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Procedia Engineering 117 (2015) 431 438

International Scientific Conference Urban Civil Engineering and Municipal Facilities,

SPbUCEMF-2015

An Overview of Education in the Area of Civil Engineering in

Portugal
Paulo Cachim*
University of Aveiro, Department of Civil Engineering and RISCO, 3810-193 Aveiro, Portugal

Abstract
The paper presents the structure of Civil Engineering education in Portugal. Description of the organization of the cycles of
studies currently existing, comparing them with the pre-Bologna Process organization in Portugal is presented. Quality assurance
mechanisms are outlined. Afterwards, a more detailed description of the Civil Engineering organization at University of Aveiro is
presented, taking into consideration the different cycles of studies. Research lines developed at the Civil Engineering Department
are also briefly described.
2015
2015The
The
Authors.
Published
by Elsevier
Ltd.

Authors.
Published
by Elsevier
Ltd. This
is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of SPbUCEMF-2015.
Peer-review under responsibility of the organizing committee of SPbUCEMF-2015

Keywords: education, research, Portugal, urban civil engineering, civil engineering teaching.

1. Introduction
Civil engineering in Portugal is traditionally a respectful profession and some major construction works took
place under Portuguese engineers and construction companies mainly after the 1960s (Cahora Bassa dam in
Mozambique, see Fig. 1, Arrbida bridge in Porto, see Fig. 2, Copa Cabana in Rio de Janeiro, for example) and
continued after Portugal become a member of European Union, with the construction of, probably too many,
kilometres of roads and highways, bridges, viaducts, buildings and other construction works, from which Vasco da
Gama bridge in Lisbon is a notorious example.

* Corresponding author. Tel.: +351234 370 049; fax: +351 234 370 094
E-mail address: pcachim@ua.pt

1877-7058 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license

(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of SPbUCEMF-2015

doi:10.1016/j.proeng.2015.08.191

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Paulo Cachim / Procedia Engineering 117 (2015) 431 438

Fig. 1. Arrbida bridge in Porto

Accompanying this activity civil engineering developed significantly in Portuguese higher education institutions.
Curricula of Civil Engineering degrees were consequently very influenced by this intense construction activity,
paying little importance to other fields of civil engineering like restoration or management of infrastructures.
The economic crisis that affected some European countries including Portugal has stopped public investments in
civil infrastructures and civil engineering is going through a major crisis. That is pushing higher education
institutions to adapt to these new times.

Fig. 2. Cahora Bassa dam, Mozambique

This paper briefly presents the structure of civil engineering education in Portugal. It starts by a brief to the
current context of civil engineering. Afterwards the general structure of higher education and particularly for the
case of civil engineering is presented. It ends with the description of the course structure of civil engineering at
University of Aveiro.

Paulo Cachim / Procedia Engineering 117 (2015) 431 438

2. Civil Engineering education in Portugal

The Bologna Process that followed the Bologna Declaration signed in 1999 [1] aimed to create a European
Higher Education Area (EHEA) based on international cooperation and academic exchange that is attractive to
European students and staff as well as to students and staff from other parts of the world [2-8]. The envisaged
EHEA will facilitate mobility of students, graduates and higher education staff; prepares students for their future
careers and for life as active citizens in democratic societies, and supports their personal development; and offers
broad access to high-quality higher education, based on democratic principles and academic freedom. The
implementation of the Bologna Process in Portugal occurred in 2007. The implementation of the Bologna Process
leads to a huge change in the higher education sector and particularly into the engineering and civil engineering
courses [9-20].
In Portugal, higher education is a binary system with universities and polytechnic institutes. Polytechnic
institutes cant have PhD study cycles and have essentially undergraduate courses.
Education in Civil Engineering was widely debate in Europa due to the Bologna Process [21]. Before the
Bologna Process implementation, Civil Engineering at Portuguese universities was organized in three study cycles
(see Fig. 3): the first cycle that could have a 3-year degree (called bachelor) or a 5-year degree; a second cycle with
2 years duration the first with classes and the second for dissertation preparation, named master; and the third cycle
that is the PhD and typically consists only of a thesis (usually 3 to 4 years). After the implementation of the Bologna
Process, the three cycles were organized in a first cycle (bachelor) with 3 years, a second cycle (master) with 2
years and a third cycle (PhD) usually organized in doctoral programmes with 3 or 4 years, where the first year has
courses and the remaining is for thesis preparation. In some cases the master courses could be organized in
integrated master programs that basically is a 5-year course that students complete with a master degree. In these
integrated master cycles, students can leave at the end of the 3rd year with a bachelor degree or start at 4th year to
complement a bachelor degree with a master program. Typically to be a Civil Engineer it is necessary to have a
master degree.
Quality of higher education in Portugal is guaranteed by the Agency for Assessment and Accreditation of Higher
Education (Agncia de Avaliao e Acreditao do Ensino Superior, A3ES) created by Decree-Law no. 369/2007
[22].

Fig. 3. General university degree scheme in Portugal before and after Bologna Process

The Agency is a private law foundation, established for an indeterminate period of time, with legal status and
recognized as being of public utility. The Agency is independent in its decisions, which must take into account the
guidelines prescribed by the State. The assessment and accreditation regime to be developed by the Agency is
defined in Law no. 38/2007 [23]. The main activities of A3ES in developing its mission are:

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Paulo Cachim / Procedia Engineering 117 (2015) 431 438

a) To define and enforce the quality standards of the HE system;

b) To assess and accredit study programmes and higher education institutions, as well as to audit and certify the
internal quality assurance systems of institutions;
c) To promote the public disclosure of the assessment and accreditation results;
d) To promote the internationalisation of the Portuguese higher education system.
All study cycles of all Portuguese higher education institutions have to be accredited by A3ES. A two-phase
process occurs: a previous accreditation is issued first and after the assessment an accreditation for a period of time
is issued. Currently the maximum accreditation period is five years.
Access to the profession is regulated by the Portuguese Engineering Association - Ordem dos Engenheiros, (OE)
- that is responsible for accrediting professional engineering formation. To be a member of OE it is necessary to
perform a one or two year professional traineeship. It is possible to be a member with a bachelor degree or with a
master degree, but accessing membership with a bachelor degree allows limited competences. OE is a member of
the European Network for Accreditation of Engineering Education (ENAEE) and is responsible in Portugal for
giving the EUR-ACE quality label to engineering courses.
EUR-ACE label is a framework and accreditation system that provides a set of standards that identifies high
quality engineering degree programmes in Europe and abroad. The system incorporates the views and perspectives
of the main stakeholders (students, higher education institutions, employers, professional organisations and
accreditation agencies). The EUR-ACE label is a certificate that is awarded by an authorised agency in respect of
each engineering degree programme at first cycle (Bachelor) and second cycle (Master) it has accredited. Currently,
there are two integrated masters and two second-cycle masters accredited in Portugal. In Portugal engineering study
cycles can therefore have a double accreditation given by A3ES (mandatory) and by OE (optional).
3. Civil Engineering at University of Aveiro
University of Aveiro is a young university founded in 1973 that just completed 40 years. In Portugal it was
pioneer in its educational offer: telecommunications, integrated teacher training, ceramics engineering,
environmental engineering, regional and urban planning, industrial management and engineering, tourism, music
were innovations at national level. Currently University of Aveiro is a public foundation operating under private law
with 14723 students, 956 professors, 95 researchers, 647 non-teaching staff, 261 postdoc (scholarships) with a total
budget around 100M. University of Aveiro is organized in Departments (16 departments) and is itself a binary
system with 4 polytechnic schools (with internal status equal to Departments). Currently at university level there are
29 undergraduate degrees, 7 integrated masters, 68 masters and 41 doctoral programmes and at polytechnic
education there are 19 undergraduate degrees and 4 masters.
All the students of University of Aveiro can participate in mobility experiences that can take the form of a period
of studies, a curricular placement or a professional internship in a partner institution on an European cooperation and
mobility project, or in the context of the wide range of international networks and cooperative groups in which the
university actively participates in all continents. Studies carried out in a partner institution are awarded full
academic recognition in University of Aveiro under the European Credit Transfer System (ECTS). University of
Aveiro is a holder of the European Commission ECTS and Diploma Supplement Quality Labels.
4. Study programmes
The structure of the Integrated Master in Civil Engineering is presented in Table 1. The Integrated Master Degree
in Civil Engineering is organized in ten semesters totaling five school years. The first year is composed by basic
science curricular units, in which acquired knowledge is reinforced and widened, as in the case of mathematics,
physics and computer science and eventually also in the case of chemistry; other first year units provide the first
student contact and these encompass, together with the second year units, a set of basic competencies in the civil
engineering domain. Curricular units that make a transition to the specialized units in the fourth and fifth years form
the third year. The fifth year is composed by 3 optional curricular units and by the dissertation. Each one of the
optional units has a group of curricular units of various scientific areas, leaving the student to opt for, within the
three options, the acquisition of competencies in one or various specific domains.

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Paulo Cachim / Procedia Engineering 117 (2015) 431 438

The structure of the Civil Engineering Master incorporates since 2004 a strong focus on construction
conservation and restoration with two mandatory courses on the subject plus some additional courses on the subject
as optional. The dissertation curricular unit has a total of 42 ECTS credits distributed over two semesters, 18 ECTS
credits in the first semester and 24 ECTS credits in the second semester. The ECTS quantity and its distribution over
two semesters allows to develop of work on a very demanding level, involving thorough research and discussion of
the theme, not only with the teacher (s) and supervisor(s), but also with active professionals involved in the study,
especially when it relates to work developed on site or in a design office. Additionally, the Dissertation curricular
unit has a special feature in comparison with the other course subjects as it ends with a public discussion and
defence. The Dissertation curricular unit corresponds to scientific work especially performed for the
accomplishment of the Master degree. Detailed information regarding the course structure and syllabus of the
courses can be found in http://www.ua.pt/decivil.
The Integrated Master degree has a previous accreditation by A3ES and is waiting for the A3ES accreditation
visit that will occur in 2014 or 2015. Since September 2012 the integrated master in Civil Engineering of University
of Aveiro is accredited with EUR-ACE quality label. Civil Engineering at University of Aveiro is listed in the
Taiwan Ranking of world universities since 2010 in the top 300 universities.
Table 1. Integrated Master in Civil Engineering structure
1 year 1 semester

ects

1 year 2 semester

ects

Software Tools for Science and Engineering

Mechanics

Physics Elements

General Geology

Linear Algebra and Analytical Geometry

Calculus II

Calculus I

Isostatic Structures

Computer Aided Drawing

Chemistry-Physics Elements
2 year 1 semester

ects

2 year 2 semester

4
ects

Numerical Methods and Statistics

Mechanics of Deformable Bodies

Cartography and Topographical Surveying

Geology of Engineering

Calculus III

Strength Of Materials II

Construction Materials I

Construction Materials II

Strength Of Materials I

General Hydraulics I

3 year 1 semester

ects

3 year 2 semester

ects

Integrated Project management

Urban Planning

Construction Technology

Concrete Structures

General Hydraulics II

Geometric road design and planning

Soil Mechanics I

Physics of Buildings

Theory of Structures

Soil Mechanics II

ects

4 year 2 semester

ects

4 year 1 semester
Reinforced and Prestressed Concrete Structures

Construction Conservation

Geotechnics for Roads and Pavements

Foundations and Support Structures

Fluvial Hydraulics

Steel Construction

Construction Legislation and Management

Construction Management and Safety Coordination

Construction Refurbishment and Restoration

Urban Hydraulics

5 year 1 semester

ects

5 year 2 semester

ects

Dissertation

18

Dissertation

24

Option I

Option III

Option II

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Paulo Cachim / Procedia Engineering 117 (2015) 431 438

The Doctoral Programme in Civil Engineering is organized in three study years. The first year is dedicated to
courses and preparation of the dissertation, while the second and the third are occupied with thesis preparation. In
Table 2 the structure of the Doctoral Programme in Civil Engineering is presented. Courses of the first year are
general-purpose courses suitable to fit any dissertation theme.
Table 2. Doctoral Programme in Civil Engineering structure
1 year 1 semester

ects

1 year 2 semester

ects

Advanced Studies in Civil Engineering

Advanced Studies in Civil Engineering

Entrepreneurship

Construction Observation and Monitoring

Research Project Seminar

12

Research Project Seminar

18

Free Option

6
ects

2 year 2 semester

ects

Thesis

30

Thesis

30

3 year 1 semester

ects

3 year 2 semester

ects

Thesis

30

Thesis

30

2 year 1 semester

Because Civil Engineering has a broad range of subjects and due to the relatively small number of students
starting each year the programme, this seemed to be the best option. In Advanced Studies in Civil Engineering and
Free Option courses, students can complement their base formation in civil engineering in order to prepare
themselves better for the research work. Free Option course can be any post-graduation course existing at University
of Aveiro (or at any other university as long it is previously recognized by the Doctoral Programme Scientific
Committee). In the Research Project Seminar preparation of the research program is performed and an oral
presentation with a jury is necessary to complete it.
5. Research
Research at Civil Engineering Department is performed according to three major research lines: risks in the built
environment, construction sustainability and built heritage conservation and restoration. Buildings and
infrastructures can be subject to a wide variety of extreme events such as windstorms, floods, earthquakes, fire and
other hazards. The most successful way to mitigate losses of life, property and function is to design buildings and
infrastructures that are disaster resistant. Hazard mitigation refers to measures that can reduce or eliminate the
vulnerability of the built environment to hazards, whether natural or man-made.
In order to promote a sustainable development, construction of our habitat must be assessed and evaluated in
terms of sustainability. Built environment sustainability depends on choices that are made since the project or design
phase throughout the all life cycle of the building. Life cycle thinking or assessment must be performed in order to
reach a true sustainable construction. This applies to all decisions and decision makers from materials to structures,
from buildings to cities.
The physical degradation of the built heritage, namely of its stability, strength and salubrity conditions (aspects
which are directly connected to the level of safety and to the ability of the structures to function as a whole) can be
associated with important losses at the cultural and socio-economical levels. The importance of scientific knowledge
in the field of conservation and refurbishment is particularly relevant when witnessing the current state of
degradation of the built heritage in Portugal. This fact can also be verified by looking at the increasing number of
scientific publications and conferences that have addressed this topic over the past few years.

Paulo Cachim / Procedia Engineering 117 (2015) 431 438

437

6. Conclusions
This paper briefly presents the structure of civil engineering education in Portugal. Civil Engineering is currently
facing a major crisis with investment in construction being reduced to historical minimums. Therefore, civil
engineers, who for many years were basically working on construction industry, have to look for other functions.
Universities are facing a huge decrease in candidates and will have to adapt, quickly, to this reality. Consequently it
is expected that during the next years higher education institutions will increment activities with secondary school
students, disseminate information regarding alternative jobs for civil engineers and promote civil engineering image
in public opinion (together with professional associations). Additionally, course structures may have to be changed
and adapted, again, to these new challenges.
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