EIE Surveyor: Reference Point for Electrical and Information Engineering in Europe

EIE Surveyor: Reference Point for EIE Surveyor: Reference Point for Electrical and Information Electrical and Information

Engineering in EuropeEngineering in Europe

2005-20082005-2008

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ObjectifsObjectifs

► Réflexion sur les compétences génériques et les Réflexion sur les compétences génériques et les compétences disciplinaires en "compétences disciplinaires en "Electrical and Information Electrical and Information EngineeringEngineering (EIE)" (que l'on peut traduire par Génie (EIE)" (que l'on peut traduire par Génie Electrique et Sciences et Technologies de l'Information et de Electrique et Sciences et Technologies de l'Information et de la Communication),la Communication),

► Mise en place de méthodologies de qualité sur certaines Mise en place de méthodologies de qualité sur certaines ressources en EIE accessibles par l'internet,ressources en EIE accessibles par l'internet,

► Réflexion, état de l'art et proposition d'une méthodologie Réflexion, état de l'art et proposition d'une méthodologie pour l'accréditation des cursus et des diplômes, dans un pour l'accréditation des cursus et des diplômes, dans un cadre européen, avec pour but d'améliorer la comparabilité cadre européen, avec pour but d'améliorer la comparabilité des cursus et diplômes,des cursus et diplômes,

► Proposition d'un recensement des curriculum existant en Proposition d'un recensement des curriculum existant en Europe en EIE, les cursus multinationaux et la situation de la Europe en EIE, les cursus multinationaux et la situation de la mise en place du processus de Bologne en EIE, aux niveaux mise en place du processus de Bologne en EIE, aux niveaux licence, master et doctorat licence, master et doctorat

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Utilisateurs finauxUtilisateurs finaux

►Organisations professionnelles, formation Organisations professionnelles, formation continuecontinue

►Etudiants et apprenants, enseignants,Etudiants et apprenants, enseignants,►Organismes d'accréditation Organismes d'accréditation

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Principales activitésPrincipales activités

► Application de la méthodologie TUNING (projet Application de la méthodologie TUNING (projet européen transversal aux disciplines) à nos européen transversal aux disciplines) à nos domaines (EIE) afin d'identifier et de formaliser les domaines (EIE) afin d'identifier et de formaliser les notions de compétences (génériques et notions de compétences (génériques et spécifiques),spécifiques),

► Mise en place d'un observatoire des cursus et Mise en place d'un observatoire des cursus et diplômes en EIE en Europe, et état de la mise en diplômes en EIE en Europe, et état de la mise en place du processus de Bologne,place du processus de Bologne,

► Mise en place d'une approche qualité sur des Mise en place d'une approche qualité sur des ressources pédagogiques accessibles par l'internet,ressources pédagogiques accessibles par l'internet,

► Analyse des procédures d‘habilitation Analyse des procédures d‘habilitation (accréditation) existantes, proposition d'une (accréditation) existantes, proposition d'une méthodologie méthodologie

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Résultats attendusRésultats attendus

► Mise à jour de la monographie sur les cursus et Mise à jour de la monographie sur les cursus et cursus internationaux,cursus internationaux,

► Cadre de référence pour les compétences Cadre de référence pour les compétences génériques et disciplinaires en EIE,génériques et disciplinaires en EIE,

► Cadre de proposition d'une méthodologie Cadre de proposition d'une méthodologie d'accréditation, accompagné d'un recensement des d'accréditation, accompagné d'un recensement des organismes et procédures d'accréditation,organismes et procédures d'accréditation,

► Médiathèque de ressources pédagogiques en EIE, Médiathèque de ressources pédagogiques en EIE, avec un processus d'évaluation de la qualité avec un processus d'évaluation de la qualité

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EIE-SurveyorEIE-Surveyor► Nancy (co-ordinating institution) & Grenoble Nancy (co-ordinating institution) & Grenoble

(coordinator institution)(coordinator institution)► 2 European organisations2 European organisations► AT (2), BE (5), BG (4), CY (1), CZ (5), DE (6 or 7), AT (2), BE (5), BG (4), CY (1), CZ (5), DE (6 or 7),

DK (1), EE (1), ES (9), FI (2), FR (20 or 22), GR (3), DK (1), EE (1), ES (9), FI (2), FR (20 or 22), GR (3), HU (1), IE (1), IS (1), IT (5), LV (1), LT (1), MT (1), HU (1), IE (1), IS (1), IT (5), LV (1), LT (1), MT (1), NL (1 ?), NO (1), PL (6), PT (7), RO (5 or 6), SE NL (1 ?), NO (1), PL (6), PT (7), RO (5 or 6), SE (1), SI (2), SK (1 or 2), TR (4), UK (1 or 2)(1), SI (2), SK (1 or 2), TR (4), UK (1 or 2)

► 108 members 108 members 3 companies (CZ, DE and PL)3 companies (CZ, DE and PL) 3 national associations: IEEE educ. Chapter DE and FR, 3 national associations: IEEE educ. Chapter DE and FR,

Club EEAClub EEA► Missing: LU, FLMissing: LU, FL

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ActionsActions► T1: Competences, jobs, accreditationT1: Competences, jobs, accreditation

T1.1T1.1(1)(1). "Tuning" approach in EIE (A.4). "Tuning" approach in EIE (A.4)► General competencesGeneral competences► Specific competencesSpecific competences

T1.2T1.2(3)(3). Jobs in EIE (A.6). Jobs in EIE (A.6) T1.3T1.3(4)(4). Methodology for accreditation (A.7). Methodology for accreditation (A.7)

► T2T2(2)(2). Internet as educational resource for EIE . Internet as educational resource for EIE education (A.5)education (A.5)

► T3: Survey, BMD-process in EuropeT3: Survey, BMD-process in Europe T3.1T3.1(8)(8). Bologna process in EIE at the bachelor, master . Bologna process in EIE at the bachelor, master

and PhD levels (A.1)and PhD levels (A.1) T3.2T3.2(6)(6). Multinational multilingual curricula in Europe (A.2). Multinational multilingual curricula in Europe (A.2)

► T4T4(5)(5). Advertise EIE European curricula (A.8). Advertise EIE European curricula (A.8)► T5T5(7)(7). "Excellence" regions in EIE and applications . "Excellence" regions in EIE and applications

(A.3) (A.3)

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Aims of the projectAims of the project

►Put the curricula in conformity with the Put the curricula in conformity with the Bologna-process schemeBologna-process scheme

►Mobility of students and staffsMobility of students and staffs►Recognition of diplomaRecognition of diploma►Accreditation proceduresAccreditation procedures►Development and evaluation of internet-Development and evaluation of internet-

based pedagogic resourcesbased pedagogic resources►Multitinational curriculaMultitinational curricula

Inside and outside Europe

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OrganisationOrganisationMANAGING BOARDMANAGING BOARD

general co-ordinator + general co-ordinator + account manageraccount manager

strategic boardstrategic board, composed of 6 people, composed of 6 people

8 tasks coordinatorstasks coordinators (tasks A.1 to A.8)

thematicthematic coordinatorscoordinators(Electronics, computers,…)(Electronics, computers,…)

national coordinatorsnational coordinators

Strategic BoardO. Bonnaud (FR)

M. Hoffmann (DE)J. Ligus (SK)

MJ Martins (PT)R. Ubar (EE)A. Ward (UK)

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OrganisationOrganisation► The The general co-ordinator levelgeneral co-ordinator level,, that is the general co-ordinator, that is the general co-ordinator,

which will be helped by an which will be helped by an account manageraccount manager..► The The strategic boardstrategic board, composed of 6 people (active people, for the , composed of 6 people (active people, for the

management of the project, these people may represent also the management of the project, these people may represent also the EAEEIE or other partner associations…). The managing board will be EAEEIE or other partner associations…). The managing board will be also responsible for contacts with other projects we will be related also responsible for contacts with other projects we will be related with, notably for the actions in connection with other thematic with, notably for the actions in connection with other thematic networks, for instance the "archipelago" or "tuning" transversal networks, for instance the "archipelago" or "tuning" transversal actions.actions.

► The tasks will be managed, each with a The tasks will be managed, each with a task coordinatortask coordinator. . ► The general co-ordinator, the strategic board and the task The general co-ordinator, the strategic board and the task

coordinators will form the coordinators will form the Managing Board.Managing Board.

► Another point : "thematic" organisation of the project. The partners will Another point : "thematic" organisation of the project. The partners will be splitted into subgroups, dealing with some sub-specialities of be splitted into subgroups, dealing with some sub-specialities of Electrical and Information Engineering. Each thematic sub-group will Electrical and Information Engineering. Each thematic sub-group will be managed by a be managed by a thematicthematic coordinatorcoordinator..

► Last point: for some operations or actions which are organised on a Last point: for some operations or actions which are organised on a national basis, there will be national basis, there will be national coordinatorsnational coordinators, which could be , which could be different as a function of the tasks.different as a function of the tasks.

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MonitoringMonitoring► Inner monitoringInner monitoring: each semester a new : each semester a new inner monitoring boardinner monitoring board will will

be defined, in order to be dynamic, to make constructive critics on the be defined, in order to be dynamic, to make constructive critics on the advance of the project. This inner monitoring group will interact with the advance of the project. This inner monitoring group will interact with the general coordinator, the strategic board and the task coordinators (that general coordinator, the strategic board and the task coordinators (that is, the Managing Board).is, the Managing Board).

► External monitoringExternal monitoring: Associations such as SEFI, IEEE education, : Associations such as SEFI, IEEE education, BEST (student association) could participate in an external monitoring. BEST (student association) could participate in an external monitoring. BEST is a member of the project, as well as the French and German BEST is a member of the project, as well as the French and German "education" chapters of IEEE."education" chapters of IEEE.To be more concrete, we have invited five people to act as external To be more concrete, we have invited five people to act as external monitor of the project.monitor of the project. J. GONZALES (Tuning project), who will be represented by Hendrik J. GONZALES (Tuning project), who will be represented by Hendrik

FERDINANDEFERDINANDE V. De KOSINSKYV. De KOSINSKY Virginia CANOVirginia CANO Eduardo CORREIO (CENELEC)Eduardo CORREIO (CENELEC) Jorge ESTEVES (Entidade Reguladora do Sector Eléctrico" (ERSE))Jorge ESTEVES (Entidade Reguladora do Sector Eléctrico" (ERSE))

All these persons accepted to be external monitor of our project.All these persons accepted to be external monitor of our project.Other institutions will be contacted, mainly at the end of the project, such Other institutions will be contacted, mainly at the end of the project, such as ESN (Erasmus Student Network), FIEE…as ESN (Erasmus Student Network), FIEE…

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T1.1. "Tuning" approach in EIE (A4)T1.1. "Tuning" approach in EIE (A4)► Complementing the work done in other disciplines by other thematic Complementing the work done in other disciplines by other thematic

networksnetworks ► Competences (broader concept than skillsCompetences (broader concept than skills))► General competences (Line 1 of the tuning approach) General competences (Line 1 of the tuning approach) ► Specific competences (Line 2 of the Tuning approach)Specific competences (Line 2 of the Tuning approach)► Pedagogical approachesPedagogical approaches

Problem Based Learning Problem Based Learning Project Based Learning approachesProject Based Learning approaches

► Preliminary works done during the THEIERE project: Preliminary works done during the THEIERE project: a frame for a bachelor in Electrical and Information Engineeringa frame for a bachelor in Electrical and Information Engineering

► System of credits, both for initial degrees and LLL (Life Long Learning)System of credits, both for initial degrees and LLL (Life Long Learning) ► Diploma Supplement (DS). In the field of EIE and for the various levels Diploma Supplement (DS). In the field of EIE and for the various levels

(BMD), a template could be designed(BMD), a template could be designed ► Contact with the Tuning Project: Pr. Hendrik Ferdinande (Tuning project) Contact with the Tuning Project: Pr. Hendrik Ferdinande (Tuning project)

will be our "conseiller"will be our "conseiller"► outputs will be some frames and guidelines for the development of outputs will be some frames and guidelines for the development of

contents, at the bachelor and master level contents, at the bachelor and master level

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T1.1. "Tuning" approach in EIE: CalendarT1.1. "Tuning" approach in EIE: Calendar

Academic year 2004-2005 Academic year 2005-2006

Academic year 2006-2007

Analysis of the generic and specific competences vs. contents of curricula, for bachelors, masters in EIE, with the TUNING methodology.

Redaction of guidelines "Tuning in EIE"

Dissemination and validation of the guideline content (with the help of professional bodies and accreditation boards)

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T1.1. "Tuning" approach in EIE: T1.1. "Tuning" approach in EIE: Preliminary work (THEIERE)Preliminary work (THEIERE)

►Frame for a bachelor in EIEFrame for a bachelor in EIE

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T1.2. T1.2. what are the jobs in Electrical and what are the jobs in Electrical and Information Engineering? (A6)Information Engineering? (A6)

► Constatation: there is certain disaffection of students for scientific studies Constatation: there is certain disaffection of students for scientific studies in many European countries. in many European countries.

► In order to enhance the attractiveness of our disciplines, we propose In order to enhance the attractiveness of our disciplines, we propose communication tools to advertise on our disciplines and their interestscommunication tools to advertise on our disciplines and their interests

► to identify what are the concrete links (and what are the kinds of links) to identify what are the concrete links (and what are the kinds of links) existing between industry and the EIE curricula in the various European existing between industry and the EIE curricula in the various European countries countries concrete links such as participation of employers into the curricula or concrete links such as participation of employers into the curricula or

participation of students in professional periods in industryparticipation of students in professional periods in industry indirect links such as the participation of representative of the industrial field indirect links such as the participation of representative of the industrial field

into the definition or accreditation of curricula…into the definition or accreditation of curricula…► This work could be achieved with other thematic networks in the same This work could be achieved with other thematic networks in the same

field* ARCHIPELAGOS( and also scientific and engineering associations field* ARCHIPELAGOS( and also scientific and engineering associations (for instance some activities are presently on the way within the French (for instance some activities are presently on the way within the French Club EEA, an EIE Association at the national level, EAEEIE, IEEE Club EEA, an EIE Association at the national level, EAEEIE, IEEE education chapter (region 8) at the European level). education chapter (region 8) at the European level).

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T1.2. T1.2. what are the jobs in Electrical and what are the jobs in Electrical and Information Engineering? Information Engineering? CalendarCalendar



Census of the jobs, Census of the jobs, study of other study of other programmes, choice of programmes, choice of pertinent jobspertinent jobs

Elaboration of a Elaboration of a pertinent communication pertinent communication strategy (targets, tools,strategy (targets, tools,…)…)

Analysis of the Analysis of the existing links existing links between industry between industry and curricula.and curricula.

Census of these Census of these linkslinks

DisseminationDissemination

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T1.2. T1.2. what are the jobs in Electrical and what are the jobs in Electrical and Information Engineering? Information Engineering? Preliminary workPreliminary work

►Not relevantNot relevant

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T1.3. Methodology for accreditation (A7)T1.3. Methodology for accreditation (A7)

►Preliminary study of the existing accreditation Preliminary study of the existing accreditation procedures done during the THEIERE procedures done during the THEIERE project. project.

►Completion of the studyCompletion of the study►Study the American Board functions Study the American Board functions ►Output: Output:

Guidelines of good practices of accreditation Guidelines of good practices of accreditation based on the required competences and industry based on the required competences and industry needs.needs.

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T1.3. Methodology for accreditation: T1.3. Methodology for accreditation: CalendarCalendar



Census of the Census of the accreditation boards, accreditation boards, contact with them in contact with them in order to identify their order to identify their methodologiesmethodologies

Analysis of the Analysis of the (some) (some) procedures, procedures, general synthesis, general synthesis, proposition of a proposition of a common guideline common guideline for EIEfor EIE

Validation by some Validation by some accreditation boardsaccreditation boards

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T1.3. Methodology for accreditation: T1.3. Methodology for accreditation: Preliminary work (1/3)Preliminary work (1/3)

Name Organisation Type Organisation Web Country

Erasmus Student Network Student Association www.esn.org/ EU

Federation des Industries Electriques, Electroniques et de Communication

Professional Board www.fieec.fr France

Państwowej Komisji Akredytacyjnej (State Accreditation Committee) Accreditation Board www.men.waw.pl/pka/ Poland

Komisja Akredytacyjnej Uczelni Technicznych (Accreditation Committee for Technical University)

Accreditation Board www.kaut.agh.edu.pl Poland

Teknisk-naturvitenskapelig forening (The Norwegian Society of Chartered Technical and Scientific Professionals)

Professional Board www.tekna.no Norway

Commission des Titres d'Ingénieur Accreditation Board www.commission-cti.fr/ France

Institution of Electrical Engineers Professional Board www.iee.org United Kingdom

Institution of Incorporated Engineers Professional Board www.iie.org.uk United Kingdom

British Computer Society Professional Board www.bcs.org United Kingdom

e-skills Accreditation Board www.e-skills.com United Kingdom

Open University Accreditation Board www.open.ac.uk/validate United Kingdom

EUA (European University Association) Accreditation Board www.eua.be EU

ENQA (European Association for Quality Assurance) Accreditation Board www.enqa.net EU

Comité National d'Evaluation Accreditation Board www.cne-evaluation.fr France

UNI UNINFO Ente Italiano di Normazione per le Tecnologie Informatiche(Italian National Standardization Body for ICT)

Professional Board www.uni.com Italy

CNIT - Consorzio Nazionale Interuniversitario per le Telecomunicazioni(Italian University Consortium for Telecommunications)

Professional Board www.cnit.it Italy

Consiglio Nazionale degli Ingegneri (Italian National Council of Engineers)

Professional Board www.ingegneri.it Italy

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Estonian Association of Engineers Professional Board www.inssener.ee Estonia

Lithuanian Centre for Quality Assessment in Higher Education Accreditation Board www.skvc.lt Lithuania

Akreditacna Komisia Accreditation Board www.akredkom.sk Slovakia

Latvian Electrical Engineering and Electronics industry association Professional Board www.latera.lv Latvia

Higher Education Quality Evaluation Centre Accreditation Board www.aiknc.lv Latvia

International Network for Quality Assurance Agencies in Higher Education

Accreditation Board www.inqaahe.org EU

Verband der Elektrotechnik Elecktronik Informationstechnik e.V. Professional Board www.vde.com Germany

Fakultätentag für Elektrotechnik und Informationstechnik Association ftei.uni-duisburg.de Germany

Fachakkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik e.V.

Accreditation Board www.asiin.de Germany

Akkreditierungs-Certifizierungs-und Qualitätssicherungs-Institut Accreditation Board www.acquin.org Germany

AgoriaMultisectoral organization for the technology industry in Belgium

Professional boards www.agoria.be Belgium

Nederlands-Vlaamse Accreditatie Organisatie which is responsible for the accreditation of HIE in Flanders and Holland

Accreditation boards http://www.nvao.net/ or www.nvao.be Belgium/Netherlands

VHLORA: Flemish council for universities for professional higher education.

In Dutch: Vlaamse Hogeschoolraad

Associations www.vlhora.be Belgium

VLIR: Flemish council of universities for academic education, In Dutch: Vlaamse Interuniversitaire raad

Associations www.vlir.be Belgium

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The Finnish Association of Graduate Engineers (TEK)Tekniikan Akateemiset

Associations www.tek.fi Finland

Techology Industries in FinlandTeknologiateollisuus

Professional Board www.teknologiateollisuus.fi Finland

Science and Technology Policy Council of FinlandValtioneuvoston tiede- ja teknologianeuvosto

Association www.minedu.fi/tiede_ja_teknologianeuvosto/eng

Finland

The Finnish Higher Education Evaluation CouncilKorkeakoulujen Arviointineuvosto

Accreditation boards www.kka.fi/english/index.lasso?cont=index Finland

Agencia Nacional de Evaluación de la Calidad y Acreditación Accreditation boards http://www.aneca.es/ Spain

Conferencia de Directores de Escuelas de Ingeniería de Telecomunicación

(CODITEL)

Association Spain

Colegio Oficial de Ingenieros de Telecomunicación (COIT) Association www.coit.es Spain

Colegio/Asociación de los Ingenieros Técnicos de Telecomunicación (COITT)

Association www.coitt.es Spain

Conferencia de Decanos y Directores de Informática de España (CODDI)

Association Spain

Asociación de Doctores, Licenciados e Ingenieros en Informática (ALI) Association www.ali.es Spain

Asociación Nacional de Industrias Electrónicas y de Telecomunicaciones(ANIEL)

Professional Board www.aniel.es Spain

INQAAHE – The international network for quality assurance agencies in higher education

Accreditation boards www.inqaahe.org EU

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T2. Internet as educational resource for EIE T2. Internet as educational resource for EIE education (A5)education (A5)

► to incorporate Internet-based educational resources (e-learning) for EIE education to incorporate Internet-based educational resources (e-learning) for EIE education web available specific materials, covering the required EIE topics, web available specific materials, covering the required EIE topics, computer supported tools to use these materials in a suitable way for attaining specific learning computer supported tools to use these materials in a suitable way for attaining specific learning

objectives objectives Two actionsTwo actions to set up a mediatheque of pedagogical resourcesto set up a mediatheque of pedagogical resources available through internet in EIE available through internet in EIE

► census of existing resources. census of existing resources. ► implement Quality in education to pedagogical resources in EIE available via Internet. This means to select implement Quality in education to pedagogical resources in EIE available via Internet. This means to select

and classify educational materials for EIE in the basis of:and classify educational materials for EIE in the basis of: the quality of content in relation with the concepts, models and competences required in EIE.the quality of content in relation with the concepts, models and competences required in EIE. the potential effectiveness as teaching-learning tools for EIE education,the potential effectiveness as teaching-learning tools for EIE education,

► AND to make them available to the EIE community. The work will be a continuation of the activities related in AND to make them available to the EIE community. The work will be a continuation of the activities related in Task 2 of the THEIERE project and completed with the selected resources.Task 2 of the THEIERE project and completed with the selected resources.

to design tools implemented in web-based environments to design tools implemented in web-based environments ► Individual tools, in order to allow the user to evaluate their learning processIndividual tools, in order to allow the user to evaluate their learning process► group work tools in order to foster the collaboration among different users. group work tools in order to foster the collaboration among different users.

► Some learning activities will be designed to be implemented during the last year in the Some learning activities will be designed to be implemented during the last year in the dissemination phase of the project. Students connected from different countries will use the dissemination phase of the project. Students connected from different countries will use the material available in virtual classes throughout Europe. They will be guided by one tutor material available in virtual classes throughout Europe. They will be guided by one tutor that can be a professor member of the TN. The use of these materials in the context of that can be a professor member of the TN. The use of these materials in the context of specific learning activities will be monitored in order to evaluate their quality as educational specific learning activities will be monitored in order to evaluate their quality as educational materials as well as learning fostering resources (validation with end users: teachers, materials as well as learning fostering resources (validation with end users: teachers, learners).learners).

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T2. Internet as educational resource for EIE T2. Internet as educational resource for EIE education: Calendareducation: Calendar



Census of existing educational Census of existing educational resources in EIEresources in EIE

Definition of a quality Definition of a quality evaluation procedureevaluation procedure

Implementation of the Implementation of the quality evaluation quality evaluation procedure on some procedure on some resources.resources.

Design and set up the Design and set up the mediatheque, from the mediatheque, from the existing and evaluated existing and evaluated pedagogical resources.pedagogical resources.

Presentation of the resultsPresentation of the results

Design of learning activities Design of learning activities using resources previously using resources previously selected.selected.

Create a students control group Create a students control group to use and evaluate the to use and evaluate the proposed materials proposed materials

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T2. Internet as educational resource for EIE T2. Internet as educational resource for EIE education: Preliminary workeducation: Preliminary work

►MediathequeMediatheque http://www.eaeeie.org/theiere/http://www.eaeeie.org/theiere/

pedagogical_resources.htmlpedagogical_resources.html

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T3.1. Bologna process in EIE at the bachelor, T3.1. Bologna process in EIE at the bachelor, master and PhD levels (A1)master and PhD levels (A1)

► to to implement a survey of the Bologna process in EIE at the bachelor level, at the implement a survey of the Bologna process in EIE at the bachelor level, at the master level but also at the PhD level master level but also at the PhD level (relations with the TNP "Teaching and Research in (relations with the TNP "Teaching and Research in Engineering in Europe TREE" for example). Engineering in Europe TREE" for example).

► The activities will be the finalisation and update of the maps of European undergraduate The activities will be the finalisation and update of the maps of European undergraduate and postgraduate studies: a monographand postgraduate studies: a monograph[1][1] has been achieved during the THEIERE project has been achieved during the THEIERE project (2000-2003), but some countries remain to be completed, some information needs to be (2000-2003), but some countries remain to be completed, some information needs to be updated because the situation is always evolving and the updated because the situation is always evolving and the PhD studies should be addedPhD studies should be added, , together with the identification of the existing links between masters and PhDs, taking into together with the identification of the existing links between masters and PhDs, taking into account the master courses which will prepare the students for PhD studies. The account the master courses which will prepare the students for PhD studies. The completion and updating of the data of the portal (see prototype at completion and updating of the data of the portal (see prototype at www.eaeeie.org/theiereyp) will be achieved at the same time. The main outputs will be the www.eaeeie.org/theiereyp) will be achieved at the same time. The main outputs will be the update and completion of the monograph (1st version available end 2003) and of the portal.update and completion of the monograph (1st version available end 2003) and of the portal.

► We are in contact with TREE thematic network within the frame of the "Archipelago" We are in contact with TREE thematic network within the frame of the "Archipelago" working group (participation of four persons from our previous Thematic Network THEIERE working group (participation of four persons from our previous Thematic Network THEIERE in the techno-TN 2004, in Brussels, even if THEIERE was not granted in 2003-2004…).in the techno-TN 2004, in Brussels, even if THEIERE was not granted in 2003-2004…).

►

[1][1] THEIERE project: "Monograph: Towards the harmonisation of Electrical and Information THEIERE project: "Monograph: Towards the harmonisation of Electrical and Information Engineering Education in Europe" - Ed. EAEEIE, August 2003, 350 pages, (ISBN, book Engineering Education in Europe" - Ed. EAEEIE, August 2003, 350 pages, (ISBN, book version: ISBN 972-97738-2-3, ISBN: CD-ROM version: ISBN 972-97738-3-1)version: ISBN 972-97738-2-3, ISBN: CD-ROM version: ISBN 972-97738-3-1)

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T3.1. Bologna process in EIE at the bachelor, T3.1. Bologna process in EIE at the bachelor, master and PhD levels: Calendarmaster and PhD levels: Calendar



Completion of the study, Completion of the study, integration of PhDintegration of PhD

Update of the Update of the monograph and monograph and portalportal

DisseminationDissemination

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T3.1. Bologna process in EIE at the bachelor, T3.1. Bologna process in EIE at the bachelor, master and PhD levels: Preliminary workmaster and PhD levels: Preliminary work

► MonographMonograph http://www.eaeeie.org/theiere/THEIERE_monograph_CD.http://www.eaeeie.org/theiere/THEIERE_monograph_CD.

htmhtm► PortalPortal

http://www.eaeeie.org/theiereyp/http://www.eaeeie.org/theiereyp/ For the moment, THEIERE YP works with the following For the moment, THEIERE YP works with the following

countries: countries: Austria, Bulgaria, Czech Republic, Estonia, Spain, Austria, Bulgaria, Czech Republic, Estonia, Spain,

Finland, France, Greece,Finland, France, Greece,Ireland, Italy, Lithuania, Luxembourg, Latvia, Netherlands, Ireland, Italy, Lithuania, Luxembourg, Latvia, Netherlands, Norway, Poland, Portugal, Slovenia, Slovak Republic and Norway, Poland, Portugal, Slovenia, Slovak Republic and Ukraine Ukraine

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T3.2. Multinational multilingual curricula in T3.2. Multinational multilingual curricula in Europe (A2)Europe (A2)

►The aim is :The aim is : to identify how are organised the studiesto identify how are organised the studies how are managed the lingual and cultural how are managed the lingual and cultural

aspectsaspects what is the part dedicated to distant learning. what is the part dedicated to distant learning.

►The main outputs will be available in the The main outputs will be available in the monograph and the portal described monograph and the portal described

►We propose to contribute as the proposition We propose to contribute as the proposition of a guideline of good practices in the of a guideline of good practices in the development of multinational curricula in EIEdevelopment of multinational curricula in EIE

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T3.2. Multinational multilingual curricula in T3.2. Multinational multilingual curricula in Europe: CalendarEurope: Calendar



Census of the existing Census of the existing degreesdegrees

Deepen analysis Deepen analysis of the content and of the content and organisation of organisation of multilingual multilingual curriculacurricula

Integration of data into the Integration of data into the monographmonograph

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T3.2. Multinational multilingual curricula in T3.2. Multinational multilingual curricula in Europe: Preliminary workEurope: Preliminary work


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T4. Advertise EIE European curricula (A8)T4. Advertise EIE European curricula (A8)

► Objective:Objective: to attract students coming from outside Europe. to attract students coming from outside Europe. The monograph and the portal proposed in TASK T3.1 The monograph and the portal proposed in TASK T3.1 should be a good tool for this purpose; should be a good tool for this purpose;

► To identify various organisations which can be helpful for this To identify various organisations which can be helpful for this "advertisement". "advertisement".

► Related to this task, some countries are suffering due to the Related to this task, some countries are suffering due to the unbalanced flow of students in the framework of international unbalanced flow of students in the framework of international exchange projects (e.g. Erasmus): the number of students exchange projects (e.g. Erasmus): the number of students going out is >> than coming in. We should identify reasons going out is >> than coming in. We should identify reasons for such a situation and devise means to improve the for such a situation and devise means to improve the balance. balance.

► So the main aim of this action is to increase the So the main aim of this action is to increase the attractiveness of European higher education area, both for attractiveness of European higher education area, both for students from outside Europe to come in and for students students from outside Europe to come in and for students inside Europe to be mobileinside Europe to be mobile

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T4. Advertise EIE European curricula: T4. Advertise EIE European curricula: CalendarCalendar



Design of a Design of a communication strategy communication strategy andand

continuous action: continuous action: identification of identification of pertinent targets, pertinent targets, and and communication communication toolstools

Realisation and Realisation and dissemination of the dissemination of the communication tool communication tool (leaflet, CD, DVD…)(leaflet, CD, DVD…)

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T4. Advertise EIE European curricula: T4. Advertise EIE European curricula: Preliminary workPreliminary work

►Not relevantNot relevant►work to be done in conjunction with Club EEA work to be done in conjunction with Club EEA

commission for teachingcommission for teaching

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T5. "Excellence" regions in EIE and T5. "Excellence" regions in EIE and applications (A3)applications (A3)

► to to identify and let know "Excellence identify and let know "Excellence regions" in some specialities of EIE and regions" in some specialities of EIE and applications applications thanks to a focus on master thanks to a focus on master and and PhDPhD specialities. specialities.

►Another interesting point for us in this action Another interesting point for us in this action will be the way PhD studies are organised in will be the way PhD studies are organised in EIE and their adaptation to industry needs. In EIE and their adaptation to industry needs. In this action, we will discute on what are the this action, we will discute on what are the criteria to define Excellencecriteria to define Excellence

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T5. "Excellence" regions in EIE and T5. "Excellence" regions in EIE and applications: Calendarapplications: Calendar



Census of the existing Census of the existing PhDsPhDs

Deepen analysis Deepen analysis of the organisation of the organisation and links with and links with industryindustry

Integration into the Integration into the monographmonograph

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T5. "Excellence" regions in EIE and T5. "Excellence" regions in EIE and applications: Preliminary workapplications: Preliminary work


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Other action (?): Other action (?): Incubator of proposals for developing Incubator of proposals for developing international European (master) programmesinternational European (master) programmes

► the thematic network partnership has also to the thematic network partnership has also to be considered as be considered as an incubator of proposals an incubator of proposals for developing international European for developing international European master programmes,master programmes, within the frame of within the frame of Curricula Development programmes or for Curricula Development programmes or for tending to some Excellence masters in EIE tending to some Excellence masters in EIE (ERASMUS MUNDUS programme). (ERASMUS MUNDUS programme).

► It is planned to implement some curricula It is planned to implement some curricula parallely to the life of this thematic network parallely to the life of this thematic network propositionproposition

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General actions: reflection on disseminationGeneral actions: reflection on dissemination

►Contacts other TNsContacts other TNs Other TNsOther TNs TREETREE TuningTuning ArchipelagoArchipelago

►Contact with European or World associationContact with European or World association►Contact with national associationsContact with national associations

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Overview on the outputs (1/3)Overview on the outputs (1/3)

► (a) guidelines for EIE in the Tuning spirit (TASKS A1, A4),(a) guidelines for EIE in the Tuning spirit (TASKS A1, A4),► (b) an updated monograph, on the existing curricula in EIE in Europe, with new parts dedicated to "international" degrees (b) an updated monograph, on the existing curricula in EIE in Europe, with new parts dedicated to "international" degrees

(international masters and bachelors) and to PhD (TASKS A1, A2, A3),(international masters and bachelors) and to PhD (TASKS A1, A2, A3),► (c) a mediatheque on pedagogical resources in EIE available through internet, with quality evaluation (TASK A5),(c) a mediatheque on pedagogical resources in EIE available through internet, with quality evaluation (TASK A5),► (d) a portal presenting the curricula available in EIE in Europe (TASK A1)(d) a portal presenting the curricula available in EIE in Europe (TASK A1)► (e) report contaning a census of the existing accreditation boards and procedures and proposition of a common (e) report contaning a census of the existing accreditation boards and procedures and proposition of a common

European procedures guideline in EIE (TASK A7),European procedures guideline in EIE (TASK A7),► (f) communication tools presenting EIE in Europe (TASK A8)(f) communication tools presenting EIE in Europe (TASK A8)► (g) communication tools to attract scholars in EIE in particular and in scientific studies in general (task A6).(g) communication tools to attract scholars in EIE in particular and in scientific studies in general (task A6).► Outputs b,c,d are completions and updates (continuing activity) of some works and results developed during the Outputs b,c,d are completions and updates (continuing activity) of some works and results developed during the

THEIERE project, whereas outputs a,e,f,g are completely new. THEIERE project, whereas outputs a,e,f,g are completely new. ► The other outputs of our TN will be:The other outputs of our TN will be:► - (h) an information system to help in the functioning of the project (mailing list, chat rooms, chat, on-line voting tool, - (h) an information system to help in the functioning of the project (mailing list, chat rooms, chat, on-line voting tool,

forum, repository of documents…) based on the EAEEIE server, with a private part and a public part (internet website).forum, repository of documents…) based on the EAEEIE server, with a private part and a public part (internet website).► - (i) meetings and seminars to be proposed relative to these various points, it is planed to meet once at the beginning of - (i) meetings and seminars to be proposed relative to these various points, it is planed to meet once at the beginning of

the project as general meeting and then to meet twice a year as general meetings and seminars, for the whole the project as general meeting and then to meet twice a year as general meetings and seminars, for the whole partnership, to deal with the general functioning of the projects and activities, and to propose results (there will be also partnership, to deal with the general functioning of the projects and activities, and to propose results (there will be also strategic meetings, see also 4.). Each year, one of the general annual meetings will be organised in conjunction with the strategic meetings, see also 4.). Each year, one of the general annual meetings will be organised in conjunction with the annual EAEEIE conference. It is planned that a last meeting will present the results of the project: we could imagine in annual EAEEIE conference. It is planned that a last meeting will present the results of the project: we could imagine in final meeting could be organised together with other TNs, particularly in Engineering.final meeting could be organised together with other TNs, particularly in Engineering.

► - (j) conferences, once a year the EAEEIE organises its annual conference, this conference is open to everybody and is a - (j) conferences, once a year the EAEEIE organises its annual conference, this conference is open to everybody and is a good tool for dissemination of activities and results (the next conference will be held in Lappeenranta, Finland, June good tool for dissemination of activities and results (the next conference will be held in Lappeenranta, Finland, June 2005, www.eaeeie.org). Several presentations are generally concerned by the Thematic network activity. The results of 2005, www.eaeeie.org). Several presentations are generally concerned by the Thematic network activity. The results of the Thematic network are generally presented also in other conferences dedicated to teaching or to research, in order to the Thematic network are generally presented also in other conferences dedicated to teaching or to research, in order to have a wide dissemination.have a wide dissemination.

► - (k) participation to other actions, dealing with thematic network activity as a whole, such as "Archipelago" or "Tuning" - (k) participation to other actions, dealing with thematic network activity as a whole, such as "Archipelago" or "Tuning" actions.actions.

► For this point we are in contact with H. Ferdinande from TUNING and M. Maffioli for TREE and the "Archipelago" action For this point we are in contact with H. Ferdinande from TUNING and M. Maffioli for TREE and the "Archipelago" action (in 2004 four people for our previous THEIERE thematic network participated in the Techno-TN meeting in Brussels).(in 2004 four people for our previous THEIERE thematic network participated in the Techno-TN meeting in Brussels).

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Outputs (2/3)Outputs (2/3)Output Target groups Context

(a) Guidelines in EIE in the Tuning spirit

Teachers, people in charge of development or accreditation of curricula (professional bodies)

Teaching context

(b) a monograph, on the existing curricula in EIE in Europe

Teachers, students Learning and teaching contexts

(c) a database on pedagogical resources in EIE

Teachers, students Teaching and learning contexts

(d) a portal presenting the curricula available in EIE in Europe

Students Learning context

(e) elaboration of guidelines/methodology for

accreditation

Teachers, people in charge of development or accreditation of curricula (professional bodies)

Teaching context

(f) communication tools presenting EIE in Europe

Learners, professional bodies, foreign students, foreign organisations for studies (EduFrance,

European embassies …)

Other professional context

(g) communication tools to attract scholars

Learners Academic context

(h) an information system Mainly partners of the project and other interested persons

Project context

(i) meetings and seminars Mainly partners of the project and other interested persons

Project context

(j) conferences Colleagues (teachers) or industrials Professional

(k) participation to "Archipelago" or "Tuning" actions

Colleagues (teachers) in other disciplines, European Commission

Project context

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working methods to produce the outputs (3/3) working methods to produce the outputs (3/3) Output Working methods

(a) Guidelines in EIE in the Tuning spirit

This guideline will be produced with the TASK A4. The thematic sub-groups will work on these aspects, to define the competences in all disciplines, with partners from as many countries as possible.

(b) a monograph, on the existing curricula in EIE in Europe

This monograph will be produced thanks to the national groups.

(c) a database on pedagogical resources in EIE

The tool will be developed by students involved in the development, especially in master thesis work, or colleagues who are specialists. Some developments could also be developed by specialists thank to sub-contracting.

(d) a portal presenting the curricula available in EIE in Europe

The tool will be developed by students, the data will come from the monograph (see b)

(e) elaboration of guidelines/methodology for accreditation

This work will be achived thanks to a working group comprising ideally representatives of every country.

(f) communication tools presenting EIE in Europe

A specific working group will work on that, with the whole consortium as an internal assessment.

(g) communication tools for young students and scholars

A specific working group will work on that, with the whole consortium as an internal assessment.

(h) an information system This work has begun. A student is presently working on it, in order for the system to be ready at the beginning of the project.

(i) meetings and seminars Seminars devoted to tuning methodology

(j) conferences Annual EAEEIE conference + participation to other conferences

(k) participation to "Archipelago" or "Tuning" actions

This is an important point (see also 6.5)

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Stage in life of project Outputs:By the end of this stage we will have achieved / produced

Activities leading to this output

Activity to be started by this date

and completed by this date

Partners / Persons involved

Time input(person / days orperson / months)

1 september 2005 – august 2006

(h) an information system to help in the functioning of the project

- Analysis of the generic and specific competences vs. contents of curricula, for bachelors, masters in EIE, with the TUNING methodology (task A4).

- Census of existing educational resources in EIE (task A5)

- Definition of a quality evaluation procedure (task A5)

- Census of the jobs, study of other programmes, choice of pertinent jobs (task A6)

- Elaboration of a pertinent communication strategy (targets, tools,…) (task A7)

- Census of the accreditation boards, contact with them in order to identify their methodologies (task A7)

- Design of a communication strategy and Continuous action: identification of pertinent targets, and communication tools (task A8)

- Census of the existing degrees (task A2)- Census of the existing PhDs (task A3)- Completion of the study, integration of PhD (task

A1)- Participation to the EAEEIE annual conference

and other conferences,

Task A4: many people, ideally one per thematic field and per country…

Task A5: two people per thematic field (about 16 people) + three to four people dedicated to Quality

Task A6: one people per country, if possible




Task A3: synthesis work necessitating about 5 to 8 people

Task A1: one people per country, if possible.

* For many activities, it is needed to have one person per country. If necessary, we can also work in partnership with other associations (it has been done in the past with the French Club EEA, for instance).

1 day per partner per month generally

2 september 2006 - august 2007

(a) guidelines for EIE in the Tuning spirit (TASKS A1, A4),

(c) a mediatheque on pedagogical resources in EIE available through internet, with quality evaluation (TASK A5),

(e) report contaning a census of the existing accreditation boards and procedures and proposition of a common European procedures guideline in EIE (TASK A7),

(f) communication tools presenting EIE in Europe (TASK A8)

(g) communication tools to attract scholars in EIE in particular and in scientific studies in general (task A6).

- Redaction of guidelines "Tuning in EIE" (task A4)- Implementation of the quality evaluation procedure on

some resources. (task A5)- Design and set up the mediatheque, from the existing

and evaluated pedagogical resources (task A5).- Analysis of the existing links between industry and

curricula (task A6).- Census of these links (task A6)- Analysis of the (some) procedures, general synthesis,

proposition of a common guideline for EIE (task A7)

- Design of a communication strategy and Continuous action: identification of pertinent targets, and communication tools (task A8)

- Deepen analysis of the content and organisation of multilingual curricula (task A2)

- Deepen analysis of the organisation and links with industry (task A3)

- Update of the monograph and portal (task A1)- Participation to the EAEEIE annual conference

and other conferences


3 september 2007- august 2008

(b) an updated monograph, on the existing curricula in EIE in Europe, with new parts dedicated to "international" degrees (international masters and bachelors) and to PhD (TASKS A1, A2, A3)

(d) a portal presenting the curricula available in EIE in Europe (TASK A1)

- Dissemination and validation of the guideline content (with the help of professional bodies and accreditation boards) (task A4)

- Presentation of the results ((task A5)- Design of learning activities using resources previously

selected (task A5).- Create a students control group to use and evaluate

the proposed materials (task A5)- Dissemination (task A6)- Validation by some accreditation boards (task A7)- Realisation and dissemination of the communication

tool (task A8)Integration of data into the monograph (task A2)Integration into the monograph (task A3)Dissemination (task A1)- Participation to the EAEEIE annual conference

and other conferences- Final conference/seminair with students

testing the pedagogical tools and presenting the project results


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Repartition of partners as a function of their Repartition of partners as a function of their interestsinterests

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Contacts with industryContacts with industry

►Jan LigusJan Ligus 2 people are from Slovak Power Plant enterprise2 people are from Slovak Power Plant enterprise

1 from US Steel company1 from US Steel company1 from car-tire industry 1 from car-tire industry

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Financial aspectsFinancial aspects

►40 % amount 45 days after initial contract 40 % amount 45 days after initial contract (about December2005)(about December2005)

►40 % 45 days after approval of the progress 40 % 45 days after approval of the progress report by the commissionreport by the commission Under the condition 70 % of the previous pre-Under the condition 70 % of the previous pre-

financing payment has been used upfinancing payment has been used up

►The remaining received within 45 days The remaining received within 45 days following approval by the Commission of the following approval by the Commission of the final reportfinal report

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Financial aspectsFinancial aspects

Type of costsType of costs Approved budget Approved budget (€uro)(€uro)

Community Community grant (€uro)grant (€uro)

Percentage of Percentage of fundingfunding

1. Staff costs1. Staff costs 607 015607 015

2. Direct costs2. Direct costs

2.a. Travel and subsistence2.a. Travel and subsistence 438 000438 000

2.b Equipment and materials2.b Equipment and materials 5 5005 500

2.c Sub-contracting, consultancy 2.c Sub-contracting, consultancy and other external servicesand other external services

78 94578 945

2.d Other2.d Other 33 75633 756

Total for direct costsTotal for direct costs 556 201556 201

3. General costs3. General costs 87 55387 553

TOTALTOTAL 1 250 7691 250 769 400 480400 480 32,0232,02

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Contractual timetableContractual timetable

Starting date of period of eligibilityStarting date of period of eligibility 1/10/20051/10/2005

Submission date for the progress Submission date for the progress reportreport

1/01/20071/01/2007

End date of period of eligibilityEnd date of period of eligibility 30/09/200830/09/2008

Submission of the final reportSubmission of the final report 15/01/200915/01/2009

EIE Surveyor: Reference Point for Electrical and Information Engineering in Europe

Documents