AGH UNIVERSITY OF SCIENCE & TECHNOLOGY ENGINEERING EDUCATION (PETROLEUM ENGINEERING) IN EUROPE –NATIONAL AND INTERNATIONAL COOPERATION Jakub Siemek, Stanislaw

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ENGINEERING EDUCATION (PETROLEUM ENGINEERING)

IN EUROPE –NATIONAL AND INTERNATIONAL

COOPERATIONJakub Siemek, Stanislaw

Nagy, Stanislaw Stryczek, Rafal

Wiśniowski56. Berg- und Huettenmaennischer Tag

Freiberg - 16 Juni 2005

INTRODUCTION

The European civilization, which is often called the civilization of the Latin World, has made and is making an immense contribution to the development of culture, science and technology of mankind.

Europe can become the leader in the field of science provided that the EU-countries and countries associated coordinate their intellectual efforts,

extend cooperation in research, educating people and develop

relationships between academic centers, universities, colleges including

polytechnics and technical universities.

Tendency to create the uniform system of educating societies at the university level was originated in the

Sorbonne Declaration in May 1998 by France, Germany, Great Britain and Italy.

This document describes proper educating structures in Europe and also supposes creation of the EAHE (European Area of Higher Education).

On September 18, 1998 the Magna Charta Universitatum was signed in Bologna. The signatories of the document were more than 500 of the European

universities, which were represented by their vice-chancellors.

Vice-chancellors of the universities confirmed their approval of ideas presented in the Magna Charta

Universitatum by giving their signatures in Bologna on September 18, 2002.

The Declaration of Bologna was signed by ministers of education of 29 countries

(including Germany and Poland) on June 19, 1999.

The document indicated the basic directions of changes allowing forming the EAHE. They are as follow:

1. Adoption of a system of qualification readily legible and compatible, also by means of the implementation of a Diploma Supplement,

2. Adoption of a system founded upon a two-cycle system that is a 1st and 2nd level. Entrance to 2nd level cycle will require the completion of a 1st cycle of study, of whose duration cannot be less than three years,

3. Consolidation of a system of academic credits - based on the ECTS system -that can be acquired in diverse disciplinary contexts,

4. Promotion of mobility (for students, lecturers, researchers and technical-administrative personnel) by means of removing obstacles for the full exercise of free circulation,

5. Promotion of European cooperation concerning the assessment of quality,

6. Promotion of an indispensable European dimension of higher education: development of degree plans, cooperation between university institutions, mobility programs, integrated studies plans, development and research.

Further convents of ministers of education, initiated by the European Commission, were held in Lisbon-2000, Stockholm-2001, Barcelona-2002,

Berlin-2003.

They led to formulation of other purposes and also controversial restrictions in the field of the higher education. The Lisbon Strategy, whose name comes from the

place of conference of ministers of education held in March 2000, indicates ambitious economic purposes of Europe in this decade and connected with them

roads of evolution in missions of the universities.

The document says about expenditures on researches (3% of GDP to 2010), achieving the highest level of education in Europe which could

become the example for world, spreading the access to the Internet and multimedia communication as means of educating, and supporting

financially those universities which conduct priority research acknowledged by the European Commission.

In addition, the European Commission’s conception of forming the European

Research Committee was suggested.

However, this idea is very controversial, because it leads to central control over

researches and questions the autonomy of the universities to conducting own

researches.

From the other tendencies affecting the structure of educating in Europe it could be mentioned:

• aspiration of government for shortening period of studies and acknowledging diplomas after the first cycle of educating. The adoption of new programs of short graduate studies (12 months), verification of knowledge based only on student’s results, not on period of studies,

• achieving of the highest level of academic education (doctor of philosophy) in eight years’ time and the master degree in five years’ time according to the ECTS system of points.

The Convention on the Recognition of Qualifications concerning Higher Education in the European Region, signed on April 11, 1997 by 27 countries including Poland, Germany, the USA, specifies conditions and procedures of reciprocal acknowledging of diplomas including the ones admitting to study at

the university. The convention was the precursor of the Magna Charta Universitatum signed in Bologna.

Many private institutions and organizations, such as European University Association (EUA), Society For Engineering European Education (SEFI), Federation Europeene d’Associations Nationales d’Ingenieurs (FEANI),

decided to solve the problem of comparison and acknowledging of qualifications and academic or vocational titles. FEANI defines as one of the

most notable purposes assurance of acknowledging of qualifications and titles of engineers in their profession in Europe and also beyond it.

FEANI worked out qualifying procedures leading to the title of European engineer (EUR ING) based on engineering formation expressed by the formula:

B + 3U + 2(U/T/E) + 2E

where:B -secondary educationU -1 year of the university educationT - Training controlled by the universityE - Engineering experience

In order to adopt the technical faculty to so-called FEANI Register several program requirements have to be

fulfilled: fundamental sciences (mathematics, physics,

computer science and other) – 35%, technical studies and

technologies – 55%, subjects including non-technology

studies – 10%.

FEANI is very successful in its certifying activity and has the

support of the European Commission. FEANI has taken

two facts for granted.

The first one that educational and professional systems in Europe are very diverse and the second one that those systems concur create engineers and form basics for the

development of civilization of countries and so they achieve successes.

EDUCATION OF ENGINEERS, INCLUDING GAS/OIL ENGINEERS IN

EUROPE

Contemporary system of the higher education, especially in the fields if natural science has to be not only multilevel but also has to link theory with practice and educate in many

specialties.

These are the assumptions of the Declaration of Bologna and actions of the European Commission tend to fulfill them.


EUROPE

Is it possible to prepare the potential engineer in the basic cycle of education who has enough theoretical and practical knowledge, supposing that he does not decide to continue his studies on the

second or third level?

How is it possible to provide student with a wide-range of fundamental science knowledge, which is necessary for using computing programs,

sets of information, technical monographs, scientific literature and it enables the student to create own engineering abilities (evaluation of

projects, solution of technical problems)?

In programs of graduate studies at the University of Trondheim (Norway) or at the Clausthal University of Technology (Germany)

there is a lack of fundamental science education. Moreover, would it be rational to study mathematics or physics with brakes?

Educating in natural sciences is more expensive (laboratories, trainings) than other studies, and they are generally more difficult.

That is the reason why the standard period of studies is often extended, especially in Western Europe.

This is also the cause of little interest in technical faculties. Youths choose fashionable studies like law, philology, politics or economy.

The technical universities are obliged to look for foreign students, but what should do the universities with a poor budget?


EUROPE

Subsidies from the EU programs are easier gained by the classic universities. This problem mainly involves Poland and the members of the Central and

Eastern Europe. On the other hand, these countries very quickly rebuild their systems of technical studies.

The big western European universities are more opposed to the Declaration of Bologna. Some of them (France, Germany, Austria) organizes studies

which are parallel to so-far system, however, they also introduce programs leading to the master diploma.

Is there any notable difference in competence between present engineer and later PhD engineer, and master or doctor, who achieved their titles in the new

program of studies?

One should also take into account that the universities are willing to maintain their tradition and position achieved through the years and also the systems of education which were tested in different conditions. It is apparent that the choice of the system of education (uniform studies or two-step ones) should

belong to the university,

EDUCATION OF ENGINEERS, INCLUDING GAS/OIL ENGINEERS IN EUROPE

There is a concern over granting funds for projects

controlled the EU Commission and intentions connected with allocation of money in the best

universities.

What happens to poorer countries, not supporting native

universities in such a way, when they are also important for

the country and Europe?


EUROPE

The benefits of the two- or three-step studies are following: shorter period of the first cycle, possibility to choose the type of studies in more

flexible way, adjusting to interest and life’s purposes of the student, possibility of changing universities during the period of studying and

collecting confirmations of achieved knowledge (ECTS).

Undoubtedly this system prefers more practical side of the engineering studies, after the first cycle one can achieve the first diploma allowing

to work as an engineer. The benefits of this system also include promoting and achieving double diplomas which are signed by both

universities and are assisted by many European educational programs like Socrates, Erazmus, Leonardo da Vinci et al.


EUROPE

Petroleum Faculties are lectured in Europe on more than 30 universities. They include independent faculties, institutes, or other units which are dependent from engineering

faculties or structure of the university. These studies are often conducted on the faculties of mining and geology.

Appendix 1 presents list of universities in Europe (universities, technical colleges, polytechnics) that conducts studies in the specialty of oil and gas engineering. Actually only few of them are provided with whole faculties or institutes of oil

engineering. The length of studies is different in different countries and it lasts from 3 years in Great Britain (degree of Bachelor of Engineering) to 5 years in Austria and

Germany (degree of Diplom-Ingenieur).

There are also several differences in programs, names of degrees and other details. In Italy, after graduating from a 5-year technical study one becomes the Dottore in

Ingeneria. In Poland, the same person is called Magister inżynier (MEng.). There were also difficulties in comparison and an official recognition of the foreign diploma.

The Declaration of Bologna recommended standardizing systems of education. Comparing programs of studies at the universities, it can be seen that there is a significant difference between number of hours per week, classes and projects.


EUROPE

They vary from more than 20 to above 30 hours at the University of Trondheim, and the average number at the TU Clausthal University is 25. The UST in Krakow performs about 30 hours per week. It can be noticed several similarities in the uniform programs which prepares students for MS, MEng., or PhD degree. They are following:

Set of fundamental sciences (mathematics, physics, chemistry, mechanics, thermodynamics, computer science). It is mainly lectured at the first two years through three semesters,

Set of subjects connected with the Earth (geology, mineralogy, petrophysics, geodesy, geoinformatyka),

Set of general engineering subjects (theory and technology of structure and construction of machines, material durability, elements of electrical engineering and electronics, fluid-flow machinery i.e. pumps, compressors, turbines, engines),

Set of subjects that define the specialty of the student (hydromechanics of porous and fractured media, reservoir engineering, properties of reservoir fluids, drilling, technology of production of natural gas and oil, natural gas and oil well testing, rock mechanics, well logging, underground gas storage, transport and natural gas distribution,


EUROPE

EXAMPLES OF GRADUATE STUDIES AT SOME EUROPEAN UNIVERSITIES

Specialization: Reservoir Management Drilling/Production Gas Supply

Modules:

Data Acquisition and Evaluation Reservoir and Fluid Mechanics Reservoir Modeling and Simulation

Drilling Engineering Production Engineering Drilling/Production Supplementary Causes

Natural Gas Transport Natural Gas Storage Transport/Storage Supplementary Causes

Common Modules

Management, Economics and Law (included also Presentation and Negotiating Skills) Communication Group Project Master Thesis

The studies last three to four semesters, including one obligatory semester abroad. They are conducted in English. Each unit consists of a few compulsory subjects and some additional ones to choose, which take 7 to 12 hours a week in a semester.


The “Reservoir and Fluid Mechanics” module was organized in the following manner:

1. Thermodynamics/Phase Behavior of HC (2-1), 2. Improved Oil/Gas Recovery (4-0), 3. Gas Storage in Porous Media/Rock Caverns (4-

0).

The numbers in brackets indicate hours of lectures and practices.

The group projects are the very valuable part of the studies,

which introduce students to the work in engineering groups

performed on the third or forth semester abroad.

All subjects have ascribed points of the ECTS system.


The university conducts a 3-semester graduate study in Petroleum Engineering in the two-level system. There are following specialties: Reservoir Engineering, Petroleum Production, Drilling Technology, Formation Evaluation.

Each specialty includes compulsory and additional subjects, however, in individual semesters it is required to choose 1, 2 or 3 ones.


What is really exceptional is the fact that all specialties include Math/Computer Method.

There are also other additional subjects like: Reservoir Fluids, Reservoir Recovery Techniques, Carbonate Reservoir Characterization, High Deviation Drilling, Petrophysics, Reservoir Simulation, Petrophysics Interpretation of Well Data, Drilling Technique Pressure Control, Drilling Fluid, Fractured Reservoir, Well Technology, Petroleum Economics and Formation Mechanics.

The university also conducts graduate study in Petroleum Geosciences on more basic level, which includes mainly all subject related to geology, geophysics and reservoir reengineering.


The university offers a 3-semester graduate study in Oil and Gas Engineering. Each semester consists of 4 modules. After each semester the student receives the diploma (Pg Cert., Pg. Dipo., MSc after the defense of master’s thesis).


Heriot Watt University, Edinburgh

The university has developed programs in graduate studies in Petroleum Engineering.

They include stationary studies and also Distance Learning in following specialties:

Drilling Engineering, Petroleum Geoscience, Production Technology, Project Economics, Formation Evaluation, Reservoir Engineering, Reservoir Simulation.

1. There is a stress on the group projects for about 10 students.

2. The student is required to conduct research (experimental computer modeling form engineering or geoscience).

3. Researches involve mainly scientific or industrial problems.

4. The studies end with a presentation of master’s thesis.

Most of the universities having oil engineering faculties or institutes conduct also other forms of continual education of

engineers by organizing courses, seminaries and post-graduate studies.

Some of them that have a special significance for region or the whole EU are

financed by the EU Commission.

Heriot Watt University, Edinburgh

During last two years has been prepared and now is started a Leonardo da Vinci Project “CeLGas”. The main objective of project is to enhance the co-operation between the EU and

East-European universities, research companies and vocational communities in the area of vocational education in

the Natural Gas Engineering.

LEONARDO DA VINCI PROJECT “CELGAS” - INTERNATIONAL EDUCATION INITIATIVES IN MASTER

OF SCIENCE IN GAS ENGINEERING

The partners which realize the project Leonardo da Vinci project “CeLGas” are:

AGH University of Science and Technology in Krakow

Central Mining Institute in Katowice

SITPNiG (all from Poland)

TU Bergakademie Freiberg

DBI Freiberg

DWGV (all from Germany)

University of Sibiu (Romania)

Technical University of Kosice (Slovakia).

AGH University of Science and Technology – Drilling and Oil - Gas Faculty. The project will enhance related knowledge by fostering

innovation in training through the transfer of state of the art research knowledge to a local and regional company.

One idea can be to attract also companies that are involved in activities complementary to the gas area (gas equipment producers, safety equipment producers), companies or organizations involved in

ecological activities.

This international co-operation will develop a vocational training methodology in the field of natural gas based on the Management

quality approach that will be based on need assessment and regional training customization.





Partners involved in the project assume training with following innovations:

1. International networking in education and training.

2. Continuing education: postgraduate courses, certificates of completion of training, possible finalization of pilot as Master of Science in Gas Engineering.

3. Open and distance learning: extended range, flexible access, flexible progress.

4. High quality of learning: internal validation, external validation.

5. Comprehensive approach to accreditation and benchmarks.

6. Active implementation of topic of course.

7. Continuing revision of training courses.

8. Classic and innovative techniques.

9. Integration of vocational community.

LEONARDO DA VINCI PROJECT “CELGAS” - INTERNATIONAL EDUCATION INITIATIVES IN MASTER OF SCIENCE IN GAS ENGINEERING

The accreditation of the post-graduate courses at university level will guarantee quality of learning and their continuous modification, according

to new techniques and technologies in the gas domain in the EU. Participation of engineers from various countries may be occasional giving

opportunities for studies under this initiative.

The accreditation of the CeLGas Training System at the partnership universities will secure the quality of learning. All Partners confirm

willingness to build-up long term Vocational Centre with possibility to long-distance learning, exchange of international experience, use of internet

gas engineering vocational forum, etc.

New type of Master of Science in Gas Engineering study based on the e-learning system may be developed in the future.

AGH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KRAKOW

The second largest Polish technical university Founded in 1919 as the Academy of Mining Rapid growth in the 20s, after the World War II and in 90’ At presents consists of 15 faculties Educates about 29 000 students Own campus

FACULTIES OF:

Mining and GeoengineeringMetallurgy and Materials ScienceElectrical Engineering, Automatics, Computer Science and ElectronicsMechanical Engineering and RoboticsGeology, Geophysics and Environmental ProtectionMining Surveying an Environmental EngineeringMaterials Science and CeramicsFoundry EngineeringNon-Ferrous MetalsDrilling, Oil and GasManagementFuels and EnergyPhysics and Nuclear TechniquesApplied MathematicsApplied Social Sciences


NON-FACULTY UNITS

Centre of Foreign LanguagesMain LibraryUniversity Computer Centre CYFRONET – Academic Computer CentreInternational School of TechnologySchool of Environmental Protection and EngineeringCentre of Non-Stationary EducationCentre of Sports and Physical Education


UNIVERSITY BUDGET

Main sources of income:

47 % - Ministry of National Education and Sports27 % - Committee of Scientific Research26 % - Others:• project and research ordered by industry and other domestic institutions• international research programs

Budget spent for:

Education 60 %Research 35 %Others 5 %


UNIVERSITY STAFF

Staff total: 3 921

University teachers: 1 912Full professors 196Associate professors 193Lectures 254Assistants 1 298Other teachers 29

Other employees: 2 009

Teachers to total staff ratio: 0,49


STUDENTS (2003/2004)

Total number:28.712Full time course study18. 411Part-time study: 9. 666PhD study: 635



SCIENTIFIC RESEARCH

The scientific R&D is performed and focused on 26 University Research Schemes.

1. The principles and methods of exploration and identification of mineral deposits and underground water from the commercial point of view.

2. Forecasting and solving the problem of hazards in mining.

3. Complex utilisation of solid, liquid and gaseous mineral deposits and new techniques of their opening out and exploitation.

4. Complex processing and utilisation of mineral raw materials and production wastes.

5. New technologies in drilling and bore-hole exploitation of mineral deposits and underground water.

6. Techniques of measurements and calculations in mining, industrial and urban surveying, and the problems of photogrammetry in satellite surveying.

7. Mining technologies in underground building and environmental protection.

8. Theoretical and technological processes in metallurgy, plastic working and foundry engineering.

9. Basics of mechanics, automatics, robotics and vibroacoustics.

10. Construction and exploitation of machines and technological installations.

11. Production, conversion and effective utilisation of energy.-

12.Methods and informatics tools in the fields of parallel calculations, computer network, expert and CAD/CAM systems.

13.Methods and ways of measurement systems, data processing, storing and transfer of information.


14. Methods of analysis, optimisation and designing of electric and electronic systems, and electric drives and engineering installation control systems.

15. The application of neural networks.16. The application of computers in industrial processes.17. Energochemical coal processing, coal and inorganic

sorbents.18. The mechanism and kinetics of physico-chemical

processes in condensed phases.19. The new technologies and ceramic materials of assigned

properties.20. The structure and physical properties of crystalline and

amorphous solids and the methods of obtaining.21. The development of measurement methods, detectors

and procedures for analytics.


22. The basics and applications of nuclear physics and engineering.

23. The environment control, its complex protection and formation.

24. The economics, organisation and adjustment, to the world trends, of Polish production structures in the fields of knowledge covered by the University profile.

25. Techno-economic problems of restructuring and closing-down of underground and opencast mines and metallurgical plants.

26. A selection of mathematical problems and their applications.


EDUCATION IN AGH USTAGH UST educates its students at 15 Faculties in 28 disciplines and 81 specializations offering the following type of courses:

M.Sc.Eng.full-time course, in most disciplines held as two-level: it permits a student to end education either with an engineer’s diploma or to continue to gain a M.Sc. diploma after 5-year studies

extramural:B.Sc. study syllabus: 4 – 4,5 yearsM.Sc. (complementary) 2 - 2,5 years

B.Sc. (Licentiate)3,5 years ( only at the Faculty of Management)

Ph.D.- 4 year study


COOPERATION WITH FOREIGN UNIVERSITIES IN THE FRAME OF SOCRATES/ERASMUS PROGRAM

2003/2004

17

16

9

4

4

4

4

3

1

1

1

0 2 4 6 8 10 12 14 16 18

GERMANY

FRANCE

ITALY

SPAIN

G.BRITAIN

AUSTRIA

NETHERLAND

FINLAND

BELGIUM

DANEMARK

GREECE

Number of Bilateral Agreements


COOPERATION WITH FOREIGN INSTITUTIONS IN THE FRAME OF GENERAL AGREEMENTS

COUNTRY NUMBER

BELGIUM 1

BELORUS 1

BULGARIA 2

CANADA 1

CHILE 1

CHINA 3

FINLAND 1

FRANCE 19

GERMANY 7

GREAT BRITAIN 2

INDIA 1

ITALY 8

COUNTRY NUMBER

KAZAKHSTAN 1

MEXICO 5

NORWAY

1

ROMANIA

3

RUSSIA 4

SLOVAKIA

1

SPAIN

1

SWEDEN 1

UKRAINE 8

USA 3

VIET-NAM 1

TOTAL: 76


RESEARCH PROJECTS IN COOPERATION WITH FOREIGN PARTNERS

17

16

8

7

98

8

18

GERMANY

USA

FRANCE

ITALY

AUSTRIA

RUSSIA

OTHERS

TOTAL: 172


Association of the Carpathian Region Universities

European University Association

International Association of Universities

Société Européenne pour la Formation des Ingénieurs

Arab and European Universities Association

European Distance Education Network

AGH-UST is a member of the following international organisations:


http://acru.tuke.sk/acru.html

Acronym of the project

COORDINATORS + CONTRACTORS

HIGHPERFraunhofer-Gesselschaft zur Foerderung der Angewandten Forschung ( 8 contractors from Germany, Spain, United Kingdom, Liechtenstein)

PRO-ACCESS Akademickie Centrum Komputerowe CYFRONET AGH – Poland

CROSSGRIDAkademickie Centrum Komputerowe CYFRONET AGH – Poland ( 20 contractors from Holland, Germany, Spain, Slovakia, Austria, Cyprus, Italy, Ireland, Greece, Portugal)

PELLUCIDCouncil for the Central Laboratory of the Research Councils – United Kingdom ( 7 contractors from Italy, United Kingdom. Spain, Slovakia)

GRIDSTART The University of Edinburgh – United Kingdom ( 9 contractors from France, Germany, United Kingdom, Poland)

E-NETUniversidad Carlos III de Madrid – Spain ( 11 contractors from United Kingdom, France, Belgium, Portugal, Holland, Greece, Sweden, Switzerland, Italy, Germany)

CAME-GTALSTOM Power Ltd.- United Kingdom ( 12 contractors from Germany, Belgium, Holland, Italy, Switzerland, Slovenia, Romania, Bulgaria)

TENSTAND NPL Management Ltd.– United Kingdom ( 10 contractors from United Kingdom, Germany, France, Portugal, Ireland)

WASTILE Technical University of Lodz - Poland ( 5 contractors from United Kingdom, Hungary, Spain, Poland)

SCOOTMO University of Liverpool- United Kingdom ( 7 contractors from Czech Republic, France, Norway, Holland, United Kingdom, Spain)

NAS-ENER Fraunhofer Gesellschaft zur Foerderung der Angewandten Forschung e.V.( 23 contractors from Holland, France, Italy, Austria, United Kingdom, Portugal, Spain, Sweden, Denmark, Belgium, Switzerland, Poland, Hungary, Czech Republic, Romania, Eastland, Lithuania, Bulgaria, Slovenia, Slovakia)

METH-MONITEUR

Royal and Bedford New College – Egham Hill, United Kingdom ( 6 contractors from Sweden, France, Germany, Ireland, Holland)

Partners of AGH-UST in FP5 EU(1)



Acronym of

the project COORDINATOR + CONTRACTORS

LION TELECOM Italia LAB SPA ( 9 contractors from Holland, Germany, Belgium, Italy, Japan, Greece, Poland, Spain)

TESTIFY Association pour la Recherche et le Developpement des Methodes et Processus Industrielle - France ( 7 contractors from France, United Kingdom, Italy, Poland, Denmark)

BASELINE British Geological Survey ( 10 contractors from Switzerland, United Kingdom, Denmark, Spain, Portugal, Belgium, France, Eastland)

COSYC of SENS

Universitaet Potsdam ( 7 contractors from Germany, Italy, Israel, Spain, Portugal, Switzerland)

MUSEDirection des Réacteurs Nucléaires ( 11 contractors from Belgium, France, Germany, United Kingdom, Italy, Holland, Spain, Sweden)

MOBY DICK T-SYSTEM NOVA GmbH ( 8 contractors from United Kingdom, Spain, Switzerland, Germany, Portugal, France)

PRIMROSE Jordforsk-Norway ( 10 parnterów z Eastland, Sweden, Austria, Norway, Finland)

6WINITUniversity College London UCL- United Kingdom ( 14 contractors from United Kingdom, Denmark, Sweden, Germany, France, Finland, Switzerland )

AluSiForm Helsinki University of Technology ( 9 contractors from Finland, Hungary, Slovakia, Spain, Holland, Poland, France)

SUCIMA Università degli Studi dell’Insubria- Italy ( 9 contractors from France, Germany, Poland, Italy, Switzerland, Germany)

PDS-XADSSociété FRAMATOME- France ( 24 contractors from France, Italy, Belgium, Spain, United Kingdom, Germany, Sweden, Switzerland, Holland, Portugal)

REASONPolitechnika Warszawska ( 21 contractors from Poland, Eastland, Russia, Hungary, Slovakia, Romania, Germany, Belgium, France, Holland, Bulgaria, Ukraine, Belarus, Czech Republic Republic, Lithuania, Slovenia, Latvia, United Kingdom)


Partners of AGH-UST in FP5 and FP6 EU(2)


DRILLING, OIL AND GAS FACULTY

AGH University of Science & Technology

1919 - Academy of Mining in Cracow was founded;

1923 - Establishing of the Chair of Drilling and Oil Exploitation at the Faculty of Mining;

1967 - Establishing of the Drilling and Petroleum Faculty

THE STRUCTURE OF THE DRILLING, OIL AND GAS FACULTY

Departments:

• Drilling and Geoengineering• Natural Gas Engineering• Liquid Fuels Exploitation and Protection• Environmental Protection in Economy.

Students are educated in five specializations -(unique in Poland):

• Drilling and Geoengineering;• Natural Gas Engineering;• Exploitation of Liquid Deposits;• Environmental Protection in Economy;• Economy and Management in Oil Mining and Gas Engineering.

In 1994 both AGH University of Science and Technology and the Drilling, Oil and Gas

Faculty were put on the FEANI – European Federation of National Engineering

Associations.

The education structure at the Drilling, Oil and Gas Faculty.

The quantitative structure of education system at the Drilling, Oil

and Gas Faculty

Two scientific periodicals are issued by the DOG Faculty:

- Scientific Fasciles of AGH „Drilling, Oil and Gas” – yearbook; - Yearly Proceedings of International Scientific and Technical Conference „New Methods and Technologies in Petroleum Geology, Drilling and Reservoir Engineering”.

The DOG Faculty also participates in the edition of two other periodicals:

- „Geoinformatica Polonica”;

- „Trenchless Technics and Technologies”.

FUTURE EDUCATION ?

The evolution of engineer education depends on:

1. creativity; 2. permanent or continuing education; 3. looking for useful information among all

the available data.

Main criteria for education of future engineers:

1. obtainment thorough and complete education on a scale of fundamental sciences likewise technologies;

2. necessity to support continuing and supplementary education for interdisciplinary areas;

3.preparation of petroleum engineers to meet a new emergent discipline – energy engineering.

1. Both systems (the one-level one functioning at many universities and the two- or three-level one appearing in recent years) have advantages and can be simultaneously conducted.

2. The one-level system gives more ordered and deeper education in theory and practice. • However, the two-level system in the first cycle prepares the

industrial engineers and later gives them chance to get theoretical knowledge.

3. The benefit of this system is its flexibility. The ECTS classification creates universal possibilities of education and equalizing its range.

4. The best solution is to give the universities free hand to evaluate values of the educational systems and the programs. • It is very probable that because of the stress of the EU Commission

the two-level systems will gain advantage in the future.

CONCLUSIONS

5. Deciding on the two-level system (or one-level one), it is vital to pay attention to the fundamental sciences

• for instance, the range of mathematics for the first level of studies is smaller than for the 1-level study (in the oil engineering it is necessary to have a good knowledge of fractal analyses, fuzzy sets, neural nets, theory of optimization control, streamlines modeling, operational research elements, Monte-Carlo simulation);

• the similar situations are in the mechanics (boundary element methods and FEM) and other disciplines.

6. This problem does not appear in the one-level systems, in which the composition of the programs allows the fundamental subjects to be continuously present (e.g. in the USA).

CONCLUSIONS

7. Generally comparing choices of programs and their range the European programs of education are very similar:

• There are only differences in details and specialties.

• The two-level systems are conductive to remove differences by students’ exchanges and the ECTS qualifications.

• The significant role could be played by the double

diploma system.

• In the future the requirement of an official recognition of the foreign diploma will disappear.

CONCLUSIONS

CONCLUSIONS

8. It would a big mistake to tend to unify the study’s programs, because the universities developed their own content of study.

• Nothing is more important than the proper terminology of subjects and their content-related and time ranges.

• The program’s ‘cores’ have also a very significant role and that is the reason for establishing Diploma Supplements.

9. The most common specialties in the oil engineering are: reservoir engineering, formation evaluation, drilling, technology management and economy in oil and gas industry, gas engineering. They cover the whole area of hydrocarbon resource mining.

10. The AGH UST, which accomplishes top positions in the classification of the technical colleges, conducts the one-level and the two-level system of graduate study in petroleum engineering.

The recruitment of students maintain on the high level as for the Central European country, however, employing them in their jobs is only partial due to economic transformations in Poland.

CONCLUSIONS

CONCLUSIONS

11. There are big differences between the amount of students in the oil faculties in Poland and the Western European universities. There could arise doubts if so huge group of engineers is desired and employed by the market. However, the same situation exists on every faculty in Poland from philology to natural sciences.

12. The transformation of the Polish political and economic system showed youths that the education is very important. It is probably a very positive factor that the bachelor studies are also well-regarded, on the contrary to the Western European countries. The huge amount of graduates is employed abroad. We think that after few years the situation will normalize and there will be fewer students. Society as a social group will benefit from education and the watchword “economy based on knowledge” could be easier realized.

CONCLUSIONS

13. The AGH UST has very good relationships with the European partners (TU Bergakademie Freiberg, TU Clausthal, TU Ostrava, TU Kosice). There is a hope that those relationships will be strengthen also in the educational systems. The good idea to achieve it would be to organize the international project work (based on the TU Clausthal pattern).

14. The European programs help to approach the universities. It could be better achieved by engaging staff in evaluating and realization of researches, reviewing doctoral dissertations, taking part in scientific committees, conferences, evaluating articles and so on.

THANKS for attention

Documents

AGH UNIVERSITY OF SCIENCE & TECHNOLOGY ENGINEERING EDUCATION (PETROLEUM ENGINEERING) IN EUROPE –NATIONAL AND INTERNATIONAL COOPERATION Jakub Siemek, Stanislaw