White Paper Civil Engineering

TO
88
WHITE BOOK
DEGREE TITLE
IN CIVIL ENGINEERING
National Evaluation Agency

of Quality and Accreditation
kMTNNKiMWÜMNizUiTWNiSTLeeNIENEIESNEN
The content of this book is the exclusive responsibility of its authors, whose names are
listed, and the institutions, which in some cases they represent. LA ANECA, through its
specific evaluation commissions, has prepared the Report that precedes the book.
WHITE BOOK
DEGREE STUDIES IN CIVIL
ENGINEERING
National Agency for Quality

Assessment and Accreditation
ÍNDICE
Index
REPORT OF THE PROJECT EVALUATION COMMITTEE

Index..............................................................................................................4
Report of the Evaluation Commission...........................................................7
COMMISSION..........................................................................................7
COMMISSION ASSESSMENT................................................................6
1.........................................................................................................................9
1. Introduction..........................................................................................11
1.1. PARTICIPATING CENTERS......................................................11
1.2. BACKGROUND OF ACADEMIC CIVIL ENGINEERING
DEGREES IN SPAIN..............................................................................11
1.3. JUSTIFICATION AND OBJECTIVES OF THE PROJECT.......11
1.4. METHODOLOGY ADOPTED FOR THE DEVELOPMENT OF
THE PROJECT........................................................................................13
1.5. INTERNAL OPERATION OF THE PROJECT EXECUTING
GROUP....................................................................................................14
2.......................................................................................................................19
ÍNDICE
2. State of civil engineering studies in Europe.........................................21

2.1. MODELS OF CIVIL ENGINEERING TEACHINGS IN
EUROPE..................................................................................................20
2.2. OBJECTIVES AND CONTENTS OF EUROPEAN CIVIL
ENGINEERING DEGREES....................................................................23
2.3. ADMISSION TO CIVIL ENGINEERING STUDIES IN EUROPE
25
2.4. EFFECT OF THE MODEL ON SCHOOL FAILURE.................25
2.5. APPLICATION OF THE BOLOGNA AND BERLIN
DECLARATIONS IN CIVIL ENGINEERING......................................27
3.......................................................................................................................33
3. Chosen study model..............................................................................35
4.......................................................................................................................37
4. Academic supply and demand in civil engineering..............................39
5.......................................................................................................................53
5. Job insertion of civil engineering graduates.........................................55
5.1. JOB INSERTION OF RECENT PROMOTIONS........................55
5.2. EVOLUTION OF THE PROFESSIONAL OCCUPATION OF
CIVIL ENGINEERING GRADUATES..................................................65
5.3. PROFESSIONAL PRESENCE OF COMMUNITY CIVIL
ENGINEERS IN SPAIN..........................................................................69
6.......................................................................................................................69
6. Civil engineering professional profiles.................................................71
6.1. DETERMINING FACTORS........................................................71
1. Professional skills demanded by industry and society in engineering
European civil nursing.............................................................................70
2. Professional skills provided by European civil engineering.............70
3. Efficiency of the academic system to generate professional skills
required given in civil engineering...........................................................70
6.2. CONFIGURATION OF PROFESSIONAL PROFILES..............71
6.3. PROPOSED PROFESSIONAL PROFILES.................................74
ÍNDICE
7,8,9.................................................................................................................81
7,8,9. Weighting of skills in professional profiles.......................................83
10,11................................................................................................................87
10,11. Endorsement of professional profiles...............................................89
12.....................................................................................................................91
12. Title objectives..................................................................................93
13.....................................................................................................................95
13. General structure of titles..................................................................97
13.1. SCIENCES ORIENTED TO CIVIL ENGINEERING.............97
13.2. FUNDAMENTAL CIVIL ENGINEERING.............................96
13.3. CIVIL ENGINEERING TECHNOLOGIES.............................96
13.4. PLANNING AND MANAGEMENT.......................................97
13.5. SOCIAL SCIENCES AND LANGUAGES..............................97
13.6. GUARDED PRE-PROFESSIONAL INTERNSHIP................98
13.7. END OF DEGREE PROJECT..................................................98
13.8. DETERMINATION OF THE STRUCTURE OF ACADEMIC
TITLES 98
13.9. COMPARISON OF RESULTS WITH EUROPEAN CIVIL
ENGINEERING DEGREES..................................................................102
13.10. ACADEMIC TITLES FOR ENGINEER AND EXPERT
PROFILES.............................................................................................105
14...................................................................................................................111
14. European credit allocation..............................................................113
15...................................................................................................................117
15. Specific quality indicators for the proposed titles...........................119
15.1. EFFICACY AND EFFECTIVENESS OF THE TRAINING
PROCESS...............................................................................................119
15.2. ACCESS PROFILE TO THE PROPOSED DEGREE
DEGREES..............................................................................................118
16...................................................................................................................123
16. Recap and conclusions....................................................................125
ÍNDICE
16.1. Proposed solution....................................................................125

16.2. CONTRIBUTIONS OF THE PROPOSED SOLUTION........124
16.3. PROPOSED DEGREE TITLES..............................................126
General training:.....................................................................................126
Technological training:..........................................................................126
European credits:....................................................................................127
Trunking:................................................................................................127
Trunking:................................................................................................127
Trunking:................................................................................................128
Trunking:................................................................................................128
16.4. PROPOSED SECOND LEVEL TITLE..................................128
Access:...................................................................................................129
Practical training:...................................................................................129
Trunking:................................................................................................129
Thanks........................................................................................................133
Annex A:....................................................................................................137
List of participants.....................................................................................137
Annex B:....................................................................................................141
ÍNDICE
A unique degree called Civil Engineering.................................................141

JUSTIFICATION...................................................................................141
Proposal..................................................................................................142
MOTIVATION......................................................................................147
Solution proposed as a private vote........................................................147
UNIFIED TITLE....................................................................................150
Trunking:................................................................................................151
DEGREE TITLE....................................................................................151
Trunking:................................................................................................152
SECOND LEVEL TITLE......................................................................152
Access:...................................................................................................152
Trunking:................................................................................................152
Report of the Evaluation
Commission
PROJECT IDENTIFICATION DATA

Announcement: SECOND
Project's name: Civil Engineering
Coordinating University: Polytechnic University of Madrid
Project coordinator: Edelmiro Rúa, Director of the Inge Higher Technical
School Roads, Canals and Ports Managers
Final document date: July 2004
COMMISSION
■ Sunday Docampo
Rector of the University of Vigo
■ Federico Gutierrez-Solana
Rector of the University of Cantabria
■ Joaquin Olive
ANECA European Convergence program expert. Universitat Politècnica de Catalunya
■ Benjamin Suarez
ANECA European Convergence Program Coordinator. Universitat Politècnica de
Catalunya
6 INDEX
COMMISSION ASSESSMENT
The work carried out by the network is correct and responds to both the spirit and the
objectives set. ated by the call of ANECA.
It is worth highlighting the participation of many of the network members in other experiences.
European organizations with similar objectives: Socrates EUCEET network. For this reason,
the project presented enjoys study of the advantages (European dimension, etc.) and
disadvantages (restrictions in reflection, etc.) that European thematic networks contribute to
this type of studies.
The aspects that, in the opinion of this Commission, could be improved have been outlined in
each of the sections of the project evaluation and have been included in a report sent to the
coordinator. nator of the same for your consideration.
The commission would like to highlight that on the Internet there are significantly divergent
opinions on the number and professional orientation of the degree qualifications necessary to
respond to social demand in this field of study. But also that both in the texts of the main
memory cipal as well as the annexes and in the alternative proposals made by the different
congressional groups. qualified for this purpose on the network, it is possible to find shared
reasoning and elements, with vergence, meeting points around a general purpose degree of
240 ECTS.
With regard to point 14 “Criteria and indicators of the evaluation process” the commission with
The contribution is considered important, although it understands that a joint assessment of
the indicators included in all the projects will make it possible to present a more complete
proposal.
Once the suggested improvements have been corrected, the commission recommends the
publication of the White Paper on Civil Engineering and its submission to the University
Coordination Council and the General Directorate of Universities of the MEC.
1.
INTRODUCTION
1. Introduction
This project has been carried out under the call of the National Agency for Quality and
Accreditation (ANECA) for the design of academic degrees adapted to the European Higher
Education Area. Access to the labor market for graduates and transna ationality of degrees are
essential conditions of the European Higher Education Area. The project is limited to a branch
of engineering, civil engineering, which covers professional functions on which the safety and
well-being of citizens largely depend. us, so the quality of the service to be provided by future
graduates is added to the two previous conditions.
1.1. PARTICIPATING CENTERS
19 of the 20 Technical Schools of Civil Engineering or Polytechnic Schools with civil

engineering studies have participated in the project, under the coordination of the Higher
Technical School of Civil Engineering, Canals and Ports of Madrid. The following table
indicates the Schools, the 17 universities to which they belong (16 public and one private), the
degrees taught and the percentage contributions of each to the total of 13,988 graduates in
civil engineering during the academic years 93/94 to 00/ 01 3 and that of the 3,961 new civil
engineering students of the 03/04 course4 .
3 University Coordination Council, University Statistics 1994-2001 (CD-Rom), Madrid, 2004.

4 Ministry of Education and Science, wwwn.mec.es/educa/jsp/plantilla.jsp?area=ccuniv&id=251, April 2004
10 INTRODUCTION
CENTER UNIVERSITY QUALIFICATIONS EGRESS INCOME

Higher Technical School of Civil,
Polytechnic University of
Canal and Port Engineers of ICCP 23,5 % 8,7 %
Madrid
Madrid
Canal and Port Engineers of University of cantabria ICCP, ITOPeCC 6,6 % 6,3 %
Santander
Polytechnic University of ICCP, ITOPeCC, ITOPeH,
Canal and Port Engineers of 9,1 % 11,0 %
Valencia ITOPeTSU
Valencia
Polytechnic University of ICCP, ITOPeCC, ITOPeH,
Canal and Port Engineers of 12,3 % 10,1 %
Catalonia ITOPeTSU
Barcelona
Canal and Port Engineers of University of Granada ICCP 2,5 % 5,2 %
Granada
Canal and Port Engineers of A University of A Coruña ICCP, ITOPeCC 10,0 % 4,6 %
Coruña
Canal and Port Engineers of University of
ICCP 0,0 % 1,5 %
Castilla la Mancha
Ciudad Real
Higher Polytechnic School of ICCP, ITOPeCC,
Burgos University of Burgos ITOPeTSU 5,5 % 7,1 %
Alfonso X the Wise University Alfonso X the Wise University ICCP 0,9 % 3,0 %
University School of Technical
Polytechnic University of
Engineers of Public Works of ITOP 11,0 % 10,5 %
Madrid
Madrid
Higher Polytechnic School of the
University of Alicante ITOP 5,6 % 4,3 %
University of Alicante
ITOPeCC, ITOPeH,
Polytechnic School of Cáceres University of Extremadura ITOPeTSU 5,7 % 5,6 %
Polytechnic University School of University of Las Palmas de ITOPeCC, ITOPeH,
Las Palmas de Gran Canaria Gran Canaria ITOPeTSU 0,8 % 3,0 %
Higher Polytechnic School of ITOPeCC, ITOPeH,
Algeciras Cadiz University ITOPeTSU 2,3 % 3,1 %
Higher Polytechnic School of
Zamora University of Salamanca ITOPeCC 3,7 % 2,7 %
Avila Higher Polytechnic School University of Salamanca ITOPeH 0,6 % 0,4 %

Bélmez Polytechnic University
School University of Cordoba ITOPeCC 0,0 % 2,7 %
Cartagena University School of Polytechnic University of ITOPeH 0,0 % 2,0 %

Civil Technical Engineering Cartagena
Higher Polytechnic School of Lugo University of Santiago de
ITOPeTSU 0,0 % 1,5 %
Compostela
ICCP: Civil, Canal and Port Engineer eH: specialty in Hydraulics

ITOP: Technical Engineer of Public Works eTSU: specialty in Transportation and Urban
Services
eCC: specialty in Civil Constructions
The University School of Technical Engineering of San Sebastián, the University School of
DEGREE STUDIES IN CIVIL ENGINEERING 11
Mining Technical Engineering of Baracaldo, both of the University of the Basque Country, and
the Faculty of Mathematics of La Laguna of the University of La Laguna did not participate in
the project, although the former was able to be present as a guest and attended one of the
meetings. Between these three centers they contribute the remaining 8% of civil engineering
income from the 03/04 academic year and no expenses from the period 93/04 to 00/01.
1.2. BACKGROUND OF ACADEMIC CIVIL ENGINEERING DEGREES IN SPAIN
Higher civil engineering studies in Spain are two hundred years old, and the studies university
god of civil engineering 150 years. Civil engineering was born in Europe in the mid-18th
century, when publicly funded and useful works stopped being planned and executed. given by
military engineers, until then the only professionals with the necessary training ria to perform
these functions. The arrival of the Enlightenment and the political change it brought I still
considerably increased the needs for this type of works for specifically civil use and for
technicians capable of conceiving and constructing them.
Thus, civil engineering emerges as a bifurcation of military engineering. The cradle of

European civil engineering is the École Nationale des Ponts y Chausées in Paris, the first
training center for civil engineering technicians created in Europe in 1747. In Spain the formal
birth of the inge Civil engineering took place in 1799 with the creation of the Corps of
Engineers of the General Inspection of Roads decreed by Charles IV. In September 1802, the
School of Engineers of the General Inspection was founded, and finally, through the Decree of
July 26, 1804, the title of Civil and Canal Engineer was created, granting this title to engineers
trained at the school. In 1834 the name of the title would be expanded and would acquire the
definitive form of Civil Engineer, Canals and Ports.
The studies of Technical Engineer of Public Works were born following a similar path to that of
Engineer of Roads, Canals and Ports. In 1854, the Corps of Public Works Assistants was
created and three years later, by decree of Isabell II of February 4, 1857, the School of Public
Works Assistants was created, added to that of Civil Engineers, Canals and Ports. Since then
the title has undergone two name changes, a division into three and a subsequent name
change. With the Law of Organization of Technical Education of July 20, 1957, the graduates
are called Public Works Experts and with the Law of Reorganization of Technical Education of
April 29, 1964, Technical Engineers of Public Works. With Royal Decrees 1432/1991,
1435/1991 and 1452/1991 it was transformed into the titles of Technical Engineer in
Hydrology, Technical Engineer in Civil Constructions and Technical Engineer in Transport and
Urban Services, which finally, with Royal Decree 50/1995 , acquire the current designations of
Technical Engineer of Public Works specializing in Hydrology, Technical Engineer of Public
Works specializing in Civil Constructions, and Technical Engineer of Public Works specializing
in ciality in Transportation and Urban Services.
1.3. JUSTIFICATION AND OBJECTIVES OF THE PROJECT
The report that accompanied the application submitted to ANECA to participate in the call
declared the objectives of the project. The first objective was to determine the minimum
number of professional civil engineering profiles that were compatible with the training
12 INTRODUCTION
obtained through degree titles from the European Higher Education Area and that covered
without duplication Cities all the subject of the professional functions performed by the current
Civil Engineers, Canals and Ports and Technical Engineers of Public Works. The determining
factors of the profiles would be the needs of the national and European labor market in the
different branches of civil engineering and at the different levels of professional qualification,
and the current supply and demand data for the titles of Civil and Canal Engineer. and Ports
and Technical Engineer of Public Works. The general conditions for degree titles decreed in
the development of Title XIII of the Organic Law of Universities and the ante European cedents
would be the references to take into account when assessing the compatibility of the people
files with the training possibilities of civil engineering degree titles adjusted to the European
Higher Education Area.
The second objective of the project was to propose degree titles from the European Higher
Education Area for the previously established professional profiles, based on the thematic
distribution of the areas of professional practice assigned to the profiles. In the formulation of
the objective It was specified that a title would be proposed for each profile, but in the course
of the project it was reinstated. interpreted this formulation by adding the condition that the
training needs of each profile would be fully united in the smallest number of titles possible.
The proposal for each degree would include the specific and generic skills to be acquired
through the training process, that is, the skills that make up the professional profiles to which
the degree leads. Along with the profiles, essential references for achieving this second
objective would be the training objectives of the Spanish degrees of Civil, Canal and Port
Engineer and Technical Engineer of Public Works and their respective thematic areas, as well
as those of the afi degrees European companies, and those of other countries with a relevant
international presence in the field of engineering. civil nursing.
The third objective of the project was to design the general contents of each professional
degree title. position, enumerating and describing the core subjects, establishing mutual
interdependence, and formulating the contribution that their learning should produce in the
acquisition of knowledge. specific and generic requests. In accordance with the subsequent
instructions of the follow-up committee ment, we have avoided presenting the results in the
form of guidelines specific to the title and have eluded made any connection between them
and areas of knowledge. Also in achieving this objective, the contents and training objectives
of the study plans would be essential elements. gave previous, but enriched with the
pedagogical experience of the centers participating in the project and of European centers and
other countries with which student exchange links and double degree agreements are
maintained.
The fourth objective declared in the report was to evaluate in terms of European credits the
effort zo to be carried out by the student to acquire the specific and generic skills attributed to
each subject. The criteria for assigning credits would take into account the previous
competencies acquired by the student and the interdependence and subordination between
the subjects, according to the own experience of the participating centers and that of foreign
centers. culated, especially the experience resulting from studies of teaching quality carried out
with proven methodologies.
The fifth objective of the project was to recommend quality evaluation indicators for degrees.
the proposed degree ones. The contribution in this regard has been limited to specific
indicators at the suggestion of the monitoring committee, since the generic indicators go
beyond the scope of the project as they have to be established in common for all university
degrees. Once again, the experience of the participating centers and that of their foreign
partners, especially that supported by studies of teaching quality, would serve as a basis for
the development of the objective. The proposed indicators aim to reveal the effectiveness and
efficiency of the training process and the structure of the study plan in terms of the acquisition
of the competencies that make up the professional profiles objective of the degrees. The
contribution of the collaborating teaching staff rator to the training process and the pre-
university profile of access to studies are relevant aspects vations to be assessed using the
proposed indicators.
The sixth and last objective contemplated in the report was to explore the possibilities of the
nor legal motivation (master's studies, multiple degree titles, etc.) to propose wide-ranging
formulas tion and reinforcement of studies leading to professional profiles in civil engineering
that surpass sen the training possibilities of the degree titles of the European Higher Education
Area. As an illustrative example of profiles with which the indicated possibility could occur, the
traditional scientific-technical and professional profile leading to the Spanish title of Civil, Canal
and Port Engineer was cited.
1.4. METHODOLOGY ADOPTED FOR THE DEVELOPMENT OF THE PROJECT
The methodology followed for the execution of the project follows the guidelines contained in
the con call from ANECA, in accordance with which the project objectives were formulated.
The pair particularities of the methodology consist of having added a mechanism for the
external endorsement of professional profiles launched and managed directly from the pro pio
project, since all the information on university studies and the European civil engineering
market necessary to configure the profiles was available as a result of seven years of work
(1998-2004) of an ERASMUS thematic network made up of 26 European countries and 126
civil engineering institutions (higher education centers, professional associations professionals,
research organizations and business associations) among which are several centers
participating in the project. The work of this network has made it possible to have volume
highly representative information menus to reliably understand both the needs of the market
and society as well as the European models of higher education in civil engineering. In the
latter case, the details of the information provided by EUCEET have made it possible ble to
determine the influence of the type of model on school failure and the statistical distribution of
the content structure of European training programs, and consequently the structures
corresponding to given percentiles. Figure 0 is a diagram that illustrates the method dology
and approach of the project and indicates the main sources of data supply used in the distant
phases.
14 INTRODUCTION
Thematic
network
Thematic
network
Professional Participants
associations
Figure 0. Outline of the methodology followed in the development of the project
1.5. INTERNAL OPERATION OF THE PROJECT EXECUTING GROUP
The participants have maintained permanent contact by email and have held six plenary
meetings (five at the headquarters of the coordinating center and one at the facilities of the
Polytechnic University of Madrid near Madrid) on March 15, April 23, May 7 , June 4, June 17-
18 and July 9, 2004. The procedure for making agreements for issues that had to be resolved
by voting was established in the first meeting and consisted of granting one vote to each
participating center, with the possibility of including individual votes duly argued. mentioned,
individual or collective.
The initiative of writing drafts of the project in its successive stages has been assumed by the
coordinating center. The progress status of the draft has been presented at each meeting to
publicize and debate the data collected and prepared and the way in which the methodology is
applied. In cases where said application led to options and quantitative assessments with a
high number of possibilities, each participating center has presented a proposal to find the
most equi waged and convert it into a result of the project as a collegiate consensus proposal.
Through this procedure, the professional profiles have been configured, including the
weighting of compa- generic and specific competencies, the content structure of the subject
categories has been defined and teaching volumes have been assigned to each content.
The integration of the volumes of teachings of the professional profiles in training programs of
degree titles compatible with the European Higher Education Area made it necessary to resort
to voting. Ten of the participating centers were in favor of the results of the project. draft, eight
against and one abstained. The centers favorable to the results are the Higher Technical
Schools of Civil, Canal and Port Engineers of Madrid, Santander, Valencia, Barcelona,
Granada, A Coruña and Ciudad Real, the Higher Polytechnic School of Burgos, the Alfonso X
El Sabio University and the School of Technical Engineers of Public Works of Madrid. Among
all of them, they account for 68% of those admitted to civil engineering in the 03/04 academic
year (100% of the title of Civil Engineer, Canals and Ports and 47% of the three titles of
Technical Engineer of Public Works) and 81 % of graduates during the period 93/94 to 00/01
(100% of the title of Civil Engineer, Canals and Ports and 60% of the titles of Technical
Engineer of Public Works). The centers opposed to the results of the project in terms of the
proposal of degree titles are the Higher Polytechnic Schools of Alicante, Algeciras, Zamora
and Ávila, the Polytechnic School of Cáceres, the Polytechnic University Schools of Las
Palmas de Gran Canaria and Bélmez , and the University School of Civil Technical
Engineering of Cartagena, whose contributions pectives for those admitted in the 03/04 course
are 24% (0% of the title of Civil, Canal and Port Engineer and 40% of the three titles of
Technical Engineer of Public Works) and for graduates 19% from the period 93/94 to 00/01
(0% of the title of Civil Engineer, Canals and Ports and 40% of the titles of Technical Engineer
of Public Works). The Higher Polytechnic School of Lugo, which contributes 1.5% of those
admitted and no graduates, did not participate in the vote.
2.
STATUS OF THE STUDIES
CIVIL ENGINEERING
IN EUROPE
2. State of civil
engineering studies in Europe
The state of civil engineering studies in Europe at the beginning of the 21st century has been
analyzed lized by the EUCEET network (European Civil Engineering Education and Training:
Training and Teaching of Civil Engineering in Europe). The EUCEET network was created in
1998 as an ERASMUS project and has been developing its activities since then. The
information produced by the network is informative mation of the 126 participating institutions
(99 higher education centers, 15 associations professional tions, 6 research organizations and
6 business associations) and information collected by participants from other institutions. In
1998 the Spanish members of the network were the Higher Technical Schools of Civil, Canal
and Port Engineers of the Polytechnic Universities of Madrid and Catalonia, and in 2003
participation had expanded to 7 other institutions. tutions (the Higher Technical Schools of
Civil, Canal and Port Engineers of the Universities of Cantabria, Polytechnic of Valencia, La
Coruña and Castilla-La Mancha, the Polytechnic School of Cáceres of the University of
Extremadura, the Center for Studies and Experimentation of Public Works of the Ministry of
Development, and the National College of Civil Engineers, Canals and Ports. The data used in
this section 3,4 are data from 107 higher education centres, members or collaborators of
EUCEET, and correspond to the 26 countries indicated. two in figure 1.
3
EUCEET, Inquiries into European higher education in civil engineering, Volume I. YO. Manoliu and T. Bugnariu, editors,
Independent Film, Bucharest, 2001.
4
YO. Manoliu, Trends in civil engineering education in Europe in the context of the Bologna Process,
www.euceet.utcb.ro , 2004.
20 STATE OF CIVIL ENGINEERING STUDIES IN EUROPE
NUMBER OF CENTERS
Figure 1. Number of European civil engineering teaching

centers from which the data came, by country.
2.1. MODELS OF CIVIL ENGINEERING TEACHINGS IN EUROPE
The examination of the data provided by the 107 higher education centers on which the study
is based EUCEET dio5 shows that, above and beyond the subject matter of the contents, there
are two differentiating factors of the types of civil engineering education in Europe: the length of
the studies (between 3 and 6 school years) and its unified nature ( integrated model or internal
model grade ) or bimodular ( two-tier model or bimodular model ). The difference between
these two study models lies in the academic titles they entail. In the integrated model the
studies god give access to a single academic degree, while in the bimodular model the studies
per They allow access to two graduated qualifications, the lower level one upon completing the
5 EUCEET, Inquiries into European higher education in civil engineering, Volume I. YO. Manoliu and T. Bugnariu, editors,
Independent Film, Bucharest, 2001.
first training module and the higher level one upon completing the second.
All the combination options offered by the two academic models and the seven possible
durations of studies (3, 3.5, 4, 4.5, 5, 5.5 and 6 school years, in the case of the bimodular
model with the total duration of the two modules) were present in civil engineering training
plans in Europe in the year 2000. Figure 2, prepared with the 112 European teaching curricula
civil engineering regulations examined by the EUCEET network and in force in the year 2000,
shows the disparity percentage contribution of study plans based on the number of school
years of the training process indicated above. These percentages are given for all of the 112
plans, without distinction. model staining, and also separately, on the one hand for the 86 plans
that follow the model the integrated and on the other for the 21 that follow the bimodular model.
Figure 2. Implementation of civil engineering teaching models in Europe (2000).
As can be seen, the most widely implemented model is the integrated one (80% of the centers
compared to 20% of the bimodular model). In addition, centers with an integrated model and
studies of more than 4 years are half of the total. The comparison of the percentages
corresponding to study plans of more than 4 years with those corresponding to 4 years or less
shows balanced figures (53% for the former and 47% for the latter) when all plans are
compared without distinction. tion of academic model, but within the integrated model, plans of
more than 4 years almost double those of 4 or less. Within the bimodular model, the division of
the training process into the two levels of which it consists is not homogeneous. The 3+1
formula is the dominant one (16% of the plans examined), but the 3+2 and 4+1 formulas
coexist with it, which share equally 3% of the plans examined.
The name of the titles with which the completion of university studies in engineering is
recognized. Civil engineering in Europe is very varied and results from combining the academic
level and the subject area. co of the studies. In countries with a bimodular model, the existence
of levels is intrinsic to the process. pio model, but in countries with an integrated model there
are different ranges of university degrees. tarias, and in most cases there are civil engineering
majors at each academic rank.
In extreme cases the name of the title is reduced to a generic name more or less equivalent to
Civil Engineer (Belgium, Bulgaria, Hungary, Holland, Slovakia), or indi exclusively the
academic range of the studies, without allusions to their thematic scope (Austria, Germany,
Portugal). In a third group of countries (Spain, Italy, Sweden) the title indicates both the
academic rank and the generic thematic scope of the studies. In the case of a generic name
there is a single title per country, and in those of academic rank and academic rank plus deno
generic mination the number of titles coincides with that of the academic ranks present in civil
engineering studies. In the remaining group (Czech Republic, France, Greece, Croatia, Ireland,
the Baltic States, Norway, Poland, Romania, Slovenia, the United Kingdom) disparity is the
main trend. rative within each country, since some institutions name their degrees following the
previous guidelines and others combine partial thematic areas and academic rank, the latter
often formulated with the institution's own terminology. The generic thematic areas cos and
partials that appear in the titles are described by names such as Civil Engineering,
Transportation Engineering, Civil Engineering, Canals and Ports, Public Works Engineering,
Urban Planning Engineering, Building Engineering, Infrastructure Works Engineering,
Organization Engineering Construction, Hydraulic Engineering, Architectural Engineering and
Environmental Engineering.
In the 95 European civil engineering degrees examined by EUCEET, the teaching load of the
teachings, measured in annual hours of teacher-student contact in master classes, practical
directed activities, laboratories and project tutorials, is distributed in the terms indicated in
figure 3. The average annual teaching load of the 95 degrees is 750 hours and coincides
substantially with the one that is most repeated in the set of both models (37% of the titles) and
in the mode the integrated.
Teaching load in annual hours of teacher-student contact
■ Integrated model ■ Both models ■ Bi-modular model

Figure 3. Distribution of the teaching load in the different European civil engineering
degrees
2.2. OBJECTIVES AND CONTENTS OF EUROPEAN CIVIL ENGINEERING DEGREES
The objectives of the European civil engineering degrees have not been the subject of analysis
by EUCE-ET, in line with the general absence of a formal declaration of objectives by the
centers that teach the teachings of these degrees. As a representative sample you can cite
references to the objectives of degrees contained in the documentation accessible through the
Internet on civil engineering education in three European universities of the highest prestige in
engineering. engineering: the École National des Ponts et Chaussées in Paris, the Imperial
College of Science and Medicine Technology in London, and the Polytechnic of Turin 6 . The
exhaustiveness of the information provided is in all three cases on par with the prestige of the
center, including programs and subject objectives. ras, but formulated in such purely
operational terms ( ability to manually calculate a linear structure of low degree of
hyperstatism ) that they can hardly be interpreted outside the context. subject text. The
objectives of the titles are only indicated indirectly, through the pro profile professional and the
professional functions to which the studies lead. Imperial College announces a for Balanced
training between theory and practice with special attention to design and oral and written
communication. The École describes the professional profile of the engineer who comes out of
its classrooms: solid scientific training fico-technical, ability to face problems integrating their
social, economic and management dimensions, and ability to work in multicultural and
multidisciplinary teams. The Polytechnic of Turin lists the professional functions to which the
degree gives access in terms of the different branches of civil engineering ( control, execution
and management of hydraulic, geotechnical, transport, structural, building or topography civil
works ).
The training contents of the European civil engineering study plans have been analyzed by
EUCEET 3 , grouping the different subjects into eight categories, as a formula to facilitate
comparison and to be able to determine the relative weight of the subjects without the
distortions to which they ine It would viably lead to excessive atomization in relation to the high
number and disparity of plans examined. The eight subject categories used by EUCEET are
Basic Sciences cas, Technical Sciences, Fundamental Civil Engineering, Civil Engineering
Technologies, Planning and Management, Social and Human Sciences, Pre-Professional
Practices and Final Year Project . EUCE-ET defines the limits of each category indicatively, but
these indications are not included here because a more precise definition is given in section
12, since the EUCEET subject categories have been adopted as a basis for establishing the
general structure of the qualifications. proposed in this work. The teaching load indicator used
by EUCEET to assess the weight of the dis inks categories in the curricula is the number of
hours of teacher-student contact (class master classes, guided practices, laboratories and
project tutorials) assigned to the subjects of the category. The graph in Figure 4 has been
constructed with the EUCEET data, where the average and the 10th and 90th percentiles of
the 67 examined study plans are given.
6www.imperial.ac.uk/civilengineering
www. enpc.fr/fr/formations/ingenieur/spec_gcc www.polito.it
10th and 90th percentiles of 67 European civil engineering degrees

Average of 67 European civil engineering degrees
Figure 4. Average value and 10th and 90th percentiles of the

teaching load assigned to the different categories of subjects in European civil
engineering education. Despite the generality with which the subjects have been
grouped into categories, the teaching load assigns gives to each category
confirms the diversity of the study plans, since the deviations of the per 10th and
90th centiles with respect to the mean value range between 50 and 150% of the
latter. another circumstance What is notable is that the sum of the average
teaching load of the categories Basic Sciences , Technical Sciences ,
Fundamental Civil Engineering , and Planning and Management is double the
average teaching load of the Civil Engineering Technologies category. If the
average teaching load is identified with the weight of each category within the
curriculum, the previous proportion is an indicator of the relevance that the for
Generalist engineering training has versus specialist training within the training
program. A program radically oriented towards specialist training would be
dominated by technical teachings. nological, so that the teachings corresponding
to the four categories indicated would have the purpose of allowing the student to
assimilate them and would be limited to the minimum essential to achieve that
objective. With an approach of this type, the joint weight of the four categories is
difficult It would easily double that of the category that includes technological
teachings, it is not even close. Maria to him. It can be concluded, therefore, that
in the average European civil engineering training programs, general engineering
training significantly dominates specialist training.
The admission criteria for civil engineering studies in Europe have also been studied by the
EUCEET3 network. The data collected corresponds to the 107 participating higher education
centers pants on the network and can be summarized as follows (all percentages referring to
the totality of cen others). In 12% of the centers admission is free, while in 88% some selection
criteria is applied. The criterion is unique in 62% of cases and is based on preu academic
performance. university (14% of centers), in the result of general university entrance tests (14%
of centers) or specific (13% of centers), or in a combination of pre-university academic
performance and entrance tests to the university (21% of centers). In the remaining 26%, a
mixed criterion is applied with pre-university academic performance or the result of university
entrance tests as the main criterion and a personal interview (10% of centers) or others (16%
of centers) as a criterion. complementary. These figures show that the application of a
selection criterion is the most widespread admission procedure, with a great difference over
free admission. Among the different selection criteria options there is a relative balance, where
only admission based on pre-university academic performance and university entrance tests
stands out significantly.
2.4. EFFECT OF THE MODEL ON SCHOOL FAILURE
EUCEET information allows us to explore possible correlations between school failure and type
of teaching. jokes In Figures 5 and 6, two indicators of failure have been represented (the
actual average duration of the studies and the percentage of dropouts in the 97/98 academic
year) against the extension and mode. the studies for each of the 107 centers analyzed by
EUCEET.
• Bimodular model • Integrated model
Figura 5. Effect of extension and teaching model on dropping out of studies
• Bimodular model N=1.08E • Integrated model N=1.25E
Figura 6. Effect of the extension and teaching model on the actual average duration of the
studies
In the case of the percentage of dropouts, the disparity in the data seems to rule out any
effect. of the study model. For the same extension of the studies, the dispersions that present
So both models are comparable, with the exception of the 5-year studies, where the bimodular
model produces less abandonment. This difference could be attributed to the self-selection of
the study. differences that the bimodular model entails, but then a similar difference would have
to be observed for the 4-year studies. Only if it is accepted that self-selection is effective after a
certain extension of the bimodular studies (in this case 5 years) could the positive effect on the
dropout figures shown in Figure 5 be attributed to it.
The effect on the actual duration of studies is clearer. In the bimodular model the average
duration coincides with the length of the studies, while in the integrated model it differs by 25%.
Combining the results of the two indicators, it could be concluded that the bimodular model in
fact gives rise to a mechanism of success or failure in studies without an intermediate option,
unlike rence of the integrated model, which encourages the dilation of studies as an adaptation
mechanism tation. However, it would be risky not to take into account factors that strongly
influence abandonment and delay in studies, such as permanence rules, promotion conditions,
access prerequisites between teachings, etc.
2.5. APPLICATION OF THE BOLOGNA AND BERLIN DECLARATIONS IN CIVIL

ENGINEERING
The application of the 1999 Bologna declaration would modify the situation described in favor
of the bimodular model. Between 2000 and 2004, some European countries have advanced in
this direction. tion with legal measures that promote the change of model, but a longer period of
time is required to be able to appreciate the effects of this advance on the data in figure 2.
Therefore, the information information generated by EUCEET in this regard has been limited to
establishing in which countries it has occurred. This progress has been recorded since 2000,
with the results summarized in Table 1 and illustrated in Figure 7.
Year 2000 Year 2004
Integrated model 18 12
Bimodular model 5 10
Both models 3 4
Table 1. Number of countries and models

recognized civil engineering education courses
Between 2000 and 2004, the adoption of the European credit system by civil engineering
teaching centers has been linked, in general, to the change from the integrated model to the
the bimodular. In highly prestigious centers such as Imperial College 5 , whose academic model
brings The second option is the bimodular model, the implementation of the European credit
system has not yet occurred, and in the centers where it has occurred, there are great
inequalities in the mechanism. assignment of the number of credits. The figures from some
centers suggest an automatic conversion of the number of hours of face-to-face classes, while
those from others indicate a value tion more in line with the meaning of European credits. In
the first case there would be the Polytechnic of Torino 5 , where the 35 subjects of the
Bachelor's (Laurea) curriculum in Civil Engineering are all of 5, 7.5 or 10 credits, and in the
second the École de Ponts et Chausseés de Paris 5 where the subjects and didactic activities
of the Bachelor's degree in Civil Engineering (unifi title license ) Each degree-master's degree
(Diplôme d'ingenieur ) fluctuates between 2 and 7 credits.
■ Integrated model ■ Both models

■ Bimodular model
■ Integrated model ■ Both models ■ Bi-modular model
The Bologna agreements of 1999 and Berlin of 2003 aim to promote a two-modular European
system of university degrees that are homogenizable and that favor access to the market. job
market and the transnational mobility of graduates. In February 2004 the EUCEET 4 network
decided gave support to these agreements and stimulate their application in the field of civil
engineering, they clarify that the professional training to be acquired with the degree
corresponding to the first level should not have as its only objectives access to the labor market
and mobility, but also the quality of the service that civil engineering provides to society and on
which they largely depend. I followed the measure rity and well-being of the citizen.
As a means of applying the Bologna and Berlin agreements with these objectives, EUCEET
supports the bimodular model for civil engineering education, recommending that the extension
of first level studies be 4 years with a teaching load of 240 European credits, At the same time,
it defends the compatibility of these objectives and the European Higher Education Area with
the integrated model and with a 5-year extension of studies, so that through teaching of this
type, degrees at both levels would be jointly accessed. This position of EUCEET coincides with
the recommendations and statements of civil engineering associations outside the educational
framework and the European market.7 .
7 ASME, First Professional Degree, ASME Policy Statement 465, American Society of Civil Engineering, 1998.
3.
MODEL
OF STUDIES
CHOSEN ONE
3. Chosen study model
The examination of civil engineering education in 107 centers in 26 European countries

reveals I note that the integrated study model is significantly in the majority compared to the
bimodular model and that this situation has not changed substantially between the years 2000
and 2004, although there has been significant progress in favor of the bimodular model
through the adoption of legal measures for the application of the Bologna declaration.
The disparity in the length of studies, regardless of the teaching model nce, in terms of
academic rank, and to a lesser extent in terms of thematic scope, is the prevailing note in the
titles awarded in Europe to civil engineering professionals. The read load tive, measured in
annual hours of teacher-student contact, has an average value of 750 hours and does not
present much dispersion. Neither the teaching model nor the length of the studies are
determining factors of academic failure on their own.
The position of the European institutions related to civil engineering members of EUCEET
(universities, professional associations, research centers and business associations), based
on their own data and that collected from similar institutions, is favorable to the application. tion
of the two civil engineering teaching models to achieve the objectives of the declaration tion of
Bologna, also adding the quality of the service that civil engineering must provide to society. In
the bimodular model EUCEET recommends a first-level degree with an extension of studies of
4 years and a teaching load of 240 European credits, and in the integrated model it
recommends an extension of studies of 5 years, with a single degree that unifies both levels
those of the bimodular model.
34 CHOSEN STUDY MODEL
The proposals for academic degrees in this project must be solutions that allow confidence
provide effective training processes for access to the professional profiles demanded by the
market ced and by society in the field of civil engineering. The teaching model adopted initially
ri for the search for solutions is the bimodular model, but if the restrictions it imposes with lead
to solutions that are ineffective or not very compatible with the ultimate goal, this search will be
expanded It is left to solutions based on the integrated model or the coexistence of both
models.
4.
OFFER AND DEMAND
ACADEMIC
IN CIVIL ENGINEERING
4. Academic supply and
demand in civil engineering
The graphs grouped in figure 8 compare academic demand (prime applications ra and second
option) and the offer (admissions) of the two Spanish university degrees in engineering civil
engineering: Civil Engineer, Canals and Ports and Technical Engineer of Public Works. There
is a graph per center participating in the project and course taught, and two others with the
sums run contributions to each race. The total number of graphics is 26, since the 19
participating centers pants, 14 teach one degree and 5 both.
The data comes from the participating universities themselves. The absence of any of them is
due to the fact that the data is not applicable as is the case with the distinction between first
and second option in private universities, or because the degrees have begun to operate with
post priority to the 1999/2000 academic year. In this last case are the degrees of Technical
Engineer of Public Works from the Universities of A Coruña, Politécnica de Cartagena and
Santiago de Compostela, which have begun to be taught respectively in the 2003/2004,
2000/2001 and 2003/2004 academic years. . The lack of the rest of the data is due to the fact
that they have not been easily ted by the affected centers.
Table 2 collects the numerical data with which figure 8 was constructed.
Students
03/04
02/03
01/02
00/01
99/00
• 2nd option applicants ■ 1st option applicants ■ Admitted
Figure 8. Engineer of roads, canals and ports. Polytechnic University of Madrid
Students
• 2nd option applicants • 1st option applicants ■ Admitted
Figure 8. Engineer of roads, canals and ports. University of cantabria
Students
Figure 8. Engineer of roads, canals and ports. University of Valencia

Students
03/04
02/03
01/02
00/01
99/00
Figure 8. Engineer of roads, canals and ports. Universitat Politècnica de Catalunya
Students
Figure 8. Engineer of roads, canals and ports. University of Granada
Students
Figure 8. Engineer of roads, canals and ports. University of A Coruña

Students
Figure 8. Engineer of roads, canals and ports. Castilla-La Mancha university
Students
Figure 8. Engineer of roads, canals and ports. University of Burgos
Students
Figure 8. Engineer of roads, canals and ports. Alfonso X El Sabio University

Students
03/04
02/03
01/02
00/01
99/00
Figure 8. Technical Engineer of Public Works. Polytechnic University of Madrid
Students
• 2nd option applicants • 1st option applicants • Admitted
Figure 8. Technical Engineer of Public Works. University of cantabria
Students
Figure 8. Technical Engineer of Public Works. polytechnic university of

Valencia
Students
03/04
02/03
01/02
00/01
99/00
Figure 8. Technical Engineer of Public Works. Universitat Politècnica de

Catalunya
Students
Figure 8. Technical Engineer of Public Works. University of A Coruña
Students
Figure 8. Engineer of roads, canals and ports. Alfonso X El Sabio University

Students
03/04
02/03
01/02
00/01
99/00
Figure 8. Technical Engineer of Public Works. University of Burgos
Students
03/04
02/03
01/02
00/01
99/00
Figure 8. Technical Engineer of Public Works. University of Alicante
Students
Figure 8. Technical Engineer of Public Works. University of Extremadura

03/04
02/03
01/02
00/01
99/00
Students
Figure 8. Technical Engineer of Public Works. University of Las Palmas de Gran

Canaria
03/04
Students
02/03
01/02
00/01
99/00
Figure 8. Technical Engineer of Public Works. Cadiz University
Students
Figure 8. Technical Engineer of Public Works. University of Salamanca

(Zamora)
Students
Figure 8. Technical Engineer of Public Works. University of Salamanca (Ávila)
Students
Figure 8. Technical Engineer of Public Works. University of Cordoba
Students
Figure 8. Technical Engineer of Public Works. Polytechnic University of

Cartagena
Students
Figure 8. Technical Engineer of Public Works. University of Santiago de Compostela
Students
Figure 8. Engineer of roads, canals and ports. Participating universities
Students
03/04
02/03
01/02
00/01
99/00
Figure 8. Technical Engineer of Public Works. Participating universities

TITLE OF ROAD, CHANNELS AND PORTS ENGINEERS
Admitted Requests 1st option Requests 2nd option

CENTER
99/00 00/01 01/02 02/03 03/04 99/00 00/01 01/02 02/03 03/04 99/00 00/01 01/02 02/03 03/04
Madrid 342 340 413 421 416 348 334 315 367 458 226 225 186 212 261
Santander 120 99 103 124 130 197 123 158 203 220 88 77 102 93 111
Valencia 143 142 151 150 143 229 191 160 214 262 77 23 38 29 35
Barcelona 182 166 182 181 180 284 186 190 221 274 124 109 116 143 145
Grenade 205 207 188 201 204 291 291 275 295 323 135 147 131 127 149
To Coruña 132 131 122 136 126 164 138 120 177 131 466 513 538 561 444
Real city 50 50 50 50 50 131 118 119 117 148 96 70 81 66 84
Burgos 88 85 97 64 119 183 132 145 126 196 81 74 68 61 64
Alfonso X 106 96 79 100 120 237 247 248 273 280 - - - - -
TOTAL 1.368 1.316 1.385 1.427 1.488 2.064 1.760 1.730 1.993 2.292 1.293 1.238 1.260 1.292 1.293
Table 2. Admissions and applications for the degrees of Civil, Canal and Port Engineer
TITLE OF ROAD, CHANNELS AND PORTS ENGINEERS
Admitted Requests 1st option Requests 2nd option

CENTER
99/00 00/01 01/02 02/03 03/04 99/00 00/01 01/02 02/03 03/04 99/00 00/01 01/02 02/03 03/04
Madrid 367 368 249 316 323 268 213 168 182 186 368 294 188 193 197
Santander 124 119 128 124 130 280 227 211 254 290 292 202 171 175 178
Valencia 186 195 224 195 234 130 147 190 164 205 142 117 109 88 127
Barcelona 186 195 224 195 234 130 147 190 164 205 142 117 109 88 127
To Coruña - - - - 57 - - - - 165 - - - -
Burgos 151 127 84 106 162 150 137 103 193 214
Alicante 158 162 120 156 192 217 198 123 150 242 173 144 158 172 136
Caceres 139 108 130 154 249 117 96 124 139 199 118 15 56 148 185
The Palms 105 83 114 120 93 36 25 37 31 25
Algeciras 60 49 56 123 48
Zamora 177 93 99 97 105 143 121 83 85 89
Avila 38 29 20 14
16 48 35 32 25 17 142 96 109 124 140
Belmez 49 47 50 87
95 70 50 64 112 109 86
Cartagena 72 57 80 80 80 270 183 179 179 200
lugo - - - - 58 - - - - 103 - - - -
TOTAL 1.783 1.672 1.672 1.502 2.195 1.690 1.552 1.552 1.517 2.293 1.701 1.309 1.309 1.277 1.379
Table 2. Admissions and applications for the degrees of Technical Construction Engineer
The examination of the academic supply and demand data of the two careers shows that the
demand for the title of Civil, Canal and Port Engineer is much higher than the supply, since,
except occasionally in some centre, the demand is the first option. It is enough to cover the
offer, when it does not greatly exceed it. In the case of the titles of Technical Engineer of
Public Works, despite the lack of some data, the demand trend is repeated in pri mere option
to cover the offer, especially in those centers that teach both courses. In general, the sum of
the demand in first and second option is well above the supply, and in most centers the
demand in first option is enough to balance and even greatly exceed the supply. Within this
general trend, the shift towards balance or towards the predominance of the first option
application seems to depend on the number of places offered, so that the greater the number
of places, the greater the balance.
The number of places offered does not necessarily coincide with the number of admissions
because the universities ities do not use the same mechanism to ensure coverage of all the
places offered. In some cases the number of admissions is established by increasing the
number of places by the estimated percentage of those admitted who will resign, while in
others a list of waiting admitted people is created who are only counted as such if they replace
any of those counted to cover the vacancies produced by their resignations. For this reason,
the quotient between the number of registrations and the number of cars is also of interest as
an indicator of the supply/demand relationship. ro of places offered (or the demand in first
option when the number of places is not limited). For the 2003/2004 academic year, this
indicator can be consulted on INTERNET 2 and offers the results of figure 9.
■ ICCP ■ ITOP ■ ITOPeCC ■ ITOPeH ■ ITOPeTSU
Figure 9. Number of places offered in the 03/04

academic year and percentage of them covered in
registration.
This indicator also confirms that demand exceeds supply, since in general the number of
enrolled students exceeds the number of places offered. The most striking cases of demand
very far from supply occur with the three titles of Technical Engineer of Public Works. Demand
exceeds supply for the specialty degree in Civil Construction, while exactly the opposite
happens with the specialty degrees in Hydrology and the specialty in Transport and Urban
Services.
First option applications allow us to analyze the evolution of demand throughout the period two
of five academic years considered. In the case of the title of Civil, Canal and Port Engineers,
the number of applications shows a minimum in the center of the period, with a strong
recovery. subsequent operation until the maximum is prominently placed in the last year. This
trend is repeated almost systematically in all the centers that offer the degree. The pla offer za
has not changed, and the slight fluctuation with an upward trend observed in admission is
attributable to the mechanisms used to fill the places. The case where there has been a most
important quantitative change is that of the School of Civil Engineers, Canals and Ports of
Madrid, with a sharp rise in the middle of the period coinciding with the offer of all its places in
a single district.
The total demand for the titles of Technical Engineers in Public Works has experienced a very
similar evolution, with a longer duration of the minimum demand, but with a significantly more
intense subsequent recovery. This evolution is not uniform in all universities, although it seems
to be repeated in those where the studies have a tradition and do not coexist with those of the
title of Civil, Canal and Port Engineer. In universities where this training does not occur dition
nor this coexistence, the trend is very disparate, since the recovery mentioned above nothing
has only occurred in some. Finally, in universities where both degrees coe exist, demand has
remained stable or is recovering from the minimum that occurred in the center of the period,
although the recovery does not occur with the same speed in all of them.
5.
JOB INSERTION OF CIVIL
ENGINEERING GRADUATES
5. Job insertion of civil
engineering graduates
The information provided by the National Colleges of Civil Engineers, Canals and Ports and
Technical Engineers of Public Works offers a very illustrative image of the labor situation. ral of
the recent members of both schools. The data provided has allowed this establish the current
situation of the last six proportions, that is, that of engineers graduated in the years 97/98 to
02/03, although the latter must still be considered in a transitional period for the purposes job
insertion cough.
5.1. JOB INSERTION OF RECENT PROMOTIONS
The professional activities carried out by Civil Engineers, Canals and Ports and Public Works
Technical Engineers have been grouped by sectors, following the criteria of the professional
associations themselves. These sectors are five Public Administrations (the three types of local
administration, the Ministry of Development and the other ministries), Teaching and Research,
consulting, construction companies, transport companies, water and energy companies,
management, and a sector that encompasses the rest of the activities including unemployed
members who represent a significant percentage within this sector, but little relevant in the set
of activities. The data appears graphically in figures 10 and 11 on both pages. following days.
For each promotion and for each school, a graph has been constructed which indicates ca the
number of engineers who carry out their professional activity in the sectors listed above.
This grouping into sectors is equivalent to a classification of the activities to which the
institutions are dedicated. degrees and companies where Civil, Canal and Port Engineers and
Technical Engineers
54 JOB INSERTION OF CIVIL ENGINEERING DEGREES
of Public Works practice their profession, but does not necessarily identify the branches of
engineering civil estria in which said profession is developed. Identification is immediate in
cases such as that of graduates from both groups of the General Directorate of Water of the
Ministry of the Environment, but the same does not happen with those assigned to transversal
units of the central Administration, those who provide services in the local or regional
administration, those who are dedicated to teaching and research, those who work in
companies with activities within the sec tor Others , or those who do it in consulting or
construction, since consulting companies encompass all branches of civil engineering and
construction companies, especially large ones. ño, are not limited to the mere execution of
works, but their activities include design, operation, planning, conservation and maintenance,
and research and development. The issue is relevant from the point of view of job placement
because it constitutes an indicator of the weight of the different branches of civil engineering in
the labor market, and the thematic scope of professional practice is in turn one of the
determining factors. to typify the professional profiles that society needs. The topic will be
addressed in the section dedicated to professional profiles.
The first conclusion of interest regarding the labor insertion of Civil Engineers, Canals and
Ports and Technical Engineers of Public Works is that in the last five years they have been
smoothly entering professional practice without there being a significant unemployment rate.
tive in the field of civil engineering. The presence of Civil Engineers, Canals and Ports and
Technical Engineers of Public Works in all sectors is being consolidated as promotions settle in
the labor market, with the natural exception of Technical Engineers of Public Works in the
sector. of Teaching and Research. The Consulting and Construction Companies sectors stand
out, absorbing between them more than three quarters of the work activity of both the Civil
Engineers, Canals and Ports and the Technical Engineers of Public Works.
Road, canal and port engineers, 1998
Total
Others•
Management companies •
Energy/water companies •
Transport companies •
Consultancy
Construction companies
Teaching and research •
Deputations
Town councils
•
Autonomies •
Other ministries
Ministry of Development I________________!________________!_________________________________!________________!________________Yo
0 200 400 600 800 1.000 1.200
Engi ieros de inos, and ports, 000

neer cam channels 2.
Others
Management companies
1
Energy/water companies
Transport companies
Consulting
Teaching and research

Provincial Councils City
1
Councils Autonomies Other
ministries
Ministry of development
_________________1
0 200 400 600 800 1.000 1.200
Inge you were us channels and ports, 001

ni on the road 2.
Total
Others
Transport companies

1
ministries Ministry of Public

Works
_________________1
0 200 400 600 800 1.000 1.200

Total
Others
Yo
Transport companies
Consulting
1
ministries Ministry of Public
Works
0 200 400 600 800 1.000 1.200

Engi ieros de inos, and ports, 2 003

Total
neer cam channels
Others
Management
companies
Energy/water
companies
Transport companies
Consulting
Deputations
Town Councils Autonomies
Other ministries
Ministry of
development
1 _________________1
0 200 400 600 800 1.000 1.200
Figure 10. Job insertion of the last six promotions of Civil,

Canal and Port Engineers.
Ing Technical 98
Total
os of Works Public, 1.9
Others e nieros
Management
companies
Energy/water
1■
companies
Transport companies
Consulting
1
Deputations
Other ministries
Ministry of
development
_________________1
0 200 400 600 800 1.000 1.200
Technical Engineers of Public Works, 1999

Total
Other u Yo Yo Yo Yo Yo
Transport companies
Consultancy
Deputations
Index...............................................................................................................4
Report of the Evaluation Commission...........................................................7
COMMISSION...........................................................................................7
COMMISSION ASSESSMENT................................................................6
1..........................................................................................................................9
1. Introduction...........................................................................................11
1.1. PARTICIPATING CENTERS......................................................11
1.2. BACKGROUND OF ACADEMIC CIVIL ENGINEERING
DEGREES IN SPAIN...............................................................................11
1.3. JUSTIFICATION AND OBJECTIVES OF THE PROJECT.......11
1.4. METHODOLOGY ADOPTED FOR THE DEVELOPMENT OF
THE PROJECT.........................................................................................13
1.5. INTERNAL OPERATION OF THE PROJECT EXECUTING
GROUP.....................................................................................................14
2........................................................................................................................19
2. State of civil engineering studies in Europe..........................................21
2.1. MODELS OF CIVIL ENGINEERING TEACHINGS IN EUROPE
20
2.2. OBJECTIVES AND CONTENTS OF EUROPEAN CIVIL
ENGINEERING DEGREES....................................................................23
25
2.4. EFFECT OF THE MODEL ON SCHOOL FAILURE.................25
2.5. APPLICATION OF THE BOLOGNA AND BERLIN
DECLARATIONS IN CIVIL ENGINEERING.......................................27
3........................................................................................................................33
3. Chosen study model..............................................................................35
4........................................................................................................................37
4. Academic supply and demand in civil engineering..............................39
5........................................................................................................................53
5. Job insertion of civil engineering graduates..........................................55
5.1. JOB INSERTION OF RECENT PROMOTIONS.........................55
5.2. EVOLUTION OF THE PROFESSIONAL OCCUPATION OF
CIVIL ENGINEERING GRADUATES..................................................65
5.3. PROFESSIONAL PRESENCE OF COMMUNITY CIVIL
ENGINEERS IN SPAIN..........................................................................69
6........................................................................................................................69
6. Civil engineering professional profiles.................................................71
6.1. DETERMINING FACTORS.........................................................71
1. Professional skills demanded by industry and society in engineering
European civil nursing..............................................................................70
2. Professional skills provided by European civil engineering.............70
3. Efficiency of the academic system to generate professional skills
required given in civil engineering...........................................................70
6.2. CONFIGURATION OF PROFESSIONAL PROFILES...............71
6.3. PROPOSED PROFESSIONAL PROFILES.................................74
7,8,9..................................................................................................................81
7,8,9. Weighting of skills in professional profiles........................................83
10,11.................................................................................................................87
10,11. Endorsement of professional profiles................................................89
12......................................................................................................................91
12. Title objectives..................................................................................93
13......................................................................................................................95
13. General structure of titles..................................................................97
13.1. SCIENCES ORIENTED TO CIVIL ENGINEERING..............97
13.2. FUNDAMENTAL CIVIL ENGINEERING..............................96
13.3. CIVIL ENGINEERING TECHNOLOGIES..............................96
13.4. PLANNING AND MANAGEMENT........................................97

13.5. SOCIAL SCIENCES AND LANGUAGES..............................97
13.6. GUARDED PRE-PROFESSIONAL INTERNSHIP.................98
13.7. END OF DEGREE PROJECT...................................................98
13.8. DETERMINATION OF THE STRUCTURE OF ACADEMIC
TITLES 98
13.9. COMPARISON OF RESULTS WITH EUROPEAN CIVIL
ENGINEERING DEGREES..................................................................102
13.10. ACADEMIC TITLES FOR ENGINEER AND EXPERT
PROFILES..............................................................................................105
14....................................................................................................................111
14. European credit allocation...............................................................113
15....................................................................................................................117
15. Specific quality indicators for the proposed titles...........................119
15.1. EFFICACY AND EFFECTIVENESS OF THE TRAINING
PROCESS...............................................................................................119
15.2. ACCESS PROFILE TO THE PROPOSED DEGREE
DEGREES..............................................................................................118
16....................................................................................................................123
16. Recap and conclusions....................................................................125
16.1. Proposed solution.....................................................................125
16.2. CONTRIBUTIONS OF THE PROPOSED SOLUTION........124
16.3. PROPOSED DEGREE TITLES..............................................126
Technological training:...........................................................................126
Trunking:................................................................................................127
Trunking:................................................................................................127
Trunking:................................................................................................128
Trunking:................................................................................................128
16.4. PROPOSED SECOND LEVEL TITLE...................................128
Access:....................................................................................................129
Practical training:....................................................................................129
Trunking:................................................................................................129
Thanks........................................................................................................133
Annex A:....................................................................................................137
List of participants......................................................................................137
Annex B:.....................................................................................................141
A unique degree called Civil Engineering..................................................141
JUSTIFICATION...................................................................................141
Proposal..................................................................................................142
MOTIVATION.......................................................................................147
Solution proposed as a private vote........................................................147
UNIFIED TITLE....................................................................................150
Trunking:................................................................................................151
DEGREE TITLE.....................................................................................151
Trunking:................................................................................................152
SECOND LEVEL TITLE.......................................................................152
Access:....................................................................................................152
Trunking:................................................................................................152
Technical
Inge os of Works Public, 2.0 00
nieros
Others
Transport companies
Consulting
ministries
Ministry of development
_________________1
0 200 400 600 800 1.000 1.200
Ing Technical Public, 2.0 01

os of Works
Total e nieros
Others
Management
1
companies
Energy/water
companies
Transport companies
Consulting
Deputations
1
Other ministries Ministry of
Development
_________________1
0 200 400 600 800 1.000 1.200
Total
Others
Energy/water
companies
Transport companies
Consulting
Deputations
Town Councils Autonomies 1
Other ministries Ministry of
Development
0 200 400 600 800 1.000 1.200

Total
Others
•
Transport companies
Consulting • i Yo Yo Yo Yo
Deputations
Town councils
Autonomies
Other ministries
Ministry of Development III::II
0 200 400 600 800 1.000 1.200
Figure 11. Job insertion of the last six promotions of

Technical Public Works Engineers.
The comparison between the graphs in figure 10, for Civil Engineers, Canals and Ports, or
those in figure 11, for Technical Engineers of Public Works, does not allow this establish trends
on the recent evolution of the number of graduates employed in a labor sector ral given of the
twelve into which civil engineering appears divided. The reason is that the data in these figures
indicate the occupation of graduates from the different promotions not when they entered the
labor market after graduating, but at the time of collecting the information. Consequently, the
apparently increasing trend over time shown by the Others sector for Civil, Canal and Port
Engineers does not necessarily mean that this sector employs more graduates each time, but
rather that the presence of graduates in that sector decreases as as their maturity and
professional experience grows. On the contrary, the presence in the nine sectors that are
markedly a minority compared to Consulting , Construction Companies and Others is
increasing rapidly with maturity and professional experience, both for Civil Engineers, Canals
and Ports and for Technical Engineers. of Public Works.
5.2. EVOLUTION OF THE PROFESSIONAL OCCUPATION OF CIVIL ENGINEERING

GRADUATES
To determine if the predominance of the Consulting and Construction Companies sectors and
the displacement movement towards the remaining sectors with professional maturity are
recent trends or cons historical data, the previous analysis has been extended to all the
promotions of Civil, Canal and Port Engineers that remain active, grouping them by five-year
periods starting from 1958. In figure 12 you can see the number of members belonging to the
different professions. motions graduated since 1958, and in figure 13 the percentage of
engineers from each five-year promotion employed in the different sectors of professional
activity.
YEAR
Figure 12. Number of Civil, Canal and Port Engineers enrolled

in the classes from 1958 to 2003.
Figure 13 provides a snapshot (year 2004) of the status of the last 45 promos. tions Civil
Engineers, Canals and Ports in terms of field of professional activity. The PRI The only thing
observed is that the concentration of engineers in the consulting and business sectors These
construction companies are not a recent phenomenon, but rather go back several five years.
The almost uniform presence (in relative terms, since the data handled are percentages) of all
promotions in the consulting sector is significant, which indicates that it is a sector capable of
welcoming and retaining engineers with all levels of experience. professional. However, the
uniformity of the percentages over time indicates that it is not a sector that concentrates
employment more in recent times than in past times or vice versa, but rather it absorbs a
constant fraction of graduates incorporated into the labor market, independently mind of the
moment in which the incorporation takes place. Given the annual growth in the number of
graduates (Figure 12) and the absence of unemployment in the profession, it can be concluded
that employment in this sector is growing at the same rate as global employment.
In the other sectors of activity, excluding Construction Companies and Others , the trend The
goal is to concentrate a greater percentage of graduates from the oldest promotions in recent
years.
30 years. This confirms the idea that they are sectors that require greater professional maturity
and that they welcome professionals from other sectors when they acquire that level of
maturity. However, there are other explanations, for example that these are sectors that grow
at a slower rate than that of graduates and consequently absorb a decreasing percentage of
each promotion. The most striking cases of concentration of promotions with high experience
are Teaching and Research , Ministry of Public Works and Management Companies . The
second explanation of the concentration phenomenon tion is admissible for the Ministry of
Public Works sector, but it is very doubtful for the Management Companies sector, and it is
certainly implausible for the Teaching and Research sector, which barely existed before 1980
and where incorporation occurs after a long period of doctoral training.
Distribution of fields of activity

of Civil, Canal and Port Engineers for promotions
■1998-2003 ■1988-1992 ■1978-1982 ■1968-1972 ■ 1958-1962

■1993-1997 ■1983-1987 ■1973-1977 ■1963-1967 <1958

■ 1998-2003 ■1988-1992 ■ 1978-1982 ■1968-1972 ■ 1958-1962

■ 1993-1997 ■1983-1987 ■ 1973-1977 ■1963-1967 <1958
Figure 13. Distribution of Civil, Canal and Port Engineers by activity sectors

■ 1998-2003 ■1988-1992 ■ 1978-1982 ■1968-1972 ■ 1958-1962

■ 1993-1997 ■1983-1987 ■ 1973-1977 ■1963-1967 <1958
Figure 13. Distribution of Civil, Canal and Port Engineers by activity sectors
In the other dominant sector, construction companies , the same trend is observed towards
con focusing on graduates with professional maturity, but only up to a limit that can be set
around 15 years of age, since the percentages of graduates from each promotion present in
the sec tor decreases and grows with the age of the promotion for those of the last three five-
year periods, and then decreases within a strong dispersion that could be attributed to
investment fluctuations in the sector. Finally, the Others sector shows the same tendency to
concentrate titu recent sides for the promotions of Civil, Canal and Port Engineers of the last 5
years and the last 55, although the data for the latter show that the phenomenon less is getting
worse.
In summary, the Consulting sector is one of the dominant ones in terms of absorption of
graduates, but it does not show trends towards concentration based on professional maturity.
In the other dominant sector, construction companies , there is a growing trend of
concentration tion with the maturity that is invested from 15 years of experience. The trends of
the other sectors are towards a growth in concentration with experience, except for the Others
sector whose trend is exactly the opposite. These observations are consistent with the evo
professional lution of a graduate and with the levels of professional responsibility specific to
each sector.
5.3. PROFESSIONAL PRESENCE OF COMMUNITY CIVIL ENGINEERS IN SPAIN
In application of European Directive 89/42, there is the option of professional recognition by

the Ministry of Public Works so that a community graduate in civil engineering can register in
Spain and act professionally as a member. At the request of the graduate, the Ministry of
Development requests a report from the University Coordination Council on their academic
studies and decides whether to deny recognition, whether to grant it, or whether to condition it
on passing, either an examination before a tribunal of the Ministry itself on the training
deficiencies appreciated by the Council, either one year of supervised internships with
supervision also from the Ministry itself. In any case, the concession requires a prior non-
binding report from the affected professional association.
Table 3 indicates the number of petitions presented since 1992, the number of professional
recognitions nals awarded as Civil Engineer, Canals and Ports and as Technical Engineer of
Public Works and that of associations. These data reflect the rigidity of the Spanish higher
education system. rio in civil engineering for the equalization of academic degrees for the
purposes of professional practice, despite there being four degrees corresponding to this
engineering.
ENGINEER OF ROADS, CANALS AND PORTS TECHNICAL ENGINEER OF PUBLIC WORKS

Requests
Requests
Colleges
Earrings
Waivers
Waivers
Earrings
Recognitions
Recognitions
Year
Year
Dismissals
Dismissals
1992 6 1992 2
1993 12 1993 1
1994 11 1994 1
1995 5 1995 3
1996 8 1996 0
1997 10 1997 1
1998 14 1998 4
1999 22 1999 8
2000 21 2000 12
2001 29 2001 4
2002 29 2002 11
2003 55 2003 10
2004 39 2004 2
Total 261 111 43 75 32 71 Total 59 43 1 11 4
Sources: Ministry of Public Works and College of Civil, Canal and Port Engineers, 2004.
Table 3. Professional recognition of community civil engineers

6.
PROFILES
PROFESSIONALS
CIVIL ENGINEERING
6. Civil engineering
professional profiles
6.1. DETERMINING FACTORS
The definition of professional profiles for civil engineering has been based on the study of the
needs of the market and European society carried out by EUCEET 8 . The data for the analysis
were provided by 16 European countries (Germany, Belgium, Cyprus, Czechia, Spain, Estonia,
Finland, France, Hungary, Ireland, Italy, Lithuania, Poland, Portugal, Romania and the United
Kingdom) by carrying out separate national studies unified by a common questionnaire that the
EUCEET members representing each country had to complete, justifying the answers with
relevant bibliographic information, consultations with institutions and personal interviews. nes
and representative bodies. Highly significant conclusions can be drawn from the work of
EUCEET for the definition of civil engineering professional profiles in line with the European
market and society. These conclusions, listed below, refer to three fundamental aspects of the
professional competencies demanded by industry and society from civil engineering:
identification and current availability of the same, and effectiveness of the academic system. co
to generate them.
8 EUCEET, Inquiries into European higher education in civil engineering, Volume III. YO. Manoliu editor, Independent
Film, Bucharest, 2004.
70 CIVIL ENGINEERING PROFESSIONAL PROFILES
1. Professional skills demanded by industry and society in engineering European

civil nursing.
The professional practice of civil engineering under the conditions of quality and
competitiveness that, in the opinion of EUCEET, the European market and society
demand requires that the engineer niero who exercises it provides the following skills:
1. Solid scientific-technical training, especially for consulting and research.
2. Ease of integration into interdisciplinary teams.
3. Management capacity.
4. Economic and financial knowledge.
5. Practice of civil engineering compatible with the safeguarding of the environment.
6. Taking advantage of new technologies.
7. Communication ability.
8. Familiarity with the legal framework of civil engineering.
9. Practice of civil engineering in accordance with the safety and well-being of the
citizen.
2. Professional skills provided by European civil engineering.
The assessment that EUCEET deserves the skills provided by European civil
engineering professionals and the number of them present in the market is that:
1. The quality and quantity of professionals provided by European civil engineering

satisfies meet the existing demand in accordance with the conditions set out in a),
although with some shortcomings in transversal skills, which are not very
pronounced in the countries ses of the center and the south.
2. Future prospects are not optimistic due to the poor social image of the profession.
sion in all countries except those in the south, due to its harshness and low pay.
3. Efficiency of the academic system to generate professional skills required given

in civil engineering.
The effectiveness with which the different training facets used by European civil
engineering teaching centers contribute to generating the competencies listed in a) has
been contrasted by EUCEET with the following results:
1. High effectiveness of general scientific-technical training.

2. Uselessness of highly concentrated specialization.
3. Effectiveness of specific teachings for the acquisition of transverse skills you go

out.
4. Effectiveness of the external influence of society on academic training, exercise It

is given indirectly through professional accreditation or directly through legal
regulation of training programs.
5. Effectiveness of industry involvement in research and teaching.
6. Effectiveness of pre-professional practices when they are tailored to each

employer, but this possibility is only within the reach of the Administration and
large consulting and construction companies.
6.2. CONFIGURATION OF PROFESSIONAL PROFILES
In view of conclusion b.1), it follows that the academic civil engineering training system
responds effectively to the needs of the European market and society listed in a), although, as
noted in c), the effectiveness about some element of the training programs it is doubtful sa, and
not all programs provide the required transversal skills to the same degree, with this objective
being achieved most in Southern countries.
The good image of the profession and the greater approach to the acquisition of trans
competencies versales in the countries of the South are not unconnected events. The teaching
of civil engineering in these countries is mostly inspired by the generalist model of the French
tradition and gravitates towards a broad and solidly structured scientific-technical training of
which the technological training gica emerges as a natural extension that can be easily
updated, almost autonomously. In other countries with a more Anglo-Saxon tradition, the
generalist model has less presence in teaching in favor of the utilitarian model, where scientific-
technical training is limited to what is essential. difficult to assimilate technological training and
provides very limited learning autonomy. The transversality of the skills provided by the
generalist model is much greater than that of the utilitarian model and this multiplies the
possibilities of access to functions. nes professionals of high scientific, technical or
management level, but not unrelated to the field of civil engineering. When these contributions
of civil engineering occur, society is aware of it and does not perceive it as a routine, itinerant,
empiricist and uninnocent profession. vadora, that is, with great disadvantages compared to
others, which the salaries with which they are compensated not only do not mitigate but
sometimes increase.
The Spanish academic system of training in civil engineering is included among those that
satisfy effectively meet existing demand. Data on job placement of Spanish graduates They
corroborate it. The generalist model is very present in teaching and promotes the acquisition of
transversal skills, as is generally the case in Southern countries. By On the other hand, it does
not produce the negative effects of the utilitarian model in terms of the social perception of the
profession, but quite the opposite. This is demonstrated by the demand for the degrees of Civil,
Canal and Port Engineer and Technical Engineer of Public Works, which is higher than the
supply.
Consequently, the Spanish academic system of civil engineering training satisfies the objective
of access to the labor market formulated in the Bologna declaration and the EUCEET
requirement of doing so with guarantees of being able to face the civil responsibility of the
function to be performed. Only the transnational mobility of European graduates, the second
objective of the Bologna declaration, justifies the reconfiguration of civil engineering
professional profiles.
The procedure followed to carry out this new configuration consisted of stable determine the
determining factors of the profiles, assign levels to the quantifiable factors mediate te
operational criteria, identify indivisible components of non-quantifiable factors, and combine a
level of each of the former with different components of the latter, so that a professional profile
results from each combination. The quantifiable factors used two have been the technical
capacity and the managerial capacity, understanding that on the first level essentially the
weight of the 1st, 5th, 7th and 9th competencies demanded by the labor market ral and society,
on the second the 3rd, 4th and 8th competencies, and on both the 2nd and 6th competencies.
In this way, the methodology used in determining professional profiles It will have been
designed so that the result of applying it incorporates the new aspects of the exercise
professional skill of civil engineering that European society demands, and at the same time
preserve those others that that same society values positively, according to the insert data.
labor tion and the conclusions of EUCEET. This methodological approach leaves little room for
subjective criteria to influence the result with regard to the levels of technical capacity and
managerial capacity of the profiles, but it is not so restrictive to separate the profiles by
thematic areas of professional practice. If these areas could identify If with the occupation
sectors in section 4, the job placement data collected in that section would allow civil
engineering to be divided thematically according to the volume of employment. labor
identification in the different branches, but as was justified then, such identification is not
correct ta. However, by expanding the available data, it is possible to make an a posteriori
estimate for a given thematic division.
The thematic scope of professional practice is a factor of great influence on trans mobility
national engineers. In order to incorporate it into the profiles, civil engineering has been
decomposed. by grouping its thematic contents into areas so that the extension of each one is
the minimum sufficient to fill a professional profile, that the grouping respects the scientific
affinity fico-technical content and that the resulting areas do not represent a break with the
traditional branches ditionals. Once the areas have been decided, the thematic areas of the
profiles have been established by joining them, maximizing the extension that a professional
and respectful profile can cover. using in the union the criteria for grouping content into areas.
The consistency of the result will be contrasted by estimating a posteriori the distribution of
Spanish engineering professionals. civil engineering among the thematic areas of the profiles,
in accordance with the possibility indicated in the previous paragraph.
The levels of technical and managerial capacity and thematic areas adopted are:
T1: Technical capacity equivalent to applying Eurocodes.

T2: Technical capacity equivalent to applying and critically evaluating Eurocodes.
T3: Technical capacity equivalent to that of developing Eurocodes
G1: Management capacity acquired through transversal teachings (Economy, Law,

Planning, Organization and Management, Environmental Impact, Occupational Risks,
etc.) that would be taught for the most part integrated into technical teachings.
G2: Management capacity acquired through transversal teachings (Economy, Law,

etc.) that would be taught for the most part as separate teachings.
A1: Foundations, Structures and Materials.
A2: Construction.
A3: Hydraulics and Energy.
A4: Sanitary and environmental engineering.
A5: Maritime and coastal engineering.
A6: Transport.
A7: Urban Planning and Territory.
The operating procedure to combine the elements that make up each profile has consisted of
filling in a column of Table 4 per profile, selecting one of the three rows corresponding to
technical capacity, one of the two corresponding to managerial capacity and from one to seven
of the corresponding to the thematic area of professional practice. Of the 762 possible
combinations bles, the five listed in table 4 have been adopted.
CIVIL ENGINEERING PROFESSIONAL PROFILES P1 P2 P3 P4 P5

Manager Technique
T1 (Apply Eurocodes)
T2 (Criticize Eurocodes) 4 4 4 4
Ability
T3 (Develop Eurocodes) 4
G1 (Implicitly acquired) 4 4 4
G2 (Explicitly acquired) 4 4
A1 (Foundations, Structures and Materials) 4 4 -
professional practice
Thematic area of
A2 (Construction) 4 -
A3 (Hydraulics and Energy) 4 -

A3 (Sanitary engineering; Environmental engineering) 4 4 4; 4 4 -
A5 (Maritime and Coastal Engineering) 4 -

A6 (Transport) 4 -
A7 (Urban Planning and Territory) 4 -
Table 4. Operational procedure to configure professional

profiles
6.3. PROPOSED PROFESSIONAL PROFILES
The combinations of determining factors in table 3 configure the professional profiles:
P1: Engineer with
Technical capacity equivalent to that of applying and critically evaluating

professional standards. project of the Eurocodes type.
Management capacity acquired through transversal teachings (Economy, Law,

Planning, Organization and Management, Environmental Impact, Occupational
Risks, etc.) that would be taught mainly integrated into technical teachings, and
complementary mind as separate teachings.
customized for the project in the fields of Geotechnics, Materials and Structures.
P2: Engineer with


Risks, etc.) that would be taught mainly as separate teachings, and
complementary integrated into technical teachings.
particularized in the fields of Execution and Maintenance of Civil and Building Works.
P3: Engineer with


customized for the project and exploitation in the fields of Hydraulics and Energy,
Sanitary Engineering and Maritime and Coastal Engineering.
P4: Engineer with


particularized for the project and exploitation in the fields of Transportation, Urban
Planning and Territory.
P5: Expert in Civil Engineering as a technologist, consultant or manager, respectively with
The managerial capacity and technical capacity of any of the profiles P1 to P4,
the first Mere expanded, if applicable, to the level of the P2 profile, and the
second expanded to the equivalent level. valuable in developing Eurocodes and
oriented towards research.
The managerial capacity and technical capacity of any of the profiles P1 to P4,
the first Mere expanded, if applicable, to the level of the P2 profile, and the
second expanded to the equivalent level. valid for developing Eurocodes and
specific to the same fields as profiles P1 to P4.
The technical capacity of any of the profiles P1 to P4 extended to the equivalent

of developing Eurocodes and the managerial capacity extended, where
appropriate, to the level of the staff. fil P2 and particularized for the fields of
profiles P1 to P4.
The methodology adopted to establish the professional profiles means that the differences
between the four engineer profiles lie fundamentally in the thematic scope of the professional
practice, and to a lesser extent in the levels of technical and managerial capacity. This
methodology has the drawback of suggesting that the differences are less important than they
really are. They are, since, in engineer profiles that ensure the quality of professional practice,
thematic scope and levels of capacity are not independent components, but are closely linked.
closely coupled, which gives rise to specificities of the profile that significantly increase its
differences with others.
The professional functions inherent to the P5 expert profile are part of professional practice.
sional excellence or in teaching and research, and are therefore not those of an engineer with
greater professional attributions than those in profiles P1 to P4. Such professional functions
require a mastery of civil engineering as a scientific-technical discipline superior to that of an
engineer, but not mastery of a thematic area of civil engineering as a technical specialty.
nological. The P5 profile has as a previous stage any of the profiles P1 to P4, preserving the
technological skills of that profile and integrating and expanding the transversal skills. les and
scientific-techniques of the four. The thematic scope of the professional functions of the
person expert profile would be that of the previous engineer profile, but not necessarily in a
determined way. nating or exclusive.
The current distribution of Spanish civil engineering professionals between the four thematic
areas of the five proposed profiles is data that would allow us to assess the balance of the
division. thematic sion of civil engineering associated with the profiles. The information
available in professional associations does not say so, but an estimate can be made with some
complementary hypothesis. Table 5 indicates the percentages of registered Civil, Canal and
Port Engineers who work decrease in the different services of public administrations and in the
different types of companies sas. Each of these percentages has been distributed among the
four thematic areas providing finally to the distribution factors listed in the table.
Distribution factors between thematic areas

Members
% Foundations Construction Hydraulics and Transport
and and Building Environment and
Structures Territory
Ministry of Ground transportation 1,9 0 0 0 1
Developme Hydraulics 1,8 0 0 1 0
nt and Environment and Territory 0,7 0 0 1/2 1/2
Environmen Others 1,0 1/3 0 1/3 1/3
t Ports 0,8 0 0 1/2 1/2
Other Ministries 0,6 1/3 0 1/3 1/3
Autonomous communities 3,7 1/3 0 1/3 1/3
Town councils 1,9 1/3 0 1/3 1/3
Deputations 1,2 1/3 0 1/3 1/3
Teaching and research 3,1 1/4 1/4 1/4 1/4
Construction companies 34,3 0,07 0,79 0,07 0,07
Consultants 29,6 0,51 0 0,14 0,35
Companies Transportation 2,0 0 0 0 1
Water and Energy 3,1 0 0 1 0
Management 2,9 1/3 0 1/3 1/3
Others 11,2 1/3 0 1/3 1/3
Distribution of members by thematic areas 25,8 % 27,9 % 20,6 % 25,7 %
Table 5.- Distribution of the activity of Civil, Canal and Port Engineers between the
thematic areas of the professional profiles
The criterion for establishing these factors has been to distribute them equally among the areas
that are not excluded. two of the service or activity of the company by its very nature, with the
exception of consulting and construction companies. Regarding the latter, it could be thought
that 100% of their activity corresponds to the field of Construction and Building , but this is not
the case because they also cover ca the project, management, exploitation, conservation and
maintenance. These tasks increasingly occupy large construction companies to the detriment
of the physical execution of the works, which is carried out by smaller subcontracted
companies. Applying a probable criterion Conservatively, it has been estimated that the
execution of works covers four fifths of the activity of construction companies. In the case of
consulting companies, the distribution of assets professional life between thematic areas has
been estimated by equalization with that of public investment ca deduced from SEOPAN
figures9 corresponding to 2003 and 2004: 14% in hydraulic and environmental works, 27% in
building and 59% in the rest of civil works, that is, transportation and land thorium, including
structures and geotechnical works typical of transport infrastructures. Assuming that the cost of
the latter is two-fifths of the investment, the two-fifths of 59% added to the 27% investment in
building provide the percentage of investment (51%) dedicated to Foundations and Structures ;
that of Hydraulics and Environment would be 14%, and the remaining 35% would be that of
Transportation and Territory .
The application of these distribution factors to the percentages of members who work in the
dis ink groups of activities leads to the figures in the last row of table 5, with the percentages
jes of engineers who practice their profession in each of the four thematic areas associated
with the proposed profiles. It is a result very close to the perfect balance of 25%, which
confirms ma the success of the proposal. The areas that deviate the most from this balance are
Hydraulics and Environment by default and Construction and Building by excess, but both
within the 20-30% range.
9www. seopan.es
7,8,9.
WEIGHING
COMPETITIONS
IN THE PROFILES
PROFESSIONALS
7,8,9. Weighting of skills in professional
profiles
The basis on which the professional profiles of civil engineering have been configured are
compe tences demanded by the market and by society, and required by the objectives of the
European Higher Education Area. In accordance with the methodology followed by this project,
the determination of the optimal training contents for access to said profiles requires
weightedly compose the required competencies into a fine structure of transversal and
disciplinary competencies, after selecting the first ones from the repertoire of the TUNING
project10 and choice of the latter according to the thematic and methodological specificities of
the engineering. civil nursing.
The transversal competences have been selected by exclusion, discarding from the repertoire
of the TUNING project all those considered hardly necessary for academic projects. training
methods in civil engineering, either because it is an integral part of technical training (pro
protection of the environment, motivation for quality, multidisciplinarity, teamwork, etc.), or by
being acquired through complementary actions not specific to the training program such as
student mobility (work in an international context, knowledge of other cultures, recognition
knowledge of diversity, etc.) or promotion of the development of human resources (leadership,
spirit your entrepreneur, interpersonal relationships, etc.), or by not placing the weight of the
acquisition on the training program (mastery of foreign languages) and limiting its contribution
to improvement. few determinants (knowledge of technical language).
10 Tuning Educational Structural in Europe, J. González and R. Wagenaar, editors, University of Deusto, 2003.
82 WEIGHTING OF SKILLS IN PROFESSIONAL PROFILES
The disciplinary competencies have been established in a way that facilitates the process of
maximizing general training without jeopardizing the objective of accessibility to the labor
market due to a lack of specific technological training. Hence, twelve different competencies
have been chosen. ciplinary courses linked to the thematic areas of the professional profiles
and four not specifically linked cifically to none all of them. Thematic disciplinary competencies
satisfy the double with The ability to cover the entire thematic area of the profile and describe
the professional tasks that it involves they title their scope of technological training. The four
non-thematic disciplinary competencies determine the scope of methodological training of the
profiles, the first two in their aspect scientific-technical and the last two in their professional
aspect.
The assessment of transversal and disciplinary competencies not linked to areas has been
carried out carried out by previously weighing its importance in the levels of technical and
managerial capacity adopted as determining factors of professional profiles and transferring
the corresponding weight attitude to the profiles. The assessment of the disciplinary
competences linked to areas has been carried out directly on the profiles, but only on those
with the presence of the thematic areas linked to the competence. The competencies and
assessment results can be seen in tables 6 and 7. The scoring scale used to assess the level
of acquisition The position of the competencies in the profiles is 1 (unnecessary competency in
the profile), 2 (low level), 3 (high level) and 4 (very high level). The practical effect of having
suppressed trans powers few conditions for civil engineering training projects and having
selected the disciplinary competencies with the same criteria means that only scores 3 and 4
can be used. Since the profiles have been defined using two levels of technical capacity and
two levels of layer management capacity, all competencies have been scored with 4 at the two
highest levels and 3 at the two lowest, with the exception of transversal competencies not
linked to capacity. methodological tation, which have also been scored 4 in the two lower
levels. The four engineer profiles involve the highest level of technological training within their
fields. respective thematic areas, and hence the technological training competencies have
been scored 4 in all of them.
Capabilities and profiles T2 T3 G1 G2 P1 P2 P3 P4 P5

Analysis and synthesis 3 4 3 4 3 4 3 3 4
Organization and planning 3 4 3 4 3 4 3 3 4
Transversal skills
Oral and written communication 4 4 4 4 3 4 4 4 4

Discipline informatics 4 4 4 4 4 4 4 4 4
Information management 3 4 3 4 3 4 3 3 4
Operability 4 4 4 4 4 4 4 4 4
Executive 4 4 4 4 4 4 4 4 4
Critical thinking 3 4 3 4 3 4 3 3 4
Learning autonomy 3 4 3 4 3 4 3 3 4
Table 6. Weight of transversal skills in professional profiles

Capabilities and profiles T2 T3 G1 G2 P1 P2 P3 P4 P5

Physical-mathematical modeling 3 4 3 4 3 3 3 3 4
Scientific-technical methodology 3 4 3 4 3 3 3 3 4
Project and analysis of civil works 3 4 3 4 3 3 3 3 4
Planning, maintenance and exploitation of civil 3 4 3 4 3 3 3 3 4
works and analysis of construction materials
Design 4
No changes compared to the expanded

Foundation project and analysis 4
Project and analysis of structures 4
Execution of construction projects 4
Works maintenance 4
Organization and planning of works 4
Hydraulic and sanitary project and analysis 4
Maritime-coastal project and analysis 4
Exploitation of hydraulic, health, energy and
maritime-coastal systems 4
Transport infrastructure project and analysis 4
Planning and operation of transportation systems 4
profile
Project and urban and territorial planning 4
Table 7. Weight of disciplinary competencies in professional profiles

10,11.
ENDORSEMENT
OF
PROFESSIONAL
PROFILES
10,11. Endorsement of
professional profiles
The professional profiles of civil engineering have been configured based on the needs of the
market and society, collected, contrasted and formulated by the EUCEET network, and the
objectives. of the European Higher Education Area. The validity of these sources is hardly
objectionable, but the result of the process can be questioned. For its revalidation, it has been
submitted to the evaluation of the non-academic social agents most involved with civil
engineering. The opinion of professional associations, associations of engineers, associations
of construction companies has been polled. companies, large, medium and small, and public
administrations not institutionally, but through the individual opinions of experts closely linked
to the institutions and selected in a targeted sampling to obtain a constructive and thoughtful
response, but not biased to tilt the result towards a certain type of response. The assessment
requested consisted of answering the four questions in Table 8. The first question aims to vo
confirm the validity of the proposed profiles to achieve professional harmonization of Spanish
civil engineering with European civil engineering. The second question is a part extracted from
the first to highlight such a critical aspect of European harmonization as the thematic area of
professional practice. The purpose of the third and fourth questions was to contrast the
accessibility of the profiles through the training model selected a priori, that is, the bimodular
model. In the case of the engineering profiles, the question was formulated directly in the
fourth question. tion, and in the case of the expert profile indirectly, through the viability of the
staggering of profiles on which opinion was requested in the third question.
9 experts from large construction companies, 8 from small and medium-sized construction
companies, 1 from associations of large construction companies and 1 from associations have
been consulted. tions of small and medium-sized construction companies, 2 of technical
control companies, 4 of
88 ENDORSEMENT OF PROFESSIONAL PROFILES
private (3) and public (1) monographic consulting firms, 5 from private (4) and public (1)
generalist consulting firms, 1 from non-university research centers, 3 from the Ministry of
Public Works, 1 from the Ministry of the Environment , 2 from autonomous communities, 1
from town councils and 1 from school professional gies. 20 of the 38 experts consulted
responded, with the responses of both signs given in table 8.
PROFESSIONAL PROFILES P1, P2, P3, P4 and P5 YEAH NO

Is the competency structure proposed in profiles P1 to P5 correct for full professional practice
in Europe? 16 4
Do you observe any important absence in the thematic areas of the competencies
15 5
contemplated in the profiles?
Do you consider access to profile P5 appropriate?
by extension and expansion of profiles P1 to P4? 9 11
Do you consider it possible to acquire all the skills contemplated in profiles P1 to P4 through
the training program of a single bachelor's degree? Compatible with the European Higher 1 19
Education Area?
Table 8. Civil engineering professional profiles endorsement

questionnaire
As can be seen, the experts representing the different types of institutions linked to the
professional practice of civil engineering mostly support the five profiles of the project in terms
of the grouping of competencies and their effects on professional practice, although their
opinions are divided by the same on the access path to the expert profile P5, between the
direct access and the access from the engineer profiles P1 to P4. Likewise, they almost
unanimously rule out te the possibility that a single degree degree from the European Higher
Education Area can be designed capable of providing the skills of the four engineer profiles P1
to P4. Finally, the opinion that there are thematic areas absent in the profiles is very much the
majority, but the responses of those who have specified the absences reveal a certain
confusion between thematic area of professional practice and training content.
12.
GOALS
OF THE TITLES
12. Title objectives
The reliability of the data that supports the established professional profiles and the
endorsement of the social agents consulted indicate that higher engineering studies have a
solid It is established in Europe, that its demand is greater than its supply, that the labor
market and civil society need and demand, at least matching the supply, engineering
professionals. civil society with skills that only higher education based on scientific-technical
methodology can provide. All of this justifies the formulation of the following objectives for
university training degrees in civil engineering: to provide graduates with the skills of the
established professional profiles, through optimized training content in terms of student effort,
in terms of the breadth of training. generalist, and as for the sufi science of specific
technological training. Regardless of the number of academic titles mics that are necessary to
access the proposed profiles, the objectives that must be satisfied The training programs for
such degrees, in relation to each of the profiles, can be stated as follows:
For the profile of engineer with professional practice in FOUNDATIONS AND STRUCTURES
Sufficient scientific-technical and methodological training for the project, analysis, planning, explo tation
and maintenance of civil works with technical capacity equivalent to applying and evaluating critical
General
ethically normative project, and management capacity acquired through transversal disciplines that
training:
would mainly be taught integrated into technical teachings, and complementary as teaching separate
finances
Technological Particularization of the scientific-technical and methodological training for the project in the fields of
training: Geotechnics, Materials and Structures
92 OBJECTIVES OF THE TITLES
For the profile of engineer with professional practice in CONSTRUCTION AND BUILDING
General
training:
would mainly be taught as separate teachings, and complementary integrated into technical teachings.
Technological Particularization of scientific-technical and methodological training in the fields of Execution and
training: Maintenance of Civil and Building Works.
For the profile of engineer with professional practice in HYDRAULICS AND ENVIRONMENT
General
training:
finances
Technological Particularization of scientific-technical and methodological training for the project and exploitation in the
training: fields of Hydraulics and Energy, Sanitary and Environmental Engineering and Maritime and Coastal
Engineering.
For the profile of engineer with professional practice in TRANSPORTATION AND TERRITORY
General
training:
finances
Technological Particularization of scientific-technical and methodological training for the project and exploitation in the
training: fields of Transportation, Urban Planning and Territory.
For the civil engineering expert profile

Sufficient scientific-technical and methodological training for advice, design and planning,
General management, maintenance, conservation and exploitation, with technical capacity only equivalent to
training: hers clear project regulations and management capacity specific to carrying out comprehensive studies
Technological Application of technical and managerial skills to R&D&I activities, or to advanced professional practice
training: technical or management training.
13.
GENERAL
STRUCTURE
OF THE TITLES
13. General structure
of titles
The general structure of the academic title or titles for access to the professional profiles of the
project established in section 5 has been built in two phases, first determining the subjects on
which the training activities should address, and then assigning to each one a volume of
teaching in line with the contribution required by the professional profile. The unit of teaching
volume used has been the current credit of ten hours of teaching. za with scheduled teacher-
student contact. The transformation of this credit into euro credits peos has been carried out
applying the equivalences described in section 13. The subjects and activities viities have been
grouped into seven categories, according to the EUCEET 3 criteria: Eastern Sciences ted to
civil engineering, Fundamental civil engineering, Civil engineering technologies, Planning and
management, Social sciences and languages, Pre-professional internships and Final year
project .
13.1. SCIENCES ORIENTED TO CIVIL ENGINEERING
Mathematics (Differential and integral calculus and vector, tensor and analytical
geometry), Graphic and Cartographic Expression (Drawing, Representation Systems,
Topography), Applied Geology, Thermodynamics and Electricity, Applied Chemistry
(Materials Chemistry and Water Chemistry), Ecology.
The category of Sciences oriented to civil engineering includes multidisciplinary subjects of a

scientific-technical nature whose contribution is essential to configure professional profiles. of
civil engineering, but it does not constitute the hallmarks of these profiles. Whoever requires
the services of a graduate due to their preparation in these subjects will generally not search
among degrees civil engineering sides. Its function is to provide the engineer in training with
the maximum knowledge
96 GENERAL STRUCTURE OF THE TITLES
instrumental foundations and intellectual capacities that allow scientific-technical

characteristics unique to the discipline to which they correspond and that are contemplated in
the professional profiles. The orientation of the subject to civil engineering must consist of
making these two conditions compatible. tions through an approach and selection of
appropriate content. The nuances add given in parentheses to the names of the subjects are a
first approximation to that orientation tion in terms of content, which can hardly be transferred
to the approaches. However, using the case of Mathematics subjects as an example, it could
be said that its teaching cannot be limited to the presentation of techniques for solving
problems generated in the context. of the discipline itself, but must add the formulation of
problems from other contexts to its own. Likewise, the condition of Mathematics of being the
most powerful instrument of application Logic must be exploited to the maximum, but primarily
for the above purpose and not for the exclusive benefit of formal rigor.
13.2. FUNDAMENTAL CIVIL ENGINEERING
Mechanics, Fields and Waves, Structural Mechanics, Materials Mechanics, Fluid

Mechanics, Soil Mechanics, Computational Mechanics, Hydraulics and Hydrology,
Electrotechnics, Thermotechnics, Construction Materials, Transport Systems and
Infrastructures, Urban Planning and Territorial Planning.
The subjects grouped in the Fundamental Civil Engineering category are also multi-subjects.
disciplinary of a scientific-technical nature, but unlike the previous ones, they constitute the
backbone of civil engineering when it is carried out in a general manner, either with the level of
technical capacity assigned to the four professional engineer profiles of this project (technical
capacity equivalent to that of critically assessing Eurocodes) or with that assigned to the
person professional expert profile (technical capacity equivalent to that of developing
Eurocodes) . he titles them two civil engineering graduates with these levels of technical
capacity are on a par with university graduates. scholars who are more prepared in many of the
subjects in this category, and they are often the ones who nes provide the best preparation.
Also the formative function of this type of subjects is both instrumental and intellectual and
methodological training, but already fully immersed in the essence. cia of general civil
engineering. This category is the connecting node and the source of conti nuity of all the
others, and in it lies the autonomy of learning and the ease of assimilating tion of technological
advances, highly valued capabilities in all professional profiles end of the project. The scientific-
technical contents of the different subjects that comprise it are subject to a strong logical and
pedagogical subordination, the monitoring of which allows for gradual tipping towards the more
technical ones.
13.3. CIVIL ENGINEERING TECHNOLOGIES
Structural Technology, Building, Geotechnics, Construction Procedures, Hydraulic Works,

Energy Systems, Sanitary Engineering, Maritime and Coastal Engineering, Roads,
Railways.
With the subjects in this category, the engineer in training approaches the practice of
engineering. more technological civil engineering, until acquiring the training required for the
quality professional practice contemplated in the project profiles. The approach takes place by
seeing how the teachings Measures of the previous category are particularized for the different
fields of professional practice or are used to provide rational technological responses to
problems that go beyond simple particularization, but that civil engineering must solve. The
learning autonomy of the engineer in training gravitates on the subjects of the previous
category, but is complemented by those of this category to the extent that they provide the
familiarity and confidence necessary to develop that knowledge. competence acting as a solid
bridge between theoretical models and engineering practice.
13.4. PLANNING AND MANAGEMENT
Technical Computing (Calculation and Programming Applications), Statistics and

Optimization, Applied Economics, Business Administration, Project Methodology,
Environmental Engineering, Planning and Comprehensive Management of Civil Works
(Planning, Operation, Maintenance and Quality Control), Planning and Management of
Natural Resources, Safety, Health and Prevention of Occupational Risks, Transportation.
Planning and management capacity has been valued as a determining competence of the
generalist engineer, and it has been assigned comparable importance to technical capacity in
the project's professional profiles. The subjects whose teaching provides this ability have been
grouped in their own category due to the strong nature of the competence, which is not very
dependent on the thematic area of professional practice that implicitly attributes to it the way it
has been defined. nested in the professional profiles, and because from the stage represented
by the subjects of Sciences oriented to civil engineering, their placement in the training
program can be parallel to those of subjects more linked to technical capacity, since
subsequently the mutual interrelation is basically instrumental. The growing tendency to make
organizational and decision-making processes more objective has been taken into account by
linking and incorporating mates into the category. rias Optimization and Statistics . This
location ensures the training contribution to the management capacity with greater guarantees,
without harming the analogous contribution to technical capacity. The same thing happens with
the Technical Computing subject and hence its inclusion in the category.
13.5. SOCIAL SCIENCES AND LANGUAGES
Technical Oral and Written Expression, Technical English, History and Aesthetics of
Public Works, Sociology, Ethics and Professional Deontology, Law and Legislation.
The subjects that make up this category are relevant to complete the contemporary
competencies. included in the professional profiles of the project, but either its subject matter
and methodology are very far from civil engineering, or its function is complementary to
subjects from other categories. rias. On the other hand, they can meet their objectives with
relatively disparate content. In consequence Therefore, its incorporation into a civil engineering
training process should not constitute a factor with diction of this nor restrict the possibilities of
adopting the most appropriate contents for each university. Hence they have been included as
teachings not subject to common guidelines.
13.6. GUARDED PRE-PROFESSIONAL INTERNSHIP
Assistant engineer tasks carried out in companies or administrations, directed by one of

their experienced engineers and supervised by the training center, which can only be
accessed when the training process is close to completion.
The value of supervised pre-professional practices in the training process is doubtful (see the
last mo determining factor of professional profiles). However, they are common in Europe and
Spain, and have been considered a specific category of activities, with the character of
teaching. funds not subject to common guidelines so that each university can organize them
according to its possibilities.
13.7. END OF DEGREE PROJECT
Individual monographic work of professional practice with exhaustive application of the

Project Methodology.
The final year project is an individual practical work with extension and subject matter perfectly
representative of professional practice. It is the culmination of the training process through the
assembly and fine-tuning of the skills acquired throughout it. It can also be seen as a
supervised immersion in professional practice that acts as a transition vehicle to the job
market.
13.8. DETERMINATION OF THE STRUCTURE OF ACADEMIC TITLES
With the subjects and activities that make up the seven categories adopted, it is possible to
quantify the training needs of the professional profiles of the project. These needs They
constitute the fine structure of the training process and the way of fitting them into a given
model of university studies will result in the structure of the academic titles leading to the
profiles.
The volumes of teachings assigned to the four engineering profiles in each of the subjects rias
and activities appear in table 9. To facilitate the comparison of the results with the analogous
data collected by EUCEET in 66 European civil engineering university teaching centers, the
unit of measurement used has been the credit of 10 hours of programmed teaching with
teacher-student contact, except in the case of the categories Social Sciences and Languages ,
Pre-professional Practices and Final Year Project , whose assessment has been made directly
in European credits.
Since all the teachings dedicated to the subjects and activities of the first two are not common,
they have not been assigned a fixed number of European credits, but rather a limit number.
tea. The rest of the subjects and activities have been assigned a mandatory number of credits
of 10 hours of teaching (simply credits from now on). The assignment has been made prome
giving the values proposed by the centers participating in the project, in their capacity as
academic experts in civil engineering education, and given that in no case do they
pancies reached extremes that made the adoption of the average value incompatible with the
setting of no center. However, it is necessary to point out that not all centers agree They were
positive in all subjects, and in a significant number of them abstentions reached a third of the
centers. To have a reference that would allow the presence of the different subjects in each
profile to be weighted more carefully, a preliminary assignment was made. nar to the envelope
profile of the four engineer profiles. Next, the sum of the common credits for each profile has
been obtained and has been transformed into European credits according to the equivalences
in section 13.
The total number of common European credits required by each of the training programs of the
four engineering profiles represents 79.7, 83.4, 87.3 and 86.8% of a degree. the type of 240
European credits, although these percentages would be reduced if the standard degree
excluded from the calculation of the 240 European credits those dedicated to the final year
project, pre-internships supervised professionals and languages. In that case, the 12 European
credits assigned to the first in table 9, the limit number of 8 for the second and an average
figure of 4 for the last, trans The previous percentages form 72.5, 75.8, 79.4 and 78.8%. These
are percentages that are at the limit or slightly exceed the values accepted as good practice in
the regulations, but the practically unanimous experience of the participants in the project
indicates that for civil engineering education it would be very positive to speed up and even
raise these limits. tes. In fact, those introduced in the current guidelines for the title of Civil,
Canal and Port Engineer and the titles of Technical Engineer of Public Works are even lower,
but in fact a large part of the compulsory university subjects are repeated in the different plans
of the same degree, so that its nature as a compulsory subject has no effect other than that of
reducing student mobility, because each study plan combines these subjects in a different way
to form subjects, with the consequent difficulties of validation. The fact that they turn out to be
common subjects in practice indicates that the applied stemness limits are inadequate by
default.
Another aspect to analyze in Table 9 are the similarities and differences between the training
needs required by each engineer profile. The differences in terms of total number of cre
Common facts are very rare. The two profiles with extreme figures (273 and 247 credits) differ
ren by 9%. This balance of training needs between the four profiles validates the criteria affinity
themes of thematic fields used to delimit the areas of professional exercise professional of
each profile. The equality in the volume of teachings between the four profiles does not imply
necessarily equality of teachings, since many of them correspond to subjects that are neither
homogeneous nor susceptible to homogenization. The materials used for sub dividing the
categories respond to this condition and avoid incurring such type of error when compa rar the
profiles. However, this incompatibility of matters regarding the exchange of credit ditos may be
much less so in terms of the possibility of grouping into subjects, courses or seminars.
Categories
SUBJECTS
P4 Profile
P4 Profile
P4 Profile
P4 Profile
Envelope
Subject
c (credit): 10 hours of scheduled teaching with teacher-student contact

€ c (European credit): 28 hours of student dedication
Sciences oriented to
Mathematics (c)* 30 30 30 30 30
civil engineering
Graphic and Cartographic Expression (c)* 24 24 24 24 24

Applied Geology (c)* 9 9 9 9 9
Thermodynamics and Electricity (c)* 7 7 7 7 7
Applied Chemistry (c)* 6,5 6,5 6,5 6,5 6,5
Ecology (c)* 4,5 4,5 4,5 4,5 4,5
Addition 81 81 81 81 81
Mechanics (c)* 12 12 12 12 12
Fields and Waves (c)* 6 6 3 6 6
Fundamental civil engineering
Structural Mechanics (c)* 16 16 12 9 9

Mechanics of Materials (c)* 10 10 6 6 6
Soil Mechanics (c)* 6 6 6 6 6
Computational Mechanics (c)* 8 8 4 8 4
Fluid Mechanics (c)* 5 5 5 5 5
Hydraulics and Hydrology (c)* 10 4 4 10 7
Electrotechnics (c)* 5 3 3 5 5
Thermotechnics (c)* 2 0 0 2 0
Construction Materials (c)* 9 9 9 9 6
Transportation Systems and Infrastructure (c) 6 3 3 3 6
Urban Planning and Territorial Planning (c)* 7 3 3 3 7
Addition 102 85 70 84 79
Structural Technology (c) 18 18 12 9 6
Planning and management civil engineering technologies
Building (c) 6 6 6 0 0
Geotechnics (c) 8 8 8 4 4
Construction Procedures (c) 14 10 14 10 10
Hydraulic Works (c) 12 3 6 12 3
Energy Systems (c) 5 0 0 5 0
Sanitary Engineering (c) 9 0 6 9 6
Maritime-coastal engineering (c) 9 0 3 9 3
Highways and Airports (c) 10,5 0 6 0 10,5
Railways (c) 6,5 0 3 0 6,5
Addition 98 45 64 58 49
Technical Informatics (c)* 5 5 5 5 5
Statistics and Optimization (c)* 7 4 4 7 7
Applied Economics (c)* 6 3 6 3 6
Business Administration (c)* 6,5 6,5 6,5 6,5 6,5
Project Methodology (c) 7 7 7 7 7
Environmental Engineering (c)* 5 3 3 5 5
Comprehensive Planning and Management of Civil Works (c) 7,5 3 7,5 6 6
Planning and Management of Natural Resources (c)* 6 0 3 6 3
Safety and Health and Prevention of Occupational Risks (c)* 4,5 4,5 4,5 4,5 4,5
Transportation (c) 7 0 0 0 7
Territorial and Urban Planning (c) 5,5 0 0 0 5,5
Addition 67 36 46,5 50 62,5
ADD COMMON SUBJECTS (c) 348 247 261,5 273 271,5
ADD COMMON SUBJECTS ( € c) 264,9 191,3 200,3 209,7 208,2
Social sciences and languages ( € c) <9
≤ ≤ ≤ ≤
Commo
<9 <9 <9 <9

Not
≤ ≤ ≤ ≤
ns
Tutored pre-professional internships (c) <8 < < < <

8 8 8 8
Others - - - - -
Final year project ( € c) 12 12 12 12 12
Table 9. Volumes of teachings of Eng. Civilian assigned to project engineer profiles

The result of comparing the training needs of the four profiles has been summarized in tables
10 and 11, the first dedicated to similarities and the second to differences. The four profiles
have been compared two by two for the six possible pair combinations. In each com paration
has been taken as the number of coinciding credits in both profiles for the same subject that of
the profile that had the least assigned, and as the number of different credits that differentiate
it. cia between those assigned to the two profiles. The sums of the credits have been obtained
below. coincident and different credits for all common subjects and have been moved to tables
10 and 11. They are symmetrical double-entry tables for the six profile pairings. them possible.
In the upper half is the total of obligated European credits that two profiles they share (table 10)
or that differentiate them (table 11). In the lower half the same figures appear but expressed as
a percentage of the amount of 240 European credits of a standard title.
Profiles P1 P2 P3 P4
P1 191.3c 174.9c 168.4c 161.1c
P2 72,9% 200.3c 176.1c 180.0c
P3 70,2 % 73,4 % 209.7c 179.4c
P4 67,1 % 75,0 % 74,8 % 208.2c
Table 10. Coincidences of mandatory civil engineering training components in

the professional profiles of engineers (in number of European credits and in
percentage of the standard degree of 240 European credits)
Profiles P1 P2 P3 P4
P1 0 41.7c 63.3c 77.3c
P2 17,3 % 0 57.9c 52.6c
P3 26,4 % 24,1 % 0 59.2c
P4 32,2 % 21,9 % 24,7% 0
Table 11. Discrepancies in mandatory civil engineering training components in

engineering professional profiles (in number of European credits and in
percentage of the standard degree of 240 European credits).
The smallest difference is between the P1 and P2 profiles, 41.7 European credits or 17.3% of
the degree I type it. In the hypothesis that the optional teachings do not contain any
conditioning that increases it, this difference represents almost three quarters of a course for a
distribution of the teachings in the standard degree over four annual years (school years). The
difference The maximum amount occurs between profiles P1 and P4, 77.3 European credits or
32.2% of the standard degree. With the previous hypotheses, this represents five quarters of a
school year.
A hypothetical reduction in the volume of the common materials of each profile to adjust it to
the margins of the regulations could result in the common materials of two or more profiles
completely coinciding, depending on the magnitude of the reduction and whether it is

consistent. whether or not it focuses on non-coinciding common subjects. This would give
freedom to each study plan. God (or each student if the university subjects are optional) to mix
essential civil engineering subjects for each profile and would produce hybrid profiles whose
quality and usefulness for the European market and society have not been studied. In fact,
matte credits Common variables that coincide in the four profiles are 66% of the typical title, but
those that coincide cided without defining any civil engineering profile are 56% (the intersection
of the belonging tes to the subjects marked with * in table 9), since they could be valid for
profiles of many types of engineers and architects. This result could be reached by taking the
reduction tion to extremes compatible with good practice and concentrating it on the common
materials that differentiate the profiles.
13.9. COMPARISON OF RESULTS WITH EUROPEAN CIVIL ENGINEERING DEGREES
The results collected in table 9 can be compared with the current situation of the studies. civil
engineering university god in Europe, using the data generated by the EUCE-ET network.
These data include the number of credits (10 hours of programmed teaching with teacher-
student contact) assigned to the subject categories of this project (EUCEET separates
Fundamental Civil Engineering into two) in the curricula of 67 European teaching centers. civil
engineering university finances 3 . These centers belong to 24 countries, 31 of them teach
studies of 4 four school years or less and 36 of more than four. To make the comparison, the
average value and the 10th and 90th percentiles of the number of credits have been
determined. tos assigned in the set of 67 study plans to each of the 7 subject categories of this
project, as well as to all of the studies. The values obtained are represented graphically in
Figure 14, together with the analogous values in Table 9 for the engineer profiles P1 to P4 and
for the envelope profile. In the total number of credits assigned added to the profiles, only the
corresponding optional teachings have been taken into account. tes to the maximum limits set
for the categories of Social Sciences and Languages and Pre-Professional Practices .
Subject Categories
10th and 90th percentiles of 67 European civil engineering degrees

Average of 67 European civil engineering degrees
Profiles P1 ( ■ ), P2 ( ), P3 ( ) and P4 ( ■ ) and enveloping profile ( •)
Figure 14. Volumes of civil engineering teachings assigned to the project

engineer profiles compared with the European average assignment and that
between the 10th and 90th percentiles.
The first thing that is observed in Figure 14 is that the allocations in Table 9 do not deviate
strikingly from European trends. For 5 of the 7 categories, in all profiles, including the envelope
profile, credit allocations are in the range covering the middle 80% of analogous allocations in
Europe. Only in two categories, Planning and Management and Pre-professional Practices, are
the assignments in Table 9 above the 90th percentile. In the case of pre-professional practices,
the reason is the practical absence of this category. gory in European civil engineering
curricula, in line with the low training effectiveness that is recognized. In the case of Planning
and Management, the deviation may have a double explanation: on the one hand, the
insignificant role that is generally granted in Europe to this type of training as a component of
civil engineering, a probable cause of the low social recognition of professionals. of this sector
in Northern and Central Europe; On the other hand, the inclusion in this category of
methodological content applicable in different technical areas, which, in the EUCEET
classification appear disaggregated between the corresponding technical subjects, and
therefore partially repeated.
The volume of teachings assigned in the project to the four engineer profiles within the
category Sciences oriented to civil engineering is located in the 90th European percentile. The
condition of maximizing the general component of the profiles' training program is the cause of
this. On the other hand, the volumes of teachings in Fundamental Civil Engineering and Civil
Engineering Technologies only reach the average in the case of the enveloping profile, and
barely exceed the 10th percentile in the P1 profile. The already mentioned exchange of
subjects between these categories and Planning and Management partly justifies these
differences, but the reason is fundamental is the compensation of the assignments to Sciences
oriented to civil engineering , Planning and Management and pre-professional practices , since
the total number of credits assigned in the project to the four engineer profiles coincides with
the European average of 300 credits. The total number of credits in the envelope profile
matches the European 90th percentile of 400 credits. To these figures of 300 and 400 credits,
the teachings not specified in table 9 should be added.
A second aspect to compare is the relative spaces occupied by the teachings of the different
categories of subjects within the training programs. In this case it compares tion with the
European average should not add anything new to the previous one due to the coincidence of
the total number of credits. However, it is illustrative to have the percentage values and hence
their representation in figure 15.
■ European average (67 degrees) ■ Enveloping profile ■ Profile P1 ■ Profile P2 ■ Profile P3 ■ Profile P4
Figure 15. Weights of the subject categories in the training programs of the project
engineer profiles compared with those of the enveloping profile and with the European
average The teachings in the category Sciences oriented to civil engineering are a
quarter of the total in the four profiles of engineer compared to a fifth in the envelope
profile and a sixth in the European average. On the contrary, those in fundamental civil
engineering are a quarter in the four profiles and in the enveloping profile and more than
a third in the euro average pea This trend is maintained in the Civil Engineering
Technologies category (one third in the European average compared to one sixth in the
four profiles), to be invested in Planning and management (one twentieth in the
European average compared to one sixth in the four profiles). In Social Sciences and
Languages and Final Year Project there is complete coincidence in 4% and 5% of the
total, respectively, while in Pre-professional Practices the disparity is notable (0.3% on
the European average compared to 4% of the four pro profiles yecto). The condition
present in the profiles of maximizing general training is the factor to which the
differences should be attributed to the greatest extent.
13.10. ACADEMIC TITLES FOR ENGINEER AND EXPERT PROFILES
The comparative analysis of the composition of teachings corresponding to the four

engineering profiles of the project, together with the condition imposed by the bimodular model
of limiting the extension of studies for bachelor's degrees to 240 European credits and a final
project. ra, reveals: a) that the differences between profiles greatly exceed the possibilities
bilities of integrating into the training program of a degree degree the teachings, not only of the
four profiles, but of any combination of them (tables 10 and 11); and b) that a program The
training program of a bachelor's degree for each profile is globally and structurally adjusted to
the average of the European training programs in civil engineering (figures 14 and 15), with par
differences. fundamentally derived from the priority given in the project to the general training
component.
In accordance with these conclusions and the data on which they are based, four degree titles
are proposed in the context of the bimodular model to cover the needs of civil engineering
professionals included in the P1, P2, P3 and P4 engineer profiles of the project, in accordance
with the demand of the European market, the level of quality typical of a regulated profession,
and the objectives of the European Higher Education Area. The respective names of these
degree titles would be Engineer in Foundations and Structures , Engineer in Construction and
Building , Engineer in Hydraulics and Environment and Engineer in Transport and Territory ,
and each one would have an allocation of 240 European credits plus the final year project. and
a duration of 4 school years. Of these European credits, 190 would be core in the title of
Engineer in Foundations and Structures , 200 in that of Engineer in Construction and Building ,
and 210 in those of Engineer in Hydraulics and Environment and Engineer in Transport and
Territory .
Engineer profiles P1 to P4 do not cover the entire spectrum of social and commercial needs.
cate that European civil engineering professionals satisfy and must continue to satisfy do. The
levels of technical and organizational capacity inherent to teaching and research functions
tigation and professional practice of excellence, both technical and organizational,
contemplates given in the P5 civil engineering expert profile are clearly superior to those in the
engineer profiles and go beyond the training possibilities of the bimodular model degree,
subject to the restriction of the limit of 240 European credits. In fact, the composition of the
resulting training programs for each of the profiles P1 to P4 shows I notice that the available
margin within this limit is exhausted in the four profiles.
The civil engineering expert in the P5 profile is not a thematically specialized engineer, and
therefore the expansion of the capabilities of the engineer profiles P1 to P4 that the transition
from these profiles to the P5 profile entails cannot consist of superimposing the training of
degree titles other thematic specialization (of little effectiveness, as seen in section 5). Nor
would it be consistent with the profile to limit itself to adding to the training of degree titles the
training components not common to said profiles, since this would be equivalent to making the
mistake of identifying the expert profile with the surrounding profile of the four engineering
profiles. niero The training program capable of producing the transformation of any of these
profiles The role of engineer in that of expert must be a program of deepening and extending
the generalist training, and must culminate with a strong component of acquisition of practical
experience oriented towards research or towards advanced technical or management
professional practice. Said training program must incorporate a common core of teachings that
with solidify, extend and increase in number the capabilities provided by the civil engineering
subjects that are transversal to the four engineer profiles, that is, essentially the personal
belonging to the categories of Fundamental Civil Engineering and Planning and Management .
This common core of teachings would cover around half of the training program, the tasks The
practical oriented experience acquisition exercises could cover a quarter, and the other quarter
could be teachings to intensify parts of the common core chosen from several options.
Regarding the training program for access to the expert profile in civil engineering, it is
proposed: a) that it be the second level of the bimodular model, with any of the four
engineering degree titles already proposed as the first level; b) that is academically framed in
the master's degree of the Bologna declaration or in the second cycle degree of the Berlin
declaration with an allocation of 120 European credits and two school years; c) that the
acquisition works sion of practical experience constitute the postgraduate project; and d) that
has the denomination official and universal nation of Civil, Canal and Port Engineer , in
response to a historical name, internationally recognized and strongly rooted in Spanish society
as synonymous with solid scientific-technical training and solvent practice of civil engineering.
Figure 16 graphically summarizes the training structure of the degree and secondary degrees.
two level proposed as an academic solution framed in the bimodular model that led cen to the
4 engineer profiles and the civil engineering expert profile configured in the pro project.
BIMODULAR MODEL
doctoral
thesis
Civil engineer,
Canals and Ports
Foundation Engineer
and Structures
Construction Engineer
and Building
Engineer
Transport and Territory
■ Sciences oriented to civil engineering
■ Fundamental civil engineering
■ Civil engineering technologies
■ Planning and management
■ Optional teachings
■ Undergraduate and postgraduate projects
Figure 16. Structure of the bachelor's and second-level degrees that lead to the 4 engineer
profiles and the expert profile in civil engineering: solution based on the bimodular
model
14.
ASSIGNMENT
OF EUROPEAN CREDITS
14. European
credit allocation
The volumes of teachings used in determining the general structure of the degrees academics
have been valued in terms of the number of hours of teaching scheduled with teacher-student
touch, that is, in face-to-face class hours to be received by the student. To transform In this unit
of measurement in European credits, the information generated by the Schools of Civil, Canal
and Port Engineers of Madrid is available.11 and Barcelona12 through surveys ted to the
students of the degrees of Civil, Canal and Port Engineer (Madrid, course 97/98 and
Barcelona, courses 97/98 to 01/02) and Technical Engineer of Public Works (Barcelona,
courses 97/98 to 01/02), and the Adaptation Course from the second to the first (Madrid,
course 97/98). The data from the surveys used to establish the transformation to European
credits is the number of hours of dedication (study and face-to-face classes) required to pass
an assignment. natura for each hour of face-to-face class. With these data, figure 17 has been
constructed.
11 Higher Technical School of Civil, Canal and Port Engineers of Madrid, Self-study. National Plan for Quality Assessment
of Universities 1998 . School Meeting of May 28, 1998.
12 Escola Técnica Superior d'Enginyers de Camins, Canals i Ports de Barcelona, Report on the overall volume of work of
the three degrees . April 2003
112 ALLOCATION OF EUROPEAN CREDITS
3,5
2,5
I II
1,5
0,5
0%
2nd ICCP,
1st ICCP, 1st 3rd ICCP, 2nd ITOP 4th ICCP, 3rd 5th 6th
ITOP Adaptation ITOP ICCP ICCP
■ ICCOP Madrid 97/98 ■ ICCP Barcelona 97/98-01/02 ■ ITOP Barcelona 97/98-01/02 ■ Adaptation Madrid 97/98
Figure 17. Relationship between student dedication and number of class hours
The students' responses have been averaged for each subject of the degrees, and in the case
of the Barcelona school, the averages of the five courses here have been averaged. demics
analyzed. With the values of each subject, the weighted average of each school year has been
obtained using the number of class hours of the subjects as weight. The school years of the
different degrees and centers have been grouped as they appear in figure 17, depending on
their affinity for the content of subjects of the same category. The numerical values shown Next
to each group of related courses are rounded average values, from which the following
conversion factors of class hours into hours of dedication have been adopted: 2.25 for the
categories of Sciences oriented to civil engineering and Engineering fundamental civil and 2 for
subjects of Civil Engineering Technologies , Planning and Management and Social Sciences
and Languages . The equivalence adopted in the final conversion of hours of dedication to
European credits has been the result of equating the European credit to 28 hours of dedication.
In this way, a credit of 10 hours of programmed teaching with teacher-student contact is
transformed into 0.804 euro credits. pes for subjects in the categories Sciences oriented to civil
engineering and Fundamental Civil Engineering , and in 0.714 European credits for those in
the categories Civil Engineering Technologies , Planning and Management and Social
Sciences and Languages . Dedication to the activities included in the Pre-professional
internship and Final year project categories can be valued directly in hours or in European
credits, including contact time with the teacher, and this has been done in section 12. However,
since EUCEET has also valued the activities of these two categories in equivalent hours of
teacher-student contact, for comparative purposes it is convenient to use an equivalence and
the equivalent of 10 hours of programmed teaching equal to 0.714 European credits has been
used.
The procedure used for the allocation of European credits is based on projecting the system
current teaching method on a system based on this type of credits, with the exception of those
It is part of the teachings that, like the final year project, already adjust to the new system. To
establish the allocation criterion, it could have been taken into account the expected fact that
when the new system is in operation it will differ from the current system. However, the
reliability The quality of the predictions that could have been made about its evolution would
have been doubtful to say the least, and therefore it seems advisable to seek a moderate
transition that does not restrict said evolution, but that does not entail risks of uncontrollable
discontinuities. The experience of a European center of the prestige of the École National des
Ponts et Chaussées de Paris suggests this re, because even though all its teachings have
been valued in European credits since the 2002/03 academic year, the description of the
degree courses with contents belonging to the categories of common subjects in table 9 is
based, with some exceptions, on the activities of the is your diante that represent hours of
teacher-student contact in its different modalities (theo classes rich master classes, problem
classes and practical cases, conferences, guided practical classes) and exams to take 5 .
15.
INDICATORS
QUALITY
SPECIFICATIONS
FOR THE
PROPOSED TITLES
15. Specific quality indicators for the
proposed titles
15.1. EFFICACY AND EFFECTIVENESS OF THE TRAINING PROCESS
Since the objective of the proposed degrees is to effectively provide the training required by
the professional profiles of the project, the indicators used to evaluate the quality The quality of
the training processes leading to these profiles should be mainly oriented two to measure the
effectiveness and efficiency of said process. Effectiveness is measured by checking the
degree to which students acquire the skills and abilities contemplated in the programs. files
determining the title. Efficiency is measured by checking the degree of optimization of effort zo
to be carried out by students and teachers to acquire the skills. As specific indicators fics that
fulfill these functions for the proposed titles, the following are proposed:
1. Effectiveness of each subject: degree of definition of the expected contribution as to

the acquisition of the technical and managerial skills of the objective professional
profile of the degree lo, and degree of subordination of the syllabus and the approach
of teaching to said with tribute.
2. Efficiency and effectiveness of the structure of the curriculum: degree of imbrication of

assignments natures with thematic and methodological relationship and degree of use
of common disciplinary resources to qualitatively and quantitatively improve the
training effort.
3. Overall effectiveness of the training program: levels of technical and managerial

capacity demonstrated in the final year project and in the master's thesis in
comparison with those contemplated in the objective profiles of the degree. The public
defense evidence of the
118 SPECIFIC QUALITY INDICATORS
Project and work can be used as a comparison instrument if they are designed with
this purpose as an added purpose. The systematic participation in the courts of
academic or professional experts in civil engineering, outside the center that teaches
the degree and selected by procedures that guarantee their impartiality, would serve
simultaneously taneously to evaluate the candidates for the title and to measure the
effectiveness of the training process. Through the content of the defended work and a
subsequent appropriate debate oriented, the experts would obtain data of unbeatable
quality to issue a founded opinion on the adequacy between the objectives of the
degree and the technical and managerial capacity of the students immediately before
their degree. To ensure the representativeness of the data, each expert should form a
minimum number of tribunes. them selected randomly. The opinions of all the experts,
collected in information typified, anonymous and individual months, would constitute
an excellent indicator of effectiveness for the training process.
In the professional profiles targeted by the proposed degrees, general training predominates
over specific technological training. Due to this, the volumes of teachings assigned to
technological training adhere very closely to the condition of providing those skills.
competencies in a specific thematic area that allow immediate access to professional practice.
The importance of this function makes the success of technological training a strong condition
that of the training program, and the small margin of error available confers great relevance
vance to the contribution of collaborating professionals in teaching, on whom the success of
technological training largely depends. Consequently, the selection of these pro professional
qualifications becomes a critical factor for the success of the training process corresponding to
the proposed degrees, and special attention must be paid to it. Hence, it is proposed as a
quality indicator:
4. Excellence in professional practice and professional competence in the subject they

teach provided by the collaborating teachers participating in the technical training
logic.
15.2. ACCESS PROFILE TO THE PROPOSED DEGREE DEGREES
A determining factor of the effectiveness and efficiency of any training process is truth. ity of
the starting premises. The training process is a transformation process that must lead to the
acquisition of the skills objective of the degree. The result of the process is a function above all
of the elements and the structure with which it is configured, but it is also a function of the
subject. on which it operates, especially its state at the beginning of the transformation. In fact,
the chances of success of a training process designed without explicitly taking into account
would be very slim. cites or implicitly this factor.
Available data on pre-university scientific training 13 and the experience accumulated by the
centers participating in the project over the years, especially during the most recent ones,
recommend paying special attention to this issue and precisely defining both the profile of
access to the degree titles proposed in the project and the corresponding verification
mechanisms. Any evaluation of the effectiveness and efficiency of the training process must
13 Spanish Senate, Report of the presentation on the situation of scientific teaching in secondary education, Official
Gazette of the Cortes Generales of May 22, 2003.
take into account the deviations that occur in practice with respect to the theoretical access
profile. To define this per fil we must assume that the professional profiles of the project
require prior training generalist, and that this type of training makes mimetic and impression
learning useless. Reflective learning is indispensable, with Mathematics as an essential
instrument for the application of logic. The pre-university training that the student must provide
to face a general training program with guarantees of success affects intellectual maturity,
activity, tude towards learning, and to a lesser extent, to the extension of knowledge.
In general training, Mathematics is used as a logical tool, which requires that preparation in
this discipline is not limited to the superficial handling of calculation techniques, but rather
includes an adequate understanding of the concepts to link Mathematics with the physical
world. General training programs of university education enhance, increase mention and
develop this facet of intellectual maturity, but its gestation must have come ized in very earlier
stages of pre-university training.
The result of the reflective learning typical of generalist training is the ability to apply
knowledge with scientific methodology and logical rigor. The success of this type of
apprenticeship It requires above all autonomous work, without prejudice to being both guided
and supervised, and hence the student's predisposition towards autonomous work and
towards the reward for learning is a determining factor of said success. A generalist training
program promotes and encourages this attitude, but where it must be developed and
incubated is in pre-uniform training. versitaria. The university training program cannot replace
pre-university training in this function, much less if it has to do so by overcoming an opposite
predisposition, favorable to mechanical work, of valued effort, little initiative and assured
reward.
The thematic breadth of pre-university knowledge that secondary education nominally provides
would be sufficient to access the proposed degree titles if it were not for that a good part of
them are optional and this produces strong knowledge gaps. elementary classes in Chemistry
and Geometry.
With these elements, the resulting access profile to the proposed degree titles is as follows: te,
described in terms of the knowledge and the ability to apply it that the student must provide:
a) Meaning of geometric vectors and ability to operate with them.
b) Meaning of the operations of derivation, differentiation and integration of elemental

functions mental and ability to perform them.
c) Properties of the common geometric shapes of the plane and the elementary figures
of space, and the ability to use them deductively.
d) Meaning of fundamental trigonometric relationships and the ability to apply them.
e) Meaning of analytical geometry in two dimensions and the ability to apply it.
f) Meaning of the units, dimensions and scalar or vector character of physical quantities.
120 SPECIFIC QUALITY INDICATORS
Unit conversion capability.
g) Meaning of functional relationships in physical contexts.
h) Concepts, principles and basic laws of Chemistry.
i) Formulation capacity of fundamental chemical compounds.
As a mechanism for determining the reality of this profile, the generalization of a pre-university
knowledge evaluation test that the School of Civil, Canal and Port Engineers of the Polytechnic
University of Madrid has been carrying out since the 97/98 academic year is proposed. The
test is held the first week of the course, it is absolutely voluntary and consists of two exams for
each of the five first-year subjects (Calculus, Algebra, Physics, Chemistry and Drawing) with
the usual exam format for the subject, but with secondary education content. To ensure this
condition, all test questions and exercises are transcribed literally from secondary school
books, citing the text and the page. In the reference 14 Results and other details of this test
appear.
14TO. Valiente, Effects of the secondary education reform on the training profile of the Civil, Canal and Port Engineer, in
An engineering for society, College of Civil, Canal and Port Engineers, ed., 2175-2180, Madrid (2003 ).
16.
RECAPITULATION
AND CONCLUSIONS
16. Recap and conclusions
16.1. Proposed solution
To reach the result of the project, the present and future situation of Civil Engineering in
Europe has been analyzed from the points of view of professional practice and the training
process with a view to to its integration into a European Higher Education Area based on the
Bologna and Berlin declarations. Regarding undergraduate training, the solution that has been
reached by agreement majority is to propose four degree titles of 240 European credits each,
res spectively leading to the four professional engineer profiles developed in the project. project
and externally endorsed, whose names would be the following:
■ Foundation and Structural Engineer.
■ Construction and Building Engineer.
■ Engineer in Hydraulics and Environment.
■ Transportation and Territory Engineer.
This civil engineering degree training would be completed with a second cycle training in
accordance with the Berlin declaration of 120 European credits that would grant the title of Civil
Engineer, Canals and Ports, give access to the doctoral thesis and lead to the profile of
engineering expert civil engineering oriented towards research or advanced professional
practice. The training contents of this second cycle would have a common part of around 50%
and would be essentially trans
124 SUMMARY AND CONCLUSIONS
courses, aimed at expanding general skills to levels comparable to those provided by

European studies of internationally recognized excellence such as those taught at L'Ecole de
Ponts et Chaussés or at the universities of Delft and Munich, and with which they maintain
double degree agreements some of the participating centers. The range of postgraduate
studies would be completed with the specialization of the degree based on extending the
technological training of the latter and therefore perfectly differentiated from the expansion of
the generalist mation that constitutes the solution proposed in the project for the postgraduate
level.
The support received for the proposed solution as a result of the project comes from the four
centers three where the Civil, Canal and Port Engineer degree is studied, the senior center
where the Technical Engineer of Public Works is studied, and the five centers where both
degrees are studied. The centers that disagree with this solution are eight of the thirteen where
the Public Works Technical Engineer degree can be taken, three of which have not participated
in the project. project. 100% of the Roads, Canals and Ports engineers and 60% of the
technical engineers Public Works graduates during the academic years 93/94 to 00/01 come
from favora centers bles to the proposed solution and represent 81% of all graduates in both
careers during those courses. Analogous figures for the same period for centers unfavorable to
the solution tion proposed are the complementary percentages, since none of the three
remaining centers that teach Public Works Technical Engineer studies had completed the
study cycle. god in that period. In the 2003/2004 academic year, the number of students who
began civil engineering studies in centers favorable to the results of the project tripled those
who did so in centers dissimilar. satisfied with it.
16.2. CONTRIBUTIONS OF THE PROPOSED SOLUTION
Throughout the project, a rational exercise has been carried out that responds to the logical
scheme of the call and where the contrast of data and ideas and the experience of the
participants, acting as academic experts in civil engineering, has produced the result of the
proposed solution. The contributions that this solution incorporates in relation to the purpose of
the project can be listed as follows:
■ Maximum breadth of generalist training.
■ Teachings leading to current and in-demand professional profiles that cover, without
significant gaps, all the professional functions of civil engineering.
■ Complete integration into the European Higher Education Area.
■ Easy insertion into the labor market.
General training. The generalist or specialist nature of higher education in a given technical or
scientific discipline depends to an equal extent on the method contents. logic of the teachings
than of the thematic contents. The methodological contents can only be assimilated together
with the thematic contents because it is in the applications where their contribution to
professional practice is highlighted. The proposed solution doses balanced- both types of
content, avoiding the error of identifying general training with the teaching of an exhaustive
repertoire of thematic content that encompasses all areas. of civil engineering activity. The
opposite attitude would go against the natural evolution of technical disciplines, many of whose
ramifications are large enough to transpose be formed in new disciplines emancipated from the
common core, and it would be a setback to constrain their development by keeping them
artificially united. Thanks to the acceptance of this natural evolution, the European thematic
network EUCEET for the study of professional education and training nal in civil engineering
has been able to establish itself and successfully complete its work, bringing together in perfect
harmony traditional titles such as Ponts and Chaussés Engineer, Technical Engineer of Public
Works or Engineer of Roads, Canals and Ports with titles in Urban Planning Engineering,
Building Engineering, Engineering of Transportation, Infrastructure Works Engineering,
Construction Organization Engineering or Hydraulic Engineering. Spanish legislation itself has
shown signs of sensitivity to the evolution of technical disciplines when, in application of the
University Reform Law, the title of Technical Engineer of Public Works was split into three other
titles of Technical Engineer, each of them corresponding to a recognized branch of civil
engineering: Civil Constructions, Hydrology, and Transportation and Urban Services.
The balance between methodological content and thematic content of the four proposed
degree titles combines general training and technological training in thematic areas perfectly.
closely identifiable with branches of civil engineering, recognized as such in Europe and the
rest of the world, among other factors, precisely due to the existence of academic engineering
degrees in such branches of civil engineering. The breakdown of this balance on the side of
generalist training would lead to the profile of the engineering graduate who dominates the
methodological resources that the Technique applies, but is unaware of the technical fields in
which to apply them, and therefore without a market for the acquired skills.
Professional profiles. Professional profiles play a determining role in the methodology to

which the project development had to be adhered to. The configuration of the profiles as a
basis for establishing the number and structure of the titles and not as a result of these has
been rigorously respected. The opposite process would have allowed any solution to be
obtained. desired tion.
The professional profiles of the project have been configured taking into account the evolution
over time ral of the distribution of Civil Engineers, Canals and Ports and Technical Engineers of
Public Works by professional occupation sectors, according to data provided by the res
spective schools. The second determining factor of the profiles has been the work carried out
by the EUCEET network to identify the professional skills demanded and appreciated by
European industry and society in the field of civil engineering, among which the solidity of
scientific training stands out. technique above the breadth of technological training. On this
basis, civil engineering technologies have been grouped by affinity into the smallest number of
per possible files, applying scientific-technical criteria and respecting traditional uses. The
result is four engineer profiles and one expert, defined based on the level of technical and
managerial capacity and the set of civil engineering technologies where said capacity must be
par ticularized.
Integration in the European Higher Education Area. The primary function of the European
Higher Education Area is to make possible the transnational mobility of university students and
European professionals with university training, for which a system of academic degrees is
necessary whose structure, training effects and scope of professional practice sional make
them easily comparable. The solution resulting from the project satisfies all these conditions.
The proposed degree structure conforms to the bimodular model of the Bologna and Berlin
declarations both in duration of studies and cyclicality, and is based on the structure tion of
disciplinary subjects used by EUCEET to compare higher engineering studies civil nursing in
Europe. The formative effects of the four proposed bachelor's degrees and the second-level
degree are precisely defined in terms of the competencies to be acquired as a result of the
educational process. The distribution of civil engineering technologies among the four degree
titles provides sufficient flexibility and universality to ensure equal broad and reciprocal
comparison of titles, since the criteria of thematic and methodological affinity with which it has
been carried out lead to results in total harmony with the internationally accepted branches of
civil engineering. If, as the data collected in the project on professional recognition of
community civil engineering degrees shows, the rigidity for equalization of the current Spanish
system of four degrees is too high, the improvements should increase the number of degrees
and not reduce it .
Job insertion. The current Spanish system of higher education in civil engineering meets the
needs of the Spanish market as shown by data on employment and labor insertion. ral
provided by the professional associations of Civil Engineers, Canals and Ports and Technical
Engineers of Public Works. This conclusion coincides with those of the EUCEET network when
extended to the European system and market in general, and fully coincides when extended to
the system and market of Southern European countries. Consequently, with regard to civil
engineering, it can be stated that the current Spanish academic system satisfies the objective
of job placement contained in the Bologna declaration, and therefore the achievement of this
objective This does not in itself justify a change in system. However, the growing demand for
solid scientific-technical training detected by EUCEET supports a change in line with the
proposed degree system that would affect the current three-year studies. Indeed, the
development of the project has revealed the insufficiency of training programs with allocations
of less than 250 euro credits. efforts to provide this type of training and at the same time the
technological training that opens the doors access to the labor market. Extending these studies
from three to four years would be the way to adapt them to demand.
16.3. PROPOSED DEGREE TITLES
FOUNDATION AND STRUCTURE ENGINEER
General training:
Technical capacity equivalent to applying and critically evaluating project regulations.
Management capacity acquired through transversal disciplines (Economy, Law,

etc.) that They would mainly be taught integrated into technical teachings, and
complementary as separate teachings.
Technological training:
Specific technical and managerial capabilities for the project in the fields of
Geotechnics, Materials and Structures.
European credits:
240 plus 12 degree projects (final year project) spread over four years.
Trunking:
190 European credits: 65 in Sciences oriented to civil engineering, 68 in fundamental

civil engineering, 25 in civil engineering technologies and 32 in planning and
management.
CONSTRUCTION AND BUILDING ENGINEER
General training:

etc.) that would mainly be taught as separate teachings, and complementary grades in
technical education.
Specific technical and managerial capabilities in the fields of Execution and

Maintenance of Civil and Building Works.
European credits:
Trunking:

civil engineering, 46 in civil engineering technologies, and 33 in Planning and
management.
HYDRAULIC AND ENVIRONMENTAL ENGINEER
General training:

Management capacity acquired through transversal disciplines (Economics, Law,

etc.) that would mainly be taught integrated into technical teachings, and
Specific technical and managerial capabilities for project and exploitation in the fields
of Hydraulics and Energy, Sanitary and Environmental Engineering, and Maritime and
Coastal Engineering.
European credits:
Trunking:

management.
TRANSPORTATION AND LAND ENGINEER
General training:
Management capacity acquired through transversal disciplines (Economics, Law,

etc.) that would mainly be taught integrated into technical teachings, and
Specific technical and managerial capabilities for the project and exploitation in the
fields of Transportation, Urban Planning and Territory.
European credits:
Trunking:

management.
16.4. PROPOSED SECOND LEVEL TITLE
The inclusion of this proposal is justified by the purpose of the project, declared with the
request for participation, to explore all the needs for professional profiles in civil engineering
and not to limit the design of degrees to those compatible with degree degrees from the
European Space. Higher education. The profile of an expert in civil engineering as a
technologist, consultant or manager refers to a type of professional practice necessary for
society and industry, which is not obtained as a combination of the other four professional
profiles of the project because the components The training speakers that these require are at
a lower level than those of the former. the mech nism contemplated in the Bologna and Berlin
declarations for access to training stages above the degree are second-level studies (master's
or second cycle) and hence the proposed degree consists of an expansion of generalist
training by raising the level of technical and managerial capabilities, and avoiding specialization
in civil engineering technologies, leading to professional profiles of dubious demand.
ENGINEER OF ROADS, CANALS AND PORTS
Access:
Direct from any of the four degree titles.
General training:
Technical capacity in consulting and design equivalent to that of developing project

regulations.
Management capacity to carry out comprehensive planning, management,

maintenance, conservation and exploitation studies.
Practical training:
Application of technical and managerial capabilities to R&D&I activities, or to

professional exercise advanced technical or management professional.
European credits:
90 plus 30 for a postgraduate project, spread over two years.
Trunking:
= 60 European credits: 30 from Fundamental Civil Engineering and 30 from Planning

and Management
Thanks
The authors express their gratitude to the National Agency for Quality Assessment and
Accreditation (ANECA) for the trust granted and the financing received to carry out the project.
So Likewise, they wish to state that the comments, criticisms, suggestions and
recommendations of the members of the monitoring committee, D. Benjamín Suárez, D.
Luciano Galán and D. Joaquím Olivé have been invaluable help and an important contribution
to the result of the project. They also appreciate the collaboration provided by the different
institutions, organizations and individuals. those who have provided data and opinions,
including the EUCEET network, the Co Legion of Civil, Canal and Port Engineers, the College
of Technical Engineers of Public Works public authorities, the Ministry of Public Works, the
Ministry of Education and Science, the National Association of Independent Builders, and the
engineers and employers consulted on a personal basis. sonal in relation tion with professional
profiles.
ANNEXE
S
Annex A:
List of participants
Higher Technical School of Civil, Canal and Port Engineers of Madrid
■ d. Edelmiro Rúa Álvarez (project coordinator)

■ d. José Luis Juan-Aracil López
■ D Andrés Valiente Cancho
Higher Technical School of Civil, Canal and Port Engineers of Santander
■ d. Fernando Cañizal Berini

■ d. Pedro Serrano Bravo
Higher Technical School of Civil, Canal and Port Engineers of Valencia
■ d. José Aguilar Herrando

■ d. Federico Bonet Zapater
Higher Technical School of Civil, Canal and Port Engineers of Barcelona
■ d. Francesc Robusté Anton

■ d. Sebastiá Olivella Pastalle
Higher Technical School of Civil, Canal and Port Engineers of Granada
■ d. Antonio Menendez Ondina

136 ANNEXES
■ d. Antonio Espín Estrella
Higher Technical School of Civil, Canal and Port Engineers of A Coruña
■ d. Pablo Rodríguez Vellando Rodríguez-Carvajal
Higher Technical School of Civil, Canal and Port Engineers of Ciudad Real
■ d. José María Urena French

■ d. José María Menéndez Martínez
Higher Polytechnic School of Burgos
■ d. Ricardo Renuncio Villalain

■ d. Jesus Gadea Sainz
Alfonso X the Wise University
■ d. José Domínguez de Posada

■ d. Rafael Magro Andrade
University School of Technical Engineers of Public Works of Madrid
■ d. Carlos Delgado Alonso-Marticorena

■ d. Diego Ramos López-Amo
Higher Polytechnic School of the University of Alicante
■ d. Luis García Andión

■ d. José Miguel Saval Pérez
Polytechnic School of Cáceres
■ d. Vicente Ramos Estrada

■ Mrs. Mercedes Jiménez Muñoz
Polytechnic University School of Las Palmas de Gran Canaria
■ d. José de la Portilla Fernández

■ d. José Fuente Castilla
■ d. Mariano Lascún Vallina
Higher Polytechnic School of Algeciras
■ d. Ignacio Turias Dominguez
■ d. Francisco Llorens Iborra
Higher Polytechnic School of Zamora

■ d. Manuel Soriano Gaitero

■ Mrs. Margarita Morán Martín
Avila Higher Polytechnic School
■ d. Fernando Espejo Almodóvar

■ d. Manuel Alvarez-Claro Irisarri
■ d. José Luis Pulido Carrillo
Bélmez Polytechnic University School
■ d. José María Fernández Rodríguez
Cartagena University School of Civil Technical Engineering
■ Mrs. Sandra García Galiano

■ d. Antonio García Martin
Higher Polytechnic School of Lugo
■ d. Xoan Carlos Carreira Pérez

■ d. Juan Bosco Ferreiro Darriba
Annex B:
A unique degree called Civil
Engineering
JUSTIFICATION
This document is signed by the representatives of the following centers that have been
participants in the meetings held for the preparation of the ANECA project for the design of
Civil Engineering degree titles, between March 15, 2004 and March 9 July 2004.
– Higher Polytechnic School of the University of Alicante (UA)
– Higher Polytechnic School of Algeciras (UCA)
– Higher Polytechnic School of Ávila (USAL)
– Las Palmas Polytechnic University School (ULPGC)
– Polytechnic School of Cáceres (UEX)
– Bélmez Polytechnic University School (UCO)
– Cartagena University School of Civil Technical Engineering (UPCT)
– Higher Polytechnic School of Zamora (USAL)

140 ANNEXES
This annex constitutes a declaration of the previous participants that contains, in the aspects
developed later, dissenting positions on the part of the document approved by majority, which
were presented and debated during the work sessions.
When choosing to propose one or more degrees in the field of Civil Engineering, you must We
must ask ourselves if it is possible to establish common basic content that is sufficiently
differentiated to offer, today, differentiated degrees, as well as if it is possible and interesting. It
is important to distinguish professional attributions that are well defined and sufficiently
watertight to be reflected in different academic degrees.
Following the guidelines of the call for this project, broad professional profiles have been
proposed that include the most common areas of action for Civil Engineers today. The very
evolution of the training of the Civil Engineer not only suggests the generalist approach to the
degree - as demanded by companies and employers - but also advises us ja a more global
approach to professional profiles so that their definition can be subject subject to periodic
review.
It is for all of the above that the proposal made with respect to the generalist nature of the
undergraduate degree is: the Civil Engineering degree must provide generalist training with
special care in the transmission of the fundamentals of the discipline and in the generalize tion
of skills and abilities to learn throughout professional life .
This is in accordance with what is established in point 5.2.1. of the Framework Document of the
Ministry of Education and Science published in February 2003: “ The training objectives of
official degree level teachings will have, in general, a professional orientation, that is, they must
provide university training in which they are integrated harmoniously the com basic generic
skills, transversal skills related to the comprehensive training of people and more specific skills
that enable professional orientation that allows graduates to integrate into the labor market.
Likewise, the draft Decree published by the Ministry in September 2003 establishes: “the
official teachings The degree level are regulated with a clear training objective, which is none
other than to pro providing students with a university education in which knowledge generated
is integrated basics along with transversal knowledge related to the comprehensive training of
the person sona, as well as specific professional knowledge aimed at integration into the labor
market .”
It is a widely confirmed fact that the training with which students access university studies and
their degree of maturity determines their performance throughout them. On the other hand,
there is a general feeling, sometimes also confirmed through level tests, that our students
increasingly enter the University less well-trained, especially in terms of basic subjects and
scientific foundations. For this reason, the student's choice of one of the proposed professional
profiles does not seem appropriate to be made at the time of admission to the University, but
rather after completing the degree studies.
In accordance with all of the above, the signatories of this Annex justify its need based on the
following arguments:
a) Agreeing that the four professional profiles capture the essence of the activity vity of
Civil Engineers, we do not consider that such profiles should be defined before
starting the degree studies, therefore giving rise to four independent degrees. tes.
Rather, we think that these four professional trajectories are generated from the
professional practice that the graduate undertakes and will in turn give rise to needs
for in-depth study and specialization that the professional will acquire through
educational development. cative throughout his life through appropriate Masters or
other twelve contributions tes.
b) The four degrees established in the main part of this project generate a certain
specialization at the undergraduate level, proposing instead a generalization at the
postgraduate level. We think, on the contrary, that the nature of the degree should be
common and generalizing, while that of the postgraduate degree should be
specialization and in-depth, in accordance with the philosophy established in the
framework document of the Ministry of Education and Science.
c) We believe that the differences in training between the different subject groups do not
justify They establish the implementation of four different degrees. In the different
groups of subjects, the deviations from the average are (see table 7 of the main
project):
– Oriented sciences: 0% (average 81 credits)
– Fundamental Civil Engineering: 6.9% (average 79 credits)
– Civil Engineering Technologies: 18.5% (average 54 credits)
– Planning and Management: 28.2% (average 48.75 credits)
d) The previous differences should be corrected downwards taking into account that
many of the assignments of 0 credits (and even 3 credits) are not compatible with the
practice of the professional profile that is proposed. To illustrate this argument we
believe that in the fil P1 the nine zeros assigned to different subjects establish serious
deficiencies in the training of this profile.
e) The four proposed degrees make it difficult to approach the related degree of Civil
Engineer, which is widespread in the countries that make up the European Higher
Education Area, this being one of the objectives of the project.
f) The establishment of four independent degrees makes the employability of graduated

engineers difficult. The current educational system is characterized by providing
people It is knowledge of a fundamentally theoretical nature, while the productive
system has traditionally facilitated the development of specialized capabilities and
skills. SMEs are the majority type of company in our country, which means that the
complexity and diversity of problems to be addressed in the context of Civil
Engineering is not extreme and there is a high horizontality in terms of the
technologies involved.
142 ANNEXES
g) We believe that, as justified below, it is possible to establish a single general

qualification that allows the professional practice of the profiles that have been
defined. nest.
Proposal
A single bachelor's degree is proposed, which should be called Civil Engineering, lasting four
years, 240 ECTS, plus a Final Degree Project, which would provide general knowledge of the
four profiles. those that have been studied. The graduate, who would have an intermediate
training between the Technical Engineer of Public Works and the current Engineer of Roads,
Canals and Ports, would have wide employability and would be in a position to adopt one of the
four proposed profiles, in depth. building on them through their professional activity and the
appropriate Master's degrees. No intention of abortion give in this document an outline of the
Plan and Studies of the Degree that is proposed, Table 9b is included below (similar to Table 7
of the majority proposal), which establishes the credits, of 10 teaching hours, that can be
assigned to the different subjects covered by the three profiles.
SUBJECT
CODE SUBJECTS CREDITS
CATEGORY
1a Math 21
1B Graphic and Cartographic Expression 21
Oriented 1C Applied Geology 6
Sciences 1d Thermodynamics and Electricity 6
1e Applied Chemistry 6
1f Ecology 4,5
ADDITION 64,5
2a Mechanics 12
2b Fields and Waves 4,5
2C Structural Mechanics 12
2d Materials mechanics 6
2e Soil mechanics 6
2f Computational Mechanics 6
Fundamental 2g Fluid mechanics 4,5
Civil 2h Hydraulics and Hydrology 4,5
Engineering 2i Electrical engineering 3
2j Thermotechnics 0
2k Construction materials 9
2l Transportation Systems and Infrastructure 4,5
2m Urban Planning and Territorial Planning 6
ADDITION 78
Table 9b. Volume of teachings assigned to the single Title of Civil

Engineer
SUBJECT
CODE SUBJECTS CREDITS
CATEGORY
3a Structural Technology 12
3b Edification 4,5
3c Geotechnics 9
3d Construction Procedures 7,5
Civil 3e Waterworks 4,5
Engineering 3f Energy Systems 3
Technology 3g Sanitary Engineering 4,5
3h Maritime-Coastal Engineering 4,5
3i Highways and Airports 7,5
3j Railways 4.5
ADDITION 61,5
4a Technical Computing 4,5
4b Statistics and Optimization 4,5
4c Applied Economics 6
4d Business Administration 6
Planning and 4e Project Methodology 6
4f Environmental engineering 4,5
Management
4g Comprehensive planning and management of civil works 4,5
4h Planning and Management of Natural Resources 3
4i Safety and Health and Prevention of Occupational Risks 3
4j Transport 4,5
4k Territorial and Urban Planning 4,5
ADDITION 51
ADD COMMON SUBJECTS 255
Social Sciences and Languages
Tutored Pre-Professional Practices
Not Commons Others
Final Year Project
Table 9b. Volume of teachings assigned to the single Title of Civil

Engineer
From Table 9b it follows:
a) The total credits are 255, which are equivalent to about 200 ECTS. It could therefore
serve as a basis (grouping subjects) to establish a core nature of the proposed degree
which, in our opinion, should not be less than 75%.
b) The proposed credits comply, and in many cases expand subject by subject, the
current core required by the General Guidelines for Road, Canal and Port Engineering
and, more broadly, that of Technical Engineering for Public Works, although they do
not reach the trunk levels plus mandatory nature of the Road, Canal and Port
Engineering plans currently implemented in the different centers in Spain.
c) The remaining 40 or more ECTS credits can be used by the different centers to
intensify some of the subjects in Table 9b that they consider should be expanded and
at the same time could serve to establish subsequent postgraduate studies while
adapting flexibly to the socioeconomic and cultural environment of the different
144 ANNEXES
Universities.
In summary, the Civil Engineer thus trained would acquire, in our opinion, the following skills
des:
– Be prepared to practice the profession, having a clear awareness of its human,

economic, social, legal and ethical dimension.
– Be prepared to, throughout your professional career, assume responsible tasks. ity in
organizations, both technical and managerial content.
– Have the skills required in professional engineering practice: be able to direct projects,
communicate clearly and effectively, work in and lead teams multidisciplinary, to adapt
to changes and to learn autonomously throughout life.
– Be prepared to learn and effectively use techniques and tools that sur jan in the future.
– Have sufficient basic training to be able to continue studies, national or internal. tional,
Master's or Doctorate.
Annex C:
A solution based on the
coexistence of bimodular and
integrated models
MOTIVATION
The solution of four bachelor's degrees and one second-level degree presented as a result of
the project is based on the previous hypothesis that the only possible study model in the
European Higher Education Area is the bimodular model of the Bologna and Berlin
declarations. . However, the data in figures 2 and 7 indicate that in civil engineering this model
was very minimal. ritary in Europe in 2000 and continues to be a minority in 2004, although its
legal implementation has experienced significant progress (table 1). The model that contrasts
with the bimodular model is the integrated model, in which a single training program leads to a
degree of the same academic rank as the second level degree of the bimodular model.
Obviously, the implementation of the integrated model as a single model in a European country
would be an almost insurmountable obstacle for that country to achieve the objectives of
transnational mobility and ease of access to the labor market contained in the Bologna
declaration, but this would not be the case in countries where the bimodular model and the
integrated model coexist, especially if they are not They are seen as watertight compartments,
but rather as parallel, connected pathways to access the same final training level. The
EUCEET network, whose undeniable representativeness as a European forum for educational
analysis in civil engineering has been reflected in section 1, it defends the coexistence of both
models as a formula to make the objectives of the Bologna declaration compatible with a
quality of civil engineering practice in line with professional responsibility. sional that the
profession entails. On the other hand, the coexistence of models would allow have, wherever
their effectiveness is proven, training programs inherited from a bicentennial tradition that has
contributed decisively to the international prestige of Spanish civil engineering through through
the work carried out by many of the engineers trained with these programs.
146 ANNEXES
The solution developed in this annex is included in the project as a private vote. visited the
following participating centers:
Higher Technical School of Civil, Canal and Port Engineers of Madrid
Higher Technical School of Civil, Canal and Port Engineers of Santander
Higher Technical School of Civil, Canal and Port Engineers of Valencia
Higher Technical School of Civil, Canal and Port Engineers of Granada
Higher Technical School of Civil, Canal and Port Engineers of A Coruña
Higher Technical School of Civil, Canal and Port Engineers of Ciudad Real
Higher Polytechnic School of Burgos
Alfonso X the Wise University
University School of Technical Engineers of Public Works of Madrid
although its inclusion does not imply the disagreement of these centers with the result of the
project, or even preference over said result. It is a solution based on the same conditions nes
and on the same starting data, but on a different hypothesis: the coexistence of the modes the
bimodular and integrated. This hypothesis reduces the restrictions under which the solution
proposed in the project has been obtained, and consequently opens the possibility of improving
it in some aspect.
The apparently most negative aspect is the number of titles. Four bachelor's degrees to cover
the needs of professional engineer profiles in the field of civil engineering can be There is an
excessive fragmentation of this professional sector, although it is not so much if we take into
account that currently three degrees of Technical Engineer of Public Works and one of
Engineer of Roads, Canals and Ports are currently taught in Spain, the latter divided into four
specialties. themes if the study plan has not been renewed. It is true that the new extension of
the studies god represents an expansion with respect to the first three, but it is no less that it
represents a reduction with respect to the last and this is the valid reference when opting for
general training.
The figures in tables 10 and 11 highlight that the union of the training programs of two or more
engineering profiles in a single degree title of 240 credits and final year project dis would
significantly distort some of the programs and would seriously jeopardize the achievement of
the common objective of all degrees of leading to an engineer profile that ensures a level of
quality. ity of the professional practice of a regulated profession such as civil engineering and
in conso nancy with its impact on citizen security and well-being.
The coexistence of the bimodular and integrated models allows training programs to be
combined without endangering the viability of quality professional practice as an objective.
However, excessive reduction in the number of degrees may undermine the objective of
transnational mobility. tional, because the differences in thematic areas between training
programs for university degrees different countries is of such magnitude that it makes
comparison unfeasible. In fact, any reduction tion will reduce the flexibility offered by the
project solution, with four degree titles whose technological training content covers different
branches of international civil engineering recognized minds.
The reduction to the exclusively unified title must be discarded not only because of its
excessive rigidity in the face of transnational mobility, but also because in practice it would
impose the international model. degree and not the coexistence of models. Consequently, the
maximum reduction compatible with said coexistence and with a relevant margin of flexibility
for transnational mobility is the reduction to three degrees: the unified degree, a bachelor's
degree and a second cycle degree that allows Enable access to the academic level of the first
from the second. The reasons that prevent unions between the four degree titles proposed as
a result of the project are not altered by the coexistence of models and require that the degree
degree must necessarily be one of the four tro, so its technological training contents may only
cover one of the four branches into which the project solution divides civil engineering. The
technological training of the other three branches must be incorporated in the unified degree
and in the second level degree.
The solution presented as a private vote develops this unified title formula, title the degree and
second level title, with the four degree titles and the second level title of the project solution
integrated into the unified title under the name of Civil Engineer, Canals and Ports , with the
title of Construction Engineer and Construction of said solution tion as a degree degree, and
with the difference in training programs of both as a second level degree, also under the name
of Civil, Canal and Port Engineer . The reasons for having opted for the title of Construction
and Building Engineer are the greater extension of its thematic scope according to the
estimates in table 5, the high percentage of engineering Roads, Canals and Ports engineers
and Public Works Technical Engineers employed in construction companies (almost half, see
figures 10 and 11), and the greater demand for the current title of Public Works Technical
Engineer specializing in Civil Constructions compared to the other two (see figure 9). Both the
bachelor's and second-level titles, together, and the unified title lead to the engineer profiles
P1, P2, P3, and P4 and to the civil engineering expert profile P5 of the project, while the
bachelor's degree, obviously , leads to the P2 engineer profile.
Solution proposed as a private vote
In the integrated model, the training programs for undergraduate and second-level degrees are
inter great in one that leads directly to the second level title. The number of euro credits peos
of the title resulting from the unification would have as its limit value the sum of the credits of
the integrated titles. If this unification is carried out on the four undergraduate degrees and the
second level degree proposed in the project, adhering to the principle that the single training
program encompasses those of the five degrees, the fundamental results obtained are:
– The required training contents of the four degree titles must be leveled for each subject in
Table 9, and therefore the number of credits assigned to each one in the unified degree
148 ANNEXES
is that of the degree title with the highest allocation, that is, the figure that appears in the
column of the table headed by the word envelope. Therefore, all of these required
content credits, whose transformed sum is the figure of 265 credits European countries
(264.9), which also appears in the table, should be incorporated into the uni title ified.
– The 12 and 30 European credits respectively assigned to the final year project of the
undergraduate degree and to the postgraduate project of the second level degree must
be transferred without modifications to the unified degree. The first would be called a
degree project and the second could retain the name of a postgraduate project or
change it to a final year project.
– The 30 European credits assigned as a first approximation to each of the categories gories
Fundamental civil engineering and Planning and management in the second level
degree level and expand the training contents of the same categories of the degree
degrees. To incorporate them into the unified title, those intended for leveling must be
previously discounted, since they are part of the 265 European credits surrounding the
concessions. required training courses for degree titles. Table 9 allows you to calculate
the needs subject-by-subject leveling units for each degree title. The average of the four
degrees for the two categories as a whole is 30 European credits, and therefore it can
be estimated that the second level degree increases the training content of the four
degree degrees in each by 15 European credits added to the leveling credits. one of the
categories Fundamental civil engineering and Planning and management . These 15
euro credits peos are those that must be transferred to the unified title within the
category.
– In this way, the unified degree would have 265 European credits of compulsory subjects
originating from undergraduate degrees and 30 coming from a second-level degree, plus
12 from a degree project and 30 from a postgraduate project, that is, 337 European
credits, 295 of them corresponding to teaching required subjects. Adding 23 euro
credits courses of optional subjects would be completed 360 to be distributed over 6
years, with the two projects cough included.
– The integration of the five training programs without suppressing any non-common content
results in the unified degree leading to the four engineering profiles. ro of the project and
that of expert in civil engineering. The training program of the unifi title cado would be
composed of the 65 European credits of Sciences oriented to engineering civil estuary ,
common to the four degree degrees of the project, for 97 European credits of
Fundamental Civil Engineering , 82 enveloping the degree degrees and 15 coming from
the second level degree, for the 70 European credits of Civil Engineering Technologies
enveloping the four degree titles, 63 of Planning and Management , 48 involve from the
undergraduate degrees and 15 from the second cycle degree, for 12 European credits
from the degree project and 30 from the postgraduate project, and for 23 European
credits. os of optional teachings.
This unified title is the one proposed as part of the solution defended by even vote particular
under the hypothesis of coexistence of the bimodular and integrated models. The degree of
this solution is the title of Construction and Building Engineer defended in the project, while
after the second level degree would complement the training of the degree degree to lead to
the engineer profiles P1, P3 and P4, and the civil engineering expert profile P5. Its training
program would be made up of the contents of the unified degree program absent from that of
said degree degree, that is, by:
– 40 obligatory European credits for Fundamental Civil Engineering , 25 of them due to the
difference between the “Envelope” and “Profile P2” columns of table 7 and their
subsequent transformation into European credits, and the other 15 added for the title
of second project level to those of leveling between degree titles.
– 25 obligated European credits for Civil Engineering Technologies due to the difference
between the “Envelope” and “Profile P2” columns of table 7 and their subsequent
transformation into European credits.
– 30 obligatory European credits for Fundamental Civil Engineering , 15 of them due to the
difference between the “Envelope” and “Profile P2” columns of table 7 and their
subsequent transformation into European credits, and the other 15 added for the title
of second project level to those of leveling between degree titles.
– 30 European credits from the postgraduate project.
The resulting total of 125 European credits to be distributed over two years leaves no room for
optional teaching. However, in the total calculation of the degree and second level degrees it is
necessary to take into account that the 40 European credits assigned in the degree to these
teachings exceed the 23 of the unified degree by 17. This difference is due to the fact that the
undergraduate and second level degrees add up to 377 European credits (240 for the first, 12
for the final project and 125 for the second) compared to the 360 for the unified degree.
Figure C1 allows us to graphically compare the structure of the three titles proposed as
solutions. tion in this particular vote.
150 ANNEXES
BIMODULAR MODEL + INTEGRATED MODEL

doctoral
thesis
390
Civil engineer,
Canals and Ports
360
330
300 P3 P4
270
Construction Engineer
240 and Building
210
180
150
120
■ Sciences oriented to civil engineering
90 ■ Fundamental civil engineering
■ Civil engineering technologies

60
■ Planning and management
30
■ Optional teachings
0 ■ Undergraduate and postgraduate

projects
Figure C1. Structure of the unified degree and the degree and second level
degrees proposed in the hypothesis of coexistence of the bimodular and
integrated models
UNIFIED TITLE
General training:

regulations.
Management capacity to carry out comprehensive planning, management, maintenance

studies management, conservation and exploitation.
Specific technical and managerial capabilities for the project in the fields of
Geotechnics, Materials and Structures, for management and exploitation in the fields
of Execution and Maintenance of Civil and Building Works, for the project and
exploitation tation in the fields of Hydraulics and Energy, Health and Environmental
Engineering, Maritime and Coastal Engineering, Transportation, Urban Planning and
Territory.
Practical training:

European credits:
360 including 12 undergraduate projects and 30 postgraduate projects, spread over

six years.
Trunking:
295 European credits: 65 in Sciences oriented towards civil engineering, 97 in

Fundamental Civil Engineering, 70 in Civil Engineering Technologies, and 63 in
Planning and Management.
DEGREE TITLE
CONSTRUCTION AND BUILDING ENGINEER
General training:
Technical capacity equivalent to applying and critically evaluating project regulations

to.

etc.) that would mainly be taught as separate teachings, and complementary grades in
technical education.
Specific technical and managerial capabilities in the fields of Execution and

152 ANNEXES
Maintenance of Civil and Building Works.
European credits:
Trunking:

management.
SECOND LEVEL TITLE
Access:
Direct from the bachelor's degree.
General training:

regulations to.
Management capacity to carry out comprehensive planning, management,

maintenance, conservation and exploitation studies.
Specific technical and management capabilities for the project in the fields of
Geotechnics, Materials and Structures, for the project and exploitation in the fields of
Hydraulics and Energy, Health and Environmental Engineering, Maritime and Coastal
Engineering, Transportation, Urban Planning and Territory.
Practical training:

European credits:
125 including 30 postgraduate projects, spread over six years.

Trunking:
95 European credits: 40 from Fundamental Civil Engineering, 25 from Civil

Engineering Technologies, and 30 from Planning and Management.

White Paper Civil Engineering

Uploaded by

Document Informationclick to expand document informationWhite paper on the Civil Engineering degree issued by the National Agency for Quality Assessment and Accreditation

Document Informationclick to expand document information

Copyright:

Available Formats

White Paper Civil Engineering

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

White Paper Civil Engineering

Uploaded by

Copyright:

Available Formats

TO

National Evaluation Agency

National Agency for Quality

REPORT OF THE PROJECT EVALUATION COMMITTEE

2. State of civil engineering studies in Europe.........................................21

16.1. Proposed solution....................................................................125

A unique degree called Civil Engineering.................................................141

PROJECT IDENTIFICATION DATA

1.1. PARTICIPATING CENTERS

19 of the 20 Technical Schools of Civil Engineering or Polytechnic Schools with civil

3 University Coordination Council, University Statistics 1994-2001 (CD-Rom), Madrid, 2004.

CENTER UNIVERSITY QUALIFICATIONS EGRESS INCOME

Avila Higher Polytechnic School University of Salamanca ITOPeH 0,6 % 0,4 %

Cartagena University School of Polytechnic University of ITOPeH 0,0 % 2,0 %

ICCP: Civil, Canal and Port Engineer eH: specialty in Hydraulics

1.2. BACKGROUND OF ACADEMIC CIVIL ENGINEERING DEGREES IN SPAIN

Thus, civil engineering emerges as a bifurcation of military engineering. The cradle of

1.3. JUSTIFICATION AND OBJECTIVES OF THE PROJECT

1.4. METHODOLOGY ADOPTED FOR THE DEVELOPMENT OF THE PROJECT

Figure 0. Outline of the methodology followed in the development of the project

1.5. INTERNAL OPERATION OF THE PROJECT EXECUTING GROUP

Figure 1. Number of European civil engineering teaching

2.1. MODELS OF CIVIL ENGINEERING TEACHINGS IN EUROPE

Figure 2. Implementation of civil engineering teaching models in Europe (2000).

Teaching load in annual hours of teacher-student contact

■ Integrated model ■ Both models ■ Bi-modular model

2.2. OBJECTIVES AND CONTENTS OF EUROPEAN CIVIL ENGINEERING DEGREES

10th and 90th percentiles of 67 European civil engineering degrees

Figure 4. Average value and 10th and 90th percentiles of the

2.3. ADMISSION TO CIVIL ENGINEERING STUDIES IN EUROPE

2.4. EFFECT OF THE MODEL ON SCHOOL FAILURE

• Bimodular model • Integrated model

Figura 5. Effect of extension and teaching model on dropping out of studies

• Bimodular model N=1.08E • Integrated model N=1.25E

2.5. APPLICATION OF THE BOLOGNA AND BERLIN DECLARATIONS IN CIVIL

Year 2000 Year 2004

Table 1. Number of countries and models

■ Integrated model ■ Both models

■ Integrated model ■ Both models ■ Bi-modular model

The examination of civil engineering education in 107 centers in 26 European countries

• 2nd option applicants ■ 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. Polytechnic University of Madrid

• 2nd option applicants • 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. University of cantabria

• 2nd option applicants ■ 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. University of Valencia

• 2nd option applicants ■ 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. Universitat Politècnica de Catalunya

• 2nd option applicants • 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. University of Granada

• 2nd option applicants ■ 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. University of A Coruña

• 2nd option applicants ■ 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. Castilla-La Mancha university

• 2nd option applicants • 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. University of Burgos

• 2nd option applicants • 1st option applicants ■ Admitted

Figure 8. Engineer of roads, canals and ports. Alfonso X El Sabio University