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ACCREDITATION OF ENGINEERING EDUCATION ON A CONTINENTAL SCALE: the EUR-ACE project (Accreditation of European Engineerin

ACCREDITATION OF ENGINEERING EDUCATION ON A CONTINENTAL SCALE: the EUR-ACE project (Accreditation of European Engineering Programmes and Graduates). Giuliano Augusti Università "La Sapienza", Roma, Facoltà di Ingegneria Coordinator, EUR-ACE Project giuliano.augusti@uniroma1.it

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ACCREDITATION OF ENGINEERING EDUCATION ON A CONTINENTAL SCALE: the EUR-ACE project (Accreditation of European Engineerin

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  1. ACCREDITATION OF ENGINEERING EDUCATION ON A CONTINENTAL SCALE:the EUR-ACE project(Accreditation of European Engineering Programmes and Graduates) Giuliano Augusti Università "La Sapienza", Roma, Facoltà di Ingegneria Coordinator, EUR-ACE Project giuliano.augusti@uniroma1.it eur-ace@ing.unifi.it Tomsk, 2 April 2005

  2. The EUR-ACE project was presented in response to a Call for Proposals for Europe-wide Participation Projects contributing to the Realisation of the European Higher Education Area (Bologna Process) issued on 5 March 2004 by the European Commission Directorate-General for Education and Culture (DG EaC) SOCRATES-TEMPUS Unit 2

  3. What is accreditation of an educational programme? The EUR-ACE definition: Accreditation of an engineering educational programme is the primary process used to ensure the suitability of that programme as the entry route to the engineering profession. Accreditation involves a periodic audit against the present standards of the engineering education provided by a particular course or program. It is essentially a peer review process, undertaken by appropriately trained and independent panels comprising both engineering academic staff and professional engineers from industry. The process normally involves both scrutiny of data and a structured visit to the educational institution. Notwithstanding some slight differences, this definition is generally accepted in the engineering community, but … 3

  4. Three typical examples within the EU founding countries: … significance and procedures for accreditation of engineering education vary greatly from one European country to the other. • in GB and IE, accreditation standards and procedures are the responsibility of professional Institutes: Universities and Higher Education Institutions (HEIs) are only involved through the assessment of education programmes, although sometimes they have to adapt the curricula in order that their programmes be accredited; • in FR, since as early as 1934, “habilitation” is granted to engineering programmes and HEIs by the “Commission des Titres d'Ingénieur” (CTI), in which the academic world, the profession and the employers are represented on a parity basis; • in IT, like in some other “continental” countries, the conformity of an academic programme to rules set by the Ministry of Education (or another national authority) is seen as making an HE programme automatically accredited. 4

  5. The “Bologna Process”, started in 1998 and now involving 40 countries, is working towards the establishment (in 2010) of • “the European Higher Education Area …, in which citizens can choose from a wide and transparent offer of high quality courses and benefit from smooth recognition procedures”…. • … thanks also to the “adoption of a system of easily readable and comparable degrees”. But in practice the process has not involved yet any change or coordination of the professional accreditation procedures whose differences lead to much confusion in the mutual recognition of academic and professional qualifications: consequently, difficulties still remain in the mobility and trans-national acceptance of engineers (and other professionals). 5

  6. It is indeed true that engineers, even if educated differently, have always been able to work together ... But a coherent European accreditation system is now felt extremely useful, if not necessary. Why ? For several reasons, such as  • Increased (physical and “virtual”) mobility of engineers (also of engineering students, but this is another story); • New H.E. Institutions and new degrees, at several “levels” and in several “specializations”, sometimes not understandable … •   The 1989European Directive, which assured mobility and “freedom of establishment” of all professional within the EU, not always satisfactorily applied. [Since quite a few years, a new “Directive” expects approval by the European Parliament: will it be able to improve the situation?] 6

  7. while “most evaluation and accreditation is [still] carried out on a national or regional basis, it is expected that these local exercises will become more comparable and more European through the use of "an agreed set of standards, procedures and guidelines" and the involvement of foreign experts, while in a number of cases there is [already] scope for transnational evaluation and accreditation, e.g. in highly internationalised fields of study like business and engineering or in cases where universities or sponsors (public or private) seek to obtain a label for reasons of branding or consumer protection. Indeed, as put in a February, 2004 paper by EC DG EaC“FROM BERLIN TO BERGEN: the EU Contribution” 7

  8. What is then the purpose of the EUR-ACE project? In order to contribute to overcome the difficulties in the mutual recognition of academic and professional qualifications, and facilitate the mobility and trans-national acceptance of engineers EUR-ACE will “propose a framework for setting up a [single] European system for accreditation of engineering education at the First Cycle and Second Cycle level (as defined within the Bologna process)” and will thus contribute to establishing the European Higher Education Area …. 8

  9. FEANI • SEFI • CESAER • EUROCADRES • ENQHEEI • UNIFI/TREE 14 Partners • ASIIN (DE) • C.T.I. (FR) • I.E.I. (IE) • CoPI (IT) • OE (PT) • UAICR (RO) • RAEE (RU)* • ECUK (UK) * TEMPUS partner (EUR-ACE is the first project supported by the two EU programmes “SOCRATES” and “TEMPUS”) 9

  10. EUR-ACEAccreditation of European Engineering Programmes and GraduatesOther Participating Institutions indicated in the application (1) 2. SEFI Instit. Members • SE: Lund University • CZ: C.T.U. Prague • HU: Univ. Miskolc • TK: Istanbul T.U. • AT: T.U.Wien 1. FEANI Nat. Members • Germany • Poland • The Netherlands • Spain • Finland • Denmark • Switzerland • Italy 10

  11. 4. CLAIU 5. CRUI (IT) The list of the “Other Participating Institutions” can be modified: Institutions can be added / cancelled. They are expected to play a major role during the “testing stages” of the project. EUR-ACEAccreditation of European Engineering Programmes and GraduatesOther Participating Institutions indicated in the application (2) 3. EUROCADRES Nat. Members • Belgium • Czech Republic • Denmark • Finland • France • Ireland • Italy • Portugal • Romania • United Kingdom 11

  12. EUR-ACE Project Management Structure Project Board (PB) International Advisory Board One representative of each Partner 3 high level experts Financial and administrative Technical Structure Structure Treasurer Coordinator Steering Committee Ph. Wauters (Project Leader) 8 [Socrates] +1 [Tempus] accreditation specialists G. Augusti Support by the legal Technical support Technical support representative (each partner) (each partner) FEANI - Staff Staff Staff Additional support to the testing phase FEANI National Members, Technical and administrative assistance, SEFI institutional members, relations with other Socrates programmes EUROCADRES National Members UNIFI, International Relations Office - – 12

  13. 1.FEANI - Philippe WAUTERS 2.SEFI - Tornbjörn HEDBERG 3.CESAER - Jan GRAAFMANS 4.EUROCADRES - Pierre COMPTE 5.ENQHEEI - René-Fran. BERNARD 6.ASIIN - Iring WASSER 7.CTI - François TAILLY EUR-ACE Project Board: First meeting: London (ECUK), 2 September 2004 8.   IEI - Michael HILLERY 9.CoPI - Alfredo SQUARZONI 10. UNIFI - Claudio BORRI 11.OE PT- Sebastiao FEYO 12.UAICR - Iacint MANOLIU 13.RAEE - Oleg BOEV 14.EC UK - Jim BIRCH Chairman: Alan PUGH, Coordinator of ESOEPE PSC 13

  14. 1.João Duarte Silva 2.Ian Freeston 3.Günter Heitmann 4.Michael Hillery 5.Antonio Salgado de Barros 6.J. M. Siwak 7.Alfredo Squarzoni 8.Iring Wasser 9. Alexander Chuchalin Chairman: Project Coordinator (Giuliano Augusti) EUR-ACE Steering Committee 14

  15. Kruno Hernaut • Christian Thune, Chairman of ENQA (*) • Rolf Heusser, Chairman of ECA (*) (*) to be confirmed EUR-ACE International Advisory Committee 15

  16. Duration: September 2004-December 2005. • Five “stages” (described in the following). • Budget: "SOCRATES" part (13 partners): € 454,419 total , of which € 300,000 co-financing by the Commission and € 154,419contribution by the 14 partners, mainly in Academic staff time; “TEMPUS" part (1 partner):  € 46,900 total, of which € 38,300 co-financing by the Commission and € 8,600 contribution by RAEE, mainly in Academic staff time. Remember: EUR-ACE is the first project supported by the two EU programmes “SOCRATES” and “TEMPUS” EUR-ACEAccreditation of European Engineering Programmes and Graduates 16

  17. By which path(s) an European Recognition/Accreditation/Certification system of Engineering Education can be built up? By an EU “Directive” (i.e. a European “law”)? Impossible (even if somebody might advocate it) because • autonomy of HEIs, that within many countries, are not “obliged” even to recognise each others’ degrees) • EHEA involves many more countries than EU and an ad-hoc European structure? Which future for Accreditation in Europe according to EUR-ACE ? 17

  18. The assumption of the EUR-ACE project is that the present difficulties in recognition and mobility can only be overcome by reaching a European-wide consensus on standards required from engineering educational programmes, including assessment and QA measures, and by setting up a system for accrediting programmes, HE Institutions and graduates when such standards are achieved, not when bureaucratic rules are fulfilled. The future of Accreditation in Europe (2) 18

  19. This European Accreditation system must be built-up gradually, bottom-up, including and harmonizing existing accreditation systems, and involving national and regional accreditation agencies. Can the model be the “Washington Accord” ? O.K., if we mean how the W.A. was built and is run; but note that W.A. has worked well until it included only educational systems directly deriving from the “Anglo-Saxon” model. Thus, if we want a “European Accord”, we must refer to a well defined European model of engineering education, based on the EHEA (Bologna-Berlin) first-second cycle scheme, duly adapted to Engineering Education. The future of Accreditation in Europe (3) 19

  20. Indeed, throughout Europe, Higher Engineering Education systems are evolving (with some resistance from some more “traditional” Institutions) in the sense indicated by the Bologna Declaration, providing a “first cycle” and a “second cycle” degree. In two Workshops (Helsinki, 2003; Madrid, 2004) SEFI and CESAER have confirmed their willingness to contribute to the development of the Bologna process in Engineering Education, and in particular have stated that transnational recognition of engineering degrees at professional level has to be a primary goal. The future of Accreditation in Europe (4) The European Model 20

  21. a well defined set of standards and procedures for an accreditation system of Engineering Education that should provide a quality European label, tentatively denoted: EUR-ACE(FC) & EUR-ACE(SC) EUR-ACE main output(to be provided by 31 December 2005) 21

  22. Template for publishing the results of the evaluation / accreditation procedures. • Specific and detailed proposals on the make-up and terms of reference of the organisation that should run the award of the European Accreditation labels and on how to set it up initially and maintain its existence in the long run. • Draft financial plan indicating how the system can become self supporting within five years. EUR-ACE other outputs (1)(to be also provided by 31 December 2005)

  23. Suggestions on the establishment of an appropriate consultation system for future developments in order to guarantee that the accreditation system will facilitate the introduction of positive innovations into educational programmes and curricula. • Indications on the formulation of branch-specific requirements. • Database on accreditation procedures in Europe, in synergy with Line A of the Socrates Thematic Network TREE. • Database on European-accredited engineering programmes, as a development of the present FEANI Index. EUR-ACE other outputs (2)(to be also provided by 31 December 2005)

  24. Stage 1: September-December 2004 First Draft Standards & Procedures Stage 2: December 2004-February 2005 First Testing stage Stage 3: March-April 2005 (current) Refinement of Standards & Procedures Stage 4: May-October 2005 Second Testing stage Stage 5: November-December 2005 Conclusions and wrapping up Planned Stages of EUR-ACE work plan

  25. EUR-ACE begun his work by reviewing criteria and standards already existing in Europe for FC and SC engineering degrees, and compiling a background document Overview: Accreditation Procedures and Criteria for Engineering Programmes is Europe. Then a first version of Tentative EUR-ACE Standards and Procedures for the Accreditation of Engineering Programmes was prepared, discussed and approved by the Steering Committee. The two documents were made available on 13 December 2004on the EUR-ACE web page at the address http://www.feani.org EUR-ACE Stage 1: September-December 2004 First Draft Standards & Procedures 25

  26. European HEIs and other stakeholders of Engineering Education throughout Europe were asked to provide comments, opinions, suggestionsand in particular to state whether in their opinion the Tentative Standards • were compatible with existing Accreditation Standards and procedures, • could be used for accrediting programmes and/or as a framework for writing new Standards, • could then be the basis for a truly European system of accreditation of engineering educational programmes. EUR-ACE Stage 2: Dec. 2004 - Feb. 2005First Testing Stage To solicit and collect such comments, several meetings and workshops attended by academic and non-academic parties were organized. 26

  27. One of such meetings, promoted and organized by Federal Service on Supervision in Higher Education and Science (Rosobrnadzor) of the Ministry of Education and Science of the Russian Federation and Russian Association for Engineering Education (RAEE) was held in Moscow on 4 February 2005, and attended by about 90 peoples from several Universities and services. Information is available on the RAEE Accreditation Center web site www.ac-raee.ru EUR-ACE Stage 2: Dec. 2004 - Feb. 2005First Testing Stage (2) 27

  28. The conclusions of the Moscow Seminar were (in English): • The enhancement of professional education quality in Russia needs joint efforts of higher education institutions, industry, academy, professional societies and state bodies as well as development of international cooperation. • Improvement of the national system for assurance and evaluation of professional education quality should be implemented by means of the state accreditation of higher educational institutions and state and public professional accreditation of education programmes. • Standards and procedures for the accreditation of engineering programmes elaborated within the EUR-ACE project including comments and suggestions of the discussions can be considered as proposals for the development of a common European evaluation system for engineer education quality in the context of the Bologna process. • The Russian Association for Engineering Education and other associations of HEIs and educational establishments should continue their participation in the elaboration of the common European criteria and procedures for the evaluation of engineering education quality taking into consideration traditions of the Russian engineering education and boost activity on development of national public accreditation system for engineering programmes. 28

  29. The EUR-ACE Project Board and Steering Committee met in Lisbon on 11-12 March: the comments directly received or provided in public meetings during Stage 2 were distributed; • the Steering Committee has immediately started the revision of the “EUR-ACE Tentative Standards and Procedures”: a meeting for approving the new version, to be made available on the web at the end of April, has been convened for 25 April in Bruxelles; • the planning of Stage 4 has also begun. • Moreover, in this Stage the coordinator will elaborate and submit to discussion a first draft scheme on how to organize and run the European accreditation procedure. EUR-ACE Stage 3: March-April 2005 (current)Refinement of Standards & Procedures 29

  30. The (revised) “EUR-ACE Standards and Procedures” will be again “tested” by • soliciting further comments and suggestions from interested parties; • running pilot accreditations in several countries. Two groups of such trial accreditations can be distinguished: EUR-ACE Stage 4: May-October 2005 Second Testing Stage 30

  31. EUR-ACE Stage 4: May-October 2005 Second Testing Stage (2) • ASIIN (DE) • C.T.I. (FR) • I.E.I. (IE) • CoPI (IT) • OE (PT) • UAICR (RO) • RAEE (RU)* • EC-UK (UK) will conduct the first group of trial accreditations (the “core” group) in parallel to actual accreditations, either already planned or convened just for this testing. The accreditation team (to which an outside EUR-ACE observer will be added whenever possible) will use both “national” and EUR-ACE Standards, checking in particular similarities and differences between the two, and whether the same accreditation decision would be attained by the two procedures. 31

  32. In trial accreditations in countries other than the 8 of the first group (tentatively, DK, FI, LT, NL, SE, TR), only the EUR-ACE Standards will be used but one of the 8 EUR-ACE “accrediting” partners, will provide his set of operative instructions (lacking so far an agreed EUR-ACE set) and follow the accreditation procedure, giving all necessary instructions and advice on the preparation of documents and visit, participating in the visiting team (which should normally include another outsider and a national). This sort of procedure should give useful indications on the model for introducing accreditation of engineering programmes into countries where such procedures do not exist at present (one of the main suggestions that should come out of the EUR-ACE project). (Note that the previous experience of the HEIs involved in these trials may be greatly different from one another, but we shall try and cover all possibilities.) EUR-ACE Stage 4: May-October 2005 Second Testing Stage (3) 32

  33. During Stage 4 we shall also finalize the other required outputs, and in particular: • precise indications on the procedure for the award of the EUR-ACE labels and on the body or structure that should administer it; • a draft financial plan indicating how the system can become self-supporting within five years, possibly through a gradual increase of the fees charged for the EUR-ACE label. EUR-ACE Stage 4: May-October 2005 Second Testing Stage (4) 33

  34. A draft of the final EUR-ACE outputs, prepared by the Steering Committee taking account of the indications collected in Stage 4, will be: • submitted to the International Advisory Board; • approved by the Project Board, already convened for 17 November; • presented at the CoPI-UNIFI Workshop “Present and future challenges for Engineering Education in Europe” (Florence, 18-19 November); • edited, finalized and submitted to the European Commission, D.G. ”Education and Culture”, by the project deadline (31 December 2005). EUR-ACE Stage 5: November-December 2005 Conclusions and wrapping up 34

  35. Let me conclude with some comments on our Standards. They do not “invent” anything, but collect and harmonize existing documents of several European Accreditation Agencies and bodies; They intend to be at the same time a “framework” for accrediting accreditation procedures and accreditation bodies (“meta-accreditation”) and a guideline for developing actual operative standards where at present they do not exist. EUR-ACE Tentative Standards A Russian translation of the (first version of the) Tentative Standards has been prepared by the Accreditation Center of RAEE: I want to thank them for their very active contribute to the EUR-ACE project. 35

  36. Contents (first version): Preamble 1. Definition of Accreditation 2. Programme outcomes Table 1: Academic Programme Outcomes Table 2: Personal Programme Outcomes (each Table differentiated between FC and SC graduate) 3. Criteria and Quality Requirements for Accreditation 4. Accreditation Procedure - Requirements 5. Template for Publication of Results Tentative Standards 36

  37. General Statements: The framework has been designed to be applied to the accreditation of both First Cycle and Second Cycle programmes within the Bologna process, in which an accredited Second Cycle programme would normally be in series with a First Cycle programme. However the use of programme outcomes means that the framework is also applicable to the accreditation of integrated programmes. It is intended that if, in a particular country, established accreditation standards cover fully the requirements proposed in this framework, then the award of the European label will be automatic. Although professional recognition of the engineering titles is considered as the ultimate goal of accreditation labels, these cannot be considered automatically equivalent to professional recognition. To practice the engineering profession, further qualifications (e.g. State exams) and/or training may be required in some countries. Tentative Standards (2) 37

  38. Typical options for European HE systems 38

  39. Note that the Tentative Standards • refer only to first and second cycle programmes (FC and SC) and neither to any “short cycle” nor Doctoral (“third cycle”) programme; however, the SC label can be awarded to “integrated programmes”; • are not branch-specific, and therefore may need to be complemented by other requirements; • do not specifically refer, but on the other hand do not exclude, e-learning (distance learning) programmes (but perhaps some adaptation would be needed); • are intended for accreditation of educational programmes as a suitable “entry route to the engineering profession” (in accord to our definition), not of Institutions. Tentative Standards (3) 39

  40. The Tentative Standards appear flexible enough to accommodate national and subject differences and to leave the door open to future developments, so that the proposed accreditation standards will not become a straightjacket but rather an incentive to continuously make improvements through incorporating best practice. We do not exclude that, in parallel to EUR-ACE, other systems may be created to provide special standards and “labels” for programmes addressed to meet specific and particular requirements, or for programmes that e.g. include research …. Tentative Standards (4) 40

  41. The other main EUR-ACE output will be a document with indications on the procedure for the award of the EUR-ACE labels and on the body or structure that should administer it. This document has not been drafted yet, but I feel that an agreement among the EUR-ACE partners is already emerging on some basic points: • national and regional accreditation agencies already active must be involved; • existing accreditation systems must not be overcome, but rather harmonized; • they will get an “added value” if they can provide a European label; • the developments of new national accreditation systems and agencies must be facilitated. The other EUR-ACE outputs 41

  42. Of course, any decisions on the actual implementation of the proposed accreditation procedure and system will not compete to the EUR-ACE project, but we have already forecast a possible prolongation of the project into2006 in which the accreditation procedure and system identified by the project could betested in actual applications in and by interested HEIs. Implementation of EUR-ACE outcomes 42

  43. All participants in the EUR-ACE project are well aware of the difficulties of the task to which we committed ourselves. Many difficulties will come because of the multiple aims of the Standards to be proposed, and perhaps some from jalousies and competition between established agencies….. The main instrument to overcome such difficulties is to get a widespread consensus of the Academic and Professional Engineering Community throughout Greater Europe: this is what we are trying to achieve…. Final considerations 43

  44. Санкт-ПетербургЛЭТИ Москва МИСиС Комсомольск-на- АмуреКнАГТУ ТомскТПУ ТаганрогТРТУ Большое спасибо за внимание giuliano.augusti@uniroma1.it

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