Universidad Polit

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New Proposals for a Standardized European
Title EUROPEAN EDUCATION IN GEODETIC
ENGINEERING, CARTOGRAPHY AND SURVEYING
Catania, 2005 November 16
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RATIONAL 1

• THE STUDENTS PERSPECTIVE
• Students have increased mobility
• Students demand clear, objective reliable info
  about degree programmes in EU and beyond
• They are the CLIENT with rights !!!!

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RATIONAL 2

• EMPLOYERS PERSPECTIVE
• Employers need reliable information about what a
  qualification means
• CERTIFICATE?
• DIPLOMA OR BACHELORS?
• MASTERS?
• In country of award

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RATIONAL 3

• EU HIGHER EDUCATION POLICY
• WANTS COMPATIBILITY
• WANTS COMPARIBILITY
• WANTS COMPETITIVENESS
• WANTS QUALITY MANAGEMENT

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SOLUTION ?

• COMMON FRAMEWORK FOR HIGHER EDUCATION
• The adoption of a common framework by EU could
  facilitate an automatic recognition of
  qualifications and help the problems stated
  previously
• FRAMEWORK Similar educational structures
• Core curriculum
• 2 tier cycle
• Accreditation

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INSTRUMENTS FOR EUROPEAN CONVERGENCE

• Essential structure for degrees
• ETCS implementation
• Diploma supplement
• European Evaluation and Accreditation System

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PRECEDENTS

• Many steps have been taken since 1998
• Sorbonne Declaration (1998)
• Bologna Declaration (1999)
• Prague Declaration (2001)
• Berlin Conference (2003)

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BOLOGNA DECLARATION 1999

• a system of academic grades which are easy to
  read and compare
• a system essentially based on two cycles a
  first cycle geared to the employment market and
  lasting at least three years and a second cycle
  (Master)
• a system of accumulation and transfer of credits
  (of the ECTS type already used successfully under
  Socrates-Erasmus)
• mobility of students, teachers and researchers
• cooperation with regard to quality assurance
• the European dimension of higher education

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OBJECTIVES IN THE BOLOGNA PROCESS

• To achieve a European Qualification
• To improve academic aspects in the EU
• To create a European Degree
• To encourage students and professors mobility in
  the EU
• To increase the quality of education
• To extend and create more post-graduate programs
• To strengthen links between students and private
  sector

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EEGECS REVIEW OF EU INSTITUTIONS IN GEOMATICS

• QUESTIONNAIRE?
• Existence of specialities
• Name of the degrees and study plans
• Structure 32
• ECTS implementación
• Diploma supplement
• Language learning
• Access to higher education requirements
• Practical training
• Total credits of degrees

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COUNTRIES SURVEYED

• Italy
• Lithuania
• Norway
• Portugal
• Romania
• Slovakia
• Slovenia
• Spain
• United Kingdom

• Austria
• Belgium
• Czech Republic
• Finland
• France
• Germany
• Hungary
• Ireland

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Degree Structure (32) other
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THE OTHERS
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CONCLUSIONS Pan European Situation
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OBJECTIVES OF STANDARDIZED EUROPEAN TITLE

• GENERIC OBJECTIVES
• SPECIFIC OBJECTIVES

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OBJECTIVES OF STANDARDIZED EUROPEAN TITLE

• GENERIC OBJECTIVES
• To understand the engineering profession in its
  context and social dimension
• Be competitive in a complex and uncertain world
• To achieve a global, multidimensional and
  multi-disciplinary vision
• Establish a basis for future postgraduate cycles
  

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OBJECTIVES OF STANDARDIZED EUROPEAN TITLE

• SPECIFIC OBJECTIVES
• They are the ones that describe the knowledge and
  professional competences that will complete a
  future engineer.
• An Engineer has to be competent for the following
  tasks
• PROJECTION
• EXECUTION
• MANAGEMENT
• OF PROCESSES AND PRODUCTS

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CONTENTS OF AN ENGINEERING DEGREE IN EUROPE
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DEGREE STRUCTURE

• INNITIALLY
• 3 (BACHELOR)2 (MASTER)
• 180 CREDITS 120 CREDITS
• NOW, THE TENDENCE IS
• 4 (BACHELOR) 2 (MASTER) gt PhD
• 240 CREDITS 120 CREDITS

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New Proposals for a Standardized European
Title EUROPEAN EDUCATION IN GEODETIC
ENGINEERING, CARTOGRAPHY AND SURVEYING
Catania, 2005 November 16