Development of Qualifcations Framework

for Cycles of Higher Education in Aerospace Engineering

Airqual Project Final Report July 2011
editors
M.M. Gola, I. Tobaldo
with contributions of
R. Agishev, P. Bauer, G. Chiocchia, A. Danilin, F. Gretchnikov, G. Guglieri,
M. Guzairov, L. Johannson, V. Kordas, N. Krioni, J. Laval, A. Snegurenko, S. Tiz
ccademia
university
press
aA aA





Legal Notice

AIrQuaI project has been Iunded wIth support Irom the European CommIssIon,
In the Iramework oI Tempus V programme.

ThIs pubIIcatIon reIIects the vIews onIy oI the authors and the CommIssIon
cannot be heId responsIbIe Ior any use whIch may be made oI the InIormatIon
contaIned thereIn.




AIrQuaI project


EdIted In ]uIy 2011

3
Contents Contents Contents Contents
8IographIc data oI partIcIpants 8IographIc data oI partIcIpants 8IographIc data oI partIcIpants 8IographIc data oI partIcIpants ................................ ................................ ................................ ................................................................ ................................ ................................ ................................................. ................. ................. ................. 5 55 5
ntroductIon ntroductIon ntroductIon ntroductIon................................ ................................ ................................ ................................................................ ................................ ................................ ................................................................ ................................ ................................ ........................................... ........... ........... ........... 11 11 11 11
Part 1. QuaIIIIcatIons Framework: Irom an European to a NatIonaI perspectIve Part 1. QuaIIIIcatIons Framework: Irom an European to a NatIonaI perspectIve Part 1. QuaIIIIcatIons Framework: Irom an European to a NatIonaI perspectIve Part 1. QuaIIIIcatIons Framework: Irom an European to a NatIonaI perspectIve ......... ......... ......... ......... 25 25 25 25
1.1 An overvIew on the European QuaIIIIcatIons Framework ..............................26
CIossary.................................................................................................... 28
1.2 OngoIng reIorm Ior the deveIopment oI NatIonaI QuaIIIIcatIons Framework In
AIrQuaI partner countrIes ................................................................................29
DeveIopment oI NQF In the RussIan FederatIon ........................................ 30
DeveIopment oI NQF In France.................................................................. 32
DeveIopment oI NQF In taIy ..................................................................... 35
DeveIopment oI NQF In Sweden................................................................ 38
The PECASUS experIence .......................................................................... 42
Part 2. 8ackground and perspectIve oI AIrQuaI project Part 2. 8ackground and perspectIve oI AIrQuaI project Part 2. 8ackground and perspectIve oI AIrQuaI project Part 2. 8ackground and perspectIve oI AIrQuaI project ................................ ................................ ................................ ............................................ ............ ............ ............ 49 49 49 49
2.1 AIrQuaI objectIves ...............................................................................................51
2.2 LIst oI ActIvItIes ...................................................................................................53
Part 3. MethodoIogy Ior the deveIopment oI QuaIIIIcatIons Framework Ior Aerospace Part 3. MethodoIogy Ior the deveIopment oI QuaIIIIcatIons Framework Ior Aerospace Part 3. MethodoIogy Ior the deveIopment oI QuaIIIIcatIons Framework Ior Aerospace Part 3. MethodoIogy Ior the deveIopment oI QuaIIIIcatIons Framework Ior Aerospace
EngIneerIng EngIneerIng EngIneerIng EngIneerIng ................................ ................................ ................................ ................................................................ ................................ ................................ ................................................................ ................................ ................................ ........................................... ........... ........... ........... 57 57 57 57
3.1 AIrQuaI methodoIogy ..........................................................................................58
3.2 Structure oI AIrQuaI QuaIIIIcatIons Framework.................................................60
Part 4. PerspectIv Part 4. PerspectIv Part 4. PerspectIv Part 4. PerspectIve Irom surveys to graduates and IndustrIes e Irom surveys to graduates and IndustrIes e Irom surveys to graduates and IndustrIes e Irom surveys to graduates and IndustrIes ................................ ................................ ................................ ................................... ... ... ... 65 65 65 65
4.1 Surveys wIthIn the RussIan FederatIon AE IndustrIes and graduates..............66
4.2 AcademIc cooperatIon wIth the Industry In study programme desIgn ...........73
ENAC experIence In cooperatIng wIth the Industry.................................... 75
ENSMA: a weII baIanced IIttIng oI AcademIc traInIng, Research and ndustrIaI
partnershIps ............................................................................................. 77
KTH: students seII evaIuatIon ................................................................... 81
POLTO: IdentIIIcatIon oI externaI requIrements through surveys wIth
aerospace IndustrIes................................................................................. 85
Part 5. TabIes Part 5. TabIes Part 5. TabIes Part 5. TabIes................................ ................................ ................................ ................................................................ ................................ ................................ ................................................................ ................................ ................................ ......................................... ......... ......... ......... 99 99 99 99
5.1 FunctIons and Competences ..............................................................................99
5.2 Expected LearnIng Outcomes.......................................................................... 151
5
8IographIc data oI partIcIpants 8IographIc data oI partIcIpants 8IographIc data oI partIcIpants 8IographIc data oI partIcIpants


ProI. RavII R. AgIshev, Kazan State TechnIcaI UnIversIty, RussIa -
ravIIagIshevmaII.ru
Ph.D. In RadIo-EIectronIc Systems (1983), Doctor oI ScIence In
nIormatIon ProcessIng & ControI Systems (1995), FuII ProIessor
(1997). Head oI Emergency Management Dept. at KSTU (2001-
2006). Head oI the nternatIonaI ReIatIons Department at KSTU
sInce 1995. ProI. AgIshev has been recognIzed through
InternatIonaI awards and IeIIowshIps and was appoInted as
vIsItIng proIessor In Europe and North AmerIca. HIs key actIvItIes
IncIude:
- StrategIc Management In nternatIonaI ReIatIons at HE. Long-
term experIence as partIcIpant, project deveIoper]Ieader In
InternatIonaI programmes: Tempus, Erasmus-Mundus, EUA,
DAAD, 8rItIsh CouncII, Exchange-VIsItor-USA, PV-SpaIn.
- EnvIronmentaI monItorIng, AtmospherIc optIcaI remote
sensIng, nIormatIon processIng & controI systems deveIopment:
Ieader oI research projects, Iecturer, vIsItIng proIessor.
PubIIcatIons: more than 150 papers, 2 monographs, 15 natIonaI
patents, book chapters, conIerence proceedIngs etc.


ProI. PascaI 8auer, EcoIe NatIonaIe SuperIeure de MecanIque et d'
AerotechnIque, PoItIers, France - bauerensma.Ir
Mech Eng. Degree In 1972. Docteur en ScIences In 1985.
ProIessor at UnIversIty oI ParIs West In 1989, then, Irom 2002,
ProIessor at ENSMA. Author oI over 150 papers and reports,
IncIudIng 50 archIvaI papers on subjects reIated to detonatIon
and Its appIIcatIon to propuIsIon. Author oI 2 books on
propuIsIon. Member oI the research group on deIIagratIons,
detonatIons and expIosIons at the Laboratory PprIme, CNRS,
ENSMA. AIIIIIate ProIessor at the UnIversIty oI WashIngton,
SeattIe, WA, USA. ProIessor at the SIno-European nstItute oI
AvIatIon EngIneerIng, TIanjIn, ChIna. AssocIate FeIIow oI the
AmerIcan nstItute oI AeronautIcs and AstronautIcs. Former
ChaIrman oI the PECASUS network.


ProI. CIanIranco ChIocchIa, PoIItecnIco dI TorIno, taIy -
gIanIranco.chIocchIapoIIto.It
Aerospace EngIneerIng degree In 1972. 1978 Iecturer oI AppIIed
MechanIcs and FIuId MachInes. SInce 1983 proIessor oI
AeroeIastIcIty, at PoIItecnIco dI TorIno. From 1989 to 1992
proIessor oI CasdynamIcs at the UnIversIty oI PaIermo (taIy).
1978 VIsItIng ScIentIst at the DVFLR (now DLR) at CttIngen
(Cermany) 1981-83 member oI the WorkIng Croup 07 oI the
ACARD FIuId DynamIcs PaneI. ConsuItant Ior PubIIc AuthorItIes In
taIy and abroad on topIcs regardIng envIronmentaI Issues, In
partIcuIar transport noIse. Author oI about 50 papers and
6
artIcIes on topIcs reIated to transonIc aerodynamIcs, aero-
acoustIcs, magneto-IIuId-dynamIcs, unsteady aerodynamIcs,
IIuId-structure InteractIon, appIIed mechanIcs, envIronmentaI
IIuId-dynamIcs and acoustIcs. From 1993 to 2007 ChaIrman oI
the Degree Course In Aerospace EngIneerIng at PoIItecnIco dI
TorIno. ResponsIbIe Ior the Degree Course oI the students'
InternatIonaI exchange programmes. SupervIsor to quaIIty
assurance Ior the FIrst FacuIty oI EngIneerIng. SInce 2008
member oI the ConseII de I'ApproIondIssement de Ia IormatIon
Supaero at SAE TouIouse (France). 2004-07 ChaIrman oI the
European Network PECASUS. At present, Head oI the Department
oI Aerospace EngIneerIng at PoIItecnIco dI TorIno and DIrector oI
an InternatIonaI Postgraduate MSc course (SEEDS: Space
ExpIoratIon and DeveIopment Systems).


ProI. AIexander DanIIIn, Samara State Aerospace UnIversIty,
RussIa - aIexdanssau.ru
AIrcraIt 8uIIdIng Eng. Degree In 1972; Ph.D. In 1980; Dr.oI
TechnIcaI ScIence In 1996. From 1984, AssocIate ProIessor and
Irom 1997 tIII 2010 FuII ProIessor to the ChaIr oI "Structures and
DesIgnIng oI FIyIng VehIcIes" at Samara State Aerospace
UnIversIty. SInce 1998 tIII 2010 Head oI nternatIonaI
Department Samara State Aerospace UnIversIty. SInce 2010 tIII
now - FuII ProIessor to the ChaIr oI "TechnIcaI MaIntenance oI
AIrcraIt EngIneerIng" at Samara State Aerospace UnIversIty.
Member oI SpecIaIIzed CouncII Ior ConIerrIng Doctorate and
CandIdate (Ph.D.) Degrees.
Author oI over 80 papers on subjects In structuraI optImIzatIon
wIth stIIIness requIrements oI aIrcraIts structures, modeIIIng oI
structures and processes.


ProI. MuzIo CoIa, PoIItecnIco dI TorIno, taIy -
muzIo.goIapoIIto.It
Mech Eng. Degree In 1971. From 1986, ProIessor to the ChaIr oI
"MachIne DesIgn" at PoIItecnIco dI TorIno. Author oI over 190
papers on subjects In strength oI materIaIs and structures,
mechanIcs, dynamIcs, turbIne bIade vIbratIons. Leader oI the
AERMEC-DMEC Iaboratory and research group. Author oI 24
maIn papers on QuaIIty Assurance.
VIce-Rector Ior QuaIIty, EvaIuatIon and AccredItatIon, Irom 2005,
DIrector CEQUA-POLTO. Former DIrector oI DIpartImento dI
MeccanIca. Member or presIdent oI the EvaIuatIon 8oard oI
varIous taIIan hIgher educatIon InstItutIons. From 1995 member
or Ieader In InternatIonaI projects on projects on QuaIIty
Assurance oI hIgher educatIon (SECA, H3E, Leonardo 2, E4,
TREE, QUESTE, ALFA-MRROR, AIrQuaI, CRNSA, UNQTOOL).
Member In expert paneIs Ior OAQ (SwIss AccredItatIon Agency).

7

ProI. Fedor CretchnIkov , Samara State Aerospace UnIversIty,
RussIa - gretchssau.ru
MetaIIurgy Eng. Degree In 1973; Dr.oI TechnIcaI ScIence In 1993.
From 1994 FuII ProIessor to the ChaIr oI "MetaI Treatment by
Pressure" at Samara State Aerospace UnIversIty. SInce 1998 VIce-
rector Ior AcademIc AIIaIrs In Samara State Aerospace UnIversIty.
ChaIrman oI SpecIaIIzed CouncII Ior ConIerrIng Doctorate and
CandIdate (Ph.D.) Degrees. CorrespondIng Member oI RussIan
Academy oI ScIence.
Author oI over 200 papers on subjects In materIaI scIence,
structuraI mechanIcs, modeIIIng oI structures and technoIogIcaI
processes.


ProI. CIorgIo CugIIerI, PoIItecnIco dI TorIno, taIy -
gIorgIo.gugIIerIpoIIto.It
MechanIcaI EngIneerIng Degree In 1989. AssocIate ProIessor In
FIIght MechanIcs sInce 2005. 8S]MS]PhD Courses: FIIght
MechanIcs, FIIght DynamIcs, HeIIcopter DesIgn and HeIIcopter
DynamIcs). Research Interests and pubIIcatIon subjects (more
than 30 journaI papers and 60 conIerence proceedIngs): FIIght
MechanIcs, FIIght SImuIatIon, FIIght ControI System DesIgn,
HeIIcopter DynamIcs, HandIIng QuaIItIes, UnInhabIted AerIaI
VehIcIes, SpacecraIt DynamIcs, AppIIed AerodynamIcs, WInd
TunneI TestIng, ExperImentaI FIIght TestIng, SoItware
DeveIopment, AvIonIcs, Human MachIne nterIace DesIgn, TeIe-
operatIon oI RobotIc Systems, CuIdance NavIgatIon and ControI.
RevIewer Ior severaI edItorIaI boards (technIcaI and research
journaIs) and TechnIcaI Manager and ExecutIve OIIIcer (MAVTech
srI - www.mavtech.eu )


ProI. Murat 8akeevIch CuzaIrov, UIa State AvIatIon TechnIcaI
UnIversIty, RussIa - guzaIrovrb.ru
ProI. CuzaIrov hoIds a degree In MachIne EngIneerIng. From
1998, proIessor oI UIa State AvIatIon TechnIcaI UnIversIty; sInce
2003 untII present tIme - Rector oI USATU. Author oI more than
250 scIentIIIc papers In the IIeId oI admInIstratIon In socIaI and
economIc systems as weII as educatIon quaIIty ratIng. FuII
member oI the RussIan Academy oI NaturaI ScIences and
nternatIonaI HIgher EducatIon Academy oI ScIences and member
oI the USSR and the RussIan FederatIon councIIs on the
deveIopment oI QuaIIIIcatIons descrIptIon, educatIon standards
oI the IIrst and second generatIons. ProI. CuzaIrov has been
InvoIved as member oI the AccredItatIon CouncII In the FederaI
ServIce Ior SupervIsIon In the Sphere oI EducatIon and ScIence
and Is chIeI edItor oI the academIc perIodIcaI VestnIk USATU.
8

Mr. Lennart ]ohansson, SenIor Project Manager, RoyaI nstItute oI
TechnoIogy, StockhoIm, Sweden - Iennartjkth.se
Mech Eng Degree In 1972. Head oI Deans OIIIce, MechanIcaI
EngIneerIng untII 1990. Long experIence In desIgnIng currIcuIa,
unIversIty admInIstratIon and quaIIty controI.
EstabIIshed KTH nternatIonaI OIIIce 1992. DeveIopment oI many
exchange programs Ior students and proIessors. SInce 1996
Project Manager Ior nternatIonaI projects, especIaIIy Iunded by
EU-CommIssIon. Has been InvoIved In more than 50 Tempus
projects.


Mr. VIctor Kordas, Tempus EU- Project Manager, RoyaI nstItute
oI TechnoIogy, StockhoIm, Sweden - vIctorkkth.se
VIctor Kordas was born 1968]02]07 In KhmeInItsky, UkraIne and
graduated Irom T. Shevchenko KIev NatIonaI UnIversIty,
CybernetIcs FacuIty In 1993 on the specIaIIzatIon oI CompIex
System SImuIatIon. He has been workIng sInce 2001 at KTH,
where he was coordInatIng severaI InternatIonaI projects Iunded
through the Tempus program, AsIa-LInk as weII as projects
Iunded by the SwedIsh nstItute and SwedIsh nternatIonaI
DeveIopment and CooperatIon Agency. He has broad experIence
In provIdIng support Ior InternatIonaI educatIon and research.


ProI. NIkoIay KonstantInovIch KrIonI, UIa State AvIatIon TechnIcaI
UnIversIty, RussIa - krIonImaII.rb.ru
ProI. KrIonI hoIds a degree In MachIne EngIneerIng. From 1995
untII present tIme proIessor In UIa State AvIatIon TechnIcaI
UnIversIty, author oI more than 180 artIcIes In contact
InteractIon oI soIIds, probIems oI vocatIonaI educatIon quaIIty.
Member oI the EngIneerIng EducatIon AssocIatIon oI RussIa, oI
the edItorIaI board oI academIc perIodIcaI VestnIk USATU,
chaIrman oI the edItorIaI councII oI the unIversIty and socIaI
councII oI 8ashkortostan pedagogIcaI journaI.
Head oI project DeveIopment oI the mechanIsm oI actIve
wIdespread ImpIementatIon oI two- IeveI traInIng In the system
oI engIneerIng educatIon In RussIa. Honorary empIoyee oI
hIgher vocatIonaI educatIon oI the RussIan FederatIon.


AssocIate ProI. AIexander Snegurenko, Kazan State TechnIcaI
UnIversIty, RussIa - IcdkaI.ru.
PhD In Mech. Eng. (2001). AssocIate ProIessor oI the Strength oI
MaterIaIs Dept. at Kazan State TechnIcaI UnIversIty (KSTU) Irom
2003.
VIce-Head oI nternatIonaI ReIatIons at KSTU Irom 2005. ActIve
InvoIvement Into a number oI EU TEMPUS projects 2007-2011.
PubIIcatIons: 20 papers on Strength oI MaterIaIs and Structures,
15 papers on nternatIonaIIsatIon In HIgher EducatIon and
8oIogna Process.

9

AssocIate ProI. Sergey TIz - Samara State Aerospace UnIversIty,
RussIa - sergey.n.tIz.gmaII.com
AIrcraIt TechnIcaI MaIntenance Eng. Degree In 2005. Ph.D.
Degree In 2009.
From 2007, AssIstant ProIessor and Irom 2011 AssocIate
ProIessor to the ChaIr oI "TechnIcaI MaIntenance oI AIrcraIt
EngIneerIng" at Samara State Aerospace UnIversIty.
Author oI over 20 papers on subjects In non-destructIve controI
methods Ior aIrcraIt structures.


Mrs. IarIa TobaIdo PoIItecnIco dI TorIno, taIy -
IIarIa.tobaIdopoIIto.It
nternatIonaI ReIatIons Degree In 2007. She has been workIng
sInce 2007 at PoIItecnIco dI TorIno - Department oI nternatIonaI
AIIaIrs - nternatIonaI Projects and DeveIopment CooperatIon
UnIt, where she was deveIopIng and managIng severaI
InternatIonaI projects, Iunded through Tempus program as weII
as deveIopment cooperatIon projects Iunded wIthIn the
Iramework oI EuropeAId. From 2009, research assIstant In
QuaIIty Assurance projects deveIoped at PoIItecnIco dI TorIno.










11
ntroductIon

n the 8erIIn CommunIque "ReaIIsIng the European HIgher EducatIon Area" oI 19
September 2003, the MInIsters oI HIgher EducatIon set the prIncIpIes to: ". encourage
the member States to eIaborate a Iramework oI comparabIe and compatIbIe
quaIIIIcatIons Ior theIr hIgher educatIon systems, whIch shouId seek to descrIbe
quaIIIIcatIons In terms oI workIoad, IeveI, IearnIng outcomes, competences and
proIIIe".
They aIso undertook "to eIaborate an overarchIng Iramework oI quaIIIIcatIons Ior the
European HIgher EducatIon Area".
They estabIIshed that "wIthIn such Irameworks, degrees shouId have dIIIerent deIIned
outcomes. FIrst and second cycIe degrees shouId have dIIIerent orIentatIons and
varIous proIIIes In order to accommodate a dIversIty oI IndIvIduaI, academIc and Iabour
market needs".
On 24 October 2007, the European ParIIament voted In Iavour oI adoptIng the
RecommendatIon on the estabIIshment oI the European QuaIIIIcatIons Framework Ior
IIIeIong IearnIng (EQF).
The EQF encompasses generaI and aduIt educatIon, vocatIonaI educatIon and traInIng,
as weII as hIgher educatIon. t appIIes to aII types oI quaIIIIcatIons Irom those achIeved
at the end oI compuIsory educatIon to those awarded at the hIghest IeveI oI academIc
and proIessIonaI or vocatIonaI educatIon and traInIng.
t Is weII known that "The core eIement oI the EQF Is a set oI 8 reIerence IeveIs whIch
wIII act as a common and neutraI reIerence poInt Ior educatIon and traInIng authorItIes
at natIonaI and sector IeveI. The eIght IeveIs cover the entIre span oI quaIIIIcatIons
Irom those achIeved at the end oI compuIsory educatIon and traInIng to those awarded
at the hIghest IeveI oI academIc and proIessIonaI and vocatIonaI educatIon and
traInIng"
1
.
The eIght reIerence IeveIs descrIbe what degree hoIders know or understand, and are
abIe to do and whIch responsIbIIItIes they are abIe to take - theIr broad "competencIes"
- Independent oI the specIIIc subject In whIch they have to be appIIed.
The descrIptor Ior the IIrst and second cycIe In the Framework Ior QuaIIIIcatIons oI the
European HIgher EducatIon Area correspond to the IearnIng outcomes Ior EQF
respectIveIy IeveIs 6 and 7 (see TabIe 1).
ConceIved In thIs way, the descrIptors are a mIx oI the aspects whIch shouId be kept
separated: the IearnIng outcomes proper on one sIde (knowIedge ] skIIIs) and a
combInatIon oI transversaI skIIIs - as Imparted through studIes - and oI competencIes

1
RecommendatIon oI the European ParIIament and oI the CouncII oI 23 AprII 2008 on the estabIIshment oI
the European QuaIIIIcatIons Framework Ior IIIeIong IearnIng [OIIIcIaI ]ournaI C 111, 6.5.2008]




12
properIy saId, I.e., responsIbIIItIes whIch the degree hoIder Is capabIe to take wIth a
gIven degree oI autonomy.

knowIedge knowIedge knowIedge knowIedge skIIIs skIIIs skIIIs skIIIs competence competence competence competence
LeveI 6 LeveI 6 LeveI 6 LeveI 6

advanced knowIedge
oI a IIeId oI work or
study, InvoIvIng a
crItIcaI understandIng
oI theorIes and
prIncIpIes

advanced skIIIs,
demonstratIng
mastery and
InnovatIon, requIred to
soIve compIex and
unpredIctabIe
probIems In a
specIaIIsed IIeId oI
work or study

manage compIex technIcaI
or proIessIonaI actIvItIes
or projects, takIng
responsIbIIIty Ior
decIsIon-makIng In
unpredIctabIe work or
study contexts take
responsIbIIIty Ior
managIng proIessIonaI
deveIopment oI
IndIvIduaIs and groups
LeveI 7 LeveI 7 LeveI 7 LeveI 7

hIghIy specIaIIsed
knowIedge, some oI
whIch Is at the
IoreIront oI knowIedge
In a IIeId oI work or
study, as the basIs Ior
orIgInaI thInkIng
and]or research
crItIcaI awareness oI
knowIedge Issues In a
IIeId and at the
InterIace between
dIIIerent IIeIds
specIaIIsed probIem-
soIvIng skIIIs requIred
In research and]or
InnovatIon In order to
deveIop new
knowIedge and
procedures and to
Integrate knowIedge
Irom dIIIerent IIeIds

manage and transIorm
work or study contexts
that are compIex,
unpredIctabIe and requIre
new strategIc approaches
take responsIbIIIty Ior
contrIbutIng to
proIessIonaI knowIedge
and practIce and]or Ior
revIewIng the strategIc
perIormance oI teams

TabIe 1: extract Irom RecommendatIon oI the European ParIIament and oI the CouncII oI 23 AprII 2008 on
the estabIIshment oI the European QuaIIIIcatIons Framework Ior IIIeIong IearnIng [OIIIcIaI ]ournaI C 111,
6.5.2008].

The descrIptors oI thIs documents IuIIII theIr task oI beIng very generaI... at the prIce
oI beIng quIte vague: a reaI deIInItIon Is avaIIabIe onIy II we are abIe to gIve a precIse
meanIng to such terms as "crItIcaI", "advanced", "compIex", "mastery and InnovatIon"
(appIIed to a bacheIor IeveI.). These terms do not have an absoIute vaIue, they have
one onIy II put In context, I.e., In comparIson wIth anaIogous descrIptors Ior Iower
IeveIs (exampIe, secondary schooIs oI dIIIerent types, vocatIonaI traInIng).
The report Irom a ]oInt QuaIIty nItIatIve InIormaI group (Shared 'DubIIn' descrIptors
Ior the 8acheIor's, Master's and DoctoraI awards), oI 23 March 2004, uses a dIIIerent
Ianguage, as seen In TabIe 2. t Is seen that In TabIe 2 the DubIIn descrIptors are



13
ImpIIcItIy used: -) KnowIedge and understandIng -) AppIyIng knowIedge and
understandIng -) MakIng judgements -) CommunIcatIon -) LearnIng skIIIs.

LeveI 6 LeveI 6 LeveI 6 LeveI 6

QuaIIIIcatIons that sIgnIIy compIetIon oI the IIrst cycIe are awarded to QuaIIIIcatIons that sIgnIIy compIetIon oI the IIrst cycIe are awarded to QuaIIIIcatIons that sIgnIIy compIetIon oI the IIrst cycIe are awarded to QuaIIIIcatIons that sIgnIIy compIetIon oI the IIrst cycIe are awarded to
students who students who students who students who: : : :
1. have demonstrated knowIedge and understandIng In a IIeId oI study
that buIIds upon and supersedes theIr generaI secondary educatIon,
and Is typIcaIIy at a IeveI that, whIIst supported by advanced
textbooks, IncIudes some aspects that wIII be InIormed by knowIedge
oI the IoreIront oI theIr IIeId oI study;
2. can appIy theIr knowIedge and understandIng In a manner that
IndIcates a proIessIonaI approach to theIr work or vocatIon, and
have competences typIcaIIy demonstrated through devIsIng and
sustaInIng arguments and soIvIng probIems wIthIn theIr IIeId oI
study;
3. have the abIIIty to gather and Interpret reIevant data (usuaIIy wIthIn
theIr IIeId oI study) to InIorm judgements that IncIude reIIectIon on
reIevant socIaI, scIentIIIc or ethIcaI Issues;
4. can communIcate InIormatIon, Ideas, probIems and soIutIons to both
specIaIIst and non-specIaIIst audIences;
5. have deveIoped those IearnIng skIIIs that are necessary Ior them to
contInue to undertake Iurther study wIth a hIgh degree oI autonomy.

LeveI 7 LeveI 7 LeveI 7 LeveI 7

QuaIIIIcatI QuaIIIIcatI QuaIIIIcatI QuaIIIIcatIons that sIgnIIy compIetIon oI the second cycIe are awarded to ons that sIgnIIy compIetIon oI the second cycIe are awarded to ons that sIgnIIy compIetIon oI the second cycIe are awarded to ons that sIgnIIy compIetIon oI the second cycIe are awarded to
students who: students who: students who: students who:
1. have demonstrated knowIedge and understandIng that Is Iounded
upon and extends and]or enhances that typIcaIIy assocIated wIth
8acheIor's IeveI, and that provIdes a basIs or opportunIty Ior
orIgInaIIty In deveIopIng and]or appIyIng Ideas, oIten wIthIn a
research context;
2. can appIy theIr knowIedge and understandIng, and probIem soIvIng
abIIItIes In new or unIamIIIar envIronments wIthIn broader (or
muItIdIscIpIInary) contexts reIated to theIr IIeId oI study;
3. have the abIIIty to Integrate knowIedge and handIe compIexIty, and
IormuIate judgements wIth IncompIete or IImIted InIormatIon, but
that IncIude reIIectIng on socIaI and ethIcaI responsIbIIItIes IInked to
the appIIcatIon oI theIr knowIedge and judgements;
4. can communIcate theIr concIusIons, and the knowIedge and ratIonaIe
underpInnIng these, to specIaIIst and non-specIaIIst audIences
cIearIy and unambIguousIy;
5. have the IearnIng skIIIs to aIIow them to contInue to study In a
manner that may be IargeIy seII-dIrected or autonomous.

TabIe 2: Irom Shared 'DubIIn' descrIptors Ior the 8acheIor's, Master's and DoctoraI awards, 23 March 2004.



14
A Iurther possIbIIIty to produce a meanIngIuI set oI descrIptors Is expIored In the
comparIson proposed by DubIIn descrIptors as used In The Framework Ior
QuaIIIIcatIons oI EHEA compared to the descrIptors as used In the EU CommIssIon staII
workIng document "Towards a European QuaIIIIcatIons Framework Ior LIIeIong
LearnIng". ThIs Is shown In TabIe 3 a and b.


Tab. 3 a: ComparIson oI descrIptors Ior cycIe



15

Tab. 3 b: ComparIson oI descrIptors Ior cycIe



16
Two poInts are, at thIs stage, cIear:
the descrIptors examIned up to now do not reIer specIIIcaIIy to engIneerIng,
they may be quIte unIversaIIy appIIed to any Programme; even though the
Ianguage and the styIe seems to be more approprIate to Programmes In the
branch oI scIence and technoIogy (the recourse to terms such as "desIgn",
"management", "resource", "projects" Is quIte reveaIIng)
they are basIcaIIy "Programme Outcomes", I.e., they descrIbe what Is to be
achIeved by the student aIter compIetIng a Programme; the maIn Iocus Is on
dIIIerent aspects oI cognItIve Items, rangIng Irom knowIedge]understandIng to
skIIIs]know-how, however some oI them Invade the IIeId oI "competences at
work", IIke those whIch In TabIes 3a,b are phrased "demonstrate experIence" or
others whIch are eIther - IrankIy - weII out oI reach to a Iresh degree hoIder or
are not - IrankIy agaIn - assessabIe wIth examInatIons at schooI.
t wIII now be InterestIng to see how the same Items are descrIbed In the specIIIc
domaIn oI EngIneerIng the EUR-ACE
2
.
FIrst oI aII, sIx areas Ior Programme Outcomes are deIIned, whIch appIy to both FIrst
and Second CycIe oI any engIneerIng Programme:

1. KnowIedge and UnderstandIng
2. EngIneerIng AnaIysIs
3. EngIneerIng DesIgn
4. nvestIgatIons
5. EngIneerIng PractIce
6. TransIerabIe SkIIIs

IInd It quIte curIous that descrIptors oI a generaI nature IIke KnowIedge and
UnderstandIng are IIsted separateIy Irom the typIcaI areas oI IearnIng 2, 3, 4, 5 where
they shouId be present together wIth skIIIs as categorIes Ior IearnIng descrIptors.
TransIerabIe skIIIs do not pose the same probIem, beIng It correct to IIst them
separateIy: In Iact they are the outcome oI cognItIve-behavIouraI skIIIs whIch are a
pIecewIse deveIoped In the whoIe oI IearnIng areas.
ThIs beIng saId, It wouId be quIte InterestIng to observe how Programme Outcomes are
descrIbed Ior each area: the reader Is urged to reIer to the orIgInaI document, avaIIabIe
onIIne
2 22 2
.
To the purpose oI thIs ntroductIon, It Is more InterestIng to poInt out that In the same
document we IInd the IoIIowIng statements:
"Each engIneerIng programme Ior whIch a HIgher EducatIon nstItutIon seeks
accredItatIon or reaccredItatIon must be consIstent wIth IegaI natIonaI requIrements
and have In pIace:
programme educatIonaI objectIves consIstent wIth the mIssIon oI the HIgher
EducatIon nstItutIon and the needs oI aII Interested partIes (such as students,

2
EUR-ACE Framework Standards Ior the AccredItatIon oI EngIneerIng Programmes, As approved by the
ENAEE AdmInIstratIve CouncII on 5 November 2008




17
Industry, engIneerIng assocIatIons, etc.) and programme outcomes consIstent
wIth the programme educatIonaI objectIves and the programme outcomes Ior
accredItatIon . ;
a currIcuIum and reIated processes whIch ensure achIevement oI the
programme outcomes;
academIc and support staII, IacIIItIes, IInancIaI resources and cooperatIon
agreements wIth Industry, research InstItutIons and other HIgher EducatIon
nstItutIons adequate to accompIIsh the programme outcomes;
approprIate Iorms oI assessment whIch attest the achIevement oI the
programme outcomes;
a management system abIe to ensure the systematIc achIevement oI the
programme outcomes and the contInuaI Improvement oI the programme".
These statements are the reaI core oI QuaIIty Assurance oI a Programme. WIth theIr
heIp the whoIe pIcture becomes cIearer.
Were It onIy Ior the (apparentIy trIvIaI) deIInItIon oI IeveI oI achIevements In
educatIon, and theIr cIassIIIcatIon accordIng to a common standard, the whoIe
operatIon oI deIInIng the EQF-NQF wouId be a mere - aIthough margInaIIy
useIuI Ior reguIatory bodIes - aIIgnment oI nomInaI tItIe vaIues and meanIngs.
The IntroductIon oI DubIIn DescrIptors In the cIassIIIcatIon gIves a common and
comparabIe Ianguage to LearnIng Outcomes, In a way whIch Is not IInked to a
specIIIc body oI knowIedge, thus pavIng the way to more specIIIc descrIptIons
IInked to specIIIc IearnIng domaIns.
The attempt oI EUR-ACE to deIIne such IearnIng domaIns Ior engIneerIng -
though caIIIng them "Programme Outcomes", a debatabIe choIce In my opInIon
- Is much In the IIne oI the "common themes" to aII engIneerIng subjects
chosen by QAA oI UK as a cIassIIIcatIon devIce to "Iorm the structure on whIch
the IndIvIduaI engIneerIng dIscIpIInes are deveIoped and provIde the basIs Ior
specIaIIsatIon."
3
The "common themes" beIng: MathematIcs, ScIence, MathematIcs, ScIence, MathematIcs, ScIence, MathematIcs, ScIence,
nIormatIon technoIogy, DesIgn, 8usIness context, EngIneerIng practIce nIormatIon technoIogy, DesIgn, 8usIness context, EngIneerIng practIce nIormatIon technoIogy, DesIgn, 8usIness context, EngIneerIng practIce nIormatIon technoIogy, DesIgn, 8usIness context, EngIneerIng practIce.
The IntroductIon oI externaI requIrements (the needs oI the stakehoIders)
makes It necessary to deIIne IunctIons and competences In a workIng context
around whIch "LearnIng Outcomes" aIIas "Programme Outcomes" are to be
modeIIed and gIven a proIound motIvatIon. ThIs Is a IIne oI thought comIng
Irom the QuaIIty Assurance worId (today, QuaIIty Management) In the dIrectIon
oI customers and stakehoIders satIsIactIon.

3
QAA - Subject 8enchmark Statements Ior EngIneerIng. They are In the Iorm oI broad statements whIch "are
generIc to the subject oI engIneerIng and shouId be Interpreted wIth reIerence to the specIIIc dIscIpIIne
wIthIn It"



18
n summary, EQF-NQF, DubIIn DescrIptors and LearnIng Outcomes, QuaIIty Assurance
oI Programmes, customer and stakehoIder needs, these are aII the buIIdIng brIcks oI a
Iarger and coherent desIgn whIch may be convenIentIy summarIsed as IoIIows:
the Programme must be cIearIy desIgned around IunctIons to be covered by the
degree hoIder In a workIng context and around the reIated competences;
the Programme must be cIearIy depIoyed wIth approprIate LearnIng Outcomes,
whIch are In agreement (content, amount, IeveI) wIth the target IunctIons ]
competences;
the Programme approprIateIy certIIIes that LearnIng Outcomes have been
reached by the students, whIch ImpIIes that the exams must be desIgned to
have a proven certIIyIng vaIue.
We are now prepared to observe the scheme oI TabIe 4, where "Snakes and Iadders"
are aIIegorIcaIIy used as a way to represent the steps that we have to make In order to
desIgn and keep under controI a Programme In a QuaIIty Assurance regIme, and the
rIsks we take In doIng so.
We have to cIImb on Iadders to ascend Irom the Iowest step to the hIghest, From
Programme desIgn and envIsaged IearnIng outcomes, through the eIIectIveIy deIIvered
IearnIng outcomes - whIch wIII depend on severaI Iactors that are weII known to aII
teachers - then cIImb agaIn to the assessed IearnIng outcomes, then to the
competences - In a workIng envIronment and wIthIn a proIessIonaI IunctIons - then to
some Iorm oI measurabIe - better "detectabIe"Z - proIessIonaI success.
Ladders are quIte rIsky, and II In addItIon between each IeveI there are sIIppery snakes
makIng the crossIng oI IeveIs quIte unIrIendIy . the aIIegory shows that there Is IIttIe
hope to set up a determInIstIc connectIon between our Programme desIgn, our
ImpIementatIon and the resuIts we may eIIectIveIy get.
The Programme desIgner]ImpIementer and the QuaIIty Assurance manager must know
that a Programme does not IoIIow a predetermIned baIIIstIc trajectory, governed by
InItIaI perIect parameters. So the Programme needs to be "steered", I.e., kept under
contInuous controI. To thIs purpose, specIIIc perIormance IndIcators are to be taken
Ior each step.
The externaI evaIuator oI the Programmes must exercIse the same care In takIng the
correct IndIcators. nternaI and externaI evaIuators shouId move on much the same
IInes and avoId the same errors.
Programme desIgn requIres that we have a comprehensIve survey oI requIred
competencIes Ior IdentIIIed IunctIons at work whIch the degree hoIder wIII be requIred
to cover.
LearnIng Outcomes are apparentIy easy to descrIbe, as they are everyday's bread Ior
academIc proIessIonaIs. However eIIectIve competences at work are IooseIy IInked to
IearnIng outcomes at schooI. Moreover, It Is requIred a Iot oI cautIon to determIne
whIch IearnIng outcomes and whIch teachIng]IearnIng technIques are needed to open
the way to a gIven set oI competences.



19
Moreover, desIgned LearnIng Outcomes are to be supported by approprIate
assessment or examInatIon technIques, whIch must be abIe to certIIy that they are
eIIectIveIy reached by the Iearner.


5 55 5


FInaI observabIe success FInaI observabIe success FInaI observabIe success FInaI observabIe success: IndIcators may be: ImmedIate
pIacement at work ] short or Iong term socIaI recognItIon
] short or Iong term Income ] eIIectIveness oI IunctIonZ
WhIch success Is dependent on competences envIsaged by
L.O.s Z
IegItImateZ IegItImateZ IegItImateZ IegItImateZ

4 44 4


EIIectIve competences EIIectIve competences EIIectIve competences EIIectIve competences Ior IunctIons at work

Are L.O.s suIIIcIent to deveIop an acceptabIe set oI
"entrance" competences, In breadth and depthZ
monItor monItor monItor monItor
& & & &
Ieedback Ieedback Ieedback Ieedback

3 33 3


Assessed IearnIng outcomes Assessed IearnIng outcomes Assessed IearnIng outcomes Assessed IearnIng outcomes
(student assessment ] examInatIon wIth a certIIIcatIon
vaIue)

s assessment abIe to detect whether L.O.s were reaIIy
attaInedZ
steer steer steer steer
& & & &
monItor monItor monItor monItor

2 22 2


DeIIvered LearnIng Outcomes DeIIvered LearnIng Outcomes DeIIvered LearnIng Outcomes DeIIvered LearnIng Outcomes (L.O.s)
(contents, methods, materIaIs, Instructor quaIIIIcatIons)

Do IndIvIduaI teachers]Instructors eIIectIveIy pursue the
seIected L.O.s Z
steer steer steer steer
& & & &
monItor monItor monItor monItor
1 11 1

Programme desIgn Programme desIgn Programme desIgn Programme desIgn
(survey oI externaI requIrements Ior IunctIons and reIated
competences, havIng cIear In mInd that the seIected set oI
target IunctIons]competences wIII necessarIIy be
IncompIete; choIce oI an IncompIete though coherent set
oI IearnIng outcomes Ior the seIected set oI
IunctIons]competences); In other words, a doubIe, yet
unavoIdabIe, IncompIeteness
4
.
desIgn desIgn desIgn desIgn
& & & &
steer steer steer steer
TabIe 4: Snakes and Iadders In QuaIIty Assurance oI hIgher educatIon

The measure oI "IInaI" success oI a Programme poses even greater dIIIIcuItIes to
evaIuatIon. I It Is deIIned as the IInaI -and deIayed - observabIe success oI the degree
hoIder In the proIessIon or In the Iabour market It brIngs In very debatabIe matters oI
prIncIpIe: Is monetary success, In term oI Income, a vaIId IndIcatorZ s Iong term

4
Such IncompIeteness shouId not be seen as a mark oI weakness. On the contrary, the choIce represents
the strategy oI the InstItutIon, I.e. a choIce whIch Is compatIbIe wIth the human and materIaI resources
avaIIabIe and wIth the hIstory oI the InstItutIon ItseII. t wIII be cIear, by readIng thIs FInaI Report, that the
partIcIpatIng InstItutIons have very cIearIy stated theIr strategy In Programme desIgn.



20
success, be It monetary or socIetaI, to be credIted to IndIvIduaI student personaI
abIIItIes or to the IearnIng envIronment provIded by the schooIZ Does the schooI
equaIIse or sImpIy reproduce and perhaps enhance socIaI dIIIerences between
studentsZ s It better to measure short term empIoyabIIIty, IrrespectIve oI IncomeZ
There Is a conIIIct, whIch In some regIons Is open In others Is hIdden. Some consIder
QuaIIty Assurance procedures pure paper or mouth-work, and beIIeve that onIy ex-
post evaIuatIons based on statIstIcaI data on some Iorm oI "objectIveIy" measured
success are reIIabIe. TheIr pessImIstIc opInIon may be justIIIed by cases oI superIIcIaI
experIences whIch have not gone beyond pure report wrItIng, wIth no consequence on
reaI behavIours. Others beIIeve that such ex-post evaIuatIons are IneIIectIve, and cIaIm
that Iorms oI pubIIc commItment and programme steerIng are necessary.
t wIII suIIIce here to remark that the advocates oI pure ex-post evaIuatIon
(eIIectIveness oI the schooI based on pure observatIon oI the IInaI observabIe success
shouId understand that theIr posItIon Iaces two dIIIIcuItIes: the IegItImacy oI the
parameter used as IndIcator oI success, and the Iact that the measure oI eventuaI
success Is so deIayed that practIcaIIy there Is no way to correct In tIme the wrongs oI
an IneIIectIve Programme. Such advocates conIIne themseIves to a pureIy reactIve
condItIon, at a tIme when the reactIon wIII be anyway too Iate.
n the presence oI aII those Iadders and snakes, how couId someone honestIy cIaIm
that by controIIIng aII steps oI our desIgn and deIIvery oI a Programme, we can
guarantee a-prIorI the resuIt wIII be so good and wIth a conIIdence so hIgh that we can
take the rIsk oI an ex-post and much deIayed checkZ t sounds reaIIy contradIctory.
On the other hand, a pure IIctItIous management oI QuaIIty Assurance and reIated
externaI evaIuatIons or accredItatIons wIII pave the way to dIsenchantment and reIusaI.
ThIs Is why personaIIy beIIeve that the wrItIng oI occasIonaI seII-evaIuatIon reports Is
a practIce to be dIscontInued: a programme shouId rather oIIer the same
documentatIon on a permanent basIs, makIng It avaIIabIe to Its
customers]stakehoIders and, occasIonaIIy, aIso to evaIuators.
There Is more. n our modern worId, and wIth the Iuture generatIons, we have reasons
to beIIeve that reputatIon, or the sacred-cow attItude In that respect, Is no Ionger
acceptabIe. Whatever the reputatIon, evIdence shouId anyway be asked and oIIered to
support It and ways shouId be provIded to IacIIItate a possIbIe chaIIenge. WIth the
exceptIon oI a handIuI oI cases, what remaIns oI a reputatIon one or two thousand
mIIes awayZ s that reputatIon weII IoundedZ How to gIve IuII recognItIon to younger
schooIs whIch are producIng resuIts whIch are as good as those Irom oIder
InstItutIonsZ
There Is even more. The vIsIbIe dIIIerence between pure ex-post evaIuatIon and
QuaIIty Assurance consIsts In the Iact that the Iatter opens up the Inner processes to
aII Interested partIes. Each oI them Is aIIowed to judge them Irom the InsIde, a "pubIIc
space" that wIth due InIormatIon aIIows eIIectIve partIcIpatIon and constructIve
crItIcIsm. I we IIke It, deem It useIuI and Iook aIter It, a good thIng.



21
WhIch Is the recIpeZ A reasonabIe mIxture oI proactIve attItude, steerIng, contInuous
monItorIng. and pubIIc exposure aIIowIng aII Interested partIes to co-operate In the
process and gIve earIy warnIng oI mInor or major IaIIures. n tIme. ThIs Is the reaI spIrIt
oI QuaIIty Assurance or QuaIIty Management: check the system -wIth the heIp oI
approprIate Ieedback - to spot whether anythIng Is wrong, IInd It and do somethIng
competent and tImeIy to mend It. Uncover to dIscover and to Improve.
t Is tIme to concIude. AII the above Is the ratIonaIe behInd the resuIts descrIbed In thIs
report, I.e. the QuaIIIIcatIon specIIIc to the IIeId oI Aerospace EngIneerIng deveIoped
on the basIs on poInts 1 and 2 oI TabIe 4:
tabIes descrIbIng proIessIonaI roIes or IunctIons at work, and the reIated
competences
tabIes descrIbIng the IearnIng outcomes to be assessed In the unIversIty, and
whIch open the way to competences at work.
To thIs aIm, aII partIcIpants have been engaged In deep work has been done, and we
can be quIte happy oI the resuIts, Ior a number oI reasons that It Is my prIde to IIst:
we now have a coIIectIon oI "TabIes" whIch IIIustrate quIte cIearIy
FunctIons]Competences aImed at by the dIIIerent partIcIpatIng InstItutIons, and
the LearnIng Outcomes that they have chosen to that eIIect
each InstItutIon has engaged In a survey to Interact wIth the reIevant IndustrIes
and enterprIses, thus settIng a IormaI approach and behavIour towards
Programme desIgn whIch Is In IIne both wIth the ENQA-ESC requIrements and
wIth the spIrIt oI EQF-NQF
It Is now easIer to see whIch are the dIIIerent purposes oI dIIIerent InstItutIons
In dIIIerent natIons; thIs wIII IacIIItate mutuaI understandIng and mutuaI
recognItIon between the east and the west
partIcIpants who have put the AIrQuaI Iramework Into eIIect are among the
hIgh-rankIng personaIItIes In theIr own InstItutIons: thIs ensures that the
InnovatIve message conveyed by AIrQuaI was receIved at the rIght IeveI; that,
thereIore, It wIII be taken In account when revIsIng Programme contents and
aIms In partIcIpatIng InstItutIons.


TurIn, ]une 23 2011

MuzIo M. CoIa
AIrQuaI project Crant HoIder






25
Part 1. Part 1. Part 1. Part 1. QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons Framework: Irom a Framework: Irom a Framework: Irom a Framework: Irom an nn n European to a European to a European to a European to a
NatIonaI perspectIve NatIonaI perspectIve NatIonaI perspectIve NatIonaI perspectIve

The deveIopment oI the European European European European QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons Framework Framework Framework Framework (EQF) started In 2000 wIth
European-Ied dIscussIons on the need Ior a greater transparency and coherency oI
natIonaI QuaIIIIcatIons systems. FoIIowIng a deveIopment process drawIng on expertIse
Irom aII EU member states, a draIt Iramework was extensIveIy consuIted durIng 2005
and the IInaIIsed Iramework adopted IormaIIy In AprII 2008.
The EQF Is desIgned as a common European reIerence system to IInk dIIIerent
countrIes' QuaIIIIcatIons systems and Framework together: eIIectIveIy to IunctIon as a
transIatIon devIce makIng QuaIIIIcatIons more readabIe across natIonaI boundarIes.
The aIm oI the Iramework Is to beneIIt Iearners and workers wIshIng to move between
countrIes as weII as empIoyers and educatIonaI InstItutIons attemptIng to compare the
IeveI oI QuaIIIIcatIons Irom dIIIerent natIonaI systems.

The NatIonaI NatIonaI NatIonaI NatIonaI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons Framework Framework Framework Framework (NQF) Is IncreasIngIy takIng on a natIonaI
reIorm IunctIon aImIng, In some cases, at redeIInIng "the way the dIIIerent sub-
systems oI educatIon and traInIng and theIr QuaIIIIcatIons are reIated to each other.
DesIgnIng and ImpIementIng an NQF ImpIIes somethIng more than agreeIng on a set oI
technIcaI Ieatures, Ior exampIe a hIerarchy oI IeveIs oI IearnIng or a regIster oI
certIIIcates and dIpIoma. SettIng up an NQF Is about creatIng a pIatIorm Ior dIaIogue
InvoIvIng as broad a group oI stakehoIders as possIbIe"
5
.

NQF pIay a key roIe In IInkIng natIonaI QuaIIIIcatIons systems to the EQF reIerence
IeveIs and descrIptors. WIthIn AIrQuaI, the need Ior a common QuaIIIIcatIons Ianguage
Ior Aerospace EngIneerIng academIc courses as weII Ior ensurIng InternatIonaI
comparabIIIty has been deveIoped, as a key aspect Ior the countrIes covered by thIs
project (RussIan FederatIon, France, taIy and Sweden).


5
CEDEFOP - "The deveIopment oI natIonaI quaIIIIcatIons Framework In Europe", WORKNC PAPER No 8



26
1.1 1.1 1.1 1.1 An overvIew on the European An overvIew on the European An overvIew on the European An overvIew on the European QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons Framework Framework Framework Framework

The ImpIementatIon oI the EQF and what It entaIIs Ior tasks Ior countrIes that
cooperate In European educatIon poIIcy has been IormaIIsed In the RecommendatIon oI
the European ParIIament and the CouncII
6
dated on 23rd AprII 2008 (EQF
RecommendatIon), whIch aIms to "the creatIon oI a common reIerence Iramework
servIng as a transIatIon devIce between dIIIerent QuaIIIIcatIons systems and theIr
IeveIs".
The EQF RecommendatIon InvItes Member States "to reIate theIr natIonaI QuaIIIIcatIons
systems to the EQF by reIerencIng theIr natIonaI QuaIIIIcatIons IeveIs to the reIevant
IeveIs oI the EQF, and where approprIate, deveIopIng natIonaI QuaIIIIcatIons
Framework In accordance wIth natIonaI IegIsIatIon and practIce".
Today Europe runs Into caIIs at becomIng oI the hIgh-quaIIty advanced economy,
based exceptIonaIIy on proIessIonaI knowIedge.
The EQF Is desIgned to be used by the bodIes responsIbIe Ior natIonaI QuaIIIIcatIons
systems and Framework reIatIng theIr systems to the EQF, rather than mappIng
IndIvIduaI QuaIIIIcatIons dIrectIy to It.
The EQF Is an InternatIonaI system oI estImatIon oI quaIIty oI QuaIIIIcatIons and
knowIedge, based on the settIng oI IearnIng outcomes rather than on the duratIon oI
studIes. The maIn reIerence IeveI descrIptors are:
skIIIs;
competences;
knowIedge.
The EQF Is desIgned to cover aII IeveIs oI QuaIIIIcatIons. The Iramework has eIght
reIerence IeveIs based on a IearnIng outcomes approach (the IeveI oI knowIedge, skIII
and competence requIred)
7
rather than on the type and Iength oI IearnIng experIence.
n prIncIpIe each IeveI shouId be attaInabIe by a varIety oI educatIon and career paths.
UnIIke systems whIch guarantee academIc recognItIon based on the duratIon oI
studIes, the EQF covers IearnIng as a whoIe, In partIcuIar IearnIng whIch takes pIace

6
RecommendatIon oI the European ParIIament and oI the CouncII on the estabIIshment oI the European
QuaIIIIcatIons Framework Ior IIIeIong IearnIng:
http:]]eur-Iex.europa.eu]LexUrIServ]LexUrIServ.doZurI=O]:C:2008:111:0001:0007:EN:PDF.
The EQF Is descrIbed and specIIIed In the document European QuaIIIIcatIons Framework Ior LIIeIong LearnIng
(2008), pubIIshed by the OIIIce Ior OIIIcIaI PubIIcatIons oI the European CommunItIes and avaIIabIe at
http:]]ec.europa.eu]educatIon]poIIcIes]educ]eqI]eqI08en.pdI .
7
The core eIement oI the EQF Is a set oI eIght reIerence IeveIs descrIbIng:
what the Iearner knows;
what the Iearner understands;
what the Iearner Is abIe to do, regardIess oI the system under whIch a partIcuIar quaIIIIcatIon was
awarded.




27
outsIde IormaI educatIon and traInIng InstItutIons. LeveIs oI natIonaI QuaIIIIcatIons wIII
be pIaced at one oI the centraI reIerence IeveIs, rangIng Irom basIc (LeveI 1) to
advanced (LeveI 8). ThIs wIII enabIe a much easIer comparIson between natIonaI
QuaIIIIcatIons and shouId aIso mean that peopIe do not have to repeat theIr IearnIng II
they move to another country.
The EQF appIIes to aII types oI educatIon, traInIng and QuaIIIIcatIons, Irom schooI
educatIon to academIc, proIessIonaI and vocatIonaI. ThIs approach shIIts the Iocus
Irom the tradItIonaI system whIch emphasIses 'IearnIng Inputs', such as the Iength oI a
IearnIng experIence, or type oI InstItutIon. t aIso encourages IIIeIong IearnIng by
promotIng the vaIIdatIon oI non-IormaI and InIormaI IearnIng.
PoIItIcaI agreement, attaIned In European ParIIament InIIuenced on deveIopment oI
NatIonaI QuaIIIIcatIons Framework (NQF) In many states - members oI European UnIon,
where NQF are part oI more wIde process oI natIonaI reIorms. Most countrIes are
deveIopIng NatIonaI QuaIIIIcatIons Framework now. ThIs process aIIows comparIng the
IeveIs oI QuaIIIIcatIons oI personneI oI dIIIerent countrIes, dIIIerent educatIon and
dIIIerent departmentaI teachIng.
FoIIowIng the same systems oI IeveIs deIIned In the EQF, NatIonaI NatIonaI NatIonaI NatIonaI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons
Framework Framework Framework Framework (NQF) has two basIc goaIs: the IIrst Is creatIon and maIntenance oI IeveI oI
quaIIIyIng proIessIonaI standards between the countrIes oI Europe and the second Is
organIzatIon and provIdIng oI countrIes oI European UnIon by the proIessIonaI
educatIonaI programs, wIth the subsequent grant oI the best workpIaces and
possIbIIItIes oI quarry growth the most skIIIed specIaIIsts, In any oI countrIes, IncIuded
In NQF.
NQF dIspIaces a spotIIght Irom a term studIes and educatIonaI estabIIshment, where
QuaIIIIcatIons was got, dIrectIy to quaIIty oI proIessIonaI knowIedge and possIbIIItIes oI
theIr practIcaI appIIcatIon. t supports a naturaI competItIon between educatIonaI
estabIIshments In terms and necessItIes oI Iabour market (receIpt oI knowIedge, skIIIs,
and jurIsdIctIons), It Increases meanIngIuIness oI seII-educatIon and practIcaI
experIence, It IacIIItates movIng oI skIIIed specIaIIsts on dIIIerent countrIes Ior IIIe and
work In them.
WIthIn the AIrQuaI project, thIs approach has been Iurther eIaborated, In order to
IdentIIy a specIIIc QuaIIIIcatIons Framework Ior Aerospace EngIneers, whIch takes Into
account IunctIons and competences achIeved by the students durIng the courses as
objectIves Ior the deIInItIon oI IearnIng outcomes. Most oI the InstItutIons are currentIy
deveIopIng a process wIIIIng to modernIze theIr currIcuIa, teachIng methods and
IearnIng process, maInIy Ior theIr strategIc Impact on the socIaI and economIc
deveIopment and Ior obtaInIng beneIIts oI the experIences on currIcuIar reIorms and
the constant Improvement oI quaIIty programs exIstIng now.




28
CIossary CIossary CIossary CIossary
For the purposes oI the European ParIIament RecommendatIon
8
, the deIInItIons whIch
appIy to the EQF are the IoIIowIng:
(a) 'QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons' means a IormaI outcome oI an assessment and vaIIdatIon
process whIch Is obtaIned when a competent body determInes that an IndIvIduaI has
achIeved IearnIng outcomes to gIven standards;
(b) 'natIonaI natIonaI natIonaI natIonaI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons system system system system' means aII aspects oI a Member States' actIvIty
reIated to the recognItIon oI IearnIng and other mechanIsms that IInk educatIon and
traInIng to the Iabour market and cIvII socIety. ThIs IncIudes the deveIopment and
ImpIementatIon oI InstItutIonaI arrangements and processes reIatIng to quaIIty
assurance, assessment and the award oI QuaIIIIcatIons. A natIonaI QuaIIIIcatIons
system may be composed oI severaI subsystems and may IncIude a natIonaI
QuaIIIIcatIons Iramework;
(c) 'natIonaI natIonaI natIonaI natIonaI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons Iramework Iramework Iramework Iramework' means an Instrument Ior the cIassIIIcatIon
oI QuaIIIIcatIons accordIng to a set oI crIterIa Ior specIIIed IeveIs oI IearnIng achIeved.
ThIs aIms to Integrate and coordInate natIonaI QuaIIIIcatIons subsystems and Improve
the transparency, access, progressIon and quaIIty oI QuaIIIIcatIons In reIatIon to the
Iabour market and cIvII socIety;
(d) 'sector sector sector sector'means a groupIng oI proIessIonaI actIvItIes on the basIs oI theIr maIn
economIc IunctIon, product, servIce or technoIogy;
(e) 'InternatIonaI sectoraI organIsatIon InternatIonaI sectoraI organIsatIon InternatIonaI sectoraI organIsatIon InternatIonaI sectoraI organIsatIon' means an assocIatIon oI natIonaI
organIsatIons, IncIudIng Ior exampIe empIoyers and proIessIonaI bodIes, whIch
represent the Interests oI natIonaI sectors;
(I) 'IearnIng outcomes IearnIng outcomes IearnIng outcomes IearnIng outcomes' means statements oI what a Iearner knows, understands
and Is abIe to do on compIetIon oI a IearnIng process and are deIIned In terms oI
knowIedge, skIIIs and competence;
(g) 'knowIedge knowIedge knowIedge knowIedge' means the outcome oI the assImIIatIon oI InIormatIon through
IearnIng. KnowIedge Is the body oI Iacts, prIncIpIes, theorIes and practIses that Is
reIated to a IIeId oI study or work. n the European QuaIIIIcatIons Framework,
knowIedge Is descrIbed as theoretIcaI and]or IactuaI;
(h) 'skIIIs skIIIs skIIIs skIIIs' means the abIIIty to appIy knowIedge and use know-how to compIete
tasks and soIve probIems. n the European QuaIIIIcatIons Framework, skIIIs are
descrIbed as cognItIve (use oI IogIcaI, IntuItIve and creatIve thInkIng) and practIcaI
(InvoIvIng manuaI dexterIty and the use oI methods, materIaIs, tooIs and Instruments);
(I) 'competence competence competence competence' means the proven abIIIty to use knowIedge, skIIIs and personaI,
socIaI and]or methodoIogIcaI abIIItIes, In work or study sItuatIons and In proIessIonaI
and]or personaI deveIopment. n the European QuaIIIIcatIons Framework, competence
Is descrIbed In terms oI responsIbIIIty and autonomy.

8
ReI to "ProposaI Ior a RECOMMENDATON OF THE EUROPEAN PARLAMENT AND OF THE COUNCL on the
estabIIshment oI the European QuaIIIIcatIons Framework Ior IIIeIong IearnIng":



29
1.2 OngoIng reIorm Ior the deveIopmen 1.2 OngoIng reIorm Ior the deveIopmen 1.2 OngoIng reIorm Ior the deveIopmen 1.2 OngoIng reIorm Ior the deveIopment oI NatIonaI t oI NatIonaI t oI NatIonaI t oI NatIonaI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons
Framework In Framework In Framework In Framework In AIrQuaI AIrQuaI AIrQuaI AIrQuaI partner countrIes partner countrIes partner countrIes partner countrIes

SInce the openIng oI the European market, natIons have been IacIng major Issues In
terms oI economy and reguIatIons. ThIs ended up wIth Important appIIcatIons to the
academIc worId and, more especIaIIy the strategy Ior the traInIng oI engIneers. One oI
the very IIrst outcomes was the standardIzatIon oI the degrees deIIvered by
unIversItIes.
Thus, the purpose oI thIs paragraph Is to reIIect on and present dIscussIons and
experIences as regards desIgn, deveIopment and ImpIementatIon oI NatIonaI
QuaIIIIcatIons Framework In AIrQuaI partner countrIes, nameIy RussIan FederatIon,
France, taIy and Sweden.
n aII these countrIes a number oI natIonaI and regIonaI accredItatIons and QuaIIty
Assurance processes have been entaIIed, as weII as the deIInItIon oI generaI ruIes
whIch academIc programmes must compIy wIth. These are maInIy organIsed around a
generaI deIInItIon oI the educatIon IeveIs; however, as outIIned In the IoIIowIng
paragraphs, precondItIons Ior the deveIopment oI NQF have been set.




30
DeveIopment oI NQF In DeveIopment oI NQF In DeveIopment oI NQF In DeveIopment oI NQF In the the the the RussIan FederatIon RussIan FederatIon RussIan FederatIon RussIan FederatIon
by RavII AgIshev

The necessIty to deveIop NQF and Systems In the RussIan FederatIon Is caused by the
need to optImIze the natIonaI QuaIIIIcatIons and occupatIons, In a way to aIIgn
educatIon to Iabour market and to avoId dupIIcatIon and InconsIstencIes to the Iabour
market reaIIty. NQF are part oI QuaIIIIcatIons system, whose compIex structure
IncIudes occupatIonaI, assessment crIterIa and procedures, accredItatIon bodIes.
QuaIIIIcatIons system can be deIIned as a set oI measures aImed at the recognItIon oI
IearnIng outcomes, whIch IncIudes a varIety oI mechanIsms and procedures Ior quaIIty
assurance, recognItIon oI QuaIIIIcatIons and traInIng documents obtaIned, as weII as
occupatIonaI standards. QF Is characterIzed by IaIrIy hIgh degree oI generaIIzatIon and
provIdes generaI descrIptIons oI QuaIIIIcatIons Ior dIIIerent IeveIs oI educatIon In
terms oI knowIedge, skIIIs and competences.
LIsts oI knowIedge, skIIIs and competences Ior dIIIerent specIaItIes are eIaborated by
varIous workIng groups In specIIIc subject areas. t shouId be noted that the resuIts oI
thIs work are onIy recommendatory and shouId not be uncondItIonaIIy accepted by aII
educatIonaI InstItutIons. The eIaborated IIsts oI competences and QuaIIIIcatIons
Iramework can be consIdered a startIng poInt Ior academIc programmes desIgn.
Structure oI Structure oI Structure oI Structure oI the the the the RussIan NQF RussIan NQF RussIan NQF RussIan NQF
n RussIa a draIt oI NQF was IIrst presented In 2008. The RussIan QF has nIne
proposed IeveIs, based on the eIght IeveIs oI the EQF pIus a IeveI Ior postdoctoraI
QuaIIIIcatIons. The IIrst three IeveIs are supposed to be obtaIned through traInIng or
educatIon, and the hope Is that QuaIIIIcatIons up to the hIghest IeveIs can aIso be
obtaIned through both routes.
n IIne wIth the EQF, the structure oI RussIan QF IncIudes the generaI descrIptors oI
generaI competences, skIIIs and knowIedge, whIch are descrIbed through reIevant
IndIcators oI proIessIonaI actIvIty:
the scope oI authorIty and responsIbIIIty (generaI competence);
compIexIty oI actIvItIes (skIIIs Ieatures);
scIentIIIc contents oI actIvItIes (knowIedge Ieatures).
t Is beIIeved that the concept oI competence encompasses knowIedge, skIIIs and
abIIItIes In ItseII, but It Is not sImpIy theIr sum. ThIs concept combInes the InteIIectuaI
(knowIedge) and skIIIuI components oI educatIon; thereIn Iays the Idea to Interpret the
content oI educatIon Irom the outcome perspectIve. Competence means a generaI
abIIIty to appIy knowIedge, skIIIs, and generaIIzed ways oI doIng thIngs to proIessIonaI
context. Competences are manIIested In specIIIc socIaI and proIessIonaI sItuatIons,
determInIng IndIvIduaIs' proIessIonaI success.



31
RussIa currentIy has a UnIIIed System oI OccupatIonaI CIassIIIcatIons and nIormatIon
CodIng. ThIs Is Intended to coordInate three other cIassIIIcatIon systems:
the RussIan CIassIIIcatIon oI Workers' and EmpIoyees' OccupatIons and Wage
Crades
the RussIan CIassIIIcatIon oI OccupatIons
the SIngIe QuaIIIIcatIons ReIerence 8ook.
ThIs system IaIIs under the jurIsdIctIon oI the MInIstry oI HeaIth and SocIaI
DeveIopment. At the same tIme, there Is a RussIan CIassIIIcatIon oI ProIessIons, whIch
deaIs wIth educatIonaI QuaIIIIcatIons. ThIs Is the jurIsdIctIon oI the MInIstry oI
EducatIon and ScIence.
One oI the aIms oI the NQF process Is to try to brIng these sets oI documents and
Issues together, but thIs has proved dIIIIcuIt and compIex so Iar. For exampIe,
bacheIor and master have been Introduced to the educatIonaI cIassIIIcatIon, but they
are not reIIected In the cIassIIIcatIon oI Iabour QuaIIIIcatIons. n addItIon, the
documents are In use currentIy, and are In Iact constantIy under deveIopment, despIte
the many crItIcIsms whIch are made about them, and the vIew that they are outdated
and InapproprIate. t Is hoped that the creatIon oI an NQF, wIth a set oI IeveI
descrIptors, wIII enabIe the ratIonaIIzatIon oI these varIous cIassIIIcatIon systems, and
make the reIatIonshIps between them cIear.
At the same tIme, RussIa Is tryIng to IIt In wIth European deveIopments In HIgher
EducatIon area, partIcuIarIy the 8oIogna Process. NevertheIess, accordIng to a recent
research on the ImpIementatIon and Impact oI NatIonaI QuaIIIIcatIons Framework In 16
extra-UE countrIes
9
, there are currentIy varIous processes IeadIng to the deveIopment
oI a NQF In RussIa, but stIII not coordInated wIth each other. There Is the process oI
creatIng educatIonaI and occupatIonaI standards, correIated wIth InternatIonaI
standards, drIven by the FederaI nstItute oI the DeveIopment oI EducatIon workIng
wIth the RussIan UnIon oI ndustrIaIIsts and Entrepreneurs. At the same tIme, a UnIIIed
System oI CIassIIIcatIon oI OccupatIonaI QuaIIIIcatIons whIch conIorms to sectors oI
the economy Is beIng deveIoped by the Centre oI DeveIopment oI OccupatIonaI
QuaIIIIcatIons oI the HIgher SchooI Ior EconomIcs. ThIrdIy, the nstItute oI Labour and
SocIaI nsurance Is workIng wIth the MInIstry oI HeaIth and SocIaI DeveIopment to
deveIop new eIements In the system oI occupatIonaI QuaIIIIcatIons, among whIch are
occupatIonaI standards.


9
AIIaIs, StephanIe, "The ImpIementatIon and Impact oI natIonaI quaIIIIcatIons Framework : report oI a study
In 16 countrIes", nternatIonaI Labour OIIIce, SkIIIs and EmpIoyabIIIty Department. - Ceneva: LO, 2010 - 123
p.



32
DeveIopment oI NQF In France DeveIopment oI NQF In France DeveIopment oI NQF In France DeveIopment oI NQF In France
by PascaI 8auer

SInce the SocIaI ModernIzatIon Act No. 2002 - 73, France saw the creatIon oI a unIque
natIonaI regIster oI vocatIonaI certIIIcatIons
10
. The purpose oI RNCP (RegIstre NatIonaI
de CertIIIcatIon ProIessIonneIIe) Is to provIde peopIe and companIes wIth up-to-date
InIormatIon about dIpIomas and QuaIIIIcatIons documents Ior proIessIonaI purposes,
together wIth the QuaIIIIcatIons certIIIcates shown In the IIsts drawn up by the natIonaI
joInt empIoyment commIttees In the varIous proIessIonaI branches. t heIps to IacIIItate
job access, management oI human resources and proIessIonaI mobIIIty. The
certIIIcatIons IIsted In the regIster are recognIzed throughout France. n practIce, the
RNCP can be used to consuIt descrIptIons oI certIIIcatIons: actIvItIes targeted, sectors
oI actIvItIes, eIements oI competence acquIred, modaIItIes oI access, IeveIs, etc.
Structure oI French NQF Structure oI French NQF Structure oI French NQF Structure oI French NQF
RNCP Is controIIed by the NatIonaI CommIssIon Ior VocatIonaI CertIIIcatIon (CNCP -
CommIssIon NatIonaIe de CertIIIcatIon ProIessIonneIIe). ThIs CommIssIon Is currentIy
workIng on the reIatIonshIp between the NCPR and the gate 8 IeveIs In the European
Framework oI QuaIIIIcatIons. n 2010, the work oI the CNCP has been devoted In
partIcuIar to the IaunchIng oI a new nomencIature that wIII better dIIIerentIate IeveIs oI
hIgher educatIon under the 8oIogna process and to better take Into account
deveIopments In recent years In the IIeId oI proIessIonaI certIIIcatIons.
The texts have gIven the CNCP mIssIon on the estabIIshment oI IuII or partIaI matches
between QuaIIIIcatIons recorded In the natIonaI dIrectory and "between them and other
certIIIcatIons, IncIudIng European ones" (art L. 365-6 the EducatIon Code).
The CNCP has been oIIIcIaIIy desIgnated as a natIonaI poInt oI reIerence oI France to
the European QuaIIIIcatIons Framework estabIIshed by the RecommendatIon oI the
European ParIIament oI 23 AprII 2008 Ior traInIng and educatIon throughout IIIe (CEC).
The CNCP has made the IInkage oI the natIonaI certIIIcatIon, RNCP, wIth the CEC,
provIded In the recommendatIon, aIIowIng France to keep Its commItments In terms oI
tImIng. ThIs report reIerencIng, deveIoped an InterdepartmentaI Iramework and under
the auspIces oI the SCAE, was presented to the CommIssIon and Member States on 11
October. DecIsIon was made to ImpIement InItIaIIy regIstered certIIIcatIon RNCP
consIderIng each natIonaI IeveI as a bIock reIerenced In a bIock oI the EQF IeveI.
The IIve-IeveI structure Introduced aIready In 1969 wIII thereIore (probabIy) be
changed, most IIkeIy Into an eIght-IeveI structure, but It Is the current estabIIshed
French NQF whIch wIII be reIerenced to the EQF.

10
RepertoIre NatIonaIe de CertIIIcatIons ProIessIonneIIes (RNCP): http:]]www.cncp.gouv.Ir]



33
TransposItIon Ior aII tItIes and degrees IIsted In RNCP Is as IoIIows :

NomencIature 1969 NomencIature 1969 NomencIature 1969 NomencIature 1969 EQF EQF EQF EQF - -- - DubIIn DescrIptors DubIIn DescrIptors DubIIn DescrIptors DubIIn DescrIptors
Crade de Doctorat 8
et Crade de Master 7
et Crade de LIcence 6

ThIs transposItIon can onIy be temporary, sInce the work has reveaIed a number oI
dIIIIcuItIes that wIII be decIded In the context oI Iuture cIassIIIcatIon IeveIs oI
certIIIcatIons provIded by the texts.
The revIsIons currentIy takIng pIace do not change the basIc objectIves underpInnIng
the French Iramework
11
, transparency and quaIIty assurance. The deveIopment oI the
EQF has strengthened the InternatIonaI comparatIve dImensIon oI the work, as has the
support to the 8oIogna process.
We can observe a strong Iocus on skIIIs (In French the term competence covers skIIIs,
knowIedge and competence) In the French NQF. ThIs reIIects what Is perceIved as a
probIem In educatIon and traInIng In generaI and In hIgher educatIon In partIcuIar, an
IncreasIng number oI students IInd themseIves wIthout jobs aIter IInIshIng unIversIty.
Recent poIIcy InItIatIves and reIorms have emphasIsed the need Ior unIversItIes to
Improve the baIance between research and empIoyabIIIty to permIt better IncIusIon oI
students on the Iabour market. UnIversItIes have been obIIged to reIormuIate and
cIarIIy theIr QuaIIIIcatIons aIso In terms oI Iabour market reIevance, In eIIect obIIgIng
them to use the same QuaIIIIcatIons descrIptors (skIIIs, knowIedge, competence) as
other parts oI the educatIon and traInIng system.
TraInIng oI EngIneers at "Crandes EcoIes" TraInIng oI EngIneers at "Crandes EcoIes" TraInIng oI EngIneers at "Crandes EcoIes" TraInIng oI EngIneers at "Crandes EcoIes"
At thIs stage, the traInIng oI engIneers In France In the system oI "Crandes EcoIes"
remaIns dIIIerent Irom that oI unIversItIes. The access to a "Crande EcoIe" Is based on
the rankIng oI the students who take a competItIve exam aIter a two-year preparatIon.
Once a student Is regIstered In a schooI, he or she IoIIows a three-year traInIng. The
IInaI degree deIIvered by the schooI Is a "DIpIme d'ngenIeur", whIch Is equIvaIent to a
master degree.

11
CEDEFOP, "The deveIopment oI natIonaI quaIIIIcatIons Framework In Europe"(August 2010), Luxembourg:
PubIIcatIons OIIIce oI the European UnIon, 2010, p. 69-74: "A note on thIs revIsIon, and on the reIerencIng
to the EQF, was sent to the PrIme MInIster earIy autumn 2009. ThIs note presented the objectIves set at
European IeveI, outIIned the methodoIogIes to be used to reach these, and IIst the changes whIch needs to
be made to the exIstIng structure. ThIs process was IInaIIsed by the end oI 2009 but Is now beIng
consIdered by the French NatIonaI ConseII de Ia statIsItIque and other reIevant stakehoIders. I accepted It
wIII pave the way towards what we may term a second generatIon French quaIIIIcatIons Iramework to be
ImpIemented Irom 2010 and onwards. ThIs mappIng Is based on a sIngIe pass tabIe and respectIuI process
"8oIogna" as appIIed to quaIIIIcatIons In hIgher educatIon".




34
Yet, the student can regIster Ior any specIIIc master degree avaIIabIe IocaIIy. ThIs
requIres separate scores oI the examInatIons. n other words, the equIvaIence means
that he or she can have access to a PhD. n generaI, regardIess theIr Iuture careers,
haII oI the students In the French engIneerIng schooIs appIy Ior a master degree In
paraIIeI to theIr reguIar currIcuIum. ThIs provIdes them wIth an addItIonaI degree. AIter
two years oI study, the students are at the IeveI oI the bacheIor degree. Yet, thIs
degree Is never deIIvered sInce an addItIonaI year entItIes the student to work as an
engIneer. These are the maIn aspects whIch make the EngIneerIng traInIng In France
sIIghtIy dIIIerent Irom that oI other EU countrIes.
AIthough they are not ruIed by the same French MInIstrIes, the EcoIe NatIonaIe
SuperIeure de MecanIque et AerotechnIque, ENSMA, as weII as the EcoIe NatIonaIe de
I'AvIatIon CIvIIe, ENAC, beIong to thIs "Crandes EcoIes" system.
At thIs poInt, a key questIon rIses regardIng the orIentatIon oI the currIcuIum In such
schooIs. The students are strongIy commItted to the needs oI IndustrIaI partners, theIr
Iuture empIoyers. One may questIon to whIch extent the currIcuIum Is or shouId be
rather academIc or Iabour market orIented. The sItuatIon Is very dependent upon the
IIeId oI engIneerIng. n the aeronautIcaI engIneerIng, a weII baIanced proportIon oI
these both aspects prevaIIs. 8eyond the partIcIpatIon oI IndustrIaI actors In InternaI
academIc commIttees oI the schooIs and specIIIc serIes oI Iectures or traInIng,
IundamentaI aspects oI physIcs are taught and the academIc staII remaIns strongIy In
Iavour oI keepIng such orIentatIons. The IndustrIaI partners, too, express theIr needs
Ior sharp traInIng oI engIneers In most IIeIds oI physIcs In order to take advantage oI
thIs scIentIIIc expertIse. ThereIore, despIte the economy domInated oI the European
reguIatIons, thIs weII baIanced equIIIbrIum between IInancIaI and IundamentaI aspects
oI the engIneerIng programs shouId prevaII. ThIs Is deIInIteIy the poIIcy oI ENSMA.




35
DeveIopment oI NQF In taIy DeveIopment oI NQF In taIy DeveIopment oI NQF In taIy DeveIopment oI NQF In taIy
by MuzIo CoIa

n taIy, the natIonaI unIversIty system has been reIormed In 1999 to be compIIant wIth
the 8oIogna process. Furthermore, the process aImIng at estabIIshIng a natIonaI
QuaIIIIcatIons and certIIIcatIon Iramework on the basIs oI the EQF has begun In 2003,
and It Is stIII ongoIng
12
.
AccordIng to the reIorm Issued In 2004 through the so caIIed "MInIsterIaI Decree
270"
13
, new modIIIcatIons oI the academIc reguIatIons wIth some Impact on academIc
oIIer has been set. Further, the ImpIementatIon oI thIs Decree was accompanIed
through 2008 by a compIex set oI measures aImed at reducIng the number oI
Programmes on oIIer In the taIIan UnIversIty system - eIIectIveIy overgrown durIng the
Iast decade - and at IorcIng IndIvIduaI unIversItIes to obey strIcter requIrements In Iour
areas:
a) the transparency requIrements transparency requIrements transparency requIrements transparency requIrements I.e. ruIes Ior correct and compIete
communIcatIon oI Ieatures oI Programmes to students and aII Interested
partIes;
b) the requIrements Ior quaIIty assurance quaIIty assurance quaIIty assurance quaIIty assurance oI educatIonaI processes;
c) the requIrements Ior IacuIty IacuIty IacuIty IacuIty QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons and Ior InIrastructuraI InIrastructuraI InIrastructuraI InIrastructuraI IacIIItI IacIIItI IacIIItI IacIIItIes es es es,
whIch must be avaIIabIe to the Programme, In reIatIon to the scIentIIIc]IearnIng
areas InvoIved;
d) the dImensIonaI requIrements dImensIonaI requIrements dImensIonaI requIrements dImensIonaI requIrements, I.e. the maxImum and mInImum number oI
students that each Programme can eIIectIveIy sustaIn.
The responsIbIIIty Ior takIng Iorward thIs InItIatIve Is shared between the MInIstry oI
Labour and SocIaI PoIIcIes and the MInIstry oI EducatIon, UnIversIty and Research. n
2006, the MInIstry oI Labour has set up the natIonaI commIttee (TavoIo nazIonaIe) to
deveIop the NQF; It Is composed by representatIves oI Its MInIstry, by representatIves
oI the MInIstry oI EducatIon, UnIversIty and Research, by representatIves oI the
RegIons, oI the Autonomous ProvInces and by socIaI partners.
ReIerencIng the ImpIementatIon oI EQF, In academIc educatIon (unIversItIes) the
poIIcy-makers strengthened the need to aIIgn dIpIomas and certIIIcates to the
commItments oI the 8oIogna process, sInce the current taIIan NQF Is structured In
three cycIes Instead oI estabIIshIng NQF Ior each dIpIoma or certIIIcate. n partIcuIar,
the NatIonaI Decree that reIorms the academIc system (IIrst cycIe, three years) and
Laurea MagIstraIe (second cycIe, two years) states that the new programmes have to be
based on IearnIng outcomes compatIbIe wIth DubIIn descrIptors.

12
ReI. EURYDCE - "NatIonaI system overvIews on educatIon systems In Europe and ongoIng reIorms", taIy
(October 2010) and http:]]www.IsIoI.It
13
MUR - taIy, Decreto MInIsterIaIe 22.10.2004 n.270



36
The enterprIses InvoIved In the reIorm oI the unIversIty system agreed on the IearnIng
outcomes approach, consIderIng It very cIose to the Iabour market.
taIIan context Ior the deveIopment oI NQF taIIan context Ior the deveIopment oI NQF taIIan context Ior the deveIopment oI NQF taIIan context Ior the deveIopment oI NQF
At the same tIme, the MInIstry oI UnIversIty and ScIentIIIc Research (MUR)
14
Issued a
new onIIne Iorm named "RAD-OFF" (RegoIamentI DIdattIcI dI Ateneo)
15
, whIch each
Programme shouId IIII and submIt, at natIonaI IeveI, to the approvaI oI CUN (NatIonaI
UnIversIty CommIttee; an eIectIve reguIatory body reportIng to the MInIstry) and,
IocaIIy, to the UnIversIty EvaIuatIon 8oard. t Is apparent that thIs RAD-OFF Iorm,
aIthough not yet IuIIy In IIne wIth the compIete set oI QuaIIty Assurance and ENQA
requIrements Is weII In that IIne, by IncorporatIng severaI oI the necessary Ieatures. AII
Programmes oI taIIan UnIversItIes are to be adapted to the new mInIsterIaI
requIrements at the Iatest by the AcademIc Year 2010]11.
PoIItecnIco dI TorIno experIence In deveIopment oI QF PoIItecnIco dI TorIno experIence In deveIopment oI QF PoIItecnIco dI TorIno experIence In deveIopment oI QF PoIItecnIco dI TorIno experIence In deveIopment oI QF
At PoIItecnIco dI TorIno, thIs was consIdered an opportunIty to reorganIze currIcuIa
IoIIowIng InternaI QuaIIty Assurance (IQA) prIncIpIes beIore startIng work to IIII the
new Iorms. n Iact It was recognIsed that II PoIItecnIco had In pIace a weII organIsed
and systematIc documentatIon oI Programmes as dIctated by IQA requIrements, thIs
wouId automatIcaIIy aIIow IuIIIIment oI new MInIsterIaI ruIes whIIe at the same tIme
puttIng PoIItecnIco on the European scene. ThereIore the Rector and the Senate
decIded that the estabIIshment oI a comprehensIve IQA was a necessary preIImInary
step. The IoIIowIng scheduIe was adopted In preparatIon Ior the December 15, 2009
deadIIne, when the 2001]11 RAD-OFF Iorms Ior aII Programmes shouId be ready on
the MInIsterIaI sIte
16
:
March 2008: Senate decree towards QuaIIty Assurance management oI aII
Programmes at POLTO
]une 2008: preparatIon oI the Q.F. at the care oI the VIce-Rector Ior QuaIIty
EvaIuatIon and AccredItatIon
September 2008: seIectIon oI the 8 representatIve test Programmes at the care
oI the sIx Deans, appoIntment oI two reIerence IacuIty each
October 2008: start oI perIodIc dIscussIon and deveIopment meetIngs; graduaI
ImpIementatIon oI the Q.F. on a purposeIy deveIoped websIte; at thIs stage the
workIng group IncIuded, besIdes the appoInted IacuIty, key actors Irom the
UnIversIty admInIstratIon and technIcaI bodIes (maInIy PS]process and
InIormatIon system IntegratIon]and CESD]student management); thIs aIIowed
to coordInate aII the necessary servIces around the common project InvoIvIng
the whoIe InstItutIon; at the same tIme severaI probIems were soIved
concernIng InterIacIng oI data and InIormatIon wIth the MInIsterIaI Iorms; the
IInaI outcome was a unIque set oI Input wIndows where the dIIIerent

14
MUR - taIy, Decreto MInIsterIaIe 31.10.2007 n. 544
15
ReI. http:]]attImInIsterIaII.mIur.It]anno-2007]ottobre]dm-31102007-n-544.aspx
16
ReI. http:]]oIII.mIur.It]pubbIIco.php]rIcerca]showIorm]p]mIur



37
responsIbIe were to Introduce the requIred pIece oI InIormatIon, It beIng
desIgned In such a way that data and descrIptIve texts wouId mIgrate (aImost)
automatIcaIIy - at the care oI technIcaI servIces - and edIted In the necessary
Iormats; In thIs way, Ior Instance, the RAD-OFF Iorms have become an
automatIc by-product oI the Q.F. tabIes.
]une 2009: end oI the ImpIementatIon oI the Q.F. tabIes Ior the 8 test
Programmes
17
, avaIIabIIIty oI Iormat and contents on the POLTO websIte (now
under password untII IuII depIoyment); the 8 test Programmes are to be used as
exempIary case hIstorIes to IIIustrate a varIety oI possIbIe ImpIementatIons oI
the Q.F.
]uIy 2009: start oI traInIng aII Programmes, meetIng wIth Programme
representatIves oI the Iargest FacuIty (1st EngIneerIng FacuIty) September 2009
(start): programmed handover to aII other POLTO Programmes; a permanent
technIcaI support and advIce group Is estabIIshed as a servIce to aII
Programmes.
The Q.F. comes Irom the graduaI deveIopment oI Ideas IIrst set In MInIsterIaI pIIot
document datIng back to 2003]04, Iater expanded and shared by a workIng group oI
the CRU (StandIng ConIerence oI taIIan Rectors) In 2006]07 IoIIowed In 2008 by a
more operatIonaI workIng group sponsored by CRU and CNECA-KON (a socIety
provIdIng InIormatIon & data servIces to the MInIstry oI UnIversIty)- these Iater resuIts
yet unpubIIshed. t Is apparent that a quIte sIgnIIIcant amount oI on-the-IIeId
experIence was aIready gathered at the onset oI POLTO InItIatIve. deas have evoIved
IIttIe by IIttIe durIng the appIIcatIon oI the Q.F. to such a varIety oI cases, goIng In the
dIrectIon oI reductIon rather than addItIon, I.e. keepIng onIy those Iactors whIch are
essentIaI and strIctIy necessary to gIve a cIear and concIse pIcture oI the educatIonaI
Programme on oIIer Ior comparIson and recognItIon purposes.


17
Aerospace EngIneerIng, ArchItecturaI EngIneerIng, AutomotIve EngIneerIng, 8usIness OrganIzatIon
EngIneerIng, EIectronIc and Computer EngIneerIng, EIectronIcs EngIneerIng, ndustrIaI DesIgn, TerrItorIaI,
Urban EnvIronmentaI and Landscape PIannIng



38
DeveIopment oI NQF In Sweden DeveIopment oI NQF In Sweden DeveIopment oI NQF In Sweden DeveIopment oI NQF In Sweden
by Lennart ]ohannson

On the 23 December 2009 the SwedIsh Covernment IormaIIy decIded, by authorIsIng
then SwedIsh NatIonaI Agency Ior HIgher EducatIon
18
(MyndIgheten Ir
yrkeshgskoIan) to deveIop a comprehensIve natIonaI QuaIIIIcatIons Iramework
coverIng aII parts oI the pubIIc educatIon and traInIng system. AccordIng to the
decIsIon, the NQF shouId be deveIoped In such a way that It makes It possIbIe Ior
stakehoIders outsIde the pubIIc system, In the Iabour market and sectors, to IInk theIr
QuaIIIIcatIons to the reIerence Iramework.
The Iramework Is prImarIIy seen as a necessary precondItIon Ior reIerencIng to the EQF
and Ior estabIIshIng a transparent and trustworthy IInk between SwedIsh QuaIIIIcatIons
and the EQF but Is aIso seen as an Instrument Ior Iurther strengthenIng the
transparency and permeabIIIty oI the SwedIsh educatIon and traInIng system.
The IearnIng outcomes perspectIve Is an Important and IargeIy accepted and
ImpIemented Ieature oI SwedIsh educatIon and traInIng. At poIItIcaI IeveI, the IearnIng
outcomes approach Is cIoseIy IInked to the 'objectIve-based governance' In use sInce
the earIy 1990s. WhIIe the term IearnIng outcomes Is not commonIy used (the term
'knowIedge objectIves' Is used Ior compuIsory educatIon), the prIncIpIes behInd are
weII known and generaIIy In pIace. The core currIcuIa Ior compuIsory educatIon have
recentIy been revIsed, Iurther strengthenIng and reIInIng the IearnIng outcomes-based
approach.
The sItuatIon In the unIversItIes In the shIIt to IearnIng outcomes Is mIxed. These are
autonomous InstItutIons where natIonaI authorItIes have Iess dIrect InIIuence. The
8oIogna process has been InIIuentIaI, as have a number oI IocaI InItIatIves. A project
group has been set up to Iocus on the IInk between the NQF and vaIIdatIon. Sweden
has been workIng on vaIIdatIon Ior severaI years, Ior exampIe reIIected In an expert
proposaI to the Covernment Irom 2007.

Structure oI Sw Structure oI Sw Structure oI Sw Structure oI SwedIs edIs edIs edIsh NQF h NQF h NQF h NQF
A partIcuIar chaIIenge Iaced Is the extent to whIch the IearnIng outcomes perspectIve Is
InIIuencIng assessment practIces. ProIessIonaIs may have probIems seeIng that
assessment methods and crIterIa have to reIate dIrectIy to the objectIves expressed In
the currIcuIa. ThIs Is a contInuIng process IIIustratIng the Iong-term chaIIenge InvoIved
In the shIIt to IearnIng outcomes.

18
ReI. http:]]www.eqInIo.se.



39

The new evaIuatIons wIII Iocus on IearnIng outcomes on two IeveIs course]moduIe
IeveI In reIatIon to natIonaI descrIptors IeveI:


As outIIned In a very recent report edIted by the SwedIsh NatIonaI Agency Ior HIgher
EducatIon In May 2011
19
, the SwedIsh HIgher EducatIon Act and HIgher EducatIon
OrdInance
20
have been amended In accordance wIth the agreements reached wIthIn the

19
NatIonaI Agency, Department oI EvaIuatIon, ]ean-PIerre Zune "NatIonaI QuaIIIIcatIons Framework - RevIsed
May 2011", pubIIshed by the SwedIsh NatIonaI Agency Ior HIgher EducatIon 2011, Reg.nr 12-5202-10
20
ReI. http:]]www.rIksdagen.se]webbnav]Index.aspxZnId=3911&bet=1992:1434



40
Iramework oI the 8oIogna Process, IncIudIng the European QuaIIIIcatIons Framework
(QF-EHEA). These amendments appIy to courses and programmes oIIered Irom 1 ]uIy
2007 as weII as to QuaIIIIcatIons awarded aIter that date. Courses and programmes
that started earIIer are subject to transItIonaI provIsIons.
CycIes CycIes CycIes CycIes
AII courses, programmes and QuaIIIIcatIons are ascrIbed to three cycIes: IIrst, second
and thIrd. There Is progressIon, I.e. each cycIe Is based on the Iormer. The IormaI
requIrements that dIstInguIsh these cycIes are specIIIed In the HIgher EducatIon Act.
AII IIrst- and second-cycIe educatIonaI oIIerIngs consIst oI courses.
CycIe CycIe CycIe CycIe Entry requIrements Entry requIrements Entry requIrements Entry requIrements CycIe descrIptor CycIe descrIptor CycIe descrIptor CycIe descrIptor
FIrst FIrst FIrst FIrst
cycIe cycIe cycIe cycIe
FInaI schooI grades or
correspondIng knowIedge
DeveIop the students':
abIIIty to make autonomous and crItIcaI
appraIsaIs;
abIIIty to IdentIIy, IormuIate and soIve
probIems autonomousIy and
preparedness to cope wIth changes In
proIessIonaI practIce.
WIthIn the IIeId covered by theIr studIes the
students wIII, In addItIon to theIr knowIedge
and skIIIs, deveIop the abIIIty to:
search Ior and evaIuate knowIedge at an
academIc IeveI;
keep up to date wIth the deveIopment oI
knowIedge;
dIscuss theIr knowIedge, even wIth
IndIvIduaIs who have no specIaIIst
InsIghts In the IIeId.
Second Second Second Second
cycIe cycIe cycIe cycIe
FIrst-cycIe programmes or
correspondIng knowIedge
AcquIre specIaIIsed knowIedge, skIIIs and
capacItIes In reIatIon to IIrst-cycIe
programmes by:
Iurther deveIopIng the students' abIIIty
to Integrate and appIy knowIedge
autonomousIy
deveIopIng the students' abIIIty to deaI
wIth compIex phenomena, Issues and
sItuatIons
deveIopIng the students' potentIaI Ior
empIoyment that demands great
autonomy or Ior research and
deveIopment work
ThIrd ThIrd ThIrd ThIrd
cycIe cycIe cycIe cycIe
FIrst- and second-cycIe
programmes or
correspondIng knowIedge
DeveIop the knowIedge and skIIIs requIred
to undertake autonomous research



41
HIgher HIgher HIgher HIgher- -- -educatIon credIts educatIon credIts educatIon credIts educatIon credIts
An academIc year that comprIses 40 weeks oI IuII-tIme study corresponds to 60
credIts. The number oI credIts awarded Ior each course Is determIned by the amount
oI study normaIIy requIred to attaIn Its objectIves. ThIs credIt system appIIes Irom 1
]uIy 2007. When convertIng Irom the prevIous hIgher-educatIon credIt system, 1 credIt
In the oId system corresponds to 1.5 credIts In the current system. The credIts
awarded In hIgher educatIon In Sweden can be compared wIth European CredIt
TransIer and AccumuIatIon System (ECTS) credIts, where 60 ECTS credIts are attaIned
aIter one academIc year oI IuII-tIme study.
CategorIes oI CategorIes oI CategorIes oI CategorIes oI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons
There are three categorIes oI QuaIIIIcatIons:
1. generaI QuaIIIIcatIons
2. QuaIIIIcatIons In the IIne, appIIed and perIormIng arts
3. proIessIonaI QuaIIIIcatIons.
ProIessIonaI QuaIIIIcatIons are awarded maInIy In the reguIated proIessIons on the
basIs oI the approprIate requIrements. 8oth generaI QuaIIIIcatIons and QuaIIIIcatIons In
the IIne, appIIed and perIormIng arts are assIgned to the IIrst, second or thIrd cycIe.
ThIrd-cycIe QuaIIIIcatIons In the IIne, appIIed and perIormIng arts were Introduced on
1 ]anuary 2010.
QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons descrIptors descrIptors descrIptors descrIptors
The QuaIIIIcatIons OrdInance contaIns descrIptors Ior aII the QuaIIIIcatIons. These state
the IoIIowIng.
Scope: the exact number oI credIts requIred Ior the QuaIIIIcatIons.
Outcomes: the knowIedge and understandIng, competence and skIIIs, and
judgement and approach that students are requIred to demonstrate Ior the
award oI the QuaIIIIcatIons.
ndependent project: the requIrements that appIy to the Independent project.1
MIsceIIaneous: In addItIon to the above specIIIcatIons, specIIIc requIrements are
IaId down by the HEs Ior the QuaIIIIcatIons awarded wIthIn the parameters oI
the QuaIIIIcatIons descrIptors.
ndependent projects are requIred Ior aII IIrst- and second-cycIe QuaIIIIcatIons. For
IIcentIates and doctorates, a schoIarIy thesIs or a research thesIs Is requIred. SpecIaI
reguIatIons appIy Ior doctorates In the IIne, appIIed and perIormIng arts.
The tItIes oI QuaIIIIcatIons awarded In the IIrst and second cycIes comprIse the tItIe
IaId down In the HIgher EducatIon OrdInance or the OrdInances on the SwedIsh
UnIversIty oI AgrIcuIturaI ScIences and the SwedIsh NatIonaI DeIence CoIIege, together
wIth a desIgnatIon determIned by the HE IndIcatIng the IIeId oI specIaIIsatIon.




42
The PECASUS experIence The PECASUS experIence The PECASUS experIence The PECASUS experIence
by PascaI 8auer and CIanIranco ChIocchIa

t Is worth to be remarked that aII partIcIpant InstItutIons to the AIrQuaI project are
aIso members oI the PECASUS network oI European aerospace unIversItIes. PECASUS
(an acronym Ior PartnershIp Ior an European Croup oI AeronautIcs and Space
UnIversItIes) was Iounded In 1998 In TouIouse. The Idea oI PECASUS orIgInated Irom a
growIng awareness wIthIn academIa that the European aerospace Industry was on the
tracks oI a strong concentratIon wIth no equIvaIent In any other IndustrIaI sector. At
that tIme, when the major empIoyers oI engIneerIng graduates were about to be
reduced to a smaII number oI key pIayers, the engIneerIng educatIon InstItutIons couId
hardIy remaIn IsoIated. On the other hand, aerospace research aIso had been
reInIorcIng Its tIes Ior years. ThereIore, onIy engIneerIng educatIon wouId stIII have
been scattered among tens oI InstItutIons across Europe, wIth just a Iew academIc tIes
through sporadIc student exchanges or joInt research projects. PECASUS was born as
an InItIatIve oI academIa to accompany research and Industry In theIr move towards
more synergy and eIIectIve co-operatIon
21
.
Ceared towards the hIghest quaIIty IeveIs In the hIgh-technoIogy sector oI aerospace,
PECASUS was ImmedIateIy conceIved as a restrIcted network oI aerospace unIversItIes
oI the maIn aerospace countrIes whose common denomInator consIsts In the oIIer oI
at Ieast a quaIIIIed Degree Programme In Aerospace EngIneerIng. ThereIore, admIssIon
to PECASUS IoIIows a quaIIty assessment based upon a set oI pubIIshed crIterIa,
IocusIng on two IundamentaI keywords: quaIIty and InternatIonaI co-operatIon, aII
reIated to the hIgher educatIon oIIered In aeronautIcaI ] aerospace engIneerIng at the
European IeveI. These crIterIa are IIsted here beIow:
A. CeneraI A. CeneraI A. CeneraI A. CeneraI
1. 8e a pubIIc and]or non-proIIt InstItutIon oI hIgher educatIon In aeronautIcaI ]
aerospace engIneerIng.
2. Have Its maIn base oI operatIons In a EU country.
3. Demonstrate the wIIIIngness to sIgn the PECASUS Charter and to actIveIy
commIt to the PECASUS network actIvItIes IncIudIng workIng groups.
8. ExceIIence 8. ExceIIence 8. ExceIIence 8. ExceIIence
4. Have a good reputatIon and quaIIty recognItIon (e.g. natIonaI accredItatIon by
an oIIIcIaI body) In educatIon and research, natIonaIIy and InternatIonaIIy.
5. DeIIver one or severaI degrees In aeronautIcaI ] aerospace engIneerIng In
compIIance wIth the European 8oIogna orIentatIon (LMD, +5 IeveI or M Ior
Aerospace EngIneerIng or hIgher).

21
The generaI structure oI PECASUS together wIth Its governIng bodIes can be Iound In the websIte
www.pegasus-europe.org.



43
6. The maIn currIcuIum In aeronautIcaI ] aerospace engIneerIng shouId comprIse a
suIIIcIent base In FundamentaI ScIences (mInImum 15Z), CeneraI Courses
IncIudIng IoreIgn Ianguages, and EngIneerIng ScIences (mInImum 40Z) oI whIch
at Ieast 50Z shouId be AeronautIcaI ] Aerospace EngIneerIng ScIences (that Is:
mInImum 20Z oI the overaII program, or 60 ECTS Ior a 5-year programme).
7. Have or pIan to reach a suIIIcIent voIume oI actIvIty In terms oI student output:
30 graduates per year at the +5 IeveI or hIgher In AeronautIcaI ] Aerospace
shouId be consIdered as the mInImum target voIume (supportIng, non-
mandatory crIterIon) Produce a record oI IIrst empIoyment oI the graduates In
Industry over the Iast 3 years, showIng the reIevance oI the engIneerIng
programme Ior the aerospace Industry.
C. nternatIonaI cooperatIon C. nternatIonaI cooperatIon C. nternatIonaI cooperatIon C. nternatIonaI cooperatIon
8. Produce a IIst oI actIve partnershIp agreements wIth aeronautIcaI ] aerospace
IacuItIes or departments oI IoreIgn partner unIversItIes recognIsed at the
InternatIonaI IeveI, IncIudIng at Ieast 3 Partners oI the PECASUS network Irom at
Ieast 2 dIIIerent countrIes.
9. Produce a record oI student and IacuIty exchanges wIth IoreIgn unIversItIes
over the Iast 3 years (supportIng, non-mandatory crIterIon) Produce a record oI
research actIvItIes InvoIvIng InternatIonaI partnershIp.
t appears that the core oI these crIterIa (sectIon 8 and partIcuIarIy Item 6) dIrectIy
reIates to the quaIIty oI the contents oI the programme, whIch has to be suIIIcIentIy
characterIzed wIth regard to Aerospace EngIneerIng. t was on thIs basIs that the
present body oI 24 PECASUS member InstItutIons was seIected. These are (AIrQuaI
partners are evIdenced through boId type):

Countr Countr Countr Country yy y UnIversIty UnIversIty UnIversIty UnIversIty
EcoIe-aIr de SaIon de Provence
ENAC TouIouse ENAC TouIouse ENAC TouIouse ENAC TouIouse
ENSMA PoItIers ENSMA PoItIers ENSMA PoItIers ENSMA PoItIers
France France France France
SAE TouIouse
RWTH Aachen
TU 8erIIn
TU 8raunschweIg
UnIversItt Stuttgart
TU Mnchen
Cermany Cermany Cermany Cermany
TU Dresden



44
PoIItecnIco dI MIIano
PoIItecnIco dI TorIno PoIItecnIco dI TorIno PoIItecnIco dI TorIno PoIItecnIco dI TorIno
UnIversIta degII StudI dI NapoII
UnIversIta degII StudI dI PIsa
taIy taIy taIy taIy
UnIversIta degII StudI dI Roma
CranIIeId UnIversIty
UnIversIty oI 8rIstoI UK UK UK UK
UnIversIty oI CIasgow
The NetherIands The NetherIands The NetherIands The NetherIands TU DeIIt
Sweden Sweden Sweden Sweden KTH StockhoIm KTH StockhoIm KTH StockhoIm KTH StockhoIm
UPM]ETSA MadrId
SpaIn SpaIn SpaIn SpaIn
US]ES SevIIIa
Czech RepubIIc Czech RepubIIc Czech RepubIIc Czech RepubIIc CVUT Prague
PortugaI PortugaI PortugaI PortugaI ST LIsboa

The admIssIon IoIIows a strIct procedure: the generaI assembIy (PECASUS CouncII)
appoInts a commIttee Iormed by the representatIves oI three dIIIerent partner
unIversItIes whIch evaIuates a questIonnaIre IIIIed by the candIdate InstItutIon and
prepares a wrItten report. 8asIng on the Iatter the CouncII decIdes Ior admIssIon or
rejectIon. n some cases aIso vIsIts on pIace have been utIIIzed.
To overcome restrIctIons IIke those stated by sectIon A oI the admIssIon crIterIa (e.g.
that the candIdate shouId have Its base In the EU) In 2009 a new category oI members
was estabIIshed, nameIy the AssocIate Partners. These must satIsIy the same crIterIa
IIsted In sectIon 8 and, In a sIIghtIy soIter way, aIso those oI sectIon C as the IuII
members. Up to the present date two AssocIate Members have aIready entered
PECASUS:
In the RussIan FederatIon: KSTU Kazan;
In UkraIne: KhA KharkIv
One oI the IIrst actIons oI PECASUS was the ImpIementatIon oI two commonIy agreed
IabeIs oI quaIIty to be attrIbuted to the aerospace graduates oI the partner InstItutIons.
These IabeIs are:
The PECASUS CertIIIcate PECASUS CertIIIcate PECASUS CertIIIcate PECASUS CertIIIcate: thIs Is attrIbuted to aII PEACASUS graduates. t states theIr
successIuI compIetIon, wIthIn one or severaI partner InstItutIons oI the PECASUS
Network, oI a prescrIbed programme oI study gIvIng them the skIIIs requIred to the
exercIse oI the EngIneerIng proIessIon In AeronautIcs and Aerospace.



45
The PECASUS AWARD PECASUS AWARD PECASUS AWARD PECASUS AWARD ("AchIevement through WorkIng Abroad Ior academIc Research or
IndustrIaI DeveIopment projects"): thIs Is attrIbuted onIy to those students spendIng at
Ieast IIve months In eIther an InternatIonaI exchange programme In a partner
nstItutIon, or In an IndustrIaI or research project conducted In a partner Iaboratory.
The PECASUS AWARD Is a statement oI recognItIon oI the successIuI actIvIty conducted
by the student In an InternatIonaI envIronment under PECASUS responsIbIIIty.
As the most Integrated IndustrIaI sector In Europe, aerospace can be seen as a reaI
chance Ior the harmonIsatIon oI engIneerIng educatIon. Long-standIng projects and
structures have actuaIIy been Iaunched years ago at the European UnIon IeveI or even
wIder, In order to try to harmonIse engIneerIng educatIon across aII Its domaIns, but
wIth very IIttIe success In the end: engIneerIng educatIon Is just too wIde and too
dIverse to be Iramed In a sImpIe, comprehensIve set oI crIterIa. On the other hand,
engIneerIng educatIon In the sIngIe domaIn oI aerospace may be easIer to overIook.
ThIs was one oI the IeadIng Ideas Ior the creatIon oI PECASUS: to buIId up a
comprehensIve understandIng oI what "aerospace engIneerIng educatIon" means In
Europe, and then brIng that knowIedge to our IntegratIng Industry, In an InteractIve
process oI seII-Improvement.
For these reasons the second maIn actIon was the pubIIcatIon oI a PECASUS CataIogue,
IIIustratIng and comparIng the maIn Ieatures oI the educatIonaI and research
organIsatIon oI each PECASUS nstItutIon. t Is updated every 2-3 years and consIsts oI
an extensIve descrIptIon oI the educatIonaI oIIer In aerospace engIneerIng by the
partner InstItutIons Iramed In a coherent overaII vIew. The PECASUS CataIogue Is the
basIs Ior the presentatIon oI PECASUS to the European Aerospace ndustry and can be
dIscharged Irom the above quoted websIte.
AIter ten years oI PECASUS IIIe, however, It turned out that aII thIs was not suIIIcIent.
To achIeve the generaI goaIs oI PECASUS, It Is essentIaI that there exIsts, on an on-
goIng basIs, a cIose workIng reIatIonshIp wIth the European aerospace Industry and
Covernment AgencIes. At the sImpIest IeveI one aIm wouId be to acceIerate the process
by whIch empIoyers wIthIn each natIon oI Europe understand and IuIIy apprecIate the
nature oI the programmes oI study oIIered outsIde theIr own country, and so assIst In
the 'EuropeanIzatIon' oI empIoyment opportunItIes. A more Important aIm wouId be
that oI taIIorIng the student experIence so as to maxImIse the advantages that can be
assocIated wIth the muItI-Ianguage, muItI-cuIture nature oI our Industry (as opposed
to the sIngIe-Ianguage cuIture oI the competItIon). And, IInaIIy, PECASUS members
must ensure that together they oIIer a range oI hIgh quaIIty and eIIIcIent programmes
oI support especIaIIy IncIudIng degree-awardIng programmes and nternatIonaI
cooperatIon.
ThIs Ied to the estabIIshment In 2010 oI the PECASUS-ndustry AIIIance, a board InsIde
whIch the aerospace IndustrIaI communIty and the PECASUS network are equaIIy
represented to dIscuss aII Issues reIevant to the assessment oI the quaIIty oI the hIgher
educatIon In Aerospace EngIneerIng In Europe. The maIn objectIve oI the PECASUS-
ndustry AIIIance Is to contrIbute to the reInIorcement oI the European academIc and
IndustrIaI reIatIons Ior mutuaI beneIIts. ThIs IncIudes, on the IndustrIaI sIde, a dIrect



46
contact wIth aeronautIcaI unIversItIes, whIch can enhance the cooperatIon In
currIcuIum deveIopment and In research. Among the beneIIts Ior PECASUS one can
quote an easIer way Ior the organIzatIon oI the InternshIps oI students, a better
IdentIIIcatIon oI the IndustrIaI needs and a better match to the IndustrIaI evoIutIon.
8ut, beyond these poInts, a most Important beneIIt Is the contrIbutIon that can be
expected In the newIy started process IeadIng to a European ExceIIence and QuaIIty
LabeI Ior the Aerospace EngIneerIng CurrIcuIa Issued by PECASUS.
The basIc crIterIa Ior seIectIng the IndustrIaI partners are both the sIze oI the company
and the pan-European dImensIon oI Its actIvItIes, whIch means that smaII companIes
or IndustrIes cannot appIy In prIncIpIe. The composItIon oI the PECASUS-ndustry
AIIIance Is thereIore restrIcted to tweIve members IncIudIng sIx representatIves oI
PECASUS, two oI them beIng Irom Its 8oard (onIy In the startIng process the totaI
number oI partIcIpants may be reduced to sIx). The IndustrIaI members oI the
PECASUS-ndustry AIIIance pay an annuaI Iee and have a sImIIar status as the PECASUS
AssocIate Partners and, addItIonaIIy, they wIII be InvoIved In the peerIng processes
IeadIng to the deIIvery oI the PECASUS exceIIence IabeIs. The Iargest aIrcraIt
manuIacturer In Europe (AIrbus) has aIready joIned the PECASUS-ndustry AIIIance.
Other contInentaI key pIayers In the space, aeronautIcaI propuIsIon, aIr traIIIc .
domaIns have been contacted and are expected to enter It In the next Iuture.
The IIrst actIon to be started by the PECASUS-ndustry AIIIance Is a seII evaIuatIon oI
the aerospace engIneerIng programmes oI the InstItutIons candIdate to the exceIIence
IabeI (In a IIrst phase the candIdates wIII be PECASUS members and partners). ThIs seII
evaIuatIon takes the Iorm oI a questIonnaIre In whIch aII taught subjects reIevant to
aeronautIcaI and space engIneerIng (IncIudIng the so-caIIed soIt skIIIs and the
transversaI knowIedge) are IIsted. The candIdate InstItutIon quaIIIIes the IeveI at whIch
every subject Is taught as basIc, IntermedIate or advanced. The same questIonnaIre Is
proposed to the IndustrIaI partners who use It to state the desIred IeveI oI teachIng oI
each subject accordIng to theIr needs. The dIstance between an academIc currIcuIum
and Its cIosest counterpart as wIshed by the reIevant Industry provIdes the basIs Ior
awardIng the exceIIence IabeI. PeerIng vIsIts wIII aIso be perIormed by joInt IndustrIaI -
academIc teams. t shouId be remarked, thereIore, that the IabeI Is an empIoyabIIIty
one, documentIng the IeveI oI match oI a programme oIIered by a unIversIty to the
requests oI the aerospace job market. As such, It Is not Intended to provIde a
judgement on the suItabIIIty oI a programme to possIbIe research or academIc careers.
WIth thIs Iast actIon PECASUS Is startIng to pIay a roIe at the European IeveI In the
assessment oI the quaIIty oI the aerospace engIneerIng programmes wIth specIIIc
regards to theIr scIentIIIc and technIcaI contents (the evaIuatIon oI the structures and
the processes Is IeIt to the NatIonaI AccredItatIon AgencIes or to other reIevant
entItIes). The cIose InteractIon between PECASUS and AIrQuaI (the Iatter has been
presented and]or cIted In more than one PECASUS CouncII) aIIowed to extend thIs
actIvIty to the Important IndustrIaI and academIc aerospace tradItIons oI the RussIan
FederatIon and, by the way, was not the Ieast drIver Ior the IncIusIon oI the KSTU
AIrQuaI partner In PECASUS.



49
Part 2. 8ackground and perspectIve oI Part 2. 8ackground and perspectIve oI Part 2. 8ackground and perspectIve oI Part 2. 8ackground and perspectIve oI AIrQuaI AIrQuaI AIrQuaI AIrQuaI project project project project

The AIrQuaI project was InItIated In 2008 and Is Iunded by the European UnIon In the
Iramework oI the Tempus InItIatIve program, whIch supports the modernIzatIon oI
hIgher educatIon In the Partner CountrIes oI Eastern Europe, CentraI AsIa, the Western
8aIkans and the MedIterranean regIon, maInIy through unIversIty cooperatIon projects.
As one oI the 8oIogna Process countrIes, RussIan FederatIon commItted ItseII to a
number oI reIorms carrIed out wIthIn the 8oIogna ActIon LInes. The AIrQuaI project
actIvItIes have touched upon those ones and aIm to Increase the InternatIonaI
recognItIon oI the RussIan HIgher EducatIon Degrees wIthIn EHEA & ERA by
contrIbutIon to the deveIopment oI NatIonaI QuaIIIIcatIons Framework Ior aII three
cycIes oI HE In Aerospace EngIneerIng (AE).
QuaIIty assessment and assurance have been evoIved as IndIspensabIe tooIs to monItor
and evaIuate the varIous aspects oI standards In HIgher EducatIon.
Due to a Iack oI updated currIcuIa In AE, whIch are not competence-based but too
much Input-orIented, empIoyers Irom the aerospace Industry can not be provIded wIth
hIghIy-quaIIIIed graduates.
n order to reaIIze an eIIIcIent Input Irom the unIversIty and a proIIcIent output Ior the
Industry, currIcuIa need to be desIgned accordIng to the requIrements Ior each
proIessIonaI proIIIe. Hence, the correspondIng competences and IunctIons requIred Ior
aII proIIIes must be In IIne wIth the IearnIng outcomes Ior courses oIIered at the
unIversItIes In order to respond eIIectIveIy to the reaI needs oI the Industry.
ThereIore the AIrQuaI project, whIch set hIs acronym Ior the DeveIopment oI
QuaIIIIcatIons Framework In the IIeId oI AIrcraIt EngIneerIng, aImed to provIde
reIerence poInts - the LearnIng Outcomes - Ior the assessment oI unIversIty
programmes In Aerospace EngIneerIng Ior 8acheIors and Masters CycIes.
PartnershIp PartnershIp PartnershIp PartnershIp
The AIrQuaI consortIum Is composed by 4 European UnIversItIes (PoIItecnIco dI TorIno,
taIy; EcoIe NatIonaIe d'AvIatIon CIvIIe, France; EcoIe NatIonaIe SuperIeure de
MecanIque et d'AerotechnIque, France; RoyaI nstItute oI TechnoIogy, Sweden) and 3
RussIan unIversItIes (Kazan State TechnIcaI UnIversIty; Samara State Aerospace
UnIversIty; UIa State AvIatIon TechnIcaI UnIversIty).
n IIne wIth the workpIan set, actIvItIes are pursued by aII consortIum members
accordIng to competences and expertIse knowIedge. The Iour EU-partners beIong to
the PECASUS network oI European Aerospace unIversItIes, and can thereIore contrIbute
wIth expert knowIedge and best practIce exampIes to the project's contents. Moreover
It has been envIsaged to IncIude AIrQuaI Ideas and prIncIpIes wIthIn the PECASUS scaIe.
n order to compIy wIth one oI the project's most Important prIncIpIes - the strong
InteractIon between academIa and Industry - the consortIum IncIudes 3 RussIan



50
companIes (]SC Kazan HeIIcopters; ]SC Kazan Motor ProductIon AssocIatIon, UnIted
AIrcraIt CorporatIon Moscow).
Aerospace EngIneerIng Aerospace EngIneerIng Aerospace EngIneerIng Aerospace EngIneerIng
WhIIe EngIneerIng ItseII Is a very specIaI area, Aerospace EngIneerIng has Its own
pecuIIarItIes. On the one hand, Ior a Iong tIme It used to be cIosed Ior InternatIonaI
cooperatIon, on the other - RussIa, IIke many European countrIes, has a Iong tradItIon
oI 5.5-6 years programmes In EngIneerIng as a whoIe. That has to be changed wIth the
8oIogna 3-cycIe system and empIoyers are rather reIuctant to hIre graduates aIter the
IIrst cycIe consIderIng them not quaIIIIed enough. n thIs regard, deep InvoIvement oI
the Industry representatIves Into the project as weII as Iarge-scaIe pIans Ior resuIts
dIssemInatIon wIII change theIr attItude. ndustry as a "consumer" oI the "HE-products"
shouId dIrectIy partIcIpate In the competences deIInItIon. Thus there are mutuaI
beneIIts: empIoyers wIII heIp unIversItIes to estabIIsh up-to-date, competItIve
reIerence poInts Ior theIr study programmes so that the unIversItIes can provIde
requIred proIessIonaIs Ior the Iabour market.
AssocIates partners AssocIates partners AssocIates partners AssocIates partners
AddItIonaIIy, the AIrQuaI consortIum Is supported by 3 RussIan government authorItIes
(MInIstry oI EducatIon and ScIence, Tatarstan; MInIstry oI ndustry and Trade,
Tatarstan; Chamber oI Commerce and ndustry, Tatarstan).
SInce the project Is sIgnIIIcant on natIonaI scaIe as It aIms to promote European poIIcy
oI HE and Its QA through deveIopment oI comparabIe and understandabIe
QuaIIIIcatIons Framework Ior AvIatIon EngIneerIng, an InvoIvement oI RussIan
government authorItIes has been regarded as very Important. The change Irom Input-
orIented educatIon, whIch Is tradItIonaI In RussIa, to output-orIented IearnIng and
teachIng, requIres that HEs In RussIa must IoIIow a unIIorm methodIcaI basIs caIIed
"Standard oI HIgher EducatIon" estabIIshed by the MInIstry oI EducatIon and ScIence.
Furthermore, the support and InvoIvement oI the pubIIc bodIes are IndIspensabIe Ior
the project, as they contrIbute wIth theIr expert knowIedge and act as consuItants
regardIng new and reaIIzabIe educatIonaI reIorms and educatIonaI poIIcIes.




51
2.1 2.1 2.1 2.1 AIrQuaI AIrQuaI AIrQuaI AIrQuaI objectIves objectIves objectIves objectIves
AIrQuaI Iocuses on 3 maIn objectIves In order to repIy to the project's demands:
1) ntensIIIcatIon oI the unIversIty-Industry cooperatIon by deveIopIng
methodoIogy and specIIIc InterIace Ior the "transIatIon" oI occupatIon proIIIes
and standards Into educatIonaI terms oI IearnIng outcomes.
2) DeveIopment oI descrIptors Ior hIgher educatIon QuaIIIIcatIons In AIrcraIt
EngIneerIng Ior bacheIor-master cycIes In terms oI European QuaIIIIcatIons
Framework.
3) AdaptIon oI currIcuIa Ior 8acheIor-Master cycIes In AIrcraIt EngIneerIng In IIne
wIth the QuaIIIIcatIons Iramework deveIoped.
The QF Ior DoctoraI IeveI has not been desIgned, consIderIng that each unIversIty
provIde PhD students wIth ad hoc currIcuIa, dependIng on students' Interest In a
specIIIc research IIeId and on exIstIng IaboratorIes and research groups.
n IIne wIth these objectIves 5 maIn ImpIementatIon stages have been deveIoped:
FRSTLY, the InternaI anaIyses oI the sItuatIon In RussIan AIrcraIt ndustry was
conducted to IdentIIy the requIrements Ior unIversIty graduates. QuestIonnaIres Ior the
Industry were deveIoped, a survey was conducted and the resuIts were anaIyzed. From
the data extracted, outdated occupatIons (among the ones regIstered In current RF
standard Ior AE), IunctIons to be perIormed and knowIedge and skIIIs requIred Ior
unIversIty graduates were sorted out and Iurther dIscussed wIth aII stakehoIders
durIng a workshop In RF.
SECONDLY, European experIence In unIversIty-Industry cooperatIon, deveIopment oI
QuaIIIIcatIons Framework and specIIIc InterIace Ior "AE IndustrIaI occupatIon standards
- academIc appIIcatIon", as weII approaches to competence-based currIcuIa desIgn
were studIed durIng the 4 one-week vIsIts oI PC-partners deIegatIon to European
partner unIversItIes.
THRDLY, QuaIIIIcatIons Framework Ior 8acheIor and Master degrees In AE
specIaIIzatIons were deIIned. FIve workIng groups oI RF unIversItIes academIc staII
were Iormed to QFS In order to IeveI IunctIons and skIIIs to be perIormed by graduates
accordIng to the cycIes oI HE and to "transIate" these IunctIons and skIIIs (occupatIon
standards) Into terms oI EQF. DraIted QuaIIIIcatIons Framework (QF) In AE was
expertIsed by the stakehoIders (UnIted AIrcraIt CorporatIon - UAC, Kazan-HeIIcopters
- KH, Kazan Motor ProductIon CorporatIon - KMPC, MInndustryRT, MInEduRT,
Chamber oI Commerce and ndustry - CC,) revIsed and pubIIshed.
FOURTHLY, currIcuIa Ior 8acheIor]Master programmes In AE and the academIc part oI
the DoctoraI programmes have been eIaborated In IIne wIth the abovementIoned QFs.
The work was based on the careIuI examInatIon oI the prevIous European and RussIan
InItIatIves In thIs regard, partIcuIarIy the TUNNC and TREE projects, as weII as
recommendatIons oI the MInIstry oI EducatIon and ScIence oI the RF on currIcuIum
deveIopment. AII documents were coIIected and dIstrIbuted vIa e-maII to the RF



52
consortIum members Ior Independent studyIng and e-dIscussIon. The Iramework,
whIch has been eIaborated and adapted, was used to revIse current currIcuIa. Further,
IearnIng outcomes Ior 2 cycIes oI HE were deIIned Irom the descrIptors oI QFs. n
accordance wIth academIa and Industry, core components and ECTS credIts were set
Ior each AE study programme. AIterwards the currIcuIa have been agreed wIth the
Industry representatIves, revIsed and natIonaIIy approved by the MInIstry oI EducatIon
and ScIence oI the RF. A survey was conducted among AIumnI to measure the gap
between the empIoyers' requIrements and the skIIIs and knowIedge, whIch the Iormer
study programmes provIded.
FNALLY, the project achIevements and resuIts were dIssemInated and wIII be sustaIned
by ImpIementIng the 2-cycIes-system oI hIgher educatIon and the ECTS.
The project deveIoped Framework Ior a number oI QuaIIIIcatIons wIthIn AIrcraIt
EngIneerIng (AE) area, contaInIng IeveIs, externaI requIrements, IearnIng outcomes (In
terms oI knowIedge, skIIIs and competences), empIoyment and Iurther educatIon
opportunItIes.



53
2.2 LIst oI ActIvItIes 2.2 LIst oI ActIvItIes 2.2 LIst oI ActIvItIes 2.2 LIst oI ActIvItIes

PIace and date PIace and date PIace and date PIace and date ActIvIty tItIe ActIvIty tItIe ActIvIty tItIe ActIvIty tItIe
Kazan - Feb. 4-5, 2009 KIck-oII meetIng
PoItIers and TouIouse - AprII 4-
10 2009
Study vIsIts to EU partners In France
Kazan - May 14-15, 2009
Workshop wIth AIrQuaI consortIum members and
addItIonaI RussIan AE IndustrIes stakehoIders -
DeveIopment and DIstrIbutIon oI QuestIonnaIres to
RussIan ndustrIes
AIrQuaI Partner CountrIes
]un-Sept., 2009
AnaIysIs oI occupatIonaI proIIIes In AIrcraIt
EngIneerIng ndustry
TouIouse - ]uIy 1-2, 2009 MeetIng wIth AR8US Industry
TurIn - Sept. 18, 2009 MeetIngs wIth taIIan AE IndustrIes stakehoIders
8raunschweIg - Oct. 9, 2009 Project dIssemInatIon at PECASUS meetIng
TurIn- Oct. 24 -29,2009 ConsortIum meetIng
TurIn - Oct. 27, 2009
Workshop wIth AIrQuaI consortIum members and
taIIan Aerospace ndustry stakehoIders
TurIn - Oct. 27-28, 2009
Study vIsIts to Aerospace ndustrIes In TurIn (AvIo,
ThaIes, AIenIa)
TurIn - Nov. 11, 2009 MeetIngs wIth taIIan AE IndustrIes stakehoIders
AIrQuaI Partner CountrIes -
Nov.]Dec. 2009
EIaboratIon oI the materIaI Ior the IIrst project book
"EnhancIng a RoIe oI HIgher EducatIon-ndustry
DIaIogue and nternatIonaI CooperatIon oI
UnIversItIes to QuaIIty ProIessIonaIs Demanded In
AIrcraIt EngIneerIng"
Copenhagen - Nov. 19-21, 2009
PartIcIpatIon to V QuaIIty Assurance Forum EUA -
Denmark - PresentatIon oI a paper on QF
VenIce - Nov. 26-27, 2009
MeetIngs wIth taIIan AE Industry stakehoIders
(Superjet nternatIonaI)
StockhoIm - Dec. 6-9, 2009
SemInar "AcademIa exceIIence Ior ndustrIes
sustaInabIe In Resources, Energy and nIormatIon",
co-organIsed by the European Network Ior QuaIIty oI
HIgher EngIneerIng EducatIon Ior ndustry and the
RussIan AssocIatIon Ior EngIneerIng EducatIon
TurIn - Dec. 22, 2009
MeetIngs wIth taIIan AE IndustrIes stakehoIders -
surveys
UIa, Samara - Feb. 8-13,2010 Study vIsIt to UIa and Samara
UIa, Samara - Feb. 8-13,2010 Workshop wIth aII stakehoIders
ParIs - March 29, 2010 Project dIssemInatIon at PECASUS meetIng
TurIn - AprII 27-29, 2010 Project dIssemInatIon at PECASUS meetIng
StockhoIm - Sept. 12-17, 2010 ConsortIum meetIng and study vIsIt In Sweden -



54
RevIew oI best European practIce
Moscow - Oct. 19-21,2010
PartIcIpatIon to the "nternatIonaI Standards,
AccredItatIon and CertIIIcatIon In EngIneerIng
EducatIon" ConIerence
TurIn - Nov. 16, 2010
EU partners WorkIng group Ior "ModeIIIng
occupatIonaI proIIIes, generaI and specIIIc
competences Ior AIrcraIt EngIneerIng graduates oI
each cycIe"
AIrQuaI Partner CountrIes -
Nov.]Dec. 2010
DeveIopment oI the 8acheIor-Master currIcuIa In
AIrcraIt EngIneerIng
Kazan and UIa - 31 ]an 2011 AIumnI survey
PoItIers - March 2-4, 2011
ConsortIum meetIng In PoItIers - RevIew oI European
and RussIan experIence In QF- based currIcuIa
desIgn
TurIn - ]une 6-7, 2011 ConsortIum meetIng In TurIn
Kazan - ]uIy 1-2, 2011
FInaI conIerence - presentatIon oI the project IInaI
book
Samara and UIa - ]uIy 4-5, 2011
DIssemInatIon semInars - presentatIon oI the project
IInaI book




57
Part 3. MethodoIogy Ior Part 3. MethodoIogy Ior Part 3. MethodoIogy Ior Part 3. MethodoIogy Ior the the the the deveIopme deveIopme deveIopme deveIopment oI nt oI nt oI nt oI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons
Framework Framework Framework Framework Ior Aerospace EngIneerIng Ior Aerospace EngIneerIng Ior Aerospace EngIneerIng Ior Aerospace EngIneerIng

AIrQuaI project aImed at depIoyIng European prIncIpIes and mechanIsms eIaborated
wIthIn the 8oIogna reIorms In the deveIopment oI QuaIIIIcatIons Framework and QF-
based currIcuIa partIcuIarIy In the IIeId oI Aerospace EngIneerIng wIthIn the HIgher
EducatIon InstItutIons InvoIved In the project.
The underpInnIng reason Is the need to address to RussIan and European HIgher
EducatIon nstItutIons the adoptIon oI easIIy readabIe and comparabIe degrees based
on 2 cycIes oI HIgher EducatIon (8acheIor and Master LeveI - DubIIn DescrIptors V and
V). The QuaIIIIcatIons Framework Ior DoctoraI IeveI has not been desIgned,
consIderIng that each unIversIty Is used to provIde theIr PhD students wIth an ad hoc
currIcuIa, dependIng on students' Interest In a specIIIc research IIeId and on exIstIng
IaboratorIes and research groups.
Thus, the AIrQuaI project Iocuses maInIy on educatIonaI structures educatIonaI structures educatIonaI structures educatIonaI structures and on contents contents contents contents oI
Course Programme desIgn, whIch are the IIeId where QF can concreteIy be
ImpIemented at academIc IeveI.
To enhance the quaIIty oI study programmes, In the Iramework oI the AIrQuaI project a
methodoIogy has been eIaborated In order to renew Aerospace EngIneerIng currIcuIa to renew Aerospace EngIneerIng currIcuIa to renew Aerospace EngIneerIng currIcuIa to renew Aerospace EngIneerIng currIcuIa
and to make them comparabIe and co to make them comparabIe and co to make them comparabIe and co to make them comparabIe and compatIbIe mpatIbIe mpatIbIe mpatIbIe. NevertheIess, It Is Important to
underIIne It ensues Irom a ong deveIopmentaI work aIready done at PoIItecnIco dI
TorIno and subsequentIy studIed and Iurther on eIaborated by AIrQuaI consortIum, as
weII as Irom methodoIogIes experImented In InternatIonaI context through muItI-
countrIes projects such as TUNNC, TREE and ALFA MRROR.
n thIs regard, the next paragraphs wIII Introduce the output-orIented methodoIogy
adopted by AIrQuaI, as weII as the structure oI the QF tooI deveIoped, whIch Is based
on IearnIng outcomes IearnIng outcomes IearnIng outcomes IearnIng outcomes expressed In terms oI IunctIons and competences IunctIons and competences IunctIons and competences IunctIons and competences.





58
3.1 3.1 3.1 3.1 AIrQuaI AIrQuaI AIrQuaI AIrQuaI methodoIogy methodoIogy methodoIogy methodoIogy

The methodoIogy oI the project Ieans on the prevIous European projects experIence
(mostIy TUNNC
22
, TREE
23
, ALFA MRROR
24
), connected wIth competences deIInItIon and
competence-based academIc programmes eIaboratIon and devoted to deveIopment a
Iramework Ior engIneerIng appIIcatIons wIth Iocus on AIrcraIt EngIneerIng. t consIsts
In prIncIpIes, actIon IInes, basIc stages and an InnovatIve character oI the project.
The basIc prIncIpIe oI the AIrQuaI Is Its appeaI to the reaI needs oI the aerospace
Industry and Its IeadIng enterprIses. ThereIore representatIves oI the Industry and
reIated organIzatIons have been InvoIved and those InteractIon wIth them has been
estabIIshed durIng the project and Iurther on.
The second prIncIpIe Is appIyIng competence-based approach to currIcuIum
deveIopment. Through the specIIIc "InterIace", competences oI occupatIonaI proIIIes
and standards have been transIormed Into QFs and IearnIng outcomes Ior 2 cycIes oI
HE In Aerospace EngIneerIng.
The basIc actIon IInes oI the AIrQuaI have been deIIned as IoIIows:
1. AdoptIon oI the European experIence In QF and competence-based currIcuIum
deveIopment.
2. StrengthenIng oI InteractIon oI HE nstItutIons wIth the Industry to traIn
quaIIIIed graduates demanded on the Iabour market.
3. On the basIs oI the current sItuatIon In AIrcraIt Industry anaIysIs, deveIopment
oI QFs In terms oI knowIedge, skIIIs and competences and the correspondIng
currIcuIa Ior dIIIerent specIaIIzatIons In AE.
4. DeveIopment oI competence-orIented currIcuIa Ior 2 cycIes oI HE based on
ECTS.
5. PromotIng best practIces and methodoIogIes aImIng to IacIIItate the 8oIogna
reIorms In generaI and the dIssemInatIon and sustaInabIIIty oI the project
resuIts In partIcuIar.
8y the way, AIrQuaI project has gone weII beyond the sImpIe deIInItIon and descrIptIon
oI academIc currIcuIa correspondIng to dIIIerent IeveIs oI educatIon In Aerospace
engIneerIng. The InnovatIve approach consIsts In a pattern on whIch to IormuIate
eIIectIveIy a sort oI InternatIonaI and cross-cuttIng QuaIIIIcatIons Iramework Ior
Aerospace EngIneerIng, deveIoped In terms oI roIes and competences.

22
]. ConzaIez, R. Wagenaar "TunIng EducatIonaI Structures In Europe", 2005
23
ReI. "TeachIng and Research In EngIneerIng In Europe" (TREE) http:]]www.unIII.It]tree]
24
ReI. "DeveIopment oI a reIerence modeI Ior comparIson and recognItIon oI engIneerIng programmes"
(ALFA MRROR) www.swas.poIIto.It]IIbrary]downIoadIIIe.aspZId=70769



59
ProIessIonaI roIes to whIch aerospace engIneers are prepared durIng theIr studIes have
been characterIzed by the typIcaI contents oI the dIIIerent proIessIons they wIII be abIe
to practIce.
t Is Important to remark that these contents have not been descrIbed through the
IearnIng outcomes, but they have been specIIIed by roIes, IunctIons and competences
graduates In Aerospace engIneerIng are expected to be abIe to practIce, accordIng to
each partner unIversItIes specIaIIzatIon IIeId.
n thIs sense, IntentIon oI the AIrQuaI QuaIIIIcatIons Framework has been to deveIop a
tooI IuIIy compatIbIe wIth EQF requIrements and wIth the generaI European trends, and
aIso orIented towards the deIInItIon oI the InternaI QuaIIty Assurance oI Programmes.
n thIs sense, the AIrQuaI QF tooI:
shouId aIso be eIIectIve to aIIow an approprIate evaIuatIon oI the Programme by
thIrd partIes;
Is a communIcatIon protocoI, whIch shouId aIIow eIIIcIent communIcatIon oI
the requIrements around whIch the Programme Is desIgned and oI the means
though whIch It Is deIIvered;
Is Intended to be a desIgn tooI posIng the rIght questIons to be answered when
a Programme Is desIgned;
Is a communIcatIon prospectus whIch descrIbes an engIneerIng Programme to
externaI stakehoIders;
moreover It Is an "outcome orIented" tooI;
the InIormatIon contaIned can be "assessed" (whIch InvoIves checkIng and
scorIng) or "evaIuated" (whIch InvoIves drawIng one's own concIusIons") by
externaI stakehoIders.
The QF tooI deveIoped In AIrQuaI shouId reIIect everyday's workIng condItIons oI the
Course Programme and then be maIntaIned on an ongoIng basIs. The desIgn oI QF Ior
each Course Programme In AIrQuaI partner unIversItIes Is a necessary IIrst step
towards a meanIngIuI "process accredItatIon" at schooI IeveI, whIch then mIght dweII
on generaI processes, such as strengthenIng the cooperatIon among HIgher EducatIon
nstItutIons, IncreasIng the competItIve threshoId oI each natIonaI educatIonaI system
as weII as answerIng to the need to create the settIng Ior Iree mobIIIty oI proIessIonaIs.



60
3.2 3.2 3.2 3.2 Structure oI Structure oI Structure oI Structure oI AIrQuaI AIrQuaI AIrQuaI AIrQuaI QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons QuaIIIIcatIons Framework Framework Framework Framework

A desIgn attrIbute oI AIrQuaI tooI Is that InIormatIon must be easIIy accessIbIe, wIthout
requIrIng any expert knowIedge and moduIar desIgn. The InIormatIon Is not presented
In a sequentIaI manner, rather InIormatIon Is contaIned In IndIvIduaI bIocks where
stakehoIders can obtaIn specIIIc InIormatIon.
AIrQuaI QuaIIIIcatIons Framework has depIoyed approprIate evIdence around the
IoIIowIng set oI core prIncIpIes:
the Course Programme must be cIearIy desIgned around IunctIons to be
covered by the degree hoIder In a workIng context and around the reIated
competences (outIIned In the TabIe FunctIons and Competences - paragraph
5.1);
the Course Programme must be cIearIy depIoyed wIth approprIate LearnIng
Outcomes, whIch are In accordance (content, amount, IeveI) wIth the target
IunctIons]competences (outIIned by TabIes Expected IearnIng Outcomes -
paragraph 5.2);
the Programme approprIateIy certIIIes that LearnIng Outcomes have been
reached by the students, whIch ImpIIes that the exams exams exams exams must be desIgned to
have a proven certIIyIng vaIue. Furthermore, student assessment deserves a
partIcuIar attentIon. t Is very weII known that the examInatIon technIque wIII
InIIuence the way students Iearn more than the way the teacher and the way
hIs]her Iectures are organIsed. Moreover, It wouId be absoIuteIy useIess to
spend a great eIIort In precIseIy deIInIng worthwhIIe IearnIng outcomes and
knowIedge ] skIIIs to be transmItted to thIs end and then just mIss the target
sImpIy by careIess or non-proIessIonaI student assessment.
Hence, In order to desIgn an approprIate Courses Programme, AIrQuaI QF Is meant to
Iorce AcademIc InstItutIons to precIseIy combIne externaI requIrements
(IunctIons]competences IunctIons]competences IunctIons]competences IunctIons]competences) and academIc]InternaI requIrements (proven IearnIng IearnIng IearnIng IearnIng
outcomes outcomes outcomes outcomes whIch specIIy the type oI knowIedge and skIIIs that wIII be Iostered and
assessed by approprIate examInatIons examInatIons examInatIons examInatIons).
AIrQuaI QF Is structured In a way so that Aerospace degree programmes oI the same or
sImIIar type oIIered by dIIIerent InstItutIons can be readIIy and eIIIcIentIy compared.
ReIerrIng to proIessIonaI proIIIes In thIs specIIIc engIneerIng IIeId, It Is Important to
underIIne that comparabIIIty does not ImpIy homogeneIty or parIty between degrees.
Whereas It Is evIdent that dIversIty Is not a hIndrance but an asset, the deIInItIon oI
proIessIonaI proIIIes reIates to the needs oI socIety and Industry.
ThIs Is the reason why, consuItatIons wIth students groups wIth aerospace Industry at
eIther IocaI, natIonaI or InternatIonaI IeveI, have been conducted through the
submIssIon oI questIonnaIres and surveys. nputs arIsIng Irom consuItatIon wIth
groups Irom outsIde academIa are thus crucIaI eIements to be consIdered once
desIgnIng and reIormuIatIng the academIc currIcuIa.



61
As outIIned above, the proposed oI AIrQuaI QF Is a communIcatIon prospectus, whIch
has been desIgned to be reguIarIy updated by academIc staII. t Is organIsed as
IoIIows:

Area Area Area Area CorrespondIng output CorrespondIng output CorrespondIng output CorrespondIng output AIrQuaI AIrQuaI AIrQuaI AIrQuaI's 's 's 's actIons actIons actIons actIons
Survey oI externaI
RequIrements and
ObjectIves
Target externaI
requIrements
Surveys conducted
among students and
IocaI Aerospace
IndustrIes consuIted
AnaIytIcaI deIInItIon oI
ExternaI RequIrements
and ObjectIves
Target proIessIonaI
roIes, IunctIons and
competences
TabIe "FunctIons and
Competences" deveIoped
DeIInItIon oI LearnIng
Outcomes Ior Degree
Course programs
Target expected IearnIng
outcomes
TabIe "Expected IearnIng
outcomes" deveIoped

ThIs structure sought to provIde comparabIIIty and readabIIIty In reIerence to the
IunctIons and competences that the graduates Irom a partIcuIar degree aImed at
attaInIng. ActuaIIy, the capacIty to deIIne whIch competences a programme seeks to
deveIop, or what Its graduates shouId be abIe to know, understand and do, add a
Iurther dImensIon to the degree transparency. t contrIbutes as weII to the
deveIopment oI better-deIIned degrees, and a system oI recognItIon sImpIer and more
eIIIcIent.
AIrQuaI QF seeks to be a reIevant tooI aIso In terms oI empIoyabIIIty, a basIc eIement
whIch needs to be carrIed out In the currIcuIa desIgn, by reIIectIng the Industry needs.
n thIs context, a deep anaIysIs on knowIedge, skIIIs and competences (IearnIng
outcomes) whIIe desIgnIng each Course or UnIt programme may concreteIy heIp to
prepare graduates to soIve crucIaI probIems at theIr IeveIs oI empIoyment.






65
Part 4. PerspectIve Irom surveys to Part 4. PerspectIve Irom surveys to Part 4. PerspectIve Irom surveys to Part 4. PerspectIve Irom surveys to graduate graduate graduate graduates and IndustrIes s and IndustrIes s and IndustrIes s and IndustrIes

ProIessIonaI roIes can be reguIated sImuItaneousIy aIong the IInes oI externaI and
InternaI requIrements, respectIveIy derIvIng Irom Inputs receIved Irom "outsIde the
academIa" and "InsIde the academIa". AnaIysIs on understandIng and IntegratIng these
dIIIerent perspectIves has been carrIed out throughout AIrQuaI project, In order to
desIgn and]or reIormuIate dIIIerent Aerospace degree programs wIth a more extensIve
approach.

OutsIde AcademIa (graduates and empIoyers) OutsIde AcademIa (graduates and empIoyers) OutsIde AcademIa (graduates and empIoyers) OutsIde AcademIa (graduates and empIoyers)
n partIcuIar, a set oI varIous needs and poInts oI vIew underIIe wIthIn these dIIIerent
target groups:
WhIch are the proIessIonaI roIes Ior whIch that partIcuIar engIneer Is beIng
prepared durIng hIs studIesZ
WhIch are the IunctIons she]he wIII cover when at work, at Ieast In hIs IIrst IIve
or ten years oI careerZ
WhIch are the key competences that are typIcaI Ior those roIes ] IunctIonsZ
(whIch means knowIedge and skIIIs used In a workIng context)
The Programme must be desIgned around those roIes]IunctIons ]competences,
In order to not create a mIsmatch between exIt outcomes and exIt
requIrements.
The borderIIne between the worId outsIde and the worId InsIde the academy Is
quIte Iuzzy. There Is no mechanIc one-to-one reIatIon between the tooIs we
transmIt to the student and the task she]he wIII be asked to soIve

The next paragraphs wIII document the consuItatIon wIth RussIan and European
groups Irom outsIde academIa that have been carrIed out and contrIbuted to target
externaI requIrements Ior the deveIopment oI AIrQuaI QF



66
4.1 Surveys wIthIn 4.1 Surveys wIthIn 4.1 Surveys wIthIn 4.1 Surveys wIthIn the the the the RussIan FederatIon AE IndustrIes and graduates RussIan FederatIon AE IndustrIes and graduates RussIan FederatIon AE IndustrIes and graduates RussIan FederatIon AE IndustrIes and graduates
by RavII AgIshev

Aerospace EngIneerIng In RussIa Is one oI the most hIgh-tech and knowIedge IntensIve
IndustrIes. The degree oI compIexIty and scaIe oI productIon oI modern IIyIng vehIcIes
requIre hIghIy quaIIIIed proIessIonaIs wIth a hIgh IeveI oI scIentIIIc, technIcaI and
technoIogIcaI cuIture. ThIs cannot be achIeved wIthout estabIIshIng a cIose cooperatIon
oI educatIonaI InstItutIons wIth Aerospace Industry.
AccordIng to the AccountIng Chamber oI RussIa, there are more than 200 enterprIses
and organIzatIons oI AIrcraIt ndustry. TheIr most part Is gIven to aIrcraIt and
heIIcopter productIon, avIonIcs and research. CIven the compIexIty oI products and
scaIe oI productIon whIch are requIred to buIId an aIrcraIt, smooth IunctIonIng II
varIous sectors oI the Industry are oI the hIghest prIorIty. n thIs regard, havIng gone
through separatIon perIod and achIeved the desIred Independence, many companIes
wIthIn the Industry now unIte Into Iarge corporatIons wIth shared goaIs, common
poIIcIes and management.
ExampIes oI such unIons are:
the UnIted AIrcraIt CorporatIon, whIch Incorporates more than 20 bIggest
enterprIses and aImed at becomIng one oI the worId Ieaders In aIrcraIt
productIon wIth dIverse product range;
the UnIted EngIne ProductIon CorporatIon, whIch Incorporates about 20
enterprIses and organIzatIons, wIth most oI Its productIon satIsIIes the needs
oI AIrcraIt Industry;
]SC RussIa HeIIcopters, a subsIdIary oI the UnIted EngIne ProductIon
CorporatIon, whIch Incorporates enterprIses oI heIIcopter desIgn, productIon
and maIntenance.
AccordIng to the experts' opInIon, traInIng oI hIghIy quaIIIIed personneI raIses a
number oI Issues assocIated wIth pecuIIarItIes oI the Industry and educatIon system.
ExIstIng academIc programs are oIten not modernIzed and do not compIeteIy meet
modern requIrements Ior QuaIIIIcatIons oI the degree hoIders.
The specIIIc needs oI today's IndustrIaI enterprIses are proIessIonaIIy traIned
managers, partIcuIarIy mIddIe managers wIth skIIIs In project management. However,
project management traInIng Is scarceIy represented In current non-managerIaI
academIc programs.
DetermInIng the Industry requIrement to AE engIneers: survey and resuIts DetermInIng the Industry requIrement to AE engIneers: survey and resuIts DetermInIng the Industry requIrement to AE engIneers: survey and resuIts DetermInIng the Industry requIrement to AE engIneers: survey and resuIts
HIgh technoIogIcaI and practIcaI character oI Aerospace EngIneerIng IIeId requIres not
onIy academIc eIIorts In QF deveIopment, but aIso actIve partIcIpatIon oI the Industry
as the maIn consumer oI the educatIonaI product, I.e. the unIversIty graduates.



67
CIose cooperatIon wIth AE Industry has been set In AIrQuaI, by conductIng a survey
aImIng at IdentIIyIng knowIedge, skIIIs and competences, demanded on the work
pIaces, In order to be deveIoped durIng the unIversIty years to provIde hIgh quaIIty and
eIIIcIency oI Iuture graduates perIormance.
The core objectIve oI the survey Is to determIne the structure and to desIgn contents oI
the Aerospace engIneers' proIessIonaI IunctIons and competences, as to traIn
unIversIty graduates oI dIIIerent cycIes abIe to meet Industry requIrements.
The maIn underpInned prIncIpIes Ior the eIaboratIon oI the questIonnaIre are as
IoIIows:
reIyIng on reaI proIessIonaI work, rather than Ideas about It exIstIng In the
academIc]proIessIonaI envIronment, or IIxed In job descrIptIons;
consIderIng the modern Iabour market pecuIIarItIes whIch demand skIIIed
personneI capabIe oI Independent proIessIonaI deveIopment wIthout the dIrect
InvoIvement oI the empIoyer;
accountIng Ior InternatIonaI trends In the deveIopment oI occupatIonaI and
educatIonaI standards;
meetIng InternatIonaI requIrements to the generaI competences engIneers oI
varIous IeveIs aIIowIng them to be mobIIe In the gIobaI Iabour market.
The questIonnaIre deveIopment and the correspondIng methodoIogy Ior data
processIng were aIready expIored and presented In a IIrst report pubIIshed wIthIn
AIrQuaI project, entItIed "EnhancIng a RoIe oI HIgher EducatIon-ndustry DIaIogue and
nternatIonaI CooperatIon oI UnIversItIes to QuaIIty ProIessIonaIs Demanded In AIrcraIt
EngIneerIng".
To brIeIIy recapItuIate, the three RussIan UnIversItIes questIoned a number II AIrcraIt
EngIneerIng enterprIses as IeadIng representatIves In both regIonaI and aII-the-
RussIan AE market scaIe
25
. The range oI posItIons IncIuded desIgners, engIneers,
IeadIng engIneers, heads oI dIvIsIon, chIeI's engIneers and theIr deputIes. ThIs aIIowed
deIInIng requIrements to unIversIty graduates oI dIIIerent cycIes oI hIgher educatIon.
8eIore startIng the dIstrIbutIon oI the questIonnaIre, Its structure was prevIousIy
dIscussed and revIsed by Industry and academIa experts.
The questIonnaIre structure (see the sampIe In the next page) comprIses Iour tabIes
and a sectIon wIth personaI InIormatIon. t reIIects the enterprIse specIaIIsatIon;
presents a wIde choIce oI IunctIons, knowIedge, skIIIs and competences whIch aIIows
questIonIng a wIde range oI posItIons; aIIows addIng some excIusIve IunctIons
appIIcabIe to some partIcuIar enterprIse; knowIedge] skIIIs]competences are to be
chosen In correspondence wIth the IunctIons tIcked.

25
n partIcuIar, KSTU - KAZAN: ]SC Kazan HeIIcopters, ]SC Kazan AIrcraIt ManuIacturIng UnIon, ]SC AvIa
Motor]Kazan, ]SC UIyanovsk AvIonIcs DesIgn 8ureau; SSAU - Samara: C]SC AvIacor ServIce RepaIr
PIant]Samara, VoIga Dnepr AvIatIon Company]Samara; USATU - UIa: Research and ProductIon EnterprIse
Motor]UIa, ]SC UIa Motor ManuIacturIng UnIon.



68





69
SummarIzIng the study resuIts, It can be concIuded that In RussIa a number oI
measures are beIng taken by HIgher EducatIon and the Industry to modernIse
educatIon and traInIng In Aerospace EngIneerIng. Moreover, these measures are oIten
coherent and reveaI wIIIIngness oI both sIdes to enhance quaIIty and Improvements In
thIs area.
PossIbIe actIons that can be undertaken by UnIversItIes In order to meet Industry
requIrements are:
to Increase the oIIer oI target-orIented traInIng by the Aerospace engIneerIng
enterprIses' order both wIthIn HE degree programmes and IIIe-Iong IearnIng
courses;
to empower research actIvItIes AE needs orIented and ImpIement the resuIts In
the Industry;
to Improve QuaIIIIcatIons oI the teachIng staII, as to know better the current
technoIogIcaI productIon IacIIItIes
As Ior the Industry's sIde, It Is desIrabIe that Industry stakehoIders:
provIde practIce IacIIItIes Ior HIgher EducatIon students and oIIer schoIarshIps
Ior prospectIve ones;
share experIence by teachIng at unIversItIes;
ImpIement R&D resuIts oI unIversItIes to modernIse IndustrIaI technoIogIes.

8oth Industry and academIa tend to use each other's capacIty at traInIng and
retraInIng, as generaIIy thIs InteractIon Is characterIzed prImarIIy by a practIcaI
orIentatIon and Iocus on resuIts that couId reaIIstIcaIIy be used In the Industry.
NevertheIess, wIthIn the HIgher EducatIon programmes there Is stIII much to be done
to meet the AE Industry staII needs.
The survey conducted wIthIn the AIrQuaI project aIIowed to IormuIate the Industry
requIrements to the unIversIty graduates In a number oI areas oI AIrcraIt EngIneerIng
concernIng theIr proIessIonaI competence. These requIrements are consIdered to
become a basIs Ior unIversIty-IeveI QF In AE.





70
R RR ResuIts oI aIumnI surveys esuIts oI aIumnI surveys esuIts oI aIumnI surveys esuIts oI aIumnI surveys
Surveys among aIumnI has been conducted In order to measures the gap between the
Industry requIrements and IearnIng outcomes whIch the current study programmes
Iorm.
The resuIts presented In the tabIes here beIow has been taken Into consIderatIon Ior
the reIormuIatIon oI academIc currIcuIa.
Craduates oI Kazan State TechnIcaI UnIversIty Craduates oI Kazan State TechnIcaI UnIversIty Craduates oI Kazan State TechnIcaI UnIversIty Craduates oI Kazan State TechnIcaI UnIversIty
workIng at Kazan AvIatIon ManuIacturIng CorporatIon workIng at Kazan AvIatIon ManuIacturIng CorporatIon workIng at Kazan AvIatIon ManuIacturIng CorporatIon workIng at Kazan AvIatIon ManuIacturIng CorporatIon
No. No. No. No. Subject Area Subject Area Subject Area Subject Area
Yea Yea Yea Year oI r oI r oI r oI
graduatIon graduatIon graduatIon graduatIon
No. oI No. oI No. oI No. oI
repIIes repIIes repIIes repIIes
RecommendatIons RecommendatIons RecommendatIons RecommendatIons
on not enough skIIIs on not enough skIIIs on not enough skIIIs on not enough skIIIs
1
Computer
sImuIatIon oI
aeronautIcaI
structures
2010-10
2009-4
2008-10
2007-12
2006-9
2005-4
49
Not enough practIce gIven wIth a
specIIIc soItware IIke AUTOCAD,
UNCRAPHCS, SOLD-WORKS,
PROENCNEER
2
MechanIcs oI
aeronautIcaI
structures
2009-2
2010-3
5
Not enough tIme gIven Ior studIes
oI modern types oI composItes
3
ConstructIon and
desIgn oI
aeronautIcaI
structures
2010-3
2009-3
6
Not enough practIce and skIIIs oI
Independent work
4
ProductIon
technoIogy oI
aeronautIcaI
structures
2010-2
2009-2
2008-3
2007-6
2005-2
15
Not enough practIce wIth
TECHCARD soItware and skIIIs oI
Independent work
5
nIormatIon
technoIogIes In
strength anaIysIs
2010-7
2009-5
2008-4
2007-7
2005-2
25
Not enough practIce wIth
RASCON, DANA soItware and
skIIIs oI Independent work
6
DynamIcs and
strength oI
aeronautIcaI
structures
2010-6
2007-2
2005-2
10
Not enough practIce wIth a
specIIIc soItware IIke ANSYS,
NASTRAN, PATRAN
7
ExperImentaI
strength anaIysIs
2010-4
2008-2
6
Not enough academIc hours gIven
Ior practIce
TOTAL repIIes TOTAL repIIes TOTAL repIIes TOTAL repIIes 116 116 116 116




71
USATU USATU USATU USATU - -- - CycIe Craduates Survey ResuIts CycIe Craduates Survey ResuIts CycIe Craduates Survey ResuIts CycIe Craduates Survey ResuIts
Answers Answers Answers Answers
QuestIons QuestIons QuestIons QuestIons

Yes (Z) Yes (Z) Yes (Z) Yes (Z) No (Z) No (Z) No (Z) No (Z)
1 Do you thInk you have got enough knowIedge to start your
proIessIonaI actIvItyZ
64 36
2 Are you satIsIIed wIth the content oI Arts]HumanItIesZ 70 30
3 Do you thInk you are prepared weII enough In math to Iearn major
dIscIpIInesZ
94 6
4 Do you thInk your preparatIon In physIcs Is enough to Iearn major
dIscIpIInesZ
100 0
5 DId you appIy your chemIstry knowIedge to proIessIonaI probIem
soIvIngZ
42 58
6 Do you thInk you have acquIred enough preparatIon In technIcaI
mechanIcsZ
92 8
7 Do you thInk the preparatIon coverIng materIaI scIence and
technoIogy corresponds to the current state oI aIrcraIt engInes
manuIacturIngZ
68 32
8 Was the study process oI nIormatIon TechnoIogIes IogIcaI and
consIstentZ
100 0
9 DId you appIy your mathematIcaI knowIedge to practIcaI,
proIessIonaI probIem soIvIngZ
100 0
10 DId you anaIyze physIcaI phenomena that occur InsIde the aIrcraIt
engIneZ
100 0
11 DId you use appIIed soItware Ior academIc probIem soIvIngZ 100 0
12 DId you use appIIed soItware Ior proIessIonaI probIem soIvIngZ 100 0
13 Have you ever had to experIence proIessIonaI probIem soIvIng In
practIceZ
98 2
14 Have you ever aImed at new proIessIonaI chaIIengesZ 6 94
15 Have you ever been InvoIved Into patent actIvItyZ 66 34
16 Have you ever been InvoIved Into InventIon actIvItyZ 6 94
17 Have you ever worked In a team oI proIessIonaIsZ 30 70
18 Have you ever been a team Ieader InvoIved Into proIessIonaI
probIem soIvIngZ
4 96
19 Are you abIe to expIaIn the nature oI a proIessIonaI chaIIenge to a
non-proIessIonaIZ
88 12
20 Are you ready to mIx and socIaIIze In a proIessIonaI envIronmentZ 82 18
21 Can you understand proIessIonaI InIormatIon In a IoreIgn
IanguageZ
78 22
22 Can you communIcate wIth proIessIonaIs In a IoreIgn IanguageZ 6 94
23 Do you thInk It Is necessary to pursue an advanced degreeZ 98 2




72
USATU USATU USATU USATU - -- - CycIe Craduates Survey ResuI CycIe Craduates Survey ResuI CycIe Craduates Survey ResuI CycIe Craduates Survey ResuIts ts ts ts
Answers Answers Answers Answers
QuestIons QuestIons QuestIons QuestIons

Yes (Z) Yes (Z) Yes (Z) Yes (Z) No (Z) No (Z) No (Z) No (Z)
1 Do you thInk you have got enough knowIedge to start your
proIessIonaI actIvItyZ
96 4
2 Are you satIsIIed wIth the content oI Arts]HumanItIesZ 84 16
3 Do you thInk you are prepared weII enough In math to Iearn major
dIscIpIInesZ
96 4
4 Do you thInk your preparatIon In physIcs Is enough to Iearn major
dIscIpIInesZ
94 6
5 DId you appIy your chemIstry knowIedge to proIessIonaI probIem
soIvIngZ
62 38
6 Do you thInk you have acquIred enough preparatIon In technIcaI
mechanIcsZ
88 12
7 Do you thInk the preparatIon coverIng materIaI scIence and
technoIogy corresponds to the current state oI aIrcraIt engInes
manuIacturIngZ
66 34
8 Was the study process oI nIormatIon TechnoIogIes IogIcaI and
consIstentZ
96 4
9 DId you appIy your mathematIcaI knowIedge to practIcaI,
proIessIonaI probIem soIvIngZ
100 0
10 DId you anaIyze physIcaI phenomena that occur InsIde the aIrcraIt
engIneZ
100 0
11 DId you use appIIed soItware Ior academIc probIem soIvIngZ 100 0
12 DId you use appIIed soItware Ior proIessIonaI probIem soIvIngZ 100 0
13 Have you ever had to experIence proIessIonaI probIem soIvIng In
practIceZ
98 2
14 Have you ever aImed at new proIessIonaI chaIIengesZ 56 44
15 Have you ever been InvoIved Into patent actIvItyZ 96 4
16 Have you ever been InvoIved Into InventIon actIvItyZ 52 48
17 Have you ever worked In a team oI proIessIonaIsZ 98 2
18 Have you ever been a team Ieader InvoIved Into proIessIonaI
probIem soIvIngZ
12 88
19 Are you abIe to expIaIn the nature oI a proIessIonaI chaIIenge to a
non-proIessIonaIZ
86 14
20 Are you ready to mIx and socIaIIze In a proIessIonaI envIronmentZ 96 4
21 Can you understand proIessIonaI InIormatIon In a IoreIgn
IanguageZ
98 2
22 Can you communIcate wIth proIessIonaIs In a IoreIgn IanguageZ 68 32
23 Do you thInk It Is necessary to pursue an advanced degreeZ 98 2




73
4.2 4.2 4.2 4.2 A AA AcademIc cooperatIon wIth the Industry In study programme desIgn cademIc cooperatIon wIth the Industry In study programme desIgn cademIc cooperatIon wIth the Industry In study programme desIgn cademIc cooperatIon wIth the Industry In study programme desIgn
by CIanIranco ChIocchIa

n the course oI thIs project severaI contacts have been estabIIshed wIth West European
as weII as wIth RussIan major aerospace companIes In order to receIve Inputs as to the
contents oI the educatIon to be Imparted by the academIc InstItutIons to theIr
aerospace engIneerIng students. The coIIected InIormatIon appears to IndIcate that
Industry Is generaIIy satIsIIed wIth the IeveI oI the cIassIcaI scIentIIIc knowIedge
accumuIated by the graduates durIng theIr studIes. NevertheIess the need oI a Iarge
addItIonaI, Iess tradItIonaI, knowIedge Is IrequentIy posed wIth Iorce, mostIy wIth
reIerence to dIscIpIInary domaIns whIch are not IncIuded In cIassIcaI engIneerIng:
management, economIcs, IegaI Issues, human Iactors . AIso a greater attentIon to the
so-caIIed soIt skIIIs (IoreIgn Ianguages, team workIng and communIcatIon abIIItIes .)
Is constantIy recommended. n posIng these requests, however, It Iooks as though the
IndustrIes sImpIy take the cIassIcaI scIentIIIc educatIon Ior granted wIthout any
awareness oI the dIIIIcuIty to compress aIso the new desIred subjects or abIIItIes Into a
5-year currIcuIum.
To compIIcate the Iandscape, the emphasIs put on these new contents Is not unIIorm.
CeneraIIy speakIng, It seems aIso to depend on the state oI the evoIutIon oI the
specIIIc kInd oI manuIactured products. n aeronautIcs, where the major IndustrIaI
pIayers start desIgnIng new aIrcraIt conIIguratIons at IntervaIs whIch become Ionger
and Ionger (oI the order oI decades) whereas most oI the tIme Is dedIcated to upgrade
or modIIy exIstIng pIatIorms, the need that graduates are IamIIIar wIth the aspects oI
commercIaIIzatIon, certIIIcatIon, market trends . Is domInatIng. The space Industry,
converseIy, Is more conIronted wIth the desIgn and productIon oI ever new objects and
systems, mostIy manuIactured In onIy one unIt. n thIs case the prevaIIIng request Is
that oI a Iarge and varIous body oI scIentIIIc and technIcaI knowIedge accompanIed by
a gIobaI vIsIon on the overaII system and muItIdIscIpIInary IntegratIon skIIIs.
AII thIs raIses a IundamentaI questIon, whIch Is IrequentIy debated In the academIc
envIronment. How Iar shouId the unIversItIes go Iorward on the way to match theIr
programmes to the IndustrIaI needs wIthout IosIng the pecuIIarIty oI the academIc
educatIon II compared to a more vocatIonaI oneZ How much pIace In the currIcuIa can
be subtracted to the cIassIcaI engIneerIng teachIng to host the new non conventIonaI
knowIedgeZ Can one be sure that In some years (at any rate, In a Iuture In whIch our
present students wIII be IuIIy operatIve as engIneers) the IndustrIaI requests wIII be stIII
the sameZ What II some sort oI technoIogIcaI jump (as, to quote some Instances oI the
past, the metaI constructIon In avIatIon, the jet propuIsIon, the IIy-by-wIre technIque
.) wIII agaIn generate a pIuraIIty oI new conIIguratIons such to raIse the need oI a
quantIty oI engIneers provIded wIth as soIId scIentIIIc Iundaments as theIr
predecessors oI the 50's Z



74
OI course, these Issues are more or Iess reIevant dependIng on how much an academIc
InstItutIon has aIready progressed In Its approachIng the IndustrIaI requests. n many
cases these Issues are sImpIy ImmaterIaI because even the IIrst step (that oI becomIng
acquaInted wIth the IndustrIaI needs) Is stIII to be done. 8ut In other cases progress
has been done and a state oI art has been reached at whIch a reIIectIon spontaneousIy
arIses.
8y sure, It Is not AIrQuaI scope to answer these questIons. However, the InvestIgatIon
perIormed InsIde AIrQuaI showed that, In spIte oI the dIIIerent tradItIons and contexts
oI the EU and the RussIan FederatIon, the tIme at whIch these questIons wIII start to
urge Is approachIng. ThIs tIme couId be antIcIpated II, as envIsaged above, an
InnovatIve technoIogy shouId boost agaIn the desIgn oI new aerospace vehIcIes
worIdwIde.
ThIs beIng saId, the maIn outcomes Irom the contacts between the AIrQuaI academIc
partners and theIr most Important IndustrIaI counterparts actIve In theIr countrIes are
IIIustrated In the IoIIowIng pages.





75
ENAC ENAC ENAC ENAC experIence In cooperatIng wIth the Industry experIence In cooperatIng wIth the Industry experIence In cooperatIng wIth the Industry experIence In cooperatIng wIth the Industry
by ]ean-NoeI LavaI

ENAC cooperatIon wIth Industry goes back to the earIy days oI Its InstItutIon. SInce Its
creatIon In 1949, a hIgh premIum has been paId to make sure ENAC wouId grow In
cIose contact wIth the needs oI the DIrectIon CeneraIe de I'AvIatIon CIvIIe (DCAC), the
French cIvII avIatIon authorIty, and the French cIvII avIatIon Industry. AIrIInes, aIrports,
aIrcraIt manuIacturers, aIr traIIIc controI systems desIgners and consuItants have been
earIy partners oI ENAC's deveIopment.
ndustry wIthIn the currIcuIum ndustry wIthIn the currIcuIum ndustry wIthIn the currIcuIum ndustry wIthIn the currIcuIum
The partIcIpatIon oI Industry to the deIInItIon and the organIsatIon oI the students'
currIcuIum Is consIdered as a strategIc objectIve by ENAC. From study programme
desIgn to end-oI-studIes InternshIps, Industry partIcIpants are soIIcIted by ENAC.
nvoIvement oI Industry In study programmes desIgn
ENAC has estabIIshed a permanent body caIIed "mpIementatIon Croup". ThIs group Is
tasked wIth the organIsatIon and the IoIIow-up oI the evoIutIons oI engIneerIng
students' currIcuIum. t Is headed by ENAC's Dean and convenes Iour tImes a year.
ThIs group has the possIbIIIty to appoInt partIcuIar study groups (permanent or ad-
hoc) Ior a partIcuIar subject. Among the study groups appoInted by the
mpIementatIon Croup, an "empIoyers group" has been put together. RepresentatIves
Irom the Industry, comIng Irom both human resources and technIcaI branches, and
representIng aII types oI potentIaI empIoyers (aIrcraIt desIgn, aIrports, aIrIInes, ATM
desIgners, computer scIence companIes, etc.) are gathered at Ieast once a year to
vaIIdate the orIentatIons oI the mpIementatIon Croup. ThIs group's concIusIons are
hIghIy consIdered as they represent the opInIons oI the Industry on theIr needs In
terms oI engIneers QuaIIIIcatIons. They represent the Iuture oI our students.
nvoIvement oI Industry In teachIng
AgaIn, It Is beIIeved to be IaIrIy Important that the educatIon gIven to our students
shouId compIy wIth the Iatest academIc and scIentIIIc standards, but aIso wIth the best
practIces Irom the Industry. ThIs Is why, together wIth proIessors Irom ENAC and other
hIgh IeveI engIneerIng schooIs or unIversItIes, proIessIonaIs are contracted to teach at
ENAC. ndustry proIessIonaIs represent about one thIrd oI aII proIessors teachIng
engIneerIng students.
EmpIoyment observatory EmpIoyment observatory EmpIoyment observatory EmpIoyment observatory
ENAC has created, wIthIn the Dean's oIIIce, an entIty caIIed the Corporate ReIatIons
DIrectorate (CRD). t Is at present composed oI Iour (4) empIoyees, among whIch two
(2) ENAC graduate engIneers. ThIs entIty Is In charge oI the deveIopment oI reIatIons
and cooperatIon wIth Industry. t deaIs wIth the monItorIng and management oI ENAC
students' InternshIps. t aIso estabIIshes an EmpIoyment observatory.
The need Ior estabIIshIng an EmpIoyment Observatory Is a part oI the requIrements Ior
deIIverIng an EngIneer DIpIoma In France. Each "Crande EcoIe", or HIgher EducatIon



76
SchooI has to make sure that the engIneers It graduates are aIways adapted to the
needs oI the sector's Industry. The actIvItIes oI the EmpIoyment Observatory are
numerous, and oI two maIn kInds: quaIItatIve and quantItatIve.
On the quantItatIve sIde, ENAC students are monItored aIter graduatIon to know how,
when and where they IInd a job. StatIstIcs are prepared to evaIuate how easy (or
dIIIIcuIt) It Is to IInd a job aIter graduatIon. 8eyond the generaI heaIth oI the avIatIon
sector these statIstIcs, on the Iong run, show how ENAC's traInIng matches the needs
oI the Industry. On the quaIItatIve sIde, the Corporate ReIatIons DIrectorate organIzes
consuItatIon oI Industry representatIves on the Improvements ENAC couId brIng to Its
student's currIcuIum, In order to Increase theIr empIoyabIIIty. The empIoyers group
mentIoned Is, as an exampIe, managed by the CRD.
Future deveIopments Future deveIopments Future deveIopments Future deveIopments
Today, ENAC Is aware that Its poIIcy regardIng Its reIatIons wIth Industry can be Iurther
deveIoped. Some projects are soon to be Iaunched and wIII In the Iuture compIement
exIstIng schemes. Among the potentIaI Improvement, we can hIghIIght the IoIIowIng
InItIatIves:
CreatIon oI a IoundatIon wIth Industry partners to deveIop specIIIc InItIatIves,
CreatIon oI Industry sponsored cIasses oI new courses,
CreatIon oI a corporate cIub, wIth prIvIIeges Ior Its members,
ncreased partIcIpatIon oI Industry In ENAC aIumnI organIzatIon and students
assocIatIons.
ENAC's past, present and sureIy Iuture Is IInked to Its abIIIty to remaIn a partner oI the
sector's Industry. More synergIes wIth major cIvII avIatIon companIes at every IeveI are
stIII to be Iound oI reInIorced. The Iuture successes oI ENAC are undoubtedIy there.



77
ENSMA: a weII baIanc ENSMA: a weII baIanc ENSMA: a weII baIanc ENSMA: a weII baIanced IIttIng oI AcademIc traInIng, Research and ed IIttIng oI AcademIc traInIng, Research and ed IIttIng oI AcademIc traInIng, Research and ed IIttIng oI AcademIc traInIng, Research and
ndustrIaI partnershIps ndustrIaI partnershIps ndustrIaI partnershIps ndustrIaI partnershIps
by PascaI 8auer

Founded In PoItIers In 1948, ENSMA has, sInce 1993, been Iocated next to the sIte oI
Futuroscope. n IIIty years, the schooI has acquIred a reputatIon oI exceIIence by
traInIng more than 5,000 hIgh IeveI engIneers. The currIcuIum Is backed by a worId
Iamous research programme deveIoped throughout muItIpIe partnershIps wIth bIg-
sIzed companIes, whIch, In addItIon, hIre many oI our graduate students.
The academIc traInIng gIven at ENSMA enabIes the young graduate engIneers to
choose jobs In engIneerIng desIgn departments, research and deveIopment maInIy In
the aeronautIcaI and space IndustrIes, and more generaIIy In the terrestrIaI
transportatIon, mechanIcs and energy IndustrIes.
The currIcuIum Is extensIve, coverIng specIIIc IIeIds such as: IIuId and structure
mechanIcs, aerodynamIcs, energy, thermaI scIence and propuIsIon, materIaIs and
IndustrIaI computer scIence. The schooI can thus IIve up to the companIes'
expectatIons In terms oI reactIvIty and adaptatIon abIIItIes.
Thanks to Iong-standIng cIose IndustrIaI reIatIons and strong connectIons wIth
prestIgIous schooIs and unIversItIes In France, In Europe and throughout the worId, our
schooI Is ready to be up to the bIg chaIIenges oI the next decades In terms oI
InnovatIon and technoIogIcaI changes. The schooI traIns the engIneers oI the Iuture
who wIII be abIe to take responsIbIIItIes and brIng good perIormance to the companIes
In a near Iuture.
n practIcaI terms, the symbIosIs oI the educatIonaI and research actIvItIes Ieads to
varIous aspects such as the IoIIowIng:
TraInIng peopIe In the same way as researchers do, In dIrect contact wIth the
IndustrIes and theIr needs,
ExperImentaI traInIng IacIIItIes based on Iaboratory research equIpments,
EngIneerIng desIgn project deveIoped In partnershIp wIth research and
deveIopment departments oI companIes.
t Is Important to outIIne another Ieature that contrIbutes to deveIop open-mInded
engIneers, essentIaI In our worIdwIde context: the natIonaI and InternatIonaI networks.
The IIrst one Is the CEA assocIatIon, whIch IncIudes the three IeadIng French coIIeges
In AeronautIcs (SAE-SupAero, ENAC and ENSMA). Moreover, aII the ENSMA students
spend at Ieast Iour months In a IoreIgn country as part oI InternatIonaI exchanges wIth
unIversItIes or IndustrIes.
The IoIIowIng presentatIon Is aImed at hIghIIghtIng the key eIements requIred to
maIntaIn a hIgh IeveI oI engIneerIng educatIon and moreover to achIeve a IeveI oI
exceIIence In hIgher educatIon. For thIs purpose, the IoIIowIng poInts wIII be more
IengthIIy eIaborated:



78
The roIe oI IndustrIaI coIIaboratIon through the InternshIp that companIes
provIde,
The cIose reIatIonshIp between educatIon and research

ndustrIaI traInIng and partnersh ndustrIaI traInIng and partnersh ndustrIaI traInIng and partnersh ndustrIaI traInIng and partnershIp: a strong basIs Ior engIneerIng educatIon Ip: a strong basIs Ior engIneerIng educatIon Ip: a strong basIs Ior engIneerIng educatIon Ip: a strong basIs Ior engIneerIng educatIon
PartIcIpatIon oI IndustrIaI partners
A comIte de perIectIonnement (Improvement commIttee) IncIudes 12 proIessors, the
DIrector, Deputy DIrector and 15 IndustrIaI partners who beIong to major companIes
(RenauIt, AIrbus, DassauIt, EADS AstrIum, .). These members meet twIce a year to
dIscuss the maIn academIc actIvItIes, objectIves, generaI organIzatIon oI the studIes.
DecIsIons are made and concIusIons are drawn to Improve the currIcuIa and keep up
wIth most recent updates oI programs.
DurIng the year, as part oI theIr currIcuIum, the students must attend a serIes oI
IndustrIaI Iectures (one per month) deIIvered by engIneers who beIong to varIous
companIes (AAAF, European Space Agency, SocIete des ngenIeurs en AutomobIIe,
AIrbus, Eurocoptere, .)
nternshIps
The InternshIp Is part oI the engIneer traInIng at ENSMA. At the end oI theIr second
year, the students spend a tIme on the order oI 17 weeks In a company where they
work on an IndustrIaI project whIch Is generaIIy connected wIth research and
deveIopment (productIon, quaIIty, management, eIaboratIon oI technIcaI documents.).
Over the past years, 81Z oI the students have been workIng In an IndustrIaI
envIronment, whIch IncIuded aeronautIcs]aerospace (49Z), terrestrIaI transportatIon
(14Z) energy (17Z). Numerous InternshIps are aIso oIIered In IaboratorIes and IncIude
studIes In materIaI scIences (33Z), combustIon (28Z), propuIsIon (6Z), thermaI studIes
(11Z), computer scIences (11Z) and aerodynamIcs, and IIuId mechanIcs (11Z). These
Iatter dIscIpIInes have been attractIng more students over the Iast three years. DespIte
the wIde varIety oI IndustrIaI oIIers, some students are IacIng some dIIIIcuIty to IInd
InternshIps. However they aII IInaIIy get access to InternshIp. ThIs temporary obstacIe
Is due to three major reasons:
Late answer oI the enterprIses
Length oI the stay: most enterprIses are seekIng Interns Ior Ionger perIods; I.e.,
at Ieast sIx months,
CItIzenshIp: thIs onIy concerns IoreIgn students who are part oI InternatIonaI
exchange, sInce most enterprIses are seekIng French natIonaIs onIy.
Upon compIetIng theIr IInaI year at ENSMA, students must spend an average oI 24
weeks In an enterprIse or Iaboratory to compIete a IInaI project. A majorIty oI these
projects are conducted In an enterprIse where the maIn IIeIds are reIated to structures
(33Z) and aerodynamIcs (22Z). Among these projects, 25Z have been used as a
scIentIIIc support Ior a Master.
The number oI masters Is sIIghtIy IncreasIng over the years. The maIn topIcs that are
concerned are AeronautIcs (57Z, terrestrIaI transportatIon (9Z), energy (13Z), and



79
deIence (5Z). The studIes are maInIy research and deveIopment orIented, eIther In the
numerIcaI (68Z), experImentaI and numerIcaI (10Z), experImentaI (8Z), or reIated to
other topIcs (12Z) that IncIude productIon, quaIIty .
AIthough the educatIon that Is provIded at ENSMA aIIows them to Iace the maIn
scIentIIIc probIems, some oI them cIaIm a Iack oI advanced knowIedge In some specIIIc
IIeIds, maInIy reIated to the use oI specIIIc soItware and to probIems reIated to project
and IndustrIaI management. ThIs IInaI project remaIns the prIvIIeged way to be hIred
by a company. n other words, despIte the present dIIIIcuIt economIcaI tIme, many
enterprIses are stIII oIIerIng jobs, IncIudIng some companIes IIke SNECMA. Upon
compIetIng theIr IInaI project, some students get InvoIved In a research program and
undertake a PhD.

MergIng IndustrIaI needs and research dIscIpIInes: the approprIate chaIIenge Ior MergIng IndustrIaI needs and research dIscIpIInes: the approprIate chaIIenge Ior MergIng IndustrIaI needs and research dIscIpIInes: the approprIate chaIIenge Ior MergIng IndustrIaI needs and research dIscIpIInes: the approprIate chaIIenge Ior
traInIng o traInIng o traInIng o traInIng open pen pen pen- -- -mInded engIneers mInded engIneers mInded engIneers mInded engIneers
n practIcaI terms, the symbIosIs oI the educatIonaI and research actIvItIes Is based on
EngIneerIng desIgn project deveIoped In partnershIp between ENSMA IaboratorIes and
research and deveIopment departments oI IndustrIaI companIes. The IoIIowIng
exampIes outIIne the very eIIIcIent context In order to deveIop InnovatIon and
creatIvIty abIIItIes oI our engIneer students Ior antIcIpatIng Iast technoIogIcaI
deveIopments In aeronautIcs:
SupersonIc combustIon behInd a shock (LCD)
FormatIon and stabIIIzatIon oI supersonIc combustIon behInd an obIIque shock wave:
detached IIame regIme or obIIque detonatIon. PREPHA contract (Research and Study
Program oI Advanced HypersonIc PropuIsIon).
FIre saIety (LCD)
Study dedIcated to Improve the saIety oI buIIdIngs and to deveIop modeIs abIe to
predIct, In conIIned space, the spIII over oI IIre and the generated smoke (contracts
wIth CEA, CEE, and EDF).
SupersonIc aerodynamIcs (LEA)
Study In supersonIc wInd tunneIs on modeIs at sImpIIIIed and smaII-scaIe: Iorce
channeI, shock dIspIay, reductIon oI sonIc bang, numerIcaI sImuIatIon oI supersonIc
IIows around sImpIe bodIes, optImIzatIon methods Ior the drag reductIon are
deveIoped (In coIIaboratIon wIth ONERA).
AutomotIve aerodynamIcs and acoustIcs (LEA)
ExperImentaI studIes are conducted In a heIIcaI wInd tunneI to examIne the
aerodynamIc IIow and noIse around a sImpIIIIed automotIve body. DeveIopment oI
muItIsensory and muItIpoInt meteoroIogIcaI systems (pressure-veIocIty) Ior anaIysIs
and modeIIIng oI IIow separatIon, theIr Impacts on the stabIIIty oI the vehIcIe and theIr
acoustIc emIssIon (programs wIth CNRS, PSA Peugeot, CItroen, RenauIt).
Super aIIoys: hIgh temperature consequences (LMPM)
Theses studIes, managed In partnershIp wIth SNECMA Moteurs and TUR8OMECA, reIate
to the durabIIIty oI NIckeI-based, mono- or poIy- crystaIIIne super aIIoys, Ior turbIne
wheeIs. The purpose Is to controI the super aIIoys ageIng In extreme temperature



80
condItIons and to evaIuate the Impact on the resIduaI maturIty In IatIgue, IIow and
IatIgue-IIow.

The promotIng roIe oI networks The promotIng roIe oI networks The promotIng roIe oI networks The promotIng roIe oI networks
ENSMA beIongs to severaI networks, whIch ImpIements Its abIIIty to exchange students
and aIso to merge the currIcuIa through doubIe dIpIoma. These networks IncIude
natIonaI ones (CEA, the French Croup oI AeronautIcaI engIneers, PoIymeca, a group oI
mechanIcaI engIneerIng programs schooIs) as weII as a European network (PECASUS)
whIch Is aImed at creatIng a strong IInk wIth IndustrIaI partners and spreadIng an
acknowIedged IeveI oI exceIIence In aeronautIcaI unIversItIes. The uItImate goaI Is to
provIde a European IabeIIzatIon oI exceIIence In thIs IIeId.
The EcoIe NatIonaIe SuperIeure de MecanIque et d'AerotechnIque (ENSMA), one oI the
maIn French aeronautIcaI engIneerIng schooIs has a weII-estabIIshed tradItIon oI
researchbased studIes. The cIose reIatIonshIp between the teachIng department and
the research IaboratorIes means that students beneIIt Irom state-oI-the-art traInIng
that Introduces them to the Iatest advances In mechanIcaI engIneerIng and energetIcs.
ActuaIIy, the ENSMA IaboratorIes have Iorged strong IInks wIth the maIn aeronautIcaI
IndustrIes. Moreover, through a constant partnershIp wIth top rank IndustrIes In the
IIeId oI aeronautIcs and the deveIopment oI strong networks, both In France and In
Europe, the objectIve oI ENSMA, IIke the other partners oI these networks Is to
promote exceIIence In the IIeId oI engIneerIng educatIon.



81
KTH: students seII evaIuatIon KTH: students seII evaIuatIon KTH: students seII evaIuatIon KTH: students seII evaIuatIon
by Lennart ]ohannson

ntroductIon to the EducatIon Assessment ExercIse ntroductIon to the EducatIon Assessment ExercIse ntroductIon to the EducatIon Assessment ExercIse ntroductIon to the EducatIon Assessment ExercIse (EAE) (EAE) (EAE) (EAE)
KTH RoyaI nstItute oI TechnoIogy aIms to provIde quaIIty educatIon, so that Its
graduates wIII be equIpped to take IeadIng roIes In technoIogIcaI and socIetaI
deveIopment, In Sweden as weII as gIobaIIy.
QuaIIty assurance at KTH Is based on the prIncIpIe oI contInuous Improvement. One
aspect oI thIs Is the cycIIcaI InternaI revIew oI educatIon programmes, as here
manIIested In the 2011 KTH-wIde EducatIon Assessment ExercIse (EAE).
The maIn aIm oI the EAE Is to provIde a pIatIorm Ior dIscussIon and seII-reIIectIon and
thus contrIbute to quaIIty enhancement. The exercIse aIso provIdes an opportunIty to
hIghIIght and remedy possIbIe shortcomIngs. Further, It may serve as preparatIon Ior
externaI evaIuatIons, IncIudIng that oI the SwedIsh NatIonaI Agency Ior HIgher
EducatIon (HgskoIeverket) scheduIed to take pIace In 2012.
MethodoIogy MethodoIogy MethodoIogy MethodoIogy
n the EAE, an InternatIonaIIy recognIsed methodoIogy comprIsIng seII-evaIuatIon, sIte
vIsIt, paneI report and IoIIow-up Is used. An InternatIonaI assessment paneI Is charged
wIth the task oI makIng generaI recommendatIons wIth regard to KTH programmes, as
weII as provIdIng Ieedback to IndIvIduaI programmes. The paneI wIII IdentIIy exampIes
oI best practIce and, II appIIcabIe, shortcomIngs whIch requIre correctIve actIon. Thus,
the paneI report may Iorm the basIs Ior subsequent KTH management decIsIons.
At the centre oI the exercIse are the expected IearnIng outcomes oI the IoIIowIng
QuaIIIIcatIons attached to KTH programmes: Master oI ScIence In EngIneerIng
(cIvIIIngenjrsexamen), 8acheIor oI ScIence In EngIneerIng (hgskoIeIngenjrsexamen),
Master oI ArchItecture (arkItektexamen), 8acheIor oI Arts]ScIence (kandIdatexamen),
Master oI Arts]ScIence (60 credIts) (magIsterexamen) and Master oI Arts]ScIence (120
credIts) (masterexamen). See appendIx Ior QuaIIIIcatIons descrIptors as specIIIed In the
HIgher EducatIon OrdInance.
RequIrements Ior the seII RequIrements Ior the seII RequIrements Ior the seII RequIrements Ior the seII- -- -evaIuatIon process evaIuatIon process evaIuatIon process evaIuatIon process
The seII-evaIuatIon exercIse conducted at programme IeveI Is the most Important part
oI the EAE. Through seII-evaIuatIon, an opportunIty Ior reIIectIon Is provIded whIch In
turn may be used In the contInuous Improvement oI the educatIon programme.
ExperIence shows that takIng an open and anaIytIcaI approach to the seII-evaIuatIon
process wIII achIeve the best resuIts. The anaIysIs oI strengths, weaknesses,
opportunItIes and threats thereIore Iorms an essentIaI part oI the exercIse. DescrIptIve



82
InIormatIon such as statIstIcs and programme syIIabI provIdes a startIng poInt Ior
dIscussIons.
KTH encourages the estabIIshment oI QuaIIty CIrcIes]KaIzen groups
(IrbttrIngsgrupper). Thanks to the emphasIs on broad partIcIpatIon, such groups are
not onIy approprIate Ior the seII-evaIuatIon exercIse but aIso Ior the Iong-term
enhancement oI programmes.
deaIIy, the seII-evaIuatIon process shouId engage and empower those InvoIved In the
programme IncIudIng staII, students and other stakehoIders. Each seII-evaIuatIon
group may cover one or severaI educatIon programmes, and may thereIore vary In sIze
Irom 5 (mInImum) to 12 peopIe. At Ieast one student shouId take part. n the case oI
proIessIonaI programmes In EngIneerIng and ArchItecture, Industry stakehoIders
shouId be InvoIved. The InvoIvement oI other stakehoIders such as Iormer students
and externaI peers Is aIso encouraged.
Support In Support In Support In Support In the seII the seII the seII the seII- -- -evaIuatIon process evaIuatIon process evaIuatIon process evaIuatIon process
The EAE IncIudIng the seII-evaIuatIon exercIse Is supported by a centraI project team.
Apart Irom organIsIng semInars and InstructIon sessIons, the project team Is
responsIbIe Ior the coIIatIon and dIstrIbutIon oI support materIaI so as to IacIIItate the
process at programme IeveI. ThIs materIaI IncIudes advIce on the seII-evaIuatIon
exercIse, exampIes oI good practIce and a IIst oI reIerences.
The project team aIso provIdes a set oI statIstIcs reIatIng to the programme In
questIon. ThIs data may aId the dIscussIons In seII-evaIuatIon groups, and support the
concIusIons made.
Towards the end oI the process, the project team wIII IacIIItate a peer revIew exercIse
In whIch draIt seII-evaIuatIon reports are read and commented on by coIIeagues.
DIscussIons between seII-evaIuatIons groups as weII as communIcatIon wIth the
project team Is encouraged and enabIed through the KTH SocIaI pIatIorm.




83
SELF SELF SELF SELF- -- -EVALUATON CROUP REPORT EVALUATON CROUP REPORT EVALUATON CROUP REPORT EVALUATON CROUP REPORT

1. 1. 1. 1. Name oI programme Name oI programme Name oI programme Name oI programme
2. 2. 2. 2. Name oI KTH SchooI Name oI KTH SchooI Name oI KTH SchooI Name oI KTH SchooI
3. 3. 3. 3. The seII The seII The seII The seII- -- -evaIuatIon evaIuatIon evaIuatIon evaIuatIon process process process process
PIease descrIbe and anaIyse how the seII-evaIuatIon was conducted
PIease descrIbe who was InvoIved (staII, students, other stakehoIders), how they were
seIected and what theIr roIe was
4. 4. 4. 4. ReguIar quaIIty assurance procedures ReguIar quaIIty assurance procedures ReguIar quaIIty assurance procedures ReguIar quaIIty assurance procedures
4.1. PIease descrIbe and anaIyse how quaIIty assurance at programme IeveI Is organIsed,
In partIcuIar
. the coIIatIon and use oI course]programme evaIuatIon and other student
Ieedback
. the processes Ior revIewIng course content and programme syIIabus
. the exIstence oI QuaIIty CIrcIes]equIvaIent
5. 5. 5. 5. PrerequIsItes PrerequIsItes PrerequIsItes PrerequIsItes
5.1. PIease descrIbe and anaIyse the provIsIon oI teachers, e.g. wIth regard to
competence proIIIe (scIentIIIc and pedagogIcaI), recruItment sItuatIon and gender
baIance.
5.2. PIease descrIbe and anaIyse the student popuIatIon, e.g. wIth regard to prIor
knowIedge, recruItment sItuatIon and gender baIance.
StastItIcs
. number oI IIrst choIce appIIcants
. number oI entrants
6. 6. 6. 6. Processes Processes Processes Processes
6.1. PIease descrIbe and anaIyse the teachIng and IearnIng approach and Its connectIon
. to proIessIonaI practIce (engIneerIng]archItecture]reIevant IIeId)
. to research and deveIopIng knowIedge, IncIudIng KTH research pIatIorms and
research areas
. to new deveIopments In teachIng and IearnIng
6.2. PIease descrIbe and anaIyse how e.g. IIterature, programme]course outIInes,
teachIng methods, Ieedback mechanIsms and assessment methods ensure that students
meet the expected IearnIng outcomes. PIease reIer to specIIIc IearnIng outcomes.
ReIerences
. QuaIIIIcatIons descrIptors as per HIgher EducatIon OrdInance
. QuaIIIIcatIons descrIptors as per IocaI KTH reguIatIons
7. 7. 7. 7. ResuIts: LearnIng outcomes ResuIts: LearnIng outcomes ResuIts: LearnIng outcomes ResuIts: LearnIng outcomes
7.1. PIease descrIbe and anaIyse the resuIts oI the programme, In terms oI students'
IearnIng outcomes on compIetIon oI the programme.
7.2. PIease descrIbe and anaIyse how the Independent degree projects enabIe the
students to meet expected IearnIng outcomes. PIease state whIch specIIIc IearnIng
outcomes are covered by the degree projects.
7.3. PIease descrIbe and anaIyse other evIdence to support that students have met the
expected IearnIng outcomes (e.g. portIoIIos, course anaIyses). PIease reIer to specIIIc
IearnIng outcomes.



84
ReIerences
. QuaIIIIcatIons descrIptors as per HIgher EducatIon OrdInance
. QuaIIIIcatIons descrIptors as per IocaI KTH reguIatIons
8. 8. 8. 8. ResuIts: Student retentIon ResuIts: Student retentIon ResuIts: Student retentIon ResuIts: Student retentIon
8.1. PIease descrIbe and anaIyse the resuIts oI the programme, In terms oI student retentIon
and attrItIon.
StatIstIcs
retentIon "IootprInt" comprIsIng: credIts aIter one year oI study, credIts mIdway through
programme, credIts at nomInaI study tIme, compIetIon rate one year aIter nomInaI study
tIme.
number oI IIrst choIce appIIcants
number oI entrants
proportIon oI entrants achIevIng IuII credIts aIter one year
credIts at one year aIter nomInaI study tIme
9. 9. 9. 9. ResuIts ResuIts ResuIts ResuIts: EmpIoyabIIIty : EmpIoyabIIIty : EmpIoyabIIIty : EmpIoyabIIIty
9.1. PIease descrIbe and anaIyse the resuIts oI the programme, In terms oI graduate
empIoyabIIIty.
StatIstIcs
graduate empIoyment rate one year aIter graduatIon
10. 10. 10. 10. ResuIts: Student satIsIactIon ResuIts: Student satIsIactIon ResuIts: Student satIsIactIon ResuIts: Student satIsIactIon
10.1. PIease descrIbe and anaIyse the resuIts oI the programme, In terms oI student
satIsIactIon.
StatIstIcs
student satIsIactIon rates mIdway through programme
graduate satIsIactIon rates 2-3 years aIter graduatIon
11. 11. 11. 11. Strengths and opportunItIes Strengths and opportunItIes Strengths and opportunItIes Strengths and opportunItIes
11.1. PIease make a brIeI summary statement on the maIn strengths oI the programme
IncIudIng
aspects that are partIcuIarIy InnovatIve
aspects that represent good practIce
12. 12. 12. 12. Weaknessesand threats Weaknessesand threats Weaknessesand threats Weaknessesand threats
12.1. PIease make a brIeI summary statement on the maIn weaknesses oI the programme
IncIudIng
aspects that requIre correctIve actIon
aspects that merIt support strategIes
13. 13. 13. 13. Way Iorward Way Iorward Way Iorward Way Iorward
PIease descrIbe and anaIyse any actIons whIch wIII be undertaken In the near Iuture as a
resuIt oI the seII-evaIuatIon exercIse and]or reguIar quaIIty monItorIng.



85
POLTO: I POLTO: I POLTO: I POLTO: IdentIIIcatIon oI dentIIIcatIon oI dentIIIcatIon oI dentIIIcatIon oI externaI requIrements through externaI requIrements through externaI requIrements through externaI requIrements through surveys wIth surveys wIth surveys wIth surveys wIth
aerospace IndustrIes aerospace IndustrIes aerospace IndustrIes aerospace IndustrIes

The AIrQuaI consortIum met the taIIan IndustrIes In TurIn to deveIop specIIIc AE-
IndustrIaI occupatIon standards Ior academIc appIIcatIons; to study and dIscuss AE
ndustry - EU's UnIversItIes InteractIon methodoIogIes and the ImpIementatIon oI
Industry requIrements Into unIversItIes QA systems.
WIthIn the Iramework oI AIrQuaI project, the POLTO project team met Ior the IIrst tIme
some oI the IocaI aerospace IndustrIes, nameIy AIenIa, AvIo Croup, ThaIes AIenIa Space
at the PoIItecnIco dI TorIno on September 18, 2009. WIthIn thIs meetIng the
partIcIpants prepared the workshop that had been envIsaged Ior October 2009 and
Iocused on the deveIopment oI AE-IndustrIaI occupatIon standards and evaIuatIon oI
possIbIe types oI unIversIty-Industry cooperatIon.
A second meetIng was heId on November 11, 2009, at the PoIItecnIco dI TorIno. WIthIn
thIs meetIng partIcIpants Irom AIenIa and ThaIes Aerospace dIscussed the deIInItIon oI
proIessIonaI proIIIes Ior Aerospace EngIneers.
The POLTO project team organIzed a Iurther meetIng wIth AIenIa SukhoI Super ]et
nternatIonaI on November 26-27, 2009 In Marcon-VenIce to dIscuss the deIInItIon oI
externaI IearnIng requIrements Ior Aerospace EngIneerIng.
FInaIIy, on December 22, 2009 another meetIng was organIzed at PoIItecnIco dI TorIno
wIth the above mentIoned stakehoIders, In order to dIscuss and evaIuate the deIInItIon
oI proIessIonaI requIrements and externaI IearnIng requIrements Ior Aerospace
EngIneers on basIs oI the contents oI the prIor meetIngs. A IInaI tabIe summarIzIng the
resuIts oI thIs meetIng Is presented In the next pages.
The amount oI InIormatIon gaIned Irom these meetIngs Is ImpressIve and Is reported
In the tabIes oI the next pages. As antIcIpated In the IntroductIon to thIs sectIon, the
overaII body oI theoretIcaI and appIIed knowIedge (IncIudIng proIessIonaI capabIIItIes
and skIIIs) requested by the aggregate oI the aerospace IndustrIes actIve In
aeronautIcs, space and propuIsIon IargeIy exceeds the possIbIIItIes oI a sIngIe 5-year
programme.
FIndIng the best trade-oII between these requests and the educatIonaI objectIves
stated by a degree Programme Is thereIore one oI the chaIIenges wIth whIch
Programmes wIII be more and more conIronted In the near Iuture.


86



8
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]
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]
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c
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)
.


87



8
7

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F
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d
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.


8
a
s
I
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k
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t
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u
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8
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k
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I

I
m
p
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m
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&

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C
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8
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k
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I
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a
b
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a
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c
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q
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,

m
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p
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Q
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.


T
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.


T
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T
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O
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88



8
8

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91



9
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9
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99
Part 5. Part 5. Part 5. Part 5. T TT TabIes abIes abIes abIes
5.1 5.1 5.1 5.1 FunctIons FunctIons FunctIons FunctIons and and and and Competence Competence Competence Competences ss s
TabIe "FunctIons and competences" Is meant to prove that a Course Programme Is
cIearIy desIgned around externaI requIrements (proIessIonaI roIes]IunctIons) and
reIated competences, whIch are In agreement wIth the needs oI the empIoyers and the
Iabour market; moreover, that such reIatIons shouId be present aIready at the desIgn
phase, and not onIy (as It oIten happens) at the moment oI the stage or oI the IInaI
project.
Next pages wIII document the work carrIed out by the AIrQuaI consortIum Ior
IdentIIyIng FunctIons and Competences Ior each proIessIonaI proIIIe that the
correspondIng Course Programme seeks to traIn Its graduates.
101
102
103
104
105
106
107
109



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.


111



1
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1
1
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118



1
1
8

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119



1
1
9

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121



1
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1
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133



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134



1
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136



1
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1
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150



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151
5.2 5.2 5.2 5.2 Expected Expected Expected Expected LearnIng O LearnIng O LearnIng O LearnIng Outcomes utcomes utcomes utcomes

TabIe "LearnIng Outcomes" Is meant to Iorce the Course Programme to precIseIy deIIne
those IearnIng outcomes whIch on one sIde match the envIsaged FunctIons and
Competences, on the other specIIy the type oI knowIedge and skIIIs that wIII be
Iostered ad assessed by (approprIate) course by-course examInatIons and IInaI project.
LearnIng Outcomes are descrIbed usIng the DubIIn DescrIptors, whIch are dIvIded In
two subsets, respectIveIy:
hard skIIIs hard skIIIs hard skIIIs hard skIIIs (knowIedge and understandIng; appIyIng knowIedge and
understandIng I.e. skIIIs and know-how)
soIt skIIIs soIt skIIIs soIt skIIIs soIt skIIIs (makIng judgments; communIcatIons skIIIs; IearnIng skIIIs).
Hard skIIIs DescrIptors have been used wIthIn each Area oI LearnIng, whIIe soIt skIIIs
DescrIptors have been consIdered transversaI to the whoIe Programme and descrIbed
separateIy and once onIy.
Next pages wIII document the work carrIed out by the AIrQuaI consortIum Ior deIInIng
what graduates shouId be abIe to know, understand and do through the LearnIng
Outcomes Ior each Area oI LearnIng and assocIated Courses work.
LearnIng outcomes have been IdentIIIed and reIated In some cases to whoIe
programmes oI study (8acheIor and Master oI ScIence IeveI) and Ior IndIvIduaI unIts oI
study (moduIes).





1
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153



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181



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182



1
8
2

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1
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196



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2

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5

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219



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223



2
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239



2
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243



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5

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244



2
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(
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253



2
5
3

E
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Development
of
qualifcations
framework
for
Cycles
of
Higher
Education
in
Aerospace
Engineering
Airqual
Project
Final
Report
July
2011
First
published
in 2011
by
aAccademia
University
Press
via Carlo
Alberto 55
I-10123
Torino
info@
aAccademia.it
www.
aAccademia.it
2011
AirQual project
All rights reserved
Isbn
978-88-97523-03-1
Printed
in Italy
by
Digital Print service
segrate (MI)
Development of Qualifcations Framework
for Cycles of Higher Education in Aerospace Engineering
Airqual Project Final Report July 2011
editors
M.M.Gola, I. Tobaldo
with contributions of
R. Agishev, P. Bauer, G. Chiocchia, A. Danilin, F. Gretchnikov, G. Guglieri,
M. Guzairov, L. Johannson, V. Kordas, N. Krioni, J. Laval, A. Snegurenko, S. Tiz
ccademia
university
press
aAccademia University Press
Tecnologia
Ingegneria aerospaziale
Qualifcations Framework
ISBN 978-88-97523-03-1
9 7 8 8 8 9 7 5 2 3 0 3 1
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