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Gathered in Gran Canaria the representatives of the professional associations of Industrial Technical Engineering and of Technical Engineering of Public Works, and the representatives of schools in which the degrees of Technical Engineering that are related later are taught, after carefully analyzing the working documents and proposals of the Ministry of education and Science on the adaptation of University Teaching in Spain to the European Higher Education Area, unanimously agree to make the following public
Part I. Teaching structure. New degrees
1. Support the approach of the Ministry of Education and Science regarding Bachelor and Master degrees by establishing that:
"The Bachelor's degree must be an easily recognizable university degree in the professional world as a university degree. This degree must be sufficient to practice professionally in multiple fields, without the need for a second level of training. The Master's Degree should not be a degree necessary to practice a profession with a university level requirement, but must be formed as a complementary specialized training that supposes a merit and not a requirement of access to the higher level of the bodies of the Administration or of the professional scales. "
2. Defend for engineering degree titles of a generalist nature, of 240 ECTS, that allow to acquire adequate training to provide graduates with the necessary skills for their incorporation into the Spanish and European labor market, while allowing them to assume attributions full professionals in the field of engineering in question.
3. To state that the Masters must be oriented to advanced training of a specialized or multidisciplinary nature, aimed at an academic or professional specialization or to promote the initiation in research tasks, with contents that must be flexible and continuously innovative, so that should not be subject to the rigidity of own guidelines.
4. Exceptionally, the possible existence of Masters with attributions, which in any case must be of specialization, is only admissible if:
to. Its contents are common and valid to all engineering as a transversal knowledge of it and, therefore, are not specifically included in the corresponding Degree degrees
b. Its contents respond to a specific specialization, in the field of the corresponding engineering, focused on new or little known environments. Therefore, these exceed the normal contents of the Degree, so that their attributions should not imply any loss or overlap with those of the latter.
5. Reserve the engineer's name for the new Bachelor's degrees, thus giving them social relevance and making them more understandable in the international arena. In any case, to avoid confusion with the Master's degrees, the Engineer's designation should not be used for them.
6. Rejects the possibility of reproducing the current technical engineering degrees at the Grade level and the current long-cycle engineering at the Master level.
7. Reject the possibility of Masters who assume or integrate the attributions of several Degrees (the so-called Umbrella Masters).
8. Support a system of access of current technical engineers to the degree in the corresponding engineering that takes into account their academic training and professional experience.
9. Request the enactment of an Engineering Attributions Law that allows conferring attributions to the new Bachelor's degrees in engineering.
10. Promote and support the creation of networks of Schools and Universities in the field of engineering that promote the harmonization of the Study Plans. This harmonization of the Study Plans. This harmonization will promote student mobility and recognition of qualifications both nationally and internationally.
Part II.- Training throughout life. The proposal for the future.
11. Integrate Lifelong Learning (LLL) into the postgraduate course.
12. Declare the Master as a firm opportunity for LLL.
13. Enhance research, development and innovation
14. Promote the participation of Professional and Business Associations, Associations and Institutions in the design and implementation of Masters and, in general, of LLL.
15. Promote the recognition of the "professional card" of a European engineer (Engcard) for the purpose of accreditation of continuing education.
16. Urge the creation of the legal regulatory framework that facilitates and promotes LLL.
Part III Learning methodologies
17. Obtain from universities and public administrations the necessary resources to promote the use, development and evaluation of the new educational methodologies
thus, aimed at improving the learning of the academic community (PDI, PAS and students), which the new paradigm of skills training demands. For this, it is proposed:
to. The adequacy of infrastructure.
b. The stimulation and recognition of teaching activity.
C. A specific financing.
d. The adaptation of the structure of university services to the new needs.
In Las Palmas de Gran Canaria, on June 12, 2007.
Part I. Teaching structure. New degrees
1. Support the approach of the Ministry of Education and Science regarding Bachelor and Master degrees by establishing that:
"The Bachelor's degree must be an easily recognizable university degree in the professional world as a university degree. This degree must be sufficient to practice professionally in multiple fields, without the need for a second level of training. The Master's Degree should not be a degree necessary to practice a profession with a university level requirement, but must be formed as a complementary specialized training that supposes a merit and not a requirement of access to the higher level of the bodies of the Administration or of the professional scales. "
2. Defend for engineering degree titles of a generalist nature, of 240 ECTS, that allow to acquire adequate training to provide graduates with the necessary skills for their incorporation into the Spanish and European labor market, while allowing them to assume attributions full professionals in the field of engineering in question.
3. To state that the Masters must be oriented to advanced training of a specialized or multidisciplinary nature, aimed at an academic or professional specialization or to promote the initiation in research tasks, with contents that must be flexible and continuously innovative, so that should not be subject to the rigidity of own guidelines.
4. Exceptionally, the possible existence of Masters with attributions, which in any case must be of specialization, is only admissible if:
to. Its contents are common and valid to all engineering as a transversal knowledge of it and, therefore, are not specifically included in the corresponding Degree degrees
b. Its contents respond to a specific specialization, in the field of the corresponding engineering, focused on new or little known environments. Therefore, these exceed the normal contents of the Degree, so that their attributions should not imply any loss or overlap with those of the latter.
5. Reserve the engineer's name for the new Bachelor's degrees, thus giving them social relevance and making them more understandable in the international arena. In any case, to avoid confusion with the Master's degrees, the Engineer's designation should not be used for them.
6. Rejects the possibility of reproducing the current technical engineering degrees at the Grade level and the current long-cycle engineering at the Master level.
7. Reject the possibility of Masters who assume or integrate the attributions of several Degrees (the so-called Umbrella Masters).
8. Support a system of access of current technical engineers to the degree in the corresponding engineering that takes into account their academic training and professional experience.
9. Request the enactment of an Engineering Attributions Law that allows conferring attributions to the new Bachelor's degrees in engineering.
10. Promote and support the creation of networks of Schools and Universities in the field of engineering that promote the harmonization of the Study Plans. This harmonization of the Study Plans. This harmonization will promote student mobility and recognition of qualifications both nationally and internationally.
Part II.- Training throughout life. The proposal for the future.
11. Integrate Lifelong Learning (LLL) into the postgraduate course.
12. Declare the Master as a firm opportunity for LLL.
13. Enhance research, development and innovation
14. Promote the participation of Professional and Business Associations, Associations and Institutions in the design and implementation of Masters and, in general, of LLL.
15. Promote the recognition of the "professional card" of a European engineer (Engcard) for the purpose of accreditation of continuing education.
16. Urge the creation of the legal regulatory framework that facilitates and promotes LLL.
Part III Learning methodologies
17. Obtain from universities and public administrations the necessary resources to promote the use, development and evaluation of the new educational methodologies
thus, aimed at improving the learning of the academic community (PDI, PAS and students), which the new paradigm of skills training demands. For this, it is proposed:
to. The adequacy of infrastructure.
b. The stimulation and recognition of teaching activity.
C. A specific financing.
d. The adaptation of the structure of university services to the new needs.
In Las Palmas de Gran Canaria, on June 12, 2007.