ECCE Education Task Force

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ECCE Education Task Force
Brief report
on major projects of relevance for civil
engineering education in Europe
Prof. Iacint MANOLIU (UAICR) ECCE Task Force
Education Chairman
42nd ECCE meeting, November 11th 12th,
2005, Istanbul, Turkey
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Content

• EUCEET
• TUNING
• EUR-ACE

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EUCEET
42nd ECCE meeting, November 11th 12th,
2005, Istanbul, Turkey
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Steps in the foundation of EUCEET

• 18 February 1997, Athens joint CESCOOP-CESNET
  meeting - the proposal to create a Thematic
  Network is made by Technical University of Civil
  Engineering Bucharest
• 14 July 1997, Barcelona CESCOOP meeting the
  Thematic Network EUCEET is founded

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Founding members of EUCEET ENPC Paris
Imperial College London City University London
Universidad Politecnica de Madrid Universitat
Politecnica de Catalunya Politecnico di Torino
Instituto Superior Tecnico Lisbon National
Technical University Athens Technical University
Berlin Technical University of Civil Engineering
Bucharest Coordinator Marie Ange Cammarota -
ENPC Secretary General of the Steering
Committee Iacint Manoliu - TUCEB
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• 29-30 September 1997, Cluj-Napoca joint
  CESCOOP-CESNET meeting
• First draft of the pre-proposal
• Preliminary list of partners from eligible
  countries
• 1st January 1998 Expression of interest sent to
  Brussels
• March 1998 Brussels invites ENPC to present the
  Final Application
• 1st April 1998 Final Application is sent to
  Brussels
• 19 October 1998 TN Project EUCEET is approved by
  the EC
• EUCEET I - 1st October 1998-30th September
  2001
• EUCEET I - dissemination year 1st October
  2001-30th September 2002
• EUCEET II - 1st October 2002-31st December
  2005

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Partnership
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EUCEET - geography
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EUCEET and the Bologna Process
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Bologna process
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EUCEET development along the Bologna Process
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Action lines of the Bologna Process
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EUCEET I
Six themes

• Curricula in European Civil Engineering
  Education at Undergraduate Level (Iacint
  Manoliu, TUCEB)
• Accreditation and Quality Assessment in Civil
  Engineering Education (J.L.Ferreira Lemos,
  University of Porto,
• Manfred Federau, Engineering College Odense)
• C. Synergies between Universities, Research,
  Industry and Public Authorities in the
  Construction Sector of Europe
  
• (Laurie Boswell, City University London)
• D. Postgraduate Programmes and Continuing
  Professional Development in Civil Engineering
  Education (Iacint Manoliu, TUCEB)
• E. Balance and Change in Civil Engineering
  Education
• (Patrick Holmes, Imperial College London)
• F. Demands of the Economic and Professional
  Environments in Europe with Respect to Civil
  Engineering Education
  
• (François-Gerard Baron, ECCE, Colin
  Kerr,Imperial College, London)

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EUCEET II
Six themes, 12 Specific Projects (SP)
Theme A 'Curricula issues and developments in
civil engineering (Iacint Manoliu, TUCEB) SP.1
Studies and recommendations on core curricula for
various degree programmes (Stanislav
Majewski,Silezian University of Technology
Gliwice) SP.2 Practical placements as part of the
civil engineering curricula ( Antal
Lovas,Budapest University of Technology and
Economics) SP.3 Environmental and
sustainable development matters in civil
engineering education (Peter Ruge, TU
Dresden) SP.4 Non-technical subjects in civil
engineering education(Xavier Sanchez Vila,
Universitat Politecnica de Catalunia
Barcelona) Theme B 'Development of the teaching
environment in civil engineering
education (Eivind Brateland, Norwegian
University of Science and Technology, Trondheim)
SP.5 Problem-oriented, projects-based education
in civil engineering (Manfred Federau,
Engineering College Odense) SP.6 Use of ICT in
civil engineering education (Ralf Reinecke,
Munich)
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Theme C 'Promoting the European dimension in
civil engineering education (Richard Kastner,
INSA Lyon) SP.7 Harmonization of European
construction codes and regulations (Josef
Machacek, CTU Prague) SP.8 Synergies between TN
EUCEET and other activities under the Socrates
Erasmus programme. (Richard Kastner, INSA
Lyon) Theme D 'Enhancing the attractiveness of
civil engineering profession (SP. 9) (Francois
Gerard Baron,CNISF and Colin Kerr, Imperial
College London) Theme E 'Recognition of
academic and professional civil engineering
qualifications(Laurie Boswell, City University
London) SP.10 Specialised knowledge and abilities
of graduates of civil engineering programmes
(Laurie Boswell, City University London) SP.11
Academic and professional recognition and
mobility of European civil engineers (Carsten
Ahrens, University of Applied Sciences,
Oldemburg) Theme F 'Lifelong learning in civil
engineering' (SP.12) (Pericles Latinopoulos,
Aristotle University Thessaloniki)
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"Action Line 2" of the Bologna Declaration
'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 maximum of three
years. The degree awarded after the first cycle
shall be relevant to the European labour market
as an appropriate level of qualification. The
second cycle should lead to the master and/ or
doctorate degrees as in many European countries.'
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EUCEET Position on the Implementation of the
Bologna Declaration in Civil Engineering
Education
At the EUCEET meeting of the Management Committee
of EUCEET II, which took place on 19th September
2003 in Ciudad Real, was raised for the first
time the opportunity of adopting a position
statement on the implementation of the Bologna
Declaration in civil engineering education. The
general lines of such a position statement were
defined. A draft was circulated among the MC
members in the months following the Ciudad Real
meeting.
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At the next Management Committee meeting, held in
Paris on 16th February 2004, the following
position statement was adopted with clear
majority '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.
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As a consequence, the first cycle in civil
engineering education shall be relevant to the
labor 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
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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.'
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An additional activity undertaken by the Project,
which was in some way a follow-up of the work
carried out within the Themes A and D of the
first phase, was to collect and to publish under
a separate volume 4 a number of 26 reports on
civil engineering education in 26 European
countries, from which 25 countries partners in
EUCEET, plus Russia.
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Shift from the Integrated Programmes to the
Two-Tier Programmes
One of the major results of the implementation of
the Bologna process in civil engineering
education in Europe is the shift from the
integrated programmes to the two-tier
programmes. The solution preferred in most cases
is to split the existing 5-year programme by
introducing a Bachelor degree after the first 3
years.
1 Only at the University of Architecture, Civil
Engineering and Geodesy, Sofia 2 At certain
Technical Universities 3 Only at the Norwegian
University of Science and Technology, Trondhein 4
At certain Technical Universities 5 At certain
Universities
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1999 2000
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2003 - 2004
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2005 and beyond
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EUCEET and ECCE
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• Paris, 6-7 June 1997, 25th meeting of the
  European Council of Civil Engineers (ECCE)
• ECCE and ECCE members are invited to join the
  network
• Prague, 30 October 1997, 26th ECCE meeting

ECCE decides to participate in EUCEET, along with
6 of its members

• The Institution of Civil Engineers, UK
• The Institution of Engineers of Ireland
• Technical Chamber of Greece
• Ordem dos Engenheiros, Portugal
• Colegio de Ingenieros de Caminos, Cannales y
  Puertos,
• Spain
• The Union of Associations of Civil Engineers of
  Romania

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In the following years, 8 other ECCE members
joined the network

• Consiglio Nationali degli Ingegneri, Italy
• Cyprus Council of Civil Engineers
• The Czech Chamber of Certified Civil Engineers
  
• and Technicians
• Zentralverband Deutsche Ingenieure
• Association of Finnish Civil Engineers
• Conseil National des Ingenieurs et des
• Scientifiques de France
• Slovak Chamber of Civil Engineers
• Polish Union of Civil Engineers

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ECCE Task Force Education

• EUCEET II reports were included in the agenda of
  all ECCE meetings
• 37th ECCE meeting, Madrid, 4 5 April 2003
• 38th ECCE meeting, Munich, 19 20 September 2003
• 39th ECCE meeting, Moscow, 21 22 May 2004
• 40th ECCE meeting, Zagreb, 1 2 October 2004
• 41st ECCE meeting, Tallinn, 10 11 June 2005

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EUCEET II main events
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EUCEET II 1st General Assembly, Athens, 20 21
February 2003

• 77 participants from 24 countries
• Foundation of the Working Groups for SP.1,
  SP.2, SP.5, SP.7, SP.9, SP.10

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EUCEET II 2nd General Assembly, Malta, 6 7 May
2004

• 90 participants from 25 countries
• Foundation of the Working Groups for SP.3, SP.4,
  SP.6, SP.8, SP.12
• Foundation of the EUCEET Tuning Task Force

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EUCEET II 3rd General Assembly, Paris, 29 30
September 2005

• 115 participants from 29 countries

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Should EUCEET continue as a Thematic Network
within Erasmus 3 ? Should we build a EUCEET III
?
A favourable response to these questions was
unanimously received at the GA in Paris
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Rationale and background of the Thematic Network
The European Civil Engineering Education and
Training (EUCEET) Network was established in July
1997 in Barcelona, at a meeting of partners
involved in Tempus projects coordinated by the
Technical University of Civil Engineering of
Bucharest, Romania, and 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, followed
by a one-year dissemination project (1 October
2001 - 30 September 2002). Another 3 year
contract (1 October 2002 - 30 September 2005) was
granted for the Thematic Network Project EUCEET
II. The newly proposed EUCEET III project
builds upon the existing network, and is aimed at
consolidating and implementing the results
obtained so far and at getting new and
significant results in other areas of interest.
The reasons for developing a new project EUCEET
III, within Erasmus 3 Action of the SOCRATES
programme, are very strong. Constructions
represent the largest industrial sector in
Europe. Civil engineering activities bear the
greatest responsibility for the built environment
and for the protection of the natural
environment. On the other hand, civil engineering
represents the domain with the oldest tradition
in engineering education across Europe. Ecole
Nationale des Ponts et Chaussees, the
coordinating institution for EUCEET I and EUCEET
II and the applicant organization for EUCEET III,
was in the year of its foundation - 1747 - the
first civil engineering school in Europe.
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There are a number of important things to
underline in relation with the Thematic Network
EUCEET. The first and most important feature is,
without any doubt, the representativeness of the
network. Many of the most prestigious civil
engineering schools of Europe are active partners
in the Network, conferring by thus weight and
credibility to the reports, papers and other
outcomes. Then comes the broadness of the
network. Besides the academic world, there is a
marked presence of the professional world.
Professional associations, at both European and
national level, research centers, design and
construction companies are members of the
network, providing by their presence the
possibility to better validate the results. One
can speak of the richness of the network,
reflected in the activities undertaken by a large
number of working groups and in the outputs of
great relevance for all stakeholders in the civil
engineering community. It should be also
emphasized the uniqueness of the network,
resulting from the fact that there is no major
engineering field to be represented in its
entirety in the family of thematic networks,
other than the civil engineering field. A
strong network of proven experience in a field of
utmost importance for the higher education and
for the economy of Europe, this represents the
background for the proposed EUCEET III project .
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The objectives of the Thematic Network Project
8 themes of major importance are proposed to be
tackled during the 3-year contractual period

• Implementation of the two-tier study programmes
  in civil engineering education across Europe,
  following the Bologna process
• Enhancement of the cooperation between civil
  engineering faculties in Europe by the
  development of joint degrees
• Doctoral programmes 3rd cycle and research in
  civil engineering faculties
• Best practice in establishing and running
  multi-disciplinary programmes of education,
  involving civil engineering and other fields
  (economy, informatics, architecture, building
  services, geosciences, materials science etc)
• Implementation of the framework for
  qualifications in civil engineering based on
  learning outcomes and competences
• Approaches to teaching and learning, assessment
  and performance in civil engineering education
• Making the European civil engineering education
  better known and more attractive outside Europe
• Developing a synergy between academic and
  professional worlds aimed at recognition of
  professional qualifications

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Partnership composition
Partnership composition of the proposed Thematic
Network Project is characterised by a good
representation of both academic and professional
worlds. As for the size of the
partnership, a reduction occurred, as compared to
EUCEET II. From 132 partners from eligible
countries in the 3rd and last year of EUCEET II
(2004-2005) the number of partners dropped to
105. This was due to the fact that invitations to
join the new project were sent only to partners
of EUCEET II which took an active part in the
works undertaken for the accomplishment of the 12
Specific Projects and of the reports on lines 1
and 2 of Tuning. Emphasis was, therefore, put on
the quality and not on the quantity. 75
academic institutions expressed their interest in
actively participating in the new Project under
Erasmus 3, distributed by countries as follows
France 5, Greece 5, Spain 5, Poland 5, Romania 5,
United Kingdom 5, Czech Republic 4, Germany 4,
Italy 5, Portugal 4, Belgium 3, Ireland 2,
Hungary 2, Slovenia 2, Slovakia 2, Turkey 3,
Denmark 2, Estonia 1, Cyprus 1, Latvia 1,
Lithuania 1, Austria 1, Finland 1, Malta 1,
Netherlands 1, Iceland 1, Norway 1, Bulgaria 1,
Sweden 1.
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There are academics partners from 29 eligible
countries, out of 31 (25 EU, 3 EEA, 2 accession,
1candidate). Only academic partners from
Luxembourg and Liechtenstein are missing, for the
very obvious reason that there are no
universities with civil engineering programmes in
the two countries. A new partner, which could not
join so far the network because the Department of
Civil Engineering was just founded, is the
University of Cyprus. From the 75
academic partners, 72 are Universities, 1 is an
University of Applied Sciences (in Germany) and 2
are Technological Educational Institutes (in
Greece). In the partnership is also present
an academic association the Association of
European Civil Engineering Faculties (AECEF).
As for the professional world, one has to
underline the strong representation of
professional associations, with 20 National
Associations (Czech Republic, Cyprus, Estonia,
Finland, France, Germany, Greece, Ireland,
Italy, Hungary, Latvia, Lithuania, Poland,
Portugal, Romania, Spain, Slovakia, Slovenia,
Turkey, United Kingdom) and one trans-european
association European Council of Civil
Engineers. In addition, 4 research centres
(France, Poland, Portugal, Romania) and 4
companies (Germany, Hungary and Romania) are in
the partnership.
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• Topics for EUCEET III
• Implementation of two-cycles in CEE in Europe
  following
• the Bologna Process
• Doctoral studies in CEE
• Enhancement of joint degrees in CEE
• Best practice in developing multidisciplinary
  programmes of education, at first and second
  cycle degree, involving civil engineering plus
  other study fields (economy, informatics,
  building services, architecture etc)
• The use of ICT in CEE
• Professional profiles in CE based on comparable
  and compatible learning outcomes
• Compatibility among diverse routes to the status
  of Professional Civil Engineer
• Development of cooperation with other parts of
  the world in CEE

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ECEE Forum 2006 Pan European Conference on
Civil Engineering Education
European Civil Engineering Education Forum is
conceived as a Pan-European Conference, aimed at
bringing together for the first time academics
and professionals, for a most serious debate on
the present and the future of the civil
engineering education in Europe. The organization
of the Conference represents the main objective
of the project. ECEE Forum 2006 is planned to
take place in September 2006 in Bucharest,
Romania. It will be preceeded by two seminars in
London and Madrid. The proposal is submitted by
higher education institutions with a leading role
in civil engineering education, among which Ecole
Nationale des Ponts et Chaussées (coordinating
institution), Imperial College and City
University London, Universidad Politecnica de
Madrid, Universitat Politecnica de Catalunya
Barcelona, T.U. Dresden, Aristotle University
Thessaloniki, Czech T.U. Prague, Budapest
University of Technology and Economics, Technical
University of Civil Engineering Bucharest,
together with professional associations such as
European Council of Civil Engineers, Institution
of Civil Engineers U.K., Colegio de Ingenieros de
Caminos, Canales y Puertos Madrid. The target
groups of the project are higher education
teachers, students, professional associations,
political-decision makers in higher education.
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EUCEET will never end
Peter Ruge
TU Dresden
23 September 2005
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TUNING
First results of the Tuning Project with the
participation of EUCEET and ECCE
42nd ECCE meeting, November 11th 12th,
2005, Istanbul, Turkey
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The TUNING project is a project by and for
universities It is the Universities response to
the challenge of the Bologna Declaration TUNING
MOTTO Tuning of educational structures and
programmes on the basis of diversity and
autonomy
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Tuning Phase I 2001- 2002 Closing Conference
Brussels, 31 May 2002 Tuning Phase II 2003
2004 Closing Conference Brussels, 21 May
2004 Tuning Phase III 2005 2006 Launching
Conference Budapest, 22 - 23 April 2005
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The Tuning Methodology

• Line 1 Generic competences
• Consultation with graduates, employers and
  academics on the importance of 30 generic
  competences and an evaluation of how well HE
  institutions develop them
• Line 2 Subject specific competences (knowledge,
  understanding and skills)
• Mapping of subject areas and development of
  common reference points and subject specific
  competences of each of the pilot disciplines
• Line 3 ECTS as a European credit accumulation
  system new perspectives
• Development of ECTS as a tool for programme
  design basis is student workload measured in
  time
• Line 4 Mapping of approaches to teaching /
  learning and assessment in different countries
• Line 5 Quality enhancement

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THE TUNING QUESTIONNAIRE

• FOCUS ON GENERIC COMPETENCES
• (GENERAL ACADEMIC SKILLS)
• TARGET GROUPS
• GRADUATES
• EMPLOYERS
• ACADEMICS
• WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE
  EMPLOYABLE INDEPENDENT OF ONES SUBJECT AREA?
• ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?

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Data
7 Areas 101 university depart. 16 Countries

• Austria
• Belgium
• Denmark
• Finland
• France
• Germany
• Greece
• Iceland
• Ireland
• Italy
• Netherlands
• Norway
• Portugal
• Spain
• Sweden
• United Kingdom

• Business
• Geology
• History
• Mathematics
• Physics
• Education
• Chemistry

• Total number of respondents
• 5183 Graduates
• 944 Employers
• 998 Academics

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Thematic Networks and Tuning How to adapt and
how to adopt the Tuning methodology?
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Tuning envisages co-operation with Thematic
Networks at three levels

• I. Exchange of Information
• II. Cooperation as a Synergy Group
• III. Cooperation as a Core Area

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II. Cooperation as a Synergy Group

• Aim Develop knowledge of Tuning Methodology
• with regard to some of the Tuning
  lines.
• Option made by EUCEET and ECCE
• - Line 1 Generic competences
• Consultation of only of academics and
  employers
• - Line 2 Subject specific competences
• Consultation of academics

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EUCEET Tuning A comparison
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EUCEET-ECCE-Tuning Phases of the action
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• EUCEET-ECCE-Tuning
• a 4-phase action
• The preparatory phase
• 29 January 2004-10 December 2004
• The on-line consultation phase
• 1 March 2005-16 July 2005
• Analysis of data resulting from the on-line
  consultation phase made by the Tuning specialist
  in statistics and by TUCEB
• IV. Preparation of the Summary of Tuning subject
  area findings

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Introduction to questionnaire on the evaluation
of the importance of specific competences for
civil engineering
Below are presented a series of competences
specific to your area. For each of them we would
ask you to do two things a. Indicate how
important you think it is that a student should
require the competence in his/her education for
the First Cycle. Please use the values 1 to 4
according to the following key 1 None, 2
Weak, 3 Considerable, 4 Strong. Please,
select the options in the corresponding box using
the mouse of your computer. b. Indicate how
important you think it is that a student should
acquire the competence in his/her education for
the second cycle. Please use the values 1 to 4
according to the following key 1 None, 2
Weak, 3 Considerable, 4 Strong. Please select
the option in the corresponding box using the
mouse of your computer. Important note. By
preparing the questionnaire, the EUCEET Tuning
Task Force considered that the First Cycle is
leading to a degree being by itself "relevant to
the European labour market", as required by the
Bologna Declaration. Some of the competences
listed below and commentaries are adapted from
the outcomes defining the "Body of knowledge"
developed in 2003 by a Committee of the American
Society of Civil Engineers.
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• In the "Body of knowledge", three levels of
  competence are defined, as follows
• Level 1 (Recognition) represents a reasonable
  level of familiarity with a concept. At this
  level, the engineer is familiar with a concept,
  but lacks the knowledge to specify and procure
  solutions without additional expertise. For
  example, an engineer might recognize that a
  particular architectural plan poses significant
  construction difficulties without having the
  expertise to devise improved construction or
  design alternatives.
• Level 2 (Understanding) implies a thorough
  mental grasp and comprehension of a concept or
  topic. Understanding requires more than abstract
  knowledge and is the basis for creative
  developing and practical applying this knowledge.
  Understanding refers not only to the scientific
  and technical aspects, but to the ethical
  consequences and responsibility as well.
• Level 3 (Ability) is a capability to perform
  with competence. An engineer with the ability to
  design a particular system can take
  responsibility for the system, identifying all
  the necessary aspects of the design, and match
  objectives with appropriate technological
  solutions. As an engineer develops, the
  engineers abilities also develop so that more
  challenging and difficult problems can be solved.

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Civil Engineering Questionnaire for academics
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Questionnaire for academics and employers
CIVIL ENGINEERING Generic Competences
Listed below are the 17 competences which have
been considered in the project Tuning Educational
Structures in Europe as most important for the
professional development of university graduates,
regardless the degree and the field.
Please rank below the five most important
competences according to your opinion. Please
write the number of the item within the box.
Mark on the first box the most important, on the
second box the second most important and so on.
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EUCEET-ECCE-Tuning The on-line consultation phase
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One of the hundreds e-mails received during the
EUCEET-ECCE-Tuning exercise I am the Dean and
therefore my answers are official. Can you tell
me what will the others say that can be different
from the official answer?
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EUCEET-ECCE-Tuning First results of the on-line
consultation 1. Analysis made by the Tuning
specialist in statistics, Mr. Paul Laka from
Deusto University, who sent on 22 September 2005
the following pp presentation
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SPECIFIC COMPETENCES
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Sample distribution Specific Competences
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Shorter labels are used for each item
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EUCEET Specific Competences 1st CYCLE
95 Confidence intervals, ordered competences
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EUCEET Specific Competences 2nd CYCLE
95 Confidence intervals, ordered competences
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EUCEET Specific Competences 1st 2nd CYCLE
Competences by order in questionnaire
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EUCEET Specific Competences 1st 2nd CYCLE
Competences ordered according to 1st cycle
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EUCEET Specific Competences 1st 2nd CYCLE
Competences ordered according to 2nd cycle
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EUCEET Specific Competences 1st 2nd CYCLE
Competences ordered according to differences
between cycles
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ITEMS where countries showed some significant
heterogeneity
(meaning that at least one of the countries
showed a significant difference from the overall
mean, alt1))
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GENERIC COMPETENCES
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Sample distribution Generic Competences
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Shorter labels are used for each item
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EUCEET Generic Competences RANKING, Academics
Decreasing ranking
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ITEMS where countries showed some significant
heterogeneity
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EUCEET-ECCE-Tuning A final task writing the
Summary of Tuning subject area findings
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Project Goals

• The EUR-ACE project aims at setting up a European
  system for accreditation of engineering
  education, with the following main goals
• provide an appropriate "European label" to the
  graduates of the accredited educational
  programmes,
• improve the quality of educational programmes in
  engineering,
• facilitate trans-national recognition by the
  label marking,
• facilitate recognition by the competent
  authorities, in accord with the EU Directives,
  and
• facilitate mutual recognition agreements.
• The system will be based on a set of common
  European standards that will be proposed, tested
  in a number of countries, refined and tuned, and
  then tested again in order to achieve the largest
  consensus. This process will be concluded by the
  end of 2005. Also, a detailed proposal will be
  formulated on how to set up and run the system
  that must become self-supporting within the five
  years.

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Project Partners
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Project Timeline
Stage 1 First Draft of Standards
Procedures September-December 2004 Stage 2
First Testing phase December 2004-February
2005 Discussion and tests of the European
accreditation model by accreditation agencies
professional associations, HEIs, Universities and
other stakeholders.
The last in the series of events within the stage
2 of the Project was the Workshop organized on
March 7th in Bucharest by UAICR (Union of
Associations of Civil Engineers of Romania), ECCE
member, in cooperation with the National Council
for Academic Assessment and Accreditation of
Romania.
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Stage 3 Refinement of Standards Procedures,
March-April 2005 Discussion of results of stage
2 review and revision of the Standards
Procedures first draft scheme on how to run the
European accreditation procedures. The second,
revised version of EUR-ACE Standards and
Procedures for the accreditation of Engineering
Programmes to which comprehensive Explanatory
Notes written by Prof. Giuliano Augusti from
University La Sapienza Rome, EUR-ACE
Coordinator, were put on the EUR-ACE web page
(www.feani.org/EUR-ACE) since May 16th, 2005.
ECCE members were invited to formulate such
suggestions. Stage 4 Retesting, May-October
2005 Tests of the (revised) European engineering
accreditation standards and procedures in several
HEIs and countries, including pilot
accreditations. Members of the EUR-ACE Steering
Committee were actively involved in activities of
the retesting phase. Thus, Prof. Iacint Manoliu
from UAICR participated in accreditation visits
at the Ecole Spéciale des Travaux Publics, Paris
and the Technical University Tomsk. The retesting
phase will provide new evidence concerning the
applicability of the revised set of
accreditations procedures and criteria. An
important event which took place during this
stage was the establishment of ENAEE (European
Network for Accreditation of Engineering
Education). The first general assembly of ENAEE
took place in Berlin on 7th October 2005. UAICR
is member of ENAEE.
96
Project outputs
Stage 5 Wrapping up the EUR-ACE project,
November-December 2005 Submission of
project outputs to the European Commission (DG
Education and Culture). Final meeting of the
Steering Committee Florence, 16 November
2005 Final meeting of all partners Florence, 17
November 2005