1. 1 Graduates’ Attributes : EMF, EUR-ACE and Federal Educational Standards Alexander I. Chuchalin, Chair of the RAEE Accreditation Board Graduates’ Attributes : EMF, EUR-ACE and Federal Educational Standards Alexander I. Chuchalin, Chair of the RAEE Accreditation Board

2. 2 The Ministry of Education and Science of the Russian Federation in the early 2007 adopted the concept and the layout of the new Federal Standard for Higher Education in the country.

3. 3 The advantage of the new Federal Standard is the orientation to graduates’ competences. For the time being the employees, as well as the academic and professional bodies are engaged in defining the requirements for the graduates’ competences. For the time being the employees, as well as the academic and professional bodies are engaged in defining the requirements for the graduates’ competences.

4. 4 The Russian Association for Engineering Education ( RAEE ) is actively participating in the discussion of the new Federal Standards for the Programmes in Engineering and Technology.

5. 5 The RAEE recommends addressing the international experience of planning of bachelor’s and master’s competences while developing the new Federal Standard for Engineering Education of the First and Second Cycles. The RAEE recommends addressing the international experience of planning of bachelor’s and master’s competences while developing the new Federal Standard for Engineering Education of the First and Second Cycles.

6. 6 The pattern of the engineers’ education and training in such countries-participants of the Washington Accord ( WA ) and the Engineers Mobility Forum ( EMF ) like USA, Canada, Japan, Australia and others is well known. The pattern of the engineers’ education and training in such countries-participants of the Washington Accord ( WA ) and the Engineers Mobility Forum ( EMF ) like USA, Canada, Japan, Australia and others is well known.

7. 7 Based on the EMF requirements for the Professional Engineers’ competences the following criteria are applied for the attributes of Bachelors in countries-signatories of the Washington Accord. Based on the EMF requirements for the Professional Engineers’ competences the following criteria are applied for the attributes of Bachelors in countries-signatories of the Washington Accord.

8. 8 1. Academic Education ( educational depth and breadth ) : Completion of an accredited program of study typified by four years or more of post-secondary education. Completion of an accredited program of study typified by four years or more of post-secondary education.

9. 9 2. Knowledge of Engineering Sciences ( breadth and depth of education and type of knowledge, both theoretical and practical ) : Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the conceptualization of engineering models. Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the conceptualization of engineering models.

10. 10 3. Problem Analysis ( complexity of analysis ) : Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences. Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences.

11. 11 4. Design / development of solutions ( breadth and uniqueness ) : Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.

12. 12 5. Investigation ( breadth and depth of investigation and experimentation ) : Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.

13. 13 6. Modern Tool Usage ( level of understanding of the appropriateness of the tool ) : Create, select and apply appropriate techniques, resources, and modern engineering tools, including prediction and modelling, to complex engineering activities, with an understanding of the limitations. Create, select and apply appropriate techniques, resources, and modern engineering tools, including prediction and modelling, to complex engineering activities, with an understanding of the limitations.

14. 14 7. Individual and Team work ( role in and diversity of team ) : Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.

15. 15 8. Communication ( level of communication according to type of activities performed ) : Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

16. 16 9. The Engineer and Society ( level of knowledge and responsibility ) : Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering practice. Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering practice.

17. 17 10. Ethics ( no differentiation between WA, DA and SA in this characteristic ) : Understand and commit to professional ethics and responsibilities and norms of engineering practice.

18. 18 11. Environment and Sustainability ( no differentiation between WA, DA and SAin this characteristic ) : 11. Environment and Sustainability ( no differentiation between WA, DA and SA in this characteristic ) : Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development. Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development.

19. 19 12. Project Management and Finance ( level of management required for differing types of activity ) : Demonstrate a knowledge and understanding of management and business practices, such as risk and change management, and understand their limitations. Demonstrate a knowledge and understanding of management and business practices, such as risk and change management, and understand their limitations.

20. 20 13. Life long learning ( no differentiation between WA, DA and SAin this characteristic ) : 13. Life long learning ( no differentiation between WA, DA and SA in this characteristic ) : Recognize the need for, and have the ability to engage in independent and life-long learning. Recognize the need for, and have the ability to engage in independent and life-long learning.

21. 21 From the contents of the given requirements for the knowledge and skills of the graduates it appears that the attributes of Bachelors appropriate to the criteria of the WA assume their preparedness for the complex engineering activity. From the contents of the given requirements for the knowledge and skills of the graduates it appears that the attributes of Bachelors appropriate to the criteria of the WA assume their preparedness for the complex engineering activity.

22. 22 In frames of the EUR-ACE ( EURopean ACcredited Engineer ) project the EUR-ACE Framework Standards for Accreditation of Engineering Programmes were developed, which define the graduates’ of the first ( FC ) and second ( SC ) cycles competences. In frames of the EUR-ACE ( EURopean ACcredited Engineer ) project the EUR-ACE Framework Standards for Accreditation of Engineering Programmes were developed, which define the graduates’ of the first ( FC ) and second ( SC ) cycles competences.

23. 23 1. Knowledge and Understanding. First Cycle graduates should have: First Cycle graduates should have: - knowledge and understanding of the scientific and mathematical principles underlying their branch of engineering, - a systematic understanding of the key aspects and concepts of their branch of engineering, - coherent knowledge of their branch of engineering including some at the forefront of the branch, - awareness of the wider multidisciplinary context of engineering.

24. 24 1. Knowledge and Understanding. Second Cycle graduates should have: Second Cycle graduates should have: - an in-depth knowledge and understanding of the principles of their branch of engineering, - a critical awareness of the forefront of their branch.

25. 25 2. Engineering Analysis. First Cycle graduates should have: - the ability to apply their knowledge and understanding to identify, formulate and solve engineering problems using established methods, - the ability to apply their knowledge and understanding to analyse engineering products, processes and methods, - the ability to select and apply relevant analytic and modelling methods.

26. 26 2. 2. Engineering Analysis. Second Cycle graduates should have: - the ability to solve problems that are unfamiliar, incompletely defined, and have competing specifications, - the ability to formulate and solve problems in new and emerging areas of their specialisation, - the ability to use their knowledge and understanding to conceptualise engineering models, systems and processes, - the ability to apply innovative methods in problem solving.

27. 27 3. Engineering Design. First Cycle graduates should have: First Cycle graduates should have: - the ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements, - an understanding of design methodologies, and an ability to use them.

28. 28 3. Engineering Design. Second Cycle graduates should have : Second Cycle graduates should have : - an ability to use their knowledge and understanding to design solutions to unfamiliar problems, possibly involving other disciplines, - an ability to use creativity to develop new and original ideas and methods, - an ability to use their engineering judgement to work with complexity, technical uncertainty and incomplete information.

29. 29 4. Investigations. First Cycle graduates should have : First Cycle graduates should have : - the ability to conduct searches of literature, and to use data bases and other sources of information, - the ability to design and conduct appropriate experiments, interpret the data and draw conclusions, - workshop and laboratory skills.

30. 30. 4. Investigations. Second Cycle graduates should have : - the ability to identify, locate and obtain required data, - the ability to design and conduct analytic, modelling and experimental investigations, - the ability to critically evaluate data and draw conclusions, - the ability to investigate the application of new and emerging technologies in their branch of Engineering.

31. 31. 5. Engineering Practice. First Cycle graduates should have: First Cycle graduates should have: - the ability to select and use appropriate equipment, tools and methods, - the ability to combine theory and practice to solve engineering problems, - an understanding of applicable techniques and methods, and of their limitations, - an awareness of the non-technical implications of engineering practice.

32. 32 5. Engineering Practice. Second Cycle graduates should have : Second Cycle graduates should have : - the ability to integrate knowledge from different branches, and handle complexity, - a comprehensive understanding of applicable techniques and methods, and of their limitations, - a knowledge of the non-technical implications of engineering practice.

33. 33 6. 6. Transferable Skills. First Cycle graduates should be able to : First Cycle graduates should be able to : - function effectively as an individual and as a member of a team, - use diverse methods to communicate effectively with the engineering community and with society at large, - demonstrate awareness of the health, safety and legal issues and responsibilities of engineering practice, the impact of engineering solutions in a societal and environmental context, and commit to professional ethics, responsibilities and norms of engineering practice,

34. 34 6. 6. Transferable Skills. First Cycle graduates should be able to : First Cycle graduates should be able to : - demonstrate an awareness of project management and business practices, such as risk and change management, and understand their limitations, - recognise the need for, and have the ability to engage in independent, life- long learning.

35. 35 6. 6. Transferable Skills. Second Cycle graduates should be able to: - fulfil all the Transferable Skill requirements of a First Cycle graduate at the more demanding level of Second Cycle, - function effectively as leader of a team that may be composed of different disciplines and levels, - work and communicate effectively in national and international contexts.

36. 36 One ought to be guided by the competences stated in the requirements of the WA Graduate Attributes and EUR-ACE Framework Standards while developing the new Federal Standards for the Engineering Education in Russia. One ought to be guided by the competences stated in the requirements of the WA Graduate Attributes and EUR-ACE Framework Standards while developing the new Federal Standards for the Engineering Education in Russia.

37. 37 While developing the Federal Standard for the 4-year Programmes of Bachelor trained for the practical engineering activity it is rational to be guided by the WA – 4-year Bachelor pattern. While developing the Federal Standard for the 4-year Programmes of Bachelor trained for the practical engineering activity it is rational to be guided by the WA – 4-year Bachelor pattern.

38. 38 The Bachelors trained for the complex engineering activity in accordance with the WA Graduate Attributes pattern will be able in future to substitute in the labour market the Diploma specialists, whose training in accordance with the 5-year integrated programmes is terminated with the introduction of the new Federal Standard. The Bachelors trained for the complex engineering activity in accordance with the WA Graduate Attributes pattern will be able in future to substitute in the labour market the Diploma specialists, whose training in accordance with the 5-year integrated programmes is terminated with the introduction of the new Federal Standard.

39. 39 While developing the Federal Standard for the 2-year Programmes for Training of Masters oriented for engineering activity it is rational to be guided by the 2-year EUR-ACE Master pattern. While developing the Federal Standard for the 2-year Programmes for Training of Masters oriented for engineering activity it is rational to be guided by the 2-year EUR-ACE Master pattern.

40. 40 Masters in Engineering Technology educated and trained in accordance with the advanced programmes appropriate to the EUR-ACE Framework Standards ( SC ) will be able to tackle the innovative engineering tasks and play the leading role in creating of the new technologies for the industrial development. Masters in Engineering and Technology educated and trained in accordance with the advanced programmes appropriate to the EUR-ACE Framework Standards ( SC ) will be able to tackle the innovative engineering tasks and play the leading role in creating of the new technologies for the industrial development.

41. 41 THANK YOU THANK YOU