close

Вход

Забыли?

вход по аккаунту

?

Bachelor of Science ETH in ***wissenschaft

код для вставкиСкачать
The Bologna Declaration and
its Consequences for
Engineering Education
Torbjörn Hedberg
LuleГҐ University of Technology
SEFI
1
Moskva, June 17, 2004
What is in the Declaration?
пЂґ Adoption of a system of easily readable and comparable
degrees in order to promote employability and international
competitiveness;
 Establishment of the system of credits – such as the European
Credit Transfer System (ECTS);
пЂґ Promotion of mobility by overcoming obstacles to the
effective exercise of free movement;
пЂґ Promotion of European co-operation in quality assurance with a
view to develop comparable criteria and methodologies;
пЂґ Promotion of the necessary European dimension in higher
education.
Torbjörn Hedberg
Moskva, June 17, 2004
The Bologna Degree Structure
пЂґ Adoption of a system essentially based
on two main cycles, undergraduate and
graduate.
–It is much too simple just
пЂґ Access to the second cycle shall
require successful completion of first
cycle studies, lasting at least three
years.
–This is usually interpreted
пЂґ The degree awarded after the first
cycle shall be relevant to the labour
market.
пЂґ The second cycle should lead to the
master and/or doctorate degree.
Torbjörn Hedberg
to say that Europe should
switch over to some UK, US
or “Anglo-Saxon” model;
as a 3-5-8 system, but the
original declaration is much
less precise.
–A lot of things have
happened after the initial
meeting in Bologna.
Moskva, June 17, 2004
What does Bologna mean?
пЂґ Mainland Europe has finally decided to replace its outdated system by
an Anglo-American one?
пЂґ A use of the European argument to solve domestic problems?
пЂґ A way to bring various national systems closer and create a new
common model?
пЂґ The natural analogue to the free movement of goods, people and capital
and to the introduction of the € ?
пЂґ The destruction of classical and well-functioning systems?
пЂґ A revolution, shaking up an archaic system?
пЂґ A money-saving scheme?
пЂґ An instrument for the creation of a European identity?
пЂґ ...
Torbjörn Hedberg
Moskva, June 17, 2004
What does Bologna mean?
пЂґ Mainland Europe has finally decided to replace its outdated system by
an Anglo-American one.
пЂґ A use of the European argument to solve domestic problems.
пЂґ A way to bring various national systems closer and create a new
A dynamic
reform process with large,
common
model.
still
unknown,
consequences.
пЂґ Thebut
natural
analogue
to the free movement
of goods, people and capital
and to the introduction of the €.
пЂґ The destruction of classical and well-functioning systems.
пЂґ A revolution, shaking up an archaic system.
пЂґ A money saving scheme.
пЂґ An instrument for the creation of a European identity.
пЂґ ...
Torbjörn Hedberg
Moskva, June 17, 2004
What does Bologna mean?
пЂґ Mainland Europe has finally decided to replace its outdated system by
an Anglo-American one.
пЂґ A use of the European argument to solve domestic problems.
introduction
ofsystems
an Anglo-American
пЂґ The
A way to
bring various national
closer and create a new
common model.
пЂґ
model, that soon will be used everywhere,
The natural analogue to the free movement of goods, people and capital
except
in Greatof the
Britain
and USA!
and to the introduction
€.
пЂґ The destruction of classical and well-functioning systems.
пЂґ A revolution, shaking up an archaic system.
пЂґ A money saving scheme.
пЂґ An instrument for the creation of a European identity.
пЂґ ...
Torbjörn Hedberg
Moskva, June 17, 2004
The Anglo-American Models for
Engineering Education
пЂґ Great Britain.
–
Chartered Engineer.
•
–
•
•
A four-year integrated undergraduate MEng degree accredited for CEng or
a BSc(honours).
Professional experience.
…
•
•
•
A three-year bachelor’s degree (BEng or BSc) accredited for IEng.
Professional experience.
….
Incorporated Engineer.
пЂґ United States.
–
–
–
A four-year integrated Bachelor’s degree in Engineering.
A four-year integrated Bachelor’s degree in Engineering Technology.
Master’s degrees exist but…
Torbjörn Hedberg
Moskva, June 17, 2004
Aspects
пЂґ The creation of a European Higher Education Area with
emphasis on student mobility;
пЂґ The creation of a European Higher Education Area to make
European higher education more attractive for non-European
(Asiatic) students;
пЂґ A shake-up, making a general overhaul and reform of
European Higher Education possible.
(curricula, teaching methods, …)
пЂґ The starting-point for structural reforms motivated by
factors such as increasing student numbers, financial
problems, ..
Torbjörn Hedberg
Moskva, June 17, 2004
Aspects
пЂґ The creation of a European Higher Education Area with
emphasis on student mobility;
пЂґ The creation of a European Higher Education Area to make
European higher education more attractive for non-European
(Asiatic) students;
пЂґ A shake-up, making a general overhaul and reform of
European Higher Education possible.
(curricula, teaching methods, …)
пЂґ The starting-point for structural reforms motivated by
factors such as increasing student numbers, financial
problems, ..
Torbjörn Hedberg
Moskva, June 17, 2004
The Classical European Model
for Engineering Education
Torbjörn Hedberg
Moskva, June 17, 2004
Exceptions
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
Spanish
French
German
Swedish
Albanian
Italian
British (2)
Belgian (2)
Austrian
Bulgarian
Slovenian
Turkish
Cypriotic
Lichtensteinian
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
пЂґ
Torbjörn Hedberg
Dutch
Russian
Estonian
Lithuanian
Latvian
Polish
Croatian
Greek
Swiss
Irish
Czech
Byelorussian
Portuguese
Finnish
пЂґ Hungarian
пЂґ Norwegian
пЂґ Polish
пЂґ Luxemburgian
пЂґ Serb
пЂґ Slovak
пЂґ Icelandic
пЂґ Romanian
пЂґ Ukrainian
пЂґ Maltese
пЂґ Macedonian
пЂґ Danish
пЂґ ...
Moskva, June 17, 2004
The Classical European Model
for Engineering Education
“Applicationoriented” ,
a professional
Bachelor
Torbjörn Hedberg
Moskva, June 17, 2004
The Application-oriented
Engineering Education is in Danger!
пЂґ Is it true?
пЂґ So what? Does it matter?
пЂґ Why is it so?
пЂґ THE DANGER ?
Torbjörn Hedberg
Moskva, June 17, 2004
The Application-oriented
Engineering Education is in Danger!
пЂґ Is it true?
пЂґ So what? Does it matter?
пЂґ Why is it so?
 THE DANGER – The combined result of
– an exaggerated “academisation”
– the Bologna Process
пЂґ What can/should/ we/you do about it?
Torbjörn Hedberg
Moskva, June 17, 2004
The Academic Drift
Long
P r a c ti s e
T h e o ry
S h o rt
Torbjörn Hedberg
Moskva, June 17, 2004
Why is Bologna a Danger?
пЂґ A strict application of the Declaration means that the
present Diploma Engineer/MSc/MEng degree programme
should be divided into two parts – a 3-year “Bachelor”
followed by a 2-year “Master” (or whatever the two degrees will be called
in various national languages).
 The first degree should be “relevant to the European labour
market”
пЂґ Difference between this new first cycle degree and the
existing application oriented degrees?
пЂґ Consequences for the existing short cycle applicationoriented education?
Torbjörn Hedberg
Moskva, June 17, 2004
What has happened?
пЂґ Most European states have reformed or will reform their
system;
пЂґ ECTS and Diploma supplement introduced almost everywhere;
 Proliferation of “MSc”-courses in English;
пЂґ 3+2 is becoming a standard model;
пЂґ Increased interest in accreditation and European quality
cooperation;
пЂґ Obstacles to mobility?
Torbjörn Hedberg
Moskva, June 17, 2004
But…
пЂґ Engineering education is different;
– The Declaration and the process focus on the general non-
professional university education.
пЂґ Larger versus smaller states;
Torbjörn Hedberg
Moskva, June 17, 2004
The larger countries
пЂґ Italy quickly introduced a new system in (almost) total
conformity with the Declaration;
пЂґ The British ... ;
пЂґ Germany introduced a Bachelor/Master system in parallel to
the classical Dipl.-Ing. by an earlier decision;
пЂґ The classical French engineering education system has not
really changed;
– New French legislation for universities, but the classical 2+3
system for Engineering Education - 2 years of “classes
préparatoires” plus 3 years of Grande Ecole - remains.
пЂґ Spain is moving slowly;
пЂґ Poland already had a kind of two-cycle system.
 Russia …..
Torbjörn Hedberg
Moskva, June 17, 2004
But…
пЂґ Engineering education is different;
– The Declaration and the process focus on the general non-
professional university education.
пЂґ Larger versus smaller states;
пЂґ A closer look reveals significant differences in the
interpretation and implementation of the Declaration;
– Not always 3+2!
– Should there be a selection at the entry to the second cycle?
– Terminology?
– “Relevant to the job market” or a point for mobility/a basis for
further studies?
– How does the shorter, more application-oriented, education fit
into the Bologna scheme?
Torbjörn Hedberg
Moskva, June 17, 2004
3+2 ?
пЂґ Belgium: 3+1 for industrieel ingenieurs;
пЂґ The Czech republic: Could also be 4+2;
пЂґ The classical 2+3 system will remain in France
– 2 years of Classes préparatoires + 3 years of Grande Ecole.
пЂґ Germany. Depends on the Land - could be 3.5 + 1.5;
пЂґ In Ireland: 4+1.5;
пЂґ In Norway: The integrated 5 year programmes will also continue to exist;
пЂґ Poland: 3+2, 3.5+1.5, 4+1, 4+2 or integrated 5;
пЂґ Romania: 4+1.5;
пЂґ Russia: Probably 4+2;
пЂґ Slovakia: 3-4 + 1-3;
пЂґ Spain: Could be 4+1 or 4+2;
пЂґ Sweden: Probably 3+1.5 or integrated 4.5;
пЂґ Switzerland: Normally 3+2 but also in some cases 3+1 or 3+1.5;
пЂґ England: 3+1 (MSc) or integrated 4 (MEng);
пЂґ Scotland: 4+1.
Torbjörn Hedberg
Moskva, June 17, 2004
Selection for the 2nd cycle?
Normally students are granted the right to continue for the second cycle at the
home university, but …
пЂґ Czech republic: Entrance examination
пЂґ Denmark: Ongoing discussion;
пЂґ France: A selection will occur after the first year of the second (Master) cycle
пЂґ Hungary: Only a restricted number can continue to the second cycle.
пЂґ Ireland: The majority finish after the first cycle.
пЂґ Lithuania: A limited number (40 % ?) of the candidates will be selected;
пЂґ The Netherlands: There will be a selection;
пЂґ Poland: Depends on University. Initially a limited percentage, but now more flexibility.
пЂґ Romania: Nothing decided yet, probably be a selection and a limited number (20% ?)
пЂґ Russia: Ongoing discussion;
пЂґ Slovakia: Depends on University, but in general is only a restricted number admitted.
пЂґ Spain: There are today limited quotas;
пЂґ Switzerland: There will be a selection at the Fachhochschulen, but not at ETH;
пЂґ UK: Recruitment is selective; no automatic progression to the Master level.
Torbjörn Hedberg
Moskva, June 17, 2004
1st cycle
Terminology
(new!)
2nd cycle
Bakkalaureus
Diplomingenieur
Austria
Industrieel ingenieur
Burgerlijk ingenieur
Belgium
BakalГЎЕ™
InЕѕenГЅr
Czech rep
DiplomingeniГёr/professionsbachelor /bachelor CivilingeniГёr/ kandidat / Cand. Polyt
Denmark
(Licence)
IngГ©nieur DiplomГ©, Master professionel France
Bakkalraureuseraad
Magistrikraad
Estonia
Insinöörii AMK/ingenjör AMK(?)
Diplomi-insinöörii/diplomingenjör
Finland
Bachelor of Science, Bachelor of Engineering
Master of Science, Master of Eng
Germany
Alapdiploma
Mesterdiploma
Hungary
Bachelor of Engineering (B.Eng.)
Master of Eng. Science (M.Eng.Sc.)
Ireland
Laurea
Laurea specialista
Italy
(Statybos …) inžinerijos bakalaureas
(Statybos …) inžinerijos magistras
Lithuania
Bachelor i ingeniГёrfag
Master i teknologi / sivilingeniГёr
Norway
Inzynier
Magister- Inzynier
Poland
Inginer-licentiat
Inginer-magister or inginer-diplomat? Roumania
Ingener-bakalavr
Ingener-magistr
Russia
Bakalar
Inzinier
Slovakia
Ingeniero?
MГЎster?
Spain
Högskoleingenjör, teknologie kandidat?
Civilingenjör
Sweden
Bachelor
Master
Switzerland
- “Bachelor of Science ETH in ***wissenschaft” - “Master of Science ETH in ***wissenschaft”
Bachelor of Engineering, Bachelor of Science
Master of Eng., Master of Science
UK
Ingenieur (Ing)
Ingenieur (Ir.)
The Netherl.
Torbjörn Hedberg
Moskva, June 17, 2004
Terminology
1st cycle
Bakkalaureus
Industrieel ingenieur
BakalГЎЕ™
DiplomingeniГёr/professionsbachelor /bachelor
(Licence)
Bakkalraureuseraad
Insinöörii AMK/ingenjör AMK(?)
Bachelor of Science, Bachelor of Engineering
Alapdiploma
Bachelor of Engineering (B.Eng.)
Laurea
(Statybos …) inžinerijos bakalaureas
Bachelor i ingeniГёrfag
Inzynier
Inginer-licentiat
Ingener-bakalavr
Bakalar
Ingeniero?
Högskoleingenjör, teknologie kandidat?
Bachelor
- Bachelor of Science ETH in ***wissenschaft”
Bachelor of Engineering, Bachelor of Science
Ingenieur (Ing)
Torbjörn Hedberg
(new!)
2nd cycle
Diplomingenieur
Austria
Burgerlijk ingenieur
Belgium
InЕѕenГЅr
Czech rep
CivilingeniГёr/ kandidat / Cand. Polyt
Denmark
IngГ©nieur DiplomГ©, Master professionel France
Magistrikraad
Estonia
Diplomi-insinöörii/diplomingenjör
Finland
Master of Science, Master of Eng
Germany
Mesterdiploma
Hungary
Master of Eng. Science (M.Eng.Sc.)
Ireland
Laurea specialista
Italy
(Statybos …) inžinerijos magistras
Lithuania
Master i teknologi / sivilingeniГёr
Norway
Magister-inzynier
Poland
Inginer-magister or inginer-diplomat? Romania
Ingener-magistr
Russia
Inzinier
Slovakia
MГЎster?
Spain
Civilingenjör
Sweden
Master
Switzerland- - “Master of Science ETH in ***wissenschaft”
Master of Eng., Master of Science
UK
Ingenieur (Ir.)
The Netherl.
Moskva, June 17, 2004
Relevant for the job market?
пЂґ
Belgium:
A pivot point suitable for mobility
пЂґ
Denmark:
A pivot point suitable for mobility - “a new title to
please the ministry”.
пЂґ
France:
In the ”Grandes Ecoles” - a pivot point.
In universities - two different licences (gГ©nГ©rale and
professionelle)
пЂґ
Ireland:
IEI proposal: “… a mobility hub…”
пЂґ
The Netherlands. Under discussion, but the TU BSc is primarily
considered as the entry to a MSc-programme.
пЂґ
Spain:
A new first cycle degree will probably mainly be a point
suitable for mobility and further studies..
пЂґ
Sweden:
A point suitable for mobility.
пЂґ
Switzerland:
At ETH primarily a point suitable for mobility
Torbjörn Hedberg
Moskva, June 17, 2004
How does the application-oriented
education fit into the new scheme?
пЂґ Major differences between countries and between
different types of schools;
пЂґ Increased risk for academic drift.
Torbjörn Hedberg
Moskva, June 17, 2004
How does the application-oriented
education fit into the new scheme?
пЂґ Major differences between countries and between
different types of schools;
пЂґ Increased risk for academic drift.
пЂґ Will it survive?
пЂґ The main challenge as far as engineering education is
concerned.
Torbjörn Hedberg
Moskva, June 17, 2004
What can be done to save the
“professional Bachelor”?
пЂґ Make a clear distinction between this degree and a new
intermediate “academic bachelor”.
пЂґ Carefully define the specific qualities of the applicationoriented education;
пЂґ Be very clear about aims and goals;
пЂґ Show how the students attain these goals;
пЂґ Show that the students attain these goals;
пЂґ Learn from the ongoing European and international
discussion;
Torbjörn Hedberg
Moskva, June 17, 2004
Incorporated - Chartered
пЂґ Know-how orientated
Knowledge-oriented
пЂґ Practical relevance
System orientated
пЂґ Applications
Research
пЂґ Apply research/development
Seek fundamentals
пЂґ Problem solving
Abstract thinking
пЂґ Applied sciences
Basic sciences
пЂґ Producer
Scientist
пЂґ Sectorial
Holistic
пЂґ Short/middle term application
Long term application
From ICE IEng accreditation guidelines
Torbjörn Hedberg
Moskva, June 17, 2004
What I hope will happen
 That a new “BSc/MSc”, a “3+2” or a “4+1” system and the
classical systems for Engineering Education will exist in
parallel, and that the “market” will decide;
пЂґ That we focus on learning outcomes rather than on time
served;
пЂґ That we manage to keep the distinction between the new
“inter-mediate degree” and the Applied Engineering degrees;
пЂґ That the ECTS will remain as it is; a common language, a
quantitative measure;
пЂґ That the PhD-education will remain outside the Bologna
Process;
пЂґ That accreditation will be developed on the European level.
пЂґ That we will get more serious work done on terminology and on
information;
Torbjörn Hedberg
Moskva, June 17, 2004
Документ
Категория
Презентации
Просмотров
12
Размер файла
158 Кб
Теги
1/--страниц
Пожаловаться на содержимое документа