Transcript Dias nummer 1 - HV-Gesundheitsfachberufe.de

Berufs- und beschäftigungspolitische
Konsequenzen der akademischen
Primärqualifikation
- Am
Beispiel Dänemarks
Gunner Gamborg
President
The Danish Association of Occupational Therapists: Ergoterapeutforeningen
www.etf.dk [email protected]
The Search for Useful Competencies ….
Higher Education in Denmark
The sector of Higher Education in
Denmark is a national matter, governed
by
 the Ministry of Education and
 the Ministry of Science, Technology and
Innovation
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Structure of
Higher Education in Denmark 1
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8 UNIVERSITIES under Ministry of
Science, Technology and Innovation.
Conduct research and offer researchbased undergraduate and post graduate
programmes comprising Bachelor,
Candidatus, and PhD degrees as well
as the Diploma and Master degrees
(continuing adult education)
Structure of
Higher Education in Denmark 2
8 University Colleges. Medium cycle
higher education (not research) such
as Professional Bachelor and Diploma
degrees (continuing adult education)
under the Ministry of Education
 10 academies of professional higher
education offering short cycle
professionally oriented programmes
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Gesundheitsfachberufen
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Nurses
Midwifes
Physiotherapists
Occupational Therapist
Teachers / Speech Therapists
Radiographers etc etc
These professions all belong to the University
Colleges.
- Individual professional ”schools” no longer
exist
Developments and consequences
Major institutional changes in higher
education: merging from 200 small
highschools into 8 University Colleges
 Pressure on professional quality,
documentation and utility of the services
 Problems with sufficient recruitment of
students
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Developments and consequences
Goal: Professional authonomy and
support of potential research topics
within the different professions
 Strong international inspiration and
pressure: Bologna, EU labour market,
global contact
 Financial problems and the relation
between tax-paid / insurance and private
fundings
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Societal demands for higher level of
education
”What works?” ”We know more than we
can afford to provide..”
 Evidense-based documentation.
Demands from decision makers and tax
payers
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The OT Profession as an Example
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The transition going from a 3 year
diploma training with OT practice as the
single goal, to a 3½ years professional
bachelor degree with two goals: OT
practice and the foundation for
postgraduate, life-long education and
development. (National Executive Order
(Erlass) 2001)
Occupational Therapy in Denmark
1 OT per 1000 inhabitants
 Low unemployment (2,5 %)
 65 % employed in municipalities /
primary health care and social services
 28 % employed in hospital sector /
specialized rehabilitation
 4,5 % employed in educational sector
 2,5 % employed within private sector
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Occupational Therapy Education
Professional Bachelor Degree since 2001 → National
Authorization by the National Board of Health
 University Colleges – OT education in 7 cities
 3½ years = 210 ECTS-points
 One national study programme / curriculum
 Teachers of the programme must have a level of
qualification that is higher than bachelor level
 No national university master in occupational therapy
– but part of the European Master of Science Degree
in Occupational Therapy
 Master of Rehabilitation, University of Southern
Denmark
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OT Research
Research areas:
 Occupational Science
 Clinical studies
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Occupational Therapy Research
Research Unit for Occupational Therapy,
University of Southern Denmark,
financially supported by The Danish
Association of Occupational Therapists A small research environment in the
making!
 Researchers with OT background:
- 10 PhD’s & 10 PhD-students
- 1 Medical Doctor’s Degree
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The Pressure on Further Education
The Market is there!
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A survey from 2009 shows that OTs are
educationally and developmentally oriented:
 30 % of OTs educated after 2001 (the bachelor
reform) want a Master Degree (5 % have
already graduated)
 40 % of OTs educated efter 2001 want a
Diploma Degree (at Bachelor level) (12 %
have already got it)
 Diploma and master programmes are not free
but charge a tuition fee – a big challenge for
employers!
Some of the New Challenges
Recruitment of competent educators
 Bachelor level: a new dead end street?
Plans for Master? Ph.d?
 Research based education – how?
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Some of the New Challenges 2
National / Bundesländer cooperation in
the future?
 How to handle different professional
entry education at Fachschule –
Fachhochschule – Universität levels.
 A-B-C Leagues?
 Different career plans?
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Go ahead!
We are all waiting for a strong and
professional inspiration from Germany!
 Die Gesundheitsfachberufen need the
academic inspiration and the Universities
need the professional contributions.
 Viel Glück!
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