PRO-EASTPRO-EASTPromotion and Implementation of Promotion and Implementation of

EUR-ACE StandardsEUR-ACE Standards

WORKSHOP FOR EXPERTS IN EVALUATION OF WORKSHOP FOR EXPERTS IN EVALUATION OF PROGRAMME QUALITYPROGRAMME QUALITYRome, Italy, 9 – 11 May 2007Rome, Italy, 9 – 11 May 2007

Randi A. Hagaseth, University of Randi A. Hagaseth, University of FlorenceFlorence

““European Projects in Engineering EducationEuropean Projects in Engineering Education””

Outline of the TalkOutline of the Talk

1.1. The need of a world wide perspective in The need of a world wide perspective in Engineering EducationEngineering Education

2.2. Internationalisation StrategiesInternationalisation Strategies

3.3. Industrial/ Professional Models: a Industrial/ Professional Models: a comparisoncomparison

4.4. Future InitiativeFuture Initiative

5.5. ConclusionConclusion

1. The 1. The Need for a world Need for a world wide perspective in wide perspective in

Engineering EducationEngineering Education

IntroductionIntroduction

Engineers of the 21Engineers of the 21stst century will spend century will spend appreciable portions of their careers in appreciable portions of their careers in

environments rich with world wide environments rich with world wide connections. Therefore, engineering connections. Therefore, engineering

colleges and universities must develop colleges and universities must develop strategies that provide global perspectives strategies that provide global perspectives

and international experiencesand international experiences..

The EU The EU ApproachApproach

A concerted effort has been made over the A concerted effort has been made over the last 20-30 years to standardize European last 20-30 years to standardize European

Engineering Education. For example, Engineering Education. For example, several initiatives to encourage the mobility several initiatives to encourage the mobility

of students were launched, including of students were launched, including students-staff exchanges, double diploma students-staff exchanges, double diploma

programmes, integrated courses, and programmes, integrated courses, and international programmes.international programmes.

The EU The EU ApproachApproach

Nevertheless, EU Nevertheless, EU still faces challenges including:still faces challenges including: the lack of understanding, visibility and the lack of understanding, visibility and

readability of titles and curricula; readability of titles and curricula; the heterogeneous approaches of quality the heterogeneous approaches of quality

improvement in higher education; improvement in higher education; the continued limited mobility of students and the continued limited mobility of students and

staff, as well administrative, economical, staff, as well administrative, economical, linguistic, and cultural barriers.linguistic, and cultural barriers.

The European Higher Education The European Higher Education Area (EHEA)Area (EHEA)

To overcome these obstacles, the national To overcome these obstacles, the national education ministers adopted a policy to education ministers adopted a policy to

standardize higher education by 2010 and standardize higher education by 2010 and identified a identified a European Higher Education Area European Higher Education Area

(EHEA)(EHEA) to oversee this work. This was an to oversee this work. This was an important first step in a “process” to move important first step in a “process” to move

towards a common higher education framework towards a common higher education framework for Europefor Europe

2. 2. Internationalisation Internationalisation StrategiesStrategies

The ERASMUS programme The ERASMUS programme (1987-96)(1987-96)

Mobility of students (more than 1,500,000 up to Mobility of students (more than 1,500,000 up to 2005!)2005!)

Mobility of teaching and administrative staff (more Mobility of teaching and administrative staff (more than 250,000)than 250,000)

Thematic Networks (large thematic projects of Thematic Networks (large thematic projects of transversal interest)transversal interest)

Intensive ProgrammesIntensive Programmes Curriculum Developments Curriculum Developments Transatlantic ERASMUS (consortia of min 3 Transatlantic ERASMUS (consortia of min 3

Institutions)Institutions)

The SOCRATES programme The SOCRATES programme (I:1996-1999; II:2000 -2006)(I:1996-1999; II:2000 -2006)

Extended to 31 European countries Extended to 31 European countries

(including Turkey):(including Turkey):

Chapt. 1: ERASMUS (HE) (s. above)Chapt. 1: ERASMUS (HE) (s. above)

Chapt. 2: COMENIUS (secondary education)Chapt. 2: COMENIUS (secondary education)

Chapt. 3: GRUNDTVIG Chapt. 3: GRUNDTVIG

(Complementary actions, like LLL …)(Complementary actions, like LLL …)

The LLP Programme (2007-2012)The LLP Programme (2007-2012)

The Lifelong Learning Programme is established to The Lifelong Learning Programme is established to address the modernisation and adaptation of address the modernisation and adaptation of

Member State education and training systems, Member State education and training systems, particularly in the context of the strategic particularly in the context of the strategic

Lisbon goalsLisbon goals, and brings European added value , and brings European added value directly to individual citizens participating in its directly to individual citizens participating in its

mobility and other co-operation actions.mobility and other co-operation actions.

The LLP programme (2007-2012)The LLP programme (2007-2012)

Sub programme. 1: COMENIUS (secondary Sub programme. 1: COMENIUS (secondary education)education)

Sub programme. 2: ERASMUS (HE) (s. above)Sub programme. 2: ERASMUS (HE) (s. above) Sub programme. 3: Leonardo da Vinci (education Sub programme. 3: Leonardo da Vinci (education

and enterprises)and enterprises) Sub programme 4: GRUNDTVIG (Complementary Sub programme 4: GRUNDTVIG (Complementary

actions, like LLL …)actions, like LLL …)

Major European actions (by the Major European actions (by the EC, DG EaC) in the field of EC, DG EaC) in the field of internationalisation of HEinternationalisation of HE

The “Leonardo da Vinci” Programme (1995-99; 2000-06)The “Leonardo da Vinci” Programme (1995-99; 2000-06) Bilateral programmes have been activated since longer time, Bilateral programmes have been activated since longer time,

such as: EU-Canada, EU-Japan, EU-Australia, EU-New Zealandsuch as: EU-Canada, EU-Japan, EU-Australia, EU-New Zealand The TEMPUS programme (1990 – 1999; 2000-06 ), funded The TEMPUS programme (1990 – 1999; 2000-06 ), funded

under PHARE, TACIS and MEDA cooperation programmes:under PHARE, TACIS and MEDA cooperation programmes: The ALPHA The ALPHA ProgrammeProgramme ( (Cooperation of European HEI with Latin Cooperation of European HEI with Latin

American ones)American ones) ERASMUS MUNDUS (2004 - ): Most recent: to promote ERASMUS MUNDUS (2004 - ): Most recent: to promote

attractiveness of EHEA and ERA:attractiveness of EHEA and ERA:

3. 3. Industrial/ProfessionalIndustrial/Professional Models: a comparisonModels: a comparison

Industry-sponsored academic and Industry-sponsored academic and work experience in the USwork experience in the US

These programmes involve a three-way These programmes involve a three-way partnership between two universities and an partnership between two universities and an industrial partner of both universities. The industrial partner of both universities. The students combine an education experience students combine an education experience

with the partner university and a work with the partner university and a work experience in another country with the experience in another country with the

industrial partnerindustrial partner..

International faculty-industry International faculty-industry collaborations in the UScollaborations in the US

Direct international experience for faculty Direct international experience for faculty members, who take a leave at a foreign members, who take a leave at a foreign

industrial organization to carry out one of a industrial organization to carry out one of a variety of engineering jobs.variety of engineering jobs.

The “Leonardo da Vinci” The “Leonardo da Vinci” Programme: Programme:

fostering co-operation between fostering co-operation between university and industryuniversity and industry

A successful cooperation with industries has A successful cooperation with industries has been recorded through the “Leonardo de been recorded through the “Leonardo de

Vinci” programme, which provides mobility of Vinci” programme, which provides mobility of undergraduate students or graduated undergraduate students or graduated

engineers from the home university towards engineers from the home university towards European enterprises (usually an internship of European enterprises (usually an internship of

six months): scholarships of 4000 Euro/6 six months): scholarships of 4000 Euro/6 months and organization costs for the months and organization costs for the

candidating university are provided by the candidating university are provided by the EC.EC.

4. FUTURE INITIATIVES

International co-operative International co-operative educationeducation

benchmark industrial co-operative education models;benchmark industrial co-operative education models; identify the important aspects of successful identify the important aspects of successful

programmes;programmes; provide a portfolio for international cooperative provide a portfolio for international cooperative

experiences;experiences; enhance trans-European cooperation. The major enhance trans-European cooperation. The major

European Associations in the field of Engineering European Associations in the field of Engineering Education, e.g., CESAER, SEFI, and IGIP, have an Education, e.g., CESAER, SEFI, and IGIP, have an important role to play, together with their non-important role to play, together with their non-European partners, such as ASEE and AAEE.European partners, such as ASEE and AAEE.

IFEES “IFEES “International Federation of Engineering International Federation of Engineering Education Societies” Education Societies” with the aims to promote with the aims to promote engineering education world-wide and to enhance its engineering education world-wide and to enhance its quality by bringing together members from EE quality by bringing together members from EE societies around the world to share teaching methods, societies around the world to share teaching methods, curriculum plans, and many other aspect of educating curriculum plans, and many other aspect of educating engineers, to include those organizations from engineers, to include those organizations from developing countries.developing countries.

ConclusionConclusion

A world wide perspective will be a critical skill for A world wide perspective will be a critical skill for the engineer of the 21the engineer of the 21stst century. Colleges of century. Colleges of

engineering must ensure that their educational engineering must ensure that their educational environment offers a variety of challenging and environment offers a variety of challenging and

rewarding international experiences.rewarding international experiences.

The deep differences, as far as the strategies of The deep differences, as far as the strategies of international cooperation between Europe and international cooperation between Europe and the Americas are concerned, show an urgent the Americas are concerned, show an urgent

need for well-echoed structures aimed at need for well-echoed structures aimed at enhancing cooperation.enhancing cooperation.

I I thank you warmly for thank you warmly for the kind attentionthe kind attention!!

RANDI A. HAGASETHRANDI A. HAGASETH

International Relations OfficeInternational Relations Office

Facoltà di IngegneriaFacoltà di Ingegneria

Via di S. Marta, 3Via di S. Marta, 3

50139 Firenze, Italy50139 Firenze, Italy

Tel: +39.055.4796.543Tel: +39.055.4796.543

Fax: +39.055.4796.544Fax: +39.055.4796.544

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