Roundtable Engineering Education HATZ

Bologna DeclarationJune 19, 1999: 

Bologna Declaration June 19, 1999 “The Bologna Declaration is a pledge by 29 countries to reform the structures of their higher education systems in a convergent way”

Action Lines: 

Action Lines Specified objectives: (deadline: to be completed in 2010) - the adoption of a common framework of readable and comparable degrees, “also through the implementation of the Diploma Supplement”; - the introduction of undergraduate and postgraduate levels in all countries, with first degrees not shorter than 3 years and relevant to the labor market; - ECTS-compatible credit systems also covering lifelong learning activities; - a European dimension in quality assurance, with comparable criteria and methods; - the elimination of remaining obstacles to the free mobility of students (as well as trainees and graduates) and teachers (as well as researchers and higher education administrators).

Academic Degrees in Europe: 

Academic Degrees in Europe Akademiingeniør Bachelor of Arts BEng BSc Civilingeniør Civilingenjör Diplom-Ingenieur Diplom-Ingenieur ETH Diplom-Ingenieur (FH) Diplomi-Insinöör Doktor-Ingenieur Dottore in Ingegneria Engenheiro Europa-Ingenieur Ingenieur (grad.) Ingeniør Insinööri Ingénieur civil Ingénieur diplomé Ingénieur industriel Ingénieur technicien Master of Arts MEng MSc Okleveles mérnök Okleveles üzemmérnök Sivilingeniør Teknikfræðingur Teknikumingeniør Verkfræðingur

Engineering Education(Universities): 

Engineering Education (Universities) Anglo-American System Bachelor (3-4 yrs)  Master (1-2 yrs)  PhD “German” System Diploma Engineer (4.5-5 yrs)  PhD (>3 yrs) “French” System “Russian” System Bachelor (4 yrs)  Diploma Engineer (1 yr)   Magister (1 yr)

Countries: 

Countries Anglo-American System Baltic States, Cyprus, Egypt, Ireland, Jordan, Kenya, Kuwait, Nigeria, Saudi Arabia, South Africa, Turkey, United Arab Emirates, UK German-Russian System Austria, Belgium, Bulgaria, Czech Republic, Croatia, Denmark, Finland, Germany, Greece, Hungary, Israel, Italy, Rep. of Macedonia, Netherlands, Norway, Poland, Portugal, Romania, Russia, Serbia & Montenegro, Slovakia, Slovenia, Spain, Sweden, Switzerland, Ukraine French System France, Morocco, Algeria, Senegal, Ivory Coast, etc.

The Environment: 

The Environment Business is becoming more complex Faster changing, worldwide markets Businesses struggle to compete Shortened product life cycles More demanding customers Organizations and individuals must be efficient, dynamic, and responsive to survive

Global Education Issues: 

Global Education Issues Needs: Engineers participating in life-long learning Quality in engineering education Technological literacy of all students Promotion of engineering as a career choice

The Changing Workplace: 

The Changing Workplace

Adoption of Bachelor-Master structure : 

Adoption of Bachelor-Master structure Traditional: United Kingdom, Ireland, Malta Established: Iceland, Sweden, Norway, Denmark, Latvia, Lithuania, Estonia, Turkey Consolidated: Czech Republic, Slovak Republic, Finland, Bulgaria, Poland, Cyprus Newly introduced: Italy, Germany, Austria, Switzerland, Liechtenstein, Belgium (Flanders), France, Netherlands, Spain, Hungary Under discussion: Belgium (Wallonia), Croatia, Greece, Portugal NOTE: Bachelors = 180-240 ECTS credits + Masters = 60-120 ECTS credits (Source: TRENDS II Report)

Transition Problems: 

Transition Problems Program structures for the first professional degrees Bachelor and Diploma programs in parallel “Fachhochschule” versus university Language e.g. Europe = 40 countries + 32 main languages

Adoption of Credit Accumulation Systems (ECTS) : 

Adoption of Credit Accumulation Systems (ECTS) ADOPTED Norway Czech Republic Slovak Republic Hungary Austria Germany Cyprus Denmark Italy France Belgium (Flanders) Switzerland CONSIDERING Finland Portugal Belgium (French) Holland Spain

Accreditation Systems: 

Accreditation Systems Example Austria: Public Universities programs, developed by the universities and accepted by the Federal Ministry Private Universities Austrian Accreditation Council Institutional Accreditation, including the accreditation of programs Fachhochschulen ”Fachhochschul-Council” (3 Austrian, 5 international) Accreditation of programs

Consequences of the Austrian Systems: 

Consequences of the Austrian Systems DI DI FH FH

Recognition, Certification, Mobility: 

Recognition, Certification, Mobility Global Mobility (host countries) employment self-employment provision of services establishment Directives by EU and/or EEC countries Recognition of degrees, diplomas and titles Recognition of professional qualification and Professional experience (e.g. certification) Regulations by individual countries

Why Certification?: 

Why Certification? Technology increases the power and efficiency of an individual engineer but Technology evolves constantly. Technology requires engineers to keep up with the current standards and modelling techniques. Continuing education is an urgent requirement instructional training courses, technical journals, state-of-the-practice reference materials, and so on How can you quickly communicate this ongoing commitment to excellence to the community, clients and associates?

Advantage of Certification: 

Advantage of Certification Answer: Independent CERTIFICATION!! Many engineers turn to certification because there are advantages on all levels, from client affairs to career development and global mobility. Personal Advancement Certification proves to employers or clients a certain level of skill and knowledge. The better the skill set, the higher the value to the firm.

Questions relevant to this workshop: 

Questions relevant to this workshop Were the former educational systems as bad as stated sometimes? What are the industry requirements? Do our universities educate engineers to meet the requirements of industry and/or small and middle sized companies? Is the 3+2 structure the proper system for engineering education? Would the majority of graduates leave the universities after 3 years or continue for Master?

References: 

References UNESCO (for all aspects of recognition) http://www.unesco.org/education/studyingabroad/tools/codes.shtml Council of Europe (for all aspects of recognition) http://www.coe.int ECTS Users’Guide (being revised/ rewritten) http://europa.eu.int/comm/education/socrates/usersg.html What’s New in ECTS http://europa.eu.int/comm/education/socrates/ectsen.html ‘TUNING’Educational Structures in Europe (ECTS Extension Project) http://europa.eu.int/comm/education/tuning.html Recognition of Diplomas –The Diploma Supplement http://europa.eu.int/comm/education/recognition/index.html Berlin 2003 Governmental Conference site http://www.bologna-berlin-2003.de Trends in Learning Structures in Higher Education II Report http://www.bologna-berlin-2003.de

Slide19: 

Thank you! k.richter@ieee.org