Transcript The impact of the Bologna process on civil engineering in

The impact of the Bologna process
on civil engineering education
in Europe
Prof. Iacint Manoliu
President of the Council for Cooperation, Relations
and European Integration,
Technical University of Civil Engineering of Bucharest
Chairman of EUCEET – II Management Committee
Conference on Civil Engineering Education
and Research in the Enlarged EU
19-21 April 2004, Brno
SOCRATES-Erasmus Thematic Network Project
EUCEET
EUropean Civil Engineering
Education and Training
Number of partners
EUCEET I
SOCRATES
CODE
DISS
EUCEET II
1998/
1999/
2000/
2001/
2002/
2003/
1999
2000
2001
2002
2003
2004
EDU.4
43
50
59
66
97
100
ASS.1
7
8
13
13
14
14
ASS.2
2
2
2
2
1
1
ASS.3
1
1
1
1
1
1
RES
5
5
5
5
6
6
7
9
SER
Total
58
66
80
87
126
131
(20)
(24)
(25)
(25)
(29)
(29)
Bologna process
Events
Signatory Countries
Sorbonne, May 1998
4
BOLOGNA, June 1999
29
Prague, June 2001
31
Berlin, September 2003
40
Bergen, September 2005
48 ?
Sorbonne, May 25th, 1998
Name of the document and
main ideas
4 signatory
countries
Joint Declaration on the Harmonization
of the Architecture of the European
Higher Education System
“A system in which two main cycles,
undergraduate and graduate, should be
recognized for international comparison and
equivalence, seems to emerge”
France,
Germany,
Italy,
UK
Bologna, June 19th, 1999
Name of the document and
main ideas
“ The Bologna Declaration on the
European Higher Education Area”
1. Adoption of a system of easily readable and
comparable degrees
2. Adoption of a system essentially based on
two cycles
3. Establishment of a system of credits
4. Promotion of mobility
5. Promotion of European co-operation in
quality assurance
6. Promotion of the European dimension in
higher education
29 signatory
countries
15 EU countries:
AT, BE, DE, DK,
FI, FR, GR, IE, IT,
LU, NL, PT, ES,
SE, UK
2 EEA Countries:
IS, NO
11 accession and
candidates
countries:
BG, CZ, EE, HU,
LV, LT, PL, RO,
SK, SI, MT,
1 Switzerland
Prague, May 19th, 2001
Name of the document and
main ideas
33 signatory
countries
Communiqué: “Towards the European
Higher Education Area”
3 more action lines in addition to the 6
Bologna action lines
7. Lifelong learning
8. Higher education institutions and
students
9. Promoting the attractiveness of the
European Higher Education Area
29 Bologna
signatory
countries, plus:
Cyprus, Turkey,
Liechtenstein,
Croatia
Berlin, September 19th, 2003
Name of the document and
main ideas
Communiqué: “Realising the European
Higher Education Area”
1 more action line in addition to the 9
Bologna and Prague action lines
10. Doctoral level (third cycle) included in
the Bologna process
Other important features:
–
–
commitment to having started the
implementation of the two cycle system by
2005
Commitment for the design of overarching
Qualifications Framework for the European
Higher Education Area
40 signatory
states
33 Bologna
signatory
countries plus:
4 Tempus – Cards:
Albania,
Bosnia-Herzegovina,
FYR Macedonia,
Serbia-Montenegro
1 Tempus Tacis:
the Russian
Federation
2 Andorra,
The Holly See
Bergen, 2005
8 potential Bologna Signatory states:
• 6 countries participating in Tempus Tacis, which
are party to the European Cultural Convention:
– Armenia,
– Azerbaijan,
– Belarus,
– Georgia,
– Moldova,
– Ukraine
• 2 small European countries:
– Monaco,
– San Marino
Basic systems in
engineering education in Europe
Continental or binary system
Year
+9
+8
+7
+6
"Paral l e l "
"Tre e "
+5
+4
+3
doctoral studies
+2
undergraduate
long duration
+1
undergraduate
short duration
BAC
a)
b)
c)
d)
Basic systems in
engineering education in Europe
Year
Two-tier or ladder or anglo-saxon system
+9
+8
"Ladde r"
+7
+6
+5
+4
doctoral studies
+3
MSc
+2
BE, ME
+1
BAC
First degree
a)
b)
c)
Higher education institutions (HEI) providing
civil engineering education in Europe
UNIVERSITY SECTOR
UNIVERSITIES
TECHNICAL UNIVERSITIES
GRANDS ECOLES (only in FR)
NON-UNIVERSITY SECTOR
FACHHOCHSCHULEN (DE, AT)
HOGESCHOLEN (NL, BE-Flanders)
INSTITUT SUPERIEUR INDUSTRIEL (BE-Wallonie)
ENGINEERING COLLEGES (INGENIUROJSKOLEN) (DK)
POLYTECHNICS (FI)
TECHNOLOGICAL EDUCATION INSTITUTES – TEI (GR)
TECHNICAL COLLEGES (HU, IE)
COLLEGES (NO)
POLYTECHNICS, POLYTECHNICS INSTITUTES (PT)
UNIVERSITY COLLEGES (RO)
POLYTECHNICS SCHOOLS (ES)
UNIVERSITY COLLEGES (HÖGSKOLOR) (SE)
(HEIs of the non-university sector were aimed, in the pre-Bologna phase, to provide
short duration, professionally oriented programmes of 3-3.5 or max. 4 yrs duration)
Civil Engineering education in Europe as the
level of the academic year 1997-2000
(as revealed by the survey undertaken by the Working Group A in EUCEET - I
“Curricula in Civil Engineering Education at undergraduate level”) 113 answers from 26 countries
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
Civil Engineering Education in Europe
Short
Integrated
Two-tier
SCD
Second cycle
Study
1 - 2 years
Second Cycle
Degree
Long Study
Programmes
~ 5 years
FCD
First Cycle
Degree
Short Study
Programmes
3 - 4 years
180 … 240 ECTS
60-90-120 ECTS
First cycle Study
3 ~ 4 years
300 ECTS
180-210-240 ECTS
Civil Engineering Education in Europe
post Bologna
DO
DO
MA
Integrated MA
TCD
SCD
BA
FCD
The BA-MA-DO Structure in civil
engineering education
L
I
F
E
L
O
N
G
L
E
A
R
N
I
N
G
BACHELOR
Employability
Academic
Professional
Employability
180 - 240- ECTS
MASTER
MASTER
Academic / Research oriented
Professionally oriented
60 / 90 / 120 - ECTS
60 / 90 / 120 - ECTS
DOCTOR
L
I
F
E
L
O
N
G
L
E
A
R
N
I
N
G
Communication of CESAER and SEFI
on the Bologna Declaration
Based on the joint seminar organized at Helsinki University of Technology in February 2003
1. The special role and features of engineering must be taken into account in the Bologna
Process
2. In the scientifically oriented programmes the students should normally be educated to the
level of the second degree. There must continue to be provision for an integrated route
through to second cycle Masters level.
3. The specific qualities of the presently existing, application oriented first cycle degrees must
be recognized and safeguarded with bridges to second cycle programmes being provided.
4. The European Research Area and its links to the Higher Education Area have to be
strengthened. Competition for support has to be based on merit and quality. Joint
Programmes for doctoral studies should be supported, but the doctoral level as such should
not be brought into the Bologna process.
5. Criteria for degrees in engineering should be based on learning outcome and on competence
rather than solely on student workload.
6. Higher education institutions need to strive for quality and for excellence. Their governance
structures and decision-making processes must support these goals.
7. Higher education institutions themselves have the primary responsibility for the quality
assurance of their own programmes. Networking of Universities and liaison between national
quality agencies could create added value, centralized European control has to be avoided.
8. Transnational recognition of engineering degrees at professional level has to be a primary
goal.
A key – word: employability
Bologna Declaration, action line 2 in extenso:
“Adoption of a system of easily readable and comparable
degrees, also through the implementation of the Diploma
Supplement, in order to promote European citizens
employability and the international competitiveness of the
European higher education system 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 as an appropriate level of qualification.
The second cycle should lead to the master and/or
doctorate degree as in many European countries.”
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 Bachelor’s degree
1. A Bachelor’s degree being in itself “relevant
to the European labour market” (as required
by Bologna)
2. A Bachelor’s degree seen primarily a break
(pivot point, stepping stone) suitable for
mobility
Overview on the systems of civil engineering education
in Europe in the academic year 2003 / 2004
Shift from the INTEGRATED programmes (4-year, 4.5year or 5-year) to the TWO-TIER programmes
Documents of the EUA convention of European
Higher Education Institutions
(Graz, 29-31 May 2003)
One conclusion of the Theme 5
(Pushing forward Bologna and Prague)
• there are options in the balance between academic
content and the skills orientation according to the
mission of the institution/programme
• all first cycle programmes must offer an option to enter
the labour market
• the HEIs should offer second cycle programmes
(either research or professionally oriented)
Thus, stepping-stone concept is wrong if meant as
serving a stepping-stone only.
EUCEET position on the implementation
of the Bologna Declaration in civil
engineering education
EUCEET (European Civil Engineering Education and
Training) is a Thematic Network under the auspices of
the SOCRATES programme of the European
Community.
In its second phase (2002 – 2005), EUCEET numbers
131 partners from 29 countries, among which 101
universities.
The Management Committee of EUCEET met on the
16th February 2004 in Paris, France, and adopted,
with clear majority, the following position concerning
the implementation of the Bologna Declaration in the
European civil engineering education:
"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.
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 Master’s degree, is also
compatible with the letter and spirit of the Bologna
Declaration and with the vision of a European Higher
Education Area".