TRAINING GEOLOGISTS IN SPAIN: THE PROFESSIONAL POINT OF VIEW

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TRAINING GEOLOGISTS IN SPAIN THE PROFESSIONAL
POINT OF VIEW
Eur Geol Prof Manuel Regueiro y
González-Barros Secretary General of ICOG Past
President of the EFG Associated Professor.
University Complutense. Madrid
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SUMMARY

• 2008-2009. First year of application of Bologna
  in Geology in Spain
• Masters degrees adapted to EHEA operative since
  2005-06
• 10 universities producing graduates
• Geology programs offer around 1000 places/year
• Freshmen up until 2010-2011 around 639. For
  current course all places covered.
• Graduates 600 in 1998/99, 450 in 2007/2008.
  Expected output in 2011 more than 500.
• Employment Almost no unemployment (4) up until
  2009. Crisis has increased unemployment to 9.
• Total nº of geologists in Spain 6000
• Total nº of geological jobs 2011 100
• All study plans must be previously approved by
  the National Agency for Quality Assessment and
  Accreditation (ANECA) before they become legally
  in force.

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EUROPEAN CONVERGENCE IN SPAIN

• EUROPEAN SPACE FOR HIGHER EDUCATION (ESHE)

Framework document . February 2003 R.D.
(1044/2003) European supplement to degrees R.D.
(1125/2003) European system of credits and
qualifications R.D. 285/2004, 1830/2004 y
3686/2004 Homologation and equivalence of
foreign higher education degrees and
studies R.D. 55/2005 Official University
Graduate studies R.D. 56/2005 Official
University Postgraduate studies R.D. 1393/2007
Rearrangement of the Official University Studies
(BOE 30-10-2007)
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STRUCTURE OF HIGHER STUDIES IN SPAIN
UP UNTIL TODAY(1994 2002 Plans)
1ST CYCLE
(2 or 3 YEARS)
Lecturing period
Research Period ( Exam)
Thesis
(2 YEARS)
(2 YEARS THESIS)
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STRUCTURE OF HIGHER STUDIES IN SPAIN
ESHE REFORM
1st CYCLE
2nd CYCLE
3rd CYCLE
Thesis
(4 YEARS)
(1 or 2 YEARS)
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Royal decree BACHELOR

• Art. 9.1. The training to obtain a Bachelor
  degree should have the objective of providing the
  student with a general education in one or
  several disciplines, oriented to the preparation
  for the professional practise.
• 9.3. The name of the Bachelor degrees will be
  Graduated in (degree) by the university of
  (name of university)
• .

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Royal Decree MASTER

• Art. 10.1 The education provided in a Master will
  have the objective of providing the student with
  an advanced education of multidisciplinary or
  specialized character oriented to the academic
  or professional specialization or to promote the
  initiation to research activities.

• Surprisingly Masters degrees have been enforced
  before Bachelor degrees
• Master in 2007-08
• Bachelor 2008-09 2009-10 2010-11

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OFFICIAL MASTERS IN GEOLOGY IN SPAIN
UB-UAB Master in Geology
UAB-UB Master in Palaeontology
UAB-UB Master in Geophysics
UB-UO-UIMP Master in Crystalography
crystallization
UO Master in Geological Resources Geotechnics
UGR Master in Geology
UHU-UIA Master in Geology Environmental
Management or mineral resources
UZ Master in Foundamentals of Research in
Geology
UCM Master in Environmetal Geology Geological
Resources
UCM Master in Geological Engineering
Geotechnics
UCM Master in Palaeontology
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STRUCTURE OF HIGHER STUDIES IN SPAIN
TRANSITION TO ESHE (2007-08..)
1st 2nd CYCLE
2nd CYCLE
3rd CYCLE
(1 to 2 YEARS)
(3 to 5 YEARS)
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Bachelor Some differences with previous degrees

• 4 years for all degrees (3 Europe)

• 60 credits per year

• Credits ECTS 25-30 student working hours

• No general guidelines

• No fundamentals or free selection subjects

• No need to specify subjects except basic subjects

• Degrees are grouped by Branches

• Basic subjects of a branch (60 credits)

• Must fulfil National Accreditation Agency criteria

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• Participation in Tuning I
• 2001-2002

2. Geology Deans Conference 2002-2003 Working
document on the Spanish studies of geology in the
ESHE
3. White book of the National Accreditation
Agency (ANECA) The Bachelor degree on Geology
November 2003 February 2004
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STRUCTURE OF THE STUDY PLANS
MODULES MATTERS SUBJECTS
BASIC MATTERS MODULE (60 ECTS) END OF DEGREE
ASSIGNMENT
Professional (51 to 108)
Fundamental
Basic Matters
Project
End of career assignment
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OFFICIAL POSTGRADE PROGRAM UCM
OPP GEOLOGY AND GEOLOGICAL ENGINEERING
Since 2007-08

• UCM Master in Geological Engineering
  Geotechnics
• UCM Master in Palaeontology
• UCM Master in Environmental Geology Geological
  Resources
• Specialist inSedimentary Basins Energy
  Resources
• Specialist in Hydrogeology and soils
• Specialist in Processes and dynamics of the
  lithosphere
• Specialist in Mineral Resources and
  Industrial Rocks
• Specialist in Geological Hazards and Land Use
  management
• Doctorate

Quality Award
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LEARNING OUTCOMES

• ACADEMIC LEARNING OUTCOMES
• Established in the academic plan
• PROFESSIONAL LEARNING OUTCOMES
• Defined by the professional body in terms of what
  professionals do know
• There is no system yet in place to check that a
  graduate has acquired the knowledge claimed by
  the academia

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ACADEMIC LEARNING OUTCOMES

• GENERAL COMPETENCES
• GC1. Recognise and use paradigms, concepts and
  principles of Geology
• GC2. Collect and integrate several types of data
  and observations with the objective of cheeking a
  hypothesis
• GC3. Apply knowledge to study and solve known or
  unknown geological problems.
• GC4. Valorise the need of intellectual integrity
  and of the professional codes of conduct
• GC5. Recognise the points of view and opinions of
  other experts and integrate multidisciplinary
  information to solve geological problems
• GC6. Develop the necessary skills to be
  autonomous and for the continual professional
  development along the whole professional life
  self-discipline, self-management, independent
  work, time management and organization skills
• GC7. Identify objectives for the personal,
  academic and professional development, and work
  to achieve them.
• GC8. Develop an adaptable and flexible study and
  work method.
• GC9. Cite the references used in the works in an
  adequate manner
• GC10. Use internet in a critical way as a
  communication tool and as source of information
• GC11. Understand and use various sources of
  information (text, numbers, verbal and graphic).
• CG12. Transmit the geological information
  adequately in written verbal and graphic form, to
  different types of audiences.

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ACADEMIC LEARNING OUTCOMES
SPECIFIC COMPETENCES SC1. Know how to use the
basic principles of Physics, Chemistry,
Mathematics and Biology to the knowledge of Earth
and to understand the geological processes. SC2.
Adequate knowledge of other disciplines relevant
to Geology SC3. Capacity to identify and
characterize the properties of the various
geological materials and processes using
geological methods SC4. Knowledge of how to
relate the properties of the matter with its
structure. Knowledge to identify and characterize
geological materials using instrumental
techniques, as well as to determine their forming
processes and their applications. SC5. Capacity
to analyze the distribution and structure of the
different types of geological materials and
processes in different scales of geological time
and space. Knowledge of the correlation
techniques and their interpretation SC6.
Knowledge to differentiate minerals, rocks and
their association and the processes that generate
them and their time span. SC7. Knowledge of the
techniques to identify fossils and to use them in
the interpretation and dating of ancient
sedimentary environments SC8. Knowledge to
recognize geomorphologic systems and the
interpretation of surface formations. SC9.
Knowledge to recognise, represent and rebuilt
tectonic structures and the processes that
generate them. Knowledge to correlate the
characteristics of rocks with their petrogenetic
processes. Knowledge to relate type of rocks with
geodynamic environments. SC10. Evaluate the
quality, advantages and limitations of the
various geological methods and their contribution
to the knowledge of the Earth.
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ACADEMIC LEARNING OUTCOMES

• SC11. To know and understand current
  environmental processes and their associated
  hazards, as well as the need both of exploiting
  and preserving the resources of the Earth.
• SC12. To know how to use the geological knowledge
  in the benefit of the social demand of resources
  to exploit, evaluate, extract and manage them in
  accordance with sustainable development. To know
  how to provide solutions to geological solutions
  in geology applied to engineering.
• SC13. To know how to describe, analyze, evaluate,
  plan and manage the physical environment and the
  geological heritage.
• SC14. Valorise the problems of selection,
  precision, accuracy and uncertainty of samples
  during collection, filing and analysis of field
  and laboratory data.
• SC15. To be able to obtain, collect, store,
  analyze and represent samples, using the adequate
  techniques of field, laboratory and office.
• SC16. To be able to obtain process, interpret and
  present data using qualitative adequate
  quantitative techniques and software.
• SC17. To be able to integrate field and
  laboratory data with the theories, concepts and
  principles of the discipline, following a
  sequence from observation to recognition,
  synthesis and modelling.
• SC18. To be able to elaborate and interpret
  geoscientific and geological maps and other means
  of representation (columns, geological sections,
  etc)
• SC19. To carry out field and laboratory work in a
  responsible and safe manner, giving the necessary
  attention to the evaluation of risks, rights of
  accession, health and safety legislation and the
  impact of the work done on the environment.

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ACADEMIC LEARNING OUTCOMES
TRANSVERSE COMPETENCES TC1. Acquire synthesis
and analysis capabilities.TC2. Prove critical
and self-critical reasoning.TC3. Acquire
capacities of organisation, planning and
execution.TC4. Acquire the capacity to
communicate in written and verbal form in
Spanish.TC5. Acquire the capacity to manage
information.TC6. Acquire the capacity to solve
problems.TC7. Acquire the capacity to take
decision and to manage human resources.TC8.
Acquire the capacity for team as well as for
autonomous work.TC9. Acquire skill for
interpersonal relationsTC10. Acquire the
capacity for self-learningTC11. Acquire the
capacity to adapt to new situationsTC12. Prove
creativity and initiative and spirit of
entrepreneur TC13. Prove motivation for quality
in the development of activities TC14. Acquire
sensibility for environmental matters
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PROFFESIONAL LEARNING OUTCOMES

• BASIC GEOLOGY
• Study, identification and classification of
  geological materials and processes, as well as
  the results of such processes.
• Study, identification and classification of
  fossil remains, including the signals of organic
  activity.
• Research, development and quality control of
  geological processes applied to the industry ,
  construction, mining, agriculture, environment
  and services.
• Geological, geochemical, petrographic,
  mineralogical and spectrographic studies and
  tests and any other technique applied to
  geological materials.
• Geological and thematic mapping related to Earth
  Sciences.
• Technical and scientific advice in geological
  subjects.
• Education of geology.
• Soil projects, studies and mapping.
• Studies and projects of remote sensing and
  geographical information systems applied to
  geology
• Planetary geology
• Any other professional activity related to
  geology and Earth Sciences.

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PROFFESIONAL LEARNING OUTCOMES

• MINERAL RESOURCES
• Production, transformation, handling,
  preservation, identification and quality control
  of geological and mining resources.
• Reports, studies and projects for the production,
  transformation and control in relation with
  geological and mining resources.
• Drafting and management of exploration and
  research projects of geological and mining
  resources.
• Planning and rational exploitation of geological,
  mining, energy and environmental resources and
  renewable energies.

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PROFFESIONAL LEARNING OUTCOMES

• ENVIRONMENT
• Identification, study and control of phenomenon
  affecting environment preservation.
• Organisation and management of Natural Protected
  Spaces whatever the degree of protection,
  Geological Parks and Science Museums.
• Studies, reports and projects dealing with mining
  and industrial pollution
• Environmental Impact Studies.
• Project drafting and direction of Reclaiming
  Plans and Projects of spaces affected by mining
  activities.
• Studies and projects for the protection and
  decontamination of soils affected by industrial,
  agricultural and human activities in general.
• Environmental plans management.
• Environmental protection activities.
• Study, evaluation, diffusion and protection of
  the Spanish Geological and Paleontological
  heritage.
• Geological, paleontological and environmental
  education. Educational and recreational geology.
• Oceanographic studies.
• Geological studies related to coastline dynamics
  and beach regeneration
• Natural and geological hazards studies.
• Management and drafting of geological and
  environmental studies for municipal and regional
  land-use planning projects.
• Studies and projects for the location,
  construction and sealing of urban solid waste
  deposits and safe disposal sites for industrial
  and radioactive wastes.
• Management of Urban, Industrial and Agricultural
  Wastes General Planning

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PROFFESIONAL LEARNING OUTCOMES

• HIDROGEOLOGY
• Management and execution of protection
  perimeters, research and utilisation projects of
  mineral waters, industrial waters, thermal waters
  and human supply waters for dwellings and
  industrial complex.
• Hydrological and hydrogeological studies and
  projects for the investigation, research,
  location, extraction, control, exploitation and
  management of water resources.
• Identification and delimitation of the Hydraulic
  and Maritime Public Domain.
• GEOLOGICAL ENGINEERING
• Ground studies in civil works and building for
  geological characterisation.
• Geological engineering studies, pre-projects and
  projects
• Quality control in geological characterisation of
  soils.
• Technical management and supervision of
  recognisance drilling projects, sampling, in
  situ and laboratory tests
• Technical management, supervision and follow-up
  of field research campaigns for geological
  characterisation of locations in preliminary
  studies, pre-projects and projects of civil works
  and buildings.
• Seismic and geophysical studies and projects in
  geological characterisation of sites.

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SPANISH ACCREDITATION SYSTEM

• ANECA National Agency for Quality Assessment and
  Accreditation. Public Trust since 2002.
• Procedure
• The university designs the study plan of the
  programme and sends it to the Council of
  Universities for the ex-ante evaluation.
• The Council of Universities sends the study plan
  to ANECA to begin the assessment process.
• ANECA appoints the members of the panel.
• The panel assesses the study plan according to
  the criteria set up on the assessment procedure
  for the ex-ante accreditation of official
  university degrees and writes the draft
  evaluation report.
• ANECA sends the draft report to the university in
  case it wishes to make any observations.
• ANECA analyses the observations presented, writes
  the accreditation report and sends it to the
  Council of Universities.
• The Council of Universities checks that the name
  of degree is coherent with the study plan and
  establishes the ex-ante evaluation result
  (positive or negative).
• The Regional Government and the university are
  notified of the ex-ante accreditation result.

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SPANISH ACCREDITATION SYSTEM

• If the university appeals the ex-ante evaluation
  result, the Council of Universities will appoint
  a different panel for the review which can either
  confirm the evaluation or accept the appeal and
  send it to ANECA.
• ANECA reviews the appeals and sends the final
  assessment result to the Ministry of Education
  who will inform the other stakeholders of the
  process.
• After the Regional Government authorises the
  degree, it is registered and considered an
  accredited official degree course.
• The registered degree will be monitored by ANECA
  and the regional quality agencies until renewal
  of the accreditation is required.
• Six years after the degree is first registered,
  an ex-post evaluation is required in order to
  guarantee that the degree fulfils what was
  specified in the design.

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CONCLUSIONS FROM THE PROFESSIONAL BODY I

• In Spain once a graduate obtains its academic
  degree he/she can practice professionally
  (although to be able to practise, a bachelor
  should first join the Spanish Association of
  Professional Geologists (ICOG), and the process
  of joining does not imply any examination on the
  real competences of the graduate), the
  competences acquired during the studies must be
  such that should allow the graduated to
  immediately join the professional world
• The transposition in Spain of the European
  Directive of professional qualifications has
  enhanced the need to justify academic plans to
  fulfil with the professional requirements, since
  the profession of geologists has been included in
  the official list of regulated professions. The
  text of the newly transposed directive
  specifically addresses this matter, as it states
  that before a new degree is approved by the
  Government, it should be duly checked that the
  learning outcomes expected are perfectly matched
  to the professional functions of the new
  graduate.
• There are no yet Bologna graduates in geology in
  Spain, so it is just to early to know if the new
  plans will result in better qualified
  professional.
• The ICOG has requested the Government to include
  in the system the a National Test to obtain the
  right to practise geology done in cooperation
  between the Ministry of Education and the ICOG.

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CONCLUSIONS FROM THE PROFESSIONAL BODY II

• Bolonia as an EU unified system of academic
  titles with a similar structure in length and
  with similar professional skills and competences
  to be acquired in that period. Geologists will
  then be educationally more or less homogeneous
  throughout Europe, no matter the career or the
  country of origin.
• Bolonia expects a very mature student
• Professors should turn from magisters to
  counsellors (short of high school type planning)
• Most of the work done in the internet and
  evaluation is continuous ( a life stick to the
  screen?)
• In geology field work and laboratory classes
  increased
• Too much in too little time superficiality
• Increasing number of students pass the tests
• Real knowledge rate is down.

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MASTER IN HUNTING DRAGONS

• A young professional with a brand new Master in
  Dragon hunting opened a new office a gave a
  nice presentation for friends and public.

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MASTER IN HUNTING DRAGONS
After a couple of months no clients appeared. He
then went to the professor who had given him the
Master and explained him that he had no clients
at all. He replied do as I did, become the
professor of a Master
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THANK YOU