An Integrated CDIO - EQF Engineering Framework for Europe

An Integrated CDIO - EQF Engineering Framework for Europe

A. Castelli, C. Marinoni, C. Bisagni, D. Brodeur, E. Crawley, A. Causi, et al, et al, et al (2010).  An Integrated CDIO - EQF Engineering Framework for Europe. 17.


The paper describes the results of a recent project entitled “DOCET - EQF-CDIO Correspondence Model for the Recognition and Enhancement of Engineering Degrees”. 

In Europe, the recent changes in the educational systems, as well as in the international macroeconomic contexts, bring about the need of enhancing engineering curricula as well as increasing their transparency. In this scenario, any tool able to help Universities revise “in real time” their programs and transfer innovation into courses will be an important support. A first prerequisite of such a tool is to be based on a “common language”, shared by the higher education national systems and stakeholders (both within Europe and globally). 

The new European Qualifications Framework (EQF) aims to provide a common reference system to build qualifications readable across Europe, and not linked to any specific disciplinary areas of engineering. The CDIO Syllabus already represents a world-wide reference for the design of engineering programs and for their evaluation. Its development involved stakeholders from industry and so it could speed up the mutual transfer of innovation between Universities and businesses. Both the EQF and CDIO Syllabus are based on the same learning outcomes (objectives) based approach. 

Accordingly, the DOCET project aimed to build a correspondence model between CDIO syllabus and the EQF, mapping the CDIO outcomes onto the 8 EQF levels. The learning outcome - based descriptors the EQF provides for Knowledge, Skills and Competence at different levels (and its other qualifiers such as autonomy and responsibility, context, action verbs) have been combined with the engineering content provided by the CDIO Syllabus in a set of tools that can help the negotiation and definition of shared and transparent goals for engineering education. 


Authors (New): 
Alessio Castelli
Clementina Marinoni
Chiara Bisagni
Doris R. Brodeur
Edward F. Crawley
Alfred Causi
Clément Fortin
Johan Malmqvist
Claude Maury
Politecnico di Milano, Italy
Massachusetts Institute of Technology, USA
Chalmers University of Technology, Sweden
Col·legi oficial / Associació Catalana Enginyers de Telecomunicació, Spain
École Polytechnique de Montréal, Canada
CEFI, Paris, France
European Qualifications Framework (EQF)
learning outcomes
“The Bologna Declaration of 19 June 1999”, Joint declaration of the European Ministers of Education, 1999: 
“The European Qualification Framework”, 
“Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualification Framework for lifelong learning”, Official Journal of the European Union, 2008/C 111/01: 
Edward F. Crawley, Johan Malmqvist, Soren Ostlund, Doris Brodeur, “Rethinking Engineering Education: The CDIO Approach”, 2007: 
B. S. Bloom, “Taxonomy of Educational Objectives: The Classification of Educational Goals”, pp. 201–207; (Ed.) Susan Fauer Company, Inc. 1956: 
B.Mansfield, L.Mitchell, “Towards a Competent Workforce”, 1996, Gower Publishing: 
Edward F. Crawley, “The CDIO Syllabus – A Statement of Goals for Undergraduate Engineering Education”, 2001, 
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