Transcript Document

FEANI
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Content
I.
FEANI – Organization and Objectives
II.
a) Level of Training of Engineers in Europe
b) Regulation of the Engineering Profession
III.
Shortage of Engineers
IV.
Proposal to improve the Recognition of
Qualifications and Mobility
May 2007 – PRO-EAST
Philippe Wauters
Secretary General of FEANI
European Federation of National Engineering Associations
Av. R. Vandendriessche 18
BE-1150 Brussels
www.feani.org
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FEANI
: Organizationand
andObjectives
Objectives
I.I.FEANI:
Organization
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The European Professional Engineer Organization
Created September 1951 in Luxembourg by Professional Engineer
Organizations from 7 European countries:
Austria, Belgium, Switzerland, Germany, France, Italy, Luxembourg
Today:
• 1 FEANI Headquarter/Secretariat General in Brussels
linked to
• 1 FEANI National Member in 29 EU countries + Russia
(as Provisional Member)
linked to
• FEANI Network of
 > 350 National Professional Engineer and Scientific Organisations
representing
 > 3.5 million European Professional Engineers
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I.FEANI
FEANI
: Organization
and
Objectives
:
Organization
and
Objectives
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I. FEANI: Organization
and Objectives
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The European Professional Engineer Organization
General Assembly (GA): each National Member (NM) is represented
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The highest decision making body
Decides the general policies
The budget
Elects the Executive Board; ratifies the appointment of the Secretary General
Executive Board: President, Vice-President, Treasurer, and 6 Officers
• Nominated by the General Assembly for a 3-year term
• Responsible for implementing the policies and decisions approved by the GA
Secretary General:
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Implements the policies and decisions as delegated by the Board
In charge of the day-to-day business of the Secretariat General
A permanent function
In charge of EU affairs
FEANI National Members and National Engineering and Scientific
Organisations:
• In charge of National affairs
• Implement at National level the FEANI strategy/policies as decided by the General
Assembly
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FEANIOrganization
: Organizationand
and Objectives
Objectives
I.I.FEANI:
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The European Professional Engineer Organization
Purpose:
• Through its National Members, help the Engineers to improve their
career development
• To affirm the professional identity of the Engineers of Europe by
 ensuring the professional qualifications of Engineers of member
countries are acknowledged in Europe and worldwide
 asserting status, role, and responsibility of Engineers in society
 safeguarding and promoting the professional interests of Engineers
 facilitating their free movement within Europe and worldwide
• To strive for a single voice for the engineering profession of Europe,
whilst acknowledging its diversity in
 developing a working cooperation with other international organizations
concerned with engineering matters
 representing the Engineers of Europe in international organizations and
other decision making bodies
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I.
: Organization
and
Objectives
II.FEANI
a) Level
of Training
of Engineers
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in Europe
The European Professional
Engineer Organization
Foreword
In the European Union, each EU country is alone responsible for
defining the Education/Formation/Academic Title as well as to
regulate or not the access to the profession
 Education and access to the profession are not community domain
of responsibility
 The principles of ‘Bologna’ are implemented in each country
according to their national interpretation
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II. a) Level of Training of Engineers in Europe
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U = a year (full-time or equivalent) of approved University Program
T = a year (full-time or equivalent) of Training through a programme – in technical fields, for instance in a
construction site, factory, laboratory, office … defined, supervised and approved by a University – as part of
engineering programme
E = a year (full-time or equivalent) of relevant engineering experience
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II. a) Level of Training of Engineers in Europe
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II. a) Level of Training of Engineers in Europe
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II. a) Level of Training of Engineers in Europe
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II. a) Level of Training of Engineers
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in Europe
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Variety of Academic Titles in Europe for Engineers/Resume
Akademiingeniør
Bachelor of Arts
Bachelor of Engineering
Bachelor of Science
Civilingeniør
Civilingenjör
Diplom-Ingenieur
Diplom-Ingenieur ETH
Diplom-Ingenieur (FH)
Diplomi-Insinöör
Diplomirani Inženir
Doktor-Ingenieur
Dottore in Ingegneria
Engenheiro
Europa-Ingenieur
Ingenieur (grad.)
Ingeniør
Inginer
Insinööri
Ingeniero Químico
Ingeniero Superior
Ingeniero Técnico
Ingénieur civil
Ingénieur diplomé
Ingénieur industriel
Ingénieur technicien
Inženyr
Inžinier
Inżynier
Magister Inżynier
Master of Arts
Master of Engineering
Master of Science
Okleveles mérnök
Okleveles üzemmérnök
Sivilingeniør
Teknikfræðingur
Teknikumingeniør
Verkfræðingur
… makes comparison very difficult … will Bologna facilitate it?
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II. a) Level of Training of Engineers
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Historical Background: The Bologna Process
• 16 European Ministers in charge of higher education
decided in 1999, in Bologna, to create a European
Higher Education Area by the year 2010, aiming at
making Europe “the most competitive and dynamic
knowledge based economy in the world.
• The follow-up meetings in Prague (2001), Berlin (2003)
and Bergen (2005) increased the number of countries
adhering to this statement to 44.
• The Bologna Process is not a Community/EU initiative !
It is signed by the Ministry of Education of each State
who subscribe to Bologna
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II. a) Level of Training of Engineers
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The Bologna Process
The Ministers committed themselves to:
• introduce a more readable and comparable system of
degrees, including a Diploma Supplement, in order to
promote
European
citizens
employability
and
the
international competitiveness of the European higher
education system
• adopt a educational system based on two cycles,
undergraduate and graduate
• establish a system of European credits (ECTS, European
credit transfer system), providing both transferability and
accumulation functions, in order to promote student and
staff mobility
• promote co-operation in quality assurance with a view to
developing comparable criteria and methodologies
• promote the necessary European dimensions in higher
education
Note: here also no objective of harmonization of education
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II. b) Regulation of the
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Engineering Profession
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Definition of Regulation/Regulated Profession
(Directive on Professional Qualifications)
‘Regulated Profession’:
A professional activity …, access to which, the pursuit of which,
or one of the modes of pursuit of which is subject, directly or
indirectly, by virtue of legislative, regulatory or administrative
provisions to the possession of specific professional
qualifications
‘Professional Qualifications’:
Qualifications attested by evidence of formal qualifications and
professional experience.
‘Evidence of Formal Qualifications’:
Diplomas, certificates, … issued by an authority in a Member
States designated pursuant to legislative, regulatory or
administrative provisions of that Member State
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II. b) Regulation of the
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NOT REGULATED
Normally, absolutely no restriction or limitation exist to exercise the profession of Engineer in
that country.
In this case, the title of Engineer is not protected by law as a professional title (but it could be
protected as an academic one).
REGULATED – Only Protected Professional Title
Only protected professional title without associated reserved tasks.
However without having the right to bear that title, it is judged difficult to access or pursue
and develop an optimal career of Engineer in the country.
PARTIALLY REGULATED – Protected professional title with tasks reserved in a limited number
of areas
The profession is regulated only for some specific tasks (design, planning, expertise,
inspection, …) within a specific Sector/Discipline (Civil, Energy, Environment, …) and the right
to bear the title and execute such activities is strictly reserved to registered holders of
specific qualifications, competencies, membership to Chambers, …
TOTALLY REGULATED – Protected professional title with tasks reserved in most of the areas
Most of the engineering activities/tasks in all sectors/disciplines of engineering are strictly
reserved to the holder of specific certified professional qualifications which evidence must be
given by the professional title
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II. b) Regulation of the
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Ref: www.feani.org
Publication:
FEANI Special News 10/2005
Results of a FEANI
Survey 2005
On Regulating the
Access to the
Profession
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II. b) Regulation of the
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Ref: www.feani.org
Publication: FEANI Special News 10/2005
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II. b) Regulation of the
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• Consequences of this complex situation concerning Training
and Regulation:
- serious problem of recognition for Engineers who want to exercise in
another European country and have their ‘competence’ recognized
Example: Germany
The German Education and Research Minister Annette Schavan states:
“However, at present German students or adult learners cannot move
inside Germany to study or work, as each of the 16 individual Länders,
which have extensive powers over education policy, do not recognise
diplomas and qualifications from other Länders.”
- great restrain for the mobility
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III. Shortage
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Evaluation of student interest in Science and Technology Studies
• No reliable data (OECD study) – need for a wide analysis
•
In general, absolute number of students in Science and
Technology shows an overall increase but in proportion (all
students in HE), a steadily decrease – worrying: mathematics
and physic science
•
Situation depends on the country
•
See report from the European Engineers’ Forum Hanover on
16 April 2007: FEANI website www.feani.org, section ‘events’
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III. Shortage of Engineers
Germany: Shortage is rather dramatic
Minister Schavan:
is much concerned “about the difficulty to motivate young people to
start scientific and engineering studies, as well in Germany as in
Europe.
considers that, “besides National initiatives, it is necessary that
European initiatives be also undertaken. We should therefore take the
opportunity of the German Presidency in the EU to initiate a European
initiative.”
According to new data from VDI: In 2006 – a lack of 43,000 engineers
represents a loss of income of 3,5 billion euro / all industrial sectors
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III. Shortage of Engineers
UK
ETB (Engineering and Technology Board) study and recommendation:
“Of more concern is the fact that engineering and technology, whilst
maintaining a steady level of student numbers, does not appear to
have engaged the growth in student numbers as seen in other HE
subjects.”
“However, encouraging growth in engineering in the last 5 years.”
Problem:
- demand is yet to adjust
- UK faces still shortage in the future
Recommendation no. 31: “The ETB, Royal Academy of Engineering, …
should mount a concerted campaign on encouraging wealth creation
by SET… would encourage more young people to get involved in SET
careers.”
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III. Shortage
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Denmark
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Will miss 13,000 Engineers in the next 7 years (if no
improvement in number of students in SET)
•
Danish Minister of Education will start a large campaign after
summer 2007 (10 million crowns)
Ireland
•
Demand for engineers 2001-2020: 7% increase/year
(2006: 40,000  2020: 110,000)
•
Demand Balance 2005:
Demand:
5,910
Supply:
4,515
Immigrants:
1,090
 Balance:
-275
•
Problem: Steady decrease in application for engineering/
technical programmes since 2000
(2000: 15,055; 2005: 9,109 diploma)
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III. Shortage
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France
• Supply and demand break-even (CEFI-CNISF report)
 ? due to the circle of decline in industrial activity in France
(G. de Menil, economist: France’s debt is raising steadily)
 a need for more engineers in the coming years
Belgium (french-speaking part)
• 70% of all industries have difficulties to hire engineers
• Profile does not correspond to the demand
• Number of students in engineering not sufficient to cope with the
demand for the coming years
• Wallonia needs for the next 10 years twice as much engineers as
there are today
At EU Institution level
27 November 2006: “Creation of a Group of Experts to stimulate
science education: chaired by MEP Mr. Rocard; will formulate policy
recommendations to improve ways how Europe approaches science
teaching”
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III. Shortage
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• Which Engineers? … theoretical, practical, long cycle, short
cycle
Needs of the industry according to FEANI:
75% type practical (short cycle)
25% type theoretical (long cycle)
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IV. Proposal to improve
the Recognition
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of Qualifications and Mobility
FEANI contribution for promoting Mobility and Recognition:
1.
The FEANI private EUR-ING title (implemented since 1980),
designed as a guarantee of competence for Professional Engineers
•
Establish a framework of mutual recognition of
qualifications and facilitate the movement of practicing
Engineers within and outside the geographical area
represented by FEANI’s member countries
•
Provide information about the various formation systems of
individual Engineers for the benefit of prospective
employers
•
Encourage the continuous improvement of the quality of
Engineers by setting, monitoring, and reviewing standards
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IV. Proposal to improve
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FEANI’s ‘private’ title EUR ING criteria:
• Formation Framework for all Professional Engineers
• Sufficient flexibility to meet the individual requirements of its
different National Members
• 7 years of Formation:
Education
Training
Experience
U
T
E
between 3 and 5 years
minimum 2 years
B + 3U + 2U/T/E + 2E
• The FEANI professional
formation framework:
3U
4E
3U
2T
2E
B
3,5 U
5U
0,5T
3E
2E
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IV. Proposal to improve
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The EUR ING is based on the FEANI INDEX
• Contains for the countries a list of institutions of engineering
higher education where FEANI is present and their engineering
programmes, which are recognized by FEANI as fulfilling the
mandatory requirements for the EUR ING title
• Centrally maintained at the Secretariat General
• Conditions for a programme to be included in the INDEX:
a minimum duration of 3 years (180 ECTS), and providing a
suitable balance of basic sciences, engineering sciences, and
non-technical subjects
• The acceptance process is based on a description of the
teaching staff qualifications, in terms of academic degrees
and professional experience, and of laboratory facilities used
by the programme
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IV. Proposal to improve
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The FEANI INDEX
(cont)
Until now:
Acceptance process exclusively done by by FEANI experts
Next step:
From a FEANI proprietary system of acceptance to an open
European accreditation system  EUR-ACE
EUR-ACE accredited course will be accepted in the FEANI INDEX
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IV. Proposal to improve
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2. The Professional Card for Engineers (ENGCARD)
•
The idea of a European Professional Card for Engineers
(conform to the recommendation in the Directive on
Professional Qualifications) was submitted to the FEANI
General Assembly in 2005 which approved to launch a study
•
Became concrete with the project ENGCARD introduced in the
framework of the EU ‘Year of Mobility 2006’ - by FEANI together
with EUROCADRES
 Step 1: Investigate the feasibility and added value for
deploying a Professional Card for Engineers and set up
a concept
 Step 2: Implement the concept of a Professional Card –
if results of step 1 are positive
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IV. Proposal to improve
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‘Professional Card’ – Benefits for the Cardholder
 European validated and crosschecked Professional Engineer
Identity card with unambiguous mention of his formal qualifications
based on a European qualification framework
 Pan-European standardized and structured knowledge about his
national and European accredited (based on the EUR ACE
Standards and Procedures) qualifications in engineering
 Mobility facilitator in EU and worldwide
 Universal quality symbol
 Be recognized as committed to respect a strict Code of Deontology
with possible sanctions
 Emulation of a strong European Club Spirit and Networking within
the European engineer community
 Etc.
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IV. Proposal to improve
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‘Professional Card’ – Registration Procedure
• The future cardholder should register, follow an administrative
(partially web based) procedure, deliver certified copies of
several documents and participate eventually to an
assessment organized by the ENGCARD partners
• He will pay a renewable subscription fee and must commit
with the deontology code
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