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THE CURRENT TRENDS IN DEVELOPMENT OF HIGHER ENGINEERING EDUCATION IN EUROPE

INNOVATIVE ENGINEERINGEDUCATION AND SPECIALISTS TRAINING International Symposium (Moscow, Russia, 27-28 March 2007). THE CURRENT TRENDS IN DEVELOPMENT OF HIGHER ENGINEERING EDUCATION IN EUROPE Prof. Claudio Borri, Dr.-Ing. h.c. Vice Dean for Int. Relations

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THE CURRENT TRENDS IN DEVELOPMENT OF HIGHER ENGINEERING EDUCATION IN EUROPE

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  1. INNOVATIVE ENGINEERINGEDUCATION AND SPECIALISTS TRAININGInternational Symposium (Moscow, Russia, 27-28 March 2007) THE CURRENT TRENDS IN DEVELOPMENT OF HIGHER ENGINEERING EDUCATION IN EUROPE Prof. Claudio Borri, Dr.-Ing. h.c. Vice Dean for Int. Relations School of Engineering. - Univ. di Florence Italy President of SEFI (Soc. Européenne pour la Formation des Ingénieurs, Bruxelles) President of IFEES (International Federation of Engineering Education, Washington D.C.) Prof. C. Borri

  2. Outline of the Talk 4 main chapters: • Present Challenges: the difficulties Europe is facing, the impact of the Reform of European Universities, major actions • Bologna Process: keeping the track … • Future Challenges • Wordwide developments: IFEES Prof. C. Borri

  3. 1. Present Challenges Prof. C. Borri

  4. The European Growth Strategies 1985: Single Market Programme (removing all barriers to the free movements of goods, services, persons and capital to stimulate change); … but it failed to boost growth! (A. Sapir) 2000: Lisbon Agenda : “to make Europe the most competitive and dynamic knowledge-based economy in the world by 2010” Prof. C. Borri

  5. Innovation and knowledge Two views on the EU-US productiviy growth differential : • Difference in efficiency of product and factor markets • Difference in R&D, in higher education systems & in competitivity More investment in knowledge • Higher spending for research & HE • Better spending for research & HE • … this requires reforms at both EU & member states levels Prof. C. Borri

  6. Major European actions (by the EC, DG EaC) in the field of internationalisation of HE (1) The ERASMUS programme(1987-96): • Mobility of students (more than 1,500,000 up to end of 2006) • Mobility of teaching and administrative staff (more than 250,000) • Thematic Networks (large thematic projects of transversal interest) • Intensive Programmes • Curriculum Developments (joined curricula: CDI, CDA) • Transatlantic ERASMUS (consortia of min 3 Institutions) The SOCRATES programme(1: 1996-1999; II: 2000 - 2006), extended now to 31 countries (including Turkey): Chapt. 1: ERASMUS (HE) (s. above) Chapt. 2: COMENIUS (secondary education) Chapt. 3: GRUNDTVIG (Complementary actions, like LLL …) … and just started: The LLP programme (2006-2012) Subprogramme. 1: COMENIUS (secondary education) Subprogramme. 2: ERASMUS (HE) (s. above) Subprogramme. 3: Leonardo da Vinci (education and enterprises) Subprogramme 4: GRUNDTVIG (Complementary actions, like LLL …) Prof. C. Borri

  7. Major European actions (by the EC, DG EaC) in the field of internationalisation of HE (2) The “Leonardo da Vinci” Programme (1995-99; 2000-06) • mobility placement of students and graduates to industries • Accompaining measures into the labour market • Consortia University-Enterprises Bilateral programmes have been activated since longer time, such as: EU-Canada EU-Japan EU-Australia EU-New Zealand Prof. C. Borri

  8. Major European actions (by the EC, DG EaC) in the field of internationalisation of HE (3) The TEMPUS programme (1990 – 1999; 2000-06 ), funded under PHARE, TACIS and MEDA cooperation programmes: • Structural JEPs: projects for improving facilities/Institutions in HE • Curricular JEPs: establishment of new curricula • Mobility grants • Accompaining measures The ALPHA Programme Cooperation of European HEI with Latin american ones Prof. C. Borri

  9. Major European actions (by the EC, DG EaC) in the field of internationalisation of HE (4) Most recent: to promote attractiveness of EHEA and ERA: ERASMUS MUNDUS (2004 - ): 4 main activities 1: EU Master courses (consortia of min 5 Universities in 3 countries) 2: Scholarships for 3rd country scholars and post-graduates (within Activity 1) 3: Partnerships EU - 3rd country HEIs (for Activ. 1) 4: Attactiveness measures Prof. C. Borri

  10. The Future • A more dynamic, competitive & single market • More investment in knowledge and education European Commission Policies: catalysts for change • ERC • EIT Prof. C. Borri

  11. A European Institute of Technology Public consultation on the possible missions, objectives, added-value and structure of an EIT (Nov. 2005) “The search for knowledge has always been at the heart of the European adventure. It has helped to define our identity and our values, and it is the driving force behind our future competitiveness. In order to reinforce our committment to knowledge as a key to growth, the Commission proposes the creation of a “European Institute of Technology” to act as a pole of attraction for the very best minds, ideas and companies from around the world. The Commission will actively explore with the member states and public and private stakeholders on how best to take this idea foreword” Source: Commission mid term review of the Lisbon Process (COM (2005)24) Prof. C. Borri

  12. 2. Bologna Process (i.e. the Bologna Declaration and European Engineering Education) Prof. C. Borri

  13. The Bologna Declaration an (unexpected) agreement of the national Education Ministers deciding a general common policy in the field of HE around 2010, in order to achieve a “European Higher Education Area” Prof. C. Borri

  14. The “European Higher Education Area” • Keywords: “Mobility”, “transparency”, “compatibility” and “comparability” • Words like “harmonisation” and “convergence” are not used in the declaration itself but they appear in background documents. • A special emphasis is put on the international competitiveness of European higher education. Prof. C. Borri

  15. The Bologna Declaration First goal: … as simple as “the 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” Prof. C. Borri

  16. The Bologna Declaration (cont’d) Additional goals: • Establishment of the system of credits – such as ECTS system – as a proper means of promoting the most widespread student mobility. • Credits could also be acquired in non-higher education contexts, including lifelong learning, provided they are recognised by the receiving Universities. Prof. C. Borri

  17. The Bologna Declaration (cont’d) • Promotion of mobility by overcoming obstacles to the effective exercise of free movement with particular attention to: • for students: Access to study and training opportunities and to related services • for teachers, researchers and administrative staff: Recognition and valorisation of periods spent in a European context researching, teaching and training. . Prof. C. Borri

  18. The Bologna Declaration (cont’d) • Promotion of European co-operation in quality assurance with a view to develop comparable criteria and methodologies • Promotion of the necessary European dimension in higher education, particularly with regards to curricular development for inter-institutional cooperation, mobility schemes and integrated programmes of study, training and research Prof. C. Borri

  19. The Crucial Point • 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 at least three years. • The degree awarded after the first cycle shall be “relevant to the labour market” • The second cycle should lead to the master (and to the 3rd cycle: doctoral degree) Prof. C. Borri

  20. Accreditation? Statement of accreditation: a certain programme gives suitable preparation for a career as a professional engineer (in the opinion of the accrediting agency). An accreditation is preceded by a quality assessment. The legal implications of an accreditation vary from country to country. The value depends of the position and authority of the accrediting agency. Prof. C. Borri

  21. A first embryo of a European Network for Accreditation of EE curricula ESOEPE - European Standing Observatory for the Engineering Profession and Education. Created in 2001 by:the British Engineering Council, the Commission des Titres d’Ingénieur (France), the Akkreditierungsagentur für Studiengänge der Ingenieur-wissenschaften und der Informatik , ASII, (Germany), the Italian Deans of Engineering, the Portuguese Ordem dos Engenheiros, SEFI, CESAER and BEST through E4, FEANI, Prof. C. Borri

  22. 3. Challenges for the Future Prof. C. Borri

  23. Introduction The EHEA in Engineering & Technology: what’s special ? • Implementation of Bologna agreement: very discussed • Quality issues & accreditation: burning issue (quite advanced) • The debate between Technical Universities & Univ. of Applied Sciences (short curricula) • 3° cycle (Ph D studies) within Bologna: it’s really needed? The ERA: • Natural sciences & engineering is highly internationalised (since decades) • European reserch funding in E&T: the FPs, ESF/COST, EURAB, and in the future: EIT ???) • Attractiveness: how « attractive » is Europe to non-European young researchers ? Prof. C. Borri

  24. What is SEFI? (www.sefi.be) European Society for Engineering Education Société Européenne pour la Formation des Ingénieurs Europäische Gesellschaft für Ingenieurausbildung Founded in 1973 … SEFI is nothing but its members About 400 (250 institutions, assocıatıons, individuals) in 38 countries ... and the contributions from its members Prof. C. Borri

  25. IGIP-SEFI vision statement (2006) • to look for a max of synergies between the two societies and to start a process of convergence towards a pan European (International) association for Engineering Education … • to commit the societies to organise common events … • to jointly promote and run projects on EE at European level … • to form a common European voice within the world of EE associations in general and more specifically within the future IFEES • to make the IGIP-SEFI Liaison Group … as a permannet task force working on all previous items (C. Borri & F. Flueckiger, 2006) Prof. C. Borri

  26. IGIP-SEFI (joined) ANNUAL CONFERENCE 2007:Univ. of Miskolc, Hungary2-4 July 2007On« Joining forces in EE towards excellence »http://www.sefi-igip2007.com/ Prof. C. Borri

  27. 2 main Projects under the spotlights: SOCRATES THEMATIC NETWORK TREE (as follower of two previous ones: H3E, E4) « Teaching and Research in European Engineering » EUR-ACE Implentation « Implementation of a European System for Accreditation of Engineering Education » Prof. C. Borri

  28. Contact Address Prof. C. Borri, President & Legal Representative Prof. F. Maffioli, Coordinator (Politecnico di Milano) TREE Headquarters c/o International Relations Office, School of Engineering Via di S. Marta 3, 50139 Firenze Tel 055.4796543, Fax 055.4796544  http://www.unifi.it/tree Prof. C. Borri

  29. The EUR-ACE project01.09.2004 – 31.03.2006 The EUR-ACE Project for the Accreditation of Engineering Programmes and Graduates was prepared and proposed to the European Commission as a development of the “European Standing Observatory for the Engineering Profession and Education” (ESOEPE). EUR ACE was supported by funding from the SOCRATES and TEMPUS programmes Prof. C. Borri

  30. EUR-ACE follow-up (1) 15 February ’06: 2 project proposals have been submitted to the TEMPUS programme: 1) PROmotion and implementation of the Eur-Ace STandards - Tempus PRO-EAST 2)Creation of a Lebanese EngineeringPrograms Accreditation Commission - TEMPUS LEPAC 3) “EUR-ACE Implementation” ENAEE has decided to respond to the Call for proposals - DG EAC/01/06 “Higher Education Reform (Lisbon Strategy and Bologna Process)” within the SOCRATES programme, with the project 30 Prof. C. Borri

  31. EUR-ACE follow-up (3) • ENAEE has decided to respond to the Call for proposals - DG EAC/01/06 “Higher Education Reform (Lisbon Strategy and Bologna Process)” within the SOCRATES programme, with the project “EUR-ACE IMPLEMENTATION” • Università di Firenze is the Applicant Institution. • ENAEE and its members, plus other Institutions, will participate in the project (UNIFI, ENAEE, FEANI, SEFI, EUROCADRES, EUA, IDA, ASIIN, AUA, CTI, IEI, CoPI, CRUI, NVAO, OE-PT, EC-UK, UAICR, MUDEK, RAEE, BBT). • The main goal of the project will be the implementation of a European system for accreditation of engineering education. 31 Prof. C. Borri

  32. EUR-ACE CONTACTS EUR-ACE Headquarters: Prof. G. Augusti Int. Relation Office, School of Engineering Via di S Marta 3, 50139 Firenze E_mail: eur-ace@unifi.it Tel. (+39) 055 4796543 http://www.feani.org/EUR-ACE) Prof. C. Borri

  33. 4. Brand New! Prof. C. Borri

  34. IFEES – International Federation of Engineering Education Societies Engineering Educators go global to share solutions and resources: new alliance to shpe international engineering educations for the 21st century world. The founding meeting of IFEES took place on October the 9th 2006 in Rio de Janeiro within the frame of the ASEE global colloquium Prof. C. Borri

  35. IFEES Mission Statement • The aim of IFEES is to promote engineering education globally and to enhance its quality by bringing together members from engineering education societies around the world to share teaching methods, curriculum plans, and every other aspect of educating engineers, to include those organizations from developing countries. • Issues that IFEES will address include: • upcoming trends/teaching trends in engineering & technology; • sharing of best practices in engineering education • international collaboration and multiple stakeholders’ interaction • shortages (and surpluses) in the professional fields of engineering; • curriculum challenges faced by each region/country; • challenges faced by engineering graduates educated in a country different from their country of employment • encouragement of continuing engineering education • The Association will work in close cooperation with national and regional organizations from around the globe. Prof. C. Borri

  36. IFEES – Executive Committee The elected leadership team includes a president plus an executive board of 11 individuals, including vice presidents representing four geographic regions of the globe: Americas, Africa/Middle East, Europe, and Asia/Pacific. Claudio Borri was elected IFEES president. Mervyn Jones, Qing Lei, James Melsa, Lueny Morell, and Nitte Shetty were elected as executive board members for the next two years. Kwang Sun Kim, Norbert Kraker, Maria Larrondo-Petrie, Sipho Madonsela, Yuri Pokholkov, and Javier Paez Saavedra were elected as executive board members for the next year. Prof. C. Borri

  37. IFEES – Short Term Goals Short-term goals include the creation of an international engineering education Web site, coordination and maintenance of a conferences and meetings calendar, development of a high-quality newsletter, and development of an annual publication profiling engineering colleges around the world. IFEES will meet again in October 2007, in conjunction with the 6th ASEE Global Colloquium in Istanbul, Turkey. Prof. C. Borri

  38. Thank you for the kind attention ! Prof. Claudio Borri Vice-Dean for International Relations Facoltà di Ingegneria, Univ. Di Firenze Via di S. Marta, 3 50139 Firenze, Italy Tel: +39.055.4796.543 Fax: +39.055.4796.544 E_mail: intreling@unifi.it http://www.unifi.it/tree Prof. C. Borri

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