Universities and companies can benefit from recent progress in developing tools that allow real and virtual worlds to converge into Cyber-physical systems (CPS), mainly because such systems can be engineered for instructional and technological purposes. This process prompts an accelerated integration of industrial and academic approaches and practices to cope with contemporary challenges. The essence of our global society’s learning environments is facing significant changes due to digitalization. This article proposes 15 technical considerations related to generic industrial needs and disruptive technologies that serve to determine those specific competencies required by mechatronic engineers to meet the challenges of Industry 4.0 and 5.0. The competency-based education model has ideal characteristics to help mechatronic engineers, especially in the development of specific competencies.
In order to face the new challenges of the transition from manufacturing 3.0 to Industry 4.0 and 5.0, it is necessary to implement innovative educational models that allow the systematic training of engineers. Industry 4.0 has far-reaching implications for production systems and engineering education, especially in the training of mechatronic engineers.
#THE LEARNING FACTORY PDF SERIES#
This new revolution proposes digitization from one end of the value chain to the other by integrating physical assets into systems and networks linked to a series of technologies to create value. The activities of the KNOW-FACT project aiming to deliver a pilot implementation of the Teaching Factory paradigm as a 2-way “learning channel” connecting industry and academia are further discussed.The incursion of disruptive technologies, such as the Internet of Things, information technologies, cloud computing, digitalization and artificial intelligence, into current production processes has led to a new global industrial revolution called Industry 4.0 or Manufacturing 4.0. A “Teaching Factory” paradigm is being introduced as a distance-learning knowledge delivery mechanism of bringing the real factory into the classroom. The need for young people to be enlightened about the exciting character of manufacturing, with real life problems being addressed under business conditions, via scientific approaches and cutting edge technologies, is discussed. Modern approaches to manufacturing education are shortly reviewed. The importance of human capital skills for industry’s competitiveness is first discussed, providing an overview of the current situation in different world regions. This paper introduces some approaches to building skills and competences in manufacturing. At the same time, there have been frequent reports on the shortage of skilled manufacturing personnel. Recent studies have presented clear evidence of the relationship between human capital qualifications and competitiveness.
Research infrastructures together with funding mechanisms will be better addressed in the next chapter of this book. The accomplishment of missions asks for the support of a proper research environment in terms of infrastructures to test and demonstrate the results to a wide public. These missions cover topics such as circular economy, rapid and sustainable industrialisation, robotic assistant, factories for personalised medicine, internet of actions, factories close to the people, and turning ideas into products. Based on the results of the Italian Flagship Project Factories of the Future, this chapter proposes seven missions while identifying the societal impact, the technological and industrial challenges, and the barriers to be overcome. Missions are based on clear targets that can help mitigating grand challenges. Missions are challenging from a scientific and technological point of view and, at the same time, are addressing problems and providing results that are understandable by common people. This chapter investigates research priorities for factories of the future by adopting an approach based on mission-oriented policies to support manufacturing innovation.
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