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1、WHITE PAPER Expanding horizons-why teaching automation is key to shaping tomorrows workforce2EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCE2EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCE3Contents04 Introduction getting ready for a c
2、hanging world06 What will the factories of the future look like and what will this mean for employment?16 Why do we need to be teaching automation skills?17 Who needs to be included?24 Adoption of robots in education a global picture33 How is ABB helping to shape future workforces?41 Conclusion crea
3、ting prospects with automation4EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEIntroduction getting ready for a changing worldThe future of work is changing.Throughout every corner of society,developments in technology are resulting in wide sweeping changes in our liv
4、es and careers,from the way we carry out tasks through to the way we communicate and relate to one another.The transformations that took place during the pandemic,where workplaces became virtual and e-commerce accelerated to meet wide-ranging consumer demands,have set a new paradigm for the future w
5、here technology is set to play an even bigger role.Similarly,the lessons learned from the pandemic,coupled with the growing impacts of a global labour shortage,fractured supply chains and geopolitical instability,are set to see an increase in the rollout of automated technologies in everything from
6、factories and warehouses through to new environments including restaurants and shops,as business owners take steps to ensure they can continue to operate when workers are not readily available.By 2025,technology will create at least 12 million more jobs than it displaces.It will be the job of educat
7、ion to help prepare the workforces needed to help fill them.To do so,education will need to become a lifelong process,acquiring basic skills and understanding during the first years of school that will then be sharpened and refined as people move through the educational system and into the world of
8、work.It will also require people to learn to work together more closely than ever,combining their personal skills and intelligence with the technologies available to collaborate in new ways.We believe the best way to encourage this culture of lifelong learning and openness to new technologies is to
9、put in place the measures needed to instil it from the earliest possible stage.In this white paper,we will look at the impact of automation on the future of work,and the measures that can be taken to ensure that the workforces of tomorrow are as prepared as possible for the changes this will entail.
10、Access to lifelong education is key to ensuring people have the skills to use new technologies.This future represents a brave new world for employment.Many traditional roles will cease to exist,new roles will be created,and new ways will be found to utilize existing workers.Training will also need t
11、o be available to help people to adapt and update their skillsets to enable them to work with automated technologies.Not surprisingly,many of those most likely to be affected by the rise of automation are worried about losing their jobs in a 2017 survey by PricewaterhouseCoopers,37 percent of respon
12、dents expressed concern about losing their roles to automation(1).With many of the roles,skills,and job titles of tomorrow not even existing yet,the ability to stay one step ahead will mean adapting and learning to work with new technologies.Reassuringly,the World Economic Forum estimates that by 20
13、25,technology will create at least 12 million more jobs than it displaces(2).It will be the job of education to help prepare the workforces needed to help fill them.5Global education establishments need to use robots to help young people thrive in the workplaces of tomorrow6EXPANDING HORIZONS-WHY TE
14、ACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEThe growing role of automation and artificial intelligence technologies is already starting to see change at all levels in the workplace.On the factory floor and in the warehouse,robots are increasingly either taking over or assisting with an ex
15、panding range of tasks.As they do so,the nature of peoples jobs is changing,removing and redefining some tasks and responsibilities and creating others that did not previously exist.As this happens,it presents both opportunities and challenges for employers and employees alike.For employers,robots p
16、resent the opportunity to improve productivity and competitiveness by enabling faster,more flexible production with less waste through greater levels of accuracy and consistency.However,to do so,they will need to ensure that workers have the skills and What will the factories of the future look like
17、 and what will this mean for employment?The arrival of robots and automation is changing the skillsets needed for careers in manufacturing.knowledge to program,operate and maintain the robots and any other automated equipment.Moreover,they will also need to ensure that other workers displaced by the
18、 technologies are given other roles to perform.For both the current and future generations of employees,the opportunity is to release themselves from arduous,repetitive,and tedious tasks to work on higher level tasks that make better use of their intelligence and abilities.This could potentially inc
19、lude everything from programming and support through to working in other roles and other departments.The challenge is to ensure that they are prepared for these changes and have both the motivation and the ability to access the necessary education and training required.7DigitizationTechnology is ste
20、adily changing the way that work is carried out.The increased use of digital technologies during the pandemic especially has transformed the relationship between workers and technology,whether as a means of communication with colleagues or for remotely interacting with product equipment and processe
21、s.As such,people have become better equipped to cope with many of the changes associated with digitization of the workplace,acquiring new skills that have helped them to interact more easily with new technologies.Megatrends affecting the future of work“While American manufacturers will need to fill
22、3.5 million manufacturing jobs by 2025,around 2 million will remain unfilled as people opt to find jobs in other sectors.”As well as answering the challenges posed by the pandemic,technology is also increasingly helping to address the growing skills gap across a wide range of industries from retail
23、through to manufacturing that is seeing a rising number of roles going unfilled.A 2018 research study by Deloitte and the Manufacturing Institute estimated that while American manufacturers will need to fill 3.5 million manufacturing jobs by 2025,around 2 million will remain unfilled as people opt t
24、o find jobs in other sectors(3).As many of these jobs will be critical to the countrys industrial performance,these roles will need to be filled in some way.The growing capability of robotic automation means that many of these roles are increasingly taken up by robots,with industrial robot orders in
25、 North America hitting a new record in 2021 with 39,708 units ordered.The impact of a growing shortage of labor on US manufacturing has seen a sharp rise in the nations adoption of robots.According to figures from the Association for Advancing Automation,a record 39,708 robots were sold in the U.S.i
26、n 2021,with non-automotive companies in sectors such as metals,food and beverage,plastics and rubber and others accounting for 58 percent of the total demand.In many cases,these companies are using robots to handle jobs that are dirty dangerous,dull,and hard to fill due to the lack of skilled labor.
27、As the number of robots being deployed has grown,so too has the demand for engineers and qualified technicians who can program,operate,and maintain them.Addressing this need is the goal of the Department of Technology at Illinois State University(ISU),which trains students to program and operate ind
28、ustrial robots in preparation for careers in industry.CASE STUDY How Illinois State University is using ABB robots to help bridge the US manufacturing skills gap“One trend that I think were seeing clearly is an increased demand for our graduates,said Dr.Kevin Devine,College of Applied Science and Te
29、chnology Professor,Department of Technology,ISU.“The industry is clamoring right now for qualified people and were having a lot of trouble meeting that need.”ISUs fully-equipped robot laboratory provides students with first hand experience of programming and using robotic technology.8EXPANDING HORIZ
30、ONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEISUs investment in robotics has proven to support student innovation,creativity,and technical advancements.Their program has attracted students from around the world and re-invigorated the classroom experience through their ABB support
31、ed robot lab and offline programming tools.The lab features an array of ABB robots and software to provide students with the experience and knowledge of industry 4.0 and smart manufacturing technologies.“We give our lab the feeling of a training environment to resemble the workplace,”said Professor
32、Jeritt Williams,Department of Technology at ISU.“We have a work cell with authentic equipment,materials,and real-world situations that theyll be using in their careers.”One of the tools available is ABBs RobotStudio offline programming software,which enables different robotic solutions to be created
33、 and simulated in a virtual environment before applying them in the real world.ABB offers up to 100 licenses free of charge to universities and colleges.“The RobotStudio software product is a powerful learning tool that ABB provides at no cost to educational institutions that use their robots,”said
34、Dr.Devine.“The graphics programming capabilities of RobotStudio are fantastic.I have my students create and program their robot work cell in a virtual space using RobotStudio which they can then download and run-on real robots.”Training for educatorsThe key to the effectiveness of the teaching progr
35、am is ABBs Software,Maintenance,and Robotics Training(SMART)certification program for STEM.This program certifies educators to effectively implement,teach,and certify their students on ABBs curriculum.The program guides educators through the tool with hands-on examples and interactive labs that boos
36、t student engagement and success.The SMART certification program enables ISUs staff to access ongoing training and help enhance their own knowledge.“I have been impressed with the quality of the technical support and training provided by ABB,”said Dr Devine.“I have attended three training classes co
37、nducted by ABB and learned a great deal in each class.“If I have questions about anything,technical support personnel are glad to help.”A valuable partnershipThe partnership between ISU and ABB has been invaluable in helping to prepare students to be able to hit the ground running by equipping them
38、with the robotics skills that companies are looking for.Says Dr Device:“ABB does not simply sell robots.They are active participants in a mutually beneficial relationship that we value deeply at ISU.”ABBs RobotStudio offline programming software is used as a teaching tool,enabling students to model,
39、simulate and refine solutions in a virtual environment before testing them on a physical robot.9This same pattern is also evident in other countries worldwide as companies struggle to tackle their own domestic skills shortages.A December 2021 report by the International Federation of Robotics highli
40、ghts the accelerated growth in the take-up of robots for industrial applications,with a near doubling in the global robot density figure from 66 robots per 10,000 workers in 2015 to 126 workers per 10,000 workers in 2020(4).It is also important to recognize that the arrival of disruptive innovations
41、 technologies that displace established approaches or solutions are creating new opportunities for employment too.One example is the development of 3D-printers.Increasingly capable of creating an expanding range of objects,3D-printers,including those using robots,are being deployed in a growing rang
42、e of applications in industries ranging from retail through to architecture and construction.For prospective workers,learning how to use these systems presents opportunities to learn a raft of new skills,from programming through to the business skills needed to market and sell the resulting products
43、.Roles associated with 3D-printing are just one of a brace of potential career opportunities that will be enabled by technology.In its report 21 jobs of the future.A guide to getting and staying employed over the next 10 years(5)by multinational information technology services and consulting company
44、 Cognizant predicts a variety of potential roles that will come about because of technology,both in manufacturing and business and across wider society.Similarly,the World Economic Forums 2020 paper on the The Future of Jobs(6)envisages 10 key roles that are emerging as the result of developments in
45、 technology and automation,including jobs such as AI and Machine Learning Specialists and Process Automation Specialists.The deployment of robots on factory floors has also been proven to provide opportunities for existing workers to upgrade their skills,enabling them to move from mundane roles such
46、 as machine loading and unloading to more rewarding positions involving programming,supervising or maintaining robotic equipment.The introduction of Autonomous Mobile Robots(AMRs)into manufacturing and distribution applications,for example,is releasing workers from transporting parts and products be
47、tween stations,enabling them to be redeployed to other higher value tasks,including programming and servicing the robots.Robots are creating new opportunities for employment by releasing workers from heavy,mundane,or potentially dangerous tasks.10EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO
48、SHAPING TOMORROWS WORKFORCEItalian manufacturer,Anodica,uses ABBs YuMi cobots to handle complex and repetitive production tasks,releasing workers for more interesting roles including supervising and programming the robots.Below is a list of roles from own experience that we see either being generate
49、d or having the potential to be created in the future as robots and automation become more deeply embedded throughout industry:Robot applications engineer Robot maintenance engineer Programmer Diagnostic data analyst Robot skills trainer AI/machine learning integrator/analyst Automation/production p
50、lanner/enabler Automation commodity specialist/Automation procurement engineer Automation simulation(digital twin)engineer/programmer Automation Safety&Risk Assessment engineer Automation operator Robotics AR&VR engineer Smart Factory designer/engineer Business process automation programmer Robotics
51、 UX engineer Automation EconomistIn each case,we believe that there will remain a central role for human workers in helping to optimize automated technologies,either directly by ensuring that they are working at maximum effectiveness,or indirectly,by managing,working with,and training others to help
52、 them collaborate with those technologies.The rise of AIAs automated technologies are introduced,the nature of jobs is also changing.The introduction of AI technologies especially is already having an impact,with certain tasks being allocated to automated technologies as organisations seek new ways
53、to boost productivity and efficiency and improve the levels of service offered to customers.In its report Will robots really steal our jobs?An international analysis of the potential long-term impact of automation(7),PricewaterhouseCoopers identifies three overlapping waves of artificial intelligenc
54、e technologies that will affect jobs in the coming decades,with some roles already starting to be affected.“A successful skillset in the future will be defined by an individuals ability to get the most out of AI,learning how and where to use it to make themselves more efficient.”11These waves are de
55、fined as:Algorithm wave consisting of algorithms being used to automate mathematical calculations and increasingly sophisticated computational tasks,including machine learning,this wave is already seeing certain roles that were previously handled by humans being taken over by technology instead.Whil
56、e most of the impact is currently focused in industries such as finance,the growing capabilities of machine learning algorithms are also starting to see the technology also being rolled out by some manufacturing companies as well for areas such as diagnostics,maintenance and supply chain optimizatio
57、n.Augmentation wave consisting of technologies that are deployed to help augment the capabilities of human workers,the augmentation wave is projected to have the biggest impact on jobs,with automation being used to carry out many key tasks that have previously been performed using manual labor.In ma
58、ny cases,such as roles involving repetitive,tedious or dangerous work such as heavy lifting,using automation to take over these tasks will help to improve job quality.This augmentation is already taking place,with collaborative robots such as ABBs YuMi and GoFa cobots that can be deployed safely alo
59、ngside workers already being used to assist workers on production lines in industries including electronics,plastics and logistics.Autonomy wave in this wave,developments in AI will see automation extending beyond routine tasks to include those also involving physical labor and dexterity.It will als
60、o see technology being used to assist in problem solving,enabling machines to respond to problems by using real-time inputs to develop suitable solutions.As can be seen from the above graph,the effects of the augmentation and autonomy waves will especially be felt most keenly by the transportation a
61、nd storage,manufacturing and construction industries.Currently largely characterized by routine and physical tasks,these industries lend themselves well to greater automation.By comparison,those roles involving greater levels of interpersonal skills as well as higher levels of literacy are less at r
62、isk.The cumulative effect of automation on employment is likely to see a redefinition of roles,with employers demanding a new range of skills.A successful skillset in the future will be defined by an individuals ability to get the most out of AI,learning how and where to use it to make themselves mo
63、re efficient.It will also rely on the ability to work with others to use the technology to help solve problems and find new ways of applying it to challenges.The composition of jobs in areas where automation is used is also likely to see a radical transformation as the requirement for physical labor
64、 is replaced with the automated solutions to handle manual tasks.Automating certain tasks such as machine loading and unloading,for example,can release operatives to perform other duties,including machine supervision or robot programming,that may not previously have been part of their job descriptio
65、n.Similarly,for warehouse operatives,the use of automated technologies to handle many of the physical tasks that used to be associated with their role,such as sorting,picking and lifting has enabled them to handle other tasks such as inventory management and machine supervision.Potential rates of jo
66、b automation by industry across waves.Source:PIAAC data,PwC analysisTransportation and storageManufacturingConstructionAdministrative and support serviceWholesale and retail tradePublic administration and defenceFinancial and insuranceInformation and communicationProfessional,scientific and technica
67、l Accommodation and food serviceHuman health and social workEducation0%10%20%30%40%50%Potential jobs at high risk of automationAlgorithm waveAugmentation waveAutonomy wave12EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEConsumer trendsMeeting the demands of todays co
68、nsumers for faster delivery and greater choice,including a rising demand for personalization,is requiring manufacturers to adopt the latest flexible production technologies and manufacturing and order management systems to keep pace.Meeting the challenges entailed in keeping customers happy calls fo
69、r production systems that can react and adapt quickly to changing requirements.To enable this,production and distribution lines need to be increasingly joined up,connecting automation to factory and warehouse management systems to enable the collection and utilization of data at every step.Factors s
70、uch as the acceleration in e-commerce and rise in alternative channels to market such as omnichannel distribution and flexible order fulfilment,coupled with a need for companies to improve their resilience against future pandemic-level shocks,is seeing an increase in the deployment of automation thr
71、oughout the manufacturing and logistics sectors.Contrary to the prevailing narrative that robots are a threat to jobs,evidence from industry shows that companies are increasingly looking to use automation such as cobots to help them augment the performance of their workers.Figures from the Internati
72、onal Federation of Robotics(IFR)World Robotics report for 2020,show that sales of collaborative robots have increased year on year between 2017 and 2019(8).This trend is further supported by predictions from Fortune Business Insights,which projects a compound annual growth rate(CAGR)of 42 percent in
73、 the adoption of collaborative robots between 2020 and 2028(9)as companies look for ways to use technology to enhance worker performance.The growing adoption of robots and other automated technologies enabling human-machine collaboration will increase worker exposure to automation,making it crucial
74、for future workers to possess the skills needed to work with and alongside them.Skills shortages Globally,the manufacturing sector is facing a rising skills shortage that could pose a threat to both economic competitiveness and standard of living in countries around the world.A combination of factor
75、s,including an aging demographic and a reduced desire amongst younger people to work in manufacturing and engineering positions is leaving many economies exposed to growing problems when it comes to filling key roles.The scale of this problem is growing annually,especially as experienced or older wo
76、rkers either leave the industry or retire quicker than they can be replaced.According to an estimate from the World Economic Forum in its report The Future of Manufacturing Opportunities to drive economic growth(10)upward of 10 million positions are currently unfilled in the global manufacturing sec
77、tor,with skilled engineers being particularly hard to find.One example demonstrating the impact of skills shortages is the global shortage of welders,which has made it increasingly difficult for manufacturers to achieve the levels of quality and output they need to satisfy demand.According to labor
78、market data specialist Emsi,the US will need over 375,000 welding professionals by 2023 to fill available job openings(11).In Australia,the problems of filling welding positions is being further complicated by an aging workforce,with around 30 percent of the countrys welders being aged over 45(12).T
79、o help fill this gap between the number of welders needed and the total number of qualified welders available,companies are increasingly turning to automation for a solution.Interestingly,while many are reporting benefits ranging from improved quality through to increased production output,they are
80、also finding that the complexity of the robots requires them to employ skilled operators who possess both in-depth knowledge of welding and the ability to program,operate and maintain the robots.Tackling negative perceptionsAnother factor that has affected the supply of labor in the manufacturing an
81、d engineering sector is poor image and a lack of awareness of the career opportunities that industrial companies can offer.Negative and outdated perceptions about the sector are resulting in tech-savvy youngsters missing out on the exciting technologies that are increasingly being deployed in indust
82、rial applications ranging from smart sensors and mobile robots through to intelligent production management systems.“We see involvement in schools,colleges,and universities as a vital tool in helping to show young people what modern manufacturing is all about.”Stefan Drakensj,ABB13Part of the reason
83、 for this is a lack of exposure to industry in educational institutions,especially at school and college level.A 2020 report by the Organization for Economic Cooperation and Development(OECD)(13)revealed that many young people are growing up unaware of the career possibilities offered by technology.
84、Covering the career aspirations of 15-year-olds in 41 countries worldwide,the report found that nearly half were narrowing their choice to just 10 professions,covering traditional roles such as lawyers,business managers,police officers and teachers.The findings also identified that students in count
85、ries with strong vocational training programmes for teenagers tended to have a better appreciation of the possibilities of manufacturing as a career.“We see involvement in schools,colleges,and universities as a vital tool in helping to show young people what modern manufacturing is all about,”says S
86、tefan Drakensj,VP Global Marketing&Sales,General Industry at ABB Robotics and Discrete Automation.“Allowing young people to experience robots first hand really helps to change perceptions of the role our technology plays in todays factories.It also helps them to realize that robotic automation is no
87、t just about the physical robots used for applications like machine tending or welding,but also the software such as RobotStudio that makes them work.This can really help in communicating the cool factor and show that many of the technology skills they already possess from activities such as gaming
88、and using smart devices are also being used in factories.”Near-and Re-shoring A variety of factors are challenging previously established global manufacturing and supply chains.A survey of 1,610 executives from US and European companies carried out by ABB in mid-2022 revealed that the Covid-19 pande
89、mic,geopolitical disputes,trade issues,labor shortages and raw material shortages have all had an impact in convincing companies to rethink their global operations.Consequently,73 percent of the companies that responded to the survey are looking for ways to bring production closer to home,either nea
90、rshoring shifting production from one foreign location to one closer to home or reshoring,returning production from another country to their home territory as a way of improving supply chain resilience.The survey results show an acceleration of plans to shift operations,supporting the findings of a
91、2022 BCI Global study revealing that 60 percent of U.S.and European businesses plan to re-shore operations in the next three years(14).In many cases,problems with finding skilled labor have led to companies identifying automation as a key component of their relocated manufacturing and logistics line
92、s,with 38 percent investing in automating their manufacturing lines and 48 percent investing in automating their logistics operations.While this helps to address immediate labor shortages,it also raises further challenges with finding expert staff needed to support the automated technologies,providi
93、ng a further justification for equipping both existing and future workers with automation and robotics skills.UncertaintyWhether in manufacturing,distribution or retail,these are uncertain times for businesses.The collective impact of factors such as the COVID-19 pandemic,trade disputes,component sh
94、ortages,geopolitical instability,and the transition to electric vehicles in the automotive industry to meet government deadlines for the end of combustion engine vehicle sales,is increasingly leading companies to find ways to make their operations more resilient against unexpected events.This realiz
95、ation of the need to become more resilient is seeing a rise in investment in automated technologies in the manufacturing and logistics sectors.In both sectors,the inherent flexibility of robots is seeing them being adopted in a growing range of applications as a way of helping to protect against eve
96、nts such as sudden surges in orders or the need to switch between different product ranges or models at short notice.A good example of the need to adapt to market uncertainties is the automotive industry.By 2035 EVs will outsell combustion engine vehicles.For automotive manufacturing,that means whol
97、esale changes to long-established methods and technologies probably,the greatest change since the automated production line.Due to this rapid increase,OEMs need a diversified battery sourcing strategy to maintain a flexible and robust battery supply chain to meet demand.Environment/sustainabilityRis
98、ing public awareness of the impact of manufacturing on the environment,both during the production of goods and at the end of their life,is seeing companies looking for new ways to use technology to make their operations more sustainable and driving new business models and innovations that use techno
99、logy to minimize waste through recycling and recovery.This drive to greater sustainability is seeing companies looking to robotic automation as part of the solution.The inherent flexibility of robots,coupled with greater levels of accuracy and consistency,makes them an ideal way of reducing waste du
100、ring production,ensuring that goods are produced right first time with no need for reprocessing.There are various examples of initiatives where robotic automation is being used to help produce goods more sustainably.14EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCERo
101、botic 3D printing,for example,is enabling new techniques to be used in construction applications,providing a sustainable solution that enables complex shapes to be produced in-situ,reducing energy consumption compared to conventional manufacturing processes where materials and/or structures have to
102、be pre-fabricated.A major benefit of 3D printing is the ability to recover and reuse potentially harmful or environmentally unfriendly by-products from other industries,as building materials.Fly ash and slag from the coal industry and steel industries,glass and plastic are examples of materials that
103、 can be used for 3D printing.Where recycled glass is used,it can also be used as part of cement mixes as a substitute for construction sand,which is facing a growing shortage.“We are keen to show tomorrows workers how robots can play a major role in transforming manufacturing and to teach them the s
104、kills and expertise they will need to thrive in the workplaces of tomorrow.”Benoit Gerber,ABBRobotic 3D printing can also be used as a solution or recycling other forms of waste.Environmental organization and global network,Parley for the Oceans,is using an ABB robot as part of a 3D printing solutio
105、n that enables recovered ocean plastic to be used as a feedstock for producing new plastic products.The companys aim is to use the technology to empower local communities across the globe,giving them the tools to turn local plastic pollution into business opportunities and useful objects.These and o
106、ther applications,such as electronics waste recovery using AI-enabled robots,present exciting new opportunities for job creation in the circular economy.Projections by the independent think tank and charity the Green Alliance estimate that around 450,000 new jobs could be created in the UK alone(15)
107、through the formation of new circular industries involving remanufacturing returning goods to their original condition or better and recycling.Filling these and other similar green roles that could entail the use of automated technology in areas such as vertical farming,renewable energy,green constr
108、uction and sustainable fashion is a good example of the type of skills that will be needed in the economies of the future.An ABB robot is playing a key role in an educational project to find new ways of minimizing the environmental impact of manufactured goods once they reach the end of their life.A
109、s part of an academic study into the potential for automated disassembly,the robot is helping to demonstrate a new concept that could transform the way that future products are designed,made,and recycled.Max Ashford is a British student at the cole Cantonale dArt de Lausanne(ECAL),a university of ar
110、t and design based in Renens in Switzerland.Believing that there is a better way to sustainably manufacture products,Max created a study entitled RUEI_01,or Robotic Unmanufacturing Embedded Information,involving the creation of a concept training shoe that could be easily disassembled by a robot,wit
111、h its component parts being sorted into readily recoverable fractions for recycling.Robotic de-manufacturingHaving approached ABB during the research phase of his project,Max was provided with a single arm collaborative YuMi robot,together with the software needed to program it.“We are keen to show
112、tomorrows workers how robots can play a major role in transforming manufacturing and to teach them the skills and expertise they will need to thrive in the workplaces of tomorrow,”says Benoit Gerber,Collaborative Robot Specialist at ABB.“With its emphasis on sustainability,Maxs project also ties in
113、with our aim of helping manufacturing companies to find ways to use technology to make both their production processes and their products more sustainable.”By demonstrating how products can be designed with recycling in mind from the outset,the RUEI_01 project presents new opportunities for manufact
114、urers to minimize their environmental impact by both reducing waste and enabling the recovery of high-quality materials that can be used to produce future products.CASE STUDY Learning to make a sustainable difference “ABBs Wizard Easy Programming software was great for a first-time user like myself
115、who had never programmed a robot before.”Max Ashford,student15Starting with scanning the QR code,the robot begins dismantling the shoe,removing and separating the individual parts and placing them into dedicated boxes ready for recycling.Once the process is completed,the boxes containing the various
116、 parts of the shoe can be taken away,with the components ready for recycling.To carry out the operations needed to dismantle the shoe,the single-arm YuMi is equipped with various tools,including a special gripper for scanning the QR code and lifting the shoe,and a cutting tool for severing the cords
117、.With its compact design,and extensive safety features,including the padded robot arm and emergency stop capabilities that can bring it to a halt in microseconds,YuMi is an ideal learning tool that can be safely deployed in a teaching environment.YuMis simplicity was also a major benefit.As well as
118、lead-through programming,which allows users to program the robot by physically manipulating the arm into the required positions,YuMi uses ABBs Wizard Easy Programming software,which uses simple graphical blocks representing different commands to create a robot program.“ABBs Wizard Easy Programming s
119、oftware was great for a first-time user like myself who had never programmed a robot before,”says Max.“Instead of having to learn programming code,I was able to program the robot by dragging and dropping the relevant command blocks into place.”To help test that the solution would work,Max also used
120、ABBs RobotStudio offline programming tool.Used by ABBs customers across a wide variety of industries,RobotStudio enables virtual models of complete robotic installations to be created,tested and refined in a virtual environment to ensure they will work in a real-life production scenario.“ABBs RobotS
121、tudio software was also very useful in helping to create the final program needed to instruct the robot,”adds Max.“With help from Benoit Gerber at ABB,and by watching the range of YouTube tutorials that are available for single-arm YuMi and RobotStudio,I was able to learn how to use the software to
122、find ways to maximise the performance of the robot and ensure that it would dis-assemble the shoe in the right way.”The next stepThe exciting potential of the RUEI_01 concept has already been recognised.As well as winning ECALs BCV Award and the Eyes on Talent Award,RUEI_01 also achieved a national
123、runners-up position in the prestigious James Dyson Award,an international design competition created to celebrate,encourage and inspire the next generation of design engineers.In addition,Max was also invited to be a speaker at the 2021 Dutch Design Week,explaining how the RUEI_01 concept could help
124、 to shape the future of manufacturing.In the long-term,Max would like to see his idea being incorporated into the manufacturing processes of the worlds leading sports shoe brands.“Every year,23 billion pair of shoes are made worldwide,with around 300 million being thrown away in the same period,”con
125、cludes Max.“Ideas such as the RUEI_01 concept could make a massive contribution to reducing the amount of waste that this produces,helping manufacturers to improve their sustainability and providing a ready supply of high-quality material that they could reuse to manufacture future products.”Develop
126、ed as part of a university project,the RUE_01 project shows how robotic automation could help sports shoe manufacturers to improve the lifelong sustainability of their products.16EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEWhy do we need to be teaching automation
127、skills?One of the key issues in the automation of the workplace has been the rapid pace of technological development.While developments in areas such as AI and data analysis,vision,sensing and remote communications have opened new possibilities,the pace of their introduction has not been matched by
128、provision of the skills and training needed to use them.Consequently,many of the concerns that surround the jobs of tomorrow are caused by a current inability to imagine what they may look like,rather than a discontinued need for human labor.Bridging this imagination gap requires a new generation of
129、 tech-savvy employees who can master the technologies and find new ways to work with them.For both current and future workers,the challenge is to ensure that their skillsets are complementary to automated technologies,allowing them to use the technologies to find ways to make themselves more product
130、ive.Studies by organizations such as PricewaterhouseCoopers(PwC)already highlight an acceptance amongst workers that they will need to upgrade their skills.In a 2018 global survey of 10,029 people from a range of countries including China,Germany,India and the UK,74 percent of respondents said they
131、were ready to either learn new skills or completely retrain to remain employable(16).While this is encouraging,the true enabler of change will be to ensure that future employees are as prepared as possible by the time they arrive at the workplace.As such,educational institutions,from schools through
132、 to colleges and universities have a crucial role to play in helping to teach the skills that will be needed for people to succeed in an automated workplace.By exposing young people both to the technologies and problem-solving approaches they will need to use in their future working lives,these inst
133、itutions present a fertile environment for planting the seeds of an automated future.A chance to close the gender divideAlthough the global ratio of men to women is roughly equal,the manufacturing sector has traditionally been heavily male-dominated,with women still significantly under-represented i
134、n the global manufacturing and engineering workforce.One reason for this could be that many manufacturing roles have traditionally involved physical tasks that have been better suited to men.However,as these physical roles increasingly become automated,and manufacturing becomes more about problem so
135、lving and collaboration,we believe that robots especially will help to open new opportunities for greater gender diversity.Our recent survey of 2,301 people in education supports this,with 62 percent of respondents agreeing that robotics and automation education could help to improve the gender bala
136、nce in manufacturing industries.Ultimately creating a more diverse and gender-balanced environment means introducing robots and automation into schools at the earliest opportunity and encouraging children to engage both with these technologies and with one another.In this way,the two most important
137、skills needed to get the most from robots technical skills and the collaborative inter-personal skills needed for problem-solving can become second nature.Introduction of the technology at an early age as a way of encouraging inclusivity and problem-solving may also be instrumental in helping to sha
138、pe attitudes away from gender-reinforced stereotypes.Robotic automation offers a great way of breaking down gender and diversity barriers.17Who needs to be included?In the future,workers in everything from from offices through to factory floors,warehouses and beyond,will be increasingly expected to
139、be able to work with technologies that enable the collection and processing of big data that can be used for a variety of purposes such as real time analytics,machine learning/AI and simulation tools such as digital twinning.For industry,the challenge will be to recruit sufficient workers with the s
140、kills needed to make this happen and ensure that there will be a ready stream of future employees who can add value by finding new ways to apply automated technologies such as AI and robots.All of this will require a new approach to education,entailing close cooperation between policy makers,industr
141、y,and the academic community to create more diverse models of training and education,including a reshaped,technology-led curriculum,apprenticeships and vocational training.In the following section,we look at some of the key parties that will need to be involved in making change happen.Schools,Colleg
142、es and UniversitiesYoung people today are increasingly becoming true digital natives,with many brought up in environments where they are surrounded by screens and smart technologies.With advances in simplified interfaces and the creation of a growing range of engaging age specific content,children a
143、re quickly mastering technology from a very young age.By providing an environment where the skills needed to maximize the possibilities of new technologies can be developed and nurtured,educational institutions can help to prepare young people for the world of work,equipping them with the important
144、technological,problem solving and interpersonal skills that will be needed to succeed in an automated workplace.There is already a high awareness amongst educational institutions of the potential impact of robots and automation on employment.Our recent global survey of 2,301 contacts in educational
145、institutions including schools,colleges,vocational schools,universities and adult education providers reveals that 80 percent believe that robots and automation will increasingly shape the future of employment in the next 10 years.Robots and automation will increasingly shape the future of employmen
146、t in the next 10 years:Strongly agree30.2%Agree50.1%Neither agree nor disagree15.7%Disagree2.7%Strongly disagree1.3%NET:Agree80.3%NET:Disagree4.0%Total100.0%There is also overwhelming agreement of the need to include the teaching of robotic and automation skills in educational institutions,with 76.1
147、 percent of respondents rating it as either very important or important.When asked about the benefits they thought it could bring,65.8 percent rated equipping young people with the technology skills they will need for future employment as the top justification for introducing robotic technology into
148、 classrooms.What is your view of the need to teach robotic/automation skills?Very important30.9%Important45.1%Dont see it as a priority23.9%NET:Important76.1%Total100.0%What do you see as the main benefits of using robots in education?(multiple choice)Equipping young people with technology skills fo
149、r future employment65.8%Teaching collaborative skills35.3%Breaking down gender barriers19.0%Addressing skills shortages in industry28.5%Tackling future labour shortages in industry27.1%Improving environmental performance by developing new sustainable production techniques28.3%Encouraging new ideas/a
150、pproaches52.3%Other-please specify0.6%Dont see any benefits6.4%18EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEFrom grassroots to graduation Iolanda Leite is an Associate Professor at the Division of Robotics,Perception and Learning at KTH Royal Institute of Technol
151、ogy.Specialising in human-robot interaction,her field of study has included looking at ways to encourage interaction between children and robots and the benefits that robotic technology can deliver as part of the educational process.“Engaging children with technology at an early age can be key in he
152、lping to shape their attitudes to learning.As they have no preconceptions or outside influences,they see technology such as robots as exciting and something to be embraced,”says Leite.“The tangibility of robots and the variety of options available,from educational robots through to tools such as LEG
153、O Mindstorms,provide the ability for children to explore different options that can help to stimulate their natural curiosity and allow them to develop critical problem-solving skills through play and experimentation.The skills that they develop through this interaction can then be carried with them
154、 throughout their educational career.”“Engaging children with technology at an early age can be key in helping to shape their attitudes to learning.”Iolanda Leite,Associate Professor,KTH Royal Institute of TechnologyShe also sees robots as a learning delivery tool that can be used to augment lesson
155、delivery in classrooms,both as a means of engagement with students and as a way of assessing student performance and progress.“Our research in the use of robots in classrooms highlights the value of using robots as personalized companions for students that can be used to deliver a tailored learning
156、experience for their exact needs.The robot should be able to collect data about its interaction with the student and report it back to the teacher to enable them to assess performance and provide further adaptive exercises designed to the students needs.”“A good example of how robots can be used to
157、deliver personalized learning is a joint application carried out by KTH and various learning providers where robots were used to communicate with newly arrived immigrant children,speaking to them in their own languages to encourage social interaction and engagement with learning.”Building the founda
158、tional skills for using and interacting with robots in early years learning can be valuable for students as they progress to further or higher education.Worldwide,there is an expanding range of colleges and universities that have either created robot-specific courses or are using robots as part of t
159、heir learning delivery.Ruhr-Universitt Bochum is just one of many global examples of a university that is offering courses in robotic automation,teaching students the skills needed to program and use robots in different applications.Previously responsible for product management and technology at ABB
160、 Robotics until 2009,Professor Bernd Kuhlenktter teaches courses on industrial robotics,covering all aspects from the basics of how a robot works through to complex programming skills needed for specific industrial applications.The courses are typically four to five years in length and are attended
161、by students aged 18 to 19 years old who join straight from school or college.While some may have had prior experience of learning with robots,most will never have encountered an industrial robot before,so the course starts with a universal lecture covering the basics of robotics,followed by specific
162、 workshops dedicated to different areas of robot programming and operation.Teaching children how to use technology at an early age can be key in developing skills such as problem-solving and teamwork that will be a core part of working in the factories of the future.19 “The best way of changing perc
163、eptions of manufacturing and engineering is to get children interested as early as possible.”Bernd Kuhlenktter,Professor,Ruhr-Universitt BochumThroughout the course,students can use a full range of tools to help them learn,including industrial robots from ABB and ABBs RobotStudio offline programming
164、 software that can be used to program,test and simulate the operation of a robot or robot cell in a real-life working environment.“Giving students access to the same equipment they would use in a real manufacturing or other environment is a vital part of the learning process,”says Professor Kuhlenkt
165、ter.“Many industrial applications are complex and require a full understanding of how technologies such as robots can be applied in production processes.By acquainting students with the real technologies used in the real world,we can help to ensure that they will have the necessary skills that poten
166、tial employers are already demanding.”Professor Kuhlenktter also sees the use of the robots as a two-way learning process that can be as valuable for course The expertise and resources residing in universities can also help to make them highly effective partners for other parts of the educational va
167、lue chain.Many universities,including Ruhr-Universitt Bochum,KTH in Sweden and Norways Stavanger University which also has a partnership with ABB,operate outreach programs for schools to help engage younger students and show teachers how robots can be incorporated into lessons.“The best way of chang
168、ing perceptions of manufacturing and engineering is to get children interested as early as possible,”says Professor Kuhlenktter.“One way that we do this is to run experience days every semester where we invite children aged 8 to 10 to interact with robots through techniques such as challenges and ga
169、mes.This can be really beneficial in helping to spark interest and also support schools that may be unable to incorporate robots into their own teaching programs.”The formation of commercial partnerships between universities and industry can also offer opportunities for students to be involved in so
170、lving real-world production problems.ETH Zurich(Swiss Federal Institute of Technology),for example,works extensively with the construction industry to find new ways of using automated technologies,including ABB robots and software,to develop new sustainable building techniques.In the UK,the Universi
171、ties of Birmingham and Loughborough worked in partnership with the Manufacturing Technology Center,and independent research and technology organization,to develop a new containerized manufacturing concept called Factory in a Box(FIAB)(17).Featuring fully-automated production cells housed in a shippi
172、ng container,the concept offers new possibilities for introducing the next generation of manufacturing techniques for small to medium sized manufacturing companies.instructors as it is for students.“The great thing about teaching robotics at university is that you have a lot of young people who are
173、very interested in robots and want to know how and where they can be used,”says Professor Kuhlenktter.“They often have great ideas for using robots that challenge the established ways that things have typically been done,which can often help us on the teaching staff to generate new ideas and create
174、new project challenges for students.”Swiss university ETH Zurich works in partnership with ABB to develop new automated solutions for the construction industry.Using ABB robots and software,students can learn how to apply automation to new building techniques such as 3D printing and modular fabricat
175、ion.Credit:Spatial Timber Assemblies ETH Zurich20EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEGovernment Ensuring that future workers are prepared for an automated future means putting in place frameworks that will deliver equal access to the training and education
176、 needed.As the main body that shapes,funds and implements education policies,government has a major role to play in facilitating these frameworks.The Organization for Economic Cooperation and Developments(OECD)2019 Skills Outlook study(18)highlighted that the countries that were best able to meet th
177、e implications of technological change were those with populations with higher levels of skills achieved through education and training.The ability to achieve these skills is linked to several factors.Firstly,there needs to be structures in place that enable easy and equal access to lifelong learnin
178、g,involving the provision of training at every level,from schools,colleges and universities through to the workplace.Training materials and courses should also be open to anyone in any location to enable people in remote areas to enjoy the same levels of access to learning as those in towns and citi
179、es.The skills taught also need to be relevant to the needs of industry,either directly or providing the basics needed for people to be able to quickly and effectively master new technologies and transfer this learning between jobs.Different governments and governmental organizations worldwide are al
180、ready rolling out initiatives aimed at helping people to adapt to the digital age.One example is the European Unions Digital Action Plan(19),which seeks to create the necessary frameworks for teaching digital technologies in schools and other educational institutions to enable a culture of lifelong
181、learning.Where schools are concerned,education curriculums need to be reimagined to reflect and cater for the needs of modern manufacturing,where students are taught about new technologies and are given opportunities to use them in solving real-world problems.In an article titled What kind of educat
182、ion do we need in the future?(20),the World Economic Forum quotes research from multinational information technology company Infosys covering the views of 9,000 16-28 year olds worldwide,with almost half of those surveyed saying that their education did not prepare them for their working life.The ar
183、ticle emphasizes the need for this to be addressed by ensuring that curriculums put technology and digitalization at the forefront of modern education.Manufacturers Partnerships between manufacturing companies and educational institutions have been demonstrated to deliver value in helping to deliver
184、 contextual learning that can help students to acquire the skills needed for careers in industry.In the UK,for example,various businesses have become involved in the delivery of industry-specific teaching through the creation of University Technical Colleges(UTCs),enabling students to get directly i
185、nvolved in solving typical engineering problems.For students,such partnerships help to provide contextual learning that shows the real application of technical,language and numeracy skills,and give an insight into the career options available in modern manufacturing and the routes available to achie
186、ve them,such as apprenticeships.For manufacturers,there is the opportunity to use their participation to train students on both the technical and softer skills such as problem solving,teamwork and interpersonal communication that they look for in potential candidates.As more manufacturers adopt auto
187、mated technologies into their processes,such partnerships will become an important way of exposing students to the career possibilities available and the skills they need to acquire to achieve them.Partnerships between education and industry can also play a key role in providing teachers,tutors and
188、lecturers with the knowledge and context needed to deliver relevant and high-quality instruction to students,especially when it comes to the use of new production technologies.In a global survey carried out by ABB in April 2022 of 2,301 representatives from educational institutions in seven countrie
189、s,47 percent of respondents highlighted the need for assistance with teaching instructors and teachers as a key requirement when teaching robotics skills.What do you expect from a robot supplier when it comes to assisting with teaching robotics skills?(multiple choice)Assistance with purchasing/disc
190、ounted pricing32.0%Assistance with learning support(i.e.course materials,etc)49.0%Assistance with teaching instructors/teachers47.1%Compact installation options17.0%Providing easy to use software48.6%Providing safety systems/expertise29.3%Recognised certification(i.e.qualification)20.6%Education-spe
191、cific offering44.8%Assistance with servicing/maintaining the robots30.2%Other-please specify2.0%21Automation suppliersAs the developers and suppliers of the automated technologies that will transform the workplace,automation equipment suppliers,including ourselves,have a responsibility to make sure
192、our products deliver the widest benefits to society.This includes providing training and support at every level,from schools,colleges and universities through to on-the-job-training to provide both future and current workers with the right skillsets that will help them to work with automated and dig
193、ital technologies.“The ability to work directly with ABB is a real plus for students.For a robotics student there is no better experience than being able to study in a company that develops,builds,and supports robots for real-world applications.”Morten Mossige,ABBOne example of how we are doing this
194、 is our involvement with the University of Stavanger in Norway.With the assistance of ABB Senior Principal Engineer Morten Mossige,who also holds an associate professorship at the University,Bachelor and Masters students are able to work at ABBs premises and have access to resources including our ro
195、bots and software such as RobotStudio to help them in their studies.Students are given projects to work on,with the focus being to develop tools that enable people to work with robots.To broaden access,we also offer the ability for students to study remotely,using our RobotStudio software as a learn
196、ing tool that they can use to develop solutions which can then be sent as files to Morten and his team for assessment.Now in its tenth year,this arrangement has been mutually beneficial for both the university and ABB,as Morten explains:“The ability to work directly with ABB is a real plus for stude
197、nts.As the saying goes,experience is a great teacher,and for a robotics student there is no better experience than being able to study in a company that develops,builds,and supports robots for real-world applications.For ABB,the arrangement has also been a great way of identifying some real diamond
198、candidates who we have subsequently recruited onto our team.”ABBs ground-breaking PixelPaint robot was developed with the help of a University of Stavanger student who was recruited by ABB(Illusor Design).22EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEFounded in 19
199、58,the Guangzhou Light Industry Vocational School is the regions only public secondary vocational school that focuses on the major of intelligent manufacturing.In 2011,as part of Chinas drive to develop the skills and technology needed for a robotic manufacturing future,the school launched a robotic
200、s major,with around 300 students recruited annually.Starting with its first ABB robot in 2012,the school now has a total of 29 sets of ABB industrial robots jointly designed and developed in partnership with ABB.As well as providing the robots,ABB has also been actively involved in providing teacher
201、 training and supporting materials for the schools Application of Electromechanical Technology and Application of Industrial Robot Technology courses.High-quality teaching aids supports hands-on coursesThe courses are taught at the Industrial Robot Application-Oriented Talent Training Center,which f
202、eatures dedicated areas for hands-on practice and simulation using a variety of ABB robots.Each year,ABB Robotics provides teachers with targeted technical training,and the school with teaching and CASE STUDY Partnership with ABB helps Guangzhou Light Industry Vocational School to prepare students f
203、or an automated future learning materials,including textbooks,courseware,and online courses to help students achieve a solid grasp of conceptual knowledge of using and applying robots through systematic learning.Using the robots,students learn how to apply and integrate robots in different applicati
204、ons including palletizing,chip decomposition,welding,painting,and deburring.To help them fully understand the roles they are likely to perform in employment,students are also encouraged to roleplay real-world positions such as industrial robot assistants,debuggers,production line maintainers and pro
205、ject managers.Higher-level tasks allow students to adapt in advance to the transitioning from student,to apprentice,and gradually,to employee.Students can also use the centers simulation area to learn how to use ABBs RobotStudio offline programming software tool.Using RobotStudio,students can code i
206、nstructions and accurately simulate and calculate robot movements in an offline environment.In class,teachers encourage students to code instructions creatively from a professional perspective and maximize the performance of the robot.Chinas Guangzhou Light Industry Vocational School has been teachi
207、ng robots and automation as a core part of its curriculum since 2011,with many students graduating into careers including manufacturing and robot production.23Competition platform unlocks students potential Another bonus for the school of working with ABB has been the opportunity to compete in the A
208、BB Cup Innovation Contest.Held annually in China,the competition has added a robot group,which helps students majoring in robotics verify their learning outcomes and inspires students to explore innovative application scenarios and the benefits of robots in manufacturing and human life.Last year,two
209、 students from Guangzhou Light Industry Vocational School won first prize in the contest for their project,which involved designing a GoFa robotic waste sorting system together with the graphical instructions to go with it using ABBs RobotStudio offline programming software tool.Opening opportunitie
210、s for rewarding careersMany students who have taken the courses since they were introduced in 2011 have found them invaluable in shaping their future studies and careers.Of the 700 robotics graduates who have passed through Guangzhou Light Industry Vocational School since the course started in 2011,
211、70 percent have pursued higher education,with many pursuing careers in industrial robot production,integration,and application businesses in the Guangdong-Hong Kong-Macao Greater Bay Area.A valuable partnershipCai Jifeng regards the partnership with ABB as a key part of the schools success in teachi
212、ng its students to such a high standard.“Our ability to provide high-quality education is inseparable from the complete set of teacher training,teaching materials,teaching aids and student development platform provided by ABB Robotics.We will continue to maintain a long-term close cooperative relati
213、onship with ABB which will enable us to go further and explore the possibilities around the latest robotic technologies and their potential application in intelligent factories,intelligent production lines and intelligent control professional groups,enabling us to provide professional,rigorous and l
214、ively education in robotics to our students.Teaching tools include ABBs RobotStudio offline programming software,enabling students to build and test robot operating programs.24EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCENumber of individuals surveyed in each count
215、ry:CountryCountUK426Sweden111South Korea224North America422Italy223Germany254France254China387Total2301Adoption of robots in education a global pictureTo help ascertain the level of adoption of robots in educational institutions and gauge perceptions around the benefits and potential pain points sur
216、rounding the teaching of robotics and automation skills,ABB surveyed 2,301 representatives from schools,colleges,universities and adult education providers.To provide a global comparison,the survey covered a range of countries,including China,France,Germany,Italy,North America,South Korea,Sweden and
217、 the UK.Institutions covered by the survey:To reflect the differing natures of educational institutions and the purposes they serve,the survey covered a range of different educational facilities,comprised as below.It should also be noted that,whilst differing types of institutions were surveyed,scho
218、ols accounted for the majority of respondents:SectorCountSchool1628College89Vocational school/Technical college155University300Adult education129Consultant35Total230125The survey revealed a number of key findings,which are covered below:1.The majority of all education professionals agree that robots
219、 and automation will increasingly shape the future of employmentOf the 2,301 people surveyed,1,848 responded that they agree to at least some extent with the statement“Robots and automation will increasingly shape the future of employment in the next 10 years”,amounting to 80.3 percent of respondent
220、s.This was broadly reflected across all countries surveyed,however the sentiment was expressed by over 90 percent of those in China:Strongly agreeAgreeNeither agree nor disagreeDisagreeStrongly disagreeNET AgreeGLOBAL TOPLINE30%50%16%3%1%80%UK22%51%18%6%3%73%Sweden30%45%23%2%1%75%South Korea24%53%21
221、%3%-77%North America29%50%19%1%2%79%Italy31%53%13%1%1%84%Germany28%55%13%3%0.4%83%France30%49%16%3%2%79%China46%44%8%1%0.3%90%To what extent do you agree with the statement:“Robots and automation will increasingly shape the future of employment in the next 10 years”?It should be noted that percentag
222、es in the table above have been rounded where appropriate.Furthermore,a“NET Agree”percentage does not necessarily imply an inverse NET Disagree percentage,as many respondents indicated that they neither agreed nor disagreed with the statement.It is reasonable to conclude from the survey data that mo
223、st respondents see robots as the future of employment,with very little disagreement.Even in the UK,where the lowest level of respondents think that robotics will shape the immediate future of employment,only 9 percent actively disagreed with the statement.In all other countries surveyed,the percenta
224、ge of those disagreeing was negligible,although it should be noted that a not insignificant proportion,particularly in Sweden and South Korea,did not an express an opinion either way.Respondents displayed similar attitudes when asked the question“What is your view of the need to teach robotic and au
225、tomation skills?”,where globally 76%of those surveyed agreed that it was important to some extent.Drilling down on this question by country,the major statistical outliers were the UK and North America,where around a third of education professionals did not see teaching robotics as a priority.Convers
226、ely,in China,Italy and South Korea,around 85 percent of respondents agreed that it was important or very important.These results could arguably be attributed to a range of cultural factors.Uptake of robotics and automation in industry in countries such as China and South Korea already vastly outstri
227、ps their use in the UK and North America,and so an interpretation of these findings could be that countries that already have a widespread installed base of robotics are more likely to be exposed to their benefits,and thus more likely to advocate for their adoption in education to prepare future gen
228、erations for roles involving robotics and automation within the workforce.This presents something of a“Catch-22”situation,whereby robots are required in the workforce to encourage their adoption within education,yet education is required to increase adoption in the workplace.The countries with the m
229、ost positive attitudes towards educational robotics appear to be those that have already achieved a critical mass of acceptance of robots in the workplace.Whilst attitudes are shifting in nearly all countries towards more positive perceptions of robots and their value as a collaborative,productive a
230、nd/or educational tool,the rate at which this is occurring appears to vary from country to country.26EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCE2.Collaboration,sustainability,and equipping people with the skills to thrive in the workforce of the future,are seen a
231、s the main benefits of adopting robotics in education What do you see as the main benefits of using robots in education?Equipping young people with technology skills for future employment66%Teaching collaborative skills35%Breaking down gender barriers19%Addressing skills shortages in industry29%Tack
232、ling future labor shortages in industry27%Improving environmental performance by developing new sustainable production techniques28%Encouraging new ideas&approaches52%Other1%Do not see any benefits6%66 percent of educational professionals believe that equipping young people with technology skills fo
233、r future employment is the main value driver behind using robots in education.Notably,this is lower than the proportion from any country indicating that robots will shape employment over the next 10 years.Equipping young people entering the workforce with the technical skills required to program,ope
234、rate and maintain robots is essential as industry and society transition to a future in which robots are an increasing part of everyday life.However,a similarly instructive finding could be the value that respondents placed on the value of soft skills in the workplace of the future,as well as the be
235、nefits of robotics not just for productivity,but for improving quality of life for wider society.52 percent of those surveyed said that using robots in education is useful for encouraging new ideas and approaches,while 35 percent indicated that it could be beneficial for teaching collaborative skill
236、s.As the modern workplace changes,employers are increasingly looking beyond merely technical skills,and seeking workers with problem-solving and critical thinking abilities,and those who can work effectively as part of a team.As robots increasingly take on the menial,repetitive tasks that would prev
237、iously have been carried out by humans,the role that humans can play in a productive workplace is set to evolve.Having workers with the ability to interpret data and generate insight,carry out supervisory duties,and use their creativity and intuition to solve problems and develop innovative new solu
238、tions,will be key in creating an agile,efficient,and effective workforce.Traditionally,employers placed a far higher value on technical skills,whereas todays worker is increasingly being encouraged to think for themselves and be able to adapt rapidly to change.Developing soft skills such as collabor
239、ation and problem-solving will be increasingly important in helping to get the most from automated technologies.27As well as soft skills,respondents also noted the supplementary benefits of using robots in education,namely in improving environmental performance by developing new sustainable producti
240、on techniques.With 28 percent of respondents listing this as a priority,this seemingly makes it every bit as important as addressing skills(29%)and labor(27%)shortages in industry in the future.Strongly agreeAgreeNeither agree nor disagreeDisagreeStrongly disagreeNET AgreeGLOBAL TOPLINE22%41%30%6%3%
241、62%UK13%42%32%10%3%55%Sweden27%39%32%3%-66%South Korea21%48%28%2%1%70%North America20%35%36%5%3%55%Italy22%40%32%4%2%63%Germany17%35%32%10%6%52%France19%38%34%6%3%57%China37%46%15%1%1%83%To what extent do you agree with the statement:“Robotics and automation education could help to improve the gende
242、r balance in manufacturing industries”?Breaking down gender barriers was listed noted as a benefit by 19 percent of those surveyed,reflecting changing attitudes towards gender equality,and a view that robots can play an important role in levelling the field,however France(10%)and South Korea(11%)wer
243、e notable outliers compared to other nations in placing less emphasis on this particular benefit.When asked specifically the extent to which they agree with the statement“Robotics and automation education could help to improve the gender balance in manufacturing industries”,respondents broadly agree
244、d,with only a minority in a small number of countries expressing dissent for this view:Strongly agreeAgreeNeither agree nor disagreeDisagreeStrongly disagreeRobotics and automation education could help to improve the gender balance in manufacturing industries?22%3%6%41%30%28EXPANDING HORIZONS-WHY TE
245、ACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEJust 28 percent of all respondents indicated that they currently use robots as part of their teaching plans.However,a significant statistical outlier in the data was China,where 58 percent responded positively,followed by Sweden with 38 percent.
246、Other countries generally ranged from 15 percent to 30 percent.3.In many countries,adoption of robots in education has been relatively slowAn interesting anomaly here is the inverse correlation between attitudes towards robotics in certain countries,and their actual investment in education as eviden
247、ced within the survey responses.According to the IFR,South Korea is the second most automated country in the world(in terms of robot density,i.e.number of operational robots relative to the number of workers)(21),while Italy,Germany,USA and Sweden are in the top 10,and yet these countries are compar
248、atively behind others surveyed when it comes to robots in education.Sweden meanwhile is also in the top 10,and has a commensurate placing for robots in education,while China is outside the top 10 on robot density,and yet was by far the leading country surveyed on this metric.Of those surveyed,67 per
249、cent used 1-5 robots as part of their teaching programmes globally,although in Italy this figure reaches 86 percent.Only South Korea uses 16 or more robots in more than 10 percent of its educational institutions.Of those that do use robots in their teaching programmes,most reported that they exclusi
250、vely use educational robots,China,65 percent of institutions surveyed indicated they had some sort of partnership with local manufacturers or robot suppliers.This could indicate that across most of the countries surveyed,there is untapped potential for manufacturers and robotics specialists to provi
251、de financial and vocational assistance in this area.An average of 36 percent across all countries indicated that they worked in partnership with other educational institutions as opposed to industry or robot suppliers.In Sweden,23 percent reported that they had acquired their robots without the infl
252、uence of external investment,government initiative,or industrial partnership.This is far higher than any other country surveyed.The way in which robots are used in education is largely consistent from country to country,although in Sweden there is a significant focus on teaching programming skills(9
253、1%),while in China robots are used to teach programming skills(71%),teach new production techniques(61%),and to teach teamwork skills(54%).In both countries this suggests a concerted effort from educational facilities to implement robotics into the curriculum,perhaps on a more vocational basis compa
254、red to other countries.Do you currently use robots as part of your teaching programmes?Yes28%No72%of those responding“Yes”to the question“Do you currently use robots as part of your teaching programmes?”GLOBAL TOPLINE28%UK22%Sweden38%South Korea21%North America15%Italy29%Germany17%France26%China58%H
255、ow are you using the robots?(Multiple answers may apply)To teach programming skills71%To teach new production techniques39%To teach teamwork skills42%As a research tool26%Other2%Teaching robot programming skills is a key focus for many educational institutions.29By far the biggest barrier against th
256、e adoption of robotics in education is a lack of funding.Robots can represent a significant investment for educational institutions,and require maintenance and training of staff,as well as development of specific courses to ensure that the robots are utilized to their full potential.Most of the conc
257、erns expressed were logistical(e.g.lack of funding,insufficient teaching resources)as opposed to ideological(e.g.maintenance,safety).However,drilling down into the responses by country reveals some interesting findings.In both the UK(26%)and North America(27%),a large proportion of respondents indic
258、ated that they simply dont know where to start with robotics,yet these same regions(12%and 10%respectively)were not nearly as concerned with the availability of teaching resources compared to other countries.In South Korea(28%)and France(23%)this appeared to be of particular concern.Very few respond
259、ents were worried about maintenance or space requirements,although class sizes were identified as a notable barrier in Sweden,Italy and France.In Italy and Germany in particular,respondents suggested that there was insufficient latitude within the curriculum to incorporate robots effectively.Lack of
260、 funding was consistently the top issue across all countries with the exception of South Korea,where lack of teaching resources appeared to be the biggest concern.In the UK and North America,there is clearly appetite for increased usage of robotics in the classroom,however the fact that many educati
261、on professionals simply dont know where to start should trigger a discussion in these countries as to how robotics is approached on the curriculum in a way that engages not just students,but teachers also.4.Lack of funding is the most cited barrier against increased adoption of robotics in education
262、,while many institutions report a lack of awareness and insufficient training,time,and provision within the existing curriculumIf you are not using robots as part of your teaching programme,why not?Dont know where to start17%Dont have the qualified teaching resources in place16%Lack of funding to pu
263、rchase robots28%Robots are too complex to use5%Dont know how we would keep robots maintained4%Insufficient learning hours available/Cannot accommodate into current curriculum14%Insufficient space to accommodate a robot3%Class sizes potentially too large(i.e.wouldnt be able to provide sufficient robo
264、ts for whole class)8%Concerns about potential dangers of robots5%Dont know where to startDont have the qualified teaching resources in placeLack of funding to purchase robotsRobots are too complex to useDont know how we would keep robots maintainedInsufficient learning hours available/Cannot accommo
265、date into current curriculumInsufficient space to accommodate a robotClass sizes potentially too large(i.e.wouldnt beable to provide sufficient robots for whole class)Concerns about potential dangers of robotsIf you are not using robots as part of your teaching programme,why not?17%5%8%16%28%5%4%14%
266、3%30EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCE5.There are many regional variances in attitudes towards robotics from country to countryUK overviewOnly 21%of educational institutions surveyed in the UK currently use robotics as part of their teaching programs.Of
267、these,63%possess 1-5 robots,while 29%have 6-10.The majority of these robots are educational,with only 3%of institutions using industrial robots exclusively.In the UK,robots are largely used to teach programming skills,with 70%of robots used for this.42%of robots are used to teach teamwork skills,whi
268、le 32%use them as a research tool,and 28%are used to teach new production techniques.Attitudes towards using robotics in education are more mixed in the UK compared to other countries,with only 66%indicating that it is either important or very important to teach robotic skills.Conversely,there is a
269、general acceptance that robots in education are important to equip young people with the right skills for the future of work,with 73%sharing this view.Robots in the UK are seen more as a teaching aid rather than a vocational skill in its own right,with 37%used to teach collaborative skills,and 54%us
270、ed to encourage new ideas and approaches.The reason given by the 29%of respondents for not using robotics more in education is a lack of funding,although 26%suggested that they simply dont know where to start.Only 4%of those surveyed reported having a partnership with any robot supplier,with 35%of r
271、obots acquired via other educational institutions.When asked what support they would like in a partnership from a robotics supplier,56%would like to see the provision of easy-to-use software,while 49%would like education-specific offering,as well as direct assistance with learning support and provis
272、ion of teacher training.Sweden overviewIn Sweden 38%of educational institutions already use robotic automation in education;a much higher figure than other comparable countries.Of those that use robotics as part of their training programs,67%possess 1-5 robots,while 24%have 6-10.10%of institutions s
273、urveyed use 11-15 robots.The vast majority of these robots are educational robots,while 7%of institutions also use industrial robots for teaching.Robots are used by 90%of institutions for teaching programmable skills,although 19%are also used for teaching teamwork skills,and 14%for teaching new prod
274、uction techniques.78%of respondents see the need to teach robotic and automation skills as important,with 57%citing the need to equip young people with technology skills for future employment as the main driver.37%of robots used in Swedish education are sourced through partnerships with other instit
275、utions,while 23%obtain their robots with no outside influence.The main barrier against the incorporation of robots into educational institutions in Sweden is a lack of funding,with 30%citing this as a major concern.However,75%agree that robots and automation will increasingly shape the future of emp
276、loyment.When partnering with robotics suppliers,42%of respondents would like assistant with learning support,while 38%want an education-specific offering.31South Korea overviewDespite the use of robots being widespread in manufacturing,only 21%of South Korean respondents reported that they currently
277、 use robots as part of their teaching programs.10%of these institutions use 16 or more robots for teaching,although 63%have between 1 and 5 robots.85%of these are educational robots with 4%industrial,while 10%use a combination of both.Robots are primarily used to teach programmable skills,at 58%,whi
278、le 40%are used as a research tool.85%consider robotics and automation skills to be important in education,with 41%seeing the main benefit to be equipping young people for the workforce.40%also consider them beneficial for encouraging new ideas and creative problem-solving.In South Korea,one of the m
279、ain barriers preventing widespread adoption of robotics in education is a lack of teaching resource,with 28%indicating that they dont have the requisite teaching qualifications on their staff.North America overviewOnly 15%of educational institutions in North America currently use robots as part of t
280、heir teaching programs.Of these,67%use between 1 and 5 robots,with 81%educational,and 18%using a mix of educational and industrial robots.73%of the robots used in educational settings in North America are with the aim of teaching new programming skills,while 57%are used to promote teamwork skills.Ro
281、botics are not considered as high an educational priority in North America compared to other countries,with 31%not seeing it as a priority at all.74%consider one of the main benefits of robots in education is to equip young people with skills for the workforce,while 79%agree that robots and automati
282、on will be increasingly important in the future of employment.34%of respondents consider a lack of funding as the main barrier to accessing robots,while 27%dont know where to start when including robots in educational settings.34%would like to see assistance with purchasing and discounted pricing fr
283、om robotics suppliers,although this is not the most common expectation,with 50%hoping for specific course materials and software.Italy overview29%of Italian educational institutions use robotics in the classroom to some extent.The vast majority of these have only a small number of robots,with 86%pos
284、sessing between 1 and 5.39%of these robots have been sourced through collaboration with other educational institutions.Many of these robots are used to teach programming skills,with 61%of respondents reporting this to be the case.Robotics skills is seen to be a priority in Italy,with 84%considering
285、it to be important,and 73%citing the reason for this as to equip young people with skills for the future workforce.In terms of what they want to see from robotics suppliers,57%expect better assistance with teaching of staff,while 53%would like more learning support such as course materials.The main
286、reason why robots are not widely used is due to a lack of funding for purchasing them,with 33%citing this as a reason.Robotics and automation are widely seen to be the future of work in Italy,with 84%agreeing with this sentiment.32EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROW
287、S WORKFORCEGermany overviewDespite having invested extensively in industrial automation,the use of robots in education is not particularly widespread,with only 17%of educational institutions having access to them.24%of institutions instead use either industrial robots or a combination of industrial
288、and educational robots.Robots are used by 67%primarily to teach programming skills,while 41%also use them both to teach new production techniques,and to teach teamwork skills.Robots are generally viewed favourably within education in Germany,with 76%seeing the need to teach skills in this area as a
289、priority,and 60%viewing this as a necessity to equip young people with skills for the future.Many German educators source their robots from other educational institutions,with 44%reporting this to be the case.In terms of what more they want to see from robotics suppliers,there is a relatively broad
290、spectrum,with respondents variously wanting assistance with learning support(49%),expertise and safety systems(35%),education-specific offering(49%),and assistance with maintenance(36%).Robots are widely seen as the future of industry in Germany,with 83%agreeing with this sentiment.By far the bigges
291、t barrier to entry for educational institutions is a lack of funding to purchase robots,with 31%reporting this to be the case.France overviewOnly 26%of French educational institutions use robots as part of their teaching,with the majority(77%)using between 1-5.Most of these robots(86%)are educationa
292、l robots.The main objective among French educators that do use robots is to teach programming skills,with 76%considering this to be the case.However,30%do not see the teaching of robotics skills as a priority at all.67%of respondents say that the main benefit of using robots in education is to equip
293、 young people with technology skills for future employment,with 79%agreeing that robots and automation will shape the future of employment in the next 10 years.The main priorities for robotics suppliers according to educational institutions in France are to provide assistance with teaching staff(52%
294、),and assistance with course materials(47%).23%of respondents report that they lack the qualified teaching resources to teach robotics effectively,while 21%say that they lack the funding to purchase robots.China overview58%of Chinese educational institutions currently use robots as part of their tea
295、ching programmes,by far the highest of any country surveyed.Of these institutions,64%have between 1 and 5 robots,26%use between 6 and 10,while 10%have 11 or more.69%of these are educational robots,while 29%use a combination of educational and industrial robots.Robots are primarily used to teach prog
296、ramming skills(71%),teach new production techniques(61%),and teach teamwork skills(54%).87%of Chinese educators see the need to teach robotics and automation as important,with 53%of these describing it as very important.The main reason given is to equip young people with skills for the future workfo
297、rce;a view shared by 71%of respondents.Unlike many other countries,robotics suppliers and local manufacturers play a key role in the use of educational robots,with 91%of institutions gaining access to robots in this way.46%also utilize other educational institutions.Among the priorities for what the
298、y want to see from robotics suppliers,56%would like assistance with teaching instructors,55%would like assistance with course materials,56%want easy-to-use software,and 51%want education-specific offering.90%of Chinese educators share the view that robots and automation will shape the future of empl
299、oyment in the coming years,however 27%report a lack of funding as their main concern in acquiring or gaining access to robots.33How is ABB helping to shape future workforces?PartnershipsABBs extensive experience and portfolio of robotic solutions makes us well-placed to help assist educational insti
300、tutions with the products support and training needed to incorporate robots into learning programs.We have already built an extensive network of partnerships with universities worldwide,providing the equipment and support needed to teach robotic and automation skills.In many cases,these partnerships
301、 are enabling institutions to engage in the research and development of automated solutions for deployment in real applications,such as construction,providing added potential employment opportunities for students.Schools and higher education institutes in Italy have introduced new courses to their c
302、urriculum to help train young engineers in the key principles and operation of robotics and cobots.Developed in collaboration with ABB,the courses have been developed in response to a call from the Italian government for more STEM teaching,and to help prepare students from 16 to 18 years old for the
303、 world of modern industry.The north-east of Italy has strong industrial connections,with many small and international companies operating nearby.As such,the area is an excellent catchment area for new employees entering industry,with many students going on to work in the region,helping the local eco
304、nomy.The schools are allowed by the MIUR(Minister of Education in Italy)to develop and tailor specific courses to suit the needs both of students and of local industry.More than 100 secondary schools in Italy are supported by ABB to conduct courses in robotics,with the aim of equipping young people
305、with the skills they will need to operate effectively within an increasingly digitalized,automated industrial workplace.CASE STUDY How ABB robots are helping to educate the next generation of young Italian engineersThe ITT G.Marconi of Rovereto secondary school uses an ABB dual-arm YuMi collaborativ
306、e robot and a IRB 120 small industrial robot to help teach students the fundamentals of robotic automation.Using the robots,students can get hands on with the hardware and learn how to carry out programming using ABBs RobotStudio software and RAPID programming,enabling them to acquire valuable skill
307、s that can be used in the real world of employment.The compact design of both robots,coupled with YuMis ability to work safely alongside people without the need for additional safety measures such as fencing,are key benefits for the school.We are also working with a growing number of schools and col
308、leges in various countries to ensure that students can learn the fundamental basics of robot programming and operation.For example,we have helped schools and higher education institutes in Italy to introduce new courses to their curriculum to teach 16-to 18-year-olds the key principles and operation
309、 of robotics and cobots.Equipped with these skills,students at the schools can either prepare themselves for a career in industry or further study at university.“The programming skills developed in our courses are directly applicable to industrial environments,making our students well prepared to en
310、ter the world of work.”Eugenio Berti,ITT Marconi34EXPANDING HORIZONS-WHY TEACHING AUTOMATION IS KEY TO SHAPING TOMORROWS WORKFORCEAccording to Eugenio Berti,a teacher at ITT Marconi,the YuMi in particular,provides compelling opportunities for developing practical skills with the latest generation of
311、 industrial robots and cobots:“We toured a local leading manufacturer of eyewear that was using YuMi robots and saw that the robot had huge potential as an educational tool.Students are fascinated by YuMi and feel compelled to challenge themselves to find out what it can do.Part of the challenge is
312、in synchronizing the devices two arms,but the programming skills developed in our courses are directly applicable to industrial environments,making our students well prepared to enter the world of work.”For a final exam project at ITT Marconi last year,students had to integrate a complex project,ult
313、imately using the robot to construct a small torch from assorted components.Students had to combine several aspects of robotics engineering,from web design and communication through to communication and programming the robots movement.All students passed the exam and are now undertaking university c
314、ourses in the field of electronic engineering.Eugenio adds that sometimes the students surprise him with their innate knowledge:“In the last few years weve seen an increase in the number of students taking the course,and the new generation coming through are digital native users.When you give them a
315、 tool like the FlexPendant HMI,they already have a rough idea of how to use it.ABB has been enormously supportive throughout the development of these courses,and along with their technical support have made significant contributions to the educational content of the course,even coming to the school
316、to offer courses and train teachers.They also created an online platform with lots of helpful materials like video lessons and exercises,as well as the textbooks.I can think of no other brand which would have committed to the project in this way.”Textbooks and qualificationsTo help further support s
317、chools,ABB has also created two textbooks which can be used to instruct and teach students,one aimed at beginners and the other at advanced users.Based on the courses typically offered to industrial companies through ABBs robot training program,the textbooks provide information and exercises that ca
318、n be used by students to develop their skills in robot programming and operation.To enable students to demonstrate their competence,ABB also helps to manage exam days and issues certificates of competence upon completion of courses,after which students can decide whether to continue with their studi
319、es at higher technical institutes(ITS)or universities or pursue internships and employment.Marta Castagna,School Director at the Zaccagna Galilei Institute in Carrara,has seen the benefits of giving students a certified robotics qualification:“This experience is fundamental for the connection betwee
320、n the world of school and the world of work,and we have also developed evening classes for adults to re-skill for the modern economy.Our agreement with ABB means that students receive a certificate of competence on robot programming,which they can take to any employer to prove they have the skills t
321、o make an effective contribution in the workplace.Many of our students have found high quality employment as a result.”Teaching both male and female students,ITT Marconis courses are helping to bridge the engineering gender gap.ABBs YuMi is one of two robots that are used for teaching the fundamenta
322、ls of robotic automation to students at the ITT G.Marconi of Rovereto secondary school.35ApprenticeshipsABB apprenticeships offer an exciting and rewarding opportunity for gaining first-hand experience in applying our portfolio of automation technologies in industrial applications.Running for three
323、years,our robotics apprenticeships teach the full range of skills needed to program,operate and maintain the latest generation of robots.In many cases,apprentices will be offered the opportunity of a permanent position once they have completed their apprenticeship.Louis Novakovic is one of several A
324、BB robotics engineers based at Milton Keynes.After completing an apprenticeship at ABB Robotics UK,Louis now works with cutting edge robot technologies,including YuMi,ABBs innovative dual arm collaborative robot.With his role including bringing YuMi to companies that have never used robots before,Lo
325、uis is a great example of the new generation of young tech-savvy graduates that just need the support of an apprenticeship in a technical company to inspire their future in the world of STEM.How did you become interested in robot engineering?I was studying for an IT course at college that covered ar
326、eas such as programming,web design and games.When the course finished,I looked around at what I could do next.I knew I didnt want a job that involved just sitting in front of a computer all day,so when I saw some robotics apprenticeships on the government apprentice web site,I knew this could be the
327、 perfect fit for me.It involved several aspects,including programming and both mechanical and electrical engineering,so it would have a lot of variety.I went for a first interview at ABB,where I was given an overview of the company and a tour of the Milton Keynes site to see what the robotics team d
328、id.A second interview was more of a one-on-one about me and later that day I got a call to say I had got the apprenticeship.What form did your apprenticeship take?It was a four-year program,with the first year spent entirely at college.The remaining years I did one to two days at college with the re
329、st of the week at work.I achieved several qualifications and did some separate courses in areas such as networking to help prepare me to work in a company such as ABB where meeting end customers,members of the press,public and even government officials can be a daily occurrence.CASE STUDY From appre
330、ntice to ABB engineerWhat does your current work involve?Most of my time is spent working with YuMi,ABBs new collaborative robot that works alongside people on assembly tasks.This is very exciting because its a new way of thinking about robots.Instead of working behind a cage or screen to separate p
331、eople and the robot,YuMi works on the assembly line right next to human workers,helping them assemble products and inspect finished articles.Its also different in that its aimed at companies which have most likely never used robots before,including smart phone and tablet manufacturers.With YuMi,I ha
332、ve a lot of interaction with customers.We will visit their premises to see how they work and look at the products they want to build.I will program a YuMi to assemble these products so we can conduct a trial of the application and demonstrate this to the customer.I am also involved with support and
333、training,teaching the customers staff about how to build their products with YuMi.Its been really enjoyable so far.Although theres a steep learning curve,its good because I am learning a lot in a short space of time.How would you describe an engineers role to a young person interested in the career?I would say that engineering and how engineers work has changed a lot over the last few years.Its mu