Report SWOT Analysis 2014

Report on SWOT analysis
Reform
Education
THru
Knowledge
Page 1
RETHINK of
- Reform
of Education
THru INternational
INternational Knowledge
exchange exchange
Deliverable 1
Report on SWOT analysis of PC HEIs and EU HEIs Curricula
Content
Chapter I
I.I SWOT analysis of the EU HEIs on the area of Architecture/Urban Planning
P1: Faculty of Architecture, Technical University of Lisbon (Portugal) - FAUTL
P2: Polytechnic Institute of Leiria (Portugal) - IPL
P3: Business Association of Entrepreneurs (Portugal) NERSANT
P5: Technical University of Delft (Netherlands) - TUD
I.II SWOT analysis of the PC HEIs on the area of Architecture/Urban Planning

P9: State Engineering University of Armenia (Armenia) - SEUA
P10: Azerbaijan University of Architecture and Construction (Azerbaijan) - AzUAC
P13: Brest State Technical University (Belarus) - BrSTU
P14: Polotsk State University (Belarus) - PSU
P16: Georgian Technical University (Georgia) - GTU
P17: Tbilisi State University (Georgia) - TSU
P19: Technical University of Moldova (Moldova) - TUM
P20: Donbass National Academy of Civil Engineering and Architecture (Ukraine) - DNACEA
Chapter II
II.I SWOT analysis of the EU HEIs on the area of Environmental Sciences/Climate
Engineering
P2: Polytechnic Institute of Leiria (Portugal) - IPL
P3: Business Association of Entrepreneurs (Portugal) NERSANT
P4: University of A Corua (Spain) - UDC
P6: University of Paderborn (Germany) UPB
II.II SWOT analysis of the PC HEIs on the area of Environmental Sciences/Climate

Engineering
P8: Gavar State University (Armenia) - GSU
P9: State Engineering University of Armenia (Armenia) - SEUA
P11: Baku State University (Azerbaijan) - BSU
P13: Brest State Technical University (Belarus) - BrSTU
P14: Polotsk State University (Belarus) - PSU
P16: Georgian Technical University (Georgia) - GTU
P17: Tbilisi State University (Georgia) - TSU
P18: Aleco Russo State University from Balti (Moldova) - USARB
P19: Technical University of Moldova (Moldova) - TUM
P21: Donetsk National Technical University (Ukraine) - DNTU
RETHINK - Reform of Education THru INternational Knowledge exchange
Page 2
Chapter III
III.I Consolidated/comparative analysis of common interests/problems for all the
partners
III.II Road-map for future RETHINK strategy
III.II.I Recommendations from the partners
III.II.II Redefinition of the objectives
Page 3
Partners:
Partner
number
RETHINK partnership
P1
Faculty of Architecture, Technical University of Lisbon (Portugal)
P2
Polytechnic Institute of Leiria (Portugal)
P3
Business Association of Entrepreneurs (Portugal)
P4
University of A Corua (Spain)
P5
Technical University of Delft (Netherlands)
P6
University of Paderborn (Germany)
P7
Kaufmann Unternehmensberatung (Germany)
P8
Gavar State University (Armenia)
P9
State Engineering University of Armenia (Armenia)
P10
Azerbaijan University of Architecture and Construction (Azerbaijan)
P11
Baku Sate University (Azerbaijan)
P12
Ministry of Education of Azerbaijan (Azerbaijan)
P13
Brest State Technical University (Belarus)
P14
Polotsk State University (Belarus)
P15
Ministry of Education of Republic Belarus (Belarus)
P16
Georgian Technical University (Georgia)
P17
Tbilisi State University (Georgia)
P18
Aleco Balti Russo State University (Moldova)
P19
Technical University of Moldova (Moldova)
P20
P21
Donbass National Academy of Civil Engineering and Architecture

(Ukraine)
Donetsk National Technical University (Ukraine)
P22
Ministry Education and Science, Youth and Sports of Ukraine (Ukraine)
Page 4
Chapter I
I.I SWOT analysis of the EU HEIs on the area of
Architecture/Urban Planning
Page 5
Partner number: P1
University of Lisbon
(Portugal)
Page 6
Page 7
Page 8
SWOT Analysis Architecture

STRENGTHS
FAUL includes already a rich and broad set of Master and Doctorate programmes already
defined in accordance with the EU standards.
Existing curricula is varied and especially provided with a large set of elective chairs
covering several knowledge fields of design, architecture and urbanism.
Among the several fields of specialization, Architectural Rehabilitation and Conservation,
and Computation applied to Architecture, Urbanism and Design constitute particularly
strong fields available at FAUL.
The are several international collaborations both through the existing research projects.
There are already some mandatory and elective chairs focused on envirinment and climate
change.
FAUL has already technical english lectures to support 2nd and 3rd cycle. The income
students can also profit from portuguese language lectures.
WEAKNESSES
The existing Master and Doctorate programmes need reform in order to better
acommodate the focus on climate change and environment.
There is few previous experience between the partners regarding research
collaboration. There are no coordination strategies regarding this matter so far.
Although the Urbanism programme already contains some chairs approaching the theme
of climate change, the Architecture programme is still very poor in this regard.
Lack of specialized researchers in climate change and CO2 emition reduction,
particularly in the field of Architecture.
Some professors still resist giving lectures in english.
OPPORTUNITIES
The mobility programmes now active at FAUL (ERASMUS, TEMPO, INFINITY and
AUSMIP programes) can and have been compensating the decrease in the number of
students due to construction crisis population ageing.
The existing structure of elective chairs can easily contribute to the needed curricula reform
by enhancing the focus of elective chairs on the theme of climate change.
Public awareness regarding Environmental issues is growing.
Joint degrees will raise expectations and attractiveness enhancing mobility, knowledge
exchange and collaboration.
The RETHINK common discussion and materials platform, based on its website, may
help supporting or over-coming the expected threads regarding the use of the english
language. The platform may be used to gather pre-prepared supporting materials for
lectures making available to all involved professors a large library of shared materials.
Page 9
THREATS
Goverment policies are cutting fundings on education due to the economic crisis.
Goverment regulations are raise many bureaucratic problems.
Difficulties in developing private enterprise collaborations in research and higher
education in general.
Current fundings prioritize engineering and medicine.
Difficulties in contracting new specialized staff due to goverment policies. Basically
Faculties are enticed not to make changes in their staff or otherwise simply to reduce staff.
Communication difficulties may arise from foreign students with difficulties regarding the
use of the english language. Similar difficulties may also arise from Professors
unexperienced in giving lectures in english.
Curricular reform a highly polemical and bureaucratic process.
SWOT Analysis Urban Planning

STRENGTHS
On a higher practical level, the most important strength behind RETHINK Project is the
backing of the European Commission and of the TEMPUS Programme
On a higher conceptual level, the most important strength behind RETHINK is its
environmental theme and the real need to establish the ENVIRONMENT- BUSINESSEDUCATION triangle.
On a second level, the most important strength behind RETHINK Project is the fact that
some of our partners have already been with us on the TEMPO & INFINITY Projects
we have built bridges AND established confidence
The Bologna process is a reality and is in full swing although there are still a lot of
unresolved issues.
New European and international environmental laws that require new knowledge for their
implementation.
Architects and Urban Planners must have a part in this process
Our joint degrees will be there to make it happen and to give the needed tools
Page 10
WEAKNESSES
In general terms, the main problem in our partnership is that we do not speak the same
language.
As such we can have misunderstandings, unclear directions, and frustration.
In specific terms, we also realize that the academic offer is already full, and that there are
few classes that relate to environment, for example at the University of Lisbon there are no
core classes that directly relate with the Environment or sustainability.
2nd CYCLE/ MASTERS
7th SEMESTER
DESIGN Laboratory IV
Infrastructure and Urban Networks
Law of Architecture and Urbanism
Urban Sociology
Urban Economics
8th SEMESTER
DESIGN Laboratory V
Landscape Architecture
Theory and Methods of Urban
Urban Administration
Specialization Elective
9th SEMESTER
DESIGN Laboratory VI
Urban Renewal
Transport Systems
Specialization Elective
Research Seminars
10th SEMESTER
Final Master Thesis Project *
Seminars to support Final Thesis
Hrs per week

9
6
3
3
3
Hrs per week
9
6
3
3
1.5
Hrs per week
13
6
3
1.5
3
Hrs per week
9
3
ECTS
12.5
7.0
3.5
3.5
3.5
ECTS
13.0
7.0
3.5
3.5
1.5
ECTS
13.0
7.0
3.5
1.5
3.5
ECTS
22.0
8.0
From a quick analysis of these curricula we can see that in fact it is compact, And that most
of the classes taught have little to do with sustainability
In other practical matters, we also realize that the English level of some professors is
inadequate for the classes they need to teach, that the academic staff is not prepared to deal
with the needed changes
Page 11
OPPORTUNITIES
New environmental legislation

- On the international level
- On the European Union level
- On the national level
and this also means new OPPORTUNITIES to RETHINKe
universities
the curricula of our
and this also means new OPPORTUNITIES for our universities to RETHINKe their
relation to the business world, in the interest of the students outcome
and to prepare the students for new professions that may not yet exist
In the case of RETHINKe
new environmental legislation,
new and recycled construction materials,
new energy systems have an impact in architecture and urban planning?
How can our profession reduce our cities ecological footprint?
For example we have a generous budget for PRINTING & PUBLISHING that should be
used to lay the foundations of our interconnecting bridges.
Our eastern partners have a generous budget for purchasing equipment that will help them
implement RETHINKe
THREATS
Our biggest threat is FEAR

- Fear of failure
- Fear of lack of time
- Fear of the bureaucracy in our institutions
But we also have outside events that can affect our project directly, and over which we
have no control
On a more practical aspect, an important threat to the success of our project is the
possibility of not being able to implement our objectives, because we lack the support of
our Rector/Dean or Department when that happens you need to let us know, and we will
establish a strategy to help you overcome the problem or perhaps find a different
solution- BE FLEXIBLE.
Page 12
Partner number:P2
Polytechnic Institute of Leiria

(Portugal)
Page 13
Civil Engineering Program - 180 ECTS
ECTS
Semester 1
Mathematical analysis
Linear Agebra
Physics
Technical drawing
Topography
English
6
5
6
5
6
2
Semester 2
Statistics
Applied Mathematics
Applied Statistics
Computer Assisted Design
Programming
Engineering Geology
3
6
5
5
6
5
Semester 3
Mechanics of Solids and Foundations I
Strength of MaterialsI
Hydraulics
Construction Materials
Construction processes
Urban and Regional Planning
6
5
5
5
4
5
Semester 4
Mechanics of Solids and Foundations II
Strength of Materials II
Hydrology and Water Resources
Theory of Structures
Installations in Buildings
Road Design I
6
5
5
5
4
5
Semester 5
Reinforced Concrete I
Sewage Systems
Road Design II
Construction Management and Safety
Innovation and Entrepreneurship
Option I a)
6
5
6
6
2
3
Semester 6
Reinforced Concrete II
Building Physics
Civil Engineering Project
Seminar
Option II b)
Option III b)
b) Please consult the study plan in www.estg.ipleiria.pt
6
3
8
3
5
5
Page 14
SWOT Analysis
MASTER IN CIVIL ENGINEERING
Master Degree Program
ECTS
Semester 1
Dynamic Analysis and Earthquake Engineering
Construction and Maintenance of Road Pavements
Urban Hydraulics
Coatings and Finishes
Sustainable Construction
7
6
6
6
5
Semester 2
Quality and Safety in Construction
Wood and Masonry Structures
Modelling and Evaluation of Structures
Environmental Comfort in Buildings
Patothology and Rehabilitation of Buildings
Introduction to Scientific Research
6
6
5
5
6
2
Semester 3 and 4
Prestressed Structures and Prefabrication
Support Structures and Soil Improvement
Transport Planning and Management
Projet a)
Thesis a)
Internship a)
6
6
6
42
42
42
a) Choose one of the three options
Page 15
STRENGTHS
Provides sound scientific and technological knowledge for professional life in

traditional construction engineering areas.
Friendly environment with good and modern facilities, students have access to a host of
engineering laboratories and facilities
Strong synergy between the department of civil engineering and regional construction
companies and business associations.
Weekly-based seminars in civil engineering and related areas with national and
international experts from academia and industry.
Highly qualified and dynamic teaching staff. There is an active collaboration with
several companies and public entities, namely through Projects/Internships
Training students who are already in the labor market and are seeking a specialization
Ability to use the facilities of the Centre for Rapid and Sustainable Product
Development, an FCT (Portuguese Science and Technology Foundation)Research
Centre of Excellence, to carry out research projects
Competencies for conducting professional activities in a highly ethical manner,
considering safety, health and public welfare issues
WEAKNESSES
Internal quality procedures are not yet totally implemented.

Adapt the program to the future needs of construction professionals
Prepare graduates for infrastructure protection against natural disasters under the
constraints of sustainability
OPPORTUNITIES
The possibility to create innovative master degrees, defining a clear strategy towards
innovation
Create synergies and new opportunities for students, promoting multidisciplinarityy and
multicultural teamwork
A strong master's program will position the department favorably regarding future
changes in professional degree requirements
THREATS
Due to the Portuguese economic crisis, some construction companies move their main
activities to other countries.
Difficulty in attracting students for civil engineering, mainly due to few jobs availability
and low wages
Page 16
Partner number:P5
Technical University of Delft

(Netherlands)
Page 17
Internal origin
STRENGTHS
Helpful to
achieving the
objective
WEAKNESSES
Harmful to
achieve the
objective
Master in
Urbanism and
Master in
Architecture (apart
from other masters
offered) are well
balanced regarding
integration of
sustainability
related focuses and
courses, as this is
addressed for
within the Tido
annotation1 and
supported by its
referents.
Architecture and
the Built
Environment (ABE)
is being
coordinated by the
Delft Graduate
School3.
Tido annotation
concerns an
interfacultary
collaboration with
many courses (and
responsibles).
Dutch ministerial
accreditation for
new masters will
take at least 2 years
(with no guaranteed
positive outcome
due to todays
official aim to
reduce the amount
of masters offered.
PhD degree is
subject to strong
conditions from
both DUT4 as well as
VNSU5 and Ministry
of Education in the
Netherlands
Master
degree
24 (full time)
n.a.
Only for Industrial

Ecology6 : 24
n.a.
PhD degree
48 (full time)
n.a.
n.a.
n.a.
Master
degree
120ects7 (4 times
total of 30 ects8)
during (2 years)
Max. amount of 40
ects per period of
enrollment.
Only for Industrial

Ecology : 120ects9 (2
times total of 60 ects
Course and
examination rules.
PhD degree
n.a.
n.a.
n.a.
n.a.
Analysis
Master
degree
Course
content
PhD degree
Duration,
months
Number of
credits, ECTS
External origin
OPPORTUNITIES
Helpful to
achieving the
objective
We are in the middle

of a preparation of a
new interdisciplinary
Master within the
context of AMS2
(combined TUD, WUR
and MIT). Also there is
already running an
inter-universitary
Master on Industrial
Ecology (TU Delft and
Leiden University).
The concept of the

Graduate School is
now offered/
organised TUD wide.
Also PhDs will become
part of the AMS
institute.
THREATS
Harmful to achieve
the objective
To attend to Master
courses you need to
meet the admission
requirements. All
students should have
completed their
Bachelor programme,
Bridging programme or
Screening process
(visible in Osiris) for
admission to the
Master programme.
For admission to the
Master 3, there are no
additional admission
requirements.
AMS applies so-called
Ground Rules (7 in
total) which imply
involvement of certain
partners and financing.
This will make it hard
to join.
The graduation annotation 'Technology in Sustainable Development' was launched in September 2000. The annotation is open to all TU
Delft master students that intend to integrate sustainable development into their graduation project. The graduation annotation covers both
broader and deeper knowledge regarding Sustainable Development (SD) and technology. Sufficient depth is achieved by the demand that SD has
to be a core issue in the graduation project. Within each department, a so-called SD referent with specific expertise will assess the graduation
project regarding the way SD has been tackled in the problem definition, the actual work and in the conclusions of the project. The broadening
of knowledge is guaranteed through a number of elective courses in the field of SD and the Course Engineering for Sustainable Development.
Another goal of this course is to teach the students to apply a long term vision in determining their engineering priorities. Students can choose
from a wide variety of Sustainability related courses at TU Delft or at other universities. The courses are divided in two clusters. Students need to
choose at least 10 ECTS, with a minimum of 3 ECTS per cluster. Clusters offered are: A. Design, analysis and tools (32 courses); B. Organisation
and society (21 courses).
2 AMS is the acronym of the joint TUD (Delft), MIT (Boston) and WUR (Wageningen) initiative: Amsterdam Institute for Advanced Metropolitan
Solutions AMS. http://www.ams-amsterdam.com
3
http://www.graduateschool.abe.tudelft.nl
4 Delft University of Technology Board of Doctorates; http://www.tudelft.nl/en/about-tu-delft/organisation/board-for-doctorates/faculty/udos/page/6/
5
6
http://www.vsnu.nl
http://www.cml.leiden.edu/education/master/industrial/about-master-ie.html
; course and
examination regulations Industrial Ecology (LU & TUD):
http://fwncwww14.wks.gorlaeus.net/images/uploads/MSc_IE_OER_20142015_final.pdf
7 A full year of study is 60 EC study time, according to the European Credits Transfer System (ECTS). 1 EC is 28 hours of study.
8 MSc 1 (2x studio, 10 ects each; 3 courses, 4,2 and 4 ects); MSc2 (spatial strategies, 10 ects, research and design methodology, 5ects and Electives,
15 ects); MSc3 (graduation studio, 20 ects, grad.orientation, theory and methodology, resp. 2, 4 and 4 ects); MSc4 (graduation studio, 30 ects).
9
A full year of study is 60 EC study time, according to the European Credits Transfer System (ECTS). 1 EC is 28 hours of study.
Page 18
Please fill out this table in order to analize the procedure that RETHINK Project needs to follow for the
accreditation of a new Joint Degrees
Accreditation of Joint Degree on the national level
Name of institution responsible
for the accreditation of a Joint
Degree
Requested documents for the
accreditation of a Joint Degree
Procedure for the accreditation

of a Joint Degree
Nederlands Vlaamse Accreditatie Organisatie (NVAO); URL:

http://www.nvao.net/internationalisering
For a new (joint) degree program a new Test New Master must be
prepared. This is very similar to an extensive self-evaluation.
Before you can start thus you first need permission from the
Executive Board of DUT (They are really reluctant to agree upon
new Master courses).
If the Master is (indirectly) paid for by the Dutch government (so if
any use of fixed educational staff is involved > which most probably
is the case here) macro-efficiency test should also be performed.
The Ministry decides on the basis of the documents submitted. This
check and test also applies for the content of the new Master (and
involved partners), content wise.
The secretary of the proposed Master takes the initiative in this.
Expected duration for the

accreditation process to be
completed
The whole process takes at least two years. In a joint degree

usually there is also some haggling over the division of
responsibilities, the division of subjects and the finances.
Page 19
I.II SWOT analysis of the PC HEIs on the area of

Architecture/Urban Planning
Page 20
Partner number: P10
Azerbaijan University of
Architecture and Construction
(Azerbaijan)
Page 21
STRENGTHS
High interest of students towards the topic

High interest of professors towards the topic
Education in English for students of Architecture
High interest of the students in getting dual degree diploma
Potential possibility of getting state funds for the further implementation (dissemination
phase) of the course (applicable only for master's cycle)
The existing experience of double degree diploma projects with The Technical University
of Istanbul and University of Northampton (UK)
WEAKNESSES
Insufficient funds to grant scholarships on the Dissemination phase

Language skills requirements
Irrational academic curricula
Credit transfer
Obstacles on the way of bringing closer industry and the outcomes of the course
OPPORTUNITIES
Interest of the developers in getting Sustainability marks for the buildings they are
designing (BREEAM, LEED etc.)
Establishment of environmental organizations such as: Temiz Sheher (Clean City)
Governmental support to environmental issues and ecology
Necessity for innovations especially in the field of soil and Water purification
Initiatives of middle scale private business companies that are constantly doing energy
efficiency surveys and audits in all kinds of industries throughout the country
THREATS
Reluctance of governmental organizations towards HEI (very low)

Reluctance of private business sector towards unconventional approaches, especially
energy production (average)
Lack of necessity for energy efficiency, alternative energy resources etc., because the
country is producing a lot of energy by burning fossil fuels. (average).
Page 22
Partner number: P13
Brest State Technical University

(Belarus)
Page 23
SWOT Analysis
Architecture/Urban planning
STRENGTHS
Leading field of research in Hydrology

Leading academic experts in Hydrology, Water resourses and Water Purification
Good scientific communications with colleagues in Ukraine, Kazakhstan and Russia
WEAKNESSES
Poor knowledge of English by staff

Weak scientific communications with colleagues in EU
Insufficient supply of Laboratory equipment
Poor access to scientific literature
OPPORTUNITIES
The state's interest in training
THREATS
Lack of demand in the labor market

A small number of students wishing to get a degree
Page 24
Partner number: P14
Polotsk State University

(Belarus)
Page 25
SWOT analysis of the existing Curricula

STRENGTHS
Master degree:
Interdisciplinary Master in Ecological Safety
PhD degree:
Interdisciplinary PhD in Ecological Safety
WEAKNESSES
Master degree:
Master students in Architecture and Urban Planning study at different other Universities
PhD degree:
PhD students in Architecture and Urban Planning study at different other Universities
OPPORTUNITIES
Master degree:
We are planning to open a Master study programme (interdisciplinary) in Architecture, Urban
Planning and Sustainable Development
PhD degree:
We are planning to open a PhD study programme (interdisciplinary) in Architecture, Urban
THREATS
Master degree:
Legislation concerning the procedure of opening new study programmers at the national level
PhD degree:
Legislation concerning the procedure of opening new study programmes at the national level
Page 26
Partner number: P16
Georgian Technical University

(Georgia)
Page 27
SWOT analysis of the Curricula offered by GTU:

critical analysis of the existing Curricula
STRENGTHS
We offer the most comprehensive education in the environment and architecture in the
Georgia;
We offer the chance to explore your chosen subject with world-leading academics;
We respect traditions and continually enhance our global reputation through our
research and by recruiting the best academics.
WEAKNESSES
Lack of books/journals in native language;

Academics/students difficulties in speaking English;
Lack of studying-practical works;
Backwardness of scientific works;
Lack of equipment;
Non valuable soft wear.
OPPORTUNITIES
Maximum Integration into the European Education System:

Join science works;
Student exchange programs;
Approach of study programs
THREATS
Long-term scientific missions in European Universities;

Active translator work;
Collaboration with governmental, business and NGO sector
Page 28
Partner number: P17
Tbilisi State University

(Georgia)
Page 29
SWOT Analysis
Department of Human Geography
STRENGTHS
Masters level
Existence of a module: Spatial organization in HG Master program;
Courses and programs at TSU in climate and environmental disciplines;
Upcoming PhD students studying urban issues (e.g. urban planning) abroad
PhD level
Research and doctoral theses on urban issues;
Sufficient number of research grants and projects in urban and environmental
studies;
Availability of international networks for cooperation
WEAKNESSES
Masters level
Lack of a program explicitly focusing on urban issues
Lack of lecturers in TSU (at the moment) capable to cover all subjects in urban
studies
Weak cooperation between disciplines/departments so far
Insufficient technical equipment
PhD level
Lack of special course (on purpose tailored) for those who write PhD in urban
studies
Underdeveloped PhD programs and procedures at TSU (too many and frequent
changes, heavy procedures)
OPPORTUNITIES
Masters level
Interest and readiness of TSU interdisciplinary center (IC) to adopt and manage
program(s) in urban studies;
Recruiting professors/scholars of different disciplines at IC;
Possibility of developing some courses or the whole program(s) in English;
Attractiveness of getting a joint degree;
Attractiveness of foreign exchange
PhD level
Possibility to use TSU IC resources and services;
Possibility of taking English language courses;
Page 30
THREATS
Masters level
Students demand in undertaking programs in urban studies is not assessed;
Uncertainty in job finding no established cooperation with public and private
sector
Support of TSU central administration in organizing student exchange and mobility
PhD level
Uneven English and other (technical) skills of PhD students for working with
sources;
Problem of combining work and study/research
Main Purpose and Objectives:

To assure high academic quality in education
To promote internationalization of academic activities
To harmonize our curricula with European/international standards
To promote students mobility and rise their competitiveness
Page 31
Partner number: P19
Technical University of Moldova

(Moldova)
Page 32
I.
SWOT analysis:
"Arhitectura" - (License Degree + Master Degree) Levels I and II
STRENGTHS
1. A sufficient number of hours are provided to explore issues of Urban Planning,ecology,
Health and Safety and environmental protection;
2. The curriculum includes the discipline "Urban Ecology";
3. Within the "Architectural Design" discipline, for both the course and degree projects, real
situations, based within Moldova, are used.;
4. Final graduation projects are based on the solving of environmental problems;
5. Participation in international competitions using projects, allows issues of ecology to be
solved using up to-date achievements of science and technology;
6. Training for teaching staff, using courses based on modern educational techniques and
technologies in the educational process.
WEAKNESSES
1. The absence of a separate discipline "Environmental Protection" caused by a limited
number of hours in the curriculum;
2. A lack of laboratory space for the practical training in the disciplines of ecological
orientation;
3. A lack of summer practice to educate and study the international experience on
Environmental Protection;
4. A lack of literature on the teaching and learning of theoretical and practical courses
revealing problems of ecology and environmental protection.
OPPORTUNITIES
1. The use of geographical and climatic features of Moldova, facilitating the creation of
conditions for the study and solving of environmental problems;
2. Application and innovative teaching methods, an increase in options of alternative methods
of the educational process (forms of continuing education);
3. An increased demand for skilled young specialists;
4. Introduction of distance learning techniques, development and implementation of the
educational process innovation programs.
THREATS
1. The low level of salaries of highly qualified staff and young skilled personnel;
2. Poor motivation of staff associated with increasing differentiation of society, a low value
of the intellectual component and inappropriate salaries;
3. A lack of training in the field of environmental protection;
4. Low level of funding of the educational process;
5. A lack of exchange student experience in the organization of environmental education
Page 33
II.
"Arhitectura" - PhD - Level III
STRENGTHS
1. Obligation to examine issues of environmental approach to the design of residential,
public and industrial buildings agro:
living environment and its ecology,
native climatic conditions and insolation,
sanitary-hygienic and seismic norms,
management and landscaping,
ecological methods for the formation of medium industrial enterprises.
2. Participation in international conferences and publications related to the solution of issues
of environmental approach to architectural design.
WEAKNESSES
1. A lack of laboratories for practical research questions the environmental focus;
2. A lack of qualified scientists involved in the educational process.
OPPORTUNITIES
1.
2.
3.
The use of geographical and climatic features of Moldova, facilitating the creation of
conditions for the study and solving environmental problems;
The use of innovative methods of studying international experience in environmental
issues;
An increased demand for skilled young people.
THREATS
1.
2.
3.
4.
The low level of salaries of skilled personnel;

Poor motivation of staff associated with increasing differentiation of society, a low value
Low level of funding of the educational process;
Lack exchange student experience in the organization of the training of new personnel.
III.
"Urban Planning and landscaping"- Master Degree - Level II
STRENGTHS
1.
2.
3.
A sufficient number of hours are provided to explore issues of Urban Planning,ecology,

Health and Safety and environmental protection;
Study of traffic management techniques to meet the requirements of environmental
protection;
Final graduation projects are based on the solving of environmental problems, using
innovative environmental systems and technologies.
Page 34
WEAKNESSES
1.
2.
3.
The absence of a separate discipline "Environmental Protection" caused by a limited

number of hours in the curriculum;
A lack of laboratory space for the practical training in the disciplines of ecological
orientation;
A lack of literature on the teaching and learning of theoretical and practical courses
revealing problems of ecology and environmental protection.
OPPORTUNITIES
1.
2.
3.
conditions for the study and solving of environmental problems;
An increased demand for skilled young specialists;
Introduction of distance learning techniques, development and implementation of the
educational process innovation programs.
THREATS
1.
2.
3.
4.
5.
6.
The low level of salaries of highly qualified staff and young skilled personnel;
Poor motivation of staff associated with increasing differentiation of society, a low value
A lack of training in the field of environmental protection;
Low level of funding of the educational process;
A lack of exchange student experience in the organization of environmental education.
Reducing the number of students studying at the Master's specialty.
IV.
"Urban Planning and landscaping"- PhD - Level III
STRENGTHS
1.
Obligation to examine issues of environmental approach to design:

native climatic conditions and insolation,
sanitary-hygienic and seismic norms,
management and landscaping,
ecological methods for the formation of medium industrial enterprises.
2.
Participation in international conferences and publications related to the solution of issues

of environmental approach to design.
WEAKNESSES
1.
2.
A lack of laboratories for practical research questions the environmental focus;

A lack of qualified scientists involved in the educational process.
Page 35
OPPORTUNITIES
1.
2.
3.
conditions for the study and solving environmental problems;
The use of innovative methods of studying international experience in environmental
issues;
An increased demand for skilled young people.
THREATS
1. The low level of salaries of skilled personnel;
2. Poor motivation of staff associated with increasing differentiation of society, a low value
3. Low level of funding of the educational process;
4. Lack exchange student experience in the organization of the training of new personnel.
Page 36
Partner number: P20
Donbass National Academy of Civil

Engineering and Architecture
(Ukraine)
Page 37
Master Course content:

-
Architectural Project in Building;

Building Design of the
Architectural Environment;
Basis of Building:
Economics;
Civil Defense;
Principles of Management;
Principles of Marketing;
Principles of Business;
Architecture and Building of the region;
Special Construction Engineering;
Roads Designing;
Regional Peculiarities of Designing of Building and Structures;
Practical Training;
Students' Research Work
SWOT analysis
STRENGTHS
1. The courses provide the educational base in fundamental (mathematics, physics, mechanic
and chemistry) also as engineering and architectural sciences and an introduction to
engineering and architecture practice and applications through design, drawings, projects
and diploma works.
2. All students get their initial professional training on Architecture and Civil Engineering.
All related courses are dealing with visiting constructional sites, municipal enterprises,
design offices, architectural enterprises. A part of lectures is delivered by practicing
engineers and architects within these courses of training.
3. Also practicing specializes are invited to deliver some lectures on professional specialties.
4. During the students industrial practice they are sent to the special architectural and design
enterprises to be supervised and consulted by the enterprises practicing specializes
themselves.
5. As a rule, the authorities of building and architectural enterprises are at the head of State
exam boards during presenting diploma projects.
6. The Faculty has necessary scientific laboratories and workshops for education and
scientific research, such as: painting and drawing (90 m2); sculpture and monumental arts
(72 m2); modeling (36 m2) and also special laboratories: classroom of architectural
designing (48 m2); classroom of architectural building units and structures (72 m2);
laboratory of building physics (72 m2). There are also specialized classroom: the classroom
for course architectural design (90 m2); the classroom of diploma architectural design
(90 m2); the computer classroom of Architecture of Industrial and Civil Construction
department (33,2 m2); the computer classroom of Architecture department (18 m2).
7. There is well-qualified staff of lecturers, among them there are Doctors of Architecture,
Doctors of Science, Ph.D. in Architecture etc. who try to improve their knowledge and
Page 38
practice skills always. Also they must have their advanced practical courses at the
architectural and design enterprises.
WEAKNESSES
1. Insufficient level of knowing English language of staff.
2. Our staff doesnt have an experience of participation in such projects.
3. There are a lot of bureaucratic barriers relatively the structure of the scientific activity
management of Ukrainian universities.
OPPORTUNITIES
1. The Academy is situated in an important industrial region of Ukraine between Donetsk and
Makiyivka. So the promotion and development of business start-ups can be very efficient.
2. Better introducing computer technologies.
3. Improving teaching staff which involves scientific & professional probation at building
and scientific enterprises.
4. Inviting professors from other higher schools either for giving classes to the students or
taking part in scientific seminars.
5. Providing regular seminars on special problems inviting specialists taking part in
international conferences.
6. Classes in foreign language are supposed to be held.
THREATS
1. The instable political and economical situation in Ukraine.
2. There are problems with money transfer to the Ukrainian budgetary organizations.
Page 39
PhD Course content

-
the program 18.00.01 - Theory of Architecture, Restoration of Architectural monuments;

the program 18.00.02 - Architecture of Buildings and Structures:
SWOT analysis
STRENGTHS
1. There are several research departments on the Architectural Faculty of the Academy. These
departments are headed by experts in the relevant branch who have the appropriate licenses
to perform survey and design works and solve a number of issues related to the research
problems of urban planning and architecture of the Donbas region. One of these research
units is the center of historical and architectural research "Architectural heritage". The main
activities of the Centre are: a study of urban development of Donbas region, revealing
monuments of architecture and town planning, development planning and creative
recommendations for their recovery, and reuse.
2. A large amount of research and design work commissioned by local administrations and
organizations from different regions of Ukraine are performed by the Project Research and
Training Institute of DonNACEA. This institute together with other research departments
of the Academy deals with the study, design and construction of almost all kinds of houses
and buildings.
3. There are two offices of specialized Academies of Ukraine: Regional Branch Academy of
Ukraine (Professor Ye. Horokhov is the head of the department) and Academy of Higher
Education of Ukraine (Department of the Problems of Civil Engineering and Architecture)
are situated at the DonNACEA. Besides, the professors of the DonNACEA are the
collective (or individual) members of many scientific programs and organizations,
including international curriculum ESDEP.
OPPORTUNITIES
1. The postgraduate in the field of the program of the theory of architecture, restoration of
architectural monuments as well as the program of architecture of buildings and structures
operates at the Academy.
Page 40
Chapter II
II.I SWOT analysis of the EU HEIs on the area of
Environmental Sciences/Climate Engineering
Page 41
Partner number:P2

(Portugal)
Page 42
SWOT Analysis
MASTER IN ENERGY AND ENVIRONMENTAL ENGINEERING
STRENGTHS
The course contributes to knowledge transfer through several protocols with companies,
and R & D services.
Promotes research through close collaboration with the several national laboratories,
namely LSRE , INESCC and CESAM and IDMEC and INOV Institutes.
Train students who are already in the labor market and are seeking a specialization
There is an active collaborating with several companies and public entities, namely through
Projects/Internships
Recognition by the external community of the ability to prepare students to meet the
specialized needs of professionals with an integrated view on energy and the environment
Good Interaction with contributions from different scientific departments/areas regarding
teaching and research
Good facilities, laboratories, monitoring systems and quality assurance, qualification and
dynamism of the teaching staff
Page 43
WEAKNESSES
Internal quality procedures are not yet totally implemented.

Insufficient dissemination of objectives regarding the added value of this master degree
Adapt the program to the future needs of environment engineering areas
OPPORTUNITIES
Adapt the course schedule for the new challenges of environmental engineering
Providing student training opportunities at international level
Participation in mobility programs promotes competence in internationalization.
THREATS
Due to the Portuguese economic crisis, some construction companies move their main
activities to other countries.
Difficulty in attracting students for environmental engineering, mainly due to few jobs
availability and low wages
Page 44
Partner number: P4
University of A Corua
(Spain)
Page 45
SWOT Analysis
ENVIRONMENTAL SCIENCES
STRENGTHS
All studies in the University of A Coruna have been successfuly adapted to the standards
of the European Higher Education Area
This experience has allowed the human resources to identify and solve the main problems
that appear during the adaptation process
Large number of research groups and departments teaching courses related to

Environmental Sciences, (e.g., Earth Sciences, Environmental Chemistry, Hydrology,
Urban planning or Ecology)
Versatile human resources with experience in EHEA, the Bologna process and
Environmental disciplines
An existing Masters degree on Environmental Science and Technology comprising a wide

range of disciplines (e.g. Environmental law, Atmospheric pollution, Soil quality), and an
International Masters degree in Water Engineering
Three PhD Programs related to Environmental Sciences:
Environmental Science and Technology

Forestry and Agriculture
Fundamental and Environmental Chemistry
WEAKNESSES
Interdisciplinary approaches underexploited

Lack of coordination between experts scattered in different faculties and schools
Excessive bureaucracy that slows down the modifications of the curriculum
Low number of private enterprises involved in the education system
Some of the staff is skeptical about the success of the EHEA
Low researchers and professors mobility
OPPORTUNITIES
Capability to host international students

Growing environmental awareness in the society
Internationalization is being encouraged by the institution management
Increasing available funding for mobility of students and professors
Page 46
THREATS
Decreasing public funding for higher education due to economic crisis

Cronical low involvement of private enterprises in higher education
Decreasing number of students due to low birthrate
Govermental policies difficulting the development of new or innovative studies
Current funding schemes prioritizing disciplines with fast return and more profit-oriented
that limit the development of the field
Lack of social prestige of experimental sciences
SWOT Analysis
CLIMATE ENGINEERING
STRENGTHS
University of A Corua (UDC) is well resourced with teaching and research facilities.
Degree, Master and Ph.D. programs have performed well
All studies in the UDC have been successfully adapted to the standards of the European
Higher Education Area
Human resources were able to identify and solve the main problems that appear during the
adaptation process to EHEA. This provided valuable experience in innovative teaching and
learning methods
Expertise at international level: international networks, international Master in Water
Engineering
Several research groups and departments teaching courses related to Climate Engineering,
including Climatology, Meteorology, Earth Sciences, Hydrology, Urban planning,
Ecology, Environmental Sciences. The combination of these individual areas may result in
a new College or School focusing on Climate Engineering
Versatile human resources with experience in EHEA, the adaptation to the Bologna
Process and in teaching Climatology and Engineering disciplines
Various research groups developed an international profile in areas related to Climate
Engineering trough quality publications and success in applying for external competitive
research funds
WEAKNESSES
Lack of a degree or a master in Climate Engineering, not only at UDC but also in Spain
Climate Engineering lessons were not incorporated in the current programs. They were not
getting the necessary attention and priority, neither as mandatory nor as optative classes
The interdisciplinary potential to develop Climate Engineering programs at UDC is now
underexploited
Page 47
Lack of coordination between experts in Climatology or Atmospheric Sciences and

Engineering, scattered in different faculties and schools
Small research groups in areas related to Climate Engineering, in spite of significant
contributions. Precarious funding for pre doctoral students and post doc researchers
Excessive bureaucracy that slows down modifications of the curriculum
Low number of private enterprises involved in the education system
Some of the personnel is skeptical about the success of the EHEA
Low mobility for established and post doc researchers
OPPORTUNITIES
Consider curricula from around the European Union and east European countries to help
with development of Climate Engineering at UDC
Address the ability to diversify programs at the Master and Ph.D. levels
Consider the potential for updating curricula and include programs and lectures with joint
participation of the staff of technical and scientific areas
Analyzing the feasibility of incorporating Climate Engineering education in the frame of a
double degree
Building and strengthening networks with international partners in the field of Climate
Engineering
Promote the capability of UDC to host international students and researchers
Increased internationalization of teaching and research, which already is being encouraged
by the institutions managers
Increasing applications of funding for mobility of students and professors
Make a significant contribution to bilingual studies at UDCt the UDC
Contribute to develop a growing environmental awareness in the society
THREATS
Budget limitations during the next few years, because of decreasing public funding for
higher education
Chronic low involvement of private enterprises in higher education
Decreasing number of students due to low birthrate.
No data about potential student enrollment in Climate Engineering programs
Governmental policies difficult the implementation and development of new or innovative
studies
Current funding schemes prioritizing disciplines with fast return and more profit-oriented
that limit the development of the field
Lack of social prestige of a new degree or master program in Climate Engineering?
Page 48
Partner number: P6
University of Paderborn
(Germany)
Page 49
Page 50
Page 51
Page 52
Page 53
II.II SWOT analysis of the PC HEIs on the area of

Environmental Sciences/Climate Engineering
Page 54
Partner number: P8
Gavar State University

(Armenia)
Page 55
SWOT Analysis
CLIMATE ENGINEERING/ENVIRONMENTAL SCIENCES
TRENGTHS
Master degree:
There is licensing in action as well as curricula, academic staff and subject plans
PhD degree:
It is planned to have curricula and educational program in the future
WEAKNESSES
Master degree:
Literature, lack of practical work management and IT new devices
PhD degree:
There are researchers who work in GSU but are registered as PHD in other universities.
OPPORTUNITIES
Master degree:
Collaboration with other universities, exchange programmes
PhD degree:
Is expected to plan in the future
THREATS
Master degree:
Joint programming, interchange of methodological provision between the partners.
PhD degree:
There is not any, there is a need for joint curricula
Page 56
Partner number: P9
State Engineering University of Armenia

(Armenia)
Page 57
The SWOT analysis of the Curricula in specialization of

Environmental Engineering
STRENGTHS
The competencies correspond with competencies of curricula of European Higher

Education Institutions
Mandatory peer review of curricula and subject programs
The learning process duration for masters correspond with a learning process duration of
European Higher Education Institutions
The optimal period of study
The same ETCS between SEUA and other European Higher Education Institutions
Years of experience in the educational process by ETCS
WEAKNESSES
The training programs are not correspond with employers' requirements

Insufficiently equipped laboratory facilities for curriculum
Lack of practice during the learning process
Insufficiently equipped laboratory facilities which can be the cause of prolongation of the
thesis defense
Shortage of some items in the curriculum
The ETCS for PhD are not match with ETCS for PhD in European Higher Education
Institutions
OPPORTUNITIES
The possibility of accreditation of educational programs at the national and international

level
Expansion of international relations
Expansion of international relations using the inter-university agreements
Increased demand of occupations in the labor market
Continuous improvement of the conditions for education and training in line with the
Bologna requirements
The possibility of cooperation with employers on the basis of the signed contracts
THREATS
The limited possibility for inviting leading and foreign experts

Leakage of highly qualified young staff
Not enough interest and participation in the implementation and improvement of
educational programs by employers
The brain drain. The young specialists go away after the thesis defense
Lack of knowledge of students on Second Language that may hinder their participation in
the International exchange programs
Instability of the current labor market negatively affects the demand of training programs
Page 58
Partner number: P11
Baku State University

(Azerbaijan)
Page 59
SWOT analysis of the Curricula offered by BSU:

STRENGTHS
1. Research practices are existing.
2. Teacher trainings are held.
3. Foreign languages are incorporated in the curriculum
WEAKNESSES
1.
2.
3.
4.
Lack of laboratory and field courses.

Lack of laboratory and field equipment.
Humanitarian course elements are too dominant in curriculum.
Scientific work and teaching is still divided up between the academy of science and the
universities.
5. Lack of elective courses, Availability a lot of compulsory courses,
6. Research practices are not implemented due to lack of finances.
OPPORTUNITIES
1.
2.
3.
4.
5.
Elaborate the curricula corresponding to European requirements,

Conducting practical sessions in the field and laboratory, learning new methods,
New field institute has opened in Guba city, with laboratory facilities.
International cooperation are existing and can be enlarged.
A multitude of national and international organizations working in the field of ecology are
existing => Potential work places and practice during the studies. The organiztations also
offer oportunties for thesis work (oil firms, ministry of environment, UNDP, GIZ, KfW,
AzerSu, Committee for Cadastre and many more...)
THREATS
1. Lack of financing in the education sector is hindering reforms and does not allow
development
Page 60
Partner number: P13

(Belarus)
Page 61
SWOT Analysis
ClimateEngineering/ Environmental Studies
STRENGTHS
Leading field of research in Hydrology

Leading academic experts in Hydrology, Water resourses and Water Purification
Good scientific communications with colleagues in Ukraine, Kazakhstan and Russia
WEAKNESSES
Poor knowledge of English by staff

Weak scientific communications with colleagues in EU
Insufficient supply of Laboratory equipment
Poor access to scientific literature
OPPORTUNITIES
The state's interest in training
THREATS
Lack of demand in the labor market

A small number of students wishing to get a degree
Page 62
Partner number: P14

(Belarus)
Page 63
SWOT analysis of the existing Curricula

STRENGTHS
Master degree:
Interdisciplinary Master in Ecological Safety
PhD degree:
Interdisciplinary PhD in Ecological Safety
WEAKNESSES
Master degree:
Master students in Architecture and Urban Planning study at different other Universities
PhD degree:
PhD students in Architecture and Urban Planning study at different other Universities
OPPORTUNITIES
Master degree:
We are planning to open a Master study programme (interdisciplinary) in Architecture, Urban
PhD degree:
We are planning to open a PhD study programme (interdisciplinary) in Architecture, Urban
THREATS
Master degree:
Legislation concerning the procedure of opening new study programmers at the national level
PhD degree:
Legislation concerning the procedure of opening new study programmes at the national level
Page 64
Partner number: P16

(Georgia)
Page 65
SWOT analysis of the Curricula offered by GTU:

STRENGTHS
We offer the most comprehensive education in the environment and architecture in the
Georgia;
We offer the chance to explore your chosen subject with world-leading academics;
We respect traditions and continually enhance our global reputation through our
research and by recruiting the best academics.
WEAKNESSES
Lack of books/journals in native language;

Academics/students difficulties in speaking English;
Lack of studying-practical works;
Backwardness of scientific works;
Lack of equipment;
Non valuable soft wear.
OPPORTUNITIES
Maximum Integration into the European Education System:

Join science works;
Student exchange programs;
Approach of study programs
THREATS
Long-term scientific missions in European Universities;

Active translator work;
Collaboration with governmental, business and NGO sector
Page 66
Partner number: P17

(Georgia)
Page 67
Department of Human Geography

SWOT Analysis
STRENGTHS
Masters level
Existence of a module: Spatial organization in HG Master program;
Courses and programs at TSU in climate and environmental disciplines;
Upcoming PhD students studying urban issues (e.g. urban planning) abroad
PhD level
Research and doctoral theses on urban issues;
Sufficient number of research grants and projects in urban and environmental
studies;
Availability of international networks for cooperation
WEAKNESSES
Masters level
Lack of a program explicitly focusing on urban issues
Lack of lecturers in TSU (at the moment) capable to cover all subjects in urban
studies
Weak cooperation between disciplines/departments so far
Insufficient technical equipment
PhD level
Lack of special course (on purpose tailored) for those who write PhD in urban
studies
Underdeveloped PhD programs and procedures at TSU (too many and frequent
changes, heavy procedures)
OPPORTUNITIES
Masters level
Interest and readiness of TSU interdisciplinary center (IC) to adopt and manage
program(s) in urban studies;
Recruiting professors/scholars of different disciplines at IC;
PhD level
Possibility to use TSU IC resources and services;
Possibility of taking English language courses;
Page 68
THREATS
Masters level
Students demand in undertaking programs in urban studies is not assessed;
Uncertainty in job finding no established cooperation with public and private
sector
Support of TSU central administration in organizing student exchange and mobility
PhD level
Uneven English and other (technical) skills of PhD students for working with
sources;
Problem of combining work and study/research
Main Purpose and Objectives:

To assure high academic quality in education
To promote internationalization of academic activities
To harmonize our curricula with European/international standards
To promote students mobility and rise their competitiveness
Page 69
Partner number: P18
Aleco Russo State University from Balti

(Moldova)
Page 70
SWOT Analysis
Masters program: Agricultural Ecology
STRENGTHS
The curriculum includes specialized disciplines with a wide range of applicability;

All the courses are taught by teaching staff with scientific degrees and didactic titles;
The teaching staff develop and publish monographs, scientific articles, participate in
national and international conferences, carry out research;
Scientists from the Research Institute for Field Crops "Selectia" (Balti) are involved in the
implementation of the curriculum. In accordance with the collaboration agreement, the
equipment of this institution can be used in the implementation of the educational program;
Courses are taught combining classic and modern teaching methods;
The profile of scientific research covers the area of agroecology;
High professional development of the teaching staff, most teachers deal with research in
agroecology on a regular basis and / or have been trained abroad;
The students are involved in research activity throughout their study;
There is an optimal ratio between the number of courses / seminars and there is no
overlapping of different disciplines or unnecessary repetition;
There is a beneficial and lasting tradition to cooperate with profile faculties from the
country and abroad (Italy, France, Switzerland, Romania, Ukraine, Russian Federation),
promoting synthesis lectures by invitation;
WEAKNESSES
Insufficient correlation of the educational offer and the requirements of the labour force
market;
Insufficient flexibility, needed to determine permanent openness to change;
Low student and teacher mobility;
Low level of student motivation and responsibility for student learning outcomes;
Poor cooperation with economic agents.
Insufficient number of international research programs;
Insufficient development of a computerized database to track and organize the educational
and research activities;
Lack of a regulation on the status of graduates of cycle II (Master program);
Insufficient equipment of the laboratories and departments;
OPPORTUNITIES
Development of international relations, bilateral research and cooperation agreements;

Enhancing the scientific work of students at the department level, involving students in
programs / projects, carried out by the teaching staff;
Stimulating the use of learning platforms;
Fostering mobility of teachers and students;
Outfitting scientific laboratories with up-to-date equipment;
Completing the university library holdings for the specialty of agroecology;
Improving the technical equipment of laboratories, used to carry out the theoretical and
practical classes;
Page 71
Increasing the adaptability of the university curricula to labor market requirements;

Providing for partnerships with businesses for internships and elaboration of master thesis.
Conducting teaching in foreign languages.
THREATS
Insufficient equipment of laboratories diminishes the quality of teaching and research;

Decreased motivation to learn as a result of insufficient wages, as compared to the labour
effort; diminished prestige of specialty;
The economic and social environment is less favorable for the implementation of a high
level educational process;
Demographic problems.
Page 72
Partner number: P19

(Moldova)
Page 73
SWOT analysis
" Environmental Engineering"- Master Degree - Level II
STRENGTHS
The curricula is developed in accordance with the framework plan and meets modern
requirements and corresponds to the level of modern European education;
Teachers involved in the preparation of cycle II (master degree) have advanced experience
and scientific technical skills. They are able to provide thorough training master in the most
important spheres: civil engineering and urban environmental management. Building
integration and related facilities on bases of environmental development;
We organize teacher training courses to exchange experience in various fields;
We have partnerships agreements with relevant local institutions such as: SA Termocom
i SA Moldovagaz, SA Ap Canal Chisinau. As well, we cooperate with affiliated
companies of the territory, providing concrete cooperation activities in various fields
including advanced training, applied research, training, capacity building etc;
We provide opportunities in applied research necessary for master degree;
We offer possibilities of professional training and getting masters degree too those
specialists who have already got higher education in different spheres;
We have international cooperation with foreign organizations: UNIDO Austria, ENSI
Norvegia, REHVA, AVOC, AIIR and multiple universities from Romania, Bulgaria,
Belarus, Ukraine, Czech Republic, Germany, which stimulates the activity of professional
multidisciplinary training of masters and their integration in international mobility;
Our master`s degree training is adapted to the European and international standards;
An important and relevant aim in integrated training, from the perspective of civil
construction and urban environmental management, in particular the reduction of
emissions of greenhouse gases CO2, has presence in the curricula of such subjects as:
Processes and installations of burning of organic fuel; Energy optimization for providing
microclimate installations in buildings; Processes and installations on air processing;
Energy audits of buildings and installations; Integrated environmental protection; Impact
of environmental health engineering systems; Clean technologies and sustainable
management of ecosystems; Technological processes and equipment for municipal and
industrial wastewater; Urban and industrial waste management
WEAKNESSES
Lack of national legal framework that would regulate more suitable opportunities for
relevant master studies, definite mechanisms, ways and methods of motivation to
graduates with master`s degree, their place on the market in conditions of competition
and the crisis;
Inadequate funding towards the expansion and development of master programs and
activities to master, in order to integrate them with similar programs developed on
European and global level;
Page 74
Inadequate salary of high qualification teachers, extracurricular works limiting their

opportunities to increase their professional level in the field of training and research;
Motivation inadequate activity of the continuous professional training of staff
Inadequate supply of library with books, international scientific-technical magazines,
limits the possibility of masters in integration in the problems of integrated
environmental protection;
Insufficient development of a computerized database for evidence and organizing the
teaching and scientific research;
Insufficient promotion of institutional programs and international studies to young
scientists;
OPPORTUNITIES
Development of advanced steps of business circles, interested in the development of

technical and modern technologies that can assure the energy efficiency and
environmental protection, in the context of sustainable development;
Promoting international programs and projects related to resource efficiency and cleaner
production, environmental degradation, as well as financing of projects in the energy
efficiency and ecological sectors in national economy;
Stimulation of activity of continuous training of specialists concerned about civil
engineering and urban environmental management;
Participation of enterprises from R.Moldova in research and development projects;
Develop the legal and the institutional framework of the country in energy efficiency,
energy and environmental equipment and facilities, widespread implementation for
various sectors of the national economy of renewable energy;
Development of the business environment concerned with energy and environmental
equipment and certification of materials and equipment imported into the country`s
market;
The development of energy and environmental certification of buildings and installation
of their equipment at the country level, municipalities, businesses etc.;
Possibility of integration into the European Community;
THREATS
Migration of qualified employees to countries with higher potential for economic and
technical - scientific progress;
Lack of motivation for further study at master`s and PhD;
The decrease of inadequate funding of master studies from the state budget;
Teachers salary below the minimum consumption;
Ageing of qualified teachers;
Environmental degradation due to the political situation and business crises (economic,
energy, environmental, politi
cal, industrial, etc) that threaten communities.
Page 75
SWOT analysis
" Environmental Engineering"- PhD Degree - Level III
STRENGTHS
The objectives of doctoral studies are focused on resolving the issues applied scientific
positions aimed at:
economic performance, environmental and energy structural elements of buildings;
economic performance, environmental and energy systems installations ensuring comfort
conditions in buildings;
economic performance, environmental and energy networks for the transport, distribution and
use of heat and energy carriers;
efficiency of energy consumption and energy in buildings and facilities;
energy and environmental optimization of buildings and installations that provide
environmental comfort;
Field of research offers opportunities and the tools of modern scientific research rather
extensive, similar to use in international research;
theoretical investigation of processes and phenomena in the physical and mathematical
modelling and simulation of the computer;
modelling and simulation experimental processes and phenomena, applying modern scientific
techniques and technologies;
harmonious integration of the results of fundamental and applied scientific fields of urban
planning, architecture and the environment, provides opportunities for interdisciplinary
research;
Ensure the management of the joint supervision of PhD theses offers major opportunities
to promote integrated science and scientific results to European and international level;
Field research doctorate is provided by three teachers empowered leadership doctoral
theses;
The mobility of doctoral students provides the possibility of publishing scientific results
at the conferences and scientific symposia promoted in the country and abroad.
WEAKNESSES
The research area is not assured, due to the low teachers empowered leadership doctoral
theses
Inadequate supply of laboratory with facilities, equipment and modern equipment to
perform precision for experimental and applied research;
Inadequate level of doctoral scholarships and remuneration doctoral teachers significantly
reduces the mobility of doctoral students and the relevance of doctoral training. For the
same reason, many teachers refuse to train in the doctoral activities.
Inadequate funding of university science does not allow the development of areas of
applied research, material supplies, advancement of science in business at national and
international level.
Insufficient promotes of the joint supervision of PhD theses with abroad
partner/institutions.
Page 76
OPPORTUNITIES
The existence of cooperation Agreements concluded with partner universities from the
country and abroad, among other activities providing leadership and collaboration in joint
supervision of doctoral;
Collaboration in various research-innovation projects and programs promoted (UNIDO;
TEMPUS; BERD;.
Expanding collaborations with organizations and public associations nationally and
internationally (AIIR, REHVA, AVOC) provide ample opportunities for the participation
of doctoral students in national and international competitions, presenting in their
doctoral research results, establishing partnerships with the business opening real
opportunities to implement the results of doctoral research etc.
Promoting wide policies related to energy efficiency and green buildings, resource
efficiency and cleaner production and environmental protection;
The existence of real possibilities of training in doctoral studies of young qualified
teacher;
Geographical location of the Republic of Moldova, offers wide opportunities for the
development of environmental research in various fields.
THREATS
technical - scientific progress
Lack of motivation sustainable strategic framework that would facilitate the opportunity
to promote doctoral studies;
The decrease of inadequate funding of doctoral studies from the state budget;
Teachers remuneration below the minimum consumption;
energy, environmental, political, industrial etc) that threaten communities.
Page 77
Partner number: P21
Donetsk National Technical University

(Ukraine)
Page 78
SWOT Analysis
Faculty of Ecology and Chemical Technology,
Chemical Technology of Fuel Department
STRENGTHS
The Department has highly qualified personnel and offers a high quality education
Faculty has powerful and stable traditions of engineering skills training in Donbas.
The curriculum includes a large number of special subjects. Some of them include the
topics on environment monitoring and protecting.
During the Long industrial practice in enterprises, students can study topics on the
environmental pollution and environmental protecting.
WEAKNESSES
There are no environmental disciplines in the curriculum.

Weak language skills of students and teachers making it difficult to obtain new scientific
information.
Obsolete laboratory equipment and the lack of chemicals prevent the creation of new
disciplines.
OPPORTUNITIES
High prestige of the University contributes to finding investors that provide funding for
equipment and chemicals.
The department collaborates in the Applied Ecology Department, so there should be no
problem with the teaching of environmental disciplines.
Department increases the number of international connections and is involved in
international projects.
THREATS
The education acts is changed often. Forms and requirements for training documents
change frequently.
Funding does not allow small groups of students.The curriculum is designed so as to
specialists and masters studied most disciplines together.
Most fee-based information resources are not available for the University.
Undergraduates have a great week study workload, which is 24 hours. Scientific work is
not included at this time.
Bad economical state of industrial enterprises leads to the low demand for the research and
development (including emissions reducing projects).
Page 79
Chapter III
III.I Consolidated/comparative analysis of common
interests/problems for all the partners
Page 80
STRENGTHS
All Universities include already a rich and broad set of Master and a Doctorate
programme already defined in accordance with the EU standards, and corresponds
to the level of modern European education;
The learning process duration for masters corresponds with learning process
duration of European Higher Education Institutions and the same ETCS correspond
between partner countries PC (Armenia, Azerbaijan, Belarus, Georgia, Moldova,
and Ukraine) and other European Higher Education Institutions;
The curriculum includes a large number of special subjects. An important and
relevant aim in integrated training, from the perspective of civil construction and
urban environmental management, in particular the reduction of emissions of
greenhouse gases CO2, has presence in the curricula of such subjects which include
the topics on environment monitoring and protecting (for ex: Energy optimization
for providing microclimate installations in buildings; Integrated environmental
protection; Impact of environmental health engineering systems; Clean
technologies and sustainable management of ecosystems; Technological processes
and equipment for municipal and industrial wastewater; Urban and industrial waste
management; Environmental Comfort in Buildings; Evaluation of Environmental
Parameters; Waste Management; Renewable Energy Technology;
Highly qualified and dynamic teaching staff. There is an active collaboration with
several companies and public entities, namely through Projects/Internships;
Teachers involved in the preparation of cycle II (master degree) have advanced
experience and scientific technical skills. They are able to provide thorough training
master in the most important spheres: Architecture/Urban Planning, Environmental
Sciences/Climate Engineering. Building integration and related facilities on bases
of environmental development;
High interest of the students in getting dual degree diploma;
The mobility of students provides the possibility of publishing scientific results at
the conferences and scientific symposia promoted in the country and abroad;
Good Interaction with contributions from different scientific departments/areas
regarding teaching and research;
Opportunities in applied research necessary for master and PhD degree;
Good facilities, laboratories, monitoring systems and quality assurance,
qualification and dynamism of the teaching staff (only UE countries).
Page 81
WEAKNESSES
The existing Master and Doctorate programmes need reform in order to better acommodate
the focus on climate change and environment;
Adapt the program to the future needs of construction professionals;
Insufficient correlation of the educational offer and the requirements of the labour force
market;
There is few previous experience between the partners regarding research collaboration.
There are no coordination strategies regarding this matter so far;
Lack of specialized researchers in climate change and CO2 emition reduction, particularly
in the field of Architecture;
The research area is not assured, due to the low teachers empowered leadership doctoral
theses;
Inadequate funding of university science does not allow the development of areas of
applied research, material supplies, advancement of science in business at national and
international level;
Research practices are not implemented due to lack of finances;
Insufficient promotes of the joint supervision of PhD theses with abroad
partner/institutions;
There are a lot of bureaucratic barriers relatively the structure of the scientific activity
management of all universities from PC countries (Armenia, Azerbaijan, Belarus, Georgia,
Moldova, and Ukraine) and excessive bureaucracy that slows down the modifications of
the curriculum in UE;
Lack of national legal framework that would regulate more suitable opportunities for
relevant master studies, definite mechanisms, ways and methods of motivation to
graduates with master`s degree, their place on the market in conditions of competition and
the crisis;
Inadequate funding towards the expansion and development of master programs and
activities to master, in order to integrate them with similar programs developed on
European and global level;
Inadequate supply of library with books, international scientific-technical magazines,
limits the possibility of masters in integration in the problems of integrated environmental
protection;
Insufficiently equipped laboratory facilities which can be the cause of prolongation of the
thesis defense;
A lack of literature on the teaching and learning of theoretical and practical courses
revealing problems of ecology and environmental protection;
Inadequate salary of high qualification teachers, extracurricular works limiting their
opportunities to increase their professional level in the field of training and research;
Poor knowledge of English by staff and students;
Motivation inadequate activity of the continuous professional training of staff.
Page 82
OPPORTUNITIES
The existing structure of elective chairs can easily contribute to the needed curricula reform
by enhancing the focus of elective chairs on the theme of climate change;
Public awareness regarding Environmental issues is growing;
Joint degrees will raise expectations and attractiveness enhancing mobility, knowledge
exchange and collaboration;
The RETHINK common discussion and materials platform, based on its website, may help
supporting or over-coming the expected threads regarding the use of the english language.
The platform may be used to gather pre-prepared supporting materials for lectures making
available to all involved professors a large library of shared materials;
The possibility of accreditation of educational programs at the national and international
level;
Expansion of international relations;
Expansion of international relations using the inter-university agreements;
Increased demand of occupations in the labor market;
Continuous improvement of the conditions for education and training in line with the
Bologna requirements;
Development of international relations, bilateral research and cooperation agreements;
Enhancing the scientific work of students at the department level, involving students in
programs / projects, carried out by the teaching staff;
Fostering mobility of teachers and students;
Increasing the adaptability of the university curricula to labor market requirements;
Adapt the course schedule for the new challenges of environmental engineering;
Providing student training opportunities at international level;
Create synergies and new opportunities for students, promoting multidisciplinarityy and
multicultural teamwork;
Building and strengthening networks with international partners in the field of
Architecture/Urban Planning, Environmental Sciences/Climate Engineering;
Capability to host international students;
Increasing available funding for mobility of students and professors;
Development of advanced steps of business circles, interested in the development of
technical and modern technologies that can assure the energy efficiency and environmental
protection, in the context of sustainable development;
Promoting international programs and projects related to resource efficiency and cleaner
production, environmental degradation, as well as financing of projects in the energy
efficiency and ecological sectors in national economy;
Develop the legal and the institutional framework of the country in energy efficiency,
energy and environmental equipment and facilities, widespread implementation for various
sectors of the national economy of renewable energy;
Maximum Integration into the European Education System;
Possibility of integration into the European Community Partner Countries.
Page 83
THREATS
Goverment policies are cutting fundings on education due to the economic crisis.
Goverment regulations are raise many bureaucratic problems;
Difficulties in developing private enterprise collaborations in research and higher
education in general;
Communication difficulties may arise from foreign students with difficulties regarding the
use of the english language. Similar difficulties may also arise from Professors
unexperienced in giving lectures in english;
Curricular reform a highly polemical and bureaucratic process;
The low level of salaries of highly qualified staff and young skilled personnel;
Difficulty in attracting students for environmental engineering, mainly due to few jobs
availability and low wages;
Decreasing public funding for higher education due to economic crisis;
Decreasing number of students due to low birthrate;
Instability of the current labor market negatively affects the demand of training programs;
Lack of financing in the education sector is hindering reforms and does not allow
development;
Insufficient equipment of laboratories diminishes the quality of teaching and research;
Decreased motivation to learn as a result of insufficient wages, as compared to the labour
effort; diminished prestige of specialty;
technical - scientific progress;
Lack of motivation for further study at master`s and PhD;
energy, environmental, political, industrial, etc) that threaten communities;
The instable political and economical situation in Partner Countries.
Page 84
III.II Road-map for future RETHINK strategy
Page 85
III.II.I Recommendations from the partners
Higher Education in the Republic of Belarus

Types of education institutions:
university
32
academy
7
institution
11
tertiary college 4
Departmental subordination:
Ministry of Education 24
Ministry of Agriculture 4
Ministry of Health Care 4
Ministry of Culture
3
others
19
International ratings
Participation of the Belarusian higher education institutions in Webometrics (January, 2014)
World
Rank
University
881
Belarusian State University
2067
Belarusian National Technical University
2715
Grodno State University
4162
Gomel State University
4393
Polessky State University
Page 86
State policy principles in the field of education
guarantee of constitutional right for everyone to be educated

ensuring of equal access to education
support and development of education taking into account socio-economic development
of the country
state-public character of education management
integration into the global educational framework while maintaining and developing the
traditions of the education system
Levels of higher education
Students in Belarus, Forms of training

number of students (th)
day
evening
correspondence
395,3 (142,9)
198,2
1,1
195,9
Page 87
Higher Education Profiles (%)
23.8 thousand teachers work at Belarusian universities

40 % of them have PhD and Dr. degrees
Basic fields of research
informatics and computing engineering

mechanics, electrical engineering
energy and metallurgy
building, architecture
mathematics, physics
Earth sciences
instrument-making
engineering
transport
psychology
Page 88
Control over the education quality assurance
Licensing of educational (activity) services

State accreditation of educational institutions
Control functions of the public administration bodies (government/ state bodies)
Self-monitoring by the education institutions over education quality assurance
Accreditation of Degree on a speciality the national level

Name of institution responsible
for the accreditation of
a Degree on a speciality
Procedure for the accreditation

of a Degree on a speciality
Requested documents for the

accreditation of a Degree on a
speciality
Republican Institute for Higher Education
1. Introduction of the speciality into the classifier of the

Republic of Belarus "Specialties and qualifications"
2. Opening of the Degree on the speciality at the University
1. It is necessary to provide developed typical educational
standard, developed curriculum and to substantiate:
a) the differencies between a new speciality and close
specialities from classifier;
b) the positions, where will be able to work graduates with
Master Degree on the speciality;
c) economic feasibility
2. It is necessary to substantiate the opportunities of the
university for providing the education on the speciality
(presence of the professors, availability of the material base
etc.)
Expected duration for the

accreditation process to be
completed
The total duration of the 1 and 2 procedure is about 9

months
Page 89
Experience of Belarus on the Double degree

The higher education system of the Republic of Belarus has 17 years experience
in the development of double degree educational programs
There are 13 higher education institutions in the Republic of Belarus, who
implemented 33 double degree educational programs.
The distribution
of joint educational programs in the areas of training
Page 90
Dr. Arsen Aproyan has the following suggestions:
Subject areas in
relation to Joint and
Double Degrees
Outputs
Objectives
E-mail /
Contact address,
WEB page
Name
Participating
institutions
Project Title
No
Project No
Project coordinator
Description of the
project
1. T explore current and completed Joint and Double Degrees according to the countries
(Armenia, Ukraine, Georgia), (Fill the attached file in).
2. To observe and summarize existing practice, thus making our future activities' direction
and procedure more precise.
3. Our Quality Council Team sees the necessity to develop Quality Plan (QP) for project
implementation and I shall do my best to send it to you till the 12th of June.
As for a special schedule, it has to be designed for the next 6 months.
Next Steps
I would like to add only one step to Fernandos suggestions.
- English translation of the curricula by all the partners. (Existing master profession which is
in action in the university): Course title (including degree), Structure divided by semesters
(including total nr of ECTS credits per semester), Name of compulsory chairs (including ECTS
credits) and so on.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Page 91
Following the conclusions of the Quality Council, it is necessary to develop

MATRIX of existing Master courses as such:
1 - To made up an information matrix with the contents and characteristics of the current single
master degrees in the universities' academic offer related to the matters of the project. The
objective of this matrix is to allow the partners to look for the matches and similarities between
their degrees, so that they could decide which could be the best option to set up the new double
titles.
2 - All the partners have to provide complete information of the masters linked to the project's
matters with a short description of each course and subject.
3 - Matrix's content:
Course title (including degree)
-
Structure divided by semesters (including total nr of ECTS credits per semester)
Name of compulsory chairs (including ECTS credits)
Number of elective chairs (including ECTS credits)
List of available elective chairs (including ECTS credits)
For each chair, a short description (5-10 lines) summary of the chairs contents
For each chair, an appointment on the relation between the contents and RETHINKs theme.
Page 92
Questionnaire
for the RETHINKe partners
Intention
- To finalise the consolidated/comparative analysis of common interests/problems for all
the partners of RETHINKe .
- To build a better understanding of our partners' conditions for the implementation of the
RETHINKe project
Partners:
Partner
number
RETHINK partnership
P1
Faculty of Architecture, Technical University of Lisbon (Portugal)
P2
P3
Business Association of Entrepreneurs (Portugal)
P4
P5
P6
University of Paderborn (Germany)
P7
Kaufmann Unternehmensberatung (Germany)
P8
P9
P10
Azerbaijan University of Architecture and Construction (Azerbaijan)
P11
Baku Sate University (Azerbaijan)
P12
Ministry of Education of Azerbaijan (Azerbaijan)
P13
P14
P15
Ministry of Education of Republic Belarus (Belarus)
P16
P17
P18
P19
P21
Technical University of Moldova (Moldova) Faculty of Urbanism and

Architecture
(Ukraine)
P22
Ministry Education and Science, Youth and Sports of Ukraine (Ukraine)
P20
Page 93
Partner number: P1
Faculty of Architecture,
Technical University of Lisbon (Portugal)
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Questionnaire for the RETHINKe partners
Comment
I - THE UNIVERSITY
1
2
3
4
5
Are the study programs in your university done in 3

steps? (Bachelor, master, PhD)
Do you consider that the implementation of the
Bologna Process has been successful at your
university?
Do your existing Master and Doctoral programmes
need be updated or reformed?
Do the Master and Doctoral programs in your
University correspond to the level of the Bologna
standards?
Does your University have experience in double
degrees?
II - THE STUDENTS
1
2
3
4
5
Have your students shown interest to study in

English?
Are your students aware of the meaning of a double
degree?
Is there an interest from your students to do part of
their studies abroad - in another university/country?
Is there any interest from students to obtain a double
Master Degree?
PhD Degree?
NO
NO
III - THE THEME of RETHINKe

1
3
4
5
Are there any subjects focused on the environmental

protection/CO2 reduction in the Master program at
your university?
protection/CO2 reduction in the program at your
university?
Do you have teachers or researchers specializing in
the field of climate change and reducing CO2
emissions?
Has Your University participated in other
double/joint projects with the RETHINKe partners?
Does the University have experience of issuance the
double degree?
NO
NO
IV - LANGUAGE, INFORMATION & EQUIPMENT

1
Are there teachers who can provide teaching

subjects in English in your university?
- Master programmes
Page 94

- Doctoral programmes
Can the university provide full doctoral study in
English?
Can the University provide full master study in
English?
Do you have training materials prepared in English
for placement on the Platform?
Does the University have access to the scientific
literature in English?
Does The University have laboratories, Software
research and equipment for e-learning?
Are the research topics funded adequate in your
university?
2
3
4
5
6
7
8
NO
NO
V - PROCEDURE & BUREAUCRACY

1
Do you have bureaucratic barriers in the

management structure of scientific activity and
excessive bureaucracy, which slows down the
modifications of the curriculum?
Do you have a national legal framework that would
regulate more suitable opportunities for relevant
master studies, definite mechanisms, ways and
methods of motivation to graduates with Master`s
Degree? Describe this point.
NO
NO
VI - BUSINESS & EMPLOYABILITY

1
2
3
4
Is there a correlation between the educational offer

and the requirements of the labour force market in
your university?
Does your University cooperate with of the
enterprises profile?
Do you have entrepreneurship component/classes in
your masters degree?
your PhD degree?
NO
NO
Page 95
Partner number:P2
Climate
engineering
Question
Environment
al Sciences
Civil
Engineering/
Architecture
Urban
Planning
Comment
I - THE UNIVERSITY
1
2
3
4
5
Are the study programs in your university done in 3

steps? (Bachelor, master, PhD)
university?
standards?
degrees?
X
X
X
X
X*
II - THE STUDENTS
1
2
3
4
5

English?
Are your students aware of the meaning of a double
degree?
their studies abroad - in another university/country?
Master Degree?
PhD Degree?
X
X
X
X
N**

1
3
4
5

protection/CO2 reduction in the Master program at
your university?
university?
Do you have teachers or researchers specializing in
the field of climate change and reducing CO2
emissions?
double/joint projects with the RETHINKe partners?
Does the University have experience of issuance the
double degree?
N
Y*

1

- Master programmes
N**
Page 96

English?
English?
university?
3
4
5
6
7
8
N**
X
X
X
X
X

1

Do you have a national legal framework that would
regulate more suitable opportunities for relevant
master studies, definite mechanisms, ways and
methods of motivation to graduates with Master`s

1
2
3
4

your university?
your masters degree?
your PhD degree?
X***
X***
X***
N**
Notes:
* - There is an agreement between the Polytechnic Institute of Leiria and the Polytechnic Institute
of Macao to issue a Master Degree Certificate in two fields: Business Administration and Chinese
Studies
** - Polytechnic institutions in Portugal award the Master degree after the 2nd cycle of studies, but
they cannot award doctorate degrees
*** - There is a strong partnership between the Polytechnic Institute of Leiria and several local
business associations, such as NERLEI (the Business Association of the Leiria Region),
CEFAMOL (the Portuguese Mould Association), PRODUTEC (the Production Technology
Cluster), OPEN (The Marinha Grande Business Incubator) and D.DINIS (The Leiria Business
Incubator), in order to adapt the academic offer to business needs.
Page 97
Partner number: P4
Environmental
Sciences
Climate
engineering
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
Are the study programs in your

university done in 3 steps? (Bachelor,
master, PhD)
Do
you
consider
that
the
implementation of the Bologna Process
has been successful at your university?
Do your existing Master and Doctoral
programmes need be updated or
reformed?
Do the Master and Doctoral programs

in your University correspond to the
level of the Bologna standards?
Does your University have experience

in double degrees?
They have been

updated recently
x
All our study

programmes are
accredited by the
competent Agencies
Six joint and double

degrees ongoing
currently
II - THE STUDENTS
1
2
Have your students shown interest to

study in English?
Are your students aware of the meaning
of a double degree?
Is there an interest from your students
to do part of their studies abroad - in
another university/country?
Is there any interest from students to

obtain a double Master Degree?

obtain a double PhD Degree?
Not so intense in the

field of Sciences than
in other fields of
knowledge, but still
there is interest
The interest depends
basically on the
destination country and
the job opportunities it
involves. I consider
that nowadays the
interest in getting a
degree from one of the
partner countries is
low.
Same comment as to
the previous question

1
Are there any subjects focused on the

environmental
protection/CO2
Page 98
reduction in the Master program at your

university?
environmental
protection/CO2
reduction in the program at your
university?
Do you have teachers or researchers
specializing in the field of climate
change and reducing CO2 emissions?
Has Your University participated in
other double/joint projects with the
RETHINKe partners?
Does the University have experience of
issuance the double degree?
4
5

Are there teachers who can provide
teaching subjects in English in your
university?
- Master programmes
university?
Can the university provide full doctoral
study in English?
x
Not currently, but the
Faculty of Science has
commited itself to
achieve that goal
Can the University provide full master

study in English?
Do you have training materials

prepared in English for placement on
the Platform?
Does the University have access to the
scientific literature in English?
Does The University have laboratories,
Software research and equipment for elearning?
Are the research topics funded
adequate in your university?
5
6
7
8

1
Do you have bureaucratic barriers in

the management structure of scientific
activity and excessive bureaucracy,
which slows down the modifications of
the curriculum?
Do you have a national legal

framework that would regulate more
suitable opportunities for relevant
master studies, definite mechanisms,
ways and methods of motivation to
graduates with Master`s Degree?
Describe this point.
It depends on the
changes we are
speaking about. If we
are talking about deep
modifications the
answer is yes
Not in the fields we are
considering here

1
Is there a correlation between the

educational offer and the requirements
of the labour force market in your
university?
Not enough. But the

Spanish labour market
has changed drastically
this last five years.
Page 99
Does your University cooperate with of

the enterprises profile?
Do you have entrepreneurship

component/classes in your masters
degree?
Do you have
component/classes
degree?
entrepreneurship
in your PhD
Yes we take the

enterprises opinion
into account in our own
internal QAS and
accreditation
proceedings
Not integrated in the
degrees, but the
university offers
formation and
opportunities for
researchers with this
regard
Not integrated in the
degrees, but the
university offers
formation and
opportunities for
researchers with this
regard
Page 100
Partner number: P5
Environmental
Sciences
Climate
engineering
n.a.
n.a.
Architecture
Urban
Planning
Question
Comment
I - THE UNIVERSITY
2
3
4
5
na
=
not
applicable
* = this column
is based on
Industrial
Ecology MSc
(OF TU
Delft
and
Leidne
University)
Are the study programs in your university done

in 3 steps? (Bachelor, master, PhD)

university?
programmes need be updated or reformed?
University correspond to the level of the
Bologna standards?
degrees?
n.a.
X
n.a.
n.a.
X **
X**
X**
n.a.
n.a.
n.a.
n.a.
n.a.
II - THE STUDENTS
1
2
3
4
5

English?
Are your students aware of the meaning of a
double degree?
Is there an interest from your students to do part
of their studies abroad - in another
university/country?
Is there any interest from students to obtain a
double Master Degree?
double PhD Degree?
** = MSc is
entirely in
English

1

environmental protection/CO2 reduction in the
Master program at your university?
program at your university?
Do you have teachers or researchers specializing
in the field of climate change and reducing CO2
emissions?
n.a.
n.a.
n.a.
Page 101

double/joint projects with the RETHINKe
partners?
Does the University have experience of issuance
the double degree?
4
5
n.a.
n.a.

- Master programmes
English?
English?
Do you have training materials prepared in
English for placement on the Platform?
university?
2
3
4
5
6
7
8
n.a.
n.a.
n.a.
n.a.
X***
X***
X***
n.a.
n.a.
n.a.
n.a.
n.a.
***= It doesnt all

concern Freeware

1

Do you have a national legal framework that
would regulate more suitable opportunities for
relevant master studies, definite mechanisms,
ways and methods of motivation to graduates
with Master`s Degree? Describe this point.
X****
the
NVAO
n.a.
****= as
explained in the
SWOT

1
2
3
Is there a correlation between the educational

offer and the requirements of the labour force
market in your university?
Do
you
have
entrepreneurship
component/classes in your masters degree?
Do
you
have
entrepreneurship
component/classes in your PhD degree?
n.a.
? Question is
unclear
Only
in
PhD
courses
Climate KIC and
AMS
Only
in
PhD
courses
Climate KIC and
AMS
Partner number: P8
Page 102
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
omment
I - THE UNIVERSITY


university?
2steps(B
achelor,
Master)
X
X
3


Bologna standards?
(Master)
X
No
5
Does your University have experience in

double degrees?
PhD
Degree
establishment
issue is under
consideration.
No problems
connected with it
are detected.
Master Degree
Programmes are
being reformed
and updated
from time to
time.
Master Degree
Programmes are
in use based on
Bologna
standards
There are some
students who get
such degrees
already, but at
Bussiness
Studies
II - THE STUDENTS
1

English?
double degree?
4
5
Our university is
a
partner
university of EU
ERASMUS
MUNDUS and
our students are
actively involved
in this project.
Yes, there is
Yes, there is
Is there an interest from your students to do

part of their studies abroad - in another
university/country?

double PhD Degree?
The interest
towards English
is great.
Yes. But they
need some
detailed
information.
Page 103

specializing in the field of climate change and
reducing CO2 emissions?
partners?
4
5
In the Faculty of
Natural Sciences
there are some.
In the Faculty of
Natural Sciences
there are some.
No
No
This is the first

project
No

X
- Master programmes

Can the university provide full doctoral study
in English?
2
3
It is doing so for
already 4 years,
but only for
Bussiness
Studies yet
Some materials
are already
developed, we
have e-learning,
e-library, and so
on
University
students can
access Scientific
literature web
sites provided by
the university,
GSU also have a
e-library
E- learning
system is planing
for future, but
laboratories in
use since long
ago. No
problems with it.

English?
X


Are the research topics funded adequate in

your university?
There are many

teachers
p[ossessing the
English
language.
We have no
Doctoral Degree

1

No
Page 104

1


Do you have entrepreneurship component/

classes in your Masters degree?
Do
you
have
entrepreneurship
The most part of

our alumni find a
job based on
their good
knowledge.
There is some
cooperation with
some Armenian
enterprises.
The Faculty of
Economics
provides variety
of such classes.
-
Page 105
Partner number: P9
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
Are the study programs in your university

done in 3 steps? (Bachelor, master, PhD)
Do you consider that the implementation

of the Bologna Process has been
successful at your university?

reformed?
Do the Master and Doctoral programs in

your University correspond to the level of
the Bologna standards?

double degrees?
X
X
SEUA first university in

Armenia which implemented
of the Bologna Process and
continuing until now.
Master
and
Doctoral
programmes need be updated
and adapted for mobility
between Universities
Now at SEUA goes different
projects after which Master
and Doctoral programs will
correspond to the level of the
Bologna standards.
SEUA have experience in
double degrees but in computer
science
II - THE STUDENTS
1

study in English?

of a double degree?
X
X
4
5
Is there an interest from your students to

do part of their studies abroad - in another
university/country?
In recent years some of our

students show the interest to
study in English.
Our students interested in to do

part of their studies abroad,
every
year
students,
researchers and staff to do their
studies and research in other
countries
X
X

X

environmental protection/CO2 reduction
in the Master program at your university?
In the Master program at

SEUA have more subjects
focused on the environmental
protection,
technological
process of environmental
protection and monitoring.
Page 106

in the program at your university?

specializing in the field of climate change
and reducing CO2 emissions?

double/joint
projects
with
the
RETHINKe partners?

No
No
In the faculties of Chemical

engineering
and
Environmental protection, and
Energetics
have
some
researches specializing in the
field of climate change and
reducing CO2 emissions
The collaboration of SEUA
and RETHINKe partners is
only within Erasmus-Mundus
projects.
SEUA being in process of
issuance the double degree.

university?
- Master programmes
university?
study in English?
study in English?
3
4
Do you have training materials prepared

in English for placement on the Platform?

Are the research topics funded adequate
in your university?
6
7
8
Will be better to train teachers

for more effective results.
Will be better to train teachers

for more effective results.
X
X
No
SEUA have training materials

prepared in English for some
subjects.
X
X
But
laboratories, Software
research and equipment for elearning need to refresh.
No

1

management structure of scientific
the curriculum?
Do you have a national legal framework
that would regulate more suitable
opportunities for relevant master studies,
definite mechanisms, ways and methods
of motivation to graduates with Master`s
No
Such tasks are regulated by

law. Government was taking
laws, such as:
- law about education,
- law about Higher and PostGraduate Education,
- law about Development of
Education in the Republic of
Armenia 2011-2015.

1

educational offer and the requirements of
The educational programmes

compiled
according
Page 107
2
3
the labour force market in your

university?
Do
you
have
entrepreneurship
degree?
Do
you
have
entrepreneurship
requirements of the labour

force market.
X
No
No
Page 108
Partner number: P10
Azerbaijan University of Architecture and Construction

(Azerbaijan)
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
2

reformed?


double degrees?
yes
yes
yes
Not
enough
Not
enough
Not
enough
Yesupdated
Yesupdated
Yesupdated
Not
well
enough
(not
efficien
t use of
ECTS)
Yes
Not well
enough
(not
efficient
use of
ECTS)
Not
well
enough
(not
efficien
t use of
ECTS)
No
Yes
(no
speciality)
-
II - THE STUDENTS
1
2
3

study in English?
of a double degree?
university/country?


Yes
Yes
Yes
Yes
Yes
Yes
Yesvery
big
Yesvery
big
Yesvery
big
Yes-very
big
Yesvery
big
Yesvery
big
Yesvery
big
Yes
Yes-very
big
Yes-very
big

Part of
the
course
of
ecologi
cal
urbanis
m
Part of
the
course of
ecologica
l
urbanism
Page 109


double/joint
projects
with
the
RETHINKe partners?

Part of
the
course
of
ecologi
cal
urbanis
m
Yes
Part of
the
course of
ecologica
l
urbanism
Yes
Yes
Yes
Yes
with
Techni
cal
Univers
ity of
Istamb
ul
Yes
with
Technica
l
Universit
y of
Istambul
No

university?
- Master programmes
university?
study in English?
study in English?
3
4




in your university?
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
Yes
Yes
Yes
(the
courses
are
currentl
y being
updated
)
Yes
Yes (the
courses
are
currently
being
updated)
Yes
(the
courses
are
currentl
y being
updated
)
Yes
Yes (elearnin
g
equipm
ent is
insuffic
ient)
Not at
all
Yes (elearning
equipme
nt is
insufficie
nt)
Yes (elearnin
g
equipm
ent is
insuffic
ient)
Not at
all
Yes
Not at all

1

the curriculum?
Yes
Yes
Yes
Page 110

No such legal framework,

however the students with
diversified educational
background are more
welcomed in many private
companies and state
enterprises

1

university?
Do
you
have
entrepreneurship
degree?
Do
you
have
entrepreneurship
Not
being
tracked
Note
being
tracked
Not
being
tracked
Yes (
only
for
bachelo
r level)
No
Yes (
only for
bachelor
level)
No
Yes (
only
for
bachelo
r level)
No
No
No
No
Page 111
Partner number: P11
Baku State University (Azerbaijan)
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
2
3
4
5
Are the study programs in your university done in

3 steps? (Bachelor, master, PhD)
university?
standards?
degrees?
X
X
X
X
II - THE STUDENTS
1
2
3
4
5

English?
double degree?
their
studies
abroad
in
another
university/country?
double PhD Degree?
X
PARTA
LLY
X
X
X

1
4
5

emissions?
partners?
the double degree?
Page 112

- Master programmes
English?
English?
university?
2
3
4
5
6
7
8
NO
NO
NO
PARTA
LLY
NO
NO

1

ways and methods of motivation to graduates with
Master`s Degree? Describe this point.
PARTA
LLY
NO

1
2
3
4

your university?
Do you have entrepreneurship component/classes
in your masters degree?
Do you have entrepreneurship component/classes
in your PhD degree?
NOT
SURE
PARTA
LLY
NO
NO
Page 113
Partner number: P13
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
2

Do you consider that the implementation of
the Bologna Process has been successful at
your university?
Yes
No
4
5


double degrees?
At the moment Belarus

is not involved into the
Bologna process
We are constructing a
curriculum for new
master degree in
Climate Engineering
and that is why we feel
free in the choosing of
content
No
No
II - THE STUDENTS
1
2
3
4
5
Have your students shown interest to study

in English?
Are your students aware of the meaning of
a double degree?
university/country?
Is there any interest from students to obtain
a double Master Degree?
a double PhD Degree?
Yes
Yes
Yes
Yes
Obtain a double degree

is impossible due to
intractable difficulties

environmental protection/CO2 reduction in
the Master program at your university?
Yes

the program at your university?
No
Yes
Page 114

partners?
4
5
No
No

university?
- Master programmes
university?
study in English?
study in English?
your university?
3
4
5
6
7
8
Yes
Obtain a double degree

is impossible due to
intractable difficulties
No
No
Yet
no
No
Training materials in
English are in progress
Poor access
No
Yes

1

management structure of scientific activity
and excessive bureaucracy, which slows
down the modifications of the curriculum?
definite mechanisms, ways and methods of
motivation to graduates with Master`s
Yes
No
The main motivation

for Masters degree is
the possibility of future
Doctoral studies
Graduates studying for

free must undergo
mandatory distribution
on the job places

1

the labour force market in your university?
Yes

Do
you
have
entrepreneurship
Do
you
have
entrepreneurship
Yes
3
4
No
Page 115
Partner number: P14

Arch
itect
ure
Question
Urba
n
Plann
ing
Envir
onme
ntal
Scienc
es
Clima
te
engin
eering
Comment
I - THE UNIVERSITY
2
3
4
5

your university?
your University correspond to the level of the
Bologna standards?
double degrees?
BSc
MSc
can be
develop
ed
Yes
BSc
MSc can
be
develope
d
Yes
Yes
Yes
Yes
Yes
Yes
Yes
II - THE STUDENTS
1
2
3
4
5

in English?
double degree?
university/country?
double PhD Degree?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
N/A
N/A

1
4
5

partners?
CO2
reduction
CO2
reduction
CO2
reductio
n
No
CO2
reduction
No
No
No
Page 116

-0 Master programmes
-1 Doctoral programmes
study in English?
Can the University provide full master study
in English?
your university?
2
3
4
5
6
7
8
Yes
Yes
Yes
Yes
No
No
Yes
Yes
No
No
Partially
Partially
Yes
Yes

1

would regulate more suitable opportunities
for relevant master studies, definite
mechanisms, ways and methods of
No
No
There's
an
obligato
ry
compon
ent that
has to
be in the
curricul
um this is
decided
by the
Ministry
of
Educati
on
There's
an
obligator
y
compone
nt that
has to be
in the
curriculu
m - this
is
decided
by the
Ministry
of
Educatio
n

1
2
3
4

Do
you
have
entrepreneurship
Do
you
have
entrepreneurship
Yes
Yes
Yes
Yes
No
No
N/A
N/A
Page 117
Partner number: P16
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
No
No
No


reformed?

double degrees?
Urban Planning is
included
in
the
programe
"Architecture"
(Bachelor,
master,
PhD)
as
an
independent unit
The university has

signed at least one
memorandum which
means issuing double
diplomas. It is true
that the university has
not yet issued any
diplomas, but it is
underway the legally
implementation
process.
Also
we
have
accredited program
which corresponds to
Millennium Change
program for example.
Accordingly
at this moment our
side has its own
degree and the other
their own. So students
can have 2 diplomas
which prove the
degree, but not the
double degree.
II - THE STUDENTS
Page 118

study in English?

of a double degree?
university/country?
3
4
5
Interested students are

aware of the meaning
of a double degree

double/joint
projects
with
the
RETHINKe partners?
4
5
No
No

university?
- Master programmes
university?
study in English?
study in English?
in your university?
3
4
5
6
7
8
No
No

1

the curriculum?
No
No
No
No
No
No
Page 119

1
2
3

university?
Do
you
have
entrepreneurship
degree?
Do
you
have
entrepreneurship
No
No
No
No
No
No
Page 120
Partner number: P17
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
Yes
1


your university?
Yes
Yes
3
4
5

Bologna standards?
double degrees?
We dont have
any of listed
program at our
faculty/unit
We need
bilingual
programs with
double or joint
degree
More or less
Yes
Only few
programs
Mostly yes
Foreign lecturers
are usually
satisfied
II - THE STUDENTS
1
2
3
4
5

in English?
double degree?
university/country?
double PhD Degree?
Only partially
Yes
Yes
Yes

1

partners?
No
At least at our
faculty
No
At least at our
faculty
No
At least at our
faculty
No, to my knowledge
Page 121

Yes
But other
faculties

- Master programmes
study in English?
in English?
your university?
2
3
4
5
6
7
8
Yes
Yes
Yes
Yes
Only few
programs
Not sure
Yes
Yes
e.g. Moodle
No, not sufficient funding

1

Yes but not anything tragic
Dont know; dont quite

understand what is meant

1
2
3
4

Do
you
have
entrepreneurship
Do
you
have
entrepreneurship
Yes, but only partially
Yes, but only fragmentarily

No
No
Page 122
Partner number: P18
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
2

your university?
no
x
x
3
4
5
No PhD for
environmental studies

double degrees?
There is always room

for improvement,
time reveals the
necessary changes
no
II - THE STUDENTS
1

in English?
Are your students aware of the meaning of

a double degree?

university/country?

a double Master Degree?

a double PhD Degree?
The students level of

English needs to be
improved
However, they did
not have any
possibility to
experience it
Many of the students
would like to study
abroad and make
their investigations
there.
Students understand
the benefit of the
double degree
It is not possible now,
as we do not have
PhD programs for
environmental studies

no
1


No
There is no separate
subject in the
curriculum, but the
given issue is studied
within several
disciplines
There is no separate
subject in the
curriculum, but the
Page 123
given issue is studied

within several
disciplines
3


partners?

no
no
Its the first project

on joint/ double
degrees that our
university is involved
in.
no

university?
- Master programmes
university?
study in English?
study in English?
your university?
3
4
5
6
7
8
no
no
no
x
x
x

1

definite mechanisms, ways and methods of
no
no
The legislation does

not stipulate it,
however, they are in
a privileged position
when competing on
the labour market.

1
2
3
4

the labour force market in your university?
Do
you
have
entrepreneurship
Do
you
have
entrepreneurship
x
x
no
No PhD program
Page 124
Partner number: P19

(Moldova)
Faculty of Urbanism and Architecture
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
4
5
Are the study programs in your

university done in 3 steps? (Bachelor,
master, PhD)
Do
you
consider
that
the
implementation of the Bologna
Process has been successful at your
university?
reformed?
Do the Master and Doctoral programs
in your University correspond to the
level of the Bologna standards?
Does your University have experience
in double degrees?
BAC+Mast.,
PhD
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
II - THE STUDENTS
1
2
3
4
5

study in English?
Are your students aware of the
meaning of a double degree?
Is there an interest from your students
to do part of their studies abroad - in
another university/country?
Yes
Yes
Yes
Partially
Partially
Partially
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

environmental
protection/CO2
reduction in the Master program at
your university?
environmental
protection/CO2
reduction in the program at your
university?
specializing in the field of climate
change and reducing CO2 emissions?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Page 125
Has Your University participated in

other double/joint projects with the
RETHINKe partners?
Does the University have experience
of issuance the double degree?
4
5
No
No
No
No
No
No

university?
- Master programmes
university?
Can the university provide full
doctoral study in English?
study in English?
Do you have training materials
prepared in English for placement on
the Platform?
Does
The
University
have
laboratories, Software research and
equipment for e-learning?
Are the research topics funded
adequate in your university?
3
4
5
6
7
8
Partially
Partially
Partially
No
No
No
No
No
No
No
No
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No

1
Do you have bureaucratic barriers in

the management structure of scientific
which slows down the modifications
of the curriculum?
Do you have a national legal
framework that would regulate more
suitable opportunities for relevant
master studies, definite mechanisms,
ways and methods of motivation to
graduates with Master`s Degree?
Describe this point.
Yes
Yes
Yes
No
No
No

1
2
3

educational
offer
and
the
requirements of the labour force
Does your University cooperate with
of the enterprises profile?
degree?
component/classes in your PhD
degree?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partner number: P20
Page 126

(Ukraine)
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
2
3
4
5

your university?
Bologna standards?
double degrees?
X
X
X
In part of
curriculum and
training period
II - THE STUDENTS
1
2
3
4
5

in English?
double degree?
university/country?
double PhD Degree?

1
4
5

partners?
These issues are

reflected in some
disciplines

1

- Master programmes
Some teachers in
some disciplines
Page 127

study in English?
in English?
2
3
4
Only partially
Only partially
X


your university?
6
7
8
Some teachers in
some disciplines
Curricula,
Teaching
Materials in
some disciplines

1


1
2
3
4

Do
you
have
entrepreneurship
Do
you
have
entrepreneurship
in certain areas
in certain areas
Require further
development
Page 128
Partner number: P21
Climate
engineering
Environmental
Sciences
Question
Urban
Planning
Architecture
Comment
I - THE UNIVERSITY
1
2
3
4
5

university?
Bologna standards?
degrees?
X
X
X
X
II - THE STUDENTS
1
2
3
4
5

English?
double degree?
Is there an interest from your students to do part
of their studies abroad - in another
university/country?
double PhD Degree?
X
X
X
X
May
be, but
It is too hard and

long
subject The
technology for
purification of gas
emissions"
4
5

emissions?
partners?
the double degree?
partly
no
no
For students of
DonNTU, who are
Page 129
trained
on
a
specialty
"International
Economics",
is
organized learning
included
in
Magdeburg
to
obtain
double
degree.
- Master programmes
English?
English?
2
3
4
5

no
no
no
partly

university?
7
8
access is limited to
only the information
that is tax free
no
no

1

1.Agreement
of
cooperation between
Institute
and
domestic enterprises
and
foreign
institutions;
2.competitions
of
student
research
papers.

1
2
3
4

Do
you
have
entrepreneurship
Do
you
have
entrepreneurship
X
no
no
Page 130
Analysis of the Questionnaire results and conclusions:
P5
P6
P8
P9
P10
P11
P13
P14
P16
P17
P18
P19
P20
P21
17
Climate
engineering
P4
Environmental Sciences
P2
RETHINK partnership
Urban
Planning
P1
The table of specialties at the project partners

Architecture
Partner
number
I.
11
Faculty of Architecture, Technical University of

Lisbon (Portugal)
(Portugal)
University of A Corua
(Spain)
Technical University of Delft
(Netherlands)
University of Paderborn
(Germany)
Gavar State University
(Armenia)
State Engineering University of Armenia
(Armenia)
Azerbaijan University of Architecture and
Construction (Azerbaijan)
Baku Sate University
(Azerbaijan)
(Belarus)
(Belarus)
(Georgia)
(Georgia)
Aleco Balti Russo State University
(Moldova)
Technical University of Moldova (Moldova)
Faculty of Urbanism and Architecture
Donbass National Academy of Civil Engineering
and Architecture (Ukraine)
Donetsk National Technical University
(Ukraine)
Total
Page 131
12
10
Architecture
Urban Planning
6
Environmental Sciences
Climate engineering
4
2
0
Specialties at the project partners
II.
The diagram of participation in the questionnaire
Diagram of participation
in the questionnaire
The number of
universities
participated in the
questionnaire.
The number of
universities didn't
participated in the
questionnaire.
III.
Statistical analysis of answers to questionaire of the project partners
Page 132
Climate
engineering
Environmental
Sciences
Questions
Urban
Planning
Architecture
yes no yes no yes no yes no

I - THE UNIVERSITY
1
2
3
4
5
Are the study programs in your university done in 3 steps?

(Bachelor, master, PhD)
Do you consider that the implementation of the Bologna
Process has been successful at your university?
Do your existing Master and Doctoral programmes need be
updated or reformed?
Do the Master and Doctoral programs in your University
correspond to the level of the Bologna standards?
Does your University have experience in double degrees?
10
11
10
11
11
11
10
10
II - THE STUDENTS
1
2
3
4
5
Have your students shown interest to study in English?

Are your students aware of the meaning of a double degree?
Is there an interest from your students to do part of their
studies abroad - in another university/country?
Is there any interest from students to obtain a double Master
Degree?
Is there any interest from students to obtain a double PhD
Degree?

1
2
3
4
5

protection/CO2 reduction in the Master program at your
university?
university?
Do you have teachers or researchers specializing in the field
of climate change and reducing CO2 emissions?
Has Your University participated in other double/joint
projects with the RETHINKe partners?
Does the University have experience of issuance the double
degree?
10

1
2
3
4
5
Are there teachers who can provide teaching subjects in

English in your university?
- Master programmes
Are there teachers who can provide teaching subjects in
English in your university?
Can the university provide full doctoral study in English?
Can the University provide full master study in English?
Do you have training materials prepared in English for
placement on the Platform?
11
Page 133
6
7
8
Does the University have access to the scientific literature

in English?
Does The University have laboratories, Software research
and equipment for e-learning?
Are the research topics funded adequate in your university?
11

1
Do you have bureaucratic barriers in the management

structure of scientific activity and excessive bureaucracy,
which slows down the modifications of the curriculum?
Do you have a national legal framework that would regulate
more suitable opportunities for relevant master studies,
definite mechanisms, ways and methods of motivation to
graduates with Master`s Degree? Describe this point.

1
2
3
4
Is there a correlation between the educational offer and the

requirements of the labour force market in your university?
Does your University cooperate with of the enterprises
profile?
Do you have entrepreneurship component/classes in your
masters degree?
Do you have entrepreneurship component/classes in your
PhD degree?
TOTAL
11
11
Page 134
I - THE UNIVERSITY
Fig.1.1. Are the study programs in your university done in 3 steps? (Bachelor, master, PhD)
Fig. 1.2. Do you consider that the implementation of the Bologna Process has been successful at
your university?
Page 135
Fig.1.3. Do your existing Master and Doctoral programmes need be updated or reformed?
Fig.1.4. Do the Master and Doctoral programs in your University correspond to the level of the
Bologna standards?
Page 136
Fig.1.5. Does your University have experience in double degrees?
Page 137
II - THE STUDENTS
Fig.2.1. Have your students shown interest to study in English?
Fig.2.2. Are your students aware of the meaning of a double degree?
Page 138
Fig.2.3. Is there an interest from your students to do part of their studies abroad - in another
university/country?
Fig.2.4. Is there any interest from students to obtain a double Master Degree?
Page 139
Fig.2.5. Is there any interest from students to obtain a double PhD Degree?
Page 140
Fig.3.1. Are there any subjects focused on the environmental protection/CO2 reduction in the
Fig.3.2. Are there any subjects focused on the environmental protection/CO2 reduction in the
Page 141
Fig.3.3. Do you have teachers or researchers specializing in the field of climate change and
reducing CO2 emissions?
Fig.3.4. Has Your University participated in other double/joint projects with the RETHINKe
partners?
Page 142
Fig.3.5. Does the University have experience of issuance the double degree?
Page 143
Fig. 4.1. Are there teachers who can provide teaching subjects in English in your university?
Master programmes
Fig. 4.2. Are there teachers who can provide teaching subjects in English in your university?
Doctoral programmes
Page 144
Fig. 4.3. Can the university provide full doctoral study in English?
Fig. 4.4. Can the University provide full master study in English?
Page 145
Fig. 4.5. Do you have training materials prepared in English for placement on the Platform?
Fig. 4.6. Does the University have access to the scientific literature in English?
Page 146
Fig. 4.7. Does The University have laboratories, Software research and equipment for elearning?
Fig. 4.8. Are the research topics funded adequate in your university?
Page 147
Fig. 5.1. Do you have bureaucratic barriers in the management structure of scientific activity and
excessive bureaucracy, which slows down the modifications of the curriculum?
Fig. 5.2. Do you have a national legal framework that would regulate more suitable opportunities
for relevant master studies, definite mechanisms, ways and methods of motivation to
graduates with Master`s Degree? Describe this point.
Page 148
Fig. 6.1. Is there a correlation between the educational offer and the requirements of the labour
force market in your university?
Fig. 6.2. Does your University cooperate with of the enterprises profile?
Page 149
Fig. 6.3. Do you have entrepreneurship component/classes in your masters degree?
Fig. 6.4. Do you have entrepreneurship component/classes in your PhD degree?
Page 150
III.II.II Redefinition of the objectives

France Dantin. (EACEA)
As part of our on-going monitoring of Tempus activities in Moldova, a field monitoring visit took
place in Chisinau on 21 May 2014 in the premises of the Technical University of Moldova.
Prof. Valentin Arion, Coordinator of the National Tempus Office Moldova, Jose Gutierrez
(EACEA) and myself attended part of the project's kick-off meeting in presence of the whole
consortium (except for the Dutch partner and the Azeri Ministry, which could not attend).
First of all, we would like to thank all project representatives for the time they devoted to the
discussions.
We cannot really report on the progress so far as project activities had only just started.
We however still have recommendations to improve the project's impact:
The work plan is extremely ambitious and should be reviewed in order to assess the
feasibility of developing and implementing 4 new curricula (2 MAs and 2 PHDs) in
approximately than 30 months
The capacity to attract (also in the long term) suitable students and to involve experienced
professors in the PCs (in particular with regard to the language of tuition which will be
English) should be further analysed.
Rather than focusing on joint degrees (which are very difficult to achieve even in the EU
context), the consortium should study the possibility of developing double/multiple
degrees.
A signed Partnership agreement should be put in place so as to ensure that all partners
understand clearly their rights and obligations in the project.
We would kindly ask you to actively follow these recommendations and to provide us with
information on how you have addressed these issues.
Please ensure circulation of this feedback to your partners.

We wish you a successful continuation of your activities.
Page 151

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I.II SWOT analysis of the PC HEIs on the area of Architecture/Urban Planning

II.II SWOT analysis of the PC HEIs on the area of Environmental Sciences/Climate

RETHINK - Reform of Education THru INternational Knowledge exchange

RETHINK - Reform of Education THru INternational Knowledge exchange

Faculty of Architecture, Technical University of Lisbon (Portugal)

Polytechnic Institute of Leiria (Portugal)

Business Association of Entrepreneurs (Portugal)

University of A Corua (Spain)

Technical University of Delft (Netherlands)

University of Paderborn (Germany)

Kaufmann Unternehmensberatung (Germany)

Gavar State University (Armenia)

State Engineering University of Armenia (Armenia)

Azerbaijan University of Architecture and Construction (Azerbaijan)

Baku Sate University (Azerbaijan)

Ministry of Education of Azerbaijan (Azerbaijan)

Brest State Technical University (Belarus)

Polotsk State University (Belarus)

Ministry of Education of Republic Belarus (Belarus)

Georgian Technical University (Georgia)

Tbilisi State University (Georgia)

Aleco Balti Russo State University (Moldova)

Technical University of Moldova (Moldova)

Donbass National Academy of Civil Engineering and Architecture

Ministry Education and Science, Youth and Sports of Ukraine (Ukraine)

RETHINK - Reform of Education THru INternational Knowledge exchange

RETHINK - Reform of Education THru INternational Knowledge exchange

RETHINK - Reform of Education THru INternational Knowledge exchange

RETHINK - Reform of Education THru INternational Knowledge exchange

RETHINK - Reform of Education THru INternational Knowledge exchange

SWOT Analysis Architecture

RETHINK - Reform of Education THru INternational Knowledge exchange

SWOT Analysis Urban Planning

RETHINK - Reform of Education THru INternational Knowledge exchange

Hrs per week

RETHINK - Reform of Education THru INternational Knowledge exchange

New environmental legislation

the curricula of our

Our biggest threat is FEAR

RETHINK - Reform of Education THru INternational Knowledge exchange

Polytechnic Institute of Leiria

RETHINK - Reform of Education THru INternational Knowledge exchange

Civil Engineering Program - 180 ECTS

RETHINK - Reform of Education THru INternational Knowledge exchange

a) Choose one of the three options

RETHINK - Reform of Education THru INternational Knowledge exchange

Provides sound scientific and technological knowledge for professional life in

Internal quality procedures are not yet totally implemented.

RETHINK - Reform of Education THru INternational Knowledge exchange

Technical University of Delft

RETHINK - Reform of Education THru INternational Knowledge exchange

Only for Industrial

Only for Industrial

We are in the middle

The concept of the

RETHINK - Reform of Education THru INternational Knowledge exchange

Procedure for the accreditation

Nederlands Vlaamse Accreditatie Organisatie (NVAO); URL:

Expected duration for the

The whole process takes at least two years. In a joint degree

RETHINK - Reform of Education THru INternational Knowledge exchange

I.II SWOT analysis of the PC HEIs on the area of