THE HARMONISATION APPLIED TO EUROPEAN HIGHER EDUCATION IN AGRICULTURAL / BIOSYSTEMS ENGINEERING 14 June 2010 Antonio Comparetti, Pierluigi Febo Dipartimento I.T.A.F., Università di Palermo, Italy Living Together in the Multi-cultural Society

The harmonisation of the European curricula in Agricultural Engineering  In 1989 the International Commission of Agricultural Engineering (CIGR), under the chairmanship of G. Pellizzi, with the cooperation of the Italian Association of Agricultural Engineering (AIGR, now AIIA) and Milan University, sponsored a project aimed at comparing University curricula in Agricultural Engineering in EC12, in order to promote the academic harmonisation and the mobility of University graduates in Agricultural Sciences and Agricultural Engineering in the EC.  Several papers were presented at conferences or published in Italian or international journals, and 2 Working Groups were created: WG1, within CIGR; SIG 12 “Education and Communication”, within the European Association of Agricultural Engineers (EurAgEng).  From 1990 to 1994 some surveys about the organisation of the University degree study programs in Agricultural Engineering were carried out in several Countries. From 1996 to 1999 these surveys were updated and extended to other Countries.  In 2000 the results of the last world survey about the study programs in Agricultural Engineering were written by P. Febo and D.-W. Sun in the report “The University Structure and Curricula on Agricultural Engineering. An overview of 36 Countries”, issued by FAO and presented during a EurAgEng Conference - Warwick (UK).

In this report an accreditation system is also proposed and the European University faculties and departments offering diplomas in Agricultural Engineering and Agricultural Sciences with specialisations in Agricultural Engineering and Engineering are listed. The European core curricula 1)a 5-year diploma degree, more scientifically oriented; 2)a 3-year Bachelor degree, more application-oriented; 3)a Master’s degree, corresponding to the 5-year diploma degree; 4)a Master’s degree, corresponding to the 3-year Bachelor degree. In 2001 the Working Package 3 of AFANet (EU Socrates Thematic Network for Agriculture, Forestry, Aquaculture and the Environment) issued the report “Towards a European Standard for Agricultural Engineering Curricula”, which outlines the basis for 4 European core curricula :

From Agricultural Engineering to Biosystems Engineering The beginning of the 3 rd millennium brings a crisis in Agricultural Engineering sector, so that several institutes, departments and research centres were closed or had their staff significantly reduced. Meanwhile, with the advent of new topics (e.g. Precision Agriculture, Robotics, Information Systems for Agriculture), in several Universities the Department of Agricultural Engineering and the related study programs changed their name, course contents and research topics from “Agricultural Engineering” to “Bio-Engineering” or “Biosystems Engineering” and, as a consequence, in 2002 EurAgEng renamed its official journal from “Journal of Agricultural Engineering Research” into “Biosystems Engineering”.

University Studies of Agricultural Engineering in Europe - A Thematic Network : USAEE-TN In 1999 a new University structure (3+2) was established by the Bologna Declaration, so that several EU Countries updated their study programs, in order to make them fitted to this new structure. Therefore, the need of establishing a European thematic network on Agricultural Engineering was felt (report of AFANet - Working Package 3) and the idea of carrying out, at European level, a project aimed at developing core curricula to be used as benchmarks for the future study programs in Agricultural Engineering, was born. Thus, in 2002 the thematic network USAEE (University Studies of Agricultural Engineering in Europe), constituted by 31 institutions of 27 European Countries, was established with the above aim, supported by EurAgEng through the SIG RD12 and funded by Socrates-Erasmus EU programme : The duration of USAEE-TN project was 4 years (01/10/ /09/2006).

The objectives of USAEE-TN project  to develop core curricula, to be used as benchmarks for European study programs in Agricultural Engineering;  to determine a set of minimum criteria / requirements, against which any curriculum can be tested, in order to decide whether it can be recognised as a program in Agricultural Engineering;  to define common accreditation procedures, also in terms of ECTS (European Credit Transfer System) credits and establish the bodies / committees for carrying out these procedures.

The criteria for the recognition of core curricula In order to be recognised, a core curriculum must meet the criteria of FEANI (European Federation of the National Associations of Engineers) for being an Engineering study program, concerning with the Engineering course contents and ECTS, and those of EurAgEng, concerning with the Agricultural/Biological course contents and ECTS. In 2005 USAEE-TN produced the report “Core Curricula of Agricultural/Biosystems Engineering for the First Cycle Pivot Point Degrees of the Integrated M.Sc. or Long Cycle Academic Orientation Programs of Studies”, where the Engineering courses are recognised as the weak part of the European study programs in Agricultural Engineering. Therefore, the main challenge is to increase the Engineering part and reduce the Agricultural/Biological Sciences part of the core curricula. In several European Countries intermediate 3-year study programs, called “pivot point”, were established, in order to promote the student mobility among Universities and Countries. The study programs should be fitted to Bologna Declaration Scheme and coexist with the new intermediate 3-year “pivot point” ones (Bachelor’s Science).

The first results of USAEE-TN : the 1 st cycle schemes The Thematic Network E4 (Enhancing Engineering Education in Europe), run by Florence University in cooperation with SEFI (European Society for Engineering Education) and other organisations, determined a set of minimum standards for core curricula and described the competencies to be used for professional and academic applications. Therefore, USAEE-TN established synergies with both E4-TN and SEFI towards the above common objectives. The first results of USAEE-TN were the 2 following 1 st cycle schemes. Scheme A, having academic orientation, is distinguished in :  core curricula of integrated 5-year study programs (M.Sc.);  core curricula of “pivot-point” 3-year study programs (B.Sc.). Scheme B, having application-technological orientation, is represented by the core curricula of professional (mostly 3-year) study programs.

USAEE-TN report : Agricultural Engineering core curricula of 1 st cycle “pivot point” integrated degree study programs (3+2) and 5-year ones with academic orientation

USAEE-TN report : 7 modules or specialisations in Agricultural Engineering 1)Water Resources Engineering; 2)Mechanical Systems and Mechanisms used in Agricultural and Bioprocess Engineering; 3)Structural Systems and Materials in Agricultural and Bioprocess Engineering; 4)Waste Management in Agricultural and Bioprocess Engineering; 5)Bioprocessing; 6)Energy Supply and Management in Agricultural and Bioprocess Engineering; 7)Information Technology and Automation in Agricultural and Bioprocess Engineering.

USAEE-TN report : proposed module or specialisation in “Mechanical Systems and Mechanisms used in Agricultural and Bioprocess Engineering” within the 1 st cycle “pivot point” degree study programs ENGINEERING PART OF THE CORE CURRICULA: OPTIONAL COURSES ECTS CREDITS: equal to 13-17% of total 180 ECTS CREDITS Learning outcomes and contents follow this table Assuming 6 course units with 4 or 5 ECTS credits per unit, respectively, or equivalent, the learning outcomes that follow may be delivered through the following structured coursework: 1.Kinematics of Mechanisms 2.Power Generation Engines 3.Mechatronics 4.Soil Mechanics 5.Electrotechnics 6.Electronic Circuits 7.Instrumentation and Measurements 8.Engineering Surveying - GIS AGRICULTURAL / BIOLOGICAL SCIENCES PART OF THE CORE CURRICULA: OPTIONAL COURSES (16-20 ECTS CREDITS: equal to 9-11% of total 180 ECTS CREDITS Learning outcomes and contents follow this table Assuming 4 course units with 4 or 5 ECTS credits per unit, respectively, or equivalent, the learning outcomes that follow may be delivered through the following structured coursework: 1.Crop Science and Management 2.Crop Protection 3.Agro-chemicals 4.Animal Science and Management 5.Environmental Impact Assessment

USAEE-TN report : indicative list of Agricultural Engineering courses included in the proposed module or specialisation in “Mechanical Systems and Mechanisms used in Agricultural and Bioprocess Engineering” 1)Agricultural Machinery Design; 2)Farm Power Units; 3)Farmstead Equipment; 4)Analysis and Design of Biomachinery; 5)Techniques in Precision Agriculture; 6)Automatic Controls; 7)Computer Control of Machines and Processes; 8)Ergonomics, Health and Safety; 9)Design Methods for Machines for Biosystems; 10)Remote Sensing; 11)Soil Erosion; 12)Landscape Planning; 13)Free Technical or Agricultural / Biological Electives.

The requirements of FEANI on Agricultural Engineering core curricula In 2004 the USAEE report was sent to the Executive Committees of FEANI and EurAgEng for evaluation, so that in 2005 the European Monitoring Committee (EMC) of FEANI required the following modifications :  to explain the contents of “general” within Basic Sciences;  to specify the number of ECTS of Mathematics (which must be at least 24);  to specify the percentage of Engineering Basic Sciences (which must be at least 20% and 36 ECTS) of the study program;  to provide all the 7 specialisations with at least 60% of Engineering courses;  to specify the percentage of non-technical courses (which must be at least 10% of the study program). EurAgEng agreed to undertake the recognition process of the core curricula.

The outputs achieved by USAEE-TN project during the dissemination year  to develop a web database of the European study programs in Agricultural/Biosystems Engineering, in order to facilitate their recognition and, therefore, promote the student mobility in the EU (  to enhance the USAEE web-site, by creating links with organisations, other related TNs and projects;  to disseminate the USAEE results to Higher Engineering Education Area in Europe, through synergies with TECHNO/ARCHIPELAGOS (about ECTS, quality assessment and employability), to the Agricultural/Biosystems Engineering community outside Europe, through the TUNING III web-site and synergies with TUNING III, and to Deans, Rectors, ERASMUS officials, policy makers and other academic bodies, representatives of enterprises and industries;  to cooperate with FEANI and, indirectly, with the major European professional stakeholders, for obtaining the approval of the core curricula developed, and with EUR-ACE (Accreditation of European Engineering Programmes and Graduates);  to support the student mobility, through the participation of the International Association of Students in Agricultural and related sciences (IAAS) and the Board of European Students of Technology (BEST) to USAEE workshops.

The harmonisation of the European curricula in Biosystems Engineering by ERABEE-TN In 2007, in order to develop the results achieved by USAEE-TN, the same partners of this network and others established a new Thematic Network called ERABEE (Education and Research in Biosystems Engineering in Europe). This thematic network is constituted by 35 institutions of 27 Erasmus Countries, of which 33 Higher Education Area institutions and 2 student associations, and is co-funded by EU, under the umbrella of Lifelong Learning Programme :

The objectives of ERABEE-TN project  to promote the transition from Agricultural Engineering to Biosystems Engineering;  to establish the recognition procedures of the new European study programs in Biosystems Engineering, to be carried out by EurAgEng, and to organise case studies about the implementation of these programs, on the basis of the core curricula developed by USAEE-TN;  to enhance the compatibility among the new European study programs in Biosystems Engineering, in order to promote their recognition and accreditation, in synergy with EUR-ACE;  to promote the 3 rd cycle University study programs and the European Doctorate in Biosystems Engineering;  to develop synergies for strengthening the linkage between research and education at all 3 cycles of the University studies in Biosystems Engineering in Europe;  to promote the adoption of the European Standards on quality assessment and assurance of the European study programs in Biosystems Engineering, in agreement with the European Qualification Framework (EQF);  to enhance the international attractiveness of the European study programs in Biosystems Engineering;  to promote the researcher and student mobility;  to implement the main lines of TUNING to Biosystems Engineering.

The outputs achieved during ERABEE project  define the emerging Biosystems Engineering discipline and to describe the related current situation;  describe the current situation and perspectives about the development of Biosystems Engineering study programs towards bio-fuels, bio-materials and quality of products;  describe the current schemes and the possible structured study programs of the 3 rd cycle University studies in Agricultural/Biosystems Engineering;  describe the research activities in the first 2 cycles of Biosystems Engineering University studies;  describe the quality assurance and assessment frameworks of Biosystems Engineering University studies. The main outputs achieved, in each partner Country, are to : The duration of ERABEE-TN project will be 3 years (01/10/ /09/2010).

The EU-US cooperation in Biosystems Engineering curricula : POMSEBES In Higher Education Area institutions, of which 8 from EU and 4 from US, established the Consortium POMSEBES (Policy Oriented Measures in Support of the Evolving Biosystems Engineering Studies in USA - EU), whose project was developed during the duration of ERABEE-TN one, from 01/11/2006 to 31/10/2008 : This consortium was funded by the European Commission, jointly with the US Department of Education, Fund for the Improvement of Post Secondary Education (FIPSE), under the ATLANTIS programme (Actions for Transatlantic Links and Academic Networks for Training and Integrated Studies), in the framework of the EU-US Agreement in higher education and vocational training.

The objectives achieved by POMSEBES project  to provide a platform for a systematic exchange of experiences and ideas between US and EU, in order to contribute to enhance the quality and linkage between research and education, and also establish appropriate policy oriented measures;  to develop policy oriented measures as well as appropriate curricula in Biosystems Engineering;  to encourage the development of compatible degree study programs, both within EU and between EU and US.

Expanding Biosystems Engineering Education & Research in Europe to meet the Climatic Change Challenges : EBEEREC3 In 2010 some partners of ERABEE-TN submitted to EU the proposal of establishing a new TN called EBEEREC3, to be co-funded by Lifelong Learning Programme. The project of this TN is aimed at providing climate change problems with solutions, by means of Biosystems Engineering innovations in research and education. The project will have an impact on :  bio-based materials;  Renewable Energy;  Novel Engineering in the conditions of climate change.  enhancement of education (2 nd & 3 rd cycle), through the development of modules, and reinforcement of research (3 rd cycle & post-doc) in the above areas, as related to the new CAP developments;  promotion of the linkage between Research and Education;  support of quality assessment and assurance schemes of European study programs in Biosystems Engineering. The proposed TN is aimed at exploiting the above outputs by means of :  the economy of Europe, as it will contribute to the territorial and environmental protection, restoration and enhancement in the conditions of climate change;  the teaching, learning and professional context, as it will facilitate student and staff mobility among EU Higher Education institutions. The most significant outcome of USAEE-TN was the development of a Core Curriculum for University Agricultural Engineering Studies in Europe. An output of USAEE and ERABEE TNs is the identification of the expanding areas of Biosystems Engineering, for which a coordinated work is needed in Europe :

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