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  1. FEANI Organization and Objectives
  2. a) Level of Training of Engineers in Europeb)
    Regulation of the Engineering Profession
  3. Shortage of Engineers
  4. Proposal to improve the Recognition of
    Qualifications and Mobility

May 2007 PRO-EAST Philippe WautersSecretary
General of FEANIEuropean Federation of National
Engineering AssociationsAv. R. Vandendriessche
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Created September 1951 in Luxembourg by
Professional Engineer Organizations from 7
European countries Austria, Belgium,
Switzerland, Germany, France, Italy, Luxembourg
  • Today
  • 1 FEANI Headquarter/Secretariat General in
  • linked to
  • 1 FEANI National Member in 29 EU countries
    Russia (as Provisional Member)
  • linked to
  • FEANI Network of
  • gt 350 National Professional Engineer and
    Scientific Organisations
  • representing
  • gt 3.5 million European Professional Engineers

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  • General Assembly (GA) each National Member (NM)
    is represented
  • The highest decision making body
  • Decides the general policies
  • The budget
  • Elects the Executive Board ratifies the
    appointment of the Secretary General
  • Executive Board President, Vice-President,
    Treasurer, and 6 Officers
  • Nominated by the General Assembly for a 3-year
  • Responsible for implementing the policies and
    decisions approved by the GA
  • Secretary General
  • Implements the policies and decisions as
    delegated by the Board
  • In charge of the day-to-day business of the
    Secretariat General
  • A permanent function
  • In charge of EU affairs
  • FEANI National Members and National Engineering
    and Scientific Organisations
  • In charge of National affairs
  • Implement at National level the FEANI
    strategy/policies as decided by the General

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  • Purpose
  • Through its National Members, help the Engineers
    to improve their career development
  • To affirm the professional identity of the
    Engineers of Europe by
  • ensuring the professional qualifications of
    Engineers of member countries are acknowledged in
    Europe and worldwide
  • asserting status, role, and responsibility of
    Engineers in society
  • safeguarding and promoting the professional
    interests of Engineers
  • facilitating their free movement within Europe
    and worldwide
  • To strive for a single voice for the engineering
    profession of Europe, whilst acknowledging its
    diversity in
  • developing a working cooperation with other
    international organizations concerned with
    engineering matters
  • representing the Engineers of Europe in
    international organizations and other decision
    making bodies

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  • Foreword
  • In the European Union, each EU country is alone
    responsible for defining the Education/Formation/A
    cademic Title as well as to regulate or not the
    access to the profession
  • Education and access to the profession are not
    community domain of responsibility
  • The principles of Bologna are implemented in
    each country according to their national

II. a) Level of Training
of Engineers in Europe
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U a year (full-time or equivalent) of approved
University Program T a year (full-time or
equivalent) of Training through a programme in
technical fields, for instance in a construction
site, factory, laboratory, office defined,
supervised and approved by a University as part
of engineering programme E a year (full-time or
equivalent) of relevant engineering experience
II. a) Level of Training
of Engineers in Europe
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II. a) Level of Training
of Engineers in Europe
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II. a) Level of Training
of Engineers in Europe
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Variety of Academic Titles in Europe for
Akademiingeniør Bachelor of Arts Bachelor of
Engineering Bachelor of Science Civilingeniør Civi
lingenjör Diplom-Ingenieur Diplom-Ingenieur
ETH Diplom-Ingenieur (FH) Diplomi-Insinöör Diplomi
rani Inženir Doktor-Ingenieur Dottore in
Engenheiro Europa-Ingenieur Ingenieur
(grad.) Ingeniør Inginer Insinööri Ingeniero
Químico Ingeniero Superior Ingeniero
Técnico Ingénieur civil Ingénieur
diplomé Ingénieur industriel Ingénieur technicien
Inženyr Inžinier Inzynier Magister Inzynier
Master of Arts Master of Engineering Master of
Science Okleveles mérnök Okleveles
üzemmérnök Sivilingeniør Teknikfræðingur Teknikumi
ngeniør Verkfræðingur
makes comparison very difficult will Bologna
facilitate it?
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Historical Background The Bologna Process
  • 16 European Ministers in charge of higher
    education decided in 1999, in Bologna, to create
    a European Higher Education Area by the year
    2010, aiming at making Europe the most
    competitive and dynamic knowledge based economy
    in the world.
  • The follow-up meetings in Prague (2001), Berlin
    (2003) and Bergen (2005) increased the number of
    countries adhering to this statement to 44.
  • The Bologna Process is not a Community/EU
    initiative !It is signed by the Ministry of
    Education of each State who subscribe to Bologna

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The Bologna Process
The Ministers committed themselves to
  • introduce a more readable and comparable system
    of degrees, including a Diploma Supplement, in
    order to promote European citizens employability
    and the international competitiveness of the
    European higher education system
  • adopt a educational system based on two cycles,
    undergraduate and graduate
  • establish a system of European credits (ECTS,
    European credit transfer system), providing both
    transferability and accumulation functions, in
    order to promote student and staff mobility
  • promote co-operation in quality assurance with a
    view to developing comparable criteria and
  • promote the necessary European dimensions in
    higher education

Note here also no objective of harmonization of
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Definition of Regulation/Regulated Profession
(Directive on Professional Qualifications)
Regulated Profession A professional activity
, access to which, the pursuit of which, or one
of the modes of pursuit of which is subject,
directly or indirectly, by virtue of legislative,
regulatory or administrative provisions to the
possession of specific professional
qualifications Professional Qualifications Q
ualifications attested by evidence of formal
qualifications and professional
experience. Evidence of Formal
Qualifications Diplomas, certificates, issued
by an authority in a Member States designated
pursuant to legislative, regulatory or
administrative provisions of that Member State
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NOT REGULATEDNormally, absolutely no restriction
or limitation exist to exercise the profession of
Engineer in that country. In this case, the title
of Engineer is not protected by law as a
professional title (but it could be protected as
an academic one). REGULATED Only Protected
Professional TitleOnly protected professional
title without associated reserved tasks. However
without having the right to bear that title, it
is judged difficult to access or pursue and
develop an optimal career of Engineer in the
country. PARTIALLY REGULATED Protected
professional title with tasks reserved in a
limited number of areasThe profession is
regulated only for some specific tasks (design,
planning, expertise, inspection, ) within a
specific Sector/Discipline (Civil, Energy,
Environment, ) and the right to bear the title
and execute such activities is strictly reserved
to registered holders of specific qualifications,
competencies, membership to Chambers, TOTALLY
REGULATED Protected professional title with
tasks reserved in most of the areasMost of the
engineering activities/tasks in all
sectors/disciplines of engineering are strictly
reserved to the holder of specific certified
professional qualifications which evidence must
be given by the professional title
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Ref www.feani.orgPublication FEANI Special
News 10/2005
Results of a FEANISurvey 2005 On Regulating
theAccess to theProfession
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Ref www.feani.orgPublication FEANI Special
News 10/2005
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  • Consequences of this complex situation
    concerning Training and Regulation
  • - serious problem of recognition for Engineers
    who want to exercise in another European
    country and have their competence recognized
    Example Germany The German Education
    and Research Minister Annette Schavan states
  • However, at present German students or adult
    learners cannot move inside Germany to
    study or work, as each of the 16 individual
    Länders, which have extensive powers over
    education policy, do not recognise diplomas
    and qualifications from other Länders.
  • - great restrain for the mobility

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  • Evaluation of student interest in Science and
    Technology Studies
  • No reliable data (OECD study) need for a wide
  • In general, absolute number of students in
    Science and Technology shows an overall increase
    but in proportion (all students in HE), a
    steadily decrease worrying mathematics and
    physic science
  • Situation depends on the country
  • See report from the European Engineers Forum
    Hanover on 16 April 2007 FEANI website, section events

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  • Germany Shortage is rather dramatic
  • Minister Schavan
  • is much concerned about the difficulty to
    motivate young people to start scientific and
    engineering studies, as well in Germany as in
  • considers that, besides National initiatives, it
    is necessary that European initiatives be also
    undertaken. We should therefore take the
    opportunity of the German Presidency in the EU to
    initiate a European initiative.
  • According to new data from VDI In 2006 a lack
    of 43,000 engineers represents a loss of income
    of 3,5 billion euro / all industrial sectors

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  • UK
  • ETB (Engineering and Technology Board) study and
  • Of more concern is the fact that engineering and
    technology, whilst maintaining a steady level of
    student numbers, does not appear to have engaged
    the growth in student numbers as seen in other HE
  • However, encouraging growth in engineering in
    the last 5 years.
  • Problem
  • demand is yet to adjust- UK faces still
    shortage in the future
  • Recommendation no. 31 The ETB, Royal Academy of
    Engineering, should mount a concerted campaign
    on encouraging wealth creation by SET would
    encourage more young people to get involved in
    SET careers.

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  • Denmark
  • Will miss 13,000 Engineers in the next 7 years
    (if no improvement in number of students in SET)
  • Danish Minister of Education will start a large
    campaign after summer 2007 (10 million crowns)
  • Ireland
  • Demand for engineers 2001-2020 7 increase/year
  • (2006 40,000 ? 2020 110,000)
  • Demand Balance 2005
  • Demand 5,910
  • Supply 4,515
  • Immigrants 1,090
  • ? Balance -275
  • Problem Steady decrease in application for
    engineering/ technical programmes since 2000
  • (2000 15,055 2005 9,109 diploma)

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  • France
  • Supply and demand break-even (CEFI-CNISF report)
  • ? due to the circle of decline in industrial
    activity in France (G. de Menil, economist
    Frances debt is raising steadily)
  • a need for more engineers in the coming years
  • Belgium (french-speaking part)
  • 70 of all industries have difficulties to hire
  • Profile does not correspond to the demand
  • Number of students in engineering not sufficient
    to cope with the demand for the coming years
  • Wallonia needs for the next 10 years twice as
    much engineers as there are today
  • At EU Institution level
  • 27 November 2006 Creation of a Group of Experts
    to stimulate science education chaired by MEP
    Mr. Rocard will formulate policy recommendations
    to improve ways how Europe approaches science

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  • Which Engineers? theoretical, practical, long
    cycle, short cycle
  • Needs of the industry according to FEANI
  • 75 type practical (short cycle) 25 type
    theoretical (long cycle)

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FEANI contribution for promoting Mobility and
  • The FEANI private EUR-ING title (implemented
    since 1980), designed as a guarantee of
    competence for Professional Engineers
  • Establish a framework of mutual recognition of
    qualifications and facilitate the movement of
    practicing Engineers within and outside the
    geographical area represented by FEANIs member
  • Provide information about the various formation
    systems of individual Engineers for the benefit
    of prospective employers
  • Encourage the continuous improvement of the
    quality of Engineers by setting, monitoring, and
    reviewing standards

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  • FEANIs private title EUR ING criteria
  • Formation Framework for all Professional
  • Sufficient flexibility to meet the individual
    requirements of its different National Members
  • 7 years of Formation Education U between 3
    and 5 years Training T
    Experience E minimum 2 years
    B 3U 2U/T/E
  • The FEANI professional formation framework

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  • The EUR ING is based on the FEANI INDEX
  • Contains for the countries a list of institutions
    of engineering higher education where FEANI is
    present and their engineering programmes, which
    are recognized by FEANI as fulfilling the
    mandatory requirements for the EUR ING title
  • Centrally maintained at the Secretariat General
  • Conditions for a programme to be included in the
    INDEXa minimum duration of 3 years (180 ECTS),
    and providing a suitable balance of basic
    sciences, engineering sciences, and non-technical
  • The acceptance process is based on a description
    of the teaching staff qualifications, in terms of
    academic degrees and professional experience, and
    of laboratory facilities used by the programme

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The FEANI INDEX (cont) Until now Acceptance
process exclusively done by by FEANI
experts Next step From a FEANI proprietary
system of acceptance to an open European
accreditation system ? EUR-ACE EUR-ACE accredited
course will be accepted in the FEANI INDEX
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  • 2. The Professional Card for Engineers (ENGCARD)
  • The idea of a European Professional Card for
    Engineers (conform to the recommendation in the
    Directive on Professional Qualifications) was
    submitted to the FEANI General Assembly in 2005
    which approved to launch a study
  • Became concrete with the project ENGCARD
    introduced in the framework of the EU Year of
    Mobility 2006 - by FEANI together with
  • Step 1 Investigate the feasibility and added
    value for deploying a Professional Card for
    Engineers and set up a concept
  • Step 2 Implement the concept of a Professional
    Card if results of step 1 are positive

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  • Professional Card Registration Procedure
  • The future cardholder should register, follow an
    administrative (partially web based) procedure,
    deliver certified copies of several documents and
    participate eventually to an assessment organized
    by the ENGCARD partners
  • He will pay a renewable subscription fee and must
    commit with the deontology code
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