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N° 30                                                       Dec 2010



European Geologist
         Revue dé la Fédération Européenne des Géologues
         Journal of the European Federation of Geologists
         Revista de la Federación Europea de Geólogos




                Higher
            Education
                    in
           Geology
        Euro-Ages
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Contents European Geologist 30
                                                                      Page

Foreword...Ruth Allington                                               4
                                                                             Advertisers
                                                                             Rockware (pages 2 and 48); SLR (page 13);
Euro-Ages
                                                                             Stump Foratec AG (page 22); Polymetra Gyro
                                                                             Services (page 29); Geoscience Data Manage-
Euro-Ages...André Rieck                                                 5
                                                                             ment (page 38); Golder Associates (page 40);
                                                                             Geobrugg (page 47).
The Bologna Process...Paul D. Ryan                                      9
                                                                             Cover photo:
Mapping the European geological qualification                          14
                                                                             Main photo: Bologna, which houses the oldest
                                                                             continuously operating university in the world,
                        ...Isabel Fernandez and David Norbury
                                                                             established probably in 1088 (Photo: D. Harper).
                                                                             Smaller photos, from left: Graduation day at
The Euro-Ages programme and Ireland...Ben Kennedy                      18
                                                                             Bologna University (Photo: D. Harper); Student
                                                                             on practical training in a mine, Hungary.
Learning outcomes and skill levels...David Norbury                     19
                                                                             Photos this page:
                                                                             From left: Participating countries in mapping
Academia and industry, Hungary...Janos Foldessy and Ferenc Madai       23
                                                                             European Qualification; Students on mining
                                                                             practical training, Hungary; Students at the
Higher education in geology in Hungary...Éva Hartai                    26
                                                                             GeoMining Museum, Geological Survey of Spain
                                                                             (Photo: A. Calonga).
Geological higher education in Serbia...Vladica Cvetković              28

The higher education system in Italy...M. Trimboli and E. Nucci        30    © Copyright 2010 The European Federation
                                                                             of Geologists
                                                                             All rights reserved. No reproduction, copy or
Professional registration in Canada...O. Bonham and G. Finn            35    transmission of this publication may be made
                                                                             without written permission. No responsibility is
Perspective from employers...Luca Demicheli                            37    assumed by the Publisher for any injury and/or
                                                                             damage to persons or property as a matter
                                                                             of products liability, negligence, or otherwise,
Euro-Ages and geology in Sweden...Vivi Vajda and Linda M. Larsson      39    or from any use or operation of any methods,
                                                                             products, instructions or ideas contained in the
EFG News                                                                     material herein. Although all advertising mate-
                                                                             rial is expected to conform to ethical (medical)
                                                                             standards, inclusion in this publication does not
On regulations and renewals...David Norbury                            41    constitute a guarantee or endorsement of the
                                                                             quality or value of such product or of the claims
Other News                                                                   made by its manufacturer. ISSN: 1028 - 267X

First Spanish Geological Olympiad...Amelia Calonga Garcia              41

News from GsF. The Togo project...Carlo Enrico Bravi                   43

Book Review

Introducing Palaeontology...by Patrick Wyse Jackson                    45

                                    ... review by D. Harper




                                                                                                                                 p. 41




                            p. 14                             p. 23




European Geologist 30                                                                                                  3
Foreword


     EUROPEAN GEOLOGIST
                                                                   Euro-Ages
        is published by the                                by EurGeol. Ruth Allington, President


                                     T
 European Federation of Geologists            his edition of European Geologist
C/O Service Geologique de Belgique            is a thematic issue on higher educa-
           Rue Jenner 13                      tion and lifelong learning to mark
    B-1000 Bruxelles, Belgium        the conclusion of the Euro-Ages project1.
        Tel:+32 2 6270412            The final conference took place on 22
      efgbrussels@gmail.com          October 2010 and the final report will be
      www.eurogeologists.eu          completed during December 2010 and the
                                     early part of 2011.
        THE BOARD OF EFG                 The principal objective of the Euro-
                                     Ages project has been to review quality
            PRESIDENT                standards and criteria for the assessment
       EurGeol. Ruth Allington       of higher education study programmes in
                                     geology across Europe and to propose a
        RuthA@gwp.uk.com
                                     framework for Europe-wide standards.
                                         This is not a project about develop-
          VICE-PRESIDENT
                                     ing and attempting to impose prescrip-
           Nieves Sanchez            tive Europe-wide curricula for geological          professional qualification (such as
         nsguitian@yahoo.es          study programmes, but about articulating           European Geologist (EurGeol.))
                                     a set of high level learning outcomes (the      - Facilitating mutual recognition of higher
         SECRETARY-GENERAL           quality standards) based on existing qual-         education programmes and professional
           Elisabeth Däcker          ity frameworks, and defining appropriate           qualifications through programme vali-
     elisabeth.dacker@geo.su.se      levels of attainment in terms of learning          dation and certification on a Europe-
                                     outcomes achieved on completion of each            wide basis
             TREASURER               of the key Bologna cycles (including cycle      - Supporting the mobility of geology grad-
           Leonard Luzieux           4, the stage at which professional qualifica-      uates and professional geologists
     leonard.luzieux@yahoo.com       tions may be attained). The vision is for the   - Providing a ‘quality label’ for accred-
                                     establishment of a Europe-wide accredita-          ited geology programmes of first and
            EU DELEGATE              tion scheme for geological programmes              second cycle.
           Marino Trimboli           (based on assessment/certification against
                                     delivery of the Euro-Ages learning out-         Intermediate results of the project are
     trimboli@sgggeologia.191.it                                                     available on the Euro-Ages website:
                                     comes) that can sit alongside national
                                     and regional accreditation schemes that         (http://www.euro-ages.eu), or via the EFG
              EDITOR                                                                 website: (http://www.eurogeologists.eu).
                                     determine content and course structures in
          Maureen Mc Corry           accordance with national laws and norms.        As the final results become available, they
    Harper-mccorry@net.telenor.dk    The potential advantages of developing          will also be posted on this website. Feed-
                                     a shared understanding of an appropriate        back on all these materials and an ongo-
        EDITORIAL BOARD              set of high level learning outcomes from        ing discussion within the wider geological
         Maureen Mc Corry            geological programmes of study across           community will be welcomed both now
          Marino Trimboli            Europe (and elsewhere in the World), and        and when the project is finished. This will
            Éva Hartai               of agreeing the progression of skills and       be co-ordinated via the EFG and reported
          Gareth Ll Jones            experience appropriate at the end of each       periodically in this magazine.
         Edmund Nickless             Bologna cycle include:
          Manuel Regueiro
                                                                                        1
                                                                                         Project Partners: ASIIN Consult
                                     - Supporting university teachers of geol-
                                                                                     GmBH; European Federation of Geolo-
                                        ogy in designing and developing their
                                                                                     gists; Official Spanish Association of Pro-
          Translations by               programmes having regard not only to
                                                                                     fessional Geologists (ICOG); Hungarian
          Antoine Bouvier               the Bologna requirements (inputs and
                                                                                     Geological Society (MFT); Swedish Nat-
          Manuel Regueiro               credits) but also to ensuring that gradu-
                                                                                     ural Scientists Association - Geological
                                        ate geologists possess the appropriate
                                                                                     Section.
             Layout by                  skill sets and experience to go on and
                                                                                        Advisory Board: Dr. Hans-Jürgen
          Maureen Mc Corry              become professional geologists
                                                                                     Weyer (German Professional Associa-
                                     - Providing a common framework within           tion of Geoscientists - BDG); Dr. Paul
                                        which geologists can demonstrate pro-        Ryan (Tuning Educational Structures in
                                        gression and development from first          Europe); Dr. Luca Demichelli (EuroGeo-
                                        cycle graduation to attainment of a          Surveys).



4                                                                                                    European Geologist 30
Euro-Ages




                                                                                                                                              Euro-Ages
        A leap towards transparency, comparability and
mobility in geology in higher education across Europe
                                                          by André Rieck1
Combining the common interests and             Combinant les intérêts communs et la          Al combinar los intereses comunes y
individual strengths of ASIIN (Ger-            motivation de l’engagement individuel         las fortalezas de ASSIN (Alemania),
many), EFG (Belgium), ICOG (Spain),            de l’ASIIN (Allemagne), EFG (Belgique),       FEG (Bélgica), ICOG (España), MFT
MFT (Hungary) and SACO (Sweden),               ICOG (Espagne), MFT (Hongrie) et SACO         (Hungria) y SACO (Suecia), el proyecto
Euro-Ages provides important refer-            (Suède), le dossier Euro Ages fournit des     Euro-Ages aporta importantes puntos
ence points for the development and            points de référence importants en mat-        de referencia para el desarrollo y el
quality assurance of geology and               ière de développement et d’assurance          aseguramiento de la calidad en la
geosciences in tertiary education.             qualité pour l’enseignement supérieur         educacion terciaria de la geologia y
Within the scope of the project life-          de la géologie et des géosciences.            las ciencias de la tierra . Dentro de los
time (2009-2011) this was primarily            Dans l’optique du projet de toute une         objetivos del proyecto, que cubre un
implemented by compiling a set of              vie (2009-2011), un premier pas a été         periodo de 2009 a 2011, esto se llevó
outcome descriptors for Bachelor’s             réalisé en compilant une série de fichiers    fundamentalmente a cabo compilando
and Master’s degree programmes.                rendant compte des programmes con-            un conjunto de descriptores de los
This reference framework can be used           duisant aux diplômes de Licence et de         resultados de la formacion para los
for programme development by indi-             Maîtrise. Ce système de référence peut        programas de Licenciado y Master.
vidual higher education institutions,          être utilisé pour le développement de         Este marco de referencia se puede
for the establishment of national sec-         programmes par des institutions indivi-       utilizar en el desarrollo de los progra-
toral qualification frameworks in geol-        duelles en enseignement supérieur, pour       mas por instituciones de educacion
ogy and geosciences as well as for             la création de cadres de qualifications       superior concretas, para el establ-
the improvement of accreditation and           sectorielles nationales en géologie et        ecimiento de marcos sectoriales de
evaluation efforts across Europe.              géosciences et aussi pour plus de réus-       cualificaciones en geologia y ciencias
                                               site dans les efforts en accréditation et     de la Tierra asi como para la mejora
                                               évaluation consentis en Europe.               de los esfuerzos de acreditación y
                                                                                             evaluación en toda Europa.




E
        uro-Ages aimed at developing a                                                       of the EQF. The persistent lack of compara-
        qualification framework for geol-                                                    ble subject-specific tools for assessing and
        ogy, based on learning outcomes                                                      enhancing the quality of geology degree
rather than input factors on the European                                                    programmes on a national or transnational
level, thereby increasing transparency                                                       level in the past has proven to be a potential
of the Earth Sciences qualifications and                                                     obstacle to the mobility of geologists, geol-
ultimately facilitating academic and pro-                                                    ogy students and graduates. In response to
fessional mobility across Europe while at                                                    this need, and in line with previous efforts
the same time stimulating students and                                                       undertaken by EU-supported projects, this
graduates in the field of geology as well as                                                 joint project has involved the major stake-
professional geologists to pursue Lifelong                                                   holders in the field of higher education in
Learning. The project allowed a structured                                                   geology in order to develop a Europe-wide
exchange of best practices, expertise and                                                    applicable qualifications framework and
country characteristics of professional        descriptors for the EQF level 6 (“Bachelor/   procedural guidelines for the assessment
practices in geology in the different Euro-    1st cycle”), and 7 (“Masters/2nd cycle”)      of geology degree programmes.
pean countries. The project moreover           serves as a reference framework for pro-          The manifold obstacles to academic
provided important reference points for        gramme development by individual higher       and professional mobility are key chal-
quality assurance and related recognition      education institutions, for the establish-    lenges for the achievement of the Lisbon
issues focused on learning outcomes. At the    ment of national sectoral qualifications      goal of making the EU the most com-
same time, a pan-European set of outcome       frameworks in geology and for the devel-      petitive knowledge-based economy in
                                               opment of a sectoral qualification frame-     the world. In many countries geology is
 1
     ASIIN Consult GmbH                        work for geology encompassing all levels      a regulated profession, the exercise of



European Geologist 30                                                                                                               5
which is dependent on predefined aca-          the B.Sc. in Earth Science & Engineering.       - The geology section of the Swedish
            demic achievements (frequently defined         Valuable information for both the Euro-           Association of Scientists (SACO) is a
            in input factors), practical experience and    Ages peers and the programme manag-               rapidly-growing professional associa-
Euro-Ages




            continuous professional development.           ers at Miskolc were gathered during this          tion in Sweden. As a professional asso-
            Thus mobility will greatly be facilitated      process so that the feedback will continue        ciation SACO is working with questions
            by the existence of tools for the recog-       to flow in the development of the qualifica-      related to their members’ professional
            nition of qualifications and competences,      tion framework in the months ahead.               career status. Important issues are qual-
            such as the Tuning Education Structures in         Also, on 22 October, the final project        ity control of education and training,
            Europe Initiatives, the European Qualifica-    conference was held in Budapest, Hun-             professional and ethical criteria, career
            tion Framework, ECTS as a Euroepean            gary. On this occasion, participants from         coaching and the progress of science
            “academic currency”, accreditation bodies      across Europe (and even beyond) had the           and research development.
            acting as strong and independent systems       chance to discuss the results, actively par-
                                                                                                           Additionally, an international advisory
            of external quality assurance, and mutually    ticipate in the development of the qualifi-
                                                                                                           board, consisting of three members with
            respected standards and guidelines such as     cation framework and exchange ideas for
            the ones developed by the European Asso-       the future of geology in higher education.
            ciation for Quality Assurance in Higher
            Education and adopted by the Bergen            The partners
            Conference in 2005. While the Frame-           The project was initiated and carried out
            work for Qualifications of the European        by a consortium of five partners:
            Higher Education Area, as adopted by the       - ASIIN Consult is a subsidiary of ASIIN
            European Ministers of Education in 2005,          e.V., a not-for-profit accreditation
            provides a generic tool for the recogni-          agency carried by an all-embracing
            tion of higher education qualifications, it       grand alliance of academic and profes-
            needs to be translated into the specific          sional associations and higher educa-
            fields of study in order to be applicable         tion institutions in Germany. All activi-
            to the individual degree programme. For           ties of ASIIN are aimed at securing
            degree programmes in some disciplines,            and further expanding high standards
            notably engineering, chemistry and infor-         and the quality of higher education in
            matics, sectoral qualifications frameworks        the fields of engineering, informatics,
            have already been developed by pan-Euro-          mathematics and the natural sciences,
            pean networks to fit the needs of specific        including geology.
            disciplines. For geology this gap remained
                                                           - The European Federation of Geolo-
            to be closed by this project.
                                                              gists (EFG) with its 22 member coun-
                                                              try organizations is a Belgium-based
            The roadmap
                                                              organization. Its mission is to represent
            The Euro-Ages project started in Febru-
                                                              the geological profession in Europe and
            ary 2009 within the scope of a meeting at
                                                              to safeguard and promote the present
            the EFG office in Brussels, Belgium. On
                                                              and future interest of the profession as
            this occasion the initial survey about geol-
                                                              well as to promote best practice policies
            ogy study programmes across Europe was
                                                              with regard to the responsible use of the
            prepared. After refining the questionnaires
                                                              Earth´s natural resource.
            and improving the approach of the survey
            in Lund, Sweden in May 2009, the ques-         - The Ilustre Colegio Oficial De Geologos
            tionnaires were distributed to all major          (ICOG) is a professional association
            stakeholders and the survey started to yield      of geologists, a non-profit organization
            valuable information. These results were          created to defend and support the inter-
            then compiled and edited to benefit the           ests of geologists in Spain. Its main
            first draft of the qualification framework        objectives are to promote activities and
            which was adapted in the aftermath of the         studies regarding geology and facilitate
            third project meeting in Madrid, Spain in         the associated members the practice of
            November 2009. The final project meet-            the profession and to carry out stud-
            ing took place in Düsseldorf, Germany             ies, produce reports and assessments,
            in February 2010 and brought together             elaborate statistics and other activities.
            the various aspects of Euro-Ages. Further-     - Magyarhoni Földtani Társulan (MFT),
            more, planning for the test evaluation as         was established as the Hungarian Geo-
            well as the final conference was started in       logical Society in 1848. It represents
            Düsseldorf.                                       the Hungarian experts and students
                Ultimately, in October 2010, the quali-       involved with geology. Its main activi-
            fication framework including a first draft        ties are bringing together professionals
            of the accreditation standards could be           from geology and related sciences, rep-
            tested within the scope of an evaluation          resenting their interests and presenting
            at the University of Miskolc, Hungary for         and disseminating practical and scien-
                                                              tific achievements


              6                                                                                                            European Geologist 30
backgrounds in the educational as well as       Appropriate knowledge of other disciplines      of information sources (e.g. textual,
professional field, supported the project         relevant to geology.                          numerical, verbal, graphical)
throughout the entire project lifespan with                                                   Ability to conduct appropriate experi-
                                                Analysis, design and implementation




                                                                                                                                            Euro-Ages
valuable advice and critical comments:                                                          ments, to analyze and interpret data
                                                Ability to create simple geological             and draw conclusions
- Prof. Dr. Luca Demicheli (EuroGeo-
                                                  models                                      Basic awareness of relevant state-of-the-
   Surveys)
                                                Some understanding of the complexity of         art technologies and their application
- Prof. Dr. Paul Ryan (Tuning Educational
                                                  geological problems and the feasibility     Basic ability to solve numerical problems
   Structures in Europe)
                                                  of their solution                             using computer and non-computer
- Dr. Hans-Jürgen Weyer (BDG - German
                                                Understanding the need of a rational use        based techniques
   Professional Association of Geoscien-
                                                  of Earth resources                          Basic knowledge of the application of
   tists).
                                                Basic ability in the formalization and          information technology to geological
The outcomes                                      specification of problems whose solu-         science
Within two years, two sets of learning            tion involves the use of geological         Ability to use spreadsheet and word-
outcomes as well as criteria and proce-           methods                                       processing software.
dural guidelines for both the internal qual-    Knowledge of appropriate solution pat-
ity management and external assessment            terns for geological problems               Other professional skills
of geological degree programmes have            Basic ability to describe a solution at an    Ability to complete assigned tasks in a
been developed for EQF level 6 and 7 and          abstract level                                range of technical, economical and
made public (www.euro-ages.eu). These                                                           social contexts
                                                Knowledge of the range of applications
European outcome descriptors will serve
                                                  of geology                                  Ability to learn and study including effec-
as a reference framework for programme
                                                Ability to integrate field and laboratory       tive time management and flexibility
development by individual higher educa-
tion institutions in the process of conceptu-     evidence with theory following the          Awareness of the concept of professional-
alizing or remodelling Bachelor and Mas-          sequence from observation to recogni-         ism and professional ethics
ters programmes in the discipline.                tion, synthesis and modelling               Knowledge of the economic, social,
    Graduates having completed a First          Appreciation of issues concerning sample        environmental and legal conditions
Cycle degree should have demonstrated             selection, accuracy, precision and            expected in professional practice
the following capabilities:                       uncertainty during collection, record-      Basic awareness of project management
                                                  ing and analysis of data in the field and     and business practices and understand-
Underlying basis                                  laboratory                                    ing of their limitations
                                                Ability to formulate and test hypotheses.     Ability to work effectively as an indi-
Basic knowledge and understanding of
  the natural sciences (Physics, Chemis-        Technological, methodological and trans-        vidual and as a member of a team
  try, Mathematics) underlying the study        ferable skills                                Recognition of the need for, and engage-
  of Geology                                                                                    ment in self-managed and life-long
                                                Basic ability to become familiar with new       learning
Knowledge and understanding of the                geological methods and technologies
  essential features, processes, materi-                                                      Ability to organize their own work inde-
                                                Ability to select and use relevant analytic     pendently
  als, history and the development of the         and modelling methods
  Earth and life                                                                              Basic ability to formulate an acceptable
                                                Basic ability to apply appropriate technol-     problem solution using geological
Basic knowledge and understanding of              ogy and use relevant methods
  the key aspects and concepts of geol-                                                         methods in a cost-effective and time-
                                                Ability to use simple quantitative meth-        efficient way
  ogy, including some at the forefront of
                                                  ods and to apply them to geological         Basic knowledge in estimating and meas-
  that discipline
                                                  problems                                      uring costs and productivity
Knowledge of the common terminology
                                                Basic ability to independently analyze        Basic ability to communicate effectively
  and nomenclature and the use of bibli-
                                                  earth materials in the field and labora-      in written and verbal form with col-
  ography in geoscience
                                                  tory and to describe, process, document       leagues, other professionals, customers
Awareness of the wider spectrum of geo-           and report the results
  logical disciplines                                                                           and the general public about substan-
                                                Ability to undertake field and laboratory       tive issues and problems related to their
Awareness and understanding of the tem-           investigations in a responsible and safe
  poral and spatial dimensions in Earth                                                         chosen specialization
                                                  manner, paying due attention to risk        Basic ability to prepare, process, inter-
  processes                                       assessment, rights of access, relevant
Awareness of the applications and respon-                                                       pret and present data, using appropriate
                                                  health and safety regulations, and sensi-     qualitative and quantitative techniques
  sibilities of geology and its role in           tivity to the impact of investigations on
  society including its environmental                                                           and packages.
                                                  the environment and stakeholders
  aspects                                       Basic ability to combine theory and prac-     Graduates having completed a Second
Awareness of major geological para-               tice to complete geology tasks              Cycle degree should have demonstrated
  digms, the extent of geological time          Ability to undertake literature searches,     the following capabilities:
  and plate tectonics                             and to use data bases and other sources
Knowledge and understanding of the                of information                              Underlying basis
  complex nature of interactions within         Ability to receive and respond to a variety   Advanced knowledge and understanding
  the geosphere


European Geologist 30                                                                                                              7
of the principles of geology                  the development of knowledge, wealth           educational objective. From this perspec-
            Deeper knowledge of a chosen speciali-          creation and improving quality of life         tive the framework descriptors would
              zation                                       Ability to evaluate performance as an           serve as departing point for further amend-
Euro-Ages




            Critical awareness of the forefront of their    individual and a team member                   ments describing competencies also for the
              specialization                               Ability to identify individual and collective   related fields of study and the respective
            Advanced understanding of Earth system          goals and responsibilities and to perform      interdisciplinary combinations. The Euro-
              relevant to their specialization              in a manner appropriate to these roles         Ages framework is thus intended as a broad
                                                           Ability to critically evaluate professional     common denominator, or overarching ref-
            Appreciation of the learning capacity
                                                            and research papers                            erence point, for the variety of geology
              needed to progress to independent
                                                                                                           programmes. In order to allow for possible
              research.                                    Ability to plan an appropriate programme
                                                                                                           inclusion of existing geology speciali-
                                                            of continuing professional develop-
            Analysis, design and implementation                                                            zations within European Higher Educa-
                                                            ment.
                                                                                                           tion Institutions, the framework must be
            Ability to specify and complete geologi-
                                                           Further, within the scope of the surveys,       formulated in rather general terms. The
              cal tasks that are complex, incompletely
                                                           a state-of-the-art report concerning the        Standards and Criteria represent a quality
              defined or unfamiliar
                                                           current status of geology in higher educa-      threshold. All graduates of programmes
            Some ability to formulate and solve prob-
                                                           tion across Europe has been developed.          assessed against the Euro-Ages standards
              lems in new and emerging areas of their
                                                           Accordingly, the project provided benefits      are expected to achieve the programme
              discipline
                                                           to departments of geology and the aca-          learning outcomes stated therein. Accredi-
            Ability to apply state-of-the-art or innova-   demic community by engaging them in             tation of a geology degree programme is
              tive methods in problem solving, possi-      the most important endeavour of defining        the primary result of a process used to
              bly involving use of other disciplines       leaning outcomes in geology. Also, in this      ensure the suitability of that programme as
            Ability to think creatively to develop new     process, the employment side, companies,        providing the education base for the entry
              and original approaches and methods.         and corporate members and further stake-        route to professional practice. It involves
            Technological, methodological and trans-       holders were able to feed in their expec-       a periodic assessment against accepted
            ferable skills                                 tations about the qualification profile of      standards of higher education in geology.
                                                           their future employees. The Standards and       Independent, third-party accreditation is
            Ability to design appropriate experiments,     Criteria are intended to provide a means        essentially based on a peer review proc-
              to analyze and interpret data and draw       for reviewing the quality of higher educa-      ess, undertaken by appropriately trained
              conclusions integrating knowledge            tion geology qualifications in the Euro-        and independent teams comprising peers
              from different disciplines, and handling     pean Higher Education Area (EHEA), in           from both academia and geology practice,
              complexity                                   a way that encourages the dissemination         in accordance with agreed principles. It is
            Ability to use advanced, and develop cus-      of good practice and a culture of continu-      important that accreditation processes go
              tomized, quantitative methods                ous improvement of geology programmes.          beyond judgement on the achievement of
            Comprehensive understanding of appli-          Given the great diversity of education in       a minimum standard, and effectively pro-
              cable techniques and methods for a           geology across Europe, the attempt to           mote the idea of continuous improvement
              particular specialization, and of their      create framework standards comprising           of the quality of higher education pro-
              limits                                       all areas of the geology discipline appears     grammes. The Standards for Accreditation
            Awareness of the limits of current knowl-      ambitious. In the course of the project         can be used in both the design and the eval-
              edge and the practical application of the    the traditional education of geologists at      uation of programmes in all specializations
              state-of-the-art technology                  European universities appeared to be in         of geology. They are expressed as broad
            Knowledge and understanding of geology         a transition period. The design of study        generic programme-learning outcomes
              to create geological models of complex       programmes in geology actually drifts           that describe in general terms the capa-
              systems and processes                        to more interdisciplinary and/or special-       bilities required of graduates from accred-
            Basic ability to contribute to the further     ized focuses and “classical” geology is         ited First Cycle and Second Cycle geology
              development of geology in practice and       inserted in a selective way in new pro-         programmes, as defined in the Framework
              research.                                    grammes under different titles. Therefore       for Qualifications of the European Higher
                                                           the number of mere geological study pro-        Education Area. Consequently, they can
            Other professional competences                 grammes decreases all over Europe whilst        be interpreted and elaborated by users to
            Ability to produce independent work in         the interdisciplinary approach focusing on      reflect the specific demands of different
              their professional and scientific fields     “geosciences” gains strength. Despite this      cycles and specializations.
            Ability to manage and work effectively as      observation the project partners decided
              a leader of teams that may be composed       to continue the work on sectoral geology        This project has been funded with sup-
              of different disciplines and levels          outcome descriptors as they would also          port from the European Commission. This
                                                           be useful for the design, implementation        publication reflects the views only of the
            Basic ability to work effectively and com-
                                                           and quality control of study programmes         author, and the Commission cannot be held
              municate in national and international
                                                           following a broader and or more inter-          responsible for any use which may be made
              contexts
                                                           disciplinary and or more specialized            of the information contained therein.
            Appreciation of the role of geology in




              8                                                                                                             European Geologist 30
The Bologna Process:
                             an introduction




                                                                                                                                            Euro-Ages
                                                        by Paul D. Ryan1

The Bologna Process, initiated in 1999       Le Processus de Bologne, initié en              El proceso de Bolonia, que comenzó
and not yet completed, aims to create        1999 et pas encore achevé, vise à               en 1999 y todavía no ha terminado,
a single European Higher Education           créer un Espace européen unique de              tiene como objetivo crear un Área de
Area in which degrees and diplomas           l’enseignement supérieur dans lequel les        Educación Superior Europea en que
are transparent and transportable.           niveaux de qualification et les diplômes        los títulos y diplomas sean transpar-
The degrees will be based upon a             sont clairement définis et validés d’un         entes y transportables. Los grados
Bachelor, Masters, Doctoral system           pays à l’autre. Les qualifications seront       se basarán en un sistema de Licen-
and should be described in terms of          basées selon un système comprenant              ciaturas, Másteres y Doctorados y se
what the student is expected to know,        trois niveaux : la Licence, la Maîtrise et      deberían describir en términos de lo
understand and demonstrate after a           le Doctorat et devraient être présentées        que se espera que un estudiante sepa,
course of study. Mechanisms are              de manière à préciser ce que l’on attend        entienda y pueda demostrar que sabe,
being put in place which will facilitate     de l’étudiant en matières de connais-           tras un curso de estudio. Se están
degree recognition throughout the 47         sances, de compréhension et de mise             poniendo en marcha mecanismos que
signatory states. There will also be a       en application, à l’issue de son cursus         facilitarán el reconocimiento de títu-
Europe wide system of quality assur-         d’études. Des mécanismes sont mis en            los entre los 47 estados firmantes
ance to ensure standards. The Tuning         place qui faciliteront la reconnaissance        del acuerdo. Habrá también un sis-
Project has developed tools to facili-       des qualifications dans les 47 états sig-       tema europeo de aseguramiento de
tate the development of such degrees         nataires. Il existera aussi un système          la calidad para garantizar la calidad
at the Institute level and has produced      européen complet d’assurance qualité            de los estudios. El proyecto Tuning ha
a template for the Earth Sciences.           pour garantir des niveaux standard. Un          desarrollado herramientas para facili-
The Bologna Process will be of great         Projet d’Harmonisation a mis au point           tar el desarrollo de dichos grados a
value to the Geoscience Profession as        des outils pour faciliter le développe-         nivel de facultad y ha producido una
it will facilitate professional mobility     ment de ces trois niveaux de qualifica-         plantilla o modelos para el caso de
throughout Europe.                           tion et a créé un système référent pour         las Ciencias de la Tierra. El proceso
                                             les Sciences de la Terre. Le Processus          de Bolonia será de gran ayuda para la
                                             de Bologne aura une valeur importante           profesión de geólogo ya que facilitará
                                             pour les professionnels des Géosciences         la movilidad profesional en Europa.
                                             car il va faciliter leur libre circulation en
                                             Europe.



T
        he Bologna Process, adopted cur-     reform is still needed today if Europe is       signed or were in the process of signing
        rently by 47 European Nations,       to match the performance of the best per-       this Convention by 2009. The ultimate aim
        aims to reform higher education in   forming systems in the world, notably the       is that a graduate from one country has
Europe and is best summarized by the fol-    United States and Asia. The three priorities    a degree that is recognized in 46 other
lowing statement: “The Bologna Process       of the Bologna process were: introduc-          European countries. In the geoscience
aims to create a European Higher Edu-        tion of the three cycle system (bachelor /      profession, involving large amounts of
cation Area by 2010, in which students       master / doctorate), quality assurance and      trans-national working, such as that of the
could choose from a wide and transparent     recognition of qualifications and periods       geologist, these reforms are long overdue
range of high quality courses and benefit    of study.” (European Commission, 2009a).        and are to be welcomed.
from smooth recognition procedures. The      This Process requires substantial changes           This Bologna process is supervised by
Bologna Declaration of June 1999 has         in the structure of degrees in countries not    a conference of Government Ministers
put in motion a series of reforms needed     already using the three cycle system, the       from the signatory States who meet every
to make European Higher Education more       implementation of quality assurance pro-        second year to measure progress and set
compatible and comparable, more com-         cedures and of standardized mechanisms          priorities for action. After Bologna (1999),
petitive and more attractive for Europeans   to ensure recognition of qualifications         they met in Prague (2001), Berlin (2003),
and for students and scholars from other     throughout the signatory states. The legal      Bergen (2005), London (May, 2007) and
continents. Reform was needed then and       framework for recognition of degrees is the     Leuven/Louvain-La-Neuve (April, 2009)
                                             Lisbon Recognition Convention (Council          (see the Official Bologna Process website,
 1
  Earth & Ocean Sciences, NUI Galway,        of Europe, 2010) which states that signa-       2010, for details). At the London meeting
 Ireland. Tuning area coordinator Earth      tories must recognize each others’ degrees      Ministers adopted a strategy on how to
 Sciences                                    unless substantial differences can be dem-      reach out to other continents. They also
 paul.ryan@nuigalway.ie                      onstrated. Thirty seven countries had either    gave the green light to create a Register


European Geologist 30                                                                                                              9
100%
Euro-Ages



                             90%


                             80%


                             70%


                             60%


                             50%
              % of degrees




                                                                                                                                                              Non-Bolog na
                                                                                                                                                              Doctora te
                             40%
                                                                                                                                                              Ma ste rs
                                                                                                                                                              240 ECTS
                              30%                                                                                                                             180 ECTS
                                                                                                                                                              Sh ort Cycle

                             20%


                             10%


                              0%
                                                                                                                 m
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            Figure 1. The proportion of Three Cycle System degree types in some Bologna signatory nations and in other countries worldwide. The data is extracted
            from OECD Education at a Glance (2010). The degrees that are ‘non-Bologna compliant’ do not correspond to the Three Cycle System (see text)

            of European Quality Assurance Agen-                          of the European Universities in which the       or in six years, whilst most do so in the
            cies. These meetings define the action                       subject of Earth Science has been an active     prescribed five years. Also, some countries
            lines that each nation needs to undertake                    area of investigation since its inception in    allow students to proceed from a Bachelor
            to establish the legislative, administrative                 2000. This article will review the role of      directly to a Doctorate, although increas-
            and academic framework to implement                          Bologna action lines and Tuning in imple-       ingly the Masters is deemed to be covered in
            the Process. The action lines have been                      menting the Bologna Process within Earth        a programme of certified Doctoral training
            revised with time, making the Bologna                        Science Higher Education in Europe.             which is in addition to the research require-
            Process a vital and ongoing process. It was                                                                  ment of that degree. Whilst there has been
            originally intended that this process should                 Principle components of the Bologna             considerable debate within Europe these
            be completed by 2010. However, in spite of                   Process                                         matters are not yet fully resolved. Figure
            considerable progress being made at insti-                   The ‘Three Cycle System’                        1 shows the proportion of degrees awarded
            tutional, national and international levels,                 The Bologna Process requires that higher        by countries both within and outside the
            these reforms are not yet complete. On                       education in signatory states follows the       Bologna Process that correspond to the
            12 March 2010, Ministers from the coun-                      so-called ‘Three Cycle System’. The basic       ‘Three Cycle System’ (OECD Education
            tries participating in the Bologna Process                   Bachelor (Cycle 1) degree should take           at a Glance, 2010). The number of non-
            adopted the Budapest-Vienna Declara-                         either three or four years with the Masters     Bologna compliant degrees will decrease
            tion and officially launched the European                    (Cycle 2) degree being attained after a total   with time as new courses are initiated.
            Higher Education Area. In this declaration                   of five years of study. The Doctorate or
            they note “further work, involving staff                     Cycle 3 degree should then take another         Quality Assurance
            and students, is necessary at European,                      three years after having completed both         The development of a pan-European Qual-
            national, and especially institutional levels                Cycles 1 and 2. There is, however, some         ity Assurance system for higher education
            to achieve the European Higher Education                     variation in this system. There is a ‘Short     will be the driver which monitors and pro-
            Area” (see the Official Bologna Process                      Cycle’ degree, usually available after two      motes the implementation of the Bologna
            website, 2010, for details). Much work has                   years, in some professional courses. Also,      reforms. This is currently a work in progress
            taken place outside of these conferences,                    the length of Masters programmes varies         with, in 2009, about one third of signatory
            in particular the Tuning Project (Tuning,                    from one to two years to complement             nations still only embarking on the proc-
            2010) has developed tools to assist change                   the three to four years of Bachelor pro-        ess. In general, the model that is followed
            at the level of the Institutes of Higher Edu-                grammes. In a community in which free           is that where the discipline, programme,
            cation and professional programmes. The                      movement is a fundamental right some            department, office, or institute produces
            Tuning Project is an EU-funded project                       students may achieve a Masters in four          a self-assessment report that is critically



              10                                                                                                                                      European Geologist 30
evaluated with feedback. The evaluation         when the student passes all the assess-          Few countries yet have fully implemented
process also involves a site visit. This        ments for that year. A Bachelor degree,          externally validated NQFs and about one
process must involve students and should        therefore, requires a minimum of 180 and         third of signatory states are only embark-




                                                                                                                                                  Euro-Ages
be externally, preferably internationally,      a maximum of 240 ECTS credits. It should         ing on the process. An example of the
validated. A set of guidelines have been        also be noted that these credits must be         mapping between an NQF and the EQF is
published by the European Association           cumulative, in other words the student           provided in Ireland where Cycle 1 degrees
for Quality Assurance in Higher Educa-          needs to acquire them at the level of each       can be either of 180 ECTS credits (Level 7
tion (ENQA, 2009) whose purpose is to           year of study. Some ECTS credits can be          or ‘Ordinary Bachelors Degrees’) or 240
establish European standards for internal       acquired at a lower level, but this limited      ECTS credits (Level 8 or ‘Honours Bach-
and external quality assurance, external        facility exists only to allow students to        elors Degrees’ or ‘Higher Diplomas’) in
quality assurance agencies and a European       take other ‘minor’ subjects. The European        the NQF (see www.nqf.ie) which map to
register of quality assurance agencies. The     Commission may award an ECTS Label to            Level 6 (Bachelors Degrees) of the EQF.
quality of degree programmes in all signa-      an institution of higher education that ‘has
tory states will, therefore, follow similar,    shown excellence in applying the European        Mobility
regular, validated assessments, effectively     Credit Transfer and Accumulation System          The Ministers responsible for Higher
removing the argument that degrees in one       (ECTS) and the Diploma Supplement (DS)’          Education in the countries participating
state are of a different quality from those     (see below). At the time of writing only 65      in the Bologna Process in the communi-
in another.                                     IHEs (approximately 1% of the total) have        que following the London Conference in
                                                been awarded such Labels, but this number        May 2007 issued the following statement.
Recognition of Degrees and Diplomas             is bound to grow especially as it will give a    “Mobility of staff, students and gradu-
The main international legal text that aims     competitive advantage to those IHEs who          ates is one of the core elements of the
to further the fair recognition of qualifica-   possess such Labels in terms of attracting       Bologna Process, creating opportunities
tions is the Council of Europe/UNESCO           international students.                          for personal growth, developing interna-
Convention on the Recognition of Quali-                                                          tional cooperation between individuals
fications concerning Higher Education in        Diploma Supplement                               and institutions, enhancing the quality of
the European Region (Lisbon Recogni-            The Diploma Supplement is the instrument         higher education and research, and giving
tion Convention, see Council of Europe,         whereby an institution of higher education       substance to the European dimension”.
2010). The recognition of qualifications is     gives a full and transportable account of a
the responsibility of each country, mean-       student’s achievements. It accompanies a         Workplace and society
ing that higher education institutions are      locally awarded higher education diploma         In the Leuven Communiqué of 2009 the
responsible for the recognition of quali-       and provides a standardized description of       Ministers identified a list of priorities for
fications for the purpose of further study      the nature, level, context, content and status   the coming decade, which included: the
whereas professional bodies or employers        of the studies completed by its holder. This     social dimension of higher education;
are responsible for recognition for the pur-    product should not only make it easier for       lifelong learning; employability. A recent
poses of the labour market. There are many      students to study abroad, but also should        Eurobarometer Survey, FLASH 260,
aspects to the recognition of higher educa-     assist with professional mobility. IHEs can      (European Commission, 2009b) among
tional qualifications throughout Europe;        be awarded a Diploma Supplement Label            students in higher education reported that
however, the European Credit Transfer and       in addition to the ECTS label.                   the vast majority of students want: wider
Accumulation System, the Diploma Sup-                                                            access to higher education; universities
plement and Qualification Frameworks are        National and European Qualification              to further develop cooperation with the
essential requirements for this to happen.      Frameworks                                       world of work; wider access to lifelong
                                                These Frameworks (NQF/EQF) describe              learning. In particular: 97% wanted the
The European Credit Transfer and Accu-          the qualifications of an education system        knowledge and skills they needed to be
mulation System                                 and how they interlink. National qualifica-      successful in the labour market, 91% rec-
The European Credit Transfer and Accu-          tions frameworks describe what learners          ognized the need for personal develop-
mulation System (ECTS) is the fundamen-         should know, understand and be able to do        ment; 87% supported the principal that
tal tool that allows comparison of courses      on the basis of a given qualification as well    education should facilitate people to play
and degrees across Europe. ECTS grew            as how learners can move from one quali-         an active role in society; a similar propor-
out of the need for transportable certifica-    fication to another within a system. They        tion agreed that higher education should
tion for students who took part of their        apply to all levels of educational attainment    “foster innovation and an entrepreneurial
course work abroad under such schemes           covering school, workplace training, and         mindset among students and staff, and that
as Erasmus Mundus. However, this system         higher education. The European Qualifica-        there should be a possibility to undertake
must now be applied to all courses and          tions Framework (European Commission,            work placements in private enterprises as
programmes and a comprehensive set of           2008) provides a meta framework through          part of a study programme” (European
guidelines for the correct implementa-          which individual NQFs can be compared.           Commission, 2009b). The Bologna Proc-
tion of ECTS has recently been published        The NQFs take priority and may differ            ess should provide a platform for better
(European Commission, 2009). A year of          in detail from the EQF, but must have an         cooperation between IHEs, industry and
study, which comprises about 1500 hours         agreed mapping onto the EQF. The aim is          society. Something that may prove crucial
of total student commitment (not to be          to provide both individuals and employ-          if the geoscience profession is going to
confused with formal timetabled contact         ers with a tool to compare the qualifica-        meet the challenges of the future.
hours), permits the award of 60 ECTS            tions levels of different countries, different       The recognition of prior learning (RPL)
credits on satisfactory completion, that is     education and different training systems.        and lifelong learning (LLL) are also essential



European Geologist 30                                                                                                                   11
in this regard. RPL will allow a profes-       completed the full programme should obtain      to demonstrate after completion of a learning
            sional to apply to an IHE to have their        a degree awarded jointly by the participat-     experience’ (Tuning, 2008). Competences,
            prior learning assessed. RPL provides a        ing institutions, and fully recognized in all   be they subject specific or generic and
Euro-Ages




            mechanism by which individuals with            countries. Whilst the current development       more related to life and the workplace,
            prior learning obtained through life experi-   of Joint Degree programmes is relatively        ‘represent a dynamic combination of cog-
            ence and/or formal education and/or work       slow, mainly because many countries are         nitive and meta-cognitive skills, knowl-
            experience are assessed for entry onto, for    still in the process of implementing the        edge, and understanding, interpersonal,
            credit towards and/or for exemption from       Bologna reforms at institutional level,         intellectual and practical skills and ethical
            components of a higher education quali-        this exciting development will undoubt-         values’ (Tuning, 2008). This model for a
            fication. Correct implementation of RPL        edly become very important in the future,       programme of study requires careful defi-
            should well provide a platform for better      especially for careers in geoscience, which     nition of the competences the student must
            industry-IHE cooperation and, by allowing      require workers to be mobile and able to        acquire, the outcomes they must success-
            access to educational programmes, will         work in different societies and under dif-      fully demonstrate at the end of the course,
            contribute significantly to a professional     ferent conditions.                              the exact profile and level of the course and
            geologist’s lifetime programme of con-                                                         the student commitment required in terms
            tinuous personal development. Lifelong         Tuning higher educational structures in         of total workload, not just contact hours.
            learning, which will now be integrated         Europe                                          It not only gives students a clear idea of
            into the NQFs is also very important in        This started in 2000 as a project to link the   what is expected from them but it also pro-
            this context, as well as helping serve the     political objectives of the Bologna Proc-       vides a platform whereby outcomes other
            needs of an ageing population and the          ess and the Lisbon Strategy to the higher       than exam scripts, for example publicly
            economic requirement to move towards           educational sector. Over time, Tuning has       presenting the results of project work, can
            ‘knowledge based economies’. Both RPL          developed into a Process, adopted by 58         be assessed and assigned ECTS credits.
            and LLL require more flexible, student-        countries world-wide, designed to assist in     Whilst there is considerable variation
            centred modes of delivery (for example,        the (re-)design, development, implemen-         between educational traditions, students
            part-time course work at times convenient      tation, evaluation and quality enhancement      can expect to receive 1 ECTS credit for
            for in-job training and new methods of         in first, second and third cycle degree pro-    every 25 ± 5 hours of study satisfactorily
            distance learning) and the widening access     grammes. The motto of Tuning is “Tuning         completed.
            to higher education.                           of educational structures and programmes            The SAGs have developed internation-
                The London Ministerial Communiqué,         on the basis of diversity and autonomy”.        ally validated templates to assist in the
            May, 2007, (see UK Government, 2007)           This project was initiated by Julia             development of courses following this
            states “Higher education should play a         Gonzalez, University of Duesto, Bilbao          model. The template for the Earth Sci-
            strong role in fostering social cohesion,      and Robert Wagener, Groningen Univer-           ences (Ryan et al., 2010) is available from
            reducing inequalities and raising the level    sity. Whilst funded by the EU, Tuning was       the Tuning website. This template recog-
            of knowledge, skills and competences in        in effect the Universities’ response to the     nizes the enormous breadth of subjects that
            society. Policy should therefore aim to        challenges of the Bologna Process. Sub-         fall within the remit of Earth Science (let
            maximize the potential of individuals in       ject area groups of experts from across         alone the wider Earth System Sciences)
            terms of their personal development and        Europe, which included geoscience from          and is extremely careful not to recom-
            their contribution to a sustainable and        the outset, were set up to try to develop the   mend a ‘standard curriculum’. However,
            democratic knowledge-based society”.           educational tools required by the Process.      it does elucidate the fundamental under-
                                                           These groups also met in plenary session to     lying Generic and Subject Specific com-
            Joint Degrees                                  develop the broader language and policies       petences which are required to study the
            The Bologna Process has paved the way          required. Tuning has been highly influential    Earth. The template also requires that any
            for increasingly innovative, cooperative,      within the Bologna Process. The adoption        Earth Science training programme should
            cross border study programmes. The so-         by the Ministers in their Berlin Commu-         include an appropriate amount of field
            called “Joint Degree” has recently become      niqué of 2003 of the following statement        work, particularly at the Cycle 1 level,
            one of the most cited examples, and such       “Ministers encourage the member States          as “it is impossible to properly analyze
            joint degree programmes are springing up       to elaborate a framework of comparable          and interpret field-based data, whether
            across Europe. The programmes leading to       and compatible qualifications for their         collected directly or remotely, without an
            Joint Degrees are developed or approved        higher education systems, which should          understanding of its inherent limitations”
            jointly by several institutions. Students      seek to describe qualifications in terms of     (Ryan et al., 2010).
            from each participating institution study      workload, level, learning outcomes, com-            Although the Tuning Europe Project
            for a significant part of the programme        petences and profile. They also undertake       formally ended in 2009, a Tuning Academy
            (as opposed to short exchanges) at insti-      to elaborate an overarching framework of        was launched in September 2010 whose
            tutions other than the one in which they       qualifications for the Higher Education         aim is to promote training and research
            register. Teaching staff from each partici-    Area” was directly a result of this work.       to support the Bologna Process. The Min-
            pating institution devise and administer       This policy required a move from ‘input,        sters state in 2009 (see: http://www.ond.
            the curriculum together and participate in     teacher oriented’ programmes such as            vlaanderen.be/hogeronderwijs/bologna/
            mobility for teaching purposes. Periods        defining a degree by giving a list of topics    conference/documents/Leuven_Louvain-
            of study and exams passed at the part-         to be studied, to ‘outcome, student ori-        la-Neuve_Communiqu%C3%A9_April_
            ner institution(s) are recognized fully        ented’ programmes. A learning outcome is        2009.pdf) that “the potential and wide-
            and automatically by all institutions and      defined as ‘statements of what a learner is     spread significance of learning outcomes
            countries involved. The students who have      expected to know, understand and be able        is only just beginning to be realized .... For



              12                                                                                                             European Geologist 30
this sort of bottom-up approach there is a     Conclusions                                        qualified. The need to restructure degree
  need for fundamental change at institutional   Although there is still a lot more work to do,     programmes in a manner that is more
  level”. It is the aim of the Tuning Academy    the Bologna Process is creating a European         student centred and takes into account the




                                                                                                                                                 Euro-Ages
  to meet this challenge. The Earth Sciences     framework in which professional geolo-             needs of society and the workplace pro-
  will be represented in this endeavour.         gists should find it much easier to work           vides our profession with a unique oppor-
                                                 in countries other than the one where they         tunity to contribute towards high training
                                                                                                    standards in European higher education.
   References and resources                       European Commission. 2009b. Stu-                    bell, B., Weiszburg, T. 2010. Reference
    Council of Europe. 2010. (http://             dents and Higher Education Reform:                  Points for the Design and Delivery of
    www.coe.int/t/dg4/highereducation/            Survey among students in higher edu-                Degree Programmes in Earth Science.
    recognition/1rc_EN.asp).                      cation institutions in the EU Member                (http://www.tuning.unideusto.org/tun-
                                                  States, Croatia, Iceland, Norway and                ingeu/index.php?option=com_docman
   ENQA. 2009. ESG Standards and                  Turkey. (http://ec.europa.eu/public_                &task=docclick&Itemid=59&bid=113
   Guidelines for Quality Assurance in            opinion/flash/fl_260_en.pdf).                       &limitstart=0&limit=5).
   the European Higher Education Area -
   3rd edition. (http://www.enqa.eu/files/        OECD Education at a Glance. 2010.                   Tuning. 2008. Universities´ contribu-
   ESG_3edition%20(2).pdf).                       (http://www.oecd-ilibrary.org/educa-                tion to the Bologna Process: An intro-
                                                  tion/highlights-from-education-at-a-                duction (2nd Edition) (http://tuning.
   European Commission. 2010. (http://            glance-2010_eag_highlights-2010-                    unideusto.org/tuningeu/images/sto-
   www.ec.europa.eu/education/higher-             en).                                                ries/Publications/Tuning_General_
   education/doc1290_en.htm).                                                                         Brochure_english.jpg).
                                                  Official Bologna Process website.
   European Commission. 2009a. ECTS               2010. (http://www.ond.vlaanderen.be/                Tuning. 2009. (http://tuning.unideusto.
   Users’ Guide, third edition. (http://          hogeronderwijs/bologna/).                           org/tuningeu/index.php).
   ec.europa.eu/education/lifelong-learn-
   ing-policy/doc/ects/guide_en.pdf).             Ryan, P. D., Pereira, E., Anceau, A.,               UK Government. 2007. (http://www.
                                                  Beunk, F., Boulton, G., Canals, A., Del-            dfes.gov.uk/londonbologna/uploads/
   European Commission. 2008 The                  pouve, B. Dramis, F., Gehör, S., Greil-             documents/LondonCommuniquefinal-
   European Qualifications Framework              ing, R., Tvis Knudsen, N., Mansy, J-L.,             withLondonlogo.pdf).
   for lifelong learning (EQF). (http://          Meilliez, F., Nogueira, P., Petrakakis,
   www.ec.europa.eu/education/pub/pdf/            K., Roeleveld, W., Sanderson, D., Sta-
   general/eqf/broch_en.pdf).




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  European Geologist 30                                                                                                                  13
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010
European Geologist nº 30 - Dec. 2010

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European Geologist nº 30 - Dec. 2010

  • 1. N° 30 Dec 2010 European Geologist Revue dé la Fédération Européenne des Géologues Journal of the European Federation of Geologists Revista de la Federación Europea de Geólogos Higher Education in Geology Euro-Ages
  • 2. Not Just Software. . . RockWare. For Over 27 Years. RockWorks® LP360™ PetraSim™ LogPlot® 3D Data Management, LIDAR Extension for ArcGIS A Preprocessor and Postpro- Powerful, Flexible, Easy-to-Use Analysis and Visualization • Requires only a standard cessor for TOUGH2, T2VOC, Borehole Log Software • Powerful measured-section/ ArcView™ license TMVOC and TOUGHREACT • Dozens of templates borehole database for and TOUGH-FX/HYDRATE available or design your • Creates a LIDAR data layer managing: in ArcMap™ • Model multi-component own in the drawing-style log - Lithology - Geophysics fluid flow, heat transfer and designer window • Blends imagery or other - Stratigraphy - Fractures reactive transport process • Tabbed data sheets - Hydrology - and more data layers with LIDAR - Hydrochemistry • Saturated and unsaturated • Import/Export data from • Blazing fast on-the-fly (e.g. Contaminants) conditions LAS, Excel, RockWorks contouring and tinning • Create striplogs, cross- • Fractured and porous media • Paginated and continuous • Optimized cross-section/ sections, fence diagrams, profile data viewer • Mesh generation, parameter logs at any vertical scale and block models definition, and display of • Export to a variety of formats • 3D data viewer • Contour data in 2D and 3D results • Exports customizable • Free viewer can be distributed (isosurfaces) • Now supports TOUGH-MP to clients contours • Extensive on-line help and (parallel version of the sample data sets • Offers advanced breakline TOUGH2 simulator) integration options • Includes RockWorks Utilities Free trial available at Free trial available at Free trial available at Free trial available at www.rockware.com www.rockware.com www.rockware.com www.rockware.com $2,499 $2,990 Call for pricing $699 Follow us on: European Sales ++41 91 967 52 53 • F: ++41 91 967 55 50 europe@rockware.com MapInfo Professional® 2 US Sales European Geologist 30 303.278.3534 • F: 303.278.4099 sales@rockware.com
  • 3. Contents European Geologist 30 Page Foreword...Ruth Allington 4 Advertisers Rockware (pages 2 and 48); SLR (page 13); Euro-Ages Stump Foratec AG (page 22); Polymetra Gyro Services (page 29); Geoscience Data Manage- Euro-Ages...André Rieck 5 ment (page 38); Golder Associates (page 40); Geobrugg (page 47). The Bologna Process...Paul D. Ryan 9 Cover photo: Mapping the European geological qualification 14 Main photo: Bologna, which houses the oldest continuously operating university in the world, ...Isabel Fernandez and David Norbury established probably in 1088 (Photo: D. Harper). Smaller photos, from left: Graduation day at The Euro-Ages programme and Ireland...Ben Kennedy 18 Bologna University (Photo: D. Harper); Student on practical training in a mine, Hungary. Learning outcomes and skill levels...David Norbury 19 Photos this page: From left: Participating countries in mapping Academia and industry, Hungary...Janos Foldessy and Ferenc Madai 23 European Qualification; Students on mining practical training, Hungary; Students at the Higher education in geology in Hungary...Éva Hartai 26 GeoMining Museum, Geological Survey of Spain (Photo: A. Calonga). Geological higher education in Serbia...Vladica Cvetković 28 The higher education system in Italy...M. Trimboli and E. Nucci 30 © Copyright 2010 The European Federation of Geologists All rights reserved. No reproduction, copy or Professional registration in Canada...O. Bonham and G. Finn 35 transmission of this publication may be made without written permission. No responsibility is Perspective from employers...Luca Demicheli 37 assumed by the Publisher for any injury and/or damage to persons or property as a matter of products liability, negligence, or otherwise, Euro-Ages and geology in Sweden...Vivi Vajda and Linda M. Larsson 39 or from any use or operation of any methods, products, instructions or ideas contained in the EFG News material herein. Although all advertising mate- rial is expected to conform to ethical (medical) standards, inclusion in this publication does not On regulations and renewals...David Norbury 41 constitute a guarantee or endorsement of the quality or value of such product or of the claims Other News made by its manufacturer. ISSN: 1028 - 267X First Spanish Geological Olympiad...Amelia Calonga Garcia 41 News from GsF. The Togo project...Carlo Enrico Bravi 43 Book Review Introducing Palaeontology...by Patrick Wyse Jackson 45 ... review by D. Harper p. 41 p. 14 p. 23 European Geologist 30 3
  • 4. Foreword EUROPEAN GEOLOGIST Euro-Ages is published by the by EurGeol. Ruth Allington, President T European Federation of Geologists his edition of European Geologist C/O Service Geologique de Belgique is a thematic issue on higher educa- Rue Jenner 13 tion and lifelong learning to mark B-1000 Bruxelles, Belgium the conclusion of the Euro-Ages project1. Tel:+32 2 6270412 The final conference took place on 22 efgbrussels@gmail.com October 2010 and the final report will be www.eurogeologists.eu completed during December 2010 and the early part of 2011. THE BOARD OF EFG The principal objective of the Euro- Ages project has been to review quality PRESIDENT standards and criteria for the assessment EurGeol. Ruth Allington of higher education study programmes in geology across Europe and to propose a RuthA@gwp.uk.com framework for Europe-wide standards. This is not a project about develop- VICE-PRESIDENT ing and attempting to impose prescrip- Nieves Sanchez tive Europe-wide curricula for geological professional qualification (such as nsguitian@yahoo.es study programmes, but about articulating European Geologist (EurGeol.)) a set of high level learning outcomes (the - Facilitating mutual recognition of higher SECRETARY-GENERAL quality standards) based on existing qual- education programmes and professional Elisabeth Däcker ity frameworks, and defining appropriate qualifications through programme vali- elisabeth.dacker@geo.su.se levels of attainment in terms of learning dation and certification on a Europe- outcomes achieved on completion of each wide basis TREASURER of the key Bologna cycles (including cycle - Supporting the mobility of geology grad- Leonard Luzieux 4, the stage at which professional qualifica- uates and professional geologists leonard.luzieux@yahoo.com tions may be attained). The vision is for the - Providing a ‘quality label’ for accred- establishment of a Europe-wide accredita- ited geology programmes of first and EU DELEGATE tion scheme for geological programmes second cycle. Marino Trimboli (based on assessment/certification against delivery of the Euro-Ages learning out- Intermediate results of the project are trimboli@sgggeologia.191.it available on the Euro-Ages website: comes) that can sit alongside national and regional accreditation schemes that (http://www.euro-ages.eu), or via the EFG EDITOR website: (http://www.eurogeologists.eu). determine content and course structures in Maureen Mc Corry accordance with national laws and norms. As the final results become available, they Harper-mccorry@net.telenor.dk The potential advantages of developing will also be posted on this website. Feed- a shared understanding of an appropriate back on all these materials and an ongo- EDITORIAL BOARD set of high level learning outcomes from ing discussion within the wider geological Maureen Mc Corry geological programmes of study across community will be welcomed both now Marino Trimboli Europe (and elsewhere in the World), and and when the project is finished. This will Éva Hartai of agreeing the progression of skills and be co-ordinated via the EFG and reported Gareth Ll Jones experience appropriate at the end of each periodically in this magazine. Edmund Nickless Bologna cycle include: Manuel Regueiro 1 Project Partners: ASIIN Consult - Supporting university teachers of geol- GmBH; European Federation of Geolo- ogy in designing and developing their gists; Official Spanish Association of Pro- Translations by programmes having regard not only to fessional Geologists (ICOG); Hungarian Antoine Bouvier the Bologna requirements (inputs and Geological Society (MFT); Swedish Nat- Manuel Regueiro credits) but also to ensuring that gradu- ural Scientists Association - Geological ate geologists possess the appropriate Section. Layout by skill sets and experience to go on and Advisory Board: Dr. Hans-Jürgen Maureen Mc Corry become professional geologists Weyer (German Professional Associa- - Providing a common framework within tion of Geoscientists - BDG); Dr. Paul which geologists can demonstrate pro- Ryan (Tuning Educational Structures in gression and development from first Europe); Dr. Luca Demichelli (EuroGeo- cycle graduation to attainment of a Surveys). 4 European Geologist 30
  • 5. Euro-Ages Euro-Ages A leap towards transparency, comparability and mobility in geology in higher education across Europe by André Rieck1 Combining the common interests and Combinant les intérêts communs et la Al combinar los intereses comunes y individual strengths of ASIIN (Ger- motivation de l’engagement individuel las fortalezas de ASSIN (Alemania), many), EFG (Belgium), ICOG (Spain), de l’ASIIN (Allemagne), EFG (Belgique), FEG (Bélgica), ICOG (España), MFT MFT (Hungary) and SACO (Sweden), ICOG (Espagne), MFT (Hongrie) et SACO (Hungria) y SACO (Suecia), el proyecto Euro-Ages provides important refer- (Suède), le dossier Euro Ages fournit des Euro-Ages aporta importantes puntos ence points for the development and points de référence importants en mat- de referencia para el desarrollo y el quality assurance of geology and ière de développement et d’assurance aseguramiento de la calidad en la geosciences in tertiary education. qualité pour l’enseignement supérieur educacion terciaria de la geologia y Within the scope of the project life- de la géologie et des géosciences. las ciencias de la tierra . Dentro de los time (2009-2011) this was primarily Dans l’optique du projet de toute une objetivos del proyecto, que cubre un implemented by compiling a set of vie (2009-2011), un premier pas a été periodo de 2009 a 2011, esto se llevó outcome descriptors for Bachelor’s réalisé en compilant une série de fichiers fundamentalmente a cabo compilando and Master’s degree programmes. rendant compte des programmes con- un conjunto de descriptores de los This reference framework can be used duisant aux diplômes de Licence et de resultados de la formacion para los for programme development by indi- Maîtrise. Ce système de référence peut programas de Licenciado y Master. vidual higher education institutions, être utilisé pour le développement de Este marco de referencia se puede for the establishment of national sec- programmes par des institutions indivi- utilizar en el desarrollo de los progra- toral qualification frameworks in geol- duelles en enseignement supérieur, pour mas por instituciones de educacion ogy and geosciences as well as for la création de cadres de qualifications superior concretas, para el establ- the improvement of accreditation and sectorielles nationales en géologie et ecimiento de marcos sectoriales de evaluation efforts across Europe. géosciences et aussi pour plus de réus- cualificaciones en geologia y ciencias site dans les efforts en accréditation et de la Tierra asi como para la mejora évaluation consentis en Europe. de los esfuerzos de acreditación y evaluación en toda Europa. E uro-Ages aimed at developing a of the EQF. The persistent lack of compara- qualification framework for geol- ble subject-specific tools for assessing and ogy, based on learning outcomes enhancing the quality of geology degree rather than input factors on the European programmes on a national or transnational level, thereby increasing transparency level in the past has proven to be a potential of the Earth Sciences qualifications and obstacle to the mobility of geologists, geol- ultimately facilitating academic and pro- ogy students and graduates. In response to fessional mobility across Europe while at this need, and in line with previous efforts the same time stimulating students and undertaken by EU-supported projects, this graduates in the field of geology as well as joint project has involved the major stake- professional geologists to pursue Lifelong holders in the field of higher education in Learning. The project allowed a structured geology in order to develop a Europe-wide exchange of best practices, expertise and applicable qualifications framework and country characteristics of professional descriptors for the EQF level 6 (“Bachelor/ procedural guidelines for the assessment practices in geology in the different Euro- 1st cycle”), and 7 (“Masters/2nd cycle”) of geology degree programmes. pean countries. The project moreover serves as a reference framework for pro- The manifold obstacles to academic provided important reference points for gramme development by individual higher and professional mobility are key chal- quality assurance and related recognition education institutions, for the establish- lenges for the achievement of the Lisbon issues focused on learning outcomes. At the ment of national sectoral qualifications goal of making the EU the most com- same time, a pan-European set of outcome frameworks in geology and for the devel- petitive knowledge-based economy in opment of a sectoral qualification frame- the world. In many countries geology is 1 ASIIN Consult GmbH work for geology encompassing all levels a regulated profession, the exercise of European Geologist 30 5
  • 6. which is dependent on predefined aca- the B.Sc. in Earth Science & Engineering. - The geology section of the Swedish demic achievements (frequently defined Valuable information for both the Euro- Association of Scientists (SACO) is a in input factors), practical experience and Ages peers and the programme manag- rapidly-growing professional associa- Euro-Ages continuous professional development. ers at Miskolc were gathered during this tion in Sweden. As a professional asso- Thus mobility will greatly be facilitated process so that the feedback will continue ciation SACO is working with questions by the existence of tools for the recog- to flow in the development of the qualifica- related to their members’ professional nition of qualifications and competences, tion framework in the months ahead. career status. Important issues are qual- such as the Tuning Education Structures in Also, on 22 October, the final project ity control of education and training, Europe Initiatives, the European Qualifica- conference was held in Budapest, Hun- professional and ethical criteria, career tion Framework, ECTS as a Euroepean gary. On this occasion, participants from coaching and the progress of science “academic currency”, accreditation bodies across Europe (and even beyond) had the and research development. acting as strong and independent systems chance to discuss the results, actively par- Additionally, an international advisory of external quality assurance, and mutually ticipate in the development of the qualifi- board, consisting of three members with respected standards and guidelines such as cation framework and exchange ideas for the ones developed by the European Asso- the future of geology in higher education. ciation for Quality Assurance in Higher Education and adopted by the Bergen The partners Conference in 2005. While the Frame- The project was initiated and carried out work for Qualifications of the European by a consortium of five partners: Higher Education Area, as adopted by the - ASIIN Consult is a subsidiary of ASIIN European Ministers of Education in 2005, e.V., a not-for-profit accreditation provides a generic tool for the recogni- agency carried by an all-embracing tion of higher education qualifications, it grand alliance of academic and profes- needs to be translated into the specific sional associations and higher educa- fields of study in order to be applicable tion institutions in Germany. All activi- to the individual degree programme. For ties of ASIIN are aimed at securing degree programmes in some disciplines, and further expanding high standards notably engineering, chemistry and infor- and the quality of higher education in matics, sectoral qualifications frameworks the fields of engineering, informatics, have already been developed by pan-Euro- mathematics and the natural sciences, pean networks to fit the needs of specific including geology. disciplines. For geology this gap remained - The European Federation of Geolo- to be closed by this project. gists (EFG) with its 22 member coun- try organizations is a Belgium-based The roadmap organization. Its mission is to represent The Euro-Ages project started in Febru- the geological profession in Europe and ary 2009 within the scope of a meeting at to safeguard and promote the present the EFG office in Brussels, Belgium. On and future interest of the profession as this occasion the initial survey about geol- well as to promote best practice policies ogy study programmes across Europe was with regard to the responsible use of the prepared. After refining the questionnaires Earth´s natural resource. and improving the approach of the survey in Lund, Sweden in May 2009, the ques- - The Ilustre Colegio Oficial De Geologos tionnaires were distributed to all major (ICOG) is a professional association stakeholders and the survey started to yield of geologists, a non-profit organization valuable information. These results were created to defend and support the inter- then compiled and edited to benefit the ests of geologists in Spain. Its main first draft of the qualification framework objectives are to promote activities and which was adapted in the aftermath of the studies regarding geology and facilitate third project meeting in Madrid, Spain in the associated members the practice of November 2009. The final project meet- the profession and to carry out stud- ing took place in Düsseldorf, Germany ies, produce reports and assessments, in February 2010 and brought together elaborate statistics and other activities. the various aspects of Euro-Ages. Further- - Magyarhoni Földtani Társulan (MFT), more, planning for the test evaluation as was established as the Hungarian Geo- well as the final conference was started in logical Society in 1848. It represents Düsseldorf. the Hungarian experts and students Ultimately, in October 2010, the quali- involved with geology. Its main activi- fication framework including a first draft ties are bringing together professionals of the accreditation standards could be from geology and related sciences, rep- tested within the scope of an evaluation resenting their interests and presenting at the University of Miskolc, Hungary for and disseminating practical and scien- tific achievements 6 European Geologist 30
  • 7. backgrounds in the educational as well as Appropriate knowledge of other disciplines of information sources (e.g. textual, professional field, supported the project relevant to geology. numerical, verbal, graphical) throughout the entire project lifespan with Ability to conduct appropriate experi- Analysis, design and implementation Euro-Ages valuable advice and critical comments: ments, to analyze and interpret data Ability to create simple geological and draw conclusions - Prof. Dr. Luca Demicheli (EuroGeo- models Basic awareness of relevant state-of-the- Surveys) Some understanding of the complexity of art technologies and their application - Prof. Dr. Paul Ryan (Tuning Educational geological problems and the feasibility Basic ability to solve numerical problems Structures in Europe) of their solution using computer and non-computer - Dr. Hans-Jürgen Weyer (BDG - German Understanding the need of a rational use based techniques Professional Association of Geoscien- of Earth resources Basic knowledge of the application of tists). Basic ability in the formalization and information technology to geological The outcomes specification of problems whose solu- science Within two years, two sets of learning tion involves the use of geological Ability to use spreadsheet and word- outcomes as well as criteria and proce- methods processing software. dural guidelines for both the internal qual- Knowledge of appropriate solution pat- ity management and external assessment terns for geological problems Other professional skills of geological degree programmes have Basic ability to describe a solution at an Ability to complete assigned tasks in a been developed for EQF level 6 and 7 and abstract level range of technical, economical and made public (www.euro-ages.eu). These social contexts Knowledge of the range of applications European outcome descriptors will serve of geology Ability to learn and study including effec- as a reference framework for programme Ability to integrate field and laboratory tive time management and flexibility development by individual higher educa- tion institutions in the process of conceptu- evidence with theory following the Awareness of the concept of professional- alizing or remodelling Bachelor and Mas- sequence from observation to recogni- ism and professional ethics ters programmes in the discipline. tion, synthesis and modelling Knowledge of the economic, social, Graduates having completed a First Appreciation of issues concerning sample environmental and legal conditions Cycle degree should have demonstrated selection, accuracy, precision and expected in professional practice the following capabilities: uncertainty during collection, record- Basic awareness of project management ing and analysis of data in the field and and business practices and understand- Underlying basis laboratory ing of their limitations Ability to formulate and test hypotheses. Ability to work effectively as an indi- Basic knowledge and understanding of the natural sciences (Physics, Chemis- Technological, methodological and trans- vidual and as a member of a team try, Mathematics) underlying the study ferable skills Recognition of the need for, and engage- of Geology ment in self-managed and life-long Basic ability to become familiar with new learning Knowledge and understanding of the geological methods and technologies essential features, processes, materi- Ability to organize their own work inde- Ability to select and use relevant analytic pendently als, history and the development of the and modelling methods Earth and life Basic ability to formulate an acceptable Basic ability to apply appropriate technol- problem solution using geological Basic knowledge and understanding of ogy and use relevant methods the key aspects and concepts of geol- methods in a cost-effective and time- Ability to use simple quantitative meth- efficient way ogy, including some at the forefront of ods and to apply them to geological Basic knowledge in estimating and meas- that discipline problems uring costs and productivity Knowledge of the common terminology Basic ability to independently analyze Basic ability to communicate effectively and nomenclature and the use of bibli- earth materials in the field and labora- in written and verbal form with col- ography in geoscience tory and to describe, process, document leagues, other professionals, customers Awareness of the wider spectrum of geo- and report the results logical disciplines and the general public about substan- Ability to undertake field and laboratory tive issues and problems related to their Awareness and understanding of the tem- investigations in a responsible and safe poral and spatial dimensions in Earth chosen specialization manner, paying due attention to risk Basic ability to prepare, process, inter- processes assessment, rights of access, relevant Awareness of the applications and respon- pret and present data, using appropriate health and safety regulations, and sensi- qualitative and quantitative techniques sibilities of geology and its role in tivity to the impact of investigations on society including its environmental and packages. the environment and stakeholders aspects Basic ability to combine theory and prac- Graduates having completed a Second Awareness of major geological para- tice to complete geology tasks Cycle degree should have demonstrated digms, the extent of geological time Ability to undertake literature searches, the following capabilities: and plate tectonics and to use data bases and other sources Knowledge and understanding of the of information Underlying basis complex nature of interactions within Ability to receive and respond to a variety Advanced knowledge and understanding the geosphere European Geologist 30 7
  • 8. of the principles of geology the development of knowledge, wealth educational objective. From this perspec- Deeper knowledge of a chosen speciali- creation and improving quality of life tive the framework descriptors would zation Ability to evaluate performance as an serve as departing point for further amend- Euro-Ages Critical awareness of the forefront of their individual and a team member ments describing competencies also for the specialization Ability to identify individual and collective related fields of study and the respective Advanced understanding of Earth system goals and responsibilities and to perform interdisciplinary combinations. The Euro- relevant to their specialization in a manner appropriate to these roles Ages framework is thus intended as a broad Ability to critically evaluate professional common denominator, or overarching ref- Appreciation of the learning capacity and research papers erence point, for the variety of geology needed to progress to independent programmes. In order to allow for possible research. Ability to plan an appropriate programme inclusion of existing geology speciali- of continuing professional develop- Analysis, design and implementation zations within European Higher Educa- ment. tion Institutions, the framework must be Ability to specify and complete geologi- Further, within the scope of the surveys, formulated in rather general terms. The cal tasks that are complex, incompletely a state-of-the-art report concerning the Standards and Criteria represent a quality defined or unfamiliar current status of geology in higher educa- threshold. All graduates of programmes Some ability to formulate and solve prob- tion across Europe has been developed. assessed against the Euro-Ages standards lems in new and emerging areas of their Accordingly, the project provided benefits are expected to achieve the programme discipline to departments of geology and the aca- learning outcomes stated therein. Accredi- Ability to apply state-of-the-art or innova- demic community by engaging them in tation of a geology degree programme is tive methods in problem solving, possi- the most important endeavour of defining the primary result of a process used to bly involving use of other disciplines leaning outcomes in geology. Also, in this ensure the suitability of that programme as Ability to think creatively to develop new process, the employment side, companies, providing the education base for the entry and original approaches and methods. and corporate members and further stake- route to professional practice. It involves Technological, methodological and trans- holders were able to feed in their expec- a periodic assessment against accepted ferable skills tations about the qualification profile of standards of higher education in geology. their future employees. The Standards and Independent, third-party accreditation is Ability to design appropriate experiments, Criteria are intended to provide a means essentially based on a peer review proc- to analyze and interpret data and draw for reviewing the quality of higher educa- ess, undertaken by appropriately trained conclusions integrating knowledge tion geology qualifications in the Euro- and independent teams comprising peers from different disciplines, and handling pean Higher Education Area (EHEA), in from both academia and geology practice, complexity a way that encourages the dissemination in accordance with agreed principles. It is Ability to use advanced, and develop cus- of good practice and a culture of continu- important that accreditation processes go tomized, quantitative methods ous improvement of geology programmes. beyond judgement on the achievement of Comprehensive understanding of appli- Given the great diversity of education in a minimum standard, and effectively pro- cable techniques and methods for a geology across Europe, the attempt to mote the idea of continuous improvement particular specialization, and of their create framework standards comprising of the quality of higher education pro- limits all areas of the geology discipline appears grammes. The Standards for Accreditation Awareness of the limits of current knowl- ambitious. In the course of the project can be used in both the design and the eval- edge and the practical application of the the traditional education of geologists at uation of programmes in all specializations state-of-the-art technology European universities appeared to be in of geology. They are expressed as broad Knowledge and understanding of geology a transition period. The design of study generic programme-learning outcomes to create geological models of complex programmes in geology actually drifts that describe in general terms the capa- systems and processes to more interdisciplinary and/or special- bilities required of graduates from accred- Basic ability to contribute to the further ized focuses and “classical” geology is ited First Cycle and Second Cycle geology development of geology in practice and inserted in a selective way in new pro- programmes, as defined in the Framework research. grammes under different titles. Therefore for Qualifications of the European Higher the number of mere geological study pro- Education Area. Consequently, they can Other professional competences grammes decreases all over Europe whilst be interpreted and elaborated by users to Ability to produce independent work in the interdisciplinary approach focusing on reflect the specific demands of different their professional and scientific fields “geosciences” gains strength. Despite this cycles and specializations. Ability to manage and work effectively as observation the project partners decided a leader of teams that may be composed to continue the work on sectoral geology This project has been funded with sup- of different disciplines and levels outcome descriptors as they would also port from the European Commission. This be useful for the design, implementation publication reflects the views only of the Basic ability to work effectively and com- and quality control of study programmes author, and the Commission cannot be held municate in national and international following a broader and or more inter- responsible for any use which may be made contexts disciplinary and or more specialized of the information contained therein. Appreciation of the role of geology in 8 European Geologist 30
  • 9. The Bologna Process: an introduction Euro-Ages by Paul D. Ryan1 The Bologna Process, initiated in 1999 Le Processus de Bologne, initié en El proceso de Bolonia, que comenzó and not yet completed, aims to create 1999 et pas encore achevé, vise à en 1999 y todavía no ha terminado, a single European Higher Education créer un Espace européen unique de tiene como objetivo crear un Área de Area in which degrees and diplomas l’enseignement supérieur dans lequel les Educación Superior Europea en que are transparent and transportable. niveaux de qualification et les diplômes los títulos y diplomas sean transpar- The degrees will be based upon a sont clairement définis et validés d’un entes y transportables. Los grados Bachelor, Masters, Doctoral system pays à l’autre. Les qualifications seront se basarán en un sistema de Licen- and should be described in terms of basées selon un système comprenant ciaturas, Másteres y Doctorados y se what the student is expected to know, trois niveaux : la Licence, la Maîtrise et deberían describir en términos de lo understand and demonstrate after a le Doctorat et devraient être présentées que se espera que un estudiante sepa, course of study. Mechanisms are de manière à préciser ce que l’on attend entienda y pueda demostrar que sabe, being put in place which will facilitate de l’étudiant en matières de connais- tras un curso de estudio. Se están degree recognition throughout the 47 sances, de compréhension et de mise poniendo en marcha mecanismos que signatory states. There will also be a en application, à l’issue de son cursus facilitarán el reconocimiento de títu- Europe wide system of quality assur- d’études. Des mécanismes sont mis en los entre los 47 estados firmantes ance to ensure standards. The Tuning place qui faciliteront la reconnaissance del acuerdo. Habrá también un sis- Project has developed tools to facili- des qualifications dans les 47 états sig- tema europeo de aseguramiento de tate the development of such degrees nataires. Il existera aussi un système la calidad para garantizar la calidad at the Institute level and has produced européen complet d’assurance qualité de los estudios. El proyecto Tuning ha a template for the Earth Sciences. pour garantir des niveaux standard. Un desarrollado herramientas para facili- The Bologna Process will be of great Projet d’Harmonisation a mis au point tar el desarrollo de dichos grados a value to the Geoscience Profession as des outils pour faciliter le développe- nivel de facultad y ha producido una it will facilitate professional mobility ment de ces trois niveaux de qualifica- plantilla o modelos para el caso de throughout Europe. tion et a créé un système référent pour las Ciencias de la Tierra. El proceso les Sciences de la Terre. Le Processus de Bolonia será de gran ayuda para la de Bologne aura une valeur importante profesión de geólogo ya que facilitará pour les professionnels des Géosciences la movilidad profesional en Europa. car il va faciliter leur libre circulation en Europe. T he Bologna Process, adopted cur- reform is still needed today if Europe is signed or were in the process of signing rently by 47 European Nations, to match the performance of the best per- this Convention by 2009. The ultimate aim aims to reform higher education in forming systems in the world, notably the is that a graduate from one country has Europe and is best summarized by the fol- United States and Asia. The three priorities a degree that is recognized in 46 other lowing statement: “The Bologna Process of the Bologna process were: introduc- European countries. In the geoscience aims to create a European Higher Edu- tion of the three cycle system (bachelor / profession, involving large amounts of cation Area by 2010, in which students master / doctorate), quality assurance and trans-national working, such as that of the could choose from a wide and transparent recognition of qualifications and periods geologist, these reforms are long overdue range of high quality courses and benefit of study.” (European Commission, 2009a). and are to be welcomed. from smooth recognition procedures. The This Process requires substantial changes This Bologna process is supervised by Bologna Declaration of June 1999 has in the structure of degrees in countries not a conference of Government Ministers put in motion a series of reforms needed already using the three cycle system, the from the signatory States who meet every to make European Higher Education more implementation of quality assurance pro- second year to measure progress and set compatible and comparable, more com- cedures and of standardized mechanisms priorities for action. After Bologna (1999), petitive and more attractive for Europeans to ensure recognition of qualifications they met in Prague (2001), Berlin (2003), and for students and scholars from other throughout the signatory states. The legal Bergen (2005), London (May, 2007) and continents. Reform was needed then and framework for recognition of degrees is the Leuven/Louvain-La-Neuve (April, 2009) Lisbon Recognition Convention (Council (see the Official Bologna Process website, 1 Earth & Ocean Sciences, NUI Galway, of Europe, 2010) which states that signa- 2010, for details). At the London meeting Ireland. Tuning area coordinator Earth tories must recognize each others’ degrees Ministers adopted a strategy on how to Sciences unless substantial differences can be dem- reach out to other continents. They also paul.ryan@nuigalway.ie onstrated. Thirty seven countries had either gave the green light to create a Register European Geologist 30 9
  • 10. 100% Euro-Ages 90% 80% 70% 60% 50% % of degrees Non-Bolog na Doctora te 40% Ma ste rs 240 ECTS 30% 180 ECTS Sh ort Cycle 20% 10% 0% m m ny li c al rl a n d s li c Ita ly rk Sta te s y ry Spa in e Ir e la n d Kor e a P ola n d ia li a d d r la n d Au s tr ia e Es ton ia e d n Norw a F ra n c Ic e la n e a la n v e ra g a v e ra g Swe d e F in la n Kin g d o B e lg iu Slov e n Hu n g a P ortu g D e n ma R e pu b R e pu b Ge rma Au s tr a Switze Ne th e Un ite d Ne w Z EU1 9 a OEC D Slov a k Cze c h Un ite d Figure 1. The proportion of Three Cycle System degree types in some Bologna signatory nations and in other countries worldwide. The data is extracted from OECD Education at a Glance (2010). The degrees that are ‘non-Bologna compliant’ do not correspond to the Three Cycle System (see text) of European Quality Assurance Agen- of the European Universities in which the or in six years, whilst most do so in the cies. These meetings define the action subject of Earth Science has been an active prescribed five years. Also, some countries lines that each nation needs to undertake area of investigation since its inception in allow students to proceed from a Bachelor to establish the legislative, administrative 2000. This article will review the role of directly to a Doctorate, although increas- and academic framework to implement Bologna action lines and Tuning in imple- ingly the Masters is deemed to be covered in the Process. The action lines have been menting the Bologna Process within Earth a programme of certified Doctoral training revised with time, making the Bologna Science Higher Education in Europe. which is in addition to the research require- Process a vital and ongoing process. It was ment of that degree. Whilst there has been originally intended that this process should Principle components of the Bologna considerable debate within Europe these be completed by 2010. However, in spite of Process matters are not yet fully resolved. Figure considerable progress being made at insti- The ‘Three Cycle System’ 1 shows the proportion of degrees awarded tutional, national and international levels, The Bologna Process requires that higher by countries both within and outside the these reforms are not yet complete. On education in signatory states follows the Bologna Process that correspond to the 12 March 2010, Ministers from the coun- so-called ‘Three Cycle System’. The basic ‘Three Cycle System’ (OECD Education tries participating in the Bologna Process Bachelor (Cycle 1) degree should take at a Glance, 2010). The number of non- adopted the Budapest-Vienna Declara- either three or four years with the Masters Bologna compliant degrees will decrease tion and officially launched the European (Cycle 2) degree being attained after a total with time as new courses are initiated. Higher Education Area. In this declaration of five years of study. The Doctorate or they note “further work, involving staff Cycle 3 degree should then take another Quality Assurance and students, is necessary at European, three years after having completed both The development of a pan-European Qual- national, and especially institutional levels Cycles 1 and 2. There is, however, some ity Assurance system for higher education to achieve the European Higher Education variation in this system. There is a ‘Short will be the driver which monitors and pro- Area” (see the Official Bologna Process Cycle’ degree, usually available after two motes the implementation of the Bologna website, 2010, for details). Much work has years, in some professional courses. Also, reforms. This is currently a work in progress taken place outside of these conferences, the length of Masters programmes varies with, in 2009, about one third of signatory in particular the Tuning Project (Tuning, from one to two years to complement nations still only embarking on the proc- 2010) has developed tools to assist change the three to four years of Bachelor pro- ess. In general, the model that is followed at the level of the Institutes of Higher Edu- grammes. In a community in which free is that where the discipline, programme, cation and professional programmes. The movement is a fundamental right some department, office, or institute produces Tuning Project is an EU-funded project students may achieve a Masters in four a self-assessment report that is critically 10 European Geologist 30
  • 11. evaluated with feedback. The evaluation when the student passes all the assess- Few countries yet have fully implemented process also involves a site visit. This ments for that year. A Bachelor degree, externally validated NQFs and about one process must involve students and should therefore, requires a minimum of 180 and third of signatory states are only embark- Euro-Ages be externally, preferably internationally, a maximum of 240 ECTS credits. It should ing on the process. An example of the validated. A set of guidelines have been also be noted that these credits must be mapping between an NQF and the EQF is published by the European Association cumulative, in other words the student provided in Ireland where Cycle 1 degrees for Quality Assurance in Higher Educa- needs to acquire them at the level of each can be either of 180 ECTS credits (Level 7 tion (ENQA, 2009) whose purpose is to year of study. Some ECTS credits can be or ‘Ordinary Bachelors Degrees’) or 240 establish European standards for internal acquired at a lower level, but this limited ECTS credits (Level 8 or ‘Honours Bach- and external quality assurance, external facility exists only to allow students to elors Degrees’ or ‘Higher Diplomas’) in quality assurance agencies and a European take other ‘minor’ subjects. The European the NQF (see www.nqf.ie) which map to register of quality assurance agencies. The Commission may award an ECTS Label to Level 6 (Bachelors Degrees) of the EQF. quality of degree programmes in all signa- an institution of higher education that ‘has tory states will, therefore, follow similar, shown excellence in applying the European Mobility regular, validated assessments, effectively Credit Transfer and Accumulation System The Ministers responsible for Higher removing the argument that degrees in one (ECTS) and the Diploma Supplement (DS)’ Education in the countries participating state are of a different quality from those (see below). At the time of writing only 65 in the Bologna Process in the communi- in another. IHEs (approximately 1% of the total) have que following the London Conference in been awarded such Labels, but this number May 2007 issued the following statement. Recognition of Degrees and Diplomas is bound to grow especially as it will give a “Mobility of staff, students and gradu- The main international legal text that aims competitive advantage to those IHEs who ates is one of the core elements of the to further the fair recognition of qualifica- possess such Labels in terms of attracting Bologna Process, creating opportunities tions is the Council of Europe/UNESCO international students. for personal growth, developing interna- Convention on the Recognition of Quali- tional cooperation between individuals fications concerning Higher Education in Diploma Supplement and institutions, enhancing the quality of the European Region (Lisbon Recogni- The Diploma Supplement is the instrument higher education and research, and giving tion Convention, see Council of Europe, whereby an institution of higher education substance to the European dimension”. 2010). The recognition of qualifications is gives a full and transportable account of a the responsibility of each country, mean- student’s achievements. It accompanies a Workplace and society ing that higher education institutions are locally awarded higher education diploma In the Leuven Communiqué of 2009 the responsible for the recognition of quali- and provides a standardized description of Ministers identified a list of priorities for fications for the purpose of further study the nature, level, context, content and status the coming decade, which included: the whereas professional bodies or employers of the studies completed by its holder. This social dimension of higher education; are responsible for recognition for the pur- product should not only make it easier for lifelong learning; employability. A recent poses of the labour market. There are many students to study abroad, but also should Eurobarometer Survey, FLASH 260, aspects to the recognition of higher educa- assist with professional mobility. IHEs can (European Commission, 2009b) among tional qualifications throughout Europe; be awarded a Diploma Supplement Label students in higher education reported that however, the European Credit Transfer and in addition to the ECTS label. the vast majority of students want: wider Accumulation System, the Diploma Sup- access to higher education; universities plement and Qualification Frameworks are National and European Qualification to further develop cooperation with the essential requirements for this to happen. Frameworks world of work; wider access to lifelong These Frameworks (NQF/EQF) describe learning. In particular: 97% wanted the The European Credit Transfer and Accu- the qualifications of an education system knowledge and skills they needed to be mulation System and how they interlink. National qualifica- successful in the labour market, 91% rec- The European Credit Transfer and Accu- tions frameworks describe what learners ognized the need for personal develop- mulation System (ECTS) is the fundamen- should know, understand and be able to do ment; 87% supported the principal that tal tool that allows comparison of courses on the basis of a given qualification as well education should facilitate people to play and degrees across Europe. ECTS grew as how learners can move from one quali- an active role in society; a similar propor- out of the need for transportable certifica- fication to another within a system. They tion agreed that higher education should tion for students who took part of their apply to all levels of educational attainment “foster innovation and an entrepreneurial course work abroad under such schemes covering school, workplace training, and mindset among students and staff, and that as Erasmus Mundus. However, this system higher education. The European Qualifica- there should be a possibility to undertake must now be applied to all courses and tions Framework (European Commission, work placements in private enterprises as programmes and a comprehensive set of 2008) provides a meta framework through part of a study programme” (European guidelines for the correct implementa- which individual NQFs can be compared. Commission, 2009b). The Bologna Proc- tion of ECTS has recently been published The NQFs take priority and may differ ess should provide a platform for better (European Commission, 2009). A year of in detail from the EQF, but must have an cooperation between IHEs, industry and study, which comprises about 1500 hours agreed mapping onto the EQF. The aim is society. Something that may prove crucial of total student commitment (not to be to provide both individuals and employ- if the geoscience profession is going to confused with formal timetabled contact ers with a tool to compare the qualifica- meet the challenges of the future. hours), permits the award of 60 ECTS tions levels of different countries, different The recognition of prior learning (RPL) credits on satisfactory completion, that is education and different training systems. and lifelong learning (LLL) are also essential European Geologist 30 11
  • 12. in this regard. RPL will allow a profes- completed the full programme should obtain to demonstrate after completion of a learning sional to apply to an IHE to have their a degree awarded jointly by the participat- experience’ (Tuning, 2008). Competences, prior learning assessed. RPL provides a ing institutions, and fully recognized in all be they subject specific or generic and Euro-Ages mechanism by which individuals with countries. Whilst the current development more related to life and the workplace, prior learning obtained through life experi- of Joint Degree programmes is relatively ‘represent a dynamic combination of cog- ence and/or formal education and/or work slow, mainly because many countries are nitive and meta-cognitive skills, knowl- experience are assessed for entry onto, for still in the process of implementing the edge, and understanding, interpersonal, credit towards and/or for exemption from Bologna reforms at institutional level, intellectual and practical skills and ethical components of a higher education quali- this exciting development will undoubt- values’ (Tuning, 2008). This model for a fication. Correct implementation of RPL edly become very important in the future, programme of study requires careful defi- should well provide a platform for better especially for careers in geoscience, which nition of the competences the student must industry-IHE cooperation and, by allowing require workers to be mobile and able to acquire, the outcomes they must success- access to educational programmes, will work in different societies and under dif- fully demonstrate at the end of the course, contribute significantly to a professional ferent conditions. the exact profile and level of the course and geologist’s lifetime programme of con- the student commitment required in terms tinuous personal development. Lifelong Tuning higher educational structures in of total workload, not just contact hours. learning, which will now be integrated Europe It not only gives students a clear idea of into the NQFs is also very important in This started in 2000 as a project to link the what is expected from them but it also pro- this context, as well as helping serve the political objectives of the Bologna Proc- vides a platform whereby outcomes other needs of an ageing population and the ess and the Lisbon Strategy to the higher than exam scripts, for example publicly economic requirement to move towards educational sector. Over time, Tuning has presenting the results of project work, can ‘knowledge based economies’. Both RPL developed into a Process, adopted by 58 be assessed and assigned ECTS credits. and LLL require more flexible, student- countries world-wide, designed to assist in Whilst there is considerable variation centred modes of delivery (for example, the (re-)design, development, implemen- between educational traditions, students part-time course work at times convenient tation, evaluation and quality enhancement can expect to receive 1 ECTS credit for for in-job training and new methods of in first, second and third cycle degree pro- every 25 ± 5 hours of study satisfactorily distance learning) and the widening access grammes. The motto of Tuning is “Tuning completed. to higher education. of educational structures and programmes The SAGs have developed internation- The London Ministerial Communiqué, on the basis of diversity and autonomy”. ally validated templates to assist in the May, 2007, (see UK Government, 2007) This project was initiated by Julia development of courses following this states “Higher education should play a Gonzalez, University of Duesto, Bilbao model. The template for the Earth Sci- strong role in fostering social cohesion, and Robert Wagener, Groningen Univer- ences (Ryan et al., 2010) is available from reducing inequalities and raising the level sity. Whilst funded by the EU, Tuning was the Tuning website. This template recog- of knowledge, skills and competences in in effect the Universities’ response to the nizes the enormous breadth of subjects that society. Policy should therefore aim to challenges of the Bologna Process. Sub- fall within the remit of Earth Science (let maximize the potential of individuals in ject area groups of experts from across alone the wider Earth System Sciences) terms of their personal development and Europe, which included geoscience from and is extremely careful not to recom- their contribution to a sustainable and the outset, were set up to try to develop the mend a ‘standard curriculum’. However, democratic knowledge-based society”. educational tools required by the Process. it does elucidate the fundamental under- These groups also met in plenary session to lying Generic and Subject Specific com- Joint Degrees develop the broader language and policies petences which are required to study the The Bologna Process has paved the way required. Tuning has been highly influential Earth. The template also requires that any for increasingly innovative, cooperative, within the Bologna Process. The adoption Earth Science training programme should cross border study programmes. The so- by the Ministers in their Berlin Commu- include an appropriate amount of field called “Joint Degree” has recently become niqué of 2003 of the following statement work, particularly at the Cycle 1 level, one of the most cited examples, and such “Ministers encourage the member States as “it is impossible to properly analyze joint degree programmes are springing up to elaborate a framework of comparable and interpret field-based data, whether across Europe. The programmes leading to and compatible qualifications for their collected directly or remotely, without an Joint Degrees are developed or approved higher education systems, which should understanding of its inherent limitations” jointly by several institutions. Students seek to describe qualifications in terms of (Ryan et al., 2010). from each participating institution study workload, level, learning outcomes, com- Although the Tuning Europe Project for a significant part of the programme petences and profile. They also undertake formally ended in 2009, a Tuning Academy (as opposed to short exchanges) at insti- to elaborate an overarching framework of was launched in September 2010 whose tutions other than the one in which they qualifications for the Higher Education aim is to promote training and research register. Teaching staff from each partici- Area” was directly a result of this work. to support the Bologna Process. The Min- pating institution devise and administer This policy required a move from ‘input, sters state in 2009 (see: http://www.ond. the curriculum together and participate in teacher oriented’ programmes such as vlaanderen.be/hogeronderwijs/bologna/ mobility for teaching purposes. Periods defining a degree by giving a list of topics conference/documents/Leuven_Louvain- of study and exams passed at the part- to be studied, to ‘outcome, student ori- la-Neuve_Communiqu%C3%A9_April_ ner institution(s) are recognized fully ented’ programmes. A learning outcome is 2009.pdf) that “the potential and wide- and automatically by all institutions and defined as ‘statements of what a learner is spread significance of learning outcomes countries involved. The students who have expected to know, understand and be able is only just beginning to be realized .... For 12 European Geologist 30
  • 13. this sort of bottom-up approach there is a Conclusions qualified. The need to restructure degree need for fundamental change at institutional Although there is still a lot more work to do, programmes in a manner that is more level”. It is the aim of the Tuning Academy the Bologna Process is creating a European student centred and takes into account the Euro-Ages to meet this challenge. The Earth Sciences framework in which professional geolo- needs of society and the workplace pro- will be represented in this endeavour. gists should find it much easier to work vides our profession with a unique oppor- in countries other than the one where they tunity to contribute towards high training standards in European higher education. References and resources European Commission. 2009b. Stu- bell, B., Weiszburg, T. 2010. Reference Council of Europe. 2010. (http:// dents and Higher Education Reform: Points for the Design and Delivery of www.coe.int/t/dg4/highereducation/ Survey among students in higher edu- Degree Programmes in Earth Science. recognition/1rc_EN.asp). cation institutions in the EU Member (http://www.tuning.unideusto.org/tun- States, Croatia, Iceland, Norway and ingeu/index.php?option=com_docman ENQA. 2009. ESG Standards and Turkey. (http://ec.europa.eu/public_ &task=docclick&Itemid=59&bid=113 Guidelines for Quality Assurance in opinion/flash/fl_260_en.pdf). &limitstart=0&limit=5). the European Higher Education Area - 3rd edition. (http://www.enqa.eu/files/ OECD Education at a Glance. 2010. Tuning. 2008. Universities´ contribu- ESG_3edition%20(2).pdf). (http://www.oecd-ilibrary.org/educa- tion to the Bologna Process: An intro- tion/highlights-from-education-at-a- duction (2nd Edition) (http://tuning. European Commission. 2010. (http:// glance-2010_eag_highlights-2010- unideusto.org/tuningeu/images/sto- www.ec.europa.eu/education/higher- en). ries/Publications/Tuning_General_ education/doc1290_en.htm). Brochure_english.jpg). Official Bologna Process website. European Commission. 2009a. ECTS 2010. (http://www.ond.vlaanderen.be/ Tuning. 2009. (http://tuning.unideusto. Users’ Guide, third edition. (http:// hogeronderwijs/bologna/). org/tuningeu/index.php). ec.europa.eu/education/lifelong-learn- ing-policy/doc/ects/guide_en.pdf). Ryan, P. D., Pereira, E., Anceau, A., UK Government. 2007. (http://www. Beunk, F., Boulton, G., Canals, A., Del- dfes.gov.uk/londonbologna/uploads/ European Commission. 2008 The pouve, B. Dramis, F., Gehör, S., Greil- documents/LondonCommuniquefinal- European Qualifications Framework ing, R., Tvis Knudsen, N., Mansy, J-L., withLondonlogo.pdf). for lifelong learning (EQF). (http:// Meilliez, F., Nogueira, P., Petrakakis, www.ec.europa.eu/education/pub/pdf/ K., Roeleveld, W., Sanderson, D., Sta- general/eqf/broch_en.pdf). SUSTAINABLE NATURAL RESOURCE DEVELOPMENT SLR Consulting Ireland has over 25 geoscience professionals based in Dublin who are part of the 700+ strong SLR Group with offices in the UK, Canada, USA, Australia and SE Asia. SLR provides a full range of services in the following areas: · Minerals & Mining · Energy Resources · Geothermal Energy To find out more, please contact: · Environmental Management Deirdre Lewis / Róisín Goodman · Infrastructure / Geotechnics SLR Consulting (Ireland) Limited 7 Dundrum Business Park, Windy Arbour · Competent Person / Independent Reporting Dundrum, Dublin 14 · Carbon Management T: +353 1 296 4667 F: +353 1 296 4676 · Management Waste dlewis@slrconsulting.com · Strategic Planning / Valuations rgoodman@slrconsulting.com www.slrconsulting.com European Geologist 30 13