Bachelor’s study program of Riga Technical university
COMPUTERISED CONTROL OF ELECTRICAL
TECHNOLOGIES
SELF-EVALUATION
REPORT
RIGA, 2002
CONTENT
1. Aims and objectives of the program
2. Organization of the educational program
3. Practical realization of the educational program
3.1. Description of educational subjects
3.2. Comparison of international Bachelor programs
4. Evaluation system of the studies
5. Students
5.1. Number of students in the program
5.2. Number of students entered the 1st year
5.3. Number of graduates
5.4. Questioning of students and analysis of their answers
5.5. Questioning of graduates and analysis of the answers
5.6.
Involving
the
students
into
the
educational
6. Academic staff of the educational program
6.1. Number of academic staff
6.2. Qualification of the academic staff
6.3. Policy of development, training and renovation of academic staff
7. Financial sources and provision
8. External contacts
8.1. Contacts with employers
8.2. Co-operation with similar educational programs in Latvia and abroad
8.3. Academic staff working abroad
8.4. Number of foreign visiting lecturers in the program
8.5. Students who study abroad for different educational programs
Perspective evaluation and plan of development of the Bachelor program CCET
Supplements (BP 4)
process
1. Aims and objectives of the program
In order to start Bachelor studies a general secondary education or secondary
professional education in Electrical Engineering are necessary.
THE MAIN AIM OF BACHELOR STUDIES IS TO PROVIDE STUDENTS
WITH THE FUNDAMENTALS OF ELECTRICAL AND POWER
ENGINEERING
ACADEMIC EDUCATION
IN THE
FIELD OF
COMPUTERISED CONTROL OF ELECTRICAL TECHNOLOGIES AND TO
PREPARE THEM FOR THE FURTHER ENGINEER OR MASTER STUDIES
AS WELL AS TO GIVE NECESSARY SKILLS TO START PRACTICAL
WORK.
The main objectives of Bachelor studies:
1 – to deepen knowledge in mathematics and physics for solving tasks in Electrical
Engineering;
2 – to teach to use skilfully and effectively computer technologies to solve tasks as
well as for devices of automatic control;
3 – to train skills in solving electrical engineering tasks;
4 – to give a conception on the formation of electrical engineering devices, basics of
their operation and automatic control;
5 – to give a conception on aspects of Power Engineering;
6 – to give a conception and knowledge in working organisation, social and
economical operational principles;
7 – to increase knowledge of foreign languages.
Finishing bachelor studies a student gets an academic degree of Bachelor in
Electrical Engineering science, which allows to continue studies in all RTU programs
connected with Electric and Power Engineering.
2. Organization of the educational program
Bachelor educational program EBO0 “Computerised control of electrical
technologies” (CCET) was carried out by the decision of RTU Senate on the 28th of
February in year 2000 (Supplement BP1) and confirmed by RTU Senate on the 25th of
April in 2000. In fact studies in this program have been started in academic year
2000/2001 in the groups of the third year students and this program is joined TO THIS
REPORT as supplement BP2. Till this time Bachelor studies in the three directions of
this program – Power Electronics , Electrical Drives and Electronic Devices – were
realized according to common Bachelor educational program “Electrical and Power
Engineering”, accredited in 2001.
The acceptance of the first year students for this Bachelor educational program is
foreseen starting with the academic year 2002/2003.
In 2002 due to defined by RTU Senate changes in Bachelor educational structure
(Supplement BP3), the program of 2000 have been partially transformed as follows:
- the volume of credit points of Bachelor’s work was increased to 10 CP,
- the volume of professional subjects of compulsory choice was increased to 13
CP,
- the volume of subjects of free choice was decreased to 5CP.
These changes in the program “Computerised control of electrical technologies”
were accepted at RTU Senate meeting on the 29th of April 2002. The program changed
in this way has been promoted for the accreditation.
The educational program is realized at RTU at Electrical and power Engineering
faculty (EPEF), where Institute of Industrial Electronics and Electrical Engineering IEEI
is responsible for it and the director of this institute is also the head of the educational
program.
The plan of educational program “Computerised control of electrical technologies”
(Supplement BP4) corresponds to the aims and objectives of IEEI, i.e., to the
automatization of electrical engineering objects, with the use of modern elements and
systems of automatization.
3. Practical realization of the educational program
Bachelor educational program “Computerised control of electrical technologies”
(Supplement BP4) contains the following subjects divisions:
A – compulsory subjects of 85CP volume;
B – subjects of compulsory choice of 20CP volume,
including
B1 – special professional subjects of 13CP volume,
B2 – humanitarian and social subjects of 4CP volume,
B3 – languages of 3 CP volume,
C – free choice subjects of 5 CP volume,
E – final assessment (Bachelor’s thesis) of 10 CP volume.
The common volume of Bachelor studies is 120 CP, which is realized during three
full years of studies. Two terms and 32 educational weeks of 40 CP are foreseen every
year with the total number of academic hours 1,760 (academics hours for the writing of
Bachelor thesis are not foreseen).
The general description of the studies distribution is given in table 1.
General description of the program EB00 studies distribution
Division
Number
of CP
A. compulsory subjects
85
B1. special professional subjects
13
of compulsory choice
B2. humanitarian and social
4
subjects of compulsory choice
B3. languages of compulsory
3
choice
C. free choice subjects
5
E. Final assessment
10
Total
120
Table 1
Possible
Weight of
number of division in
subjects
CP
27
70.4%
11
11.2%
3
3.3%
3
2.5%
1
4.2%
8.4%
100.0%
As we can see the weight of the compulsory subjects (70.4%) is the most
important, the weight of the choice subjects (20.2%) is also large enough, that allows to
master effectively special professional subjects.
Studies foresee to carry out lectures, practical classes and laboratories.
Distribution of the academic hours according to their types is given in table 2, which is
performed in correspondence with real studying plans (Supplement BP5).
Distribution of academic hours of Bachelor educational program EB00
(in accordance with studying plans)
Table 2
Type of
Total
A
B1
B2
B3
C
E
Weight
classes
number
group group group group group group
%
of
academic
hours
Lectures
1,152
864
144
64
80
60
Practical
272
208
16
48
14
classes
336
288
48
17.5
Laboratories
Final
160
8.5
assessment
Total
1,760
1,360
208
64
48
80
160
100
Percentage
91.5
70.8
10.6
3.4
2.5
4.1
8.6
As we can see the real number of academic hours is only 1,760, because for
Bachelor’s thesis of 10CP volume academic hours are not foreseen. The weight of
lecture hours is 60% and lectures are the most important type of studies. 336 academic
hours are taken for laboratories (or 17.5%). The volume of practical classes is less,
containing 14% from the total volume .
If we look at the subjects distribution in the groups we can see that the most
important are those from A group of the volume of 1,360 academic hours (70.8%). 320
academic hours or 16.5% are taken for all the subjects of compulsory choice. Such
principle of studies organization is acceptable for Bachelor studies, because bachelors
students should study mostly compulsory subjects.
Also in A group of subjects the weight of lectures is the most important (864
from 1,360 academic hours). 208 hours are chosen for practical classes, but 288 for
laboratories.
3.1. Description of educational subjects
Bachelor studies are foreseen to increase and enforce knowledge in general
technical subjects, which are necessary to master electrical engineering science, as well
as to get knowledge in basic subjects of electrical engineering, which allows to consider
a person obtained Bachelor degree as an educated in Electrical Engineering.
To make comparison it is necessary to distribute all foreseen subjects in groups.
The following distribution could be assumed:
VEP – general basic subjects in natural science;
TP – technical subjects;
ETP – subjects in electrical engineering;
HP – humanitarian subjects;
VA – languages.
Distribution of the subjects in groups is given in table 3, which also estimates a
group’s weight in credit points.
Distribution of Bachelor educational program EBO0 subjects in groups
Group
VEP
ETP
TP
EOP
HP
VA
Free choice
subjects
Bachelor’s
thesis
Subjects, KP
Subjects in mathematics,16
Subjects in physics,8
Subjects in electrical materials,2
Theory of circuits and basics of Electrical
Engineering,11
Electrical measurements,3
Electrical machines,5
Industrial electronics,3
Theoretical basics of electric drives,6
Electrical supply,2
Subjects in electronics,7
Choice subjects in electrical engineering, 13
Introduction into studies,1
Computer science subjects,11
Mechanics,2
Basics of control theory,2
Economics,3
Civil defence,1
Models of social development,2
Choice HP, 4
Foreign language,3
Number
of CP
26
Table 3
Weight
21.6%
51
42%
15
12.5%
4
3.8%
6
5%
3
5
2.5%
4.2%
10
8.4%
As we can see from table 3 there is a large weight of electrical technical subjects
in the Bachelor program (42%), that allows really to see, that people obtained Bachelor
degree are trained sufficiently to perform general electrical engineering tasks of state’s
economy , i.e., they correspond to main requirements of Bologna declaration for
“undergraduate” educational level.
Description of all program’s subjects is given in Supplement BP6.
During the Bachelor educational period the program foresees 11 study projects to
be elaborated , 22 exams and 24 tests to be passed. Distribution of the exams, tests and
study projects performances in semesters is given in table 4.
Distribution of Bachelor educational program EBO0 study projects, exams and tests in
groups
Table 4
Type
A
Exam
Tests
Study
Projects
Bachelor’s
thesis
19
18
11
Group of subjects
B1 B2 B3
C
2
1
-
2
-
1
1
-
2
-
E
Educational term
01
02
03
04
05
06
-
4
5
1
4
6
-
5
4
3
5
3
2
3
3
4
1
3
1
1
-
-
-
-
-
1
As we can see the distribution of exams in semesters is regular, excluding the 6th
semester when it is necessary to concentrate on elaborating and defending of Bachelor’s
thesis. In relation with the Bachelor’s thesis performance, studies are not foreseen during
the last semester.
If to evaluate the distribution of exams, tests and projects in the groups of
subjects, mainly they are foreseen for the groups of compulsory subjects.
Study projects are foreseen for the following subjects:
1. Computer studies II (special course)
2. Electrical measurement
3. Electrical engineering theory
4. Electronic Devices
5. Circuit theory
6. Electrical machines
7. Theoretical basis of electrical drives
8. Electric supply
9. Programming languages
10. Programming technology
11. Electrotechnology equipment
Description of all study projects is given in Supplementary BP7. Analysing the
description of the subjects (Supplementary BP6 and BP7) we can ascertain that any
repetition of content for all subjects in time-table is not recognised. The time-table
corresponds to nowadays requirements for a time-tables of such field of studies.
Scientific and practical aspects of modern technologies are considered in special
professional subjects.
As we can conclude from studying plans and table 3 during the time of studies 10CP
(or 8.8% from the whole volume) are taken for humanitarian, economic and social
subjects, that is a good index in the area of technical education.
3.2. Comparison of international Bachelor programs
The comparison of the Bachelor educational programs is carried out with
Electrical Engineering educational program of Helsinki Institute of Technologies
(HUT), Budapest Technical University (BTU) and Stockholm Royal Higher (KTH)
school of Technology .
Note that in Helsinki as well as in Budapest there are 4 years of Bachelor
education, but in KTH Bachelor education is not foreseen at all, however there are civil
engineering studies where general fundamental subjects are taught during the first two
years. Adding to this part the subjects from the 3rd year, these studies could be
compared to RTU 3 years of Bachelor education.
In HUT as well as in BTU in order to obtain Bachelor degree the studies are
foreseen in the volume of 160 CP or 40 CP per year. In RTU like in HUT and BTU
practically the same subjects are taught and that means in HUT and BTU in many cases
they are taught extended.
Distribution of Bachelor educational compared programs of RTU, HUT, BTU
and KTH in groups of subjects is given in table 5. In supplement BP8 there are
connected the copies of Bachelor study plans in electrical engineering field of HUT and
BTU and as well copies of study description of the KTH.
Description of subjects groups of the compared higher schools
Table 5
Groups if
subjects
VEP
ETP
TP
EOP
HP
VA
Free choice
subjects
Bachelor’s
thesis
Subjects
Mathematics
Physics
Subjects in Electrical materials
Theory of circuits and basics of
Electrical Engineering
Introduction into studies
Electrical measurements
Electrical machines
Power electronics
Basics of electrical drive
Electrical supply
Subjects in electronics
Choice subjects in Electrical
Engineering
Computer science subjects
Mechanics
Basics of control theory
Theory of signals
Other technical subjects
Economics
Civil defence
Projects planning and control
Management
Basics of business
Marketing
Models of social development
Sociology
Choice HP
Language
Credit points
RTU
HUT BTU KTH
16
8
2
11
18
14
5
11
26
12
4
14
38
11
18
1
3
5
3
6
2
7
13
4
7
24
9
10
8
8
4
8
4
34
-
6
4
6
14
-
11
2
2
3
1
2
4
3
5
6
3
4
3
17
2
2
2
2
9
-
8
4
4
4
22
4
-
8
8
4
2
4
-
10
-
-
-
As we can see in KTH there is less number of subjects than in other higher
schools (12 subjects), but its weight of credit points is significant. Thus the weight of
mathematics reaches 30% from the total volume, but electrical engineering – to 15 %.
Program of BTU is similar to RTU one, although in this program is significant weight
of credit points for mathematics too (16%) and , particularly, for electronics also (22%).
In respect to subjects in electronics, in RTU program “Computerised control of
Electrical Technology” its weight in CP is small (7CP or 16% in volume). There are a
lot of subjects with small weight in RTU program which could be jointed into groups of
subjects with larger weight. Distribution of subjects groups of the compared higher
schools is given in table 6.
Distribution of the compared Bachelor educational programs in groups of subjects
Group
of
subjects
VEP
ETP+free
choice+thesis
TP
EOP
HP
VA
Total
RTU
HUT
Table 6
KTH
BTU
26
66
37
73
42
72
49
48
15
4
6
3
120
33
8
9
160
42
4
160
20
4
123
Information about BTU was obtained from the program of the number of
academic hours, taking into account the given total number of credit points (160 CP).
As we can see in general the RTU program in some particular groups of subjects
corresponds good enough to the programs of the compared higher schools. If
humanitarian subjects are not taught (the question is still under discussion) then VEP
group could be enforced a little as well as TP group which are weaker than in higher
schools abroad.
4. Evaluation system of the studies
Studies in a subject are evaluated by a lecturer responsible for this subject, in the
kind of exam or test, with the use of 10 point scale with the least successful mark of the
4 points.
Defending of a qualification work – Bachelor’s thesis – is public, but it is evaluated
by a commission of at least 3 professors, assigned by EPEF Dean. The volume of
Bachelor’s thesis is approximately 30 computer pages with schemes and figures. Each
Bachelor’s thesis should be evaluated by an opponent.
A student defending bachelor’s thesis also answers questions asked by commission
members on theoretical and practical aspects of electrical engineering science, because
the mark for bachelor’s thesis is based on the evaluation of general knowledge and
skills.
In accordance with the resolution of RTU Senate 29th of January 2001 “About transition
to the common evaluation system of studies results” the Senate’s resolution 25.06.2001
defines the following criteria for evaluation of knowledge and skills in a particular
educational subject:
“outstanding” (10) – knowledge exceeds requirements of the program in subject, give
evidence of the ability to perform an independent investigation and deep understanding
of a question;
“excellent” (9) – the program in subject is fully mastered, the skills for independent
application of the knowledge are obtained;
“very good” (8) – the program in subject is fully mastered, but in some questions the
understanding is not deep enough to apply knowledge for independent solving of more
complicated problems;
“good” (7) – in general the obtained knowledge is at the required level of the program,
but there are difficulties with solving some practical problems and lack of understanding
of some insignificant questions;
“almost good” (6) – in general the program in subject is mastered, but sometimes a poor
understanding of some significant questions is noticeable and the are partial difficulties
with practical application of obtained knowledge;
“satisfactory” (5) – in general the program in subject is mastered, although there is an
insufficient understanding of many important questions as well as difficulties with
practical application of obtained knowledge are noticeable;
“almost satisfactory” (4) - in general the program in subject is mastered, although there
is an insufficient understanding of some fundamentals and noticeable difficulties in
application of the obtained knowledge in practice;
“poor” (3) – knowledge is general and incomplete, student can not apply it in particular
situations;
“very poor” (2) – there is general knowledge in separate questions, the most part of
subject is not mastered;
“very very poor” (1) – there is totally no understanding and knowledge in fundamentals
of subject.
Mark “almost satisfactory” (4) is a lower satisfactory mark.
5. Students
5.1. Number of students in the program
The number of students in the program “Computerised control of electric technologies”
after the possible accreditation will be the following:
2001/2002
2002/2003
2003/2004
2004/2005
143
170
200
250
students,
students,
students,
students.
5.2. Number of students entered the 1st year
In 2000 the choice of ETDV program was expressed by 70 students. In 2001 also 70
students expressed the same wishes. Thus taking into account “weeding out” in 2002 50
students can start studies at the 3d year of ETDV program.
Starting with 2002 RTU accepting will be directly for the program and 70-80 Bachelor
students are expected for the program “Computerised control of electric technologies”.
5.3. Number of graduates
As program “Computerised control of electric technologies” is new the number of
graduates is not large:
2001
11 bachelors,
2002
15 bachelors.
5.4. Questioning of students and analysis of their answers
Short conclusions on the questioning of students
(Bachelor program, 1st and 3d year)
Totally there are considered 59 questionnaires. Analysis of the answers is given in the
order of questions.
2. Answering to the question of what defined the choice of an educational program,
most of the students (95%) chose a simple answer “ possibility to get higher
education”. More than a half of them chose the answers “possibility to perform a
well paid job in future”, “better outlook at the labour market in future” and “ better
possibility of professional carrier in future”. Note there is a small difference among
these variants, thus there are doubts weather they should be formulated in that way.
An assumption that a speciality where a friend entered is decline clearly.
5. After obtaining Bachelor degree most part of the respondents (85%) are ready to
continue studies at the professional program. Academic studies were chosen by less
respondents of this question.
6., 7. 56% of the respondents have already chosen one of 18 offered by RTU
fundamental educational programs. Those who have not made a choice noted that
they still have time for it. At the same time there is not enough information about the
programs.
8. Difficulties at the beginning of the studies are mainly connected with differences in
organisations of educational processes, comparing with lack of information.
Respondents partly defined also too high requirements of the lecturers, unkind and
formal attitude, as well as poor level of their previous knowledge.
11. Reasons of non-attendance of classes are illness and work.
12. As the most difficult subjects the following are defined more often: Electrical
systems (19 forms), Basics of Electrical Engineering (15), Mathematics (14),
Electric Technology and Basics of Electric Supply (10), Control Systems in power
engineering and transport (9).
13. Complicated matters and absence of teachers’ ability to explain them cause
difficulties in studies.
14. Totally 33 lecturers with whom students want to continue their studies are mentioned
in the answers. Rozenkrons (16), Paperno (11), Ketners (10) are mentioned more
often.
15. There are mentioned 25 lecturers with whom students would not like to meet more
during the educational process. Gerhards (10 reizes), Obuševs (9), Ļevčenkovs (7),
Feldbergs (6) are mentioned here more often.
16. The most important living problems of the students are low scholarship (29), small
social activity (5), expensive monthly tickets in comparison with scholarship.
17. Relations among students are characterised as good, but relations between students
and teachers are formal and official.
Analysing answers to the questionnaire, it is obvious that in most cases they are not
strictly independently done, that reduces value of the questionnaire. Possible answers
variants are not marked for questions 8.,7., therefore there is no answer to this question
in many forms. If starting this questioning of students, the processing of the answers
with computer was not foreseen then there is no possibility to find a correlation and no
reason in the 20th question – information about students. However processing of answers
manually nowadays is antiquated. For the following questionnaires it is necessary to find
a possibility to use modern sociological methods for answers processing.
Analysing the results of the present questionnaire of the 3rd year Bachelor students
we can conclude that plans of studies are evaluated good, obtained theoretical
knowledge is good, practical knowledge and material supply are evaluated satisfactory.
5.5. Questioning of graduates and analysis of the answers
A questioning of graduates of ETDV Bachelor studies was carried out; the forms of it
are enclosed in supplement BP9. 18 graduates were asked and they mentioned good
level of studies organisation in the program, effective individual teaching, and high
requirements to the quality of bachelor thesis.
Main objections to the process of studies are the following:
1 - material supply is not good enough;
2 – the volume of credit points for fundamental electrical engineering subjects is not
enough:
3 – the weight of important subjects is much less;
4 – the weight of laboratory works is not enough;
5 – the familiarisation with real devices is not enough;
6 – classes take place in large groups and lecturers do not know names of the students;
7 – in the most important subjects students would like to perform practical tasks, which
enforce knowledge in the best way.
Some respondents expressed a willing to have classes in evenings already at the 3rd year
of Bachelor studies, because many of them are busy at work.
5.6. Involving the students into the educational process
In the educational process students generally are involved participating in the
elaboration of laboratory installations under the supervision of experienced teachers. For
example, under the supervision of docent I.Galkin students O.Krievs and L.Bisenieks
performed complete sets for logical micro schemes of microprocessors and
microcontrollers operation and programming. Under the supervision of professor
I.Rankis at the laboratory of Industrial Electronics the laboratory work of a thyristor
regulator and installations for rectifiers investigation have been elaborated with an active
participating of student V.Brazis. Docent E.Blumbergs with student A.Bikshis made two
laboratory installations with frequency converters in the laboratory of Electronic
devices. Student A.Vitols continues the work with the installation “Device of power
factor improvement”.
6. Academic staff of the educational program
6.1. Number of academic staff
The total number of IEEI academic staff involved into CCET program is 8 persons
(Supplement BP 101.1):
1 – professor, Hab.Dr.sc., correspondent member of LZA Leonīds Ribickis,
2 – professor, Hab Dr.sc. Jānis Greivulis,
3 – professor, Hab.Dr.sc. Ivars Raņķis,
4 – docent, Dr.sc. Jānis Valeinis,
5 – docent, Dr.sc. Ilja Galkins,
6 – docent, Dr. Sc. Anastāsija Žiravecka,
7 – docent Edvīns Blumbergs,
8 – assisstants M.sc. Viesturs Bražis.
The following teachers of the professor group of Electrical Engineering and Theoretical
Basics of Electrical Engineering of the Institute of Industrial Electronics and Electrical
Engineering take part in the teaching of electrical professional subjects:
1 - professor, Hab.Dr.sc. Ivars Dūmiņš,
2 - asoc. professor,.Hab.Dr.sc. Ņikita Nadežņikovs,
3 - docent, Dr.sc. Jānis Briedis,
4 - docent, Dr.sc. Uldis Zītars,
5 – docent, Dr.sc. Ēriks Priednieks,
6 - docent, Dr.sc. Vladimirs Hramcovs,
7 – docent, Dr.sc. Uldis Antonovičs,
8 - M.sc. Andris Purviņš.
Academic staff
Table 6.1.
Position
Professors
Asoc.professors
Docents
Lekturers
Assistants
Number
13
6
6
2
1
Hab.Dr.sc.
13
Scientific degree
Dr.sc.
6
5
1
M.sc.
1
1
1
In the teaching of fundamental technical, humanitarian, social, economical subjects
and languages 19 lecturers more take part, their CV are enclosed in Supplement BP10.2.
Qualification of all academic staff corresponds to the aims and objectives of the
structural institution (IEEI) to perform CCET Bachelor Programme. Four of them are
advisors of LAS grant projects. Others are actively involved into performing grant
projects as well as into other research works in agreement in the area of automation of
electrical engineering devices.
IEEI specialists who are connected with Bachelor professional subjects, every year
realise investigations financed from state budget in volume 8,500 Ls, as well as they
perform research in agreement in 15,000 Ls volume.
The main investigations are connected with elaboration of modern semiconductor
electronic converters. In the middle of a year 15 scientific articles are published with
involving students of the Bachelor program into this work. Thus in 2001 Aivars Vilks
defended Bachelor’s thesis in investigation of semiconductors application and for this
work he obtained Latvenergo award.
Three persons from the academic staff are 30 years old and younger, professor
L.Ribickis is 54. Admittance of young lecturers is foreseen. Thus IEEI engineer Oskars
Krievs in 2002 had a practice in Turin TU, where he performed scientific and
pedagogical work..
6.2. Qualification of the academic staff
In 2001/2002 IEEI elaborates 5 investigations of financial grants of Latvian
Academy of Science (LAS) with the total cost 8,500 Ls. The investigations deal with a
new type of semiconductor converters elaboration and have connections with electrical
technologies. Scientific advisers of the grants are as follows:
1 – grant 01.0636 – IEEI professor Jānis Greivulis,
2 – grant 01.0638 – IEEI professor Ivars Raņķis,
3 – grants 01.639 un 01.640 – IEEI professor Leinīds Ribickis,
4 – grant 01.645 – IEEI docent Anastāsija Žiravecka.
In addition with these grants there are carried out Latvian Energy Company VAS
Latvenergo financed investigations with the annual cost 15,000 Ls, which deal with
semiconductor pulse controlled systems and power transmission over single wire.
The best students are involved in these investigations. For example in 2001
Bachelor student Aivars Vilks actively worked and got a reward of Latvenergo for
Bachelor’s work in the area of thyristor controlled reactors. Students Oskars Krievs,
Ainars Biksis, Oskars Plataiskalns and other participants of the Bachelor program are
also very active. Some students of department of correspondence learning also
participate in student investigations.
Scientific work of IEEI academic staff positively influences the realisation of the
educational program, because it involves students into research as well as provides
studies with modern devices.
Approximately all defended IEEI Bachelor’s theses are parts of scientific works and
they are evaluated positively.
6.3. Policy of development, training and renovation of academic staff
During the process of the staff renovation for the positions of professors and
associated professors the persons with Doctor’s degree can be elected in accordance
with the law of higher schools. RTU docents and head scientists should have Doctor’s
degree. Docents (head scientists) are elected for 6 years at Counsel of Faculty by
recommendation of a correspondent institute. To teach subjects for professional studies
persons without scientific degree could be elected, but they should have at least 10 years
of practical working experience in a correspondent area.
RTU lecturers, researchers and assistants could be persons with Master’s and
Doctor’s academic degree. Lecturers and assistants are elected at Counsel of faculty for
6 years. Professors, associated and docents are elected till the age of 65, but lecturers,
researchers and assistants – till pension age.
A continuous program of renovation of academic teaching staff of the Institute of
Industrial Electronics and Electrical Engineering is carried out. The stages of this
programme are: 1) choice of the best students and their joining to Doctoral Studies; 2)
election of docents at IEEI meetings; 3) election of docents at IEEI meetings after thesis
defending; 4) after 4-5 years of work at the position of a docent guiding a person to the
position of an associated professor. In the nearest future docents A.Žiravecka, I.Galkins,
V.Hramcovs are foreseen to be guided to positions of associated professors. V.Bražis
and A.Purviņsh are foreseen to be docents.
7. Financial sources and provision
Financial sources are:
1 – state budget,
2 – LAS grants,
3 – means of agreement investigations.
State budget, which provides realisation of CCET program at IEEI with salary funds,
is 25,000 Ls per year, therefore the average sum for one representative of the academic
staff involved into the Bachelor program is 3,000 Ls. Except salary funds state finances
for infrastructure provision are foreseen, these finances contain 8,000 Ls in connection
with realisation of CCET program.
Total financial budget together with LAS grants and agreement financed works is
56,000 Ls.
Particular sources for infrastructures provision are contributions, provided by
operating in Latvia electrical engineering companies. These companies ABB, Siemens,
General Electric, EK-systems and others in 2001/2002 provided the program with
modern frequency converters, controllers and other means of electrical technology
automation in the volume of 5,000 Ls
Special studies in CCET bachelor program can be performed in EPEF rooms
belonged to IEEI, that is an area of approximately 450m2 . These rooms are occupied
with 5 laboratory installations as well as they can be used as lecture-rooms for 50
student places.
Permanent work is carried out to increase financial technical support. One of the
types of this support is obtaining modern literature. 2,000 Ls were given to get foreign
literature in 2001/2002. 10 text-books in Latvian were published by own forces during
the last year, these are synopses of lectures with the total number of pages 1,000.
The text-books were issued by RTU publishing board in 300-500 copies. Financial
support to IEEI for edition and publishing was given in volume of 3,000 Ls. Publishing
house “Avots” issued a book “Iekārtu vadības elektroniskie elementi un mezgli”
(Electronic Elements and Junctions for Control of Equipment), 268 pp. written by
I.Raņķis, and J.Greivulis in 1997, financed by Soross fund.
During the last period of time in IEEI rooms for students of the Bachelor program 15
personal computers are installed, 5,000 Ls were given for this purpose from the means
of IEEI as well as 20 new laboratory installations for computerised automation were
performed.
8. External contacts
8.1. Contacts with employers
EEF IEEI graduates and students are necessary at the labour market. All graduates of
the Bachelor program find work at undertaking and servicing enterprises such as Riga
trams and trolleys park, VAS Latvenergo, PU "Rīgas Ūdens", SIA EK Sistēmas, SIA
Arcus Elektronika, SIA VEF KT, SIA Energy Line, SIA ABB Latvia, SIA Siemens
Latvia, SIA Danfoss Latvia and others.
RTU EEF actively co-operates with LETERA (Latvian Association of Electrical
Engineering and Electronic Manufactures) and its enterprises. Professor L.Ribickis is a
member of LETERA head board. LETERA is responsible for standards determination
in the area of electric engineering and electronics.
There are reports of employers given in Supplement. LETERA continuously is
anxious about the lack of young specialists in the area of conputerised control of
electrical technologies. We should mention such enterprises like SIA EK Sistēmas, VAS
Latvenergo un SIA ABB Latvia which provided IEEI with means for laboratories
arrangement and modernization. Thus EK Systems already four years running provides
IEEI laboratories of industrial electronics with 5,000Ls annually. SIA ABB Latvia has
gifted modern textbooks and frequency converters for modernization of laboratory class
of electric drive control.
8.2. Co-operation with similar educational programs in Latvia and abroad
In Latvia there are similar programs realised in LAE (Agriculture Academy) and
LMA (Maritime Academy), and IEEI academic staff successfully co-operates with them.
Thus I.Raņķis is also a LMA professor, but professor J.Greivulis co-operates with LAE
as well as LMA academic staff, leading common scientific projects.
In 2002 professor L.Ribickis is invited to give lectures in Tokyo Denki University in
Japan and Virje University in Brussels, Belgium.
8.3. Academic staff working abroad
Professor Ivars Raņķis worked as a visiting lecturer abroad (Tallinn TU) in
2001/2002. Professor I.Raņķis also admitted qualification classes in Stockholm’s KTH
Power Electronics professor group. Professor L.Ribickis is Member of Board of
European PEMC (Power Electronic and Motion Control) and constantly maintain a
coordinating connections with specialists of this branch all over Europe. Professor
J.Greivulis co-operates with Kharkov State technological university.
8.4. Number of foreign visiting lecturers in the program
In average two foreign visiting lecturers are invited each year. Thus in 2001
professor Francesko Profumo from Turine Technical university in Italy as well as docent
Juri Joller from Tallinn Technical university in Estonia and professor Shoji Nishikata
fron Tokyo Denki university in Japan gave lecturers at RTU EEF.
8.5. Students who study abroad for different educational programs
Many students of CCET Bachelor program have worked abroad during their
Bachelor studies (J.Berts in Turin, O.Krievs in Turin, M.Dumpis, A.Žurkovs, T.Podiņš,
M.Liepiņš, V.Pumpurs – in Stockholm’s KTH).
In 2001/2002 in RTU at the department of foreign students there was opened
anCCET Bachelor program named as “Industrial automation”, where at this moment
Aymen Bass a student from Lebanon is studying. Duration of the course is 3 years full
time studies.
Students of RTU EEF actively participate in international programs of students
exchange SOCRATES, Swiss – Baltic Net etc.
Perspective evaluation and plan of development of the
Bachelor program CCET
In bachelor educational program “Computerised control of electrical Technologies”
students get special knowledge in electrical engineering as well as in computer
technique application in automation. Such specialists are necessary in state’s economy
because more technologies are supplied with modern information devices that allows to
increase quality of operation.
For the perspectives of the program a large demand of specialists in this field could
be mentioned as well as good opinion from employers.
There are large and strong food production and textile manufacturing companies in
Latvia widely using computerised technologies, maintaining of which could demand
graduates of this program.
Also electric engineering industry is gradually renewed in Latvia and its production
nowadays is directly connected with computerised control and application of such a
technique. Foreigner companies distributing their modern equipment and technologies
also willingly co-operate with graduates of this field because of their well – motivated
knowledge of modern technologies and good practical skills, involving a language and
computer ones.
The main directions of development of CCET Bachelor educational program
are as follows:
1 – to improve technical base of laboratories, performing more works connected
with computers application for control of electrical technologies,
2 – to prepare and publish text-books in Latvian language for all specialised
study subjects,
3 – to involve gradually young lecturers into the work simultaneously providing
them with prospects of qualification improving and practice abroad,
4 – to enforce contacts with foreign higher schools in the area of similar
programs,
5 – to continue educational plans optimisation , elaborating together with other
state universities a general European curriculum in this field.
RIGA TECHNICAL UNIVERSITY
FACULTY OF ELECTRICAL AND POWER ENGINEERING
Institute of Industrial Electronics and Electrical Engineering
Educational Program
Name of program:
“Computerised Control of Electrical Technologies”
Level of studies:
Bachelor academic studies
Duration of studies:
3 years
Volume of studies:
120 credit points
Previous education:
Secondary or professional secondary
Academic degree after graduation: Bachelor of Science in Electrical Engineering
A. Compulsory subjects
1. Mathematics
2. Physics
3. Mechanics
4. Electricity and Magnetism
5. General Chemistry
6. Computer Science (basics)
7. Computer Science (special course)
8. Civil Defence
9. Economics
10. Models of Social Development
11. Supplementary Mathematics (for Electrical Engineering)
12. Theory of Probability and Mathematical Statistics
13. Introduction into Professional Field
14. Sports
15. Theoretical Fundamentals of Electrical Engineering
16. Computer Realization of Mathematical Tasks for Electrical Engineering
17. Electronic Devices
18. Electrical Measurements
19. Industrial Electronics
20. Electrical Machines
21. Basics of Regulation Theory
22. Digital Electronics and Computer’s Architecture
23. Circuits Theory
24. Theoretical fundamentals of Electric Drives
25. Electrical Supply
26. Programming Languages
27. Programming Technology
B. Subjects of compulsory choice
1. Professional subjects
1.1. Theoretical Fundamentals of Signals
1.2. Technological Equipment of Electrical Engineering
1.3. Control and Operation of Electric Drives
1.4. Basics of Production Systems Automation
1.5. Digital Electronics (Basics)
1.6. Electrical Micro machines
1.7. Fundamentals of Power Engineering
1.8. Application of Computers in Automation of Technological Processes
85 CP
9 CP
6 CP
2 CP
2 CP
2 CP
3 CP
2 CP
1 CP
3 CP
2 CP
2 CP
2 CP
1 CP
0 CP
6 CP
3 CP
4 CP
3 CP
3 CP
5 CP
2 CP
3 CP
5 CP
6 CP
2 CP
3 CP
3 CP
20 CP
13 CP
3 CP
5 CP
6 CP
3 CP
4 CP
3CP
3 CP
2 CP
1.9. Scientific seminar in Industrial Electronics
1.10 . Electron devices
1.11 . Electrical apparatus
2 CP
3 CP
3 CP
2. Humanitarian and social subjects
2.1. General Sociology
2.2. Fundamentals of Ethics
2.3. Politology
4 CP
2 CP
2 CP
2 CP
3. Languages
3.1. English language
3.2. German language
3.3. French language
3 CP
3 CP
3 CP
3 CP
C. Subjects of free choice
D. Final assessment
1. Bachelor thesis
5 CP
10 CP
10 CP
Total: 120 CP