Memorandum submitted by The Royal Academy
of Engineering (RAEng)
1. The Academy (Note 1) is becoming increasingly
concerned by reactions to the Bologna Process, which could jeopardise
the current international standing of the UK integrated Masters
degree in Engineering (MEng) by denying it recognition as a fully
fledged first and second-cycle qualification.
2. Our position is that UK engineering degree
programmes are more intensive and fast paced than in Europe enabling
us to deliver the academic outcomes required to support professional
recognition in four years while the majority of European engineering
diploma courses take five or more years. One concern is the continued
emphasis by our continental colleagues on use of the European
Credit Transfer System (ECTS). This promotes student workload,
and hence course length as the main criterion for comparability
of programmes. It would be preferable to use the more rational
approach of assessing the learning outcomes themselves, based
on agreed benchmark statements, which are independent of the mechanisms,
academic or vocational, used to achieve them.
3. In preparation for the EU Ministerial
Meeting in London next May it is hoped that the Bologna Follow
Up Group (BFUG) Secretariat will take full advantage of this opportunity
to press for the adoption of learning outcomes alone as the ultimate
long-term basis for the European HE Qualifications Framework.
4. Meanwhile, Universities UK have reminded
universities (Europe Note E/05/12) that the current Ministerial
agreement regarding minimum levels of ECTS Credits specifies a
minimum of 270 credits, of which a minimum of 60 must be at second
cycle level (Masters ) which integrated Masters degrees such as
the MEng to qualify as first and second cycle combined programmes.
Their advice is inter alia to restructure the programme to extend
the fourth year to a full 12 months, which may include placements.
The (as yet) small number of UK degrees which have done this can
boost the ECTS second cycle rating to 90 credits within a total
of 270.
5. From our recent Engineering Education
in the 21st Century (Note 2) survey the Academy is aware that
there is some strong opposition in many of our university engineering
departments to our taking this route. They argue as follows. First
and foremost the UK currently achieves an equivalent (if different)
route to professional formation by teaching a more compact syllabus
in an integrated manner. This position should be defended. To
divide this into two cycles is unnecessary and inefficient. It
also requires extending our courses to meet the ETCS requirements
at the minimum level. This will give the impression that the UK
considers that its courses need modification (ie are not of the
same standard as European degrees) and even then do not meet the
fully fledged Bologna requirements (of 120 ECTS second cycle credits)
of the continental university courses. The universities are particularly
concerned that this will affect their ability to attract overseas
students in future.
6. More significantly it is clear from our
latest follow up questionnaire to every university engineering
department in the UK that few intend to take any positive action
to conform to the Bologna Process until they receive specific
directions from either their university (through QAA, UUK or HEFCE)
or from the engineering institutions licensed by ECUK to accredit
engineering degrees. Currently all Engineering degrees are accredited
in accordance with UKSPEC and the ECUK/QAA Engineering Degree
Benchmark Statements in order to gain professional recognition
(Note 3). It is, therefore, a matter of paramount importance to
issue detailed advice on how to present these requirements in
such away as to be "Bologna compliant". Currently no
UK body has been specifically tasked, or made accountable, for
ensuring that this is done.
NOTES 1. The
Royal Academy of Engineering [RAEng] brings together over 1,200
distinguished engineers, drawn from all the engineering disciplines.
Its aim is to promote excellence in engineering for the benefit
of the people of the United Kingdom. (www.raeng.org.uk)
2. See (www.raeng.org.uk/henleyreport).
3. Responsibility for UK engineering qualifications
(and their international recognition) rests with the Engineering
Council UK (ECUK). The UK-SPEC, the UK Standard for Professional
Engineering Competence, lays down the standards for Chartered
Engineer (CEng), Incorporated Engineer (IEng) and Engineering
Technician (EngTech). As regards Chartered Engineer status this
requires either a (nominally four-year) Integrated MEng degree
or a three-year BEng(Hons) with further learning at the Masters
level. These are based solely on output standards laid down in
the ECUK Engineering Subject Benchmark Statement (which has also
been adopted by the Universities UK (UUK) Quality Assurance Agency
(QAA) for UK engineering degrees). The UK graduate then follows
a course of approved industry based Initial Professional Development
prior to being granted CEng status. International recognition
is gained through the Washington Accord, Sydney Accord, Dublin
Accord, the International Register of Professional Engineers,
the APEC (Asia-Pacific Economic Cooperation) Engineer Register,
the Transatlantic Economic Partnership and in Europe through FEANI
(European Federation of National Engineering Associations) which
accords professional recognition to members' qualifications including
qualifications required by the European Mobility Directive.
December 2006
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