1. Chair: Richard J. Whewell Rapporteur: Arne van der Gen Theme 1: Lifelong learning for Professors Keynote Speakers: Paul Yates Anette Kolmos Ralph Dreher Our professors may be elite researchers, but can they communicate and motivate our future scientists & engineers?

2. Theme 1: Lifelong Learning for Professors Conclusions 1.The Working Group concluded unanimously that Lifelong Learning for professors is beneficial 2.The first problem encountered in staff development is to find enough suitably qualified teachers 3.Some pedagogical input is now desirable because of the broader range of student abilities 4.Several European countries, including all Scandinavian ones, have developed a mandatory training programme for junior staff, while many others have not 5.The Working Group did not favour mandatory Lifelong Learning, but thought there should be sufficient encouragement to ensure financial support 6.Three countries were identified that were not active in Lifelong Learning for professors, either compulsory or voluntarily 7.It was thought that by exposing the staff to a Summer School at European level, possible benefit could be assessed 8.Although the award of ECTS credits could help transferability, several members objected to the idea of one colleague assessing another

3. Theme 1: Lifelong Learning for Professors Recommendations 1.Professional staff development should partly consist of institutional training and for another part of international training 2.The institutional training should partly be conducted at institutional level and partly at Faculty level 3.Every junior staff member should be assigned a senior staff mentor 4.Training should be highly encouraged for all newly appointed junior staff 5.Dramatic changes in student population makes Lifelong Learning for professors highly desirable 6.Taking note of the new and greatly improved version of the ECTS USER’s guide is highly recommended 7.New staff should be acquainted with the Tuning methodology 8.There should be regular European Summer Schools to disseminate good practice

4. Working Group 3 Chair: Richard Whewell Rapporteur: Arne van der Gen Theme 2: Scientific / Technological Higher Education Frameworks Keynote Speakers: Sebastiao Feyo Azevedo Marie-Anne Persoons “ The structure of science and engineering education is crucial for the mobility of professionals”.

5. Theme 2: Scientific / Technological Higher Education Frameworks Conclusions 1.The goals for Bologna 2020 are remarkably similar to those of Bologna 2010 2.Introduction of the Bachelor / Master curriculum structure caused a decrease in the effectiveness of the Socrates student exchange programme 3.Despite the large differences in goals between Universities and Institutes for Vocational training, the framework to obtain these goals can be the same 4.Divergence of 46 national frameworks would give rise to chaos, unless they are certified as compliant with the European Framework 5.Existence of a framework helps reflective practice by the staff involved. The Dublin Descriptors could turn out to be particularly useful in this respect 6.For courses now described in Learning Outcomes, the traditional examination methodology does not adequately assess these outcomes

6. Theme 2: Scientific / Technological Higher Education Frameworks Recommendations 1.At the European level there should exist only a single framework for University and Vocational education: the Bologna and LLP frameworks should be amalgamated 2.Frameworks should be phrased in term of outcomes, rather than how these outcomes are being achieved

7. Moderator: Jean Michel Rapporteur: Arne van der Gen Theme 3: Round Table on: “New Skills for New Jobs” Keynote Speaker: Julie Fionda Round Table Panellists: Julie Fionda Xavier Fouger Hartmut Schmidt Charles Watkinson

8. Theme 3: Round Table on: New Skills for New Jobs Conclusions 1.To increase learning outcomes in generic skills, we should change our methods of teaching 2.The Lifelong learning process should be more directed towards attitude 3.With incoming students, the ability to put thoughts into words has decreased 4.As the Bachelor degree should give access to the labour market, students at the Ba-level should be able to interact with other disciplines 5.One to one interaction between students and staff remains important 6.Lifelong learning for professors has become a necessity

9. Theme 3: Round Table on: New Skills for New Jobs Recommendations 1.There are many new needs. Our professors cannot perform miracles. Investment in new staff, and not only at the highest level, is badly needed 2.Language education should start in primary education and be completed in secondary education. It can, of course, be further developed later on, e.g. by a module in scientific writing 3.Self-evaluation should be developed, starting early in higher education 4.Primary and secondary education should also play an important role in the development of generic skills. Therefore, primary, secondary and higher education should join forces by linking existing programmes