eie surveyor: reference point for electrical and information engineering in europe

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

Engineering in EuropeEngineering in Europe

2005-20082005-2008

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► Managing teamManaging team O. Bonnaud (Rennes)O. Bonnaud (Rennes) M. Hoffmann (Ulm)M. Hoffmann (Ulm) G. Jervan (Tallinn)G. Jervan (Tallinn) J. Ligus (Kosice, excused)J. Ligus (Kosice, excused) M. J. Martins (Lisbon, excused)M. J. Martins (Lisbon, excused) A. Ward (York)A. Ward (York)

► BEST representativeBEST representative T. DimitrovaT. Dimitrova N. WojewodaN. Wojewoda

► H. Yahoui (Lyon)H. Yahoui (Lyon)► D. Genon-Catalot (Valence)D. Genon-Catalot (Valence)► G. Gimenez (President of Club EEA)G. Gimenez (President of Club EEA)► Account manager (M. Robert, Nancy)Account manager (M. Robert, Nancy)► Coordination (JM Thiriet, Grenoble)Coordination (JM Thiriet, Grenoble)

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AgendaAgenda► 1) - Presentation of the projects 1) - Presentation of the projects

Organisation of activities, outcomes, Identification of tasks, Planning of Organisation of activities, outcomes, Identification of tasks, Planning of works, works, - Discussion on the Financial aspects - Discussion on the Financial aspects - Discussion on the general organisation of the project, splitting of some - Discussion on the general organisation of the project, splitting of some tasks among the members of the managing team tasks among the members of the managing team - Reflection on the setting-up of the monitoring work - Reflection on the setting-up of the monitoring work

2) - Discussion with BEST representants (Tzveta DIMITROVA and 2) - Discussion with BEST representants (Tzveta DIMITROVA and Nicolo Wojwoda) on the BEST participation, and activities which can be Nicolo Wojwoda) on the BEST participation, and activities which can be proposed in partnership with groups of students + participation of BEST proposed in partnership with groups of students + participation of BEST in the monitoring. in the monitoring. - Reflection-discussion on the external contacts (societies (associations), - Reflection-discussion on the external contacts (societies (associations), industrial companies, accreditation organisms, other TNs...) industrial companies, accreditation organisms, other TNs...) - Organisation of the meetings for the first year (2005-2006), reflection - Organisation of the meetings for the first year (2005-2006), reflection on the second year. on the second year. - Any point you think interesting to add, many thanks ! - Any point you think interesting to add, many thanks ! - A.O.B. - A.O.B.

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ContentContent

► Description 4-9Description 4-9► Organisation and monitoring 10-12Organisation and monitoring 10-12► Website and logo 13-24Website and logo 13-24► Tasks 25-52Tasks 25-52► Other actions 53-55Other actions 53-55► Outputs 56-59Outputs 56-59► Workplan 60-61Workplan 60-61► Partners (repartition, new) 62-63Partners (repartition, new) 62-63► Financial aspects 64-67Financial aspects 64-67► Expert comments and recommendations 68-70Expert comments and recommendations 68-70

1. Description

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ObjectivesObjectives

► Reflection on generic competences and subject-Reflection on generic competences and subject-specific competences in Electrical and Information specific competences in Electrical and Information Engineering (EIE),Engineering (EIE),

► Implementation of quality assessment Implementation of quality assessment methodologies on some educational resources methodologies on some educational resources available in EIE,available in EIE,

► Reflection and proposition of a methodology for Reflection and proposition of a methodology for accreditation, in order to enhance comparability and accreditation, in order to enhance comparability and common certification procedures,common certification procedures,

► Proposition of a census of the existing curricula in Proposition of a census of the existing curricula in EIE in Europe, the multinational degrees, and the EIE in Europe, the multinational degrees, and the situation of the implementation of the Bologna-situation of the implementation of the Bologna-process in EIE, at the bachelor, master and PhD process in EIE, at the bachelor, master and PhD levelslevels

1. Description

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Target groupsTarget groups

►Professional engineering associations, Professional engineering associations,

Life Long Learning institutions,Life Long Learning institutions,

►Students, teachers and learners,Students, teachers and learners,

►Accreditation boardsAccreditation boards

1. Description

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Main activitiesMain activities

►Application of the TUNING methodology to Application of the TUNING methodology to EIE, to identify competences,EIE, to identify competences,

►Observatory on the degrees available in EIE Observatory on the degrees available in EIE in Europe, and state of the implementation of in Europe, and state of the implementation of the Bologna-process,the Bologna-process,

►Quality assessment of some resources in EIE Quality assessment of some resources in EIE available through internet,available through internet,

►Analysis of existing accreditation procedures, Analysis of existing accreditation procedures, proposition of a methodologyproposition of a methodology

1. Description

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Expected outputsExpected outputs

► Update of the monograph on the degrees and Update of the monograph on the degrees and international degrees available in EIE in Europe,international degrees available in EIE in Europe,

► Guidelines for contents as generic competences Guidelines for contents as generic competences and subject-specific competences in EIE,and subject-specific competences in EIE,

► Guideline for a proposition for an accreditation Guideline for a proposition for an accreditation methodology, together with a census on existing methodology, together with a census on existing accreditation boards and methodologies,accreditation boards and methodologies,

► Mediatheque of selected pedagogical resources Mediatheque of selected pedagogical resources available in EIE, with a quality assessmentavailable in EIE, with a quality assessment

1. Description

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EIE-SurveyorEIE-Surveyor► Nancy (coordinating institution) & Grenoble Nancy (coordinating institution) & Grenoble

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

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

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

Club EEAClub EEA 2 European associations : BEST, EAEEIE2 European associations : BEST, EAEEIE

► Missing: LU, FLMissing: LU, FL

1. Description

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Actions (1st round)Actions (1st round)► T1: Competences, jobs, accreditationT1: Competences, jobs, accreditation

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

T1.2T1.2(3)(3). Jobs in EIE (A.6) (O. Bonnaud and A. Ward). Jobs in EIE (A.6) (O. Bonnaud and A. Ward) T1.3T1.3(4)(4). Methodology for accreditation (A.7) (M. Hoffmann). Methodology for accreditation (A.7) (M. Hoffmann)

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

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

levels (A.1) (O. Bonnaud & M.J. Martins)levels (A.1) (O. Bonnaud & M.J. Martins) T3.2T3.2(6)(6). Multinational multilingual curricula in Europe (A.2) (JM Thiriet). Multinational multilingual curricula in Europe (A.2) (JM Thiriet) Update of the monograph (J.M Thiriet)Update of the monograph (J.M Thiriet) Portal on EIE curricula (H. Yahoui & J. Ligus) (connection with BEST)Portal on EIE curricula (H. Yahoui & J. Ligus) (connection with BEST)

► T4T4(5)(5). Advertise EIE European curricula (A.8) (JM Thiriet). Advertise EIE European curricula (A.8) (JM Thiriet) Connection with « jobs »Connection with « jobs »

► T5T5(7)(7). "Excellence" regions in EIE and applications (A.3) (G. . "Excellence" regions in EIE and applications (A.3) (G. Jervan)Jervan)

1. Description

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OrganisationOrganisationMANAGING BOARDMANAGING BOARD

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

1st strategic board1st strategic board, composed of 6 people, composed of 6 people

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

national coordinatorsnational coordinators

1st Strategic BoardO. Bonnaud (FR)

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

MJ Martins (PT)G. Jervan (EE)A. Ward (UK)

2. OrganisationAnd monitoring

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

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

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

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

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

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


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

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

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

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

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


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Web site : public zone: Main pageWeb site : public zone: Main page

3. WebsiteAnd logo

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Public zone: eventsPublic zone: events

3. WebsiteAnd logo

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Public zone: description of the projectPublic zone: description of the project

►Not available yetNot available yet

3. WebsiteAnd logo

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Public zone: liste of partners+contact Public zone: liste of partners+contact persons (project)persons (project)

3. WebsiteAnd logo

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Private zone: users groupsPrivate zone: users groups

3. WebsiteAnd logo

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Private zone: permissions to users and Private zone: permissions to users and groupsgroups

3. WebsiteAnd logo

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Private zone: forms, tasks, eventsPrivate zone: forms, tasks, events

3. WebsiteAnd logo

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Private zone: foraPrivate zone: fora

3. WebsiteAnd logo

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Private zone: documentsPrivate zone: documents

3. WebsiteAnd logo

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Logo for EIE-Surveyor ???Logo for EIE-Surveyor ???

3. WebsiteAnd logo

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Work with Club EEAWork with Club EEA

► Commission for EducationCommission for Education► Commission for ResearchCommission for Research► Commission for International RelationshipsCommission for International Relationships

4. Actions

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T1.1. "Tuning" approach in EIE (A4)T1.1. "Tuning" approach in EIE (A4)► Complementing the work done in other disciplines by other thematic networksComplementing the work done in other disciplines by other thematic networks ► Competences (broader concept than skillsCompetences (broader concept than skills))► General competences (Line 1 of the tuning approach) General competences (Line 1 of the tuning approach) ► Specific competences (Line 2 of the Tuning approach)Specific competences (Line 2 of the Tuning approach)► Pedagogical approachesPedagogical approaches

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

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

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

template could be designedtemplate could be designed ► Contact with the Tuning Project: Pr. Hendrik Ferdinande (Tuning project) will be Contact with the Tuning Project: Pr. Hendrik Ferdinande (Tuning project) will be

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

the bachelor and master level the bachelor and master level

► http://www.relint.deusto.es/TuningProject/index.htmhttp://www.relint.deusto.es/TuningProject/index.htm

4. Actions

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

Academic year 2005-2006 Academic year 2006-2007

Academic year 2007-2008

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

Redaction of guidelines "Tuning in EIE"

Dissemination and validation of the guideline content (with the help of professional bodies and accreditation boards)4. Actions

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

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

4. Actions

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TuningTuning

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

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

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

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

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

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

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

4. Actions

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



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

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

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

Census of these Census of these linkslinks

DisseminationDissemination

4. Actions

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

►Not relevant (new action)Not relevant (new action)

4. Actions

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

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

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

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

4. Actions

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



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

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

Validation by some Validation by some accreditation boardsaccreditation boards

4. Actions

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

Name Organisation Type Organisation Web Country

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

Federation des Industries Electriques, Electroniques et de Communication

Professional Board www.fieec.fr France

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

Komisja Akredytacyjnej Uczelni Technicznych (Accreditation Committee for Technical University)

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

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

Professional Board www.tekna.no Norway

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

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

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

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

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

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

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

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

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

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

Professional Board www.uni.com Italy

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

Professional Board www.cnit.it Italy

Consiglio Nazionale degli Ingegneri (Italian National Council of Engineers)

Professional Board www.ingegneri.it Italy

4. Actions

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

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

Akreditacna Komisia Accreditation Board www.akredkom.sk Slovakia

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

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

International Network for Quality Assurance Agencies in Higher Education

Accreditation Board www.inqaahe.org EU

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

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

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

Accreditation Board www.asiin.de Germany

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

AgoriaMultisectoral organization for the technology industry in Belgium

Professional boards www.agoria.be Belgium

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

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

VHLORA: Flemish council for universities for professional higher education.

In Dutch: Vlaamse Hogeschoolraad

Associations www.vlhora.be Belgium

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

Associations www.vlir.be Belgium

4. Actions

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The Finnish Association of Graduate Engineers (TEK)Tekniikan Akateemiset

Associations www.tek.fi Finland

Techology Industries in FinlandTeknologiateollisuus

Professional Board www.teknologiateollisuus.fi Finland

Science and Technology Policy Council of FinlandValtioneuvoston tiede- ja teknologianeuvosto

Association www.minedu.fi/tiede_ja_teknologianeuvosto/eng

Finland

The Finnish Higher Education Evaluation CouncilKorkeakoulujen Arviointineuvosto

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

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

Conferencia de Directores de Escuelas de Ingeniería de Telecomunicación

(CODITEL)

Association Spain

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

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

Association www.coitt.es Spain

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

Association Spain

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

Asociación Nacional de Industrias Electrónicas y de Telecomunicaciones(ANIEL)

Professional Board www.aniel.es Spain

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

Accreditation boards www.inqaahe.org EU

4. Actions

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

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

attaining specific learning objectives attaining specific learning objectives Two actionsTwo actions to set up a mediatheque of pedagogical resourcesto set up a mediatheque of pedagogical resources available available

through internet in EIEthrough internet in EIE► census of existing resources. census of existing resources. ► implement Quality in education to pedagogical resources in EIE available implement Quality in education to pedagogical resources in EIE available

via Internet. This means to select and classify educational materials for via Internet. This means to select and classify educational materials for EIE in the basis of:EIE in the basis of:

the quality of content in relation with the concepts, models and competences the quality of content in relation with the concepts, models and competences required in EIE.required in EIE.

the potential effectiveness as teaching-learning tools for EIE education,the potential effectiveness as teaching-learning tools for EIE education,► AND to make them available to the EIE community. The work will be a AND to make them available to the EIE community. The work will be a

continuation of the activities related in Task 2 of the THEIERE project continuation of the activities related in Task 2 of the THEIERE project and completed with the selected resources.and completed with the selected resources.

4. Actions

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

to design tools implemented in web-based environments to design tools implemented in web-based environments ► Individual tools, in order to allow the user to evaluate their learning Individual tools, in order to allow the user to evaluate their learning

processprocess► group work tools in order to foster the collaboration among different group work tools in order to foster the collaboration among different

users. users.

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

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



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

Definition of a quality Definition of a quality evaluation procedureevaluation procedure

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

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

Presentation of the resultsPresentation of the results

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

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

4. Actions

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

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

pedagogical_resources.htmlpedagogical_resources.html

4. Actions

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

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

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

►

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

4. Actions

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



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

Update of the Update of the monograph and monograph and portalportal

DisseminationDissemination

4. Actions

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

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

htmhtm + document on PhD studies, prepared by MJ+ document on PhD studies, prepared by MJ

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

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

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

4. Actions

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T3.1 MonographT3.1 Monograph

4. Actions

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T3.1 View of the portal: T3.1 View of the portal: www.eaeeie.org/theiereypwww.eaeeie.org/theiereyp

4. Actions

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

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

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

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

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

4. Actions

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



Census of the existing Census of the existing degreesdegrees

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

Integration of data into the Integration of data into the monographmonograph

4. Actions

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

►Not relevant (new task)Not relevant (new task)

4. Actions

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

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

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

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

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

4. Actions

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



Design of a Design of a communication strategy communication strategy andand

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

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

4. Actions

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

►Not relevant (new task)Not relevant (new task)►work to be done in conjunction with Club EEA work to be done in conjunction with Club EEA

commission for teachingcommission for teaching

4. Actions

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

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

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

4. Actions

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



Census of the existing Census of the existing PhDsPhDs

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

Integration into the Integration into the monographmonograph

4. Actions

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

►Not relevant (new task)Not relevant (new task)

4. Actions

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

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

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

5. Other Actions

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General actions: Contacts with industryGeneral actions: Contacts with industry

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

1 from US Steel company1 from US Steel company1 from car-tire industry1 from car-tire industry

►A. Ward ? A. Ward ?

5. Other Actions

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General actions: reflection on disseminationGeneral actions: reflection on dissemination

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

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

►Flyer presenting the projectFlyer presenting the project

5. Other Actions

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Overview on the outputs (1/4)Overview on the outputs (1/4)

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

parts dedicated to "international" degrees (international masters and bachelors) parts dedicated to "international" degrees (international masters and bachelors) and to PhD (TASKS A1, A2, A3),and to PhD (TASKS A1, A2, A3),

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

► (d) a portal presenting the curricula available in EIE in Europe (TASK A1)(d) a portal presenting the curricula available in EIE in Europe (TASK A1)► (e) report contaning a census of the existing accreditation boards and procedures (e) report contaning a census of the existing accreditation boards and procedures

and proposition of a common European procedures guideline in EIE (TASK A7),and proposition of a common European procedures guideline in EIE (TASK A7),► (f) communication tools presenting EIE in Europe (TASK A8)(f) communication tools presenting EIE in Europe (TASK A8)► (g) communication tools to attract scholars in EIE in particular and in scientific (g) communication tools to attract scholars in EIE in particular and in scientific

studies in general (task A6).studies in general (task A6).► Outputs b,c,d are completions and updates (continuing activity) of some works Outputs b,c,d are completions and updates (continuing activity) of some works

and results developed during the THEIERE project, whereas outputs a,e,f,g are and results developed during the THEIERE project, whereas outputs a,e,f,g are completely new. completely new.

► The other outputs of our TN will be:The other outputs of our TN will be:► - (h) an information system to help in the functioning of the project (mailing list, - (h) an information system to help in the functioning of the project (mailing list,

chat rooms, chat, on-line voting tool, forum, repository of documents…) based on chat rooms, chat, on-line voting tool, forum, repository of documents…) based on the EAEEIE server, with a private part and a public part (internet website).the EAEEIE server, with a private part and a public part (internet website).

6. Outputs

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Overview on the outputs (2/4)Overview on the outputs (2/4)

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

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

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

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

6. Outputs

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Outputs (3/4)Outputs (3/4)Output Target groups Context

(a) Guidelines in EIE in the Tuning spirit

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

Teaching context

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

Teachers, students Learning and teaching contexts

(c) a database on pedagogical resources in EIE

Teachers, students Teaching and learning contexts

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

Students Learning context

(e) elaboration of guidelines/methodology for

accreditation

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

Teaching context

(f) communication tools presenting EIE in Europe

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

European embassies …)

Other professional context

(g) communication tools to attract scholars

Learners Academic context

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

Project context

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

Project context

(j) conferences Colleagues (teachers) or industrials Professional

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

Colleagues (teachers) in other disciplines, European Commission

Project context

6. Outputs

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working methods to produce the outputs (4/4) working methods to produce the outputs (4/4) Output Working methods

(a) Guidelines in EIE in the Tuning spirit

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

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

This monograph will be produced thanks to the national groups.

(c) a database on pedagogical resources in EIE

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

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

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

(e) elaboration of guidelines/methodology for accreditation

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

(f) communication tools presenting EIE in Europe

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

(g) communication tools for young students and scholars

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

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

(i) meetings and seminars Seminars devoted to tuning methodology

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

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

This is an important point (see also 6.5)

6. Outputs

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Workplan (1/2)Workplan (1/2)

7. Workplan

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Workplan (2/2)Workplan (2/2)

7. Workplan

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

8. Partners

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Financial aspectsFinancial aspects

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

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

financing payment has been used upfinancing payment has been used up

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

9. €uro

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Financial aspects (actual)Financial aspects (actual)

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

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

Percentage of Percentage of fundingfunding

1. Staff costs1. Staff costs 607 015607 015

2. Direct costs2. Direct costs

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

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

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

78 94578 945

2.d Other2.d Other 33 75633 756

Total for direct costsTotal for direct costs 556 201556 201

3. General costs3. General costs 87 55387 553

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

9. €uro

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Financial aspects (practical)Financial aspects (practical)




1. Staff costs1. Staff costs 607 015607 015 00


2.a. Travel and subsistence2.a. Travel and subsistence 438 000438 000 272501,02272501,02

2.b Equipment and materials2.b Equipment and materials 5 5005 500 34213421


78 94578 945 49103,7949103,79

2.d Other2.d Other 33 75633 756 20996,2320996,23

Total for direct costsTotal for direct costs 556 201556 201 346021,72346021,72

3. General costs3. General costs 87 55387 553 54457,9654457,96

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

9. €uro

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Financial aspects (virtual)Financial aspects (virtual)




1. Staff costs1. Staff costs 1 012 9381 012 938


2.a. Travel and subsistence2.a. Travel and subsistence 894 300894 300

2.b Equipment and materials2.b Equipment and materials 116 000116 000


78 94578 945

2.d Other2.d Other 119 808119 808

Total for direct costsTotal for direct costs 1 209 0531 209 053

3. General costs3. General costs 155 539155 539

TOTALTOTAL 2 377 5302 377 530 1 783 1471 783 147

9. €uro

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Contractual timetableContractual timetable

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

Submission date for the progress Submission date for the progress reportreport

1/01/20071/01/2007

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

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

9. €uro

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Per diemPer diemCountryCountry Maximum in €Maximum in € CountryCountry Maximum in €Maximum in €

BE BelgiumBE Belgium 150150 IS IcelandIS Iceland 183183

DK DenmarkDK Denmark 179179 LI LiechtensteinLI Liechtenstein 174174

DE GermanyDE Germany 127127 NO NorwayNO Norway 171171

GR GreeceGR Greece 113113 BG BulgariaBG Bulgaria 157157

ES SpainES Spain 141141 CZ Czech Rep.CZ Czech Rep. 214214

FR FranceFR France 130130 EE EstoniaEE Estonia 129129

IE IrelandIE Ireland 165165 CY CyprusCY Cyprus 100100

IT ItalyIT Italy 130130 LV LatviaLV Latvia 174174

LU LuxembourgLU Luxembourg 143143 LT LithuaniaLT Lithuania 126126

NL NetherlandsNL Netherlands 148148 HU HungaryHU Hungary 136136

AT AustriaAT Austria 122122 MaltaMalta 8686

PT PortugalPT Portugal 143143 PL PolandPL Poland 227227

FI FinlandFI Finland 156156 RomaniaRomania 185185

SE SwedenSE Sweden 157157 SI SloneviaSI Slonevia 148148

UK United KingdomUK United Kingdom 199199 SK SlovakiaSK Slovakia 164164

TR TurkeyTR Turkey 138138

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Per diemPer diem

►No invoice for General costsNo invoice for General costs►Organisors can be payed half per diemOrganisors can be payed half per diem

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Expert 1 commentsExpert 1 comments

10. Experts

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Expert 2 commentsExpert 2 comments10. Experts

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Experts recommandationExperts recommandation

10. Experts

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Meeting SantanderMeeting Santander► 8. 45 Welcome8. 45 Welcome► 9 9 Presentation of the project (overview, deadlines) (JM Thiriet)Presentation of the project (overview, deadlines) (JM Thiriet)► Presentation of the financial aspects (M. Robert)Presentation of the financial aspects (M. Robert)► (parallel task: definition of national coordinators => ask national coordinators about their contacts with (parallel task: definition of national coordinators => ask national coordinators about their contacts with

companies)companies)► PRESENTATION OF TASKSPRESENTATION OF TASKS► 9.30 T1.1 (A.Ward)9.30 T1.1 (A.Ward)► 9.45 T 1.2 (O. Bonnaud)9.45 T 1.2 (O. Bonnaud)► 10 T1.3 (M. Hoffmann)10 T1.3 (M. Hoffmann)► 10.15 T2 (A. Ward)10.15 T2 (A. Ward)► 10.30 BREAK10.30 BREAK► 10.45 T3.1 (MJ Martins)10.45 T3.1 (MJ Martins)► 11.00 T 3.2 + Monograph (JM Thiriet)11.00 T 3.2 + Monograph (JM Thiriet)► 11.15 Portal (H. Yahoui)11.15 Portal (H. Yahoui)► 11.30 T4 (JM Thiriet)11.30 T4 (JM Thiriet)► 11.45 T5 (G. Jervan)11.45 T5 (G. Jervan)

► 12.00 Everybody will choose a working group12.00 Everybody will choose a working group► 12. 30 LUNCH12. 30 LUNCH► 14 Working groups (with rapporteurs)14 Working groups (with rapporteurs)► 15.30 Feedback from the working groups (organisation of the task, activities during the year, expected 15.30 Feedback from the working groups (organisation of the task, activities during the year, expected

outputs by the end of October 2006)outputs by the end of October 2006)► 16.30 BREAK16.30 BREAK► 16.45 General synthesis16.45 General synthesis► 17.30 feedback from the monitoring group17.30 feedback from the monitoring group

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Workplan for the meetingsWorkplan for the meetings1st managing team1st managing team Lyon (FR)Lyon (FR) 9-10 December 20059-10 December 2005

1st general meeting1st general meeting Santander (ES)Santander (ES) 25 February 200625 February 2006

2nd managing team meeting2nd managing team meeting Santander (ES)Santander (ES) 26 February 200626 February 2006

Participation to the conference Participation to the conference of Lviv: contribution on the of Lviv: contribution on the Bologna-processBologna-process

Lviv (Ukraine)Lviv (Ukraine) ????????

Working group meetingWorking group meeting Craiova (Rumania)Craiova (Rumania) To be defined, organisation of the To be defined, organisation of the meetings during the sessionsmeetings during the sessions

3rd managing team meeting => 3rd managing team meeting => preparation of the progress preparation of the progress reportreport

???? ???? October or November 2006October or November 2006

Joint event with BESTJoint event with BEST Symposium on Electrical Symposium on Electrical Engineering (BaCO) Engineering (BaCO)

To be defined, 2nd yearTo be defined, 2nd year

2nd general meeting2nd general meeting EAEEIE Conf 2007EAEEIE Conf 2007 To be definedTo be defined

Managing team meetingManaging team meeting ?????? January 2008January 2008

Joint event assessment with Joint event assessment with BESTBEST

To be definedTo be defined To be defined, 3rd yearTo be defined, 3rd year

3rd general meeting3rd general meeting EAEEIE conf 2008EAEEIE conf 2008 To be definedTo be defined

Last meeting, preparation of the Last meeting, preparation of the Final ReportFinal Report

?????? End August or September 2008End August or September 2008

77

EIE-Surveyor

Lyon

Déc. 05

Cooperation with BESTCooperation with BEST

► 1st year : Bologna process in Lviv (Ukraine), beginning of 1st year : Bologna process in Lviv (Ukraine), beginning of SeptemberSeptember

► 2nd year, BACo on Electrical engineering2nd year, BACo on Electrical engineering Tuning process (competences)Tuning process (competences) Diploma supplementDiploma supplement Project based learningProject based learning

► 3rd year: common event: assessment of outcomes of the 3rd year: common event: assessment of outcomes of the project (pedagogical resources)project (pedagogical resources)

► MonitoringMonitoring► Evaluation form (REVE project) representative within the Evaluation form (REVE project) representative within the

education committee for this TN (T. Dimitrova)education committee for this TN (T. Dimitrova)► Survey on EIE-Surveyor topicsSurvey on EIE-Surveyor topics

eie surveyor: reference point for electrical and information engineering in europe

Documents

eie available

eie surveyor

information engineering

eiesurveyornancy coordinat

accreditation methodology

existing accreditation

generic competences

accreditation organisms