Upholding the spirit of "Made in China 2025" and forging a path to "Industrial Dreams," the "Made in China 2025" initiative is already on its way. The establishment of intelligent production lines, the mature application of hundreds of invented technologies, advanced international cooperation concepts, and leading innovation and entrepreneurship practices demonstrate the steady progress of the Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, in keeping pace with the times in technological advancement.
2017 will be a glorious year, as the " Industrial Robot Engineer Professional Competency Education and Training" project, established by the Institute of Labor Science of the Ministry of Human Resources and Social Security of China and jointly developed with the Advanced Institute, for the field of intelligence, was officially launched.
Preparatory Meeting for the "Industrial Robot Engineer Professional Competency Education and Training" Project
Inauguration Ceremony of the Industrial Robotics Education Expert Working Group
Project Overview
The Industrial Robot Engineer Professional Competency Education and Training Program is a training system developed by the Institute of Labor Science of the Ministry of Human Resources and Social Security of China based on the demand for skilled personnel in industrial development and robot application trends. It is a training system that combines level evaluation of professional qualifications, professional competence and job competency assessment technologies, and provides support for training by various industrial enterprises, colleges and universities and social training institutions.
The project aims to address key challenges such as the "last mile" of industrial robot application research and development, industry incubation, and personnel training. It provides vocational engineer training services for positions including robot application engineers, technical support engineers, R&D engineers, process design engineers, electrical engineers, and mechanical design engineers, targeting graduates from second- and third-tier universities, vocational colleges, technical schools, and industry professionals. Under the guidance of an expert committee, the project has developed a comprehensive and complete plan, completed standardized R&D in phases, and launched training programs for practitioners and students.
This project leverages the respective strengths and authority of the Institute of Labor Science under the Ministry of Human Resources and Social Security and the Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences. Its aim is to cultivate a high-caliber professional and technical workforce in the industrial robot industry, meeting the demand for intelligent industrial professionals driven by societal technological development. Following research and feasibility studies, the Institute of Labor Science and the Shenzhen Institutes of Advanced Technology collaborated to develop the "Industrial Robot Engineer Professional Competency" education and examination standards. An expert committee and project office were established. Under the guidance of the expert committee, the training and assessment syllabus and teaching materials for the "Industrial Robot Engineer Professional Competency" were developed, and a relevant talent data system was established. The development of the training and assessment syllabus and the compilation of the teaching materials incorporated and drew upon experience in national occupational standard development and textbook writing, combined with the characteristics of the industry, laying a solid technical foundation for the training and assessment work, making the training more standardized and scientific, and ensuring the quality and level of training. Upon successful completion of the training and assessment, participants will be awarded a "Professional Competency for Industrial Robot Engineers" training certificate. Information on successful candidates will be filed and entered into the national talent data system database.
Project advantages
By leveraging scientific and technological means, and employing electronic examinations and practical assessment methods, the professional level of industrial robot professionals can be evaluated, thereby promoting the professionalization, standardization, and internationalization of talent education and training.
We should guide Chinese universities to optimize their educational and practical training components and promote joint training models with society and enterprises. We should build efficient and practical educational and practical training technology platforms on the basis of existing educational infrastructure to cultivate talents that meet the needs of industry.
With service as its core philosophy, we provide value-added human resource services to industrial robot application and R&D companies, as well as university graduates. This aims to reduce recruitment costs for application and R&D companies, increase the employment rate of university graduates in relevant professional positions, and promote the development of a talent pool for the industrial robot industry.
Examination and Job Planning
The professional job planning system for industrial robot engineers was developed by members of the expert committee based on their in-depth understanding and definition of the professional capabilities of industrial robot production, R&D and application fields and related positions.
Job Title | Training Objectives |
Application Engineer | This position involves hands-on application work in the field of industrial robot applications, including industrial robot technical maintenance, troubleshooting, programming of operational business processes, system maintenance; participating in the conceptualization and architecture design of industrial robot application programming; writing relevant technical documents; providing pre-sales technical services; and supporting the application services of products for projects. |
Technical Support Engineer | Possess fundamental knowledge and skills in industrial robot system hardware and software, and be qualified to perform pre-sales or after-sales technical maintenance, application training, upgrade management, and complaint resolution to improve customer satisfaction and brand reputation. It is important to note that a professional technical engineer needs at least three years of experience within a company to gain a comprehensive understanding of its product lines and user base. |
Maintenance Engineer | Possess fundamental knowledge and comprehensive application skills in the hardware and software of robot systems; have the ability to ensure normal operation and monitoring of equipment; be able to review equipment technical parameters and overall design; be able to evaluate and select equipment; be able to perform preventive maintenance work according to maintenance plans; and resolve equipment malfunctions to reduce downtime. |
Process Design Engineer | Students will acquire fundamental knowledge and skills in the hardware and software of robot systems, as well as the knowledge and skills for their comprehensive application. They will receive basic training in process design, enabling them to formulate process planning schemes for new products, develop process requirements and design schemes for products, and guide structural design. They will also be able to select and introduce advanced high-end equipment related to advanced process technologies in the industry. Furthermore, they will be able to conduct process technology research and development and improvement work, solve key process difficulties, continuously improve the level of process technology, and ensure the process quality of new products during the production introduction stage. |
R&D engineer | This program equips trainees with the knowledge and skills for the system design, research, development, and integrated application of industrial robot system hardware and software. Trainees receive basic training in research and development, developing the ability to analyze, design, test, and maintain robots. The program enables trainees to select highly feasible new products for comprehensive development and manufacturing based on the company's overall planning and production needs. During this process, they continuously improve processes and manufacturing methods. Once the product is mature, it is handed over to the marketing department, providing information such as processing capabilities and pricing. A strong sense of curiosity, a comprehensive knowledge base, and a clear market awareness are essential qualities for an excellent R&D engineer. A passion for research and the ability to develop products that meet market demands and generate profits for the company are indispensable. |
Question bank construction
The question bank consists of a vast number of exam questions tailored to various job positions. Software technology is used to manage the question bank, enabling automatic question paper generation based on the specific requirements of each exam. The exam questions in the question bank are divided into two main types, and each candidate needs to take both theoretical and practical exams.
Objective questions are questions that comprehensively assess the theoretical knowledge level of the test takers.
Practical assessment questions: These questions simulate real-world operational scenarios and procedures to the greatest extent possible, assessing the examinee's practical skills and competence.
Project significance
The Industrial Robot Engineer Professional Competency Education and Training Program focuses on robotics professionals and technology, strengthens school-enterprise cooperation, introduces practical and embedded courses, takes applied technology training as the main line, system application and system integration as the entry point, takes the construction of an independent innovation and entrepreneurship system platform as the carrier, and adopts an innovative educational model that combines on-the-job training and industrialization. It promotes the "exit is entry" education model, which means designing the curriculum content from the perspective of the ultimate employment goal of talent training to solve students' employment problems.
Because industrial robot talent training is still in its early stages, the curriculum and talent training process are not yet mature, and there are problems such as unclear talent training positioning, unreasonable professional curriculum design, incomplete teaching resources, urgent need to strengthen teacher training, superficial integration of work and study, and imperfect practical training system.
Through a series of system design examples based on industrial robot applications, the project aims to teach students new theories, technologies, and key skills in the field of industrial robot application technology. By implementing a comprehensive curriculum system, educational resource database, faculty development, practical training system, industrial integration, and the introduction of innovation and entrepreneurship industry resources, the project enables students to gradually master the development process, application technology, and maintenance skills of industrial robot application technology. This will accelerate the training of more professional talents in robot application technology, meet the development needs of the robot industry, and enable robot application professionals to solve problems more efficiently in robot production, application development, and service, further promoting application technology innovation.
Expert Committee Members
Experts involved in standard setting, decision-making consultation, and review:
Xu Yan, Researcher and Director of the Institute of Labor Science, Ministry of Human Resources and Social Security
Yang Jin, Director and Researcher of the Institute of Vocational and Technical Education, Ministry of Education
He Kai, Executive Director of the Research Center at the Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences
Bi Yalei, Assistant to the President and Director of the Industrial Development and Resources Division, Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences
Ye Zhihong, Deputy Secretary-General of the China Association of Higher Education
Zhang Xingchen, Vice President of Beijing Jiaotong University
Jia Yan, Deputy Secretary-General of Shenzhen Robotics Association
Peng Shuhua, Associate Professor, School of Automation, Beijing Information Science and Technology University, and Vice Dean of the Graduate School
Xue Jingping, Dean of CAS Makers Academy
Jiao Yang, Chairman of Zhongke Qixiu Smart Education Technology Service Co., Ltd.
Chang Zhijun, Chairman of Laine Precision Machinery (Shenzhen) Co., Ltd.
Huang Daoquan, Chairman of Zhongyuan Zhiren Technology (Shenzhen) Co., Ltd.
Wang Weijun, General Manager of Shenzhen Zhongke Derui Intelligent Technology Co., Ltd.
Experts involved in industry research and professional module development:
Qu Zhenyuan, President of the China Association of Higher Education
Shao Xianglin, Executive Vice President of the China Association of Enterprises with Foreign Investment
Zhao Yue, Deputy Secretary-General of the China Labor Society
Peng Mingjing, Chairman of China Automotive Industry Talent Exchange Center
Yu Qingyi, Secretary-General of the Machinery Branch of the China Labor Society
Wang Guowen, Vice President of the China Logistics Society/Director of the Supply Chain Research Institute, China Development Institute
Zhang Chijun, Director of the Vocational Education Division, International Talent Exchange Center, State Administration of Foreign Experts Affairs
Shen Tingbo, Legal Representative/Secretary-General of Qingdao Engineers Association
Experts from the industry, professional field, and education and training institutions who were granted appointment letters (listed in no particular order):
Song Zhanzhong, Chief Expert of Science and Technology Maker Academy
Wu Rui, Chief Expert of Tsinghua Qidi Intelligent Research Institute
She Yuanbo, founder of "Loves to Eat Carrots" Robot Technology (Shenzhen) Co., Ltd.
Wu Xinyu, PhD, Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences
Fang Haitao, PhD, Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences
Liu Jianchao, Bachelor of Science, Zhongyuan Zhiren Technology (Shenzhen) Co., Ltd.
Liu Yong, Operations Director of Dongguan Googol Automation Technology Co., Ltd.
Li Jie, General Manager of Shenzhen Kedi Cultural Communication Co., Ltd.
Zhou Ling, Deputy General Manager of Shenzhen Kedi Culture Communication Co., Ltd.
Zujineng, General Manager of Guangzhou Puhua Lingdong Robotics Technology Co., Ltd.
Zhu Guoyun, Senior Lecturer, Shenzhen No. 2 Senior Technical School
Tan Yuan, General Manager of Shenzhen Shiwei Automation Co., Ltd.
Dr. Tan Weijia, Shenzhen TEDA Robotics Co., Ltd.
Shao Yongfeng, General Manager of Shenzhen Orange Automation Co., Ltd.
Yu Maosong, General Manager of Shenzhen Chuangke Automation Control Technology Co., Ltd.
Zhang Yueliang, Technical Manager, Shenzhen Haifeng Robotics Application Technology Co., Ltd.
Li Jun, Assistant to the Chairman of Hunan Kelier Motor Co., Ltd.
Yu Renchong, Technical Director of Guangzhou Lansheng Intelligent Technology Co., Ltd.
Liao Lining, General Manager of Shenzhen Leo Intelligent Manufacturing Co., Ltd.
Du Zhengzhi, General Manager of Shenzhen Pengcheng Intelligent Manufacturing Industry Development Co., Ltd.
Zhang Guangzhu, Technical Director of Shenzhen Shichun Intelligent Equipment Co., Ltd.
Luo Zhaotuo, co-founder and education director of Shenzhen Songming Industrial Co., Ltd.
Shen Xiaolong, General Manager of Shenzhen Tongchuan Technology Co., Ltd.
CTO of Shixi EasyVision Smart Vision Technology (Shenzhen) Co., Ltd.
Yu Xianming, General Manager of Zhongzheng Qixiu Education (Shenzhen) Co., Ltd.
Huang Shaowei, CEO of Guangzhou Yuneng Information Technology Co., Ltd.
Huo Lanyu, Vice Dean of Teaching, School of Electrical Engineering, Hunan Vocational College of Mechanical and Electrical Engineering
Luo Jianhui, full-time teacher at Hunan Vocational College of Mechanical and Electrical Engineering
Meikai, a teacher at Hunan Vocational College of Mechanical and Electrical Engineering
Wu Dongliang, Director of the Teaching and Research Office, Hunan Mechanical and Electrical Vocational Technical College
Fu Qiang, Lecturer at Beijing Information Vocational and Technical College
Li Denghua, Chief Expert, Beijing Information Science and Technology University
Zhao Jianwei, Director of the Mining Robotics Research Center, China University of Mining and Technology (Beijing)
Geng Jingtao, Head of the Mechatronics Teaching and Research Section, Hebei Chemical and Pharmaceutical Vocational and Technical College
Hou Yi, Deputy Director of Guizhou Aerospace Vocational and Technical College
Liu Chaoyang, Senior Engineer, Weinan Vocational and Technical College
Shengkai Hefei Vocational and Technical College Master's Degree
Tan Lixin, Dean of the School of Electronic Engineering, Hunan Information Vocational and Technical College
Wang Shuang, PhD, Tianjin Vocational Technical Normal University
Wei Yong, Associate Professor, College of Engineering and Technology, Tianjin Agricultural College
Yao Bo, Department Head of Yuncheng Vocational and Technical College
Zhang Guocai, Director of the Network Technology Teaching and Research Office, Shanxi Vocational College of Economics and Trade
Project responsible unit:
Institute of Labor Science, Ministry of Human Resources and Social Security of China
Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences
Shenzhen Robotics Association
Qixiu Education Technology Group
CAS Makers Academy
For more information, please visit the Industrial Robots channel.
