Enhancing Transnational Cooperation in Engineering Education Through European Thematic Networks

1. An Example of Best Practice in Transnational Cooperation in the Field of Engineering Education: the European Thematic Networks Prof. Iacint MANOLIU Technical University of Civil Engineering, Bucharest, Romania Chairman of EUCEET II Management Committee International Conference on Engineering Education Gliwice, July 25 -29, Gliwice

2. SOCRATES – European Community programme in the field of education First phase: 1995 – 1999, budget 0.9 billion EURO Second phase: 2000 – 2006, budget 1.4 billion EURO ERASMUS – Higher education component of SOCRATES, aimed at: - enhancing the quality of higher education - encouraging transnational cooperation among universities - boosting European mobility of students and teachers - improving the transparency and full academic recognition of studies and qualifications

3. Thematic Networks a sub-action of the Erasmus Action, initiated in 1996 Main aim of Thematic Networks - to enhance quality and to define and develop a European dimension within a given academic discipline or study area, or as regards a topic of an interdisciplinary/multidisciplinary nature, or in other matters of common interest, which is achieved by means of cooperation between universities, university faculties or departments. Other partners in Thematic Networks, beside universities: academic associations, learned societies, professional bodies, other partners of socio-economic importance in the public or private sector

4. Two major kinds of Thematic Networks: Vertical Networks • Economic, Social and Human Sciences: archeology, arts, law, teachers training, management, languages, literature, political science, communication science, sports. • Sciences and Technologies: biology, dentistry, chemistry, engineering, civil engineering, computer science, medicine, veterinary medicine, physics, agriculture and food sciences. Transversal Networks • philosophy and human science, ethics, open and distance learning, continuing education, university management and administration

5. EUCEET - Thematic Network in the Field of Civil Engineering • EUCEET (European Civil Engineering Education and Training) • initiated by the Technical University of Civil Engineering of Bucharest • coordinated by the Ecole Nationale des Ponts et Chaussées France • EUCEET I: 1 September 1998 – 31 August 2001 • Dissemination year: 1 September 2001 – 30 September 2002 • EUCEET II: 1 October 2002 – 31 December 2005

6. EUCEET partnership Codes significance: EDU.4 – Higher education institution; ASS.1 – Non-profit association (national); ASS.2 – Non-profit association (international); ASS.3 – Association of Universities; RES – Research institute; SER – Private company (services). In parenthesis is the number of countries represented.

7. EUCEET I • Six themes were tackled during the first phase of the Project: • 'Curricula in European Civil Engineering Education at Undergraduate Level' • 'Accreditation and Quality Assessment in Civil Engineering Education' • 'Synergies between Universities, Research, Industry and Public Authorities in the Construction Sector of Europe' • 'Postgraduate Programmes and Continuing Professional Development in Civil Engineering Education' • 'Balance and Change in Civil Engineering Education' • 'Demands of the Economic and Professional Environments in Europe with Respect to Civil Engineering Education'

9. EUCEET II Six themes were included in the working plan of EUCEET II, each of them having one or several Specific Projects. Theme A: 'Curricula issues and developments in civil engineering', with four Specific Projects: SP.1 Studies and recommendations on core curricula for various degree programmes SP.2 Practical placements as part of the civil engineering curricula SP.3 Environmental and sustainable development matters in civil engineering education SP.4 Non-technical subjects in civil engineering educationTheme B: 'Development of the teaching environment in civil engineering education', with two Specific Projects SP.5 Problem-oriented, projects-based education in civil engineering SP.6 Use of ICT in civil engineering education

10. Theme C: 'Promoting the European dimension in civil engineering education', with two Specific Projects SP.7 Harmonization of European construction codes and regulations SP.8 Synergies between TN EUCEET and other activities under the Socrates Erasmus programme and European research Networks in civil engineering Theme D: 'Enhancing the attractiveness of civil engineering profession', with one Specific Project bearing the same title (SP.9) Theme E: 'Recognition of academic and professional civil engineering qualifications', with two Specific Projects SP.10 Specialised knowledge and abilities of graduates of civil engineering programmes SP.11 Academic and professional recognition and mobility of European civil engineers

11. Theme F: 'Lifelong learning in civil engineering', with one Specific Project bearing the same title (SP.12) By the time of the writing of this paper, most of the reports for the 12 Specific Projects are either completed or in an advanced stage of preparation. They will represent the substance of two more EUCEET volumes. 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.

12. BOLOGNA Process In 'The Bologna Declaration on the European Higher Education Area' signed on June 19th, 1999, by Ministers of Education from 29 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 candidate countries (BG, CZ, EE, HU, LV,LT, PL, RO,SK, SI, MT) and Switzerland, six main action lines were defined: 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

13. The next meeting of the Ministers of Higher Education took place in Prague, on May 19th, 2001. The Communiqué issued on that occasion "Towards the European Higher Education Area" had 33 signatory countries (29 Bologna signatory countries, plus Cyprus, Turkey, Liechtenstein, Croatia). To the 6 action lines from Bologna, 3 more action lines were added: 7. Lifelong learning 8. Higher education institutions and students 9. Promoting the attractiveness of the European Higher Education Area In Berlin, on September 19th, 2003, the number of signatory countries of the Communiqué "Realising the European Higher Education Area" reached 40: 33 Prague signatory countries, plus 4 Tempus-Cards (Albania, Bosnia-Herzegovina, FYR Macedonia, Serbia-Montenegro), 1 Tempus Tacis - the Russian Federation; and Andorra and The Holly See. To the 9 Bologna and Prague action lines, one more was added: 10. Doctoral level (third cycle) included in the Bologna process

14. In 2005, higher education ministers from 45 countries met in Bergen, Norway, on 19-20 May. Five new countries have joined the process: Armenia, Azerbaijan, Georgia, Moldova and Ukraine. The Bergen Communiqué, entitled "The European Higher Education Area - Achieving the Goals", includes a new action line: 11. The attractiveness of the EHEA and cooperation with other parts of the world It is worth to quote here the full text of this new action line: 'The European Higher Education Area must be open and should be attractive to other parts of the world. Our contribution to achieving education for all should be based on the principle sustainable development and be in accordance with the ongoing international work on developing guidelines for quality provision of cross-border higher education. We reiterate in international academic cooperation, academic values should prevail.

15. We see the European Higher Education Area as a partner of higher education system in other regions of the world, stimulating balanced student and staff exchange and cooperation between higher education institutions. We underline the importance of intercultural understanding and respect. We look forward to enhancing the understanding of the Bologna Process in other continents by sharing our experiences of reform processes with neighbour regions. We stress the need for dialogue on issues of mutual interest. We see the need to identify partner regions and intensify the exchange of ideas and experiences with those regions. We ask the Follow-up Group to elaborate and agree on a strategy for the external dimension.'

16. EUCEET and the BOLOGNA Process • EUCEET survey in 1999 – 2000 • the continental system

17. EUCEET and the BOLOGNA Process • EUCEET survey in 1999 – 2000 • the anglo-saxon system

18. "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.'

19. 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 statement were defined and a draft was circulated among the MC members in the months following the Ciudad Real meeting. At the next Management Committee meeting, held in Paris on 16th February 2004, the following 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.

20. 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 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.'

21. 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

22. 1999 – 2000

23. 2003 - 2004

24. 2005 and beyond

25. Conclusions Launched as a pilot action in 1996, the Thematic Network developed in the 9 years since as a most succesful action in favour of trans-national cooperation in the field of higher education.

26. The case of EUCEET, a Thematic Network in civil engineering, undoubtedly a major field of engineering education, illustrates how beneficial could be the existence of such Project in a time when very significant transformations are occurring, such as the ones induced in Europe by what is known as the Bologna Process.

27. The European experience in networking can be a source of inspiration for other regions of the world. The Communiqué of the Conference of European Ministers from 45 countries convened on 19-20 May 2005 in Bergen recognized the need to identify partner regions of the world and to intensify the exchange of ideas in order to enhance the understanding of the Bologna Process in other continents.

28. This brings hopes that is not too distant the moment when Thematic Networks such as EUCEET will bring together partners from several continents, willing to tackle in co-operation problems of mutual interest.