RoboCup - developing skills in safe robotics

"<< Background >>Robotics is the key driver of competitiveness and flexibility in large scale manufacturing industries and, more importantly, is becoming relevant for smaller manufacturing industries. However, one of the main factors jeopardising its implementation is related to safety and security, especially when robots interact with humans – the collaborative robots. There is a lack of skilled workforce, and not all EU countries have robotics in their VET-curricula. In Denmark at the time of the application, it was estimated a potential of 90.000–150.000 jobs directly linked to development and implementation of automation technology moving towards 2030. By the time of final reporting, according to the Statista ""The size of the global industrial automation market reached some 175 billion U.S.dollars in 2020. The market is expected to grow at a compound annual growth rate (CAGR) of around nine percent until 2025. In 2025, the size of the global industrial automation market should reach roughly 265 billion U.S. dollars. ( Martin Placek, April 4, 2023)"". It was clear to the partner schools that the current education patterns doesn´t fulfil the amounts of skilled labour force needed , and we could do our small part in allevating this issue. << Objectives >>We wanted to create a robotics curriculum that would make our VET programs more attractive to students and new colleagues, and help bridge the skills gap in robotics. The students' abilities to direct their own activities, be team players, as well as developing other social and interaction skills are also increasingly important and sought after in any workforce. Robocup helped address these points through the chosen methodology of MicroChallenges, where we enhanced and supported the development of students’ soft skills, combined with learning and practicing on safety in robotics. VET-schools struggle to find and attract skilled robotics teachers. It therefore made sense to join forces in offering a common learning environment to learners, in enriching teaching, in development of teaching and learning content together, and in sharing of knowhow amongst teachers already in employment with the partners.<< Implementation >>We carried out the four MicroChallenges (MCs) as planned. The MCs were at the same time TPMs and LTTAs. Every MC involved four students, two teachers and one coordinator from each partner. The MCs consisted of a five-day program involving icebreakers and team-building activities, cultural visits and inputs besides from the robotics learning goals. We created transnational teams of four - one student from each partner/country in each team. The students worked together for four days, solving the robotics challenge given. On the last and fifth day the teams presented their solutions to the teachers and a panel of external experts<< Results >>The main output is a ready-to-use manual for other institutions to use freely. Either to run a full RoboCup - all four MicroChallenges, or to pick and choose one or several of the challenges, based on their resources and needs. The manual is available through the website https://robocup.website/, which also provides tutorial videos, testimonials, and video material from all four MicroChallenges. An additional output from the project is the establishment of The Network for RoboCompetition, with the original RoboCup partners, together with seven new partners from around Europe. The network is already operational and has pr now organised two new RoboCompetitions, with two more planned the coming year."