EGM 30 download.pdf - European Federation of Geologists

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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
Page 1 and 2: N° 30 Dec 2010European GeologistRe
Page 3 and 4: Contents European Geologist 30PageF
Page 5: Euro-AgesA leap towards transparenc
Page 9 and 10: The Bologna Process, initiated in 1
Page 11 and 12: evaluated with feedback. The evalua
Page 13 and 14: this sort of bottom-up approach the
Page 15 and 16: students are now undergoing this tr
Page 17 and 18: practice and incorporate these matt
Page 19 and 20: Learning outcomes and skill levelsf
Page 21 and 22: • Independent analysis of earth m
Page 23 and 24: How academia and industry createPro
Page 25 and 26: acks up the Federation of EuropeanM
Page 27 and 28: Euro-AgesFigure 1. Location of the
Page 29 and 30: solved only by a ‘New Deal’ in
Page 31 and 32: ACTIVITIES GROUPS UNIT DESCRIPTORS
Page 33 and 34: database and information available
Page 35 and 36: Professional registration in Canada
Page 37: Other requirementsTo become registe
Page 41 and 42: On regulations and renewalsRegulati
Page 43 and 44: All finalists received a certificat
Page 45 and 46: Introducing PalaeontologyA Guide to
Page 47 and 48: 1. Vertical fall test, Switzerland2

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