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Integration of Cooperation for Development in Survey Engineering Curricula at the European Higher Education Area (EHEA) Framework (5064)

Ignacio Menéndez Pidal and Pedro J. Cavero Abad (Spain)
Dr. Ignacio Menéndez Pidal
Professor Civil Engineer
Dpto. Ingenieria y Morfologia del Terreno
Escuela de Ingenieros Caminos, Canales y Puertos
Universidad Politécnica de Madrid
C/ Prof. Aranguren s/n
Ciudad Universitaria
Madrid
28040
Spain
 
Corresponding author Dr. Ignacio Menéndez Pidal (email: impidal[at]caminos.upm.es, tel.: + 34 609 06 59 39)
 

[ abstract ] [ paper ] [ handouts ]

Published on the web 2011-02-10
Received 2010-11-22 / Accepted 2011-02-10
This paper is one of selection of papers published for the FIG Working Week 2011 in Marrakech, Morocco and has undergone the FIG Peer Review Process.

FIG Working Week 2011
ISBN 978-87-90907-92-1 ISSN 2307-4086
http://www.fig.net/resources/proceedings/fig_proceedings/fig2011/index.htm

Abstract

Survey Engineering curricula involves the integration of many formal disciplines at a high level of proficiency. The Escuela de Ingenieros en Topografía, Cartografía y Geodesia at Universidad Politécnica de Madrid (Survey Engineering) has developed an intense and deep teaching on so-called Applied Land Sciences and Technologies or Land Engineering. However, new approaches are encouraged by the European Higher Education Area (EHEA). This fact requires a review on traditional teaching and methods. Furthermore, the new globalization and international approach gives to this discipline new ways to teach and learn about how to bridge gap between cultures and regions. This work is based in two main needs. On the one hand, the need for integration of basic knowledge and disciplines involved in typical Survey Engineering within Land Management. On the other, there is an urgent need to consider territory on a social and ethical basis, as far as a part of the society, culture, idiosyncrasy or economy.The integration of timely knowledge of the Land Management is typically dominated by civil engineers and urban planners. However, both considerations have to lead to the integration of Land Management disciplines in the framework of Survey Engineering and Cooperation for Development. Cooperation for Development is a concept that has changed since beginning of its use until now. Idea about development projects have to leave an impact on society in response to their beneficiaries and be directed towards self-sustainability is imposing increasingly more and more. Furthermore, it is the true bridge to reduce gap between societies when differences are immeasurable. The concept of development has also been changing, increasingly incorporating the purely economic concepts. So education and science and technology are increasingly taking a larger role in what is meant by development. Moreover, it is commonly accepted that universities have to transfer knowledge to society, and the transfer of knowledge should be open to countries most in need for developing countries for various reasons can not access this knowledge for their own. Importance for the development of a country is given to education, and science and technology, and knowledge transfer is one of the most clear of ways for Cooperation for Development. And therefore, inter-university cooperation is one of the most powerful tools to achieve it, placing universities as agents of change and development. In Spain, the role of universities as agents of development and cooperation has been strengthened in the Third Plan for Spanish Cooperation 2009-2012. All about this work, deals on how to implement both Cooperation for Development and Land Management within Survey Engineering at the EHEA framework.
 
Keywords: Professional practice; Education; Curricula; Land management; European Higher Education Area (EHEA); integration; survey engineering, EHEA

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