EGM 30 download.pdf - European Federation of Geologists

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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
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 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 and 38: Other requirementsTo become registe
Page 39 and 40: Euro-Ages and geology in SwedenTher
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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