Transcript WCCM V Fifth World Congress on Computational Mechanics

Workshop RUCE
Zagreb - Croatia
Restructuring and Updating of Civil Engineering Curriculum
Tempus Joint European Project - No:17062
5 -6 November 2004
TOWARDS A EUROPE OF
KNOWLEDGE
Anikó Csébfalvi
University of Pécs
Hungary
EUCEET
European Civil
Engineering Education
and Training
•
•
EUCEET is a Thematic Network initiated by the Technical
University of Civil Engineering of Bucharest and
coordinated by the Ecole Nationale des Ponts et Chaussées
Paris.
EUCEET was granted a 3-year contract (1 September 1998 –
31 August 2001) within the third round of applications for
Thematic Networks under the SOCRATES programme.
EUCEET II
•
On September 2001, the European Commission approved
the one-year extension of EUCEET for dissemination
purposes (1st October 2001 – 30th September 2002).
•
On 24th July 2002, Ecole Nationale des Ponts et Chaussées
Paris, coordinator of the Thematic Network Project EUCEET,
was notified by the European Commission that the
application for a new project EUCEET II was approved.
„The main objective of the project is to enhance the
cooperation between universities, faculties and
departments of civil engineering in Europe, ………..”
THE TARGET OF THE EUCEET
Study on the Organization of Civil Engineering Education at
Undergraduate Level in Europe - Study on the Curricula
Structure for the First Civil Engineering Degree in Europe
Description of the EUCEET II
General framework
Number of partners
Code
Type of organisation
2001/2002
DISS
2002/2003
EUCEET II
EDU.4
Higher education institution
66*
97**
ASS.1
Non-profit association (national)
13
14
ASS.2
Non-profit association (international)
2
1
ASS.3
Association of Universities
1
1
RES
Research institute
5
6
SER
Private company (services)
-
7
TOTAL
87
126
THEMES OF EUCEET II
•
•
•
•
•
•
Curricula issues and developments in civil
engineering
Development of the teaching environment in civil
engineering education
Promoting the European dimension in civil
engineering education
Enhancing the attractiveness of civil engineering
profession
Recognition of academic and professional civil
engineering qualifications
Lifelong learning in civil engineering
SPECIFIC PROJECTS will be assigned to TASK
FORCES composed of a limited number of persons
Theme
Coordinator
Name
Affiliation
Curricula issues and developments in
civil engineering
I. Manoliu
TUCE
RO
Bucharest,
Development of the teaching
environment in civil engineering education
E. Bratteland
NUST
NO
Trondheim,
Promoting the European dimension in
civil engineering education
R. Kastner
INSA Lyon, FR
Enhancing the attractiveness of civil
engineering profession
FG. Baron
CNISF, FR
Recognition of academic and professional
civil engineering qualifications
L. Boswell
City U. London, UK
Lifelong learning in civil engineering
P. Latinopoulos
A.U. Thessaloniki,
GR
THE EVOLUTION IN THE
NUMBER OF PARTNERS
SOCRATES
Number of partners
EUCEET I
Code
1998/199 1999/20
9
00
DISS
EUCEET II
2000/200
1
2001/2002
2002/2003
EDU.4
43
50
59
66
97
ASS.1
7
8
13
13
14
ASS.2
2
2
2
2
1
ASS.3
1
1
1
1
1
RES
5
5
5
5
6
SER
Total
7
58
(20)
66
(24)
80
(25)
87
(25)
126
(29)
Theme
A: Curricula issues and
developments in civil
engineering
Specific Project
SP.1 (l): Studies and
recommendations on
core curricula for various degree
programmes
SP.2 (s): Practical placements as
part of the civil engineering
curricula
SP.3 (l): Environmental and
sustainable
development matters in civil
engineering
education
SP.4 (s): Non-technical subjects in
civil
engineering education (ethics, law,
communication, humanities etc.)
Place of the SP
in the Working Plan
1st
year
2nd
year
3rd year
X
X
X
X
X
X
Theme
Specific Project
Place of the SP
in the Working Plan
1st
year
2nd
year
B: Development of the teaching SP.5 (l): Problem-oriented, projectenvironment in civil
based education in civil
engineering education
engineering
SP.6 (s): Use of ICT in civil
engineering education
X
X
X
C: Promoting the European
dimension in civil
engineering education
X
X
SP.7 (s): Harmonization of
construction codes and regulations
SP.8 (s): Synergies between TN
EUCEET and other activities under
the SOCRATES-Erasmus
programme and European
Research Networks in civil
engineering
3rd year
THE CIVIL ENGINEERING
EDUCATION SYSTEM IN EUROPE
Type of Programme
Name of Institution
BS/MS
or 3+2
years
Integrate
d 5 years
or
Grandes
Ecoles
Short 3-3,
5-4 years
Nr.
Country
1
AT
Technicshe Universitat
Graz
2
DE
Fachhochschule
Oldenburg
3
DK
Aalborg University
x
4
ES
Universidad de la Coruna
x
5
ES
Universidad de Castilla la
Mancha
x
6
ES
Universidad de
Extremadura
x
7
ES
Escuela Universitaria de
Ingenieria Tecnica de
Obras Publicas Madrid
x
8
FI
Tampere Polytechnic
x
x
x
9
FR
Institut Supérieur du Béton
Armé
x
10
FR
Ecole Normale Supérieure de
Cachan
x
11
GR
University of Thessaly
x
12
GR
Technical
Educational
Institute of Thessaloniki
13
GR
University of Patras
14
GR
TEI of Serres
x
15
GR
TEI of Piraeus
x
16
GR
Democritus
Thrace
17
HU
University of Pecs
University
x
x
of
x
x
19
IT
Faculty of Engineering Polito in
Vercelli
x
20
IT
Universita degli Studi di Bologna
x
21
IT
Universita degli Studi di Genova
x
22
IT
Universita di Roma “Tor Vergata”
x
23
IT
University of Trento
x
24
ML
University of Malta
x
25
PL
Wroclaw University of Technology
x
26
PL
Cracow University of Technology
x
27
PL
Poznan University of Technology
x
28
RO
University College of Civil Eng.
29
UK
Loughborough University
x
30
UK
University of Portsmouth
x
31
UK
Heriot Watt University
x
x
Harmonizing Civil
Engineering Education
Across Europe
Stanisław Majewski
Silesian University of Technology, Gliwice,
Poland
•
•
Magna Charta Universitatum (Bologna, 1988) Autonomy &
Freedom .
We never can tell that our teaching is perfect. Thus the
question: what should be taught and how should it be done
must be always present in any educational activity. This
question should be always considered in context of
contemporary conditions
What are these
conditions now?
Globalization
studying abroad
much easier if the curricula are similar
global employment
requires readable & comparable degrees
Dominating impact of the technology on the human life
Engineer becomes a leader of the society, his education
should be broader, not loosing its’ technical depth and level
EXTREME COMPLEXITY AND
DIVERSITY OF CURRICULAR
AND DEGREE STRUCTURES IN
EUROPEAN COUNTRIES
FOUR RECOMMENDATIONS OF THE BOLOGNA DECLARATION
• adoption of a system of easily readable and comparable
degrees,
• adoption of a system based on two main cycles,
undergraduate and graduate,
• establishment of a comparable system of credits,
• developing comparable criteria and methodologies of
quality assurance with view to accreditation procedures.
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
CORE SUBJECTS IN CURRICULA FOR CIVIL
ENGINEERING
Mathematics and Applied Mathematics
Applied Chemistry
Applied Physics
Computer Science and Computational Methods in C.E.
Drawing and Descriptive Geometry
Mechanics
Mechanics of Materials
Structural Mechanics
Fluid Mechanics & Hydraulics
Engineering Surveying
Building Materials
Buildings’ Construction
Basis of Structural Design
Engineering Geology
Soil Mechanics and Geotechnical Engineering
Structural Concrete
Steel Structures
Timber, Masonry and Composite Structures
Transport Engineering
Urban Planning
Water Structures and Water Management
Construction Technology & Organization
Economics and Management
Environmental Engineering
Non-technical subjects
Core subjects total
Specialization and Elective Subjects Including Practical
Placement and Final Project
Total
4-years
course
Credits
5-years
course
Credits
16,0
3,0
5,5
6,5
4,0
5,5
7,5
8,5
5,5
5,0
5,5
4,0
4,5
3,5
6,5
7,5
6,0
3,5
4,0
2,5
3,5
6,0
6,0
4,0
6,0
23,0
3,5
6,5
8,0
5,0
6,5
9,5
11,0
6,0
5,5
6,5
4,5
4,5
4,0
9,0
9,5
8,0
4,5
4,5
3,0
4,5
7,0
7,5
4,5
9,0
140,0
175,0
100,0
185,0
240,0
360,0
CONCLUSION
•
No doubt that the uniformity never will be the objective of
education, yet some level of compatibility can be useful or
even indispensable, if we mind the globalization of
employment.
•
Knowledge, skills and attitudes of a professional should be
comparable irrespective to the place of his graduation.
•
The compilation of the Bologna Declaration, ASCE Body of
Knowledge Committee recommendations and the results of
EUCEET Core-Curricula Studies create a good basis to
define, what professional qualifications every graduate of
Civil Engineering faculty should receive during his studies.
THANK YOU FOR YOUR ATTENTION