2020年培訓設施規范和標準設備清單：機電技術 - 亞洲開發銀行（英文版）（68頁）.pdf

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1、ASIAN DEVELOPMENT BANK Training Facility Norms and Standard Equipment Lists VoLumE 2 Mechatronics technology NoVEmBER 2019 Fook Yen Chong and Raymond Tay ASIAN DEVELOPMENT BANK Training Facility Norms and Standard Equipment Lists VoLumE 2 Mechatronics technology NoVEmBER 2019 Fook Yen Chong and Raym

2、ond Tay Creative Commons Attribution 3.0 IGo license (CC BY 3.0 IGo) 2019 Asian Development Bank 6 ADB Avenue, Mandaluyong City, 1550 Metro Manila, Philippines Tel +63 2 8632 4444; Fax +63 2 8636 2444 www.adb.org Some rights reserved. Published in 2019. ISBN 978-92-9261-828-5 (print), 978-92-9261-82

3、9-2 (electronic) Publication Stock No. TCS190491-2 DOI: http:/dx.doi.org/10.22617/TCS190491-2 The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies ofthe Asian Development Bank (ADB) or its Board of Governors or the governments they re

4、present. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of

5、a similar nature that are not mentioned. By making any designation of or reference to a particular territory or geographic area, or by using the term “country” inthis document, ADB does not intend to make any judgments as to the legal or other status of any territory or area. This work is available

6、under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) https:/creativecommons.org/licenses/by/3.0/igo/. By using the content of this publication, you agree to be bound bytheterms of this license. For attribution, translations, adaptations, and permissions, please read the provisions

7、andterms of use at https:/www.adb.org/terms-use#openaccess. This CC license does not apply to non-ADB copyright materials in this publication. If the material is attributed toanother source, please contact the copyright owner or publisher of that source for permission to reproduce it. ADB cannot be

8、held liable for any claims that arise as a result of your use of the material. Please contact pubsmarketingadb.org if you have questions or comments with respect to content, or if you wish toobtain copyright permission for your intended use that does not fall within these terms, or for permission to

9、 use theADB logo. Corrigenda to ADB publications may be found at http:/www.adb.org/publications/corrigenda. Note: In this publication, “$” refers to United States dollars. Photos by Nanyang Polytechnic International and ITE Education Services in Singapore. Cover design by Joe Mark Ganaban. Printed o

10、n recycled paper iii CoNTENTS TABLES ANd FIGuRES iv ACkNowLEdGmENTS v ABBREVIATIoNS vi ExECuTIVE SummARY vii 1. INTRoduCTIoN 1 2. BASIC ELECTRICAL ANd ELECTRoNICS TRAINING LABoRAToRY 5 2.1 Basic Electrical Laboratory 6 2.1.1 Training Facility Norms 7 2.1.2 Standard Equipment List 9 2.1.3 Sample Phot

11、os for Electrical Workstation 11 2.2 Electronics Laboratory 12 2.2.1 Training Facility Norms 13 2.2.2 Standard Equipment List 14 2.2.3 Sample Photo for Electronics Laboratory 16 3. HYdRAuLICS ANd PNEumATIC TRAINING FACILITIES 17 3.1 Hydraulics Laboratory 18 3.1.1 Training Facility Norms 19 3.1.2 Sta

12、ndard Equipment List 21 3.1.3 Sample Photo for Hydraulic Laboratory 24 3.2 Pneumatic Laboratory 25 3.2.1 Training Facility Norms 26 3.2.2 Standard Equipment List 28 3.2.3 Sample Photos for Pneumatic Laboratory 31 4. mECHATRoNICS TRAINING FACILITIES 32 4.1.1 Training Facility Norms 33 4.1.2 Standard

13、Equipment List 35 4.1.3 Sample Photos for Mechatronics Laboratory 39 5. PRoGRAmmABLE LoGIC CoNTRoLLER, SENSoR, ANd VISIoN LABoRAToRY 40 5.1.1 Training Facility Norms 41 5.1.2 Standard Equipment List 43 5.1.3 Sample Photos of Programmable Logic Controller, Sensor, and Vision Laboratory 46 6. INduSTRI

14、AL PRojECT LABoRAToRY 47 6.1.1 Training Facility Norms 48 6.1.2 Standard Equipment List 50 6.1.3 Sample Photos for Industrial Project Laboratory 56 REFERENCES 57 iv TABLES ANd FIGuRES Tables 1 Floor Area Requirement for Basic Electrical Technology Laboratory 7 2 Laboratory and/or Workshop for Basic

15、Electrical Technology Laboratory 8 3 Basic Electrical Technology Workshop Equipment Specification 9 4 Floor Area Requirement for Electronics Laboratory 13 5 Laboratory and/or Workshop for Electronics Laboratory 14 6 Electronics Laboratory Equipment Specification 15 7 Floor Area Requirement for Hydra

16、ulic Laboratory 19 8 Laboratory and/or Workshop for Hydraulic Laboratory 20 9 Hydraulic Laboratory Specification 21 10 Floor Area Requirement for Pneumatic Laboratory 26 11 Laboratory and/or Workshop for Pneumatic Laboratory 27 12 Pneumatic Laboratory Equipment Specification 28 13 Floor Area Require

17、ment for Modular/Flexible Manufacturing System Laboratory 33 14 Laboratory and/or Workshop for Modular/Flexible Manufacturing System Laboratory 34 15 Modular/Flexible Manufacturing System Laboratory Equipment Specification 35 16 Floor Area Requirement for Programmable Logic Controller, Sensor, and V

18、ision Laboratory 41 17 Laboratory and/or Workshop for Programmable Logic Controller, Sensor, and Vision Laboratory 42 18 Programmable Logic Controller, Sensor, and Vision Laboratory Equipment Specification 43 19 Floor Area Requirement for Industrial Project Laboratory 48 20 Laboratory and/or Worksho

19、p for Industrial Project Laboratory 49 21 Industrial Project Laboratory Equipment Specification 50 Figures 1 Layout of Basic Electrical Technology Laboratory 7 2 Layout of Electronics Laboratory 13 3 Layout of Hydraulic Laboratory 19 4 Layout of Pneumatic Laboratory 26 5 Layout of Modular Manufactur

20、ing System Laboratory 33 6 Layout of Programmable Logic Controller, Sensor, and Vision Laboratory 41 7 Layout of Industrial Project Laboratory 48 v ACkNowLEdGmENTS T he Asian Development Bank (ADB) has ramped up lending to the technical and vocational education and training (TVET) sector in recent y

21、ears. TVET institutions are instrumental in strengthening skills and entrepreneurial capabilities of young people. Improving access, quality, equity, and relevance of TVET is therefore critical to meeting the aspirations of the youth and industry needs. Education and skills development are often una

22、ble to keep up with the pace of technological changes, and TVET systems need to adopt new technologies much faster under the fourth industrial revolution. Recent technological developments in the area of artificial intelligence, the Internet of Things, big data analytics, and machine learning have h

23、uge implications for TVET. Constant updating of TVET facilities, instructor competencies, and the training system needs to be accelerated. This ADB technical specification reference guide aims to provide guidance to TVET policymakersand practitioners in the adoption of good practices for the design

24、of training facility norms and standard equipment lists based on industry standards. These specifications are indicative, and should be further contextualized based on the actual needs of the TVET institutions. This volume is the second in a series of technical specification reference guides that co

25、ver four strategic trades in the field of manufacturing: (i) precision engineering or machining, (ii) mechatronics technology, (iii) mechanical technology, and (iv)electricaltechnology. Precision machining uses cutting tools to produce parts and components widely used in automotive parts and compone

26、nt manufacturing, aerospace parts frames, components manufacturing, and die or mold making. Mechatronics technology combines mechanical, electronics, computer, and electrical technology to support automation in manufacturing processes. Mechanical technology is the application of engineering and scie

27、ntific principles to ensure the smooth operation and efficient use of machinery and mechanical equipment. Electrical technology is the application of science and engineering principles to install, operate, maintain, and repair electrical instruments and wiring in residential, commercial, and industr

28、ial settings. Fook Yen Chong, Social Sector Specialist, Human and Social Development Division (SAHS), South Asia Department, ADB, and Raymond Tay, ADB consultant in Singapore, prepared this volume. The peer reviewers were Shamit Chakravarti, Principal Social Sector Specialist, Human and Social Devel

29、opment Division, Southeast Asia Department; and Francis Arcenal, TVET Consultant in the Philippines. Ryotaro Hayashi, SAHS provided valuable comments, Alfredo P. Garcia and Ma. Cristina S. Bardos, SAHS provided administrative assistance. The authors are also grateful for the cooperation of Nanyang P

30、olytechnic International and ITE Education Services in Singapore for taking photos of their training facilities at their campus. Sungsup Ra Director, Human and Social Development Division South Asia Department, ADB vi ABBREVIATIoNS ADB Asian Development Bank ILO International Labour Organization PLC

31、 programmable logic controller TVET technical and vocational education and training UNESCO United Nations Educational, Scientific and Cultural Organization vii ExECuTIVE SummARY T he design and implementation of technical and vocational education and training (TVET) projects require good guidance to

32、 ensure that the project moves forward in the right direction. Currently, many developing Asian countries face challenges, such as time pressure to deliver project outcomes and results, building capacity quickly, making appropriate policy changes, and providing sustainable resources and results. Thi

33、s reference guide on the indicative norms for the design of training facilities and standard equipment lists has been prepared to support developing member countries in delivering better and faster reforms in TVET. It provides examples and guidance to users in making decisions about ideal technical

34、specifications when establishing training facilities for mechatronics technology training programs. It also identifies equipment specifications aligned with current industry standards. Ideally, training facility norms and equipment lists should be based on existing curriculum standards defining dept

35、h of skills and specific pedagogic requirements. To mitigate possible curriculum discrepancies, the authors adopted a basic principle that the training facility norms and standard equipment lists should be adaptable for postsecondary TVET courses to train entry- level machinists for work in develope

36、d and/or newly industrialized countries. The training facility norms and standard equipment lists are aligned to a well-established machining workshop. Care has been taken to consult with industry, and to benchmark against reputable TVET institutions. While this reference guide cannot substitute for

37、 up-to-date and industry-aligned curricula and pedagogic requirements, it focuses on critical underlying parameters such as space, safety, student-to-equipment ratio, circulation area, and adequacy of teaching facilities. The authors also adopted the principle of equipment-to-student ratio at 1:1, 1

38、:2 or 1:4based on best practices in different institutions. Depending on the available budget and how well teachers can adapt to different pedagogical approaches, the equipment-to-student ratio needs to be configured differently. This reference provides broad guidance and should not be mechanically

39、applied to different settings. Users are strongly encouraged to customize these indicative specifications and guidelines according to industry needs, education requirements, budgetary availability, local regulatory requirements (safety and building), and curriculum standards. It is necessary to focu

40、s on industry curriculum alignment within the limitations of budget and resources. Predefining teacherstudent and studentequipment ratios as well as appointing the right experts to plan and design the training facilities are also crucial. Training facility norms and standard equipment lists improve

41、the design of TVET projects. There is a need to provide training facilities that meet the requirements ofthe fourth industrial revolution to develop students with “future-ready” skills. 1 INTRoduCTIoN 1 d uring 20092011 and 20152017, the Asian Development Bank (ADB) increased total sovereign lending

42、 to the education sector in the Asia and Pacific region by $1 billion from $1.4 billion to $2.4 billion. Within this sector, the share of lending for technical and vocational education and training (TVET) increased from 12.8% to 57.5%, a reflection of the growing emphasis being given by developing m

43、ember countries to skills development. Many ongoing and proposed pipeline projects have substantial civil works involving upgrading and construction of training facilities and procurement of goods, such as training equipment. However, improvement of the technical specifications can be further define

44、d and incorporated to ensure that training facilities meet both curriculum and industry requirements. Often, TVET executing and implementing agencies in developing countries lack the technical expertise to design quality training facilities. They may spend considerable time in preparing training equ

45、ipment specifications without knowledge of the latest industry requirements, and inadvertently procure inferior quality equipment that do not meet the latest curriculum or industry standards. ADB has initiated the development of training facility norms and standard equipment lists to provide indicat

46、ive guidance. These are meant to be references for executing and implementing agencies as they plan the construction of training infrastructure and procurement of training equipment. This reference guide will be useful in designing new TVET projects particularly in the mechatronics technology. RaTio

47、nalE foR DEVEloping TRaining faciliTy noRms anD sTanDaRD EquipmEnT lisTs Training facility norms and standard equipment lists will improve the design of TVET projects. Many TVET buildings have been designed and built like general education school buildings. However, it is very important for TVET tra

48、ining facilities to be designed in line with curriculums that reflect industry standards and requirements. Pedagogical, safety, and health requirements should be defined properly and incorporated into the design of the facilities. Electrical loading, floor loading, and space requirements require pro

49、per computation and measurement. The ratios of students to equipment, and teacher to students, should also be defined based on industry requirements. Architects and construction companies should be adequately familiar with the training and equipment requirements of the specific training programs when designing TVET infrastructure. Often, the expectation is that they will incorporate the appropriate technical parameters and specifications as required by the TVET institutions. It is therefore important that executing and 2 Mechatronics Technology implementing agen