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| Specifications | ETOP Proceedings |
| Business section |
| Specifications | ETOP Proceedings |
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| Content | Optranet : A European project Marie Jeanjean Opticsvalley, Palaiseau, France mc.jeanjean@opticsvalley.org Diagnostics In a situation where curricula did not adjust at the required pace and many students are getting attracted out of science and technology, the shortage of skilled workers at the technician and engineer level is known to be a threat to development. In spite of a serious crisis in 2001, the trend of an increased presence of optical technologies remains unchanged and is bound to remain part of the landscape for decades. The level of investment required and the markets make Europe the best scale to plan for unified curricula and a global analysis of the human resources needs. There is no agreement on the definition of a trained optician, and European countries differ in the way they educate opticians, source of a lack of clarity and visibility which is detrimental to attracting good students and to the job market. Through its closely work with companies, OPTRANET will propose measures to enhance the adequacy and the visibility of the training offer. The field of Optics and Photonics has evolved in the past 15 years into a professional domain with a need for highly skilled people and a growing importance of specific technologies. Specialised curricula at various levels of teaching, journals, learned societies and industrial activity clearly show that Optics/Photonics is a fairly well defined field with a significant growth rate. For cultural and historical reasons, in particular related to language issues, European countries have developed independent systems for education in the field of OP as in many other fields, in relation between their higher education system and their industrial needs. Mutual knowledge and recognition between countries has been a marginal issue so far. At present, there is no agreement on the definition of what could be called a trained engineer, and European countries differ in the way they educate opticians: France has specific degrees, while Germany is developing specialized curricula and most other countries include optics as part of electrical engineering, physics, applied physics or optoelectronics. This creates a lack of clarity and visibility which is detrimental to attracting good students and to comply with the job market. Because the situation we face is a period of such a fast evolution, it is hard to judge what jobs might be in demand 5 or 10 years ahead. Skills sets must be constantly upgraded to keep up with the fast pace of global markets. One of the reasons for focusing our program in strengthening the relationships between industries, research laboratories, universities and secondary schools is that it seems to be the best way to produce experts in technology transfer (the lack of skilled people in technology transfer has resulted in some weak industrial positions of Europe compared to the US or Japan, for a similar quality of research). Contribution to Training policies As mentioned in the European report on education and training in employment policies, “One of the challenges facing education and training systems is to ensure that the supply of education/training meets demand from both individuals and businesses.” As Optoelectronics is a quite new and worldwide industry with international competition for materials, technology and people, national answers for the above challenges are not significant. The level of investment required and the markets make Europe the most appropriate area to plan for more unified curricula and a global analysis of the human resources needs. Besides that, training policies ask for new schemes to adapt the content of education / training programme, and the whole European policy or initial training is only on a phase of definition. By exchanging experience with the actors who implement such policies and procedures to develop a better matching between industrial reality and academic training, we can propose concrete actions towards schools and Proceedings-ETuD2 |
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| Following Datasheets | ETOP2003_ETuD5 (8 pages) ETOP2003_ETuE1 (4 pages) ETOP2003_ETuE2 (7 pages) ETOP2003_ETuF4 (4 pages) ETOP2003_EWB1 (8 pages) ETOP2003_EWC3 (3 pages) ETOP2003_EWD2 (15 pages) ETOP2003_EWE1 (6 pages) ETOP2003_EWE3 (9 pages) ETOP2003_EWG3 (9 pages) |
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