The Fourth Industrial Revolution is inevitable, and the education industry responded through Education 4.0. Much has been said on how the higher education could respond, including that of maritime education and training. But little has been said, if none at all, has been focused on how postgraduate education should evolve to address this challenge. Thus, this paper reviews articles and researches focusing on Education 4.0 and Industry 4.0 to identify common factors and requirements that higher education must fulfill to respond. These, in turn, are applied to postgraduate education, specifically the Philippine Merchant Marine Academy Graduate School, to illustrate how it responded to the Industry 4.0 challenge based on its current plans, programs and activities
Revolutionizing the Philippine Merchant Marine Academy Graduate School: the Industry 4.0 Challenge
1. Revolutionizing the Philippine Merchant Marine Academy
Graduate School: the Industry 4.0 Challenge
Victoria Q. Paraggua
victoriaparaggua@gmail.com
Philippine Merchant Marine Academy, Philippines
Abstract: The Fourth Industrial Revolution is inevitable, and the education industry
responded through Education 4.0. Much has been said on how the higher education could
respond, including that of maritime education and training. But little has been said, if
none at all, has been focused on how postgraduate education should evolve to address
this challenge. Thus, this paper reviews articles and researches focusing on Education 4.0
and Industry 4.0 to identify common factors and requirements that higher education
must fulfill to respond. These, in turn, are applied to postgraduate education, specifically
the Philippine Merchant Marine Academy Graduate School, to illustrate how it responded
to the Industry 4.0 challenge based on its current plans, programs and activities.
Key words: Industry 4.0, Education 4.0, maritime education and training, postgraduate
education
2. Responsiveness is necessary in education. It should never be stagnant and that it should
prepare the future workforce of their prospective job. But is it? And with the onset of
Industrial Revolution 4.0 brought by constant advancement, how does the education
industry prepare for it?
In the Philippines, the Commission on Higher Education (CHED) issued on 15 January
2019 the memorandum for the CHED directors and school presidents of both public and
private higher institutions to participate in the 4th Industrial Revolution: Preparing the
Philippines for the Jobs of the Future. This action made by the commission is a recognition
that the Philippine higher education acknowledges the need to respond to what the
industry requires.
The Philippine maritime education and training is not exempted from this obligation. It
is mandated to train each student based on the competences required by the Standards
of Training, Certification and Watchkeeping (STCW) for Seafarers 1978, as amended. But
in addition, it has to address the Industry 4.0 requirements for its students to
continuously compete globally.
What about its maritime postgraduate education, has it been given enough attention to
ensure that it provides professional expertise essential to train its higher education
educators? As with the industry practitioners taking advance education, how are they
prepared for more challenging systems of doing things?
Thus, this paper includes brief history of the industrial revolution and education, giving
more emphasis on maritime education and training and identifying factors and
requirements for the education industry to respond to Industry 4.0. More importantly,
the identified requirements are applied to postgraduate education, taking as case study,
the Philippine Merchant Marine Academy Graduate School (PMMA-GS) and discuss how
it revolutionized to address the Industry 4.0 challenge, with the desire to improve the
maritime postgraduate education in the Philippines.
The Industrial Revolution
Understanding the different industrial revolutions would provide a baseline on the focus
of this paper, how the PMMA-GS responds to the Industry 4.0. Dadios, et.al., (2018)
descriptions of the first three revolutions become helpful.
The first industrial revolution started on the second half of the 18th century until the 19th
century. This was fueled by the invention of the steam engine resulting to the migration
to machine processes in the textile industry, agriculture, among others. The Romantic
Movement, however, criticized this because this organization considered urbanization
and technology as double-edged swords that would bring benefits and drawbacks to
society.
The second industrial revolution made mass production possible. It was initiated with
the introduction of electricity at the end of the 19th century. This revolution caused an
improved standard of living, decrease in production costs and prices, and rapid growth
3. in productivity. However, it also caused major increase in unemployment as machines
started to take over tasks that used to be performed by humans.
The third industrial revolution, which started in the 1970s, marked the digitalization
period focusing on computer, digital cellular phones and internet. This provided
accuracy and simplicity in process control and digital record keeping. But it also paved
the way to accessibility of information, which led to issues on civil and human rights
infringements, such as mass surveillance and intrusion risking personal privacy. Piracy
of data, movies, and songs boomed and became profitable because replicating and mass
producing them became digitally easy.
All these industrial revolutions affected production, labor market and the educational
system. The educational system is included because it has the obligation to train the
future workforce to what the labor market needs.
Then the Fourth Industrial Revolution or INDUSTRY 4.0 happened. According to Tran
(2018), this is characterized by highly global mobile internet; smaller yet more powerful
sensors that have become cheaper; and artificial intelligence and machine learning.
Moreover, Schwab (2016), the founder of World Economic Forum, stated that a range of
new technologies that combine the physical, digital and biological worlds will be faced in
this revolution, and these new technologies will impact all disciplines, economies and
industries. This requires more creative minds that can produce ideas that are put into
reality using nanotechnology, artificial intelligence, 3-D printing, energy storage,
quantum computing, and others. So, the future of work requires change in the education
sector. There is a need for an educational system that matches the challenges of the
future work. Technology provides all the information we need to have healthier
environment, faster and safer transportation, more secured and low-cost energy, and
much more. Complement that with the right soft skills in our workforce, and greater
rewards are expected.
Clearly, Industry 4.0 optimizes the computerization of Industry 3.0. It entails artificial
intelligence, quantum science, internet of systems (IoT), augmented reality, drones,
robotics, cyborg crew, and so on. And with these advancements and with the expected
higher demand for skilled workers, how can the education industry, more specifically the
Maritime Education and Training, respond to the challenge of Industry 4.0?
According to Tran (2018), Industry 4.0 brought the maritime industry to the new era of
the IT platform. For example, IoT has been used by Maersk Group for container tracking
and reefer monitoring. Also, in November 2017, C-Worker 7 became the first semi-
autonomous vessel to join the UK ship register as a multipurpose work-class vessel.
An earlier study by Koto and Nakisa (2014) underscored how maritime education and
research play a part in improving their university. They mentioned about curriculum
review that enhances creativity, innovation and other enabling skills; updating
technology and course delivery; benchmarking; and outcomes-based education to ensure
STCW implementation. They also recognized the importance of research and
development and inviting visiting professors from other countries.
4. Although the intensity is much higher today, the challenge on maritime education and
training remains; then and now, it has to provide the expertise to its students in order to
cope with the changes in the industry, much more the fourth industry revolution
requirements.
The Evolution in Education
With the transition in the industry came the evolution in education too. It is through
education and training that the manpower in the different industries is prepared in the
real world of work. The descriptions of the Federation of Indian Chambers of Commerce
and Industry (FICCI) and Dr. Hasanah Abd. Khafidz of the National University of Malaysia
provide an explanation on how education has evolved.
In Education 1.0, only limited number was privileged, commonly influenced by religion.
(FICCI, 2017). As Dr. Khafidz (2018) puts it, learning during this period is a one-way
process where students listen to discussions and take the same exam – assessing both the
turtle and the monkey how fast they can climb a tree; in short, a one size-fits-all education.
In Education 2.0, it has evolved into formal education with the establishment of
universities, and the concept of formal higher education (HE) focused on both academics
and research. (FICCI, 2017). The approach is andragogical (adult learning), which focuses
on the 3Cs – communicating, contributing, and collaborating. In this approach, there is
more interaction between teacher and students, and student-to-student. The educators
act as facilitators, change agents, consultants and they provide procedures and resources
for learners to acquire information and skills. (Khafidz, 2018).
Technology has provided a platform that has greatly expanded access to education and
changed the ways of learning in Education 3.0. New tools and technologies were
integrated to the traditional classroom setting that helps students learn virtually and
deliver targeted information to them effectively (FICCI, 2017). This time, the self-directed
learning approach was utilized. The educator, therefore, became a guide, coach and
resource-suggester. The learners themselves play a key role as creators of knowledge
artifacts. Learners become the authors, drivers, and assessors of their learning
experience (Khafidz, 2018).
Education 4.0, according to Dr Khafidz (2018), combines heutagogy (self-directed
learning), paragogy (also referred to as peeragogy is peer-assisted learning) and
cybergogy (virtual-based learning) as teaching-learning approaches. (Please see Figure
1).
5. Figure 1. Education 4.0
In this era of Education 4.0, learners are freed from the highly structured educational
system. Instead, they are empowered to structure their own learning path, supported by
digitalization. Flexibility and customization using educational technology help implement
this personalized learning. And learning can be done not only individually, but also
through peers. There is no limit to what a student can learn as an individual learner or a
team player with the vast capability of the online environment.
What are then the general shifts in education with the onset of Education 4.0? Peter Fisk
(2017) summarizes the most common ones.
First is diversity in time and place. Students will have more opportunities to learn at
different times in different places through eLearning tools. Classrooms will be flipped,
where the theoretical part is learned outside the classroom, and the practical part shall
be taught face to face, interactively. In fixing the piston, for example, the student can
search the internet and watch a video on how to fix it. He will continuously watch the
same, practice, and demonstrate that skill to his instructor.
Then, there is personalized learning though individualized and modular study tools that
adapt to the capabilities of a student. Above average students shall be challenged with
harder tasks and questions when a certain level is achieved while students who
experience difficulties with a subject will get the opportunity to practice more until they
reach the required level. This way, educators can also be guided on how to assist each
student.
Then, there is free choice. Each subject has the same destination, but the journey can vary
per student. Each student can modify their learning process with tools they feel are
necessary for them, such as using different devices, different programs and techniques
based on their own preference (e.g. Blended learning such as the Active Blended Learning
of the University of Northampton, flipped classrooms and BYOD (Bring Your Own Device).
Field experience is emphasized. Since there is more efficiency due to technology,
curricula will focus more on experiential learning within courses. More opportunities for
6. students to obtain real-world skills that are representative of their jobs will be
highlighted such as internships, mentoring projects and collaboration projects.
Student involvement and ownership in forming their curricula is important. A
contemporary, up-to-date and useful curriculum is only realistic when professionals and
students are involved. Their critical input on the content and durability of their courses
is necessary for an all-embracing study program.
Research data interpretation is necessary. Whether one accepts it or not, computers will
perform every statistical analysis, describe, analyze data and predict future trends. But
using human reasoning and interpretation to infer logic and trends from these data will
never become outdated.
Exams will change completely. Measuring student competencies through question and
answer will not suffice. This would involve the combination of different assessments that
include knowledge checking through oral and written, but more importantly, practical
application as they work on projects in the field.
Contrary to what many fear that educators will be eliminated in the process, mentoring
will become more important. Since students will incorporate so much independence into
their learning process, mentoring should come in. In order for the students to identify the
information they need in the vast data confronting them, instructors will help them focus
on what is important.
Moreover, the soft skills, as enumerated by Fisk (2017) taken from the World Economic
Forum cannot be undervalued, such as complex problem solving, critical thinking,
creativity, judgment and decision making – higher order thinking skills that are necessary
to succeed in the fourth industrial revolution.
To sum up, Education 4.0 demands flexibility in the curriculum, individualized learning,
hands-on and practical application of knowledge, peer learning, accessibility and use of
educational technology, intensified data interpretation, assessment variety, development
of soft skills, and emphasis on mentoring. These shifts may become challenging because
it requires paradigm shift and entail costs.
Maritime Education and Training
Like all other specializations, maritime education and training needs to adapt since ships
and its operations, including all other ship-related activities, are affected by Industry 4.0.
This demands technologically smart ships that are cost-effective and environmentally
friendly. Also, the shipping industry looks forward to unmanned ships. There is therefore
a need to prepare highly skilled human capital in the maritime industry to operate the
technologies, machineries and systems that define Industry 4.0. For example, operators
will collect real-time data, analyze and interpret them to make judgment calls to ensure
safety and security of operations, optimal efficiency, compliance with rules and
regulations and generate profit for their companies. This requires trained people who are
not only tech-savvy but have a range of soft skills such as analytical capabilities and
critical thinking to draw value from data (Riviera Maritime Media, 2019).
7. With these at hand, Maritime Education and Training Institutions (METIs) must review
their curriculum to maintain its relevance to the industry’s current and future needs.
Aside from attaining the competences as required by STCW 2010, it has to adapt to the
Education 4.0 requirements – curriculum flexibility, individualized learning, hands-on
and practical application of knowledge, peer learning, accessibility and use of educational
technology, among others. The Philippine Merchant Marine Academy higher education
programs, for example, have started developing virtual reality exercises. This way, its
students can experience and simulate different activities onboard before their shipboard
training, in addition to the simulator-based exercises, machine shop activities, and
shipboard training.
Also, awareness of maritime educators on the usefulness of adapting to Industry 4.0 (e.g.
technology) should be increased. Current facilitators and mentors should be trained
innovatively in designing digital solutions to their teaching-learning problems, develop
creative and innovative thinking among their students, and use teaching applications
software. Ruscoe (2018) has detailed the Outcomes-based Teacher Education
Curriculum at the Philippine Normal University brought by Education 4.0. She pinpointed
that the future of education, in response to the fourth industrial revolution, is to harness
the potential of digital technologies and establish a blueprint for the future of learning,
which is lifelong learning – from childhood schooling, to continuous learning in the
workplace, to learning to play a better role in the society. She also laid that the important
competencies in the 21st century learning are collaboration, critical thinking, digital
literacy and problem solving. These are the competencies that must be inculcated in the
future teachers so that they can harness the same from their students. These are the same
competencies that the maritime institution faculty must possess to assist their students.
But maritime industry is not solely on shipboard operations and manning. It also includes
allied fields such as shipbuilding. In the paper of Stanic, et. al. (2018), they reviewed
Industry 4.0 vis-à-vis Shipbuilding 4.0. They emphasized that shipyards should follow
green shipping solutions climate and environmentally friendly solutions and maritime
safety technologies, which require extensive maritime expertise and knowledge. Ship
design and construction should be digitized.
METIs, therefore, needs to revolutionize to get by with the fast-paced changes. New
technologies and approaches must be introduced and embraced to adapt to Industry 4.0.
Dadios, et. al. (2018), enumerated the emerging technology in their discussion paper
2018-11. These are the IoT, artificial intelligence, blockchain, robotics, and cloud
computing among others. For IoT, for example, the interconnection of home appliances
with a touch of button using internet connectivity; the CATCH-ALL Project or Contactless
Apprehension of Traffic Violators and All-Vehicle Detection System is an application of
artificial intelligence; the use of blockchain to simplify processes of securing a passport
without going to other connected agencies like the Philippine Statistics Authority for
birth certificates; and the IGovPhil or Integrated Government Philippine Project that uses
government cloud (GovCloud) for a more efficient (avoiding duplications of documentary
requirements), transparent, and accountable public services. All these require
technological expertise; one that educational institutions must consider in their
curriculum to prepare their students to their future work.
8. In addition to technological awareness and aptitude, other skills that need to be
developed were enumerated by Cicek, et.al. (2019) based on the IAMU 2018 survey. The
top 15 competencies of a future seafarer are technical competencies, technological
awareness, computing and informatics skills, teamwork, leadership and discipline,
communication skills, adaptability and flexibility, environmental sustainability and
awareness, learning and self-development skills, complexity and critical thinking,
language ability, professional and ethical behavior, responsibility and interpersonal and
social skills, which they later categorized into technical, social, methodological and
personal.
In the Maritime Training Insights Database (MARTID) 2019 Training Practices Report, it
has highlighted how automation would affect the role and training of the modern
seafarer. That while the number of crew onboard is becoming lesser, the vessels they
operate are more complex and technologically sophisticated. The survey also came out
with the list of skills needed to support autonomy on the operator’s side, seafarer’s and
that of METIs. Most of the listed primary skills focus on technical knowledge and skills,
personal (leadership, teamwork, critical thinking, and communication skills) and
technological literacy. Based on the results of the survey, it has predicted that face-to-face
instruction would continue to dominate the maritime classroom; however, there will be
an increase in online eLearning and video instruction.
But are METIs fully equipped and are technically ready? In many aspects, such as
technological advancement of maritime institutions, the readiness of faculty to adapt to
4.0, research capability, collaboration and cooperation with the industry – how prepared
are these METIs?
Dadios, et.al. (2018) discussed the challenges to education and human capital
development. Accordingly, based on the assessment done in the Philippine Development
Plan (PDP) 2017-2022, the Philippines has not been producing commensurate number
of innovators, researchers and knowledge producers and that there is low proportion of
faculty with graduate degrees. This is especially true with maritime education and
training. Compared to other specializations in the country, there is less number of
maritime postgraduate professionals and researchers, as corroborated by the limited
number of graduate school providers (only 4 with limited programs offered) and
completed researches in the field.
In the paper of Erdogan and Demirel (2017), they emphasized the role of universities in
terms of collaboration and research; use of technology in enhancing learning, the
importance of publishing papers to refereed journals for knowledge sharing; close
collaboration and cooperation between MET and the maritime industry. This shows the
importance of research and technology in the maritime world, together with
collaboration between the education provider and the industry they are connected.
The same has been reiterated in the study of Tran (2018). He wrote that digital literacy
integration in the maritime curriculum is vital. In addition, onboard training,
collaboration with industry, policy for training ships, simulation, development of
eLearning supporting tools, establish support teams for lecturers, continuing
professional development programs, research collaborations, among others are
necessary.
9. Jiang and Li (2017), on the other hand, focused on distance education in competence-
based maritime education citing as examples the Singapore Maritime Academy
(launching of boat) and California Maritime Academy (maritime safety awareness). Their
study showed both the advantages and disadvantages, including the challenges, related
to its implementation, but recommended its use since, according to them, distance
education is by-far the most flexible method to provide competence-based education and
training.
Similarly, Dumitru (2016) stated the importance of WEB-based courses to reduce contact
hours. He believes that in certain stages of student’s education, distance learning would
work well when combined with other educational forms. He further discussed that
students could be evaluated online, and that simulation programs must be appropriate to
the skill being developed to the student.
Over-all, to comply with the Education 4.0, METIs must prepare its faculty through
continuous professional programs and support groups; conquer technological
challenges; develop technical skills among students through simulation and practical
exposures, as well as soft skills; enhance research capabilities and cooperation, and
collaborate with the maritime industry.
The PMMA Graduate School – A Case Study
In the previously discussed areas, there are required shifts to respond to Industry 4.0, as
well as the identified requirements for maritime education and training to adapt. These
serve as the backbone of the Philippine Merchant Marine Academy Graduate School
(PMMA-GS) in its actions related to Education 4.0 (Please see Figure 2).
The PMMA-GS is the postgraduate department of PMMA, a highly specialized
government-owned maritime institution with very stringent admission processes. As an
Academy, it will be celebrating its 200 years in 2020, but its Graduate School only started
in 1993. For the past 26 years, it has offered two master’s degree programs – Maritime
Education and Training and Shipping Management as specializations, which are both
research-based. Its students are mostly working in METIs, shipping, manning, and
government agencies such as Maritime Industry Authority (MARINA), Philippine Coast
Guard (PCG) and Philippine Navy (PN). Its current curriculum includes field exposures to
the industry, academic outputs and reports, and conferences/symposia. Students are
required to engage in research and read cases for them to understand the industry they
are connected and practice critical thinking. They work individually and in teams
whenever necessary. Hitherto, the PMMA-GS is practicing part of the Education 4.0. But
is it enough? How does it maintain being a quality provider of postgraduate studies? How
can it fully adapt to the Industry 4.0 challenge? What are the challenges that it must
overcome, and how will they be conquered?
Towards the end of 2018, the review of the PMMA-GS curriculum has started, with each
course/subject being dissected. Will the master’sdegree graduatesof maritime education
and training be ready with the soft skills necessary to bring out higher level of thinking
from their students or that they are technologically equipped to make teaching-learning
10. responsive to the future trends? And what about the shipping management graduates,
will they be fully equipped to handle positions that require critical thinking, creativity
and problem solving? Considering these questions, the expectation is that the revised
curriculum would highlight further the field exposures, problem solving and critical
thinking activities, advancement in technology, enhanced research-based activities and
projects, and local and international publication of student researches. Courses that are
no longer responsive will be declared obsolete and be replaced while others will be
updated as necessary.
Figure 2. Revolutionizing the PMMA-GS
Also, the Strengths, Weaknesses, Opportunities and Challenges (SWOC) and Political,
Economic, Social, Technological, Legal and Environmental (PESTLE) analyses were done
for the graduate school. The purpose was to check its current operations and outline
strategic options and map to address weaknesses and improve its services. Moreover, the
risk assessments performed in the graduate school in 2017, 2018 and 2019 remain
important and were also considered. Based on the SWOC, PESTLE and Risk analyses,
common development projects were identified, to include offering of online/distance
learning option for the graduate programs, conduct short-term professional courses and
trainings for maritime practitioners, and offer PhD programs.
The online learning has become a necessity with Industry 4.0. For years, the PMMA-GS
set aside online instruction and considers face-to-face as more appropriate in the two
maritime graduate programs it offers. Indeed, in some subjects it is, but there are those
11. that can be done online. Thus, blended learning will be applied. Moreover, this is a
response to the many requests of its enrollees who are seafarers. In addition, the PMMA-
GS will not only consider online, it looks into offering off-site classes in the provinces,
which have recently been formally requested. A memorandum of understanding is
currently being reviewed, checking its appropriateness and practicality.
The PhD in Shipping Management and PhD in Maritime Education and Training have been
proposed already in support of the verticalization of specializations, as required by CHED.
At the same time, to intensify maritime researches that could improve the maritime
industry. The creation of these two programs was based on a completed environmental
scanning to the existing graduate schools in the Philippines and prospective enrollees.
But with Education 4.0 that allows flexibility and personalized learning, the PMMA-GS is
also working on another program, the Doctorate in Maritime Affairs that will be highly
research-based. Specializations include customs, shipping, port, security, safety,
maritime education and training, and any maritime-related areas, based on the research
that they would undertake. This allows flexibility among the students in terms of
specialization. And the publication of their paper is the last requirement for them to
accomplish. At present, the framework has already been laid; it only needs some time
before it is completed. In the three proposed doctorate programs, benchmarking with the
World Maritime University in Sweden was performed, but there are additional elements
such as symposium on latest trends in the maritime industry and field studies.
Also recognizing its responsibility to help the industry propel forward through research,
the PMMA-GS is currently working on a memorandum of agreement with MARINA for
scholarships to its employees and collaborative researches. It also welcomes the research
agenda from MARINA for student researches/thesis that would serve as basis for the
maritime administration’s policy and program decision-making. Also, part of the
partnership is the conduct of training, seminars, and conferences for knowledge sharing,
and designing of professional courses for seafarers and other maritime practitioners. The
institution hasbeen working with MARINA for quite some time; but with this partnership,
relationship will be concretized, providing more benefits to the maritime industry.
A more responsive curriculum should be created; more activities that require higher-
order thinking skills – for example, the symposium on Updates on STCW Implementation,
Safety & Environmental Protection and Current Market Trends, students are required to
come up with a paper summary of issues and formulate recommendations in addressing
them that would be submitted to agencies concerned. Moreover, academic papers shall
not be for professor’s consumption only, but would require publication, for knowledge
sharing.
The PMMA-GS direction in terms of curricular offerings and other programs is defined.
However, there are challenges accompanying this direction, such as financial constraint,
readiness of its faculty to Industry 4.0 and regulatory issues.
In terms of finance, the PMMA-GS is a government institution. Minimal tuition and
miscellaneous fees are collected; thus, its budget for development, especially capital
outlay, requires government support. But this would entail request and allocation that
requires proposal and justification, alongside the Bids and Awards Committee (BAC)
12. requirements and processes that each project must accomplish and go through. These
processes shall cover both the hard (physical) and soft (services) infrastructures.
Also, being a state academy supervised by the Commission on Higher Education (CHED)
and an attached agency of the Department of Transportation (DOTr), the PMMA must
satisfy all the conditions required by both government agencies. Both processes take
time, and documentation is not that easy.
Empowering the faculty is an important prerequisite to the implementation of these
developments. But then again, budget is required and that resistance to change may also
be a concern.
Resolving these challenges requires team effort and support from the top management.
And with the PMMA-GS evolving into a more responsive postgraduate education
provider, then it can serve its purpose of helping the maritime industry.
Conclusion
Education 4.0, in response to Industry 4.0, has begun. Every maritime educational
institution, therefore, should be open to changes, embrace technology, encourage
research-based projects, collaborate with the industry, intensify higher order thinking
skills among faculty and students, support individualized, as well as team, learning, and
develop STCW-related competences on the students through simulations and shipboard
training. As with the graduate school, it is slowly moving forward to that direction with
its PMMA-GS 4.0 project, which includes equipping the future instructors/trainers and
the shipping-related workforce into becoming technologically-able, problem solvers,
creative and critical thinkers who are able to harness the same from their students and
anyone they come in contact with. This, however, can only be fully realized when all the
involved human resources and agencies cooperate and work towards a common goal –
improving the maritime industry.
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