EGM 30 download.pdf - European Federation of Geologists

N° 30 Dec 2010European GeologistRevue dé la Fédération Européenne des GéologuesJournal of the European Federation of GeologistsRevista de la Federación Europea de GeólogosHigherEducationinGeologyEuro-Ages

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Contents European Geologist 30PageForeword...Ruth Allington 4Euro-AgesEuro-Ages...André Rieck 5The Bologna Process...Paul D. Ryan 9Mapping the European geological qualification 14...Isabel Fernandez and David NorburyThe Euro-Ages programme and Ireland...Ben Kennedy 18Learning outcomes and skill levels...David Norbury 19Academia and industry, Hungary...Janos Foldessy and Ferenc Madai 23Higher education in geology in Hungary...Éva Hartai 26Geological higher education in Serbia...Vladica Cvetković 28The higher education system in Italy...M. Trimboli and E. Nucci 30Professional registration in Canada...O. Bonham and G. Finn 35Perspective from employers...Luca Demicheli 37Euro-Ages and geology in Sweden...Vivi Vajda and Linda M. Larsson 39EFG NewsOn regulations and renewals...David Norbury 41Other NewsAdvertisersRockware (pages 2 and 48); SLR (page 13);Stump Foratec AG (page 22); Polymetra GyroServices (page 29); Geoscience Data Management(page 38); Golder Associates (page 40);Geobrugg (page 47).Cover photo:Main photo: Bologna, which houses the oldestcontinuously operating university in the world,established probably in 1088 (Photo: D. Harper).Smaller photos, from left: Graduation day atBologna University (Photo: D. Harper); Studenton practical training in a mine, Hungary.Photos this page:From left: Participating countries in mappingEuropean Qualification; Students on miningpractical training, Hungary; Students at theGeoMining Museum, Geological Survey of Spain(Photo: A. Calonga).© Copyright 2010 The European Federationof GeologistsAll rights reserved. No reproduction, copy ortransmission of this publication may be madewithout written permission. No responsibility isassumed by the Publisher for any injury and/ordamage to persons or property as a matterof products liability, negligence, or otherwise,or from any use or operation of any methods,products, instructions or ideas contained in thematerial herein. Although all advertising materialis expected to conform to ethical (medical)standards, inclusion in this publication does notconstitute a guarantee or endorsement of thequality or value of such product or of the claimsmade by its manufacturer. ISSN: 1028 - 267XFirst Spanish Geological Olympiad...Amelia Calonga Garcia 41News from GsF. The Togo project...Carlo Enrico Bravi 43Book ReviewIntroducing Palaeontology...by Patrick Wyse Jackson 45... review by D. Harperp. 41p. 14p. 23European Geologist 303

EUROPEAN GEOLOGISTis published by theEuropean Federation of GeologistsC/O Service Geologique de BelgiqueRue Jenner 13B-1000 Bruxelles, BelgiumTel:+32 2 6270412efgbrussels@gmail.comwww.eurogeologists.euTHE BOARD OF EFGPRESIDENTEurGeol. Ruth AllingtonRuthA@gwp.uk.comVICE-PRESIDENTNieves Sancheznsguitian@yahoo.esSECRETARY-GENERALElisabeth Däckerelisabeth.dacker@geo.su.seTREASURERLeonard Luzieuxleonard.luzieux@yahoo.comEU DELEGATEMarino Trimbolitrimboli@sgggeologia.191.itEDITORMaureen Mc CorryHarper-mccorry@net.telenor.dkEDITORIAL BOARDMaureen Mc CorryMarino TrimboliÉva HartaiGareth Ll JonesEdmund NicklessManuel RegueiroTranslations byAntoine BouvierManuel RegueiroLayout byMaureen Mc CorryForewordEuro-Agesby EurGeol. Ruth Allington, PresidentThis edition of European Geologistis a thematic issue on higher educationand lifelong learning to markthe conclusion of the Euro-Ages project 1 .The final conference took place on 22October 2010 and the final report will becompleted during December 2010 and theearly part of 2011.The principal objective of the Euro-Ages project has been to review qualitystandards and criteria for the assessmentof higher education study programmes ingeology across Europe and to propose aframework for Europe-wide standards.This is not a project about developingand attempting to impose prescriptiveEurope-wide curricula for geologicalstudy programmes, but about articulatinga set of high level learning outcomes (thequality standards) based on existing qualityframeworks, and defining appropriatelevels of attainment in terms of learningoutcomes achieved on completion of eachof the key Bologna cycles (including cycle4, the stage at which professional qualificationsmay be attained). The vision is for theestablishment of a Europe-wide accreditationscheme for geological programmes(based on assessment/certification againstdelivery of the Euro-Ages learning outcomes)that can sit alongside nationaland regional accreditation schemes thatdetermine content and course structures inaccordance with national laws and norms.The potential advantages of developinga shared understanding of an appropriateset of high level learning outcomes fromgeological programmes of study acrossEurope (and elsewhere in the World), andof agreeing the progression of skills andexperience appropriate at the end of eachBologna cycle include:- Supporting university teachers of geologyin designing and developing theirprogrammes having regard not only tothe Bologna requirements (inputs andcredits) but also to ensuring that graduategeologists possess the appropriateskill sets and experience to go on andbecome professional geologists- Providing a common framework withinwhich geologists can demonstrate progressionand development from firstcycle graduation to attainment of aprofessional qualification (such asEuropean Geologist (EurGeol.))- Facilitating mutual recognition of highereducation programmes and professionalqualifications through programme validationand certification on a Europewidebasis- Supporting the mobility of geology graduatesand professional geologists- Providing a ‘quality label’ for accreditedgeology programmes of first andsecond cycle.Intermediate results of the project areavailable on the Euro-Ages website:(http://www.euro-ages.eu), or via the EFGwebsite: (http://www.eurogeologists.eu).As the final results become available, theywill also be posted on this website. Feedbackon all these materials and an ongoingdiscussion within the wider geologicalcommunity will be welcomed both nowand when the project is finished. This willbe co-ordinated via the EFG and reportedperiodically in this magazine.1Project Partners: ASIIN ConsultGmBH; European Federation of Geologists;Official Spanish Association of ProfessionalGeologists (ICOG); HungarianGeological Society (MFT); Swedish NaturalScientists Association - GeologicalSection.Advisory Board: Dr. Hans-JürgenWeyer (German Professional Associationof Geoscientists - BDG); Dr. PaulRyan (Tuning Educational Structures inEurope); Dr. Luca Demichelli (EuroGeo-Surveys).4 European Geologist 30

Euro-AgesA leap towards transparency, comparability andmobility in geology in higher education across EuropeEuro-AgesCombining the common interests andindividual strengths of ASIIN (Germany),EFG (Belgium), ICOG (Spain),MFT (Hungary) and SACO (Sweden),Euro-Ages provides important referencepoints for the development andquality assurance of geology andgeosciences in tertiary education.Within the scope of the project lifetime(2009-2011) this was primarilyimplemented by compiling a set ofoutcome descriptors for Bachelor’sand Master’s degree programmes.This reference framework can be usedfor programme development by individualhigher education institutions,for the establishment of national sectoralqualification frameworks in geologyand geosciences as well as forthe improvement of accreditation andevaluation efforts across Europe.by André Rieck 1Combinant les intérêts communs et lamotivation de l’engagement individuelde l’ASIIN (Allemagne), EFG (Belgique),ICOG (Espagne), MFT (Hongrie) et SACO(Suède), le dossier Euro Ages fournit despoints de référence importants en matièrede développement et d’assurancequalité pour l’enseignement supérieurde la géologie et des géosciences.Dans l’optique du projet de toute unevie (2009-2011), un premier pas a étéréalisé en compilant une série de fichiersrendant compte des programmes conduisantaux diplômes de Licence et deMaîtrise. Ce système de référence peutêtre utilisé pour le développement deprogrammes par des institutions individuellesen enseignement supérieur, pourla création de cadres de qualificationssectorielles nationales en géologie etgéosciences et aussi pour plus de réussitedans les efforts en accréditation etévaluation consentis en Europe.Al combinar los intereses comunes ylas fortalezas de ASSIN (Alemania),FEG (Bélgica), ICOG (España), MFT(Hungria) y SACO (Suecia), el proyectoEuro-Ages aporta importantes puntosde referencia para el desarrollo y elaseguramiento de la calidad en laeducacion terciaria de la geologia ylas ciencias de la tierra . Dentro de losobjetivos del proyecto, que cubre unperiodo de 2009 a 2011, esto se llevófundamentalmente a cabo compilandoun conjunto de descriptores de losresultados de la formacion para losprogramas de Licenciado y Master.Este marco de referencia se puedeutilizar en el desarrollo de los programaspor instituciones de educacionsuperior concretas, para el establecimientode marcos sectoriales decualificaciones en geologia y cienciasde la Tierra asi como para la mejorade los esfuerzos de acreditación yevaluación en toda Europa.Euro-Ages aimed at developing aqualification framework for geology,based on learning outcomesrather than input factors on the Europeanlevel, thereby increasing transparencyof the Earth Sciences qualifications andultimately facilitating academic and professionalmobility across Europe while atthe same time stimulating students andgraduates in the field of geology as well asprofessional geologists to pursue LifelongLearning. The project allowed a structuredexchange of best practices, expertise andcountry characteristics of professionalpractices in geology in the different Europeancountries. The project moreoverprovided important reference points forquality assurance and related recognitionissues focused on learning outcomes. At thesame time, a pan-European set of outcome1 ASIIN Consult GmbHdescriptors for the EQF level 6 (“Bachelor/1st cycle”), and 7 (“Masters/2nd cycle”)serves as a reference framework for programmedevelopment by individual highereducation institutions, for the establishmentof national sectoral qualificationsframeworks in geology and for the developmentof a sectoral qualification frameworkfor geology encompassing all levelsof the EQF. The persistent lack of comparablesubject-specific tools for assessing andenhancing the quality of geology degreeprogrammes on a national or transnationallevel in the past has proven to be a potentialobstacle to the mobility of geologists, geologystudents and graduates. In response tothis need, and in line with previous effortsundertaken by EU-supported projects, thisjoint project has involved the major stakeholdersin the field of higher education ingeology in order to develop a Europe-wideapplicable qualifications framework andprocedural guidelines for the assessmentof geology degree programmes.The manifold obstacles to academicand professional mobility are key challengesfor the achievement of the Lisbongoal of making the EU the most competitiveknowledge-based economy inthe world. In many countries geology isa regulated profession, the exercise ofEuropean Geologist 305

Euro-Agesof the principles of geologyDeeper knowledge of a chosen specializationCritical awareness of the forefront of theirspecializationAdvanced understanding of Earth systemrelevant to their specializationAppreciation of the learning capacityneeded to progress to independentresearch.Analysis, design and implementationAbility to specify and complete geologicaltasks that are complex, incompletelydefined or unfamiliarSome ability to formulate and solve problemsin new and emerging areas of theirdisciplineAbility to apply state-of-the-art or innovativemethods in problem solving, possiblyinvolving use of other disciplinesAbility to think creatively to develop newand original approaches and methods.Technological, methodological and transferableskillsAbility to design appropriate experiments,to analyze and interpret data and drawconclusions integrating knowledgefrom different disciplines, and handlingcomplexityAbility to use advanced, and develop customized,quantitative methodsComprehensive understanding of applicabletechniques and methods for aparticular specialization, and of theirlimitsAwareness of the limits of current knowledgeand the practical application of thestate-of-the-art technologyKnowledge and understanding of geologyto create geological models of complexsystems and processesBasic ability to contribute to the furtherdevelopment of geology in practice andresearch.Other professional competencesAbility to produce independent work intheir professional and scientific fieldsAbility to manage and work effectively asa leader of teams that may be composedof different disciplines and levelsBasic ability to work effectively and communicatein national and internationalcontextsAppreciation of the role of geology inthe development of knowledge, wealthcreation and improving quality of lifeAbility to evaluate performance as anindividual and a team memberAbility to identify individual and collectivegoals and responsibilities and to performin a manner appropriate to these rolesAbility to critically evaluate professionaland research papersAbility to plan an appropriate programmeof continuing professional development.Further, within the scope of the surveys,a state-of-the-art report concerning thecurrent status of geology in higher educationacross Europe has been developed.Accordingly, the project provided benefitsto departments of geology and the academiccommunity by engaging them inthe most important endeavour of definingleaning outcomes in geology. Also, in thisprocess, the employment side, companies,and corporate members and further stakeholderswere able to feed in their expectationsabout the qualification profile oftheir future employees. The Standards andCriteria are intended to provide a meansfor reviewing the quality of higher educationgeology qualifications in the EuropeanHigher Education Area (EHEA), ina way that encourages the disseminationof good practice and a culture of continuousimprovement of geology programmes.Given the great diversity of education ingeology across Europe, the attempt tocreate framework standards comprisingall areas of the geology discipline appearsambitious. In the course of the projectthe traditional education of geologists atEuropean universities appeared to be ina transition period. The design of studyprogrammes in geology actually driftsto more interdisciplinary and/or specializedfocuses and “classical” geology isinserted in a selective way in new programmesunder different titles. Thereforethe number of mere geological study programmesdecreases all over Europe whilstthe interdisciplinary approach focusing on“geosciences” gains strength. Despite thisobservation the project partners decidedto continue the work on sectoral geologyoutcome descriptors as they would alsobe useful for the design, implementationand quality control of study programmesfollowing a broader and or more interdisciplinaryand or more specializededucational objective. From this perspectivethe framework descriptors wouldserve as departing point for further amendmentsdescribing competencies also for therelated fields of study and the respectiveinterdisciplinary combinations. The Euro-Ages framework is thus intended as a broadcommon denominator, or overarching referencepoint, for the variety of geologyprogrammes. In order to allow for possibleinclusion of existing geology specializationswithin European Higher EducationInstitutions, the framework must beformulated in rather general terms. TheStandards and Criteria represent a qualitythreshold. All graduates of programmesassessed against the Euro-Ages standardsare expected to achieve the programmelearning outcomes stated therein. Accreditationof a geology degree programme isthe primary result of a process used toensure the suitability of that programme asproviding the education base for the entryroute to professional practice. It involvesa periodic assessment against acceptedstandards of higher education in geology.Independent, third-party accreditation isessentially based on a peer review process,undertaken by appropriately trainedand independent teams comprising peersfrom both academia and geology practice,in accordance with agreed principles. It isimportant that accreditation processes gobeyond judgement on the achievement ofa minimum standard, and effectively promotethe idea of continuous improvementof the quality of higher education programmes.The Standards for Accreditationcan be used in both the design and the evaluationof programmes in all specializationsof geology. They are expressed as broadgeneric programme-learning outcomesthat describe in general terms the capabilitiesrequired of graduates from accreditedFirst Cycle and Second Cycle geologyprogrammes, as defined in the Frameworkfor Qualifications of the European HigherEducation Area. Consequently, they canbe interpreted and elaborated by users toreflect the specific demands of differentcycles and specializations.This project has been funded with supportfrom the European Commission. Thispublication reflects the views only of theauthor, and the Commission cannot be heldresponsible for any use which may be madeof the information contained therein.8 European Geologist 30

The Bologna Process, initiated in 1999and not yet completed, aims to createa single European Higher EducationArea in which degrees and diplomasare transparent and transportable.The degrees will be based upon aBachelor, Masters, Doctoral systemand should be described in terms ofwhat the student is expected to know,understand and demonstrate after acourse of study. Mechanisms arebeing put in place which will facilitatedegree recognition throughout the 47signatory states. There will also be aEurope wide system of quality assuranceto ensure standards. The TuningProject has developed tools to facilitatethe development of such degreesat the Institute level and has produceda template for the Earth Sciences.The Bologna Process will be of greatvalue to the Geoscience Profession asit will facilitate professional mobilitythroughout Europe.The Bologna Process:an introductionby Paul D. Ryan 1Le Processus de Bologne, initié en1999 et pas encore achevé, vise àcréer un Espace européen unique del’enseignement supérieur dans lequel lesniveaux de qualification et les diplômessont clairement définis et validés d’unpays à l’autre. Les qualifications serontbasées selon un système comprenanttrois niveaux : la Licence, la Maîtrise etle Doctorat et devraient être présentéesde manière à préciser ce que l’on attendde l’étudiant en matières de connaissances,de compréhension et de miseen application, à l’issue de son cursusd’études. Des mécanismes sont mis enplace qui faciliteront la reconnaissancedes qualifications dans les 47 états signataires.Il existera aussi un systèmeeuropéen complet d’assurance qualitépour garantir des niveaux standard. UnProjet d’Harmonisation a mis au pointdes outils pour faciliter le développementde ces trois niveaux de qualificationet a créé un système référent pourles Sciences de la Terre. Le Processusde Bologne aura une valeur importantepour les professionnels des Géosciencescar il va faciliter leur libre circulation enEurope.El proceso de Bolonia, que comenzóen 1999 y todavía no ha terminado,tiene como objetivo crear un Área deEducación Superior Europea en quelos títulos y diplomas sean transparentesy transportables. Los gradosse basarán en un sistema de Licenciaturas,Másteres y Doctorados y sedeberían describir en términos de loque se espera que un estudiante sepa,entienda y pueda demostrar que sabe,tras un curso de estudio. Se estánponiendo en marcha mecanismos quefacilitarán el reconocimiento de títulosentre los 47 estados firmantesdel acuerdo. Habrá también un sistemaeuropeo de aseguramiento dela calidad para garantizar la calidadde los estudios. El proyecto Tuning hadesarrollado herramientas para facilitarel desarrollo de dichos grados anivel de facultad y ha producido unaplantilla o modelos para el caso delas Ciencias de la Tierra. El procesode Bolonia será de gran ayuda para laprofesión de geólogo ya que facilitarála movilidad profesional en Europa.Euro-AgesThe Bologna Process, adopted currentlyby 47 European Nations,aims to reform higher education inEurope and is best summarized by the followingstatement: “The Bologna Processaims to create a European Higher EducationArea by 2010, in which studentscould choose from a wide and transparentrange of high quality courses and benefitfrom smooth recognition procedures. TheBologna Declaration of June 1999 hasput in motion a series of reforms neededto make European Higher Education morecompatible and comparable, more competitiveand more attractive for Europeansand for students and scholars from othercontinents. Reform was needed then and1Earth & Ocean Sciences, NUI Galway,Ireland. Tuning area coordinator EarthSciencespaul.ryan@nuigalway.iereform is still needed today if Europe isto match the performance of the best performingsystems in the world, notably theUnited States and Asia. The three prioritiesof the Bologna process were: introductionof the three cycle system (bachelor /master / doctorate), quality assurance andrecognition of qualifications and periodsof study.” (European Commission, 2009a).This Process requires substantial changesin the structure of degrees in countries notalready using the three cycle system, theimplementation of quality assurance proceduresand of standardized mechanismsto ensure recognition of qualificationsthroughout the signatory states. The legalframework for recognition of degrees is theLisbon Recognition Convention (Councilof Europe, 2010) which states that signatoriesmust recognize each others’ degreesunless substantial differences can be demonstrated.Thirty seven countries had eithersigned or were in the process of signingthis Convention by 2009. The ultimate aimis that a graduate from one country hasa degree that is recognized in 46 otherEuropean countries. In the geoscienceprofession, involving large amounts oftrans-national working, such as that of thegeologist, these reforms are long overdueand are to be welcomed.This Bologna process is supervised bya conference of Government Ministersfrom the signatory States who meet everysecond year to measure progress and setpriorities for action. After Bologna (1999),they met in Prague (2001), Berlin (2003),Bergen (2005), London (May, 2007) andLeuven/Louvain-La-Neuve (April, 2009)(see the Official Bologna Process website,2010, for details). At the London meetingMinisters adopted a strategy on how toreach out to other continents. They alsogave the green light to create a RegisterEuropean Geologist 309

100%Euro-Ages90%80%70%60%% of degrees50%40%30%20%Non-BolognaDoctorateMasters240 ECTS180 ECTSShort Cycle10%0%DenmarkIcelandIrelandKoreaNorwayPolandSwedenUnited StatesNetherlandsSlovak RepublicEstoniaFranceItalyUnited KingdomOECD averageEU19 averageBelgiumAustraliaCzech RepublicPortugalFinlandNew ZealandSwitzerlandAustriaGermanySloveniaSpainHungaryFigure 1. The proportion of Three Cycle System degree types in some Bologna signatory nations and in other countries worldwide. The data is extractedfrom OECD Education at a Glance (2010). The degrees that are ‘non-Bologna compliant’ do not correspond to the Three Cycle System (see text)of European Quality Assurance Agencies.These meetings define the actionlines that each nation needs to undertaketo establish the legislative, administrativeand academic framework to implementthe Process. The action lines have beenrevised with time, making the BolognaProcess a vital and ongoing process. It wasoriginally intended that this process shouldbe completed by 2010. However, in spite ofconsiderable progress being made at institutional,national and international levels,these reforms are not yet complete. On12 March 2010, Ministers from the countriesparticipating in the Bologna Processadopted the Budapest-Vienna Declarationand officially launched the EuropeanHigher Education Area. In this declarationthey note “further work, involving staffand students, is necessary at European,national, and especially institutional levelsto achieve the European Higher EducationArea” (see the Official Bologna Processwebsite, 2010, for details). Much work hastaken place outside of these conferences,in particular the Tuning Project (Tuning,2010) has developed tools to assist changeat the level of the Institutes of Higher Educationand professional programmes. TheTuning Project is an EU-funded projectof the European Universities in which thesubject of Earth Science has been an activearea of investigation since its inception in2000. This article will review the role ofBologna action lines and Tuning in implementingthe Bologna Process within EarthScience Higher Education in Europe.Principle components of the BolognaProcessThe ‘Three Cycle System’The Bologna Process requires that highereducation in signatory states follows theso-called ‘Three Cycle System’. The basicBachelor (Cycle 1) degree should takeeither three or four years with the Masters(Cycle 2) degree being attained after a totalof five years of study. The Doctorate orCycle 3 degree should then take anotherthree years after having completed bothCycles 1 and 2. There is, however, somevariation in this system. There is a ‘ShortCycle’ degree, usually available after twoyears, in some professional courses. Also,the length of Masters programmes variesfrom one to two years to complementthe three to four years of Bachelor programmes.In a community in which freemovement is a fundamental right somestudents may achieve a Masters in fouror in six years, whilst most do so in theprescribed five years. Also, some countriesallow students to proceed from a Bachelordirectly to a Doctorate, although increasinglythe Masters is deemed to be covered ina programme of certified Doctoral trainingwhich is in addition to the research requirementof that degree. Whilst there has beenconsiderable debate within Europe thesematters are not yet fully resolved. Figure1 shows the proportion of degrees awardedby countries both within and outside theBologna Process that correspond to the‘Three Cycle System’ (OECD Educationat a Glance, 2010). The number of non-Bologna compliant degrees will decreasewith time as new courses are initiated.Quality AssuranceThe development of a pan-European QualityAssurance system for higher educationwill be the driver which monitors and promotesthe implementation of the Bolognareforms. This is currently a work in progresswith, in 2009, about one third of signatorynations still only embarking on the process.In general, the model that is followedis that where the discipline, programme,department, office, or institute producesa self-assessment report that is critically10 European Geologist 30

evaluated with feedback. The evaluationprocess also involves a site visit. Thisprocess must involve students and shouldbe externally, preferably internationally,validated. A set of guidelines have beenpublished by the European Associationfor Quality Assurance in Higher Education(ENQA, 2009) whose purpose is toestablish European standards for internaland external quality assurance, externalquality assurance agencies and a Europeanregister of quality assurance agencies. Thequality of degree programmes in all signatorystates will, therefore, follow similar,regular, validated assessments, effectivelyremoving the argument that degrees in onestate are of a different quality from thosein another.Recognition of Degrees and DiplomasThe main international legal text that aimsto further the fair recognition of qualificationsis the Council of Europe/UNESCOConvention on the Recognition of Qualificationsconcerning Higher Education inthe European Region (Lisbon RecognitionConvention, see Council of Europe,2010). The recognition of qualifications isthe responsibility of each country, meaningthat higher education institutions areresponsible for the recognition of qualificationsfor the purpose of further studywhereas professional bodies or employersare responsible for recognition for the purposesof the labour market. There are manyaspects to the recognition of higher educationalqualifications throughout Europe;however, the European Credit Transfer andAccumulation System, the Diploma Supplementand Qualification Frameworks areessential requirements for this to happen.The European Credit Transfer and AccumulationSystemThe European Credit Transfer and AccumulationSystem (ECTS) is the fundamentaltool that allows comparison of coursesand degrees across Europe. ECTS grewout of the need for transportable certificationfor students who took part of theircourse work abroad under such schemesas Erasmus Mundus. However, this systemmust now be applied to all courses andprogrammes and a comprehensive set ofguidelines for the correct implementationof ECTS has recently been published(European Commission, 2009). A year ofstudy, which comprises about 1500 hoursof total student commitment (not to beconfused with formal timetabled contacthours), permits the award of 60 ECTScredits on satisfactory completion, that iswhen the student passes all the assessmentsfor that year. A Bachelor degree,therefore, requires a minimum of 180 anda maximum of 240 ECTS credits. It shouldalso be noted that these credits must becumulative, in other words the studentneeds to acquire them at the level of eachyear of study. Some ECTS credits can beacquired at a lower level, but this limitedfacility exists only to allow students totake other ‘minor’ subjects. The EuropeanCommission may award an ECTS Label toan institution of higher education that ‘hasshown excellence in applying the EuropeanCredit Transfer and Accumulation System(ECTS) and the Diploma Supplement (DS)’(see below). At the time of writing only 65IHEs (approximately 1% of the total) havebeen awarded such Labels, but this numberis bound to grow especially as it will give acompetitive advantage to those IHEs whopossess such Labels in terms of attractinginternational students.Diploma SupplementThe Diploma Supplement is the instrumentwhereby an institution of higher educationgives a full and transportable account of astudent’s achievements. It accompanies alocally awarded higher education diplomaand provides a standardized description ofthe nature, level, context, content and statusof the studies completed by its holder. Thisproduct should not only make it easier forstudents to study abroad, but also shouldassist with professional mobility. IHEs canbe awarded a Diploma Supplement Labelin addition to the ECTS label.National and European QualificationFrameworksThese Frameworks (NQF/EQF) describethe qualifications of an education systemand how they interlink. National qualificationsframeworks describe what learnersshould know, understand and be able to doon the basis of a given qualification as wellas how learners can move from one qualificationto another within a system. Theyapply to all levels of educational attainmentcovering school, workplace training, andhigher education. The European QualificationsFramework (European Commission,2008) provides a meta framework throughwhich individual NQFs can be compared.The NQFs take priority and may differin detail from the EQF, but must have anagreed mapping onto the EQF. The aim isto provide both individuals and employerswith a tool to compare the qualificationslevels of different countries, differenteducation and different training systems.Few countries yet have fully implementedexternally validated NQFs and about onethird of signatory states are only embarkingon the process. An example of themapping between an NQF and the EQF isprovided in Ireland where Cycle 1 degreescan be either of 180 ECTS credits (Level 7or ‘Ordinary Bachelors Degrees’) or 240ECTS credits (Level 8 or ‘Honours BachelorsDegrees’ or ‘Higher Diplomas’) inthe NQF (see www.nqf.ie) which map toLevel 6 (Bachelors Degrees) of the EQF.MobilityThe Ministers responsible for HigherEducation in the countries participatingin the Bologna Process in the communiquefollowing the London Conference inMay 2007 issued the following statement.“Mobility of staff, students and graduatesis one of the core elements of theBologna Process, creating opportunitiesfor personal growth, developing internationalcooperation between individualsand institutions, enhancing the quality ofhigher education and research, and givingsubstance to the European dimension”.Workplace and societyIn the Leuven Communiqué of 2009 theMinisters identified a list of priorities forthe coming decade, which included: thesocial dimension of higher education;lifelong learning; employability. A recentEurobarometer Survey, FLASH 260,(European Commission, 2009b) amongstudents in higher education reported thatthe vast majority of students want: wideraccess to higher education; universitiesto further develop cooperation with theworld of work; wider access to lifelonglearning. In particular: 97% wanted theknowledge and skills they needed to besuccessful in the labour market, 91% recognizedthe need for personal development;87% supported the principal thateducation should facilitate people to playan active role in society; a similar proportionagreed that higher education should“foster innovation and an entrepreneurialmindset among students and staff, and thatthere should be a possibility to undertakework placements in private enterprises aspart of a study programme” (EuropeanCommission, 2009b). The Bologna Processshould provide a platform for bettercooperation between IHEs, industry andsociety. Something that may prove crucialif the geoscience profession is going tomeet the challenges of the future.The recognition of prior learning (RPL)and lifelong learning (LLL) are also essentialEuro-AgesEuropean Geologist 3011

Euro-Agesin this regard. RPL will allow a professionalto apply to an IHE to have theirprior learning assessed. RPL provides amechanism by which individuals withprior learning obtained through life experienceand/or formal education and/or workexperience are assessed for entry onto, forcredit towards and/or for exemption fromcomponents of a higher education qualification.Correct implementation of RPLshould well provide a platform for betterindustry-IHE cooperation and, by allowingaccess to educational programmes, willcontribute significantly to a professionalgeologist’s lifetime programme of continuouspersonal development. Lifelonglearning, which will now be integratedinto the NQFs is also very important inthis context, as well as helping serve theneeds of an ageing population and theeconomic requirement to move towards‘knowledge based economies’. Both RPLand LLL require more flexible, studentcentredmodes of delivery (for example,part-time course work at times convenientfor in-job training and new methods ofdistance learning) and the widening accessto higher education.The London Ministerial Communiqué,May, 2007, (see UK Government, 2007)states “Higher education should play astrong role in fostering social cohesion,reducing inequalities and raising the levelof knowledge, skills and competences insociety. Policy should therefore aim tomaximize the potential of individuals interms of their personal development andtheir contribution to a sustainable anddemocratic knowledge-based society”.Joint DegreesThe Bologna Process has paved the wayfor increasingly innovative, cooperative,cross border study programmes. The socalled“Joint Degree” has recently becomeone of the most cited examples, and suchjoint degree programmes are springing upacross Europe. The programmes leading toJoint Degrees are developed or approvedjointly by several institutions. Studentsfrom each participating institution studyfor a significant part of the programme(as opposed to short exchanges) at institutionsother than the one in which theyregister. Teaching staff from each participatinginstitution devise and administerthe curriculum together and participate inmobility for teaching purposes. Periodsof study and exams passed at the partnerinstitution(s) are recognized fullyand automatically by all institutions andcountries involved. The students who havecompleted the full programme should obtaina degree awarded jointly by the participatinginstitutions, and fully recognized in allcountries. Whilst the current developmentof Joint Degree programmes is relativelyslow, mainly because many countries arestill in the process of implementing theBologna reforms at institutional level,this exciting development will undoubtedlybecome very important in the future,especially for careers in geoscience, whichrequire workers to be mobile and able towork in different societies and under differentconditions.Tuning higher educational structures inEuropeThis started in 2000 as a project to link thepolitical objectives of the Bologna Processand the Lisbon Strategy to the highereducational sector. Over time, Tuning hasdeveloped into a Process, adopted by 58countries world-wide, designed to assist inthe (re-)design, development, implementation,evaluation and quality enhancementin first, second and third cycle degree programmes.The motto of Tuning is “Tuningof educational structures and programmeson the basis of diversity and autonomy”.This project was initiated by JuliaGonzalez, University of Duesto, Bilbaoand Robert Wagener, Groningen University.Whilst funded by the EU, Tuning wasin effect the Universities’ response to thechallenges of the Bologna Process. Subjectarea groups of experts from acrossEurope, which included geoscience fromthe outset, were set up to try to develop theeducational tools required by the Process.These groups also met in plenary session todevelop the broader language and policiesrequired. Tuning has been highly influentialwithin the Bologna Process. The adoptionby the Ministers in their Berlin Communiquéof 2003 of the following statement“Ministers encourage the member Statesto elaborate a framework of comparableand compatible qualifications for theirhigher education systems, which shouldseek to describe qualifications in terms ofworkload, level, learning outcomes, competencesand profile. They also undertaketo elaborate an overarching framework ofqualifications for the Higher EducationArea” was directly a result of this work.This policy required a move from ‘input,teacher oriented’ programmes such asdefining a degree by giving a list of topicsto be studied, to ‘outcome, student oriented’programmes. A learning outcome isdefined as ‘statements of what a learner isexpected to know, understand and be ableto demonstrate after completion of a learningexperience’ (Tuning, 2008). Competences,be they subject specific or generic andmore related to life and the workplace,‘represent a dynamic combination of cognitiveand meta-cognitive skills, knowledge,and understanding, interpersonal,intellectual and practical skills and ethicalvalues’ (Tuning, 2008). This model for aprogramme of study requires careful definitionof the competences the student mustacquire, the outcomes they must successfullydemonstrate at the end of the course,the exact profile and level of the course andthe student commitment required in termsof total workload, not just contact hours.It not only gives students a clear idea ofwhat is expected from them but it also providesa platform whereby outcomes otherthan exam scripts, for example publiclypresenting the results of project work, canbe assessed and assigned ECTS credits.Whilst there is considerable variationbetween educational traditions, studentscan expect to receive 1 ECTS credit forevery 25 ± 5 hours of study satisfactorilycompleted.The SAGs have developed internationallyvalidated templates to assist in thedevelopment of courses following thismodel. The template for the Earth Sciences(Ryan et al., 2010) is available fromthe Tuning website. This template recognizesthe enormous breadth of subjects thatfall within the remit of Earth Science (letalone the wider Earth System Sciences)and is extremely careful not to recommenda ‘standard curriculum’. However,it does elucidate the fundamental underlyingGeneric and Subject Specific competenceswhich are required to study theEarth. The template also requires that anyEarth Science training programme shouldinclude an appropriate amount of fieldwork, particularly at the Cycle 1 level,as “it is impossible to properly analyzeand interpret field-based data, whethercollected directly or remotely, without anunderstanding of its inherent limitations”(Ryan et al., 2010).Although the Tuning Europe Projectformally ended in 2009, a Tuning Academywas launched in September 2010 whoseaim is to promote training and researchto support the Bologna Process. The Minstersstate in 2009 (see: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Leuven_Louvainla-Neuve_Communiqu%C3%A9_April_2009.pdf) that “the potential and widespreadsignificance of learning outcomesis only just beginning to be realized .... For12 European Geologist 30

this sort of bottom-up approach there is aneed for fundamental change at institutionallevel”. It is the aim of the Tuning Academyto meet this challenge. The Earth Scienceswill be represented in this endeavour.References and resourcesCouncil of Europe. 2010. (http://www.coe.int/t/dg4/highereducation/recognition/1rc_EN.asp).ENQA. 2009. ESG Standards andGuidelines for Quality Assurance inthe European Higher Education Area -3rd edition. (http://www.enqa.eu/files/ESG_3edition%20(2).pdf).European Commission. 2010. (http://www.ec.europa.eu/education/highereducation/doc1290_en.htm).European Commission. 2009a. ECTSUsers’ Guide, third edition. (http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf).European Commission. 2008 TheEuropean Qualifications Frameworkfor lifelong learning (EQF). (http://www.ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf).ConclusionsAlthough there is still a lot more work to do,the Bologna Process is creating a Europeanframework in which professional geologistsshould find it much easier to workin countries other than the one where theyEuropean Commission. 2009b. Studentsand Higher Education Reform:Survey among students in higher educationinstitutions in the EU MemberStates, Croatia, Iceland, Norway andTurkey. (http://ec.europa.eu/public_opinion/flash/fl_260_en.pdf).OECD Education at a Glance. 2010.(http://www.oecd-ilibrary.org/education/highlights-from-education-at-aglance-2010_eag_highlights-2010-en).Official Bologna Process website.2010. (http://www.ond.vlaanderen.be/hogeronderwijs/bologna/).Ryan, P. D., Pereira, E., Anceau, A.,Beunk, F., Boulton, G., Canals, A., Delpouve,B. Dramis, F., Gehör, S., Greiling,R., Tvis Knudsen, N., Mansy, J-L.,Meilliez, F., Nogueira, P., Petrakakis,K., Roeleveld, W., Sanderson, D., Sta-qualified. The need to restructure degreeprogrammes in a manner that is morestudent centred and takes into account theneeds of society and the workplace providesour profession with a unique opportunityto contribute towards high trainingstandards in European higher education.bell, B., Weiszburg, T. 2010. ReferencePoints for the Design and Delivery ofDegree Programmes in Earth Science.(http://www.tuning.unideusto.org/tuningeu/index.php?option=com_docman&task=docclick&Itemid=59&bid=113&limitstart=0&limit=5).Tuning. 2008. Universities´ contributionto the Bologna Process: An introduction(2nd Edition) (http://tuning.unideusto.org/tuningeu/images/stories/Publications/Tuning_General_Brochure_english.jpg).Tuning. 2009. (http://tuning.unideusto.org/tuningeu/index.php).UK Government. 2007. (http://www.dfes.gov.uk/londonbologna/uploads/documents/LondonCommuniquefinalwithLondonlogo.pdf).Euro-AgesSUSTAINABLE NATURAL RESOURCE DEVELOPMENTSLR Consulting Ireland has over 25 geoscience professionals based in Dublin who are part of the700+ strong SLR Group with offices in the UK, Canada, USA, Australia and SE Asia.SLR provides a full range of services in the following areas:Minerals & MiningEnergy ResourcesGeothermal EnergyEnvironmental ManagementInfrastructure / GeotechnicsCompetent Person / Independent ReportingCarbon ManagementWaste ManagementStrategic Planning / ValuationsTo find out more, please contact:Deirdre Lewis / Róisín GoodmanSLR Consulting (Ireland) Limited7 Dundrum Business Park, Windy ArbourDundrum, Dublin 14T: +353 1 296 4667F: +353 1 296 4676dlewis@slrconsulting.comrgoodman@slrconsulting.comEuropean Geologist 30www.slrconsulting.com13

Euro-AgesMapping the European geologicalqualificationEuropean geologists sometimes askthemselves how their qualificationis related to similar qualifications inother European countries. The EuropeanFederation of Geologists has triedto answer this and other questionson European qualification in Geologyunder Euro-Ages, a European projectfunded by the European Union, DGEducation and Lifelong Learning Programme.One of the first challenges ofthis project has been to map geologicalqualifications within the EU countries.The main data from this studyare presented in this article.by Dr. Isabel Fernández Fuentes 1 and David Norbury 2Les géologues européens se posentparfois la question de savoir à quoi correspondleur niveau de qualification parrapport à des qualifications comparables,délivrées dans d’autres pays européens.La Fédération Européenne des Géologuesa essayé de répondre à cette question et àd’autres interrogations touchant la qualificationdes géologues en Europe, à traversEuro-Ages, un Projet européen financé parl’Union européenne, le Programme pourl’Education et la Formation, tout au long dela vie. L’un des premiers défis de ce projeta consisté à recenser les qualifications engéologie pour chaque pays européen. Cetarticle présente les principaux résultatstirés de cette étude.Los geólogos europeos a veces sepreguntan en qué medida su títuloacadémico se relaciona con títulossimilares en otros países de Europa.La Federación Europea de Geólogosha tratado de responder a esta y otrasinquietudes sobre las titulacioneseuropeas de geología con el proyectoEuro-Ages, un proyecto financiado porel Programa de Aprendizaje de porVida de la DG de Educación y Culturade la Comisión Europea. Uno de losprimeros retos del proyecto ha sidocartografiar las titulaciones geológicasen los países de la UE. Los principalesdatos de este estudio se incluyen eneste artículo.Over the past year, the partners in theEuro-Ages project have workedtowards developing a Europeanqualification framework for geology, in thefirst and second cycles defined by the BolognaProcess, based on learning outcomesrather than input factors (course curricula).The objectives of the work are to increasetransparency of Earth Sciences qualificationsacross Europe and therefore to facilitateimproved academic and professionalmobility across Europe. At the same time,the project aims to encourage students andgraduates in the field of geology, as well asprofessional geologists, to pursue LifelongLearning. The project objectives are beingachieved through a structured exchange ofbest practices, expertise and characteristicsof professional practices in geology in thedifferent European countries. Importantreference points have been identified forquality assurance and related recognitionissues focused on learning outcomes. Theproject is supported by the European Commission,DG Education and Culture.One of the first steps was to map theexisting qualifications for geology informal, non-formal and informal settingsand to link these to national qualificationsystems. The European Federation of Geologistswas the coordinator of this study.1EFG Office Director2Chairman, EFG Registration AuthorityA precedent of this study is the Reporton Education, Professional Activity andRecognition of Qualifications, EFG Office,July, 2005. The objective of this documentwas to report on the status of Earth Scienceseducation and professional training,with the aim of achieving the harmonizationof Earth Sciences curricula, to informon general aspects of Earth Sciences professionalactivities, to establish the map ofdifferent specialties and to promote the recognitionof qualifications and the mobilityof professionals. The data analyzed in thisreport were derived from a questionnaireon education and training that was sent tothe EFG National Associations.The present article is based on the reportfor European Accredited Geological StudyProgrammes, Euro-Ages project, 2010.The data come from the summary reportsproduced by 27 European Countries:Austria, Belgium, Croatia, Cyprus, Denmark,Estonia, Finland, France, Germany,Greece, Hungary, Iceland, Ireland, Italy,Latvia, Lithuania, Netherlands, Norway,Portugal, Romania, Russia, Serbia, Slovakia,Spain, Sweden, Switzerland andUnited Kingdom (Fig. 1).Each country has produced a summarywith the following structure:- Status of implementation of Bolognaprocess- Education in Geology, including;•The structure of education•Universities offering geological programmes•Number of freshman students andgraduates in the country- Learning outcomes;•Definition of learning outcomes•Academic and professional learningoutcomes and competence profiles forstudy•Programmes in geology•Example of programme structure foreducation- Professional input to course structure- Teaching course accreditation systems.The full report with the 27 summary countriesis available on the Euro-Ages Projectwebsite, European Accredited GeologicalStudy Programmes, Euro-Ages project,2010.This article is focused on the implementationof the Bologna Process, educationin geology, professional prerequisiteand accreditation systems. The LearningOutcome is presented in this magazine(p. 19).Status of implementation of the BolognaProcessIn most European counties the establishmentof education in accordance with theBologna process is well advanced. Mostgeology degree courses have switched tothe three cycle style of courses and the first14 European Geologist 30

students are now undergoing this training.Figure 2 presents the Bologna implementationstatus in the 27 countries of this study,indicating the year for first graduates fromBologna in the different countries.The implementation of the Bolognaagreement in tertiary education is nowbeing achieved. At national level this hasresulted in the consolidation of the numberof Higher Education Institutes (HEI) and inthe number of courses taught. The amountof change to the existing education frameworkhas varied from minimal in countriessuch as the UK, to very substantial in countriessuch as Germany and Italy.Euro-AgesEducation in GeologyThe structure of educationThe implementation of the Bologna agreementhas resulted in most countries nowoffering three cycles of tertiary education:Figure 1. Participating countriesin mapping European GeologicalQualification (in green)Figure 2. (Left) First graduatesfrom the Bologna implementation- The first cycle B.Sc. is generally now ofthree years duration, although in somecountries longer courses still operate- The length of second cycle M.Sc. coursesis mostly two years, but remains at oneyear in some countries- There is also then the third cycle Ph.D.,which is also generally of three yearsduration, but this is not covered furtherin this report.Figure 3. Duration of first and second cycle coursesThe duration of these courses is shown bycountry in Figure 3 and by percentages inFigures 4 and 5.The responses show that, in 80% of thecountries involved in this study, the firstcycle in Geology is 3 years. The exceptionsare Hungary with 3.5 years, Greece,Lithuania and Spain with 4 years and Estoniawith 4.5 years. Russia still has a 5year first cycle but has not implementedBologna.For the second cycle, Mastersdegrees are mostly of two years duration.The exceptions are the UK with 1year and Estonia with 1.5 years.The total years of study for first andsecond cycles can vary from 4 years inthe UK to 6 years in countries such asEstonia, Greece, Lithuania or Spain.The content of courses is moreaccurately and transparently measuredby the credit scheme(European Credit TransferSystem, ECTS). It isgenerally accepted thata year of study equatesto 60 ECTS credits andthus to graduate at B.Sc.level, the student needsto have collected 180ECTS credits, with theexception of Ireland(210) and Spain (240).The number of ECTScredits required for theaward of an M.Sc. variesfrom 120 to 180.The requirement for award of a degreeis shown by country in Figure 6.It also notable that there is not universalagreement on the number of hours ofwork that make up a single credit: in 86%of countries this figure is 30 hours, but inthe remaining 14% the requirement is 25hours (Fig. 7).Universities offering geological programmesThe number of education institutions hasEuropean Geologist 3015

Euro-AgesFigure 4. Duration of the first cycle (%) in the countriesinvolved in mapping European Geological QualificationFigure 6: Credits required for first and second cycle degreesFigure 7. Numbers of hours per ECTS creditgenerally reduced as a result of implementationof the Bologna agreement, althoughthis may have been due to other factors. Forinstance, in Denmark, the number of HEIshas reduced from 12 to 8, but there is a viewthat this has contributed to a strengtheningof teaching and research activities.The number of universities offeringgeology degree courses varies widely fromcountry to country (Fig. 8). The number ofplaces available is usually higher than theintake of students each year.Figure 5. Total duration of the first and second cycles (%) in thecountries involved in mapping European Geological QualificationNumber of freshman students and graduatesThe number of freshmen taken onto B.Sc.geology courses varies widely, as mightbe expected. The number of freshmen isgenerally lower than the number of placesavailable nationally to study geology. Thenumber of graduates per year is markedlylower than the number of freshmen. Thenumber of B.Sc. graduates with respect toB.Sc. freshmen per year ranges from 92%in the UK to 35% in Germany.The number of places on M.Sc. coursesis lower and the fall-off rate is also lower(Fig. 9).The UK is the country with the largestnumber of B.Sc. graduates in geology(1300/year), of which just over 11% continuedto the M.Sc. degree. However inother countries, students continuing to thesecond cycle is over 80%.Incomplete information has been providedon employment of graduates, but itappears that the countries with the largernumber of students achieve lower employmentrates in geology than smaller countries.Figure 8. Number of universities teaching geologyProfessionalprerequisitesIt is generally the situationacross Europethat the requisiteknowledge and skillsare set by the coursedevelopers within theuniversities ratherthan by the institutionsthat representthe profession in postgraduate practice.There is howeverlikely to be an implicitlinkage in that thecourse designers andproviders are themselvespractising professionalsand will beaware of the requirementsof professional16 European Geologist 30

practice and incorporate these matters intotheir teaching programmes. This linkageis most apparent in Finland in connectionwith the strong mining influence, in Italyand Spain where the profession is regulatedby law, and in the UK where degree coursesare accredited by the professional body(Geological Society of London).Accreditation systemsMost countries offer some form of accreditationof their degree programmes. Thelevel of accreditation varies from internallywithin the university, to review by thegovernment education ministry to nationalquality agencies. In addition, the accreditationis provided by the relevant professionalinstitution in Italy and UK.The distributionof use of the various accreditationproviders is shown in Figure 10.Figure 9a. Numbers of freshmen and graduates (full scale)Euro-AgesConclusionUsing the information obtained in the 27summaries of national reports on the Bolognaprocess, higher education in geology,professional pre-requisites and accreditation,the following conclusions can bereached:- In most European counties the establishmentof education in accordance withthe Bologna process is well advanced- Most geology degree courses haveswitched to the three cycle style ofcourses and the first students are nowundergoing this training- The cycles of education being deliveredare in accord with the Bologna threelevels, namely Bachelor (normally 3years), Masters (1 – 2 years) and Ph.D.(3 years). The data collected in thisstudy show that the duration of eachcycle varies between different countries- The required number of ECTS creditsfor a Bachelor degree in Geology variesbetween 180 and 240, and the numberof ECTS credits at Masters level variesbetween 120 and 180- The number of universities offeringFigure 9b. Numbers of freshmen and graduates (expanded scale)geology degree courses varies widelyfrom country to country. The numberof places available is usually higher thanthe intake of students each year- The number of graduates per year ismarkedly lower than the number offreshmen- Accreditation of course materials is carriedout by a variety of agencies includinginternally in the university, externalquality agencies, the relevant governmentministry and national professionalbodies.Figure 10. Use of courseaccreditation providersBibliographyReport on Education, ProfessionalActivity and Recognition of Qualifications,EFG Office. July, 2005. (http://www.eurogeologists.eu/imags/content/Documents/Geo-Job_Market_Survey.pdf).European Accredited GeologicalStudy Programmes, Euro-Agesproject. 2010. (http://www.euro-ages.eu/media/Survey_Results_Country_Abstracts.pdf).European Geologist 3017

Euro-AgesThe Euro-Ages programme and IrelandIrish Universities provide taught and/or research degrees at B.Sc., M.Sc.and Ph.D. levels which accord with theBologna process. The Irish GeoscienceGraduate Programme, launched inSeptember 2010, allows students toacquire credits for modules in genericor research topics which may be takenin any Irish University. The Instituteof Geologists of Ireland, a memberof the EFG, accredits graduates fromapproved universities with sufficientprofessional experience.by Michael J. [Ben] Kennedy 1Les Universités irlandaises délivrent desdiplômes d’enseignement et de rechercheaux niveaux Licence, Maîtrise etDoctorat, qui sont en conformité avecle Processus de Bologne. Le Programmediplômant irlandais en Géosciences,lancé en septembre 2010, permet auxétudiants d’acquérir des unités de valeurde modules appartenant à des matièresgénériques ou de recherches quipeuvent être reconnues par n’importequelle Université en Irlande. L’Institutdes Géologues d’Irlande, membre de laFEG, accrédite les diplômes d’Universitésagréées, tenant compte d’une expérienceprofessionnelle suffisante.Las universidades irlandesas impartenformación docente y en investigaciónpara licenciaturas, másteres y doctoradosque cumplen el proceso de Bolonia.El Programa Irlandés de Graduadosen Ciencias de la Tierra, que selanzó en septiembre de 2010, permitea los estudiantes conseguir créditospara módulos en temas genéricos ode investigación que luego puedenutilizarse en cualquier universidadirlandesa. El Instituto de los Geólogosirlandeses, que es miembro de la FEG,acredita a los graduados de las universidadesoficiales que demuestrensuficiente experiencia profesional.Ireland has had a professional body forgeoscientists, the Institute of Geologistsof Ireland [IGI], since 1999. Itwas therefore very appropriate that theEuro-Ages programme was initiated whenit was. The Bologna process has had anincreasing influence on university educationin Ireland and this is no better seen thanin developments in geological education.Geology is offered in Irish universitiesas part of Bachelor degree programmes inScience [B.Sc.] and at the Masters [M.Sc.]and Ph.D. levels. There are presently notaught M.Sc. programmes though therehave been in the past.At the B.Sc. level, geology is includedin 3-year [level 7] and 4-year [level 8]degrees. In the 3-year degree, geologyis included with one or two other scienceswhereas in the 4-year degree thereis increased specialization in the last twoyears and the final year is entirely or almostcompletely concentrated on geology. Thefinal year is dedicated to enhanced specializedteaching in the main areas andexposure to specialities that may be uniqueto a particular institution. All programmescontain elements of Applied / EconomicGeology. The 4-year geology degreeprogrammes are only offered in four universitiesin the Republic of Ireland butprogrammes with some geological contentare also available in Northern Ireland. Inthe Republic the proliferation of choicehas resulted in a variety of degrees withsignificant geological content. There arethree 4-year degrees in Geology, two in1Retired Dean of Science, UniversityCollege DublinEarth Science, one in Earth and OceanScience, one in Climate and Earth SystemScience and four in Environmental Science.Geology can also be combined withanother science or Archaeology. In NorthernIreland, geology forms part of degreesin Environmental Science and in Geography.All courses have specified learningoutcomes and courses in mathematics andother sciences are required as a foundation.Particular subjects in geology are compulsoryfor all degree programmes.At the M.Sc. level, students submit adissertation but there are no formal courserequirements as it forms part of the Bologna3+2 combination, but some studentsmay be required for some courses, to fillgaps in their backgrounds. The B.Sc. andM.Sc. combination takes 5 years of which4 come from the Honours B.Sc. and onefor the M.Sc. Taught M.Sc. programmesin geoscience were discontinued severalyears ago due to staff shortages.At the Ph.D. level, all universities areintroducing structured Ph.D. programmeswherein students are required to attendcourses that are considered necessaryby their supervisors. The loads will varyaccording to the needs of the individualand will normally be completed in the earlypart of the Ph.D. programme.The Irish Geoscience Graduate Programme[IGGP] was launched in September2010 and is designed to developcomplimentary to structured Ph.D. programmes.Sixteen modules are presentlyoffered which are generally valued at 2.5-5ECTS credits. Modules offer both genericand speciality-based skills and includelecture / seminar, laboratory and fieldbasedtraining. Irish geoscience departments/ schools are typically small withup to ten academic staff, many with uniquespecialities. IGGP is intended to developas a virtual graduate school. Although itwas conceived to support Ph.D. students,it can be developed in the future to includeM.Sc. students as well. This may be a wayto reintroduce taught M.Sc. programmesby combining the expertise of two or moreinstitutions to mount a particular singleprogramme.The IGI would demand that universitiesproduce graduates who would expectto become professionally accredited after5 years professional experience. Thosewhose work takes them abroad, a largenumber in Ireland, would also expectto apply for the professional Europeanaccreditation of European Geologist (Eur-Geol.). Geologists can be accredited by IGIand/or EFG. Both organizations require aminimum of 3 years academic training atan approved 3 rd level institution, 5 yearsprofessional experience and a demonstrationof their professional competence withsubmission of professional client reportsand/or published peer-reviewed papersand they will be called for interviewUniversities awarding geology degreesto geologists who are applying for the ProfessionalGeologist title (PGeo) have beenexamined to ensure that they are of a sufficientstandard. IGI maintains a list of theseapproved academic bodies. IGI does notaccredit particular degree programmes butaccredits individuals based upon academicbackground and professional experience.18 European Geologist 30

Learning outcomes and skill levelsfor qualification as a ProfessionalGeologistby David Norbury 1Euro-AgesThe primary aim of the Euro-Agesproject is the development of a Europeanlevel qualification framework forgeology based on learning outcomes.In this context, learning outcomesare defined as statements of what alearner is expected to know, to understandand/or be able to demonstrate.The expectation of the level of learningor ability that a student should be ableto demonstrate will increase throughthe gathering of training and experienceuntil such time as they apply forthe award of a professional title.Le premier objectif du Projet Euro-Ages est le développement d’un cadreeuropéen de travail concernant leniveau de qualification en géologiebasé sur les compétences acquises.Dans ce contexte, ces compétencessont définies comme le niveau de connaissancesqu’un étudiant doit posséder,comprendre et être à mêmed’utiliser pratiquement. Le niveau deconnaissances acquises et la capacitéde l’étudiant à les utiliser représententune forte attente qui augmenteraconjointement avec son niveau de formationet son expérience jusqu’à cequ’ils lui permettent d’obtenir un titreprofessionnel.El objetivo principal del proyecto Euro-Ages es el desarrollo de un marco derequisitos mínimos para la formaciónen geología, basado en los resultadosdel aprendizaje. En este contexto losresultados del aprendizaje se definencomo aquellos conocimientos que seespera que un estudiante aprenda,entienda o sea capaz de demostrarque sabe. Las expectativas del nivelde aprendizaje o de habilidad que unestudiante sea capaz de demostraraumentará a medida que va adquiriendoformación y experiencia hastaque pueda llegar a solicitar un títuloprofesional.The learning outcomes identified inthe programme have been definedelsewhere (see Fernandez, I. andNorbury, D., this magazine, p. 14) andrepresent quality standards for competencies,skills and knowledge. Graduates of anaccredited course at first or second cycleprogramme level (Bachelor and Masterslevel respectively) would be expected tohave achieved initial levels of ability fromtheir academic training and studies as thebasis for starting to practise geology professionally.This paper describes the learning outcomelevel that would be expected whenstudents have gained sufficient professionalpost-graduation experience and areready to submit their combined trainingand experience profile for validation bytheir peers, in other words to apply for theprofessional title of European Geologist(EurGeol.) or similar in their own country.Attainment levelsFour levels of attainment are generallyidentified which have to be demonstrated1Chairman, EFG Registration Authorityfor the geologist to progress from one cycleto the next. These are given in Table 1.In general terms, the graduate at firstcycle level is expected to be able to demonstrateAppreciation or Knowledge in alllearning outcome categories. The secondcycle graduate will have progressed to ademonstration of Knowledge or Experiencein nearly all categories. The applicantfor a professional title will be expected todisplay Ability in all categories, as outlinedin Table 2. This will normally require anabsolute minimum of three years postgraduateprofessional experience and morewill usually be required, notwithstandingthe length of the academic training, inorder that the applicant will have beenable to gather sufficient experience to beable to demonstrate this depth and breadthof Ability.Learning outcomesThe requisite learning outcomes identifiedwithin the project are ranged under fourcategories as shown in Table 2 which alsoidentifies the relevant professional qualificationcriteria levels which are discussedbelow.Professional qualification criteriaThe demonstration of Ability in all of theselearning outcomes will be assessed by theSymbol Title ExplanationAp Appreciation Awareness and general understanding of a subject or anappreciation as to how to undertake an activityKn Knowledge Knowing how to undertake an activity using observationand recall of informationEx Experience A depth of knowledge of a subject or activity sufficient toenable it to be actually undertaken although generallyunder supervisionAb Ability A sound knowledge of a subject or activity actuallyundertaken without supervision; ability to direct others inthe activityTable 1 Levels of attainmentEuropean Geologist 3019

Euro-AgesLearning Outcome CategoriesQualificaitonCriterionUnderlying Basis• Understanding of the natural sciences (Physics, Chemistry,1Mathematics) underlying the study of Geology• Understanding of the essential features, processes, materials, history and 1the development of the earth and life• Understanding of the key aspects and concepts of geology, including 1some at the forefront of that discipline• Understanding of the common terminology and nomenclature and the 1use of bibliography in Geosciences• Awareness of the wider spectrum of geological disciplines 1, 4, 5• Awareness and understanding of the temporal and spatial dimensions 1, 2in earth processes• Awareness of the applications and responsibilities of Geology and its 3, 4, 5role in society including its environmental aspects• Awareness of major geological paradigms, the extent of geological time 1, 5and Plate Tectonics• Understanding of the complex nature of interactions within the1, 2, 3, 5geosphere• Understanding of other disciplines relevant to geology 1, 3, 5• Knowledge of a chosen specialization 1, 2, 4, 5, 6Analysis, Design and Implementation• Creation of geological models 2• Understanding of the complexity of geological problems and the2feasibility of their solution• Understanding the need of a rational use of earth resources 2, 3, 4, 5• Formalization and specification of problems whose solution involves 2the use of geological methods• Awareness of appropriate solution patterns for geological problems 2, 3, 5• Description of a solution at an abstract level 2, 3• Awareness of the range of applications of Geology 1, 2, 5• Integration of field and laboratory evidence with theory following the 1, 2, 3, 5sequence from observation to recognition, synthesis and modelling• Awareness of issues concerning sample selection, accuracy, precision 1, 2, 3, 4, 5and uncertainty during collection, recording and analysis of data in thefield and laboratory• Formulation and testing of hypotheses 2, 3, 4, 5Technological, Methodological and Transferable Skills• Familiarization with new geological methods and technologies 1, 2, 5• Selection and use of relevant analytic and modelling methods 1, 2• Application of appropriate technology and use of relevant methods 1, 2, 5, 6• Use of quantitative methods and their application to geologicalproblems1, 2, 520 European Geologist 30

• Independent analysis of earth materials in the field and laboratory 1, 2, 3, 4, 6and description, processing, documenting and reporting of results• Undertaking field and laboratory investigations in a responsible and 1, 2, 4, 6safe manner, paying due attention to risk assessment, rights ofaccess, relevant health and safety regulations, and sensitivity to theimpact of investigations on the environment and stakeholders• Combining theory and practice to complete geological tasks 1, 2, 3• Undertaking literature searches, and using data bases and other 1, 2, 3sources of information• Receiving and responding to a variety of information sources (e.g. 1, 2, 3, 4textual, numerical, verbal, graphical)• Conducting appropriate experiments, analysis, interpretation of dataand drawing conclusions1, 2, 3, 4, 5,6• Awareness of relevant state-of-the-art technologies and their2, 4, 5application• Solving numerical problems using computer and non-computer 1, 2, 3based techniques• Application of information technology to geological science 1, 2• Use of spreadsheet and word-processing software 1, 2, 3Euro-AgesOther Professional Skills• Completion of assigned tasks in a range of technical, economical and 3, 4, 5social contexts• Learning and studying including effective time management and 1, 2, 4, 5flexibility• Awareness of the concept of professionalism and professional ethics 4• Consideration of the economic, social, environmental and legal4, 5conditions expected in professional practice• Project management and business practices and understanding of their 4, 5, 6limitations• Working effectively as an individual and as a member of a team 4, 5, 6• Recognition of the need for, and engagement in self-managed and lifelong5learning• Organization of their own work independently 1, 2, 4, 5, 6• Formulating an acceptable problem solution using geological methods 3, 4, 5, 6in a cost-effective and time-efficient way• Estimating and measuring costs and productivity 2, 3, 5• Communicating effectively in written and verbal form with colleagues, 3, 4other professionals, customers and the general public about substantiveissues and problems related to their chosen specialisation• Preparing, processing, interpreting and presenting data, usingappropriate qualitative and quantitative techniques and packages3, 4, 5Table 2. (pp 20 & 21) Learning Outcome categories mapped onto professional qualification criteriaEuropean Geologist 3021

Euro-Agespeer reviewers in accordance with the followingcriteria which are set down by EFGregulation.Although these criteria are shown asapplying to particular examples of learningoutcomes in Table 2, all criteria shouldbe taken as applying to all aspects of aprofessional competence. This applies inparticular to criteria 3, 4, 5 and 6.Additional detail on the learning outcomecategories and the professionalachievement levels is given at the followinglink: http://www.euro-ages.eu/pages/intermediate-results.phpThe framework of criteria and achievementlevels developed within the Euro-Ages project should increase awarenessof the Earth Sciences qualifications. Thisis intended to facilitate academic and professionalmobility across Europe while atthe same time stimulating students andgraduates in the field of geology as wellas professional geologists to pursue LifeNo Criterion1 An ability to understand the complexities of geology and of geological processesin space and time.2 An ability to use geoscience information to generate predictive models and thecritical evaluation of geoscience information to generate predictive models.3 An ability to communicate effectively verbally and in writing.4 A clear understanding of the professional and ethical responsibilities of aprofessional geologist. This includes a clear understanding of the Code ofConduct and commitment to its implementation.5 A clear commitment to developing and maintaining expertise as a professionalgeologist through a programme of Continuing Professional Development that isrelevant to the speciality and professional work of the applicant.6 A knowledge of and commitment to safe working practices in accordance withgood practice and relevant statutory requirements applicable to the applicant’sdiscipline or area of work.Table 3. Qualifiation criteria as referenced in Table 2Long Learning. The mapping carried outwill provide important reference pointsfor quality assurance and related recognitionissues focused on learning outcomes,thereby adding value in the implementationof the 2005 Directive on recognitionof qualifications.The major stakeholders in the field ofhigher education in geology can thereforeuse the results from this project to developa Europe-wide qualifications frameworkfor the teaching and training of geologiststo provide the qualified professionals thatare needed by industry in Europe.KEEPING YOUIN THE LOOP ABOUTTHE INNER VALUES.Stump FORATEC AGIntelligent drilling andmeasuring technology.Drilling to 1500mWater wells, DrainageMIT: Monitoring,Instrumentation,TechnologySpecialist services forgeologists and theconstruction industry.www.stump.euThermistor chains from Stump with tolerance of +/- 0.1°C are manufactured to customer specifications andcan be supplied with or without a datalogger/alarm. For more in-depth information, please visit our website.22 European Geologist 30

How academia and industry createProfessional GeologistsUniversity of Miskolc, HungaryEuro-AgesThe University of Miskolc is the onlyplace in Hungary where Earth Sciencefor engineers is taught at BSc, MScand PhD levels. Industrial relations arevery important for the university, thestudents and industry. During recentdecades several types of cooperationhave been developed. Among these,the compulsory company contributionsfor the Professional EducationFund is perhaps the most important.This contribution sets the financialbackground for practical training, studentinternships and scholarships aswell as acquisition of equipment andprovision of laboratories. The universitiesbecame entitled to this grant from2003 onwards. All the various types ofcooperation play a significant role inthe training of students and the formationof well-trained professionals.by Janos Foldessy 1 and Ferenc Madai 2L’Université de Miskolc est le seulendroit en Hongrie où l’enseignementdes Sciences de la Terre au niveauingénieur respecte les niveaux dequalification : Licence, Maîtrise etDoctorat. Les relations avec l’industriesont capitales pour l’Université, lesétudiants et l’industrie. Durant lesdernières décennies, plusieurs typesde coopération se sont développés.Parmi ceux-ci, la contributionobligatoire des compagnies au fondd’Education Professionnelle est peutêtrela plus importante. Cette contributionfixe le niveau de base du budgetpermettant de financer une formationpratique, des bourses d’étudesainsi que l’acquisition d’un minimumd’équipements nécessaires aux laboratoires.Les Universités ont le droitde bénéficier de cette manne depuis2003. Tous les types de coopérationjouent un rôle significatif dans la formationdes étudiants et aussi des professionnelsconfirmés.La Universidad de Miskolc es el únicositio en Hungría donde se impartenCiencias de la Tierra para ingenierosa nivel de licenciatura, máster y doctorado.Las relaciones industriales sonmuy importantes para la universidad,los estudiantes y la industria. Durantelas últimas décadas se han desarrolladovarios tipos de cooperación, entrelas cuales la contribución obligatoria alFondo para la Formación Profesional esla más importante. Esta contribuciónrepresenta la base financiera para unaformación práctica con becas y prácticasen empresas para estudiantes, asícomo para la adquisición de equiposy materiales para los laboratorios.Las universidades tuvieron derechoa esta financiación a partir de 2003.Todos los diversos tipos de cooperaciónuniversidad-empresa juegan unpapel significativo en la educación delos estudiantes y en la producción deprofesionales bien formados.The predecessor of the University ofMiskolc, the Bergschule in Schemnitz(now Banska Stiavnica, Slovakia)is one of the oldest mining schools inEurope. Since its foundation in 1735, weare now completing the 265 th academicyear. The early focus on mining and metallurgicalengineering has been widely diversifiedtoday; the teaching now extends toeight faculties and one institute of music.The Faculty of Earth Science Engineeringpreserves the mining traditions and dealswith both the traditional and pioneeringbranches of Earth Sciences and technologies,from mining through petroleum engineeringto environmental engineering andgeoinformatics. To date, there are morethan 1,000 students and 60 teaching staff in1Professor, Head of Department2Vice-dean, Faculty of Earth ScienceEngineeringthe faculty. Since the industrial companiesare our main customers, special attentionhas always been paid to the industrial relationsof the Faculty.Earth Science Engineering curriculaThe Bologna system was introduced in2006. Before that date, 5-year coursesoffered a Diploma from the differentbranches of Earth Science Engineering,with the possibility of continuing with 3years of PhD studies.Since that time Earth Science and Engineeringsubjects have been taught at B.Sc.,M.Sc. and Ph.D. levels. Three curriculaare offered at a B.Sc. level (Earth ScienceEngineering, Environmental Engineering,Geography). The Earth Science and EngineeringB.Sc. covers all main areas of theextractive industry with minor specializationsin: exploration geology and geophysics,mining and geotechnical engineering,process engineering, as well as oil and gasproduction and upstream activities. ThisB.Sc. programme in Hungary is offereduniquely in the University of Miskolc.Several engineering M.Sc. coursesare linked to these basic courses, such asHydrogeology, Petroleum and Gas Engineering,Applied Earth Sciences (Geologyand Geophysics) and Process Engineering.The Faculty is affiliated to internationalM.Sc. programmes, such as the Federationof European Mining Programmes (in consortiumwith TU Wroclaw, TU Freiberg,U of Exeter, TU Delft, TU Aachen andTU Helsinki). At the Ph.D. level severalstudents graduate each year, from Geology,Geophysics, Mining Engineering,Petroleum Engineering, Hydrogeologyand Environmental Engineering.Training of geologists and geophysicistsIn these training schemes geologists andgeophysicists graduate as Earth ScienceEngineers, with Geology, Geophysics,European Geologist 3023

Euro-AgesHydrogeology or Geoinformatics as majorsubjects. The number of students varywidely, from 1-3 graduates to 6-10 graduatesannually in each major line.The B.Sc. training includes compulsory6 weeks practical work in industry andinstitutes; generally this work is the introductionto the problems of the thesis workby the student (Figs 1&2).Legal framework and incentivesLaw supporting professional trainingGovernments have uniformly recognizedthe utmost importance of practical professionaltraining at medium and higher levelsof education, and the industrial involvementin the practical training has beensupported by different legal measures.Of these the most important is the Law86/2003 which has obliged every industrialstakeholder to contribute to the ProfessionalTraining Fund by 1.5% of its wageand salary expenditures. Of this amount,70% is collected centrally, and 30% can beoffered directly to schools and universitiesfor medium and higher level professionaleducation.Tax allowancesThe accumulated sums in the 30% portionof the Professional Training Fund can beused in several ways:- internal training schemes in companiesgiven by accredited institutions- purchase of high value equipment andinstruments related directly to the practicalcourses- offering internship programmes andpractical training to medium and higherlevel education students.Since these forms of utilization are taxdeductible, i.e. organized practical trainingprogrammes reduce the amount of payablecorporate tax, the costs for the participatingcompanies are borne by the Fund.Only those high schools and universitieswhich provide at least six weeks practicaltraining outside the university at industrialpartners or in the tertiary or agriculturalsector are entitled to obtain funds.This form of support provides a constantand significant financial source forthe University to keep its instrumentationand practical training facilities up-to-date(Fig. 3).Forms of industry involvementCorporate involvement in EuropeancoursesStrong international industrial supportFrom top:Figure 1. Students working on ore explorationmapping, RudabanyaFigure 2. Students on industry site visit atthe Boda exploration site (Radioactive wastedisposal storage development)Figure 3. JEOL 8600 EDX-WDX Microprobein the Institute of Mineralogy and Geology.The instrument has been purchased throughthe Professional Training Fund24 European Geologist 30

acks up the Federation of EuropeanMining Programmes (FEMP), in whichMiskolc is a participating partner. Thetravel costs and accommodation costs ofstudents are sponsored by the supportingcompanies. Among the industrial partners,such global mining companies as RioTinto, BHP Billiton, Barrick Gold, AngloAmerican, RWE, Outukumpu and Bolidenare encountered. The companies open jobopportunities for the students graduatingin these courses.Industry representatives on the FacultyBoardThe Faculty Board has 5 members (out of27) representing the industry, industrialassociations and professional authorities.The Board meets 10 times a year. Thesemeetings are excellent opportunities toexpress opinions about the academic trainingas well as to request assistance from theindustry players when needed.Road-showsThe most frequent contact between studentsand industry is provided by theperiodical road-show events organizedby the companies which are interested inrecruiting students from our faculty. Suchmeetings were organized in 2009 by bothpetroleum companies and service companies(Exxon-Mobile, RWE DEA, MOL,Schlumberger, etc) and mineral miningcompanies (Rio Tinto, RWE).MOL departmentThe first Department devoted to industry-orientedtraining was organized by theMOL in 2009. Its objective is better organizingand focusing MOL activities amongstthe students as well as providing speciallyfocused industry-oriented training coursesin-house and in the field. The departmentis actively involved in the starting M.Sc.programme in Petroleum Engineering.Further modules in Petroleum Geologyand Geophysics are planned.Summer internshipsOne of the key factors of high quality professionaltraining is the direct and real-lifeinvolvement of students in company practices.The summer internship programmesoffer very good opportunities for the studentsto get acquainted with possible futureemployers, industry practices and disciplines.Several companies offer internshipprogrammes, which are used to fulfil the6-weeks practical training requirement atB.Sc. level.Scholarships for studentsSeveral national and international companiesoffer scholarships for the students,such as Nabors Industries Ltd (scholarshipsfor B.Sc. and M.Sc. students specializingin oil engineering); RWE (joint trainingprogramme with the TU BergakademieFreiberg).Consultancy on thesis workNormally the industrial relationships donot stop, rather are intensified, at higher,M.Sc. and Ph.D. levels. It is now increasinglyfrequent to have industry developmentand innovation problems announcedas Ph.D. thesis topics, with adjoiningfinancial support to carry out the laboratoryinvestigations related to the thesiswork. The Institute of Mineralogy andGeology now cooperates with explorationfirms working on metallic and non-metallicprojects. These projects are now runpartially by students whose theses relateto one of the unsolved scientific questionsarising during the execution of theproject. Such involvement is being realizedin ongoing base-metal Pb-Zn-Cuexplorations at Rudabanya (Hungary), andCu-porphyry supergene mineralization atZafranal (Peru).Support for competitionsIn some cases, non-traditional forms ofcooperation are proven to be fruitful. Oneexample of these relations is the differentcompetitions offered for student teams.A very good vehicle to carry high professionalknowledge to students was theAAPG initiative of the Imperial BarrelAward, in which our student teams haveparticipated. Although they were notamongst the winner teams, the trainingand preparation work was far more efficientthan normal classroom lectures. Thisworld-wide competition is for teamworkon geological evaluation of petroleumexploration projects, from discovery toeconomics, based on real databases. Asimilar competition is organized annuallyby the MOL as Fresssh competitions. OurB.Sc. student team won this in 2008, outof 270 teams from 20 countries.Leonardo programmeEU-funded schemes, such as the Leonardoprogramme, have been proved to be usefulin opening doors for our students towardsthe European industry. In 2009 the EnvironmentalCentre Kjeøy (Norway) providedplaces for our students, thus providingthem access to highly specializedknowledge in treating acid mine drainageproblems related to ore and coal extraction.Participation in student chapters of themajor global professional associationsThe professional student associations havebecome increasingly active with the structuralchanges in education. Student chaptersof the American Association of PetroleumGeologists, the Society of PetroleumEngineers and the Society of EconomicGeologists have been founded in recentyears. The national societies play similarlyimportant roles in the students’ development.In this field the annual joint meetingsof the Hungarian Geological Society andthe Hungarian Society of Geophysicistsshould be mentioned. Students take partin other international student networks forengineers, such as AIESTE.Significant gains for the students/ strongbenefits for the companies/vital for universitiesIndustrial involvement in university educationprogrammes creates significantadvantages for students, companies andthe university. In the first place, the graduatesobtain practical experience, while stillin the academy, and learn about the economicside of their profession, corporatebehaviour and ethics. They encounter andlearn to solve real problems.The internship schemes provide opportunitiesfor the companies to find the rightcandidates for the different jobs and responsibilities,while tax allowances help reducethe financial burden of these activities. Thetutoring of thesis work and participationin course work has also advantageousfeedback for industrial geologists, whocan refresh their theoretical backgroundduring the intense communication withthe university staff. Finally, by havingindustry representatives on the Board, theUniversity may and can fine-tune the differenteducation programmes and courses,adjusting them to the ever-changing needsof the market.Euro-AgesEuropean Geologist 3025

Euro-AgesGeology-related higher educationprogrammes in HungaryIn Hungary there are four universitieswhere geology-related programmesare offered. The traditional ten-semesteracademic programmes started forthe last time in 2005. Since 2006 theBologna System has been adopted.The programmes at B.Sc. level take 6or 7 semesters. A full year of studiesequals 60 ETCS; 1 ECTS equals 30hours of workload. At B.Sc. level thereis no separate ‘geology’ profession;the graduates get their diploma asBachelor of Earth Sciences or EarthScience and Engineering. About 60% of B.Sc. graduates enter the M.Sc.cycle, which started in 2009 and 2010.The “Earth Science” B.Sc. courses offergeology, geophysics, meteorology,geoinformatics, mining engineering,oil engineering, etc. The M.Sc. coursesare more specialized. The expectedannual number of graduates specializingin geology (including engineeringgeology and hydrogeology) is about30. The curricula are rather input-oriented,with no official expectations onlearning outcomes from the employers’side.by Éva Hartai 1En Hongrie, il existe quatre Universitésoù sont enseignés des programmes decursus géologique. Les programmesacadémiques traditionnels, de durée 10semestres, ont eu cours pour la dernièrefois, en 2005. Depuis 2006, le Processusde Bologne a été adopté. Les programmesau niveau licence représentent un cursusde 6 à 7 semestres. Une année complèted’études correspond à 60 ETCS ; 1ETCS représente 30 heures de travail. Auniveau Licence, il n’existe pas de qualificationprofessionnelle bien individualiséeen Géologie, les diplômés obtenant untitre de Licencié en Géosciences ou enGéosciences et Sciences de l’Ingénieur.Le cursus de licence comprend des coursde géologie, de géophysique de météorologie,de géo informatique d’ingénierieminière et du pétrole, etc. Environ 60%des diplômés en licence suivent le cyclede Maîtrise qui a commencé en 2009 et2010. Les cours en Maîtrise sont plusspécialisés. Le nombre annuel total dediplômés en Maîtrise incluant les domainesde la géologie de l’ingénieur et del’hydrogéologie est de 30 environ. Lesprogrammes d’étude dépendent plutôtdes débouchés offerts sans contrôle officieldes connaissances acquises du côtédes employeurs.En Hungría hay curto universidadesque ofrecen programas relacionadoscon la geología. El programaacadémico tradicional de diez semestresempezó por última vez en 2005.El sistema de Bolonia se ha adoptadodesde 2006. El programa de gradoocupa 6 o 7 semestres. Un año completode estudios es equivalente a 60ECTS, 1 ECTS equivale a 30 horas decarga de trabajo. A nivel de grado nose producen profesionales de geologíaindividualizados, los graduados recibenel título de Licenciado en Cienciasde la Tierra e Ingeniería. Aproximadamenteun 60% de los graduadosentran en el ciclo de máster, queempezó en 2009 y 2010. Los cursosde los grados en “Ciencias de la Tierra”ofrecen geología, geofísica, meteorología,geoinformática, ingeniería deminas, ingeniería del petróleo, etc. Loscursos de máster son más especializados.El número anual previsto degraduados especializados en geología(incluyendo ingeniería geológica,geología e hidrogeología) es de unos30. El currículo es bastante orientadoa lo impartido, más que hacia losresultados del aprendizaje desde laperspectiva del empleador.The conventional ten-semester academicprogrammes in geologystarted for the last time in Hungaryin 2005. There were two universities whichoffered these programmes. At the EötvösLoránd University, Budapest the graduatestudents were certified geologists. At Universityof Miskolc they were certified engineeringgeologists. The last students inthese programmes completed their studiesmostly in 2010 but there are some studentsin the conventional programmes whosestudies last more than ten semesters.Programmes in the Bologna SystemThe Bologna System was implemented in1University of Miskolc, Hungaryfoldshe@uni-miskolc.huHungary in 2006. In the new system thereare four universities where geology-relatedprogrammes are offered (Fig. 1). The programmesare validated and accredited bythe Ministry of Education and Culture.The workload of a full-time student forone academic year of study is defined as 60ECTS credits, normally 30 ECTS creditsfor each semester. 1 ECTS credit equals ~30 hours of workload. The Bachelor programmein Earth Science and Engineeringinvolves 210 ECTS credits and the EarthScience programmes involve 180 ECTScredits. The Masters Programmes include120 ECTS credits. The curricula in thegeology-related programmes are ratherinput-oriented and there are no outcomeorientedrequirements.In the B.Sc. in Earth Science programmesfor students specializing in geology andin the M.Sc. programmes in geology themost important subject areas are as follows:mathematics, chemistry, informatics,mineralogy, petrography, geochemistry,palaeontology, physical, structuraland historical geology, environmental geology,applied geology, geology of mineraldeposits and mineral exploration.For Earth Science and Engineering programmesthe B.Sc. students specializing ingeology the subject areas are: engineeringphysics, applied chemistry, economics,informatics, mineralogy, petrography,geochemistry, physical, structural andhistorical geology, environmental geology,geophysics, engineering geology,hydrogeology, mineral exploration, mineralresources. In the M.Sc. programmes in26 European Geologist 30

Euro-AgesFigure 1. Location of the universities offering geology-related programmesGeo-Engineering and Hydrogeology thesubject areas are more detailed.B.Sc. programmes are offered in thefollowing universities:- Eötvös Loránd University, Budapest:B.Sc. in Earth Sciences (6 semesters).Specialization starts in the 3rd semester.Students can specialize in astronomy,cartography and GIS, meteorology,geography, geophysics or geology.- University of Szeged: B.Sc. in EarthSciences (6 semesters). Specializationstarts in the 3rd semester. Students canspecialize in applied earth sciences orgeology.- University of Debrecen: B.Sc. in EarthSciences (6 semesters). Specializationstarts in the 3rd semester. Students canspecialize in meteorology, geographyor geology.- University of Miskolc: B.Sc. in EarthScience and Engineering (7 semesters).Specialization starts in the 5th semester.Students can specialize in mining andgeotechnical engineering, processingengineering, oil and gas engineering orEarth sciences.M.Sc. programmes all last for 4 semesters.These programmes are offered in the followinguniversities:- Eötvös Loránd University, Budapest:M.Sc. in Geology- University of Szeged: M.Sc. in EarthSciences- University of Debrecen: M.Sc. in EarthSciences- University of Miskolc: M.Sc. in Geologicaland Geophysical Engineering- University of Miskolc: M.Sc. in Hydrogelogyand Engineering.As the Bachelor programmes embrace alarge spectrum of specialities the numberof freshmen students is relatively high.In the four universities which offer geology-relatedprogrammes their numbers areabout 300. The number of graduate Bachelorstudents (including all specializations)is about 200. The number of graduates specializingin geology-related programms isabout 50. From this, about 25 enter thegeology-related M.Sc. programmes.In Hungary there is no national definitionor standard for learning outcomes inthe field of geology; it is the right of eachuniversity which offers the programme todefine the learning outcomes. This definitionis necessary for the accreditation ofthe offered programme.Geology as a profession in HungaryGeology is a regulated profession and theofficially recognized geological body is theHungarian Geological Society. The Societyhas about 1000 members and from thisabout 500 are practising geologists, theothers are students or retired persons.Graduates do not need to pass an examto join the Society. The Hungarian GeologicalSociety does not have continuousdevelopment programmes. These areoffered by universities. It is the specificcompany which can require improvementof professional knowledge by postgradualcourses. There are no professional prerequisitesfor entering a job as a geologist, theacademic degree is sufficient to practise.In the Bologna System about 25 geology-relatedBachelor and 25 Masters graduatesenter the labour market annually.About 80% of these are expected to get ajob in the profession, the rest will work inother fields.European Geologist 3027

Euro-AgesGeological higher education inSerbiaBetween demand and capabilityby Vladica Cvetković 1Serbia is a relatively small countrylocated at the crossroads betweencentral and south-eastern Europe.The country experienced severe politicaland scientific isolation during the1990s entering into a turbulent transitionafter October 2000. In 2005Serbia adopted a new Law on HigherEducation to enable the reforms in linewith the Bologna Process but thereis a line of evidence suggesting thatthe implementation is not progressingsmoothly. Higher education in theearth sciences is also facing many difficultiesand some of them are givenhere.The only institution in Serbia incharge of higher education in geologyis the Faculty of Mining andGeology. Although formally belonging tothe University of Belgrade (the Faculty’sofficial name is ’University of Belgrade,Faculty of Mining and Geology’ - hereafterUB-FMG), it is a single legal entity as aremost state faculties in Serbia. The UB-FMG consists of two Divisions: one forMining and one for Geology, each enrollingaround 120 students per year. At present,the whole Faculty has around 1000 activestudents and about 125 teaching staff. TheGeology Division encompasses all geologicaldisciplines, which are distributedthroughout eight Departments: RegionalGeology, Palaeontology, Mineralogy andCrystallography, Petrology and Geochemistry,Economic Geology, Hydrogeology,Geotechnics and Geophysics.In spring 2007 the Faculty completedthe first stage of the Bologna Process andwas successfully accredited by the SerbianMinistry of Education. In some respect, the’Bologna story’ helped very much becauseit was more than a blind re-organization1Dean, University of BelgradeFaculty of Mining and GeologyLa Serbie est un pays de taille relativementpetite, au carrefour de l’Europecentrale et du Sud-Est. Le pays atraversé une période d’isolementsévère du point de vue politique etscientifique dans les années 1990,entrant dans une phase de transitiontumultueuse après octobre 2000. En2005, la Serbie a adopté une nouvelleloi concernant l’EnseignementSupérieur pour pouvoir mettre lesréformes en phase avec le Processusde Bologne mais il est clair que cettemise en œuvre n’avance pas de façonrégulière. L’enseignement supérieuren Sciences de la Terre rencontrebeaucoup de difficultés dont certainessont explicitées ici.of curricula following simple rules. It wasa milestone at which we had to observeourselves through a prism of Europeanstandards and to think seriously about howto continue further. However, as Musselin(2005) pointed out, change in higher educationis more about layering the new on topof the old than about substituting the oldwith the new. Therefore, it is not surprisingthat many goals of the Bologna Agreementstill need to be achieved. Higher educationin geology suffers some general problemsthat are common for other sciences and forother state higher education institutionsin Serbia. Some difficulties, on the otherhand, are typical for geological educationin Serbia, because they are related to thehistory of geological schools in Serbia andto the internal structure of the Faculty ofMining and Geology.The most important general problem isrelated to the fact that the decision to jointhe Bologna agreement was not followedby a change of the system of financinghigher education in Serbia. This meansthat the system remained to be entirelycontrolled by the input criteria, which hasimportant implications given that the statefaculties are legal entities. Albeit the facultieshave full financial independence,they are left on their own. For instance,Serbia es un país relativamentepequeño situado entre la Europa centraly la Europa sur-este. El país haexperimentado un aislamiento políticoy científico en los 90 y pasó por unatransición turbulenta tras octubre2000. En el año 2005 Serbia aprobó lanueva Ley de Educación Superior parapermitir las reformas del proceso deBolonia, pero hay una serie de evidenciasque sugieren que la implementaciónno progresa adecuadamente. Laeducación superior en las ciencias dela Tierra también se enfrenta a muchasdificultades, algunas de las cuales seincluyen a continuación.if the number of students substantiallydecreases, this inevitably causes a proportionaldecrease of financial contributionfrom the State. This is exactly the presentsituation with the UB-FMG: a continuousloss of annually enrolled students causinggradually poorer financing from the Ministry.Indeed, this is valid for most technicaland natural science faculties of the Universityof Belgrade. They are all going to sharethe same destiny until something happenseither with the system of financing highereducation or with the structure of BelgradeUniversity. Naturally, the UB-FMG maytry to attract more students and that iswhat we desperately do. However, this isnot by definition a perfect idea because theattempt to have more students usually leadsto erosion of studying criteria. On the otherhand, the number of c. 120 students that arepresently being enrolled at the UB-FMGis roughly balanced by the recent needsin Serbia. Hence, do we need a commonsensenumber of better educated geologistsand geological engineers or many more ofthem who will be more poorly educated?The first should belong to the priorities ofhigher education in Serbia but the secondmay easily be important for the UB-FMGemployees who claim their salaries.Apart from this labyrinth that can be28 European Geologist 30

solved only by a ‘New Deal’ in highereducation in Serbia, there are some problemswhich are typical for geological education.Geology has a long tradition inhigher education in Serbia dating back to1880. Ever since that time the structureof geological education underwent manychanges. The last one occurred in the mid-60s when the decision makers decided toattach natural science-oriented geologicaldepartments to the Faculty of Mining andGeology. From that moment onwards,these departments never felt at home atthe UB-FMG which became a single institutionin Serbia for teaching and researchin all branches of geology. What is strangein having natural science and applied geologicaldisciplines (along with mining)together? Nothing, except that they aretogether in the single geological school inthe country! So that, if the predominatingengineers of the UB-FMG decide to closesome apparently unattractive departmentswhich continuously lack students and havelow potential of attracting extra funds - andthat, indeed, from a pure (and blind) managementpoint of view might be a rationalidea - this would practically signify the endof the given geological discipline in Serbia.One can decide to shut down the chair inpetrology or palaeontology at the Universityof Salzburg (in order to prioritize somethingelse) because there are other AustrianUniversities with good petrologists orpalaeontologists. However, if it is done inBelgrade then these disciplines will die outin Serbia completely. The fact that geologicaldepartments are not only providing thestudy programmes but they are also a sortof oasis of particular scientific disciplines isalmost unique. This situation induces manydifficulties in the UB-FMG organizationincluding those in successfully applying theBologna Agreement.These are circumstances under whichEarth scientists are being taught in Serbia.In spite of the mentioned difficulties, weare continuously improving our educationprocess and trying to bring Earth scienceto everyone. Our best students havelong been recognized as of good qualityand to have no problems obtaining Ph.D.or post-Doc positions worldwide - fromUBC in Vancouver to Macquarie Universityin Sydney. Now we want our averagestudents to be better because they willbe among the very significant players inbuilding a sustainable society in Serbia.ReferenceMusselin, C. 2005. Change or Continuityin Higher Education Governance?Lessons Drawn from TwentyYears of National Reforms in EuropeanCountries. In. Bleiklie, I., Henkel,M. (eds). Governing Knowledge, 65-79. Springer.Euro-Ages? ? ? ? ?Where does your boreholegoGyro-Sevices• You lead site investigation in a tunneling project.• You explore mineral resources using diamond core drilling.• You use raise boring techniques for shaft excavation.• You are responsible for horizontal directional drilling.Do you know where your boreholes go?We will tell you!GYRO-SERVICESS W I T Z E R L A N Dwww.gyro-services.comInserat-gyro-services-186x132-sw.indd 1 15.10.10 09:10European Geologist 3029

Euro-AgesThe higher education system forprofessional geologists in ItalyThe application of the Bologna Agreementin Italy was approved in 1999-2000. The structure of the new coursesin Geology is divided in two cycles: a3 year Bachelor level and a 2 yearMasters degree. After five years, 28Universities in Italy offer higher educationprogrammes in geology with c.900 graduates per year. Regulationof the professions in Italy follow aGovernment Agency Model and thegovernment administers state examsfor entry into the profession. The Stateexamination in geology is the final testwith a complete check of skills andcompetences.by Marino Trimboli 1 and Enrico Nucci 1L’application du Processus de Bologneen Italie a été approuvée en 1999-2000.Le cadre des nouveaux cursus en Géologiecomprend deux cycles: un niveauLicence obtenu en 3 années d’étudeset un diplôme de Maîtrise obtenu en2 années. Après 5 ans d’études, 28Universités italiennes offrent des programmesd’enseignement supérieuren géologie avec 909 diplômés paran. La régulation de la profession enItalie est conforme aux critères établispar l’Agence gouvernementale etle gouvernement reste en chargedes examens d’état pour une admissioncomme professionnel. L’examennational en Géologie représente le testfinal contrôlant les connaissances pratiquesainsi que les compétences.La aplicación del Acuerdo de Boloniaen Italia se aprobó en 1999-2000. Laestructura de los nuevos cursos degeología se divide en dos ciclos: unalicenciatura de 3 años y un máster de2 años. Tras cinco años las 28 universidadesitalianas ofrecen programasde educación superior en geologíaque producen 909 graduados al año.La regulación de las profesiones enItalia sigue un modelo de AgenciaGubernamental y el Gobierno administralos exámenes de estado para elacceso a la profesión. El examen deEstado en geología es la prueba finalcon una comprobación exhaustiva delas habilidades y competencias de loscandidatos.The Italian higher education systemhas complied with the BolognaAgreement since November 1999,when the Ministry of University and ScientificResearch & Tecnology adoptedDecree n.. 509/99. One year later, a newDecree of the Ministry of the University,defining the different classes of titles,was adopted by the Italian Government.According to these two Decrees highereducation is based on a three-level scale;“Laurea Triennale” Bachelor (3 years),“Laurea Specialistica o Magistrale” Masters(2 years) and Ph.D.-level (Dottorato diRicerca) (3 years). Every degree has a fixednumber of credits and a full year of studiesequals 60 ECTS credits (European CreditTransfer System).The workload of a fulltimestudent for one academic year of studyis defined as 60 ECTS credits, normally 30ECTS credits for each semester. 1 ECTScredit equals ~ 25 hours of workload. TheBachelor programme involves 180 ECTScredits and the Masters Programme 120ECTS credits.The structure of education in geologyThe usual modus operandi is the existence1Members of the Italian Council ofProfessional Geologists (CNG)of several different study programmes atboth the Bachelor and Masters levels.Some examples of these are: GeologicalSciences and Technology, GeophysicalSciences, Engineering Geology or AppliedGeology, Georesources & Geomaterials,Geohazards (Tables 1&2).Since 1999 the National Council ofItalian Professional Geologists has beeninvolved with the Italian Governmentduring the implementation of the newhigher education programmes in geologyaccording to the Bologna Agreement; inthis period many documents and proposalswere sent to the Ministry of Education.These proposals were studied accordingto the structure of the Italian market forprofessional geology.Universities offering geological programmesAfter the approval of the National Decree,the structure of different courses, as well asthe learning outcomes and goals of education,were re-written by the Universities.In Italy there are 28 Universities currentlyoffering higher education programmes inGeology and Geosciences.The typical outcome of an Italian Bachelorlearning programme in Geology is:- knowledge and understanding: on scientificbasis and in Earth Sciences, ofthe history of the planet, of geologicalprocesses and phenomena in the formationof rocks; of recognizing geometryand composition of rock bodies- Applying knowledge and understanding:of analysis and description of geologicalmaterials in field and laboratory activities,in the application of professionalinstruments, mathematical instrumentsand GIS- Making judgements: in the evaluationof the complexity of natural systems,in the design of ground investigationsprogrammes, in data collection withanalysis of quality and reliability; inthe evaluation of the importance andresponsibility of geological sciencesin land protection and management, inthe evaluation of geological hazards,protection and sustainable use of rawmaterials and georesources, in the conservationand protection of stone builtmonuments and geoheritage- Communication skills: for information,ideas, problems, solutions in geologicalsciences, writing and discussing theseaspects in Italian and other Europeanlanguages (especially English) with theapplication of principal instruments ofinformatics and internet- Learning skills: using advanced publications,30 European Geologist 30

ACTIVITIES GROUPS UNIT DESCRIPTORS ECTSBasic knowledgeGeologicalknowledgeComplementaryknowledgeMathematicsPhysicsComputer ScienceChemistryGeology & PalaeontologyApplied Geomorphology &GeologyApplied Geomorphology &GeologyMineralogy, Petrology,Geochemistry & GeophysicsComplementary Sciences,Tecnologies, Legislation &EconomyKnowledge & SkillsLogical MathematicsAlgebraGeometryComplementary MathematicsCalculusProbability & StatisticsMathematical PhysicsNumerical MethodsExperimental PhysicsTheoretical PhysicsAtomic PhysicsAstronomy & AstrophysicsPhysics of the EarthApplied PhysicsPhysics HistoryComputer ProgrammingComputer ApplicationsPhysical ChemistryGeneral and Inorganic ChemistryOrganic ChemistryPalaeontology & PalaeoecologyStratigraphical Geology and SedimentologyStructural GeologyPhysical GeographyEngineering GeologyMineralogyPetrology & PetrographyGeochemistry & VolcanologyRaw materials environmental applications,mineralogy and petrography for monuments andgeoheritageGeophysics & Applied GeophysicsOceanography & Physics of the AtmosphereField Hydraulics and slope engineeringPedologyEnvironmental ChemistryHydraulicsTopography & MappingGeotechnicsEngineering Theory & Structure Design18EstimationLegislationEconomicsThesis 9Training 9European Language 91850Euro-AgesTable 1. Specific Unit Descriptors of the Bachelor in Geosciences (Class n. 16 of the National Decree)European Geologist 3031

Euro-AgesACTIVITIES GROUPS UNIT DESCRIPTORS ECTSMathematicsLogical MathematicsAlgebraGeometryComplementary MathematicsCalculusProbability & StatisticsMathematical PhysicsPhysicsNumerical MethodsExperimental PhysicsTheoretical PhysicsAtomic PhysicsAstronomy & AstrophysicsPhysics of the Earth30Basic knowledgeChemistryApplied PhysicsPhysics HistoryPhysical ChemistryGeneral and Inorganic ChemistryOrganic ChemistryPalaeontology & PalaeoecologyGeological knowledgeGeology & Palaeontology Stratigraphical Geology and SedimentologyStructural GeologyApplied Geomorphology Physical Geography& GeologyApplied Geomorphology Engineering Geology78& GeologyMineralogy, Petrology, MineralogyGeochemistryComplementaryknowledgeGeophysicsComplementary Sciences,Tecnologies, Legislation &EconomyKnowledge & SkillsPetrology & PetrographyGeochemistry & VolcanologyRaw materials environmental applications,mineralogy and petrography for monuments andgeoheritageSolid Earth GeophysicsGeophysics & Applied GeophysicsOceanography & Physics of the AtmosphereField Hydraulics and slope engineeringPedologyEnvironmental ChemistryHydraulicsTopography & MappingGeotechnicsEngineering Theory & Structure DesignEstimationLegislationEconomicsThesis 3030Facultative Training 15Table 2. The specific Unit Descriptors of the M. Sc. in Geosciences (Class n. 86 of the National Decree)32 European Geologist 30

database and information available onthe net to improve personal knowledge.Table 4 shows the structure of the Bachelorcourse in Geological Sciences at MilanoBicocca University.The outcome of an Italian Masters programmein Geology is:- knowledge and understanding: at a highscientific level in Earth Sciences, withskills in the original application ofresearch methods- Applying knowledge and understanding:solving geological problems in severaland multidisciplinary fields applyingspecial techniques in various new situations- Making judgements: solving complexsituations with incomplete dataset(hazard management, active processesstudy, geological evaluations incivil engineering). Special skills in theanalysis of consequences from personaljudgements and evaluations made- Communication skills: with communicationof results and personal evaluationswith national or foreign specialists andcitizens in Italian and other Europeanlanguage (especially English).- Learning skills: using advanced publications,database and information availableon the net improving personalknowledge in the resolution of geologicaland technical problems.Number of freshman students and graduatesThe evolution of the number of students ingeology in the Italian Universities is shownin Figure 1.Prior to the introduction of the Bolognaprogramme in Italy the number of graduatesin geology each year was 1240; in2007, after 5 years of the application, Italianuniversities graduated 632 Bachelorsand 277 Masters. One quarter of Bachelorgraduates did not continue to the MastersHE programmes. The total number of garduatesat both levels is only 73% of thetotal before Bologna; also the number offreshman compared to graduates shows amarked decrease. The explanation of theseresults is not to be found in the changesintroduced by the Bologna Process; HEprogrammes in geology have not the sameappeal as others (e.g., EnvinronmentalEngineering). Only 51% of Masters graduatesin geology has a job after three years(27% for Bachelors).COURSEFIRST YEARECTSCalculus 12Physics 12Informatics for Earth Science 4General and Inorganic Chemistry 8Principles of Geology 8Physical Geography 8Introduction to geological mapping 2Total: 67Mineralogy 8Field activities 2European language 3Table 4a. First YearCOURSESSECOND YEARECTSPetrography 12Introduction to computer science 4Structural geology 4Geological maps and cross-sections 4Total 44Field geology and mapping 8Geochemistry 8Field geological mapping 1 4Table 4b. Second YearBachelor in Geological Sciences and Geotechnology programme from Milan Bicocca universitythe profession and is one of two countriesin Europe that requires registrationof geologists by law. Regulation of theprofessions in Italy follow a GovernmentAgency Model and the governmentadministers state exams for entry into theprofession. Italian Law prescribes twodifferent professional titles for B. Sc.(Junior Geologist) and M.Sc. (Geologist).The State Examination is the final testwith a complete check of skills and competences;exams are managed by the State.A candidate can apply to register and takethe exams at any time but in practice, aEuro-AgesProfessional PrerequisitesItaly has a long tradition of regulatingFigure 1. Geological Sciences students in ItalyEuropean Geologist 3033

Euro-AgesFigure 2. Geology State Examination statisticsFigure 3. Number of new professionals after Bolognaminimum of 2-3 years of work experienceis needed to acquire an adequate level ofknowledge to pass the 35-40% range.Structure of the State ExaminationWritten ExaminationsThe written test is related to the fields ofknowledge listed in the published legislationdecree.The candidate should collect a minimumof 30 points to advance to the oral examination.Oral examinationThe oral interview will be related to thetopics listed in the published legislationdecree, plus professional ethics, CNG rulesand regulations. The candidate should collecta minimum of 30 points to advance tothe practical test.Practical TestThe practical exam requires the candidateto complete a report based on a problemrelated to the topics listed in the publishedlegislation decree.In case of a negative result the candidatecan repeat the test, but not before 6 monthshave elapsed.34 European Geologist 30

Professional registration in CanadaGeoscience knowledge and experience requirementsIn April 2009, Geoscientists Canadapublished the document “GeoscienceKnowledge and Experience Requirementsfor Professional Registration inCanada”. This paper is a summary ofa presentation describing the developmentand content of this documentmade at the Euro-Ages Final Conferencein Budapest, Hungary on October22, 2010.by Oliver Bonham 1 and Gregory Finn 2En avril 2009, les professionnels canadiensen Géosciences ont publié le documentintitulé ‘‘Obligations en matièrede connaissances et d’expérience enGéosciences pour une reconnaissanceprofessionnelle au Canad’’. Cet articleest un résumé de ce document avecdescription de son développement etcontenu, tel que présenté à la ConférenceEuro-Ages, tenue le 22 octobreà Budapest.En abril de 2009, la organizaciónGeoscientists Canada publicó el documento“Conocimientos y experienciaen ciencias geológicas requeridospara el registro de profesionales enCanadá”. Este artículo es un resumende una presentación que describe eldesarrollo y los contenidos de dichodocumento y que se expuso en laconferencia final del proyecto Euro-Ages en Budapest, Hungría el 22 deoctubre de 2010.Euro-AgesGeoscience is a regulated professionin 11 of Canada’s 13 provincesand territories. Professionalregistration and governance of practice inCanada is the responsibility of the independentregulatory body set up under legislationin each province and territory. Thereare approximately 8,900 P.Geos registeredacross Canada.In recent years, annual graduationsfrom geoscience programmes at Canadianuniversities averaged 800 B.Sc., 200 M.Sc.and 100 Ph.D. degrees.Geoscientists Canada and the CanadianGeoscience Standards BoardThe Canadian Council of ProfessionalGeoscientists Canada - now operatingunder the business name GeoscientistsCanada - is the national organization ofthe regulatory bodies. The mission of GeoscientistsCanada is to develop consistenthigh standards for licensure and practice ofgeoscience, facilitate national and internationalmobility and promote the recognitionof Canadian professional geoscience.The Canadian Geoscience StandardsBoard (CGSB) is a national standing committeereporting to Geoscientists Canada.It is made up of appointees - one from eachof the regulatory bodies. Typically thoseappointed to CGSB are P.Geos, who arefaculty members of Earth Science departments1Geoscientists Canada, 2010 RegentSt., Burnaby BC, V5C 6N2, Canada2Earth Sciences, Brock University, 500Glenridge Avenue, St. Catharines ON,L2S 3A1, Canadaat Canadian universities. CGSB collaboratesclosely with admissions officials ofthe regulatory bodies.Geoscience Knowledge and ExperienceRequirements for Professional Registrationin CanadaThe Geoscience Knowledge and ExperienceRequirements for Professional Registrationin Canada (GKE) is a consensusdocument that has been agreed to acrossthe profession and among the regulatorybodies in Canada. It must be emphasizedhowever that it is only a summary andrequirements are set out under legislationin each jurisdiction.With the decision by the profession notto pursue national accreditation for degreeprogrammes in Canada, the need was recognizedto develop and publish clearlyarticulated information on expectationsconcerning both the knowledge (formalgeoscience education) and experience (onthe-jobgeoscience practice skills) considerednecessary to be suitably qualified forindependent professional practice.Geoscientists Canada’s GKE originatedas a preliminary set of requirementsinitially released in 2000. After use foradmission purposes for a 5-year period,a revision process commenced in 2005.The revision took 4 years to complete, andbenefited enormously from experience andfeedback from usage of the earlier document.Multi-stage consultations occurredboth internally (with all the regulatorybodies) and externally (with stakeholdersin the broader geoscience community)during the revision process.A full text version of the GKE canbe viewed in either English or French byvisiting the Geoscientists Canada websiteat: www.ccpg.ca. It is recognized that, withfurther changes and improvements, newversions will be released over time. A briefsynopsis of the requirements follows:Geoscience knowledge requirementsGeoscience education in Canada generallyfalls into three distinct streams: Geology,Environmental Geoscience and Geophysics.The geoscience knowledge requirementsare based on a typical 4-year honoursdegree in geoscience from a Canadianuniversity. The basic unit of counting is theEducation Unit (EU) which is defined asformal instruction equivalent to one term(one semester), amounting to 3 hours oflecture time or equivalent, with or withouta lab component, for a 13 week term.Identical requirements, for all threestreams exist in Compulsory FoundationScience (Chemistry, Physics and Mathematics:- 3EUs); and Additional FoundationScience (Biology, Computer Scienceand Statistics plus Chemistry, Physics orMathematics: - 6EUs) with no more than 2additional EUs in any one subject area.Similarly, for all three streams thereare identical requirements in CompulsoryFoundation Geoscience (Field Techniques,Mineralogy and Petrology, Sedimentologyand Stratigraphy, and Structural Geology: -4EUs). Additional Foundation Geosciencetotals 5 EUs, from listed sub-groups of subjectsthat differ, depending on the stream,with a minimum I EU countable from anyone sub-group.The remaining geoscience knowledgeis made up of Other Geoscience/European Geologist 3035

Euro-AgesScience for 9 EUs. These areobtaining through choices fromthe normal range of upper yearelective courses; this providesfor some specialization at theundergraduate level, while at thesame time ensuring a broad baseof knowledge across the EarthSciences, and other sciences. Thedocument includes a list of OtherGeoscience/Science courses; butthis list is for illustration purposeonly and is not exhaustive.For all knowledge requirementslisted in the document,there is a brief statement of thelearning outcome expected fromeach unit of study.This represents an overallrequirement of 27 EUs in science/geosciencesubjects. Thetypical university requirementfor a B.Sc. honours degree at aCanadian university is 40 EUs,with the remaining EUs neededto satisfy degree requirementsfor university graduation comingfrom other study areas.1A1BGroups: 1A - Compulsory Foundation Science and 1B - Additional Foundation ScienceStreamsGroups Geology EnvironmentalGeoscienceCompulsory Foundation Science*(Total 3 EUs - One EU in each area required)Mathematics, Physics and Chemistry are thefoundation sciences on which the principlesand processes of geoscience are founded. Astrong foundation in these sciences providesthe grounding necessary to understand andapply geoscience concepts.Additional Foundation Science*(Total 6 EUs)(6 EUs required, no more than2 EUs in any one subject.)A strong background in a range of sciencesallows the geoscientist to understand how thegeosphere interacts with other parts of ourworld, to communicate and interact withscientists from other disciplines and with otherprofessionals, and to adapt to the manychallenges encountered in practice."Geo" subject areas containing the foundationaltopics listed in the linked descriptors may besubstituted - e.g. Geostatistics for Statistics,etc.º Biology is highly recommended for thosein the Environmental Geoscience streamChemistryMathematicsPhysicsBiologyChemistryComputerProgrammingMathematicsPhysicsStatisticsChemistryMathematicsPhysicsBiology ºChemistryComputerProgrammingMathematicsPhysicsStatisticsGeophysicsChemistryMathematicsPhysicsBiologyChemistryComputerProgrammingMathematicsPhysicsStatistics* NOTE – Requirements in this table must be met by EUs at a first year or higher university level course acceptable forcredit towards a degree in science, applied science or engineering. Remedial secondary school level courses, such asalgebra, chemistry, geometry, physics or trigonometry are not accepted.Geoscience experiencerequirementsProfessional registration inCanada requires 48 months ofcumulative geoscience workexperience covering the followingareas: application of geosciencetheory and practical workexperience; understanding ofgeoscience processes and systems;management of geoscience;communication skills;and awareness of societal implicationsof geoscience. Workexperience is generally obtainedfollowing graduation; howeverthere are provisions to allowgeoscience employment duringthe undergraduate programmeand post graduate thesis workto count towards these requirements.Work experience must beindependently verified by aminimum of three referees (twoof whom must be P.Geos), whoare familiar with the applicant’swork and can comment on theirtechnical ability and suitabilityfor licensure.Figure 1. Compulsory and Additional Foundation Science requirements as set out in GeoscienceKnowledge and Groups: Experience 2A - Requirements Compulsory Geoscience for Professional and 2B Registration - Additional in Geoscience Canada.2A2BFigure 1. Compulsory and Additional Foundation Science requirements as set out in GKEStreamsGroups Geology EnvironmentalGeoscienceCompulsory Foundation Geoscience(Total 4EUs)(1 EU in each area required).All geoscientists share common coreknowledge around which the profession ofgeoscience is practiced. These subject areasdefine the common knowledge base ingeoscience required to practice in all threestreams of geoscience.Additional Foundation Geoscience(Minimum Total 5 EUs)(Geology andEnvironmental Geoscience require – aminimum of 1 and at most 2 from each subgroup;Geophysics requires 1 EU from eachsub-group)Beyond common foundation science andgeoscience knowledge documented above,training in geoscience generally falls into threebroad specializations or streams (geology,environmental geoscience and geophysics),that reflect the basis of three broad subdisciplinesof practice in the profession. Each ofthese sub-disciplines requires a different set offoundational geoscience knowledge.Field TechniquesMineralogy andPetrologySedimentation andStratigraphyStructural GeologyGeochemistryGeophysicsIgneous PetrologyMetamorphicPetrologySedimentaryPetrologySedimentologyGlacial Geology orGeomorphologyRemote SensingField TechniquesMineralogy andPetrologySedimentation andStratigraphyStructural GeologyGeochemistryGeophysicsHydrogeology orHydrologyEngineeringGeologyGeomorphology orSoil ScienceGlacial GeologyRemote SensingFigure 2. Compulsory and Additional Geoscience requirements as set out in GKEGeophysicsField TechniquesMineralogy andPetrologySedimentation andStratigraphyStructural GeologyDigital SignalProcessingGlobal Geophysics /Physics of the EarthSeismology/SeismicMethodsExplorationGeophysicsRadiometrics/Gravity& MagneticsElectrical &ElectromagneticMethodsFigure 2. Compulsory and Additional Geoscience requirements as set out in GeoscienceKnowledge and Experience Requirements for Professional Registration in Canada.36 European Geologist 30

Other requirementsTo become registered all candidates mustsit and pass a Professional Practice andEthics Exam covering: ethics, professionalism,business law, professional liabilityand responsibilities concerning protectionof the public. It is not a technical exam.ConclusionsWhile the primary purpose of the GeoscienceKnowledge and ExperienceRequirements for Professional Registrationin Canada is to serve as a common referenceamong the regulatory bodies, its otherimportant purpose is to provide informationto:- those studying to enter the professionof geoscience, and those preparing tobecome registered- educators and trainers of geoscientists,including professors, university counselors,and those developing geosciencecurricula- persons migrating to Canada and internationallymobile professionals intendingto practise professionally in Canada- law and policy makers, governmentsand those involved in the registrationand regulation of the geoscience profession- employers, or users of professional servicesoffered by geoscientists and the generalpublic.AcknowledgementsSupport for travel to attend and participateat the Euro-Ages project final conferencewas covered through Human Resourcesand Skills Development Canada’s ForeignCredentials Recognition Program fundingfor Geoscientists Canada’s International-Trained Geoscientists Framework Project(Project #8556957). The authors wouldalso like to thank Bruce Broster for assistancein reviewing the text of this paper.ReferenceCanadian Council of Professional Geoscientists.2009. Geoscience Knowledgeand Experience Requirements forProfessional Registration in Canada.Quality assurance of higher educationin geologyPerspectives from employersEuro-AgesEuroGeoSurveys (EGS) is the organizationof the Geological Surveys ofEurope. Currently 32 national geologicalsurveys are members of EGS.The Geological Surveys of Europe arepublic government organizations andtheir staff is mainly hired throughpublic competitions. The profilesrequired are continuously changingto meet the new priorities of Europeangeosciences. This implies thatprospective employees are able toprovide a uniform level of educationacross Europe, and have a high degreeof flexibility in rapidly adapting to therequired changing skills.by Luca Demicheli 1Eurogeosurveys (EGS) estl’Organisation regroupant les ServicesGéologiques Européens. Actuellement,32 Services Géologiquesnationaux sont membres de l’EGS.Les Services Géologiques européenssont des organisations gouvernementales,publiques, et leurs membressont en majorité sélectionnés à l’issued’un concours public. Les profils requisvarient de façon continue pour tenircompte des nouvelles priorités desGéosciences en Europe. Cela impliqueque les candidats soient aptesà démontrer un niveau d’éducationéquivalent pour les pays européens etsoient à même, grâce à un haut niveaude flexibilité, de s’adapter rapidementaux compétences requises, en permanenteévolution.EuroGeosurveys es la organizaciónque agrupa a los Servicios Geológicode Europa. Actualmente son miembrosde EGS 32 servicios geológicos.Los servicios geológicos de Europason organizaciones gubernamentalesy su personal se contrata por medio deoposiciones públicas. Los perfiles delos puestos solicitados cambian continuamenteen función de las nuevasprioridades en las ciencias de la Tierraeuropeas. Esto implica que los futurosempleados de estas organizacionesdeberían tener un nivel de educaciónuniforme en toda Europa y un mayorgrado de flexibilidad para adaptarserápidamente a las cambiantes destrezasque se requieren.EuroGeoSurveys (EGS) is the organizationof the Geological Surveysof Europe. Currently 32 nationalgeological surveys are members of EGS,which promotes the contribution of1Secretary General, EuroGeoSurveys -The Geological Surveys of Europegeosciences to European Union affairsand action programmes to publish, or seeits Members publishing, expert, neutral,balanced and practical pan-European technicaladvice and information for the EuropeanUnion Institutions. It also provides apermanent network between the GeologicalEuropean Geologist 3037

Euro-AgesSurveys of Europe and a common, butnot unique, gateway to each of the Membersand their national networks to jointlyaddress European issues of common interestin the field of geosciences. Accordingto its Statutes, EGS shall pursue activitiesthat lie exclusively in the public interest orin the interest of public administration thatwill benefit from the combined and coordinatedexpertise of its members and in thedirect interest of the European Union and/or of the European Free Trade Association.EGS areas of expertise include:- the use and the management of on- andoff-shore natural resources related tothe subsurface of the Earth (mineralsand water, soils, underground space,land and energy, including renewablegeothermal energy)- the identification of natural hazards ofgeological origin, their monitoring andthe mitigation of their impacts (deficitor excess of trace elements in soils andwaters, earthquakes, natural emissionsof hazardous gases, landslides androck falls, land heave and subsidence,shrinking and swelling clays)- the development of interoperable andharmonized geo-scientific data at theEuropean scale- environmental management, waste managementand disposal, land-use planning- sustainable urban development and safeconstruction- e-government and the access to geoscientificmetadata and data.With an overall work force of over 20,000,the Geological Surveys of Europe can beconsidered a major employer in the fieldof geoscience at continental level. As such,EGS has a specific interest in educationsystems and their level, especially in thefield of higher education.EGS is a particular type of employer,being composed only of public organizations.Nevertheless, the size, mandateand priority of the Geological Surveys ofEurope are not homogeneous. Each GeologicalSurvey belongs to a specific ministryin its own country. It is possible tostate, with a good level of approximation,that about 30% of the EGS members arepart of ministries in charge of environmentalprotection; 30% of ministries incharge of research; 30% of ministries incharge of economy/industry/energy; 10%in various others. Moreover, the size andmandate vary very much too. Some surveyshave many hundreds of staff memberswith duties ranging from civil protectionsupport to oil and gas exploration, whileothers are considerably small in size andoperational capability. It has also to beconsidered that the hiring procedures arevery seldom straightforward, since publicadministrations in most of the cases requirethe establishment of open competitions tofill vacant positions.Nevertheless the need for very highlyqualifiedstaff is continuously increasingamong Geological Surveys, at the samerate of their joint activities at internationallevel. This situation tends to level towardsthe top the capabilities of the survey whichmore and more operate at the forefront ofEuropean technological development.One the one hand this has led the GeologicalSurveys to further strengthen theirrelationships with the universities for thepreparation of graduates and post-graduates,in a way that is more harmonizedand flexible throughout Europe. Youngmembers of staff are expected to be ableto respond to the rapidly changing geoscientificapplications, and to be able toapply their competences in any country inEurope, according to the priorities of eachnational Geological Survey.The Young Earth Scientists (YES) Networkis also seen as a major contributor toachieve these goals, as it indeed facilitatesexchange of experience and knowledgeamong students and early career geoscientists,increasing their ability to operateinternationally.In order to increase the level of specializationof young geologists, the GeologicalSurveys of Europe are also activein organizing postgraduate courses andhighly specialized training. A recent notableexample is represented by the NationalSchool for Applied Geosciences (ENAG)of the French Geological Survey (BRGM).The school aims at completing the trainingof specialists in geosciences by developingthe talents needed by governments, themining industry and international institutions,such as geographic mobility (multinational/national),cultural adaptability,knowledge of field geology, capacity forsynthesis from multiple-source data, interpretationof field (mining) data, expertisein modelling tools, ability to manageprojects, ability to manage people (relations/communication,…).On the other hand, secondary educationsets the base framework to enable studentsto enroll in any European university and bedirectly able to deal with the study mattersin a comparable way with their colleaguesfrom other countries.For these reasons we look very muchforward to seeing the results of the Euro-Ages project in the years to come and tobenefit from them.38 European Geologist 30

Euro-Ages and geology in SwedenThere are five Higher Education Institutesin Sweden producing graduatesin geology. Besides these universities,courses and programmes are also offeredin technical geology and marine geologyat several other schools in Sweden.However, these are usually offered toengineers only. The Swedish universitiesadapted their education towardsthe Bologna process in 2007 and theHigher Education Institutes in Swedenhave basically the same framework fortheir geological education programmes.They are all organized according to theBologna process where education ingeology is based on a three-level scale;Bachelor (3 years), Masters (2 years),and Ph.D. (3 years). Every degree hasa fixed number of credits and a full yearof studies equals 60 ECTS credits. Intotal 75-100 geology graduates comethrough the Swedish Universities peryear. The number of freshmen studentsentering the geological programmes isstable and unemployment rates are low,and continue to decrease.by Vivi Vajda 1 and Linda M. Larsson 2Il existe cinq Etablissementsd’Enseignement Supérieur en Suède,à l’origine des diplômés en géologie.Outre ces universités, des courset programmes en géotechniqueet en géologie marine sont égalementdispensés auprès de plusieursEcoles suédoises. Cependant, ilssont d’habitude l’apanage des seulsingénieurs. C’est en 2007 que les universitéssuédoises se sont conforméesau système d’éducation du processusde Bologne, basé sur les trois niveauxde qualification; Licence (3 ans), Maîtrise(2 ans) et Doctorat (3 ans).Chaque niveau comporte un nombredéfini d’unités de valeur et une annéecomplète représente 60 unités. Autotal, 75 à 100 diplômés en géologiesortent chaque année des universitéssuédoises. Le nombre d’étudiants enpremière année de cursus géologiqueest stable et le taux de chômage estfaible et en diminution.Hay cinco centros de educación superioren Suecia que producen graduadosen geología. Además de estas universidades,varias escuelas de Suecia ofrecencursos y programas en técnica geológicay geología marina. Sin embargo estosúltimos se ofrecen sólo a ingenieros. Lasuniversidades suecas adaptaron su sistemaeducativo al proceso de Bolonia en2007 y los centros de educación superiorsuecos tienen el mismo marco de referenciapara sus programas de educaciónen geología. Todos ellos están organizadosde acuerdo con el proceso de Boloniaen el que la educación en geología se basaen un sistema de tres niveles: Grado (3años), Máster (2 años) y Doctorado (3años). Cada grado tiene un número fijode créditos y un año completo de estudiosequivale a 60 ECTS. Anualmente lasuniversidades suecas producen entre 75y 100 graduados al año. El número denuevos estudiantes que se incorporan alos programas geológicos esta establey las tasas de paro son bajas y siguendisminuyendo.Euro-AgesSweden has with its 9.2 millioninhabitants the largest populationof the Nordic countries. It is separatedin the west from Norway by a rangeof mountains and shares the Baltic Seawith Finland. Sweden joined the Europeancommunity in 1995 but has keptits national currency, the Swedish krona.Geology plays an important role in localsociety and economical development,Sweden being one of the more productivemining countries in Europe. Swedenis a major iron ore exporter – the largestone in Europe. The country further exportscopper, lead and zinc.The number of geologists in the countryis uncertain but c1000 geologists aremembers of the Swedish Association ofGeologists within SACO (Swedish AcademicCentral Organization). There are1Professor in palaeontology at theDepartment of Earth and EcosystemSciences, Lund University Sweden2Post doctoral researcher in palaeontologyand climate modelling at theDepartment of Earth and EcosystemSciences, Lund University Swedenfive Higher Education Institutes (HEI)in Sweden producing graduates in geology(Fig. 1). The institutions are locatedin Lund, Göteborg, Karlstad, Stockholm,Uppsala and Umeå and are within traditionalwell-known universities in whichgeology has been a recognized topic inthe sciences catalogue. The one in Umeå isrelated to the existence of important mineralresources in the region. Besides theseuniversities, courses and programmesare also offered in technical geology andmarine geology at several other schools inSweden (Fig. 2). However, these are usuallyoffered to engineers only.The programme is open to studentsfrom all over the world and was until 2010free of charge, apart from a small fee forcompulsory membership in the Student’sUnion. Since 2011 however, a fee for Mastersstudies is required from students fromnon-European community member states.Applicants should have a B.Sc. in Geologyor Earth Sciences or equivalent proficiency.Non-Nordic students who do nothave English as their mother tongue musthave passed an internationally-acknowledgedtest in English, such as TOEFL (atleast 550/213), IELTS (at least 6.0) orCambridge Certificate of Proficiency.The Bologna process in geologyThe Swedish universities adapted theireducation towards the Bologna process in2007 and are, therefore, accredited by theSwedish government. The aims for joiningthe Bologna process were primarilyto simplify the mobility between differentuniversities both on a national andinternational level. The goal was furtherto increase the employment opportunitiesafter graduationEducation in geology is based on athree-level scale; Bachelor-, Master-, andPh.D.-level. Every degree has a fixednumber of credits and a full year of studiesequals 60 ECTS credits The Bachelorlevel is three years and to achieve a Mastersdegree, two years must be added. The usualmodus operandi is the existence of onlytwo or three different study programmesat both levels. As a few examples one canmention Palaeontology, Bedrock Geologyand Quaternary Geology. The workload ofa full-time student for one academic year ofstudy is defined as 60 ECTS credits, normallyEuropean Geologist 3039

Euro-Ages60504030BachelorMaster2010BachMas50454035302520151050Gothenburg Lund Umeå Uppsala Stockholm0Gothenburgmarine geologyGothenburgtechnical geologyKristianstadLuleåFigure 1. Number of freshmen students (blue = Bachelor; red = Masters)in the Swedish universitiesFigure 2. Number of freshmen students (blue = Bachelor; red = Masters) in theSwedish geotechnical system30 ECTS credits for each semester. 1 ECTScredit equals ~ 30 hours of workload. TheBachelor programme involves 180 ECTScredits and the Masters an additional 120ECTS credits. The structures of the differentcourses, as well as the learning outcomesand goals of education, have beenre-written according to the Bologna Process.All courses have learning outcomes.For each type of geological education onehas to complete particular courses to fulfillthe specific learning outcome for thechosen type of exam. Since Sweden hasnot yet graduated any students within theBologna Process, it will only be possibleto see the full outcome and its advantagesafter 2010.skills are promoted throughout the periodof study.The learning outcomes in the field ofGeology are not defined at a national level.It is entirely the responsibility of the individualHEI to define its own learning outcomesfor the geology programmes. Thereare no professional bodies that defineadditional prerequisites. However, theinstitutional board at each HEI bases thelearning outcomes partly on expectationsof national stake-holders. Sweden doesnot yet have a system for accreditation ofgeology programmes. The unemploymentrate among geologists is low in the countryand continues to decrease.Number of freshman students and graduatesin the countryThe total number of places offered ingeology programmes by all universitiesin Sweden is around 250 per year but thetotal number of freshmen that finally jointhe programmes each year is only 100. Inparallel with the reduction of freshmenstudents, the number of study places hasincreased, and as a consequence the universitieshave specialized their teachingprogrammes in order to attract students.Besides the shorter Bachelor programme,most students choose to continuewith the two-year Masters (120 ECTScredits) in geology. The M.Sc. programmecovers nearly all aspects of geology, fromminerals to climate changes and the evolutionof life. It aims to provide studentswith a broad knowledge of geology andexposure to areas on the cutting edge ofresearch, a thorough understanding ofthe practical applications of geology, andtransferable and subject-specific skillsnecessary for academic research or entryinto various employment opportunities inprivate companies or governmental agencies.Training in writing and oral presentation© 2008, GACWe see solutionswhere others don’t.Why not mine into Golder’s resources in Europe –14 countries, 34 offices, 850 professionals.Specialising in mining, ground engineering and environmental solutions, Golder gives you globalreach and local presence on six continents. For over 45 years, Golder has built a rock-solidreputation on client service, innovative thinking and cost-effective solutions that work.A World of Capabilities Delivered Locally.Africa + 27 11 254 4800 | Asia + 62 21 252 1975 | Australasia + 61 7 3721 5400Europe +353 45 874411 | North America + 1 800 275 3281 | South America + 55 21 3095 9500Contact: Barry Balding bbalding@golder.com | solutions@golder.comwww.golder.com542_IRE_CWall_Press2.indd 14/28/08 9:12:16 AM40 European Geologist 30

On regulations and renewalsRegulationsThe EFG Statutes and Regulations areimportant documents that underpin thesmooth running of the Federation. Inaddition, the statutes and regulations canbe used to demonstrate to members andother professional organizations that EFGis organized and run in a structured andprofessional manner.The Statues had remained unchangedfor most of the life of the EFG whilst theRegulations were last updated in 2002. In2008, Council decided that the time hadcome for a fundamental review of thesedocuments by the Registration Authority.The main reason that a review was deemednecessary was that a series of changesover the years had resulted in a number ofinconsistencies, and that the regulationsno longer reflected the way that the EFGwanted to operate.This process has now been completedwith updated Statutes which are publishedon the EFG web site. The full set of regulationshas also now been completed and wasapproved by Council in May 2010.The main change that has arisen in theGeneralG1 Schedule of RegulationsG2 Statutes and Regulations: complianceG3 Publications and CommunicationsG4 Use of the Common SealG5 AwardsCode of EthicsC1 Code of EthicsC2 Grievance and Disciplinary ProceduresOperation of the European Federation of GeologistsN1 Membership of the EFGN2 Subscriptions and Fees for Members of EFGN3 Working Groups and Panels of ExpertsN4 Operation of the OfficeN5 Projects and ContractsN6 Financial ManagementN7 Election of OfficersN8 Council MeetingsN9 The BoardEuropean GeologistE1 Criteria for award of title of European GeologistE2 Procedure for award of title of European GeologistE3 National Vetting CommitteesE4 Licensed BodiesE5 Registration AuthorityE6 Continuing Professional DevelopmentE7 Subscriptions and fees for European Geologistsreview is that the regulations have beensplit into a series of separate documentswhich will make it much easier to maintainin the coming years. The schedule of regulationsis shown in the box below.The task of editing and updating thestatutes and regulations largely fell to BobChaplow my predecessor as Chair of theRegistration Authority, and the EFG oweshim a big vote of thanks for the hugecontribution this task has made to the professionaloperation of EFG; thanks arealso due to those Council members whoassisted in the review process.RenewalsOne of the changes that the revision ofthe regulations has confirmed is for therenewal of the EurGeol. title to be nowmade on an annual basis, rather thanthe previous triennial arrangement. Thismeans that every EurGeol. has to provideall the details for renewal to the relevantLicensed body annually. A renewal consistsof payment of the annual EurGeol. feeand the provision of a CPD record.The provision of an annual CPD returnis a requirement of maintaining your Eur-Geol. status. This return can either beelectronic or on aproforma summarysheet sent on paperor as a pdf andalthough there is noparticular requiredformat, templatesare provided on theEFG web pages. Itis not necessaryfor all evidenceand documentationin support ofthe statement to beprovided.Once a returnis provided to theLicensed Body, theEurGeol. shouldassume that it hasbeen receivedand is satisfactoryunless thereis correspondenceto the contrary.A small numberof returns are randomlyselected foraudit, and in thesecases the LicensedBody might call forfurther supportinginformation.CPD reports are sent to the relevantLicensed Body. This is either a NationalBody (IGI Ireland, ICOG Spain, CHGEOLSwitzerland and GSL UK) or the InternationalBody which is administered throughthe EFG Office in Brussels.David NorburyChair, EFG Registration AuthorityNews from SpainFirst Spanish Geological OlympiadGeology as a science, wishes to join theScientific Olympiad and in order to do so,several Spanish geological associations,coordinated by the Spanish Association forthe Teaching of Earth Sciences (AEPECT),decided to organize the 1 st Spanish GeologicalOlympiad.This Olympiad was held for the firsttime internationally during the InternationalYear of Planet Earth (IYPE). Its firstcall took place at Seoul National University(Korea) in September 2007. AEPECTpresented the project to the IYPE Commissionbut funding failed, but the firstGeological Olympiad was carried out inSpain in the Basque Country in 2009. Theextraordinary success of this call encouragedus to promote this Olympiad at anational level.We aimed to stimulate students ofEarth Sciences as well as to promote theadvancement and dissemination of geologyin today’s world. So that geology,as a branch of science with an enormouseducational value, can also have an importantcultural aspect. It is hoped that theGeological Olympiad, more than a mereexam, is turning into a true celebrationof geology.During this first event, participationwas voluntary. Some regions had no participants,but the objective in future callsis a global participation so that we willbe able to attend the International GeologicalOlympiad. The regional phase wasconducted at the provincial level throughoutFebruary 2010 with 600 participatingstudents.Development of the national phase ofthe OlympiadThe national phase took place from 27-28March in Madrid (Figs 1&2), with theparticipation of three winners from theregional phase. During this first part ofthe competition, participants had to demonstratetheir knowledge by answeringquestions at the Faculty of Geology inMadrid.EFG News and Events 2010European Geologist 3041

News and Events 2010On 27 March, 36 students from 14provinces (Alicante, Barcelona, Gerona,Guadalajara, La Coruña, Huelva, Madrid,Málaga, Murcia, País Vasco, Sevilla,Valencia y Zaragoza) were received bythe Dean and Deputy Dean of the Facultyof Geology, accompanied by the presidentof AEPECT.Then, the test began by following aroute marked by Dinosaur footprints. Thetests comprised a questionnaire on geologyand the identification of samples (51questions in all), were held in classroomsand laboratories. Two questions had to besolved by a team of three participants fromdifferent provinces. The development ofthese tests had the cooperation of theOrganizing Committee and the support of7 students of the Faculty.The test was followed by a workshop on“Discovering our steps through Atapuerca”concerning research on human evolution.The workshop was chaired by Dr IgnacioMartinez and Dr Alejandro Mendizábal,who do research on this wonderful depositof human fossils located near Burgos. Inthe afternoon, participants moved to theGeoMining Museum at the GeologicalSurvey of Spain, to enjoy a guided tourby its director, Dr. Isabel Rábano (Fig. 3).The awarding ceremony took placeon 28 March at the premises of the OfficialSpanish Association of ProfessionalGeologists (ICOG). It was chaired by thePresident, Mr. Luis Suarez, accompaniedby the Director of the Geological Surveyof Spain, Dr. José Pedro Calvo, the Deanof the Faculty of Geology of Madrid, Dr.Eumenio Ancochea, the President of theGeological Society of Spain, Dr. AnaCrespo and the President of the SpanishAssociation for the Teaching of Earth SciencesDr. Amelia Calonge, who coordinatedthis event.We must congratulate all the participatingschools for the high level of geologicalknowledge of the 36 students who reachedthe finals. Out of a maximum score of 52points no one obtained less than 26 and all6 winners exceeded 40 points. The winnerswere:1. Manuel Ledesma Rodríguez. IESEmilio Prados (Málaga).2. Andreu Vinyoles Busquets. EscolaPia Nostra Senyora (Barcelona).3. Sergio Linares Fernández. IESFuente Juncal de Aljaraque (Huelva).4. Ignacio Fernández Herrero. IES LaSerna de Fuenlabrada (Madrid).5. Irene García Ruíz del colegio ElArmelar de Paterna (Valencia).6. Manuel Ibáñez Gabarrón de Lorca(Murcia).Figure 1. Geological Olympiads held in Madrid 26 February (Photo: L. Quintanilla)Figure 2. A group of participants in the 1 st Spanish Geological Olympiad with accompanyingteachers (Photo: A. Calonge)Figure 3 .- Visit the GeoMining museum (IGME), supervised by Dr Isabel Rábano, Museum director(Photo: A. Calonge)42 European Geologist 30

All finalists received a certificate and agift, depending on the position obtained inthe ranking (Fig. 4), as stated in the websiteof the Olympics: (http://www.aepect.org/olimpiadasgeologia/index2010.htm).At the end of the awarding ceremony,a questionnaire was distributed among theparticipants which was completed by 30students. Although we would have likedto have the views of all the students, webelieve that the results are representativeof the general feeling. Broadly speaking, itis noteworthy that the Olympics were ratedwith a 4 or 5 on a scale of 1 - 5. Specifically,60% of survey respondents assessed theOlympics as excellent (4), and 40% consideredit more than excellent (5). It shouldbe noted that 100% would recommend thatthis activity should be carried our annuallyand 15% suggested that the exams shouldbe made in the four regional languagesexisting in Spain. Moreover, the reply toopen questions such as “your opinion aboutthe best thing of the Olympics” highlightedthe friendly atmosphere generated fromthe beginning.In view of these results, all members ofthe Organizing Committee and the Boardof AEPECT consider that these resultssomehow compensate the important effortand dedication that have been made duringthis year to organize this first edition of theOlympics.Final thoughtsThe great success of this initiative leads theorganizers to propose that these Olympicsof Geology should be held every year, tosupport the promotion of careers in scienceand hoping to add Geology as a new subjectduring the 5 th edition of the InternationalOlympics.The second National Geological Olympicswill also be held in Madrid to helpto consolidate the project, with the hopeof rotation through different provinces inthe future.This second event (http://www.aepect.org/olimpiadasgeologia/index.htm)will use the facilities of CosmoCaixa inMadrid, a special place with an interactivescience museum. The aim is that 4finalists will then participate in the nextInternational Earth Science Olympiads(September 2011).The II Olympics of Geology will beheld to encourage students to know andunderstand Geology and Earth Sciencesbetter, to be more involved in PlanetEarth and the way geologists try to understandhow it works and to explain themany outstanding problems waiting forthe next generation to solve. Others willbecome more responsible citizens thanksto a deeper and extended knowledge of theplanet were we live.Earth itself is not in danger, but humanityneeds the planet and we need futuregeologists and scientists to find the solutionto living on Earth without making itinhospitable. We recognize that the greateffort of organizing the Spanish GeologicalOlympics has been adequately rewarded bythe enthusiasm of bringing geology closeto all our citizens - especially younger ones- who will be in the future responsible ofthe protection of our planet.AcknowledgementsWe would also like to thank the financialsupport of Repsol and AEPECT. Wehave also received staff and merchandisingsupport from IGME, CosmoCaixa,Fundación Ancestros, Geonatura, OfficialAssociation of Professional of Geologists(ICOG), Complutense University ofMadrid (UCM), University of Alcalá deHenares (UAH), and the Faculty of Geologyof the UCM.Amelia Calonge GarcíaPresident of the Spanish Association for theTeaching of Earth Sciences (AEPECT)presidencia@aepect.orgwww.aepect.orgNews from GsFThe TOGO Project (West Africa )2007-2010The GsF TOGO project started in March2007, with a preliminary mission to thecountry, in order to evaluate, in a centralplateau North of Notse town, the possibilityof supplying drinking water to a certainnumber of rural villages (total inhabitantsaround 10,000), where water was veryscarse.During the first visit, the project areawas defined and a preliminary hydrogeologicalsurvey of the plateau carried out- mainly granite outcrops of the basementwhereina sketch topographic map of thearea at 1:5.000 scale was drawn.The villages concerned are: Agbatitoe(the only Village close to the main NationalRoad), Simbao, Koledjikope, Avovo andYava.Shallow water wells had previouslybeen drilled in the area with negativeresults; where water was found, wells generallydry up during drought periods.The results of the hydrogeologicalinvestigation suggested that drillings hadto be deep, looking for productive faultsand fractures in the granite basement.In February 2009, the project enteredthe operational stage.Two deep water production wells havebeen drilled in the area of Koledjikopevillage, choosing the central portion ofthe plateau, an area known as Fadakope,where a Pilot Farm has been put in place,offering working opportunities for the plateaupeople.The drillings, at depths of 75 and 98m, have proved to be very positive andhave been equipped with screen casing andelectric submergible pumps, working withsolar panels. The average water yield foreach well is around 10,000 litres/day.Simple water distribution systems,consisting of pipeline connections fromthe well to suspended plastic (polythene)water tanks and fountains with water taps,have been put in place for both drilledwells.Two water retention basins have beenexcavated (centre of the plateau and northernarea (Yava Village), with capacities of6,000 / 8,000 m 3 . They have proved to beof great benefit to the whole populationof the surrounding villages, especially foragricultural purposes.During May and June 2010, a furthertwo deep-water wells (depths of 160 and115 m) were drilled in the Villages of Yava(North - population around 1,900) andAvovo (Centre-East - population 2,500).It is important to point out that in bothareas several drilling attempts had beenpreviously made with negative results.Both drillings have proved to be positive.Water was found at considerabledepths - 85 and 140 m in Yava and 70 and105 m in Avovo.The wells have been equipped withscreen casing and provided with electricsubmergible pumps and solar panels(manufactured by FLUXINOS Italia Srl- Grosseto. IT).Chemical analysis has proved the goodquality of water in both wells.The works have been completed withthe installation of water distribution systems,similar to those achieved in 2009.The people of the plateau can now benefitfrom the drinking water obtained fromthe four drilled wells.Considering the water retention basins,News and Events 2010European Geologist 3043

News and Events 2010as well, that have been excavated, whichmainly provide water for agricultural purposesand domestic uses, it can undoubtedlybe seen that living conditions havevery much changed and improved inAgbatitoe and the surrounding villages.TheTabarre and Leogane water projectsin HaitiThe Tabarre and Leogane Water Projectswere described in detail in European Geologist29, May 2010.At present,GsF is in the phase of “fundraising”, in order to raise the necessaryamount of money to start the project.Fund raising has been organized on anInternational basis.We have had a good response from Italy,France, UK and Spain.The “EXPO 2015 MILANO Organization”is considering the project with greatinterest, as the topic of the “EXPO 2015Exibition” is “Feeding the Planet”.For more information and to make acontribution to this worthy and muchneededproject, please contact:Geologos sin Fronteras - Gelogisenza Frontiere--Delegazione ItalianaONLUS.Via G. Boccaccio, 45. 20123 MilanoItaly.Phone: 0039 02 86460491/86463115Fax: 0039 02 86460579carloenrico.bravi@geolossinfronteras.orgmarta.bravi@geologossinfronteras.orgwww.geologossinfronteras-italia.orgBanca Popolare di Bergamo - MilanoSedeVia Manzoni, 7 29121 MILANO. ITIBAN: IT 11 O054 2801 6020 00000024 497REF. “Helping HAITI”Carlo Enrico BraviSenior Hydrogeologist and President of GsF- Italia - OnlusDrilling operations in Yava villageWater distribution system in FadakopeAvovo village: songs and dances to celebrate the arrivalaf drinking waterSolar panels for the submergible pump installed in the Avovo village water well44 European Geologist 30

Introducing PalaeontologyA Guide to Ancient LifePublished by: Dunedin Academic PressLtd. [www.dunedinacademicpress.co.uk]ISBN: 978-1-906716-15-8Date: 2010, 152 pagesPrice: £9.99 (stg), paperbackby Patrick N. Wyse JacksonBook review by David Harper 1This is the third in a short series ofconcise introductions to aspects ofthe geosciences published by DunedinAcademic Press. Those already published,on geology (2 nd edition, see below))and volcanology, are clearly written andlavishly illustrated. This new addition tothe stable, Introducing Palaeontology, is noexception. Patrick Wyse Jackson in some150 pages and 100 figures has attemptedto summarize the history of life on ourplanet, a journey that stretches back almostfour billion years, underpinning the planet’sbiodiversity today of some 20 millionspecies. The book is logically arranged.The first part, some 50 pages, is devotedto concepts such as taxonomy, the use offossils in, for example, biostratigraphy andthe reconstruction of ancient climates andenvironments; the occurrence and significanceof exceptionally-preserved biotas ofthe fossil Lagerstätten is a particular focus.The history of life is reviewed and the mainextinction events exposed. Particularlyuseful are the sections of the collectionand study of fossils and a collectors’ codeof conduct. The second part, the bulk of thebook, addresses the 18 main groups thatcharacterize the fossil record; everythingfrom algae and the vascular plants to dinosaursand human evolution is tackled inan engaging style ably supported by JohnMurray’s clear and didactic illustrations.About three pages are devoted to eachgroup, enough to introduce the morphology,distribution and ecology of each withessential terminology that can be pursuedfurther in a comprehensive glossary.There is, however, already a range ofexcellent textbooks in palaeontology. Isthere need for yet another? Well, yes therealways is a need for another, particularlyone that is ambitious, as well as competentand well focused. This book is aimedat both the general public and studentstaking introductory courses in palaeontology.Wyse Jackson admirably crosses thisdivide between an informed coffee tablebook and an academic text, with a lucidand informative narrative, illustrations thatreally jump from the page and a core ofvery useful information for the amateurand professional alike. One slight irritationis the lack of scales on the photographs;microscopic radiolarians, for example,appearing at almost the same size as dinosaurfootprints. Some of these data can begleaned from the text but scale bars wouldbe an advantage. I would recommend thisas one of the best introductory texts on thesubject around at present and no doubt itsfine illustrations will soon begin to punctuatemany introductory courses in ourscience.Book reviewIntroducing GeologyA Guide to the World of Rocksby Graham ParkReview by David Harper 1Published by: Dunedin Academic PressLtd. [www.dunedinacademicpress.co.uk]ISBN: 978-1-906716-21-9Date: 2010, 134 pagesPrice: £9.99 (stg), paperbackposition and history of our planet. In hissecond edition, some four years later, thetext has been revised, many of the linedrawings redrafted and a short list of referencesto the literature and useful web linksadded. This remains a key resource for bothamateur and professional geologists alike,remarkably squeezing virtually all of thebasics of our subject into some 135 pageswith many informative illustrations.For a review of the First Edition (2006),see European Geologist 22, p.40.Graham Park, in his first editionof Introducing Geology, capturedthe excitement of the Earth Sciencesin an accessible, elegantly-written,beautifully-illustrated guide to the com-1Professor of Palaeontology and Headof Geology, Natural History Museum ofDenmark, University of CopenhagenEuropean Geologist 3045

Submission of articles to European Geologist magazineThe EFG calls for quality articles for future issues of European Geologist. Submissions should be in English, 1000 words for short articles and 3000 wordsfor feature articles. An abstract of between 100 and 120 words should be included in English, French and Spanish. Articles should be sent via e-mail tothe Editor at Harper-mccorry@net.telenor.dk or. Photographs or graphics are very welcome and should be sent to the Editor as tif or jpg files in CYMGcolour. Further details may be found on the EFG website: www.eurogeologists.euDeadline for submission 30 April and 30 October.AdvertisementsPrices for advertisementsOne InsertionTwo InsertionsFull page (colour) 820 Euro 1320 EuroHalf page (colour) 420 Euro 670 EuroQuarter page (colour) 220 Euro 350 EuroFull page (black and white) 420 Euro 670 EuroHalf page (black and white) 220 Euro 350 EuroQuarter page (black and white) 120 Euro 200 EuroBusiness card size 90 Euro 150 EuroPreferential location25% plusPrice for special pages:Outside back cover (colour) 1200 Euro 1900 EuroSecond page (colour) 1000 Euro 1600 EuroSecond last page (colour) 1000 Euro 1600 EuroData for European Geologist MagazineNumber of issues printed: 6500Periodicity:2 times a yearPrint mode:OffsetSize:A4 (210 mm x 297 mm)Deadline:30 March, 30 September.Published:30 May, 30 NovemberAdvertisement delivered as computer file:EPS, TIFFFor graphics remember to include fonts.More than 20,000 electronic copies of EuropeanGeologist are distributed among professionalgeologists all over Europe, as well as the USA.They are sent to the National Associations ofgeologists of each member country, and theseNational Associations distribute them to theirmembers. These include geologists working inindustry as well as at universities.Layout of the magazine is made in AdobeIndesign CS for PC.Method of payment:Invoice after publicationSubscription Rates: Annual subscription tothe Magazine: 25 EuroContact:Dr. Maureen Mc Corrye-mail: Harper-mccorry@net.telenor.dkTel: 0045 45831970 or 51900266European Federation of Geologists (EFG)The European Federation of Geologists was established in Paris in 1980 during the 26th International Congress of Geology. In the same year the Statuteswere presented to the European Economic Community in Brussels.The Council of the EFG is composed of the representatives of the National Associations of geologists of Belgium-Luxembourg (UBLG), Croatia(CGS), Cyprus (CAGME), Czech Republic (CAEG), Finland (YKL), France (UFG), Germany (BDG), Greece (AGG), Hungary (MFT), Ireland (IGI),Italy (CNG), Netherlands (KNGMG), Portugal (APG), Russia (NAEM), Serbia (SGS), Slovakia (SGS), Slovenia (SGD), Spain (ICOG), Sweden (N),Switzerland (CHGEOL), United Kingdom (GS), whilst the American Institute of Professional Geologists (AIPG) is an Associate Member. The EFGcurrently represents about 50,000 geologists across Europe.MissionTo promote the profession and practice of geology and its relevance.Objectives1. To promote and facilitate the establishment and implementation of national arrangements for recognizing geologists who, through academic trainingand appropriate periods of relevant experience in the profession and practice of geology, are qualified to be designated as EurGeol.2. To organize meetings and conferences to discuss issues related to the profession and practice of geology.3. To co-ordinate the activities of member national organisations in preparing briefing papers on geological issues and presenting these to Europeanbodies, national governments and other relevant organisations.4. To maintain contact with the European Commission and respond in timely manner to requests for information.5. To communicate, through meetings and other means, the relevance of geology to the resolution of issues of concern to society.6. To promote the establishment of best practice for training of geologists.7. To safeguard and promote the present and future interests of the geological profession in Europe, including:- to guarantee the free movement of geologists in Europe, with the mutual recognition of their academic and professional qualifications by the adoptionof the title of European Geologist (EurGeol.).- to promote the harmonisation of education and training.- to define and protect the title of geologist and related professional titles.- to promote the code of professional ethics of the EFG.- to provide advice and assistance to constituent member National Associations.46 European Geologist 30

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