rail, transport chain, high voltage, and more.

Top research universities in Technology (TU Delft) and Business, Sociology and Economics (EUR)Incubation Centre for technical startups. Launchlabs, PortXL, Port Innovation Lab, SmartPort

Brings companies, education and governments together in developing sustainable technologies. Focus on maritime technology and energy transition

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1

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2

3

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4

4

4

4

5

5

To close the gap between knowledge

and skills, the challenge for schools ànd business is to

engage students, lecturers and professionals in

innovation circles