1. ASIIN ECTNA and ASIIN: Perspectives of Mutual Cooperation
Plenary Meeting of the ECTNA in Vienna
ASIIN
Accreditation Agency for Study Programs in Engineering, Informatics, Natural Sciences and Mathematics
Dr. I. Wasser

2. Content
General Context and Prevailing Conditions of Accreditation in a European Setting - International Accreditation Networks of Relevance - The Decisions of the Bergen Conference
Impediments for Transnational Recognition of Degrees in Europe
The „EUR-ACE“-Project and the Creation of ENAEE
Presenting the new ECTNA-Member ASIIN
Perspectives of Mutual Cooperation between ECTNA and ASIIN
Dr. I. Wasser

3. General Context Paris (1998) Bologna (1999) Prag (2001) Berlin (2003)
Bergen (2005)
Completion of the European Higher Education Area until 2010, in which citizens can choose from a wide and transparent order of high quality courses and benefit from smooth recognition procedures
Goals: European knowledge society characterized by high mobility and permeability, lifelong learning
Promotion of comparability and compatibility of degrees:
Two cycle study system, ECTS, adoption of a system of easily readable and comparable degrees, Diploma Supplement, permeability of study structures
Promotion of the European Dimension in Higher Education
Recognition of
degrees
in Europe
Transnational cooperation in the field of quality assurance :
ENAEE and the “EUR-ACE”-project, ECTNA, ENQA
London
(2007)
Common European Market
Goals: freedom of movement of workers, right of establishment, freedom of services.
Declaration of Lisbon, Barcelona: „to make Europe the most competitive and dynamic knowledge-based economy in the world.“
The European Directive on the recognition of professional qualifications :
Goal: „ A clear, secure and quick system for the recognition of qualifications in the field of the regulated professions is required to ensure free movement.“
The EC institutions and member states should facilitate employment and the provision of services through wholesale consolidation of the existing regimes of professional recognition in the regulated professions.
Dr. I. Wasser

4. ECTN (Eurobachelor-Label) ENAEE („EUR-ACE“-Label)
International Accreditation Networks
Field Specific
Generic
Washington Accord
u.a. 2 Mitglieder von ENAEE
INQAAHE
International Network for Quality Assurance Agencies in Higher Education
Global Scale
ENQA
European Network for Quality Assurance
European Scale
More than 40 members in Europe, mostly Quality Assurance/Accreditation Agencies + National Unions of Students in Europe (ESIB), European University Association (EUA), European Association of Institutions in Higher Education (EURASHE), European Centre for Higher Education (UNESCO-CEPES) and the Union of Industrial and Employers’ Confederations of Europe (UNICE).
ECTN (Eurobachelor-Label)
European Chemistry Thematic Network Association
ENAEE („EUR-ACE“-Label)
European Network for the Accreditation of Engineering Education
ECA
European Consortium for Accreditation
Österreichischer Akkreditierungsrat, Austria; Fachhochschulrat, Austria; Akkreditierungsrat, Germany; ZEvA, Germany; FIBAA,Germany; ACQUIN, Germany; AQAS, Germany; AHPGS, Germany; The Higher Education and Training Awards Council (HETAC), Ireland; Nederlands-Vlaamse Accreditatie Organisatie (NVAO), the Netherlands/Flanders; Nasjonalt organ for kvalitet i utdanningen (NOKUT), Norway; Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA), Spain; Organ für Akkreditierung und Qualitätssicherung der Schweizerischen Hochschulen (OAQ), Switzerland
More than 200 chemical societies and HEI in Europe
All European Engineering Accreditation Agencies + FEANI, SEFI, CESAER, EUROCADRE S etc.
Dr. I. Wasser

5. The political framework - The decisions of the Bergen conference
Expansion of the European Higher Education Area (EHEA) to 45 European countries; new members are Armenia, Azerbaijan, Georgia, Moldova and Ukraine.
Confirmation of the Commitment to establish the EHEA by 2010.
Central Role of HEIs, their staff and students as partners in the Bologna process.
The degree system:
Observation that the two-cycle degree system is being implemented in most European countries with more than half of the students being enrolled (comparison to Germany: in WS 2005/06 34% (3800 programs) of all study programs completing with a Bachelor or Master degree.
Adoption of an overarching framework for qualifications in the EHEA, comprising three cycles; formulation of generic descriptors for each cycle based on learning outcomes and competences; fixing of credit ranges in the first and second cycle ( ECTS / ECTS).
Commitment of the 45 Bologna countries to develop national qualification frameworks until 2010.
Complementarily between the overarching qualification framework for the EHEA and the proposed broader framework for qualifications for LLL encompassing general education as well as vocation education and training.
Dr. I. Wasser

6. The decisions of the Conference of European Ministers Responsible for Higher Education in Bergen II
Quality assurance
Request vis a vis the HEIs to continue their efforts to enhance the quality of their activities through the systematic introduction of internal mechanisms and their direct correlation to external quality assurance.
Adoption of the model of peer reviews of quality assurance agencies on a national basis, while respecting the commonly accepted guidelines and criteria.
Introduction of the principle of a European register of quality assurance agencies based on national reviews. The ministers underline the importance of cooperation between nationally recognized agencies with a view to enhancing the mutual recognition of accreditation decisions.
Recognition of degrees and study periods
The Ministers urge all Bologna countries to ratify the Lisbon Recognition Convention (36 of 45 countries have done so).
Call on all partners to address recognition problems (degrees which are accepted in two or more countries of the EHEA should be accepted).
Dr. I. Wasser

7. The European Union Facts & Figures (I) 446 millions of citizens
25 countries
,70 qm2
22 languages 25 different HEI systems and quality assurance systems Growing „grey“ HEI market
Member States (15)
New Members since
Candidate Countries (3)
Dr. I. Wasser

8. The European Landscape: Context for the development of accreditation schemes
1.) Characterized by mostly public higher education systems; institutions and programmes derive their formal degree-awarding capacity from the state. Because of the diversity of both degrees and institutions, public knowledge about their quality is not sufficient across national borders and even sometimes within one country.
2.) Degree and institutional diversity is matched by a great variety of national quality assurance and accreditation systems (some of them are national, others decentralized). There are few, sometimes even no mechanisms in place to recognize the results of an accreditation.
3.) In some countries the academic degree constitutes the automatic admission ticket to the job market whereas in others additional prerequisites are demanded to acquire professional status (e.g. registered engineer)
4.) Problem of a growing non-official higher education sector and the phenomenon of trans-national education with a lack of regulatory codes.
Dr. I. Wasser

9. Typical options for European HEI systems
EHS
Undergraduate Study CPs
Graduate Study
CPs
Postgraduate Study
3 - 4 Jahre
Consecutive
Doctorate
~ 3 Years
Second Cycle Degree
Long Study Program
~ 5 Years
First Cycle Degree
Short Study Program Years
Integrated
Short
TCD (Doctorate)
Postgraduate Study
3 - 4 Years
Long Doctorate
4 - 5 Years
Doctorate
~ 3 Years
Third Cycle
SCD (Master)
Graduate Study
1 - 2 Years
SCD
Long Study Program
~ 5 Years
Second Cycle
FCD (Bachelor)
FCD
Short Study Program
3 - 4 Years
Undergraduate Study
3 - 4 Years
First Cycle
Bologna-Process
( )
UK, IR, Global Standard
Continental Europe
Dr. I. Wasser

10. University Diplomas
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(NON-) ACCREDITED UNIVERSITIES BASED ON YOUR PRESENT KNOWLEDGE AND LIFE EXPERIENCE.
If you qualify, no tests, study, books or exams.
We have Bachelor's, MBA's, Doctorate & PhD degrees available in your field.
CONFIDENTIALITY ASSURED
CALL NOW TO GET YOUR DIPLOMA WITHIN 2 WEEKS
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Dr. I. Wasser

11. Variety of Academic Titles in Europe for Engineers
Akademiingeniør
Bachelor of Arts
Bachelor of Engineering
Bachelor of Science
Civilingeniør
Civilingenjör
Diplom-Ingenieur
Diplom-Ingenieur ETH
Diplom-Ingenieur (FH)
Diplomi-Insinöör
Diplomirani Inženir
Doktor-Ingenieur
Dottore in Ingegneria
Engenheiro
Europa-Ingenieur
Ingenieur (grad.)
Ingeniør
Inginer
Insinööri
Ingeniero Químico
Ingeniero Superior
Ingeniero Técnico
Ingénieur civil
Ingénieur diplomé
Ingénieur industriel
Ingénieur technicien
Inženyr
Inžinier
Inżynier
Magister Inżynier
Master of Arts
Master of Engineering
Master of Science
Okleveles mérnök
Okleveles üzemmérnök
Sivilingeniør
Teknikfræðingur
Teknikumingeniør
Verkfræðingur
Dr. I. Wasser

12. The two types of recognition systems in Europe
The Continental European Tradition
Having successfully passed an Engineering study programme at an institution of higher education qualifies the graduate to automatically become an engineer. II
The Anglo-Saxon Tradition
You must graduate successfully from an engineering study programme, you then will have to establish proof of a certain period of further training on the job and finally there will be formal test/interview by two well established collegues.
Dr. I. Wasser

13. UNIFI/Tree (University of Florence)
The EUR-ACE Project:
Membership
FEANI
Eurocadres
CESAER
ENQHEEI
ECUK
C.T.I
ASIIN
EUR-ACE: Aims at a European Accord for the Mutual Recognition of accredited engineering programs
O.D.E
CoPI
UNIFI/Tree (University of Florence)
CNEAA
UACER
SEFI
IEI
RAEE
Dr. I. Wasser

14. What is the central purpose of the EUR-ACE project?
In order to overcome the difficulties in the mutual recognition of academic and professional qualifications, and facilitate the mobility and trans-national acceptance of engineers
EUR-ACE has on the “proposed a framework for setting up a [single] European system for accreditation of engineering education at the First Cycle and Second Cycle level (as defined within the Bologna process)”
and thus has contributed to establishing the European Higher Education Area ….
Dr. I. Wasser

15. The EUR-ACE Project: Objectives
The EUR-ACE project is a contribution to the realization of the European Higher Education Area. It aims at proposing a framework with the following main aims:
to provide an appropriate “European label” to the graduates of the accredited educational programmes in Europe, while distinguishing between a first and second study cycle.
to facilitate mutual recognition agreements
to facilitate recognition by the competent authorities, in accord with the EU Directives. An intensive networking system with the FEANI index is planned.
to improve the quality of educational programmes in engineering.
Dr. I. Wasser

16. EUR-ACE Project: What has been accomplished? (I)
Between September – December 2004: EUR-ACE reviewed criteria and standards already existing in Europe for FC and SC engineering degrees, compiling a background document: “Overview: Accreditation Procedures and Criteria for Engineering Programmes in Europe".
Between December 2004 – February 2005, this document was sent to practically all stakeholders of Engineering Education in Europe and revised taking into account their feedback.
At the end of 1005: the EUR-ACE- partners meanwhile have reached a consensus concerning Outcome-Standards for first and second cycle accredited engineering programmes. They are valid for all branches of engineering. On the basis of 6 indicators (Knowledge and Understanding, Engineering Analysis, Engineering Design, Investigations, Engineering Practice, Transferable Skills), the qualification and capabilities competences of graduates are described.
Dr. I. Wasser

17. EUR-ACE Project: What has been accomplished? (II)
An Agreement concerning the number of Credits assigned to the two cycles has been reached : a graduate from a FCD must have no less than credits, a graduate from an accredited SCD no less than 240 credits.
The criteria and quality requirements for the accreditation of engineering programs have been defined, considering the following items (Needs, Objectives and Outcomes; Educational Process; Resources and Partnerships; Assessment of the Educational Process; Management System).
The 14 partners have reached a consensus with regard to “Guidelines for the Evaluation of Individual Requirements (acceptable; with prescriptions; unacceptable) and for programme accreditation (accredited without reservation; accredited with prescriptions; not accredited).
Consensus on Procedures for Programme Accreditation (composition of accreditation team, duration and structure of the visit; verification and validation of the report; decision on the accreditation; publication (template)
Dr. I. Wasser

18. Further observations (1)
The framework has been designed to be applied to the accreditation of both First Cycle and Second Cycle programmes within the Bologna process, in which an accredited Second Cycle programme would normally be in series with a First Cycle programme. However the use of programme outcomes means that the framework is also applicable to the accreditation of integrated programmes.
It does nor refer to “short cycle” or Doctoral (“third cycle”) programmes.
It does not distinguish between “branches” (disciplines or specializations): therefore in actual applications must be complemented by other requirements.
It is intended for accreditation of educational programmes as a suitable “entry route to the engineering profession”.
Dr. I. Wasser

19. Further Observations (2)
Although professional recognition of the engineering titles is considered as the ultimate goal of accreditation labels, these cannot be considered automatically equivalent to professional recognition. To practice the engineering profession, further qualifications (e.g. State exams) and/or experience are required in some countries.
It is intended that if, in a particular country, established accreditation standards cover fully the requirements proposed in this framework, then the award of the European label will be automatic.
The standards are not intended for evaluation of Institutions.
The Tentative Standards appear flexible enough to accommodate national and subject differences and to leave the door open to future developments, so that the proposed accreditation standards will not become a straightjacket but rather an incentive to continuously make improvements through incorporating best practice.
Dr. I. Wasser

20. Initiated on October 7, 2005, in Berlin, Germany
Founding Date:
Initiated on October 7, 2005, in Berlin, Germany
Statutes ratified on February 8th 2006
Founding Members:
Open to:
Accreditation organizations for engineering programmes within the European Higher Education Area;
All other organisations having the development of engineering education accreditation procedures among their main objectives as well as organisations whose mission is to foster the interests of the profession of engineers
Educational and training institutions and their associations.
Organisations representing engineering students
FEANI
Engineering Council UK (ECUK)
Commission des Titres d‘Ingenieurs (CTI)
ASIIN
Ordem dos Engenheiros (OE)
Conferenza dei Presidi delle Facoltá di Ingeneria Italiane (CoPI)
Uniunea Asociatilor Inginerilor Constructori Romania (UAICR)
Societe Europeenne pour la Formation d‘Ingenieurs (SEFI)
Engineers Ireland (EI)
Russian Association for Engineering Education (RAEE)
Conseil des Cadres Europeennes (EUROCADRES)
University of Florence (UNIFI)
Dr. I. Wasser

21. ASIIN Introducing the ASIIN
Accreditation Agency for Study Programs in Engineering, Informatics, Natural Sciences and Mathematics 
Dr. I. Wasser

22. ASIIN, founded in 2002
ASIIN
Accreditation Agency for Study Programs in
Engineering,Informatics, Natural Sciences and Mathematics
ASII Accreditation Agency for Study Programs in Engineering and Informatics
AC-BC
Accreditation Organization for Chemistry and Biochemistry + =
Dr. I. Wasser

23. Member Groups of the ASIIN
Coordination Group of German Technical Universities From “A“ like RWTH Aachen… to “Z“ like ETH Zürich. (45 Members)
Technical and Scientific Associations and professional organizations (32)
Broad based Alliance anchoring in the scientific community and in the economy,
working together for quality assurance and improvement in the German higher education system
national bodies representing the faculties of engineering at German universities
Coordination Group
of German Universities
of Applied Science.
From “A“ like FH Aachen… to “Z“ like Westsächsische Hochschule Zwickau.
Industrial federations / unions and management (8).
Von “B“ like Berufsverband Deutscher Geowissenschaftler - to “V“ like VDI
Hinweis auf Vortrag iw > europäische politische Rahmenbedigungen und Entwicklungen
national bodies representing the faculties of engineering at German universities of applied science
Dr. I. Wasser

24. Important ASIIN Members in the Field of Chemistry
German Federation of Chemical Employers’ Associations as Representative of the Confederation of German Employers' Associations
Bundesarbeitgeberverband Chemie e. V. (BAVC)
Number of members:1,800 Companies
Executives' Association of the Chemical Industry
Verband angestellter Akademiker und leitender Angestellter der chemischen Industrie e.V., (VAA)
Number of members: 28,000
German Association for Chemical and Process Engineering
DVCV Deutsche Vereinigung für Chemie- und Verfahrenstechnik
Number of members: 4 Companies; 4 Universities; 2 Associations
Association of the German Chemical Industry
Verband der Chemischen Industrie e. V.(VCI)
Number of members: 6,000 individual & 100 corporate members (companies)
German Chemical Society
Gesellschaft Deutscher Chemiker e. V.(GDCh)
Number of members: 28,000
German Society for Biochemistry and Molecular Biology
Gesellschaft für Biochemie und Molekularbiologie e. V. (GBM)
Number of members: 5,500
Dr. I. Wasser

25. (Biology, Chemistry, Physics,Geoscience, Mathematics, Pharmacy)
Fields of Accreditation
What is accredited?
Exclusively study programs at university level
No institutional accreditation
Informatics
Natural Science
(Biology, Chemistry, Physics,Geoscience, Mathematics, Pharmacy)
Engineering,
Architecture
ASIIN
Dr. I. Wasser

26. Number of accreditations
ASIIN accredited study programs
Number of accreditations
(850)
(550)
(288)
(170)
(56)
(10)
Accreditation has become an act of national strength!
Dr. I. Wasser

27. German Chemistry Study Programs
There are 266 Chemistry Study Programs in Germany.
ASIIN has accredited 55 (another 50 are currently under review)
Dr. I. Wasser

28. Organizational structure of the ASIIN
ASIIN General Assembly
ASIIN Experts ~ 800 auditors from industry, universities and scientific organizations
three step accreditation process
Coordination group of German (technical) universities
Coordination group of German universities of applied science
Industrial federations and umbrella organizations of trade unions‘ organizations
Technical and scientific associations and professional organizations
130 honorary experts
13 Technical Committees
1/3 representatives from universities/universities of applied science, industry respectively
13 Technical Committees
1/3 representatives from universities/universities of applied science, industry respectively
Auditteams
Auditteams
every member group nominates 3 representatives to the Board
appoints
on recommendation of TC appoints
appoints
on recommendation of TC appoints
44 honorary experts
Prof. Dr. Heinrich Rake Chairman AC1
Accreditation Commission I
(Engineering & Informatics)
Accreditation Commission II
(natural science & mathematics)
administrates
ASIIN-Board
12 Persons
ASIIN Headquarters
(Chief Executive Office)
appoints
Prof. Dr. Dietmar von Hoyningen-Huene Chairman AC2
Dr. I. Wasser

29. Exercise of decision-making powers
All bodies of experts are composed of
1/3
Universities
1/3
Universities of Applied Science
1/3
Industry (Professional Life)
 There is parity of vote between them, they also have veto power, exchange of personel every 3 years
Dr. I. Wasser

30. Technical Committees Actual number of Technical Committees:
Consist of:
3 Persons from Universities 3
Persons from universities of applied sciences 3
Persons from industry
1-2
Student members
Actual number of Technical Committees:
Techn. Comm. 1
Mechanical Engineering/
Process Engineering
Techn. Comm. 2
Electrical Engineering/
Information Technology
Techn. Comm. 3
Civil Engineering/
Surveying
Techn. Comm. 4
Information Technology
Techn. Comm. 5
Physical Technologies, Materials and Process Engineering
Techn. Comm. 6
Industrial Engineering
Techn. Comm. 7
Information Management
Techn. Comm. 8
Agricultural and
Nutritional Sciences
Techn. Comm. 9
Chemistry
Techn. Comm. 10
Biology
Techn. Comm. 11
Geosciences
Techn. Comm. 12
Mathematics
Techn. Comm. 13
Physics
Dr. I. Wasser

31. Members of the ASIIN Technical Commitee 9 (Chemistry)
Chairman:
Prof. Dr. Mathias Sprinzl, University Bayreuth
Deputy Chairman:
Prof. Dr. Maximilian Kolb, FH Aalen
Representatives from universities of applied sciences:
Prof. Dr. Willy Gombler,FH OL/Ostfriesland/WHV
Prof. Dr. Eckhart Nietzschmann, Hochschule Magdeburg-Stendal
Representatives from universities:
Prof. Dr. William S. Sheldrick, Ruhr-Universität-Bochum
Prof. Dr. Peter Welzel, Universität Leipzig
Representatives from industry:
Dr. Gerhard Lapke, Deutsche BP AG
Prof. Dr. Christof M. Niemeyer, Chimera Biotech
Dr. Klaus Schöllkopf, Schering AG
Student:
Claudia Leißner, TU Chemnitz
Representatives from the Accreditation Commission II:
Prof. Dr. Friedrich Temps, Universität Kiel
Dr. I. Wasser

32. Accreditation Criteria of the ASIIN
The accreditation of ASIIN are based on two sources
Our general requirements and procedural principles for the accreditation of Bachelor‘s and Master‘s study programs
The field specific criteria for each of the different fields – including chemistry
All of them have been completely revised, combining an input and output approach. In the filed of Chemistry, the ECTNA-criteria have provided an important point of reference
Dr. I. Wasser

33. International activities of ASIIN (III): The participation in the 6 x 4 EULAC project
This project is based on a strategic alliance between Latin America/The Caribbean and Europe dating from In summer of 2004 the equivalent of the Bologna Higher Education Area was founded in the city of Merida for the countries in Latin and South America. In the 6 x 4 EULAC-project many HEIs have consented to practice transnational cooperation with regard to 6 study field and 4 axes (professional competences, academic credits, evaluation and accreditation, training)
Contributions of ASIIN: assistance in the creation of an accreditation council and an accreditation agency for engineering programs in Central America. Participation in the EULAC project (Accreditation of Electrical Engineering Projects).
Dr. I. Wasser

34. The Washington Accord Dr. I. Wasser Dublin IoEI London EC
Düsseldorf ASIIN
Ottawa CCoPE
Baltimore ABET
Tokio JABEE
Hong Kong IoE
Members
Provisional Member
ASIIN
Johannesburg ECSA
Canberra IoE
Wellington IoPE
Dr. I. Wasser

35. What is needed to make the EURO-Bachelor and –Master label a success?
There needs to be a “critical mass” of potential HEIs interested in the EURO-Bachelor and –Master label – a market has to be established, the product has to be promoted (newsletter, conferences, work shops etc.)
One needs an infrastructure which has the ressources and experience to deal with a considerable number of accreditation requests (administration and schooling of a pool of capable peers for conducting EURO-Bachelor and –Master accreditations, personel to receive and give counceling with respect to accreditation requests, to compare the self-reports with the formal requirements of ECTNA, administrative preparations (timeschedules, logistics)
Accompaniment of the accreditations, writing of the accreditation reports
Establishment of a follow up-system
A strong and experienced organization is of great importance for the success of the joint endeavor
Dr. I. Wasser

36. Perspectives of Mutual Cooperation betwenn ECTNA and ASIIN
If the members of the ECTNA-network come to the conclusion, that ASIIN is a useful partner having a long-standing experience of conducting national and international accreditations on a large scale, we will be of any assistance required.
Dr. I. Wasser

37. Thank you for your attention
The End
Thank you for your attention
Dr. I. Wasser