Education Task Force Meeting

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Education Task Force Meeting
40th ECCE Meeting Zagreb, 1 2 Octobre 2004
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European Council of Engineers Education Task
Force - Action plan for 2004
1. Participation at the Thematic Network Project
EUCEET II (European Civil Engineering Education
and Training) A meeting of the Education Task
Force will take place in Malta, on the occasion
of the Second EUCEET II General Assembly, 6-7 May
2004. The involvement of ECCE members in the
EUCEET II will be focused on the following
Specific Projects(in parenthesis the name of
Chairman of the Working Group) SP. 9 Enhancing
the attractiveness of civil engineering
profession (F.G. Baron, Conseil National des
Ingenieurs et Scientifiques de France) SP.10
Specialised knowledge and abilities of graduates
of civil engineering programmes (L. Boswell, City
University London) SP.11 Academic and
professional recognition and mobility of European
civil engineers (C. Ahrens, University of Applied
Sciences Oldenburg and European Council ofCivil
Engineers) SP.12 Lifelong learning in civil
engineering(P. Latinopoulos, Aristotle University
Thessaloniki) State-of-the art reports on EUCEET
II and on ECCE involvement in EUCEET II will be
presented at the 39th ECCE meeting in Moscow
21-23 May 2004, and at the 40th ECCE meeting in
Zagreb.
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2. Follow-up of the Bologna process Education
Task Force will collect from ECCE members
information on the changes occurring in their
country as a result of the Bologna process. A
synthesis will be prepared before the Moscow
meeting and updated for the Zagreb meeting. 3.
Contribution to the ECCE volume "Civil
Engineering Profession in Europe" Members of the
Education Task Force will contribute to the ECCE
volume "Civil Engineering Profession in Europe",
in particular to the chapter on civil engineering
education.
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ECCE involvement in EUCEET
40th ECCE Meeting Zagreb, 1 2 Octobre 2004
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(No Transcript)
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ECCE partnership in EUCEET
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ECCE - EUCEET synergy1. Participation at the
EUCEET SP.9 (Enhancing the attractiveness of
civil engineering profession)1.1 Provide data on
the SP.9 statistics and the short national report
by 1st July 20041.2 Provide data for ETF
Questionnaire by 1st September 20042.
Participation at other EUCEET Specific Projects
launched in MaltaSp.3 Environmental and
sustainable development matters in civil
engineering educationSP.4 Non-technical subjects
in civil engineering educationSP.12 Lifelong
learning in civil engineeringThe participation
will be made at the request of the Chairmen of
respective Specific Projects. 3. Contribution to
the EUCEET-Tuning Task ForceCooperate with
universities participants in the EUCEET-Tuning
Task Force in the selection of employers to be
asked to respond to the Questionnaire for generic
competences.
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ECCE members which provided input for the report
of the EUCEET Specific Project 9 "Enhancing the
attractiveness of civil engineering" (entry and
graduation statistics, size of the
industry, starting salaries, brief description of
the national situation)
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Questionnaire for the ECCE inputto the EUCEET
Specific Project 9"Enhancing the attractiveness
of the civil engineering profession"

• Is the number of students wanting to become civil
  engineer declining in your country?
• Is the level of students entering the civil
  engineering schools/ universities in your country
  declining?
• Is the number of students wanting to enter the
  engineering profession generally declining in
  your country?
• Is the level of students entering the schools/
  universities in your country declining?
• Is the Civil Engineering profession in your
  country satisfied with the quality and quantity
  of its members?
• If the profession is not satisfied, please
  indicate briefly the main areas of concern
  (salaries, technical competence, lack of generic
  skills, lack of specific skills etc).
• What are the specific actions being taken by your
  country to overcome any problems you have
  identified?
• What are the specific actions being taken by your
  organisation to enhance the attractiveness of
  civil engineering profession among young and very
  young people?

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The impact of the Bologna processon civil
engineering education and profession in Europe
40th ECCE Meeting Zagreb, 1 2 Octobre 2004
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It is worth to quote the Action line 2 in the
Bologna Declaration in extenso Adoption of a
system essentially based on two main cycles,
undergraduate and graduate. Access to the second
cycle shall require successful completion of
first cycle studies, lasting a minimum of three
years. The degree awarded after the first cycle
shall also be relevant to the European labour
market on an appropriate level of qualification.
The second cycle should lead to the master and/or
doctorate degree as in many European countries.
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Civil Engineering education in Europe as the
level of the academic year 1999-2000
(as revealed by the survey undertaken by the
Working Group A in EUCEET - ICurricula in
Civil Engineering Education at undergraduate
level) 113 answers from 26 countries
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Civil Engineering Education in Europepost Bologna
Short
Integrated
Two-tier
SCD Second CycleDegree
Long Study Programmes 5 years
Second cycle Study 1 - 2 years
60-90-120 ECTS
FCD First Cycle Degree
Short Study Programmes 3 - 4 years
First cycle Study 3 4 years
180 240 ECTS
300 ECTS
180-210-240 ECTS
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The BA-MA-DO Structure in civil engineering
education
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• Two main approaches for splitting a former
  INTEGRATED programme in a TWO - TIER programme,
• The difference is made by the role (character,
  position) given to the new Bachelors degree
• A Bachelors degree being in itself relevant to
  the European labour market (as required by
  Bologna)
• A Bachelors degree seen primarily a break
  (pivot point, stepping stone) suitable for
  mobility

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Shift from the INTEGRATED programmes to the
TWO-TIER programmes
1 Only for the specialization "Civil Engineering
and Architecture" at CTU Prague 2 At certain
Technical Universities
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Degree structures at universities
1 Only at the University of Architecture, Civil
Engineering and Geodesy, Sofia 2 At certain
Technical Universities 3 Only at the Norwegian
University of Sciece and Technology, Trondhein 4
At certain Technical Universities 5 At certain
Universities
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Civil engineering education in Europe at the
level of the academic year 2003-2004

• (as revealed from Reports received from 25
  European countries).
• Changes in respect to the previous map

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Civil engineering education in Europe at the
level of the academic year 2005andbeyond
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"EUCEET is supporting and encouraging the
application of the idea of two-tier education
system in Civil Engineering as suggested in
Bologna Declaration. The adoption of a system
based on two main cycles, whenever takes place,
must take into consideration the specificity of
the civil engineering education and profession.
Civil engineers perform and provide services to
the community with significant implications for
public safety and health. As a consequence, the
first cycle in civil engineering education shall
be relevant to the labour market and shall ensure
graduates with a level of competences tuned to
the substantial responsibilities of the
profession. A duration of 4 years (or the
equivalent of 240 ECTS credits) seems to fit that
purpose.
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A 4-year duration of the first cycle in civil
engineering education is aimed also at
facilitating transnational recognition of degrees
and professional mobility of European civil
engineers. In this respect, due consideration
has to be given to the fact that various
alliances between engineering organizations, such
as Washington Accord and the Engineers Mobility
Forum, have established that the required
academic component of the qualification of a
professional engineer should be 4 or 5 years full
time study in University. The existing
integrated 5-year curricula in civil engineering,
leading straight to a Masters degree, is also
compatible with the letter and spirit of the
Bologna Declaration and with the vision of a
European Higher Education Area".
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The reaction of the industry
A process of the extent and complexity as the
Bologna process should interest other
stakeholders besides the academics. For instance,
the industry. A first observation to make is that
in most countries there is no a framework for a
proper consultation and participation of the
industry regarding the changes in the higher
education. Under such circumstances, it was hard
to expect a reaction from the industry. On the
other hand, too little time passed since the
occurrence of changes, where they do occurred so
far, to enable the industry to make a
judgement. Skepticism seems to be the word to
best characterize the reaction of the industry
towards the extension of the cycles system in
engineering education in Europe. And "wait and
see" attitude, until the cohorts of graduates of
the new programmes will join the industry.
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The reaction of the professional associations
Professional associations which are involved in
the professional recognition of engineering
graduates have strong reasons to watch the
Bologna process. In few countries, however, a
public and official stance was taken. One such
exception is the Institution of Engineers of
Ireland (IEI) which launched in November 2003 a
proposal called entitled "A New Structure for
Engineering Education in Ireland - Implementation
of the Bologna Declaration" 15. A five-year
integrated Master degree is proposed, with a
Bachelor degree (of "pivot" type) at the end of
year three. Another proposal is for a three year
engineering technology degree to run parallel,
with possibility of transfer from engineering
technology bachelor degree to year four of
engineering master degree only on completion of
bridging studies including mathematics. As one
can recognize, in the vision of IEI the
implementation of the Bologna Declaration means a
move from the anglo-saxon system to the
continental system, with programmes put in
parallel. In Italy, the Italian Engineering Board
(Consiglio degli Ingegneri) was never in favour
of a 3-year first level degree. However, a law
allows holders of such a title to apply for the
recognition as professionals. In countries where
new Bachelor's degrees are created by splitting
the integrated 5-year programmes (32 formula)
there seems to be a real concern of professional
associations in respect to the length of the
first professional degree. The prevailing opinion
is that the first professional degree can only be
the Master's degree.
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Enhancing the Bologna processThe TUNING Project
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The Tuning Methodology

• Line 1 Generic competences
• Consultation with graduates, employers and
  academics on the importance of 30 generic
  competences and an evaluation of how well HE
  institutions develop them.
• Line 2 Subject specific competences (knowledge,
  understanding and skills)
• Mapping of subject areas and development of
  common reference points and subject specific
  competences of each of the pilot disciplines.
• Line 3 ECTS as a European credit accumulation
  system new perspectives
• Development of ECTS as a tool for programme
  design basis is student workload measured in
  time.
• Line 4 Mapping of approaches to teaching /
  learning and assessment in different countries
• Line 5 Quality enhancement
• Management Committee

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TUNING Questionnaires for generic
competences Questionnaire for Employers and
Graduates
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(No Transcript)
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Questionnaire for academics
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QUESTIONNAIRE FOR ACADEMICS
(specific competences in civil engineering, Prelim
inary form prepared at the EUCEET-Tuning Task
Force meeting in Paris, on 24th September 2004
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(continuare)
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Extending the Bologna processThe SOCRATES-
TEMPUS Participation Projects
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EUR-ACEA project initiated and built by members
of ESOEPE European Standing Observatory for the
Engineering Profession and Education

• The EUR-ACE project aims at setting up a European
  system for accreditation, with the following main
  aims
• provide an appropriate European label to the
  graduates of the accredited educational
  programmes
• improve the quality of educational programmes in
  engineering
• facilitate trans-national recognition by the
  label marking
• facilitate recognition by the competent
  authorities, in accord with the EU Directives
• facilitate mutual recognition agreements.
• In accordance with the EHEA framework, the
  accreditation will distinguish between graduates
  of the first and second study cycle.
• The system will be based on a set of common
  European standards, that will be proposed, tested
  in a number of countries, refined and tuned, and
  then tested again in order to achieve the largest
  consensus. Also, a detailed proposal will be
  formulated on how to set up and run the system
  that must become self-supporting within few years.

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EUR-ACE partnership

• Contracting institution
• FEANI (Fédération Européenne dAssociations
  Nationale d Ingénieurs)
• Coordinator (project manager)
• Prof. Giuliano Augusti (Universita La Sapienza
  Rome)
• Other partners
• FEANI (Fédération Européenne dAssociations
  Nationale dIngénieurs)
• SEFI (Société Européenne pour la Formation
  dIngénieurs),
• CAESAR (Conference of European Schools for
  Advanced Engineering Education and Research),
• ASIIN (Fachakkreditierungsagentur für Sudiengange
  der Ingenieurwissenschaften, der Informatik, der
  Naturwissenschaften und der Mathematik e.V.),
• C.T.I. (Commission des Titres dIngénieurs),
• EUROCADRES (Conseil des Cadres Européens),
• ENQHEEI (European Network for Quality of Higher
  Engineering Education for Industry)
• I.E.I. (The Institution of Engineers of Ireland)
• CoPI ( Conferenza dei Presidi delle Facolta di
  Ingegneria Italiane,
• UNIFI ( Università degli Studi di Firenze)
• EC UK (Engineering Council UK)
• UAICR (Union of Associations of Civil Engineers
  of Romania)
• Ordem dos Eugenheiros Portugal
• .

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Planned activities of EUR-ACE
The project is planned for 18 months, starting
on 1st September 2004 and ending on 31st December
2005. Five stages are previewed in the
development of the project. Stage 1 Defining
common procedures, standards and templates
(September 2004 - November 2004) Stage 2 Testing
EUR-ACE criteria and procedures in 10-12 European
countries (December 2004 - February 2005) Stage
3 Refinement of procedures and standards (March
- April 2005). Stage 4 Re-testing (May-October
2005)
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Stage 5 Wrapping up the project (November -
December 2005), leading to several outputs, among
which accreditation standards, distinct for
First Cycle and Second Cycle degrees but not
"branch specific" template for publishing the
results of the evaluation/

• accreditation procedures
• make-up and terms of reference of the
  organisations that should run the award of the
  European Accreditation
• database on accreditation procedures
• database on European-accredited engineering
  programmes