Title: OCCUPATIONAL THERAPY EDUCATION
1OCCUPATIONAL THERAPY EDUCATION
- Implementing a new discipline in the university
- Matching with Europe
- What are the conditions?
- By Hanneke van Bruggen
2OCCUPATIONAL THERAPY participating in the
European HIGHER EDUCATION Area
- The Bologna/Berlin communiqué
- The TUNING process
- Recommendations on mobility of health
professionals (EU Health policy forum, Brussel,
dec.2003) - The Council conclusions on the follow up of the
Year of People with disabilities - A European action plan for equal opportunities
for people with disabilities - Towards a Europe for all ages
- Research in occupational therapy and occupational
science
3 TUNING WITH THE BERLIN COMMUNIQUÉ
- The Berlin Communiqué
- Overview of the Occupational Therapy Education
and Practice in Europe - The European Policy concerning Disability
- The TUNING Process in Occupational Therapy
Education
4BERLIN COMMUNIQUÉBOLOGNA PROCESS
- Adoption of a system of easily readable and
comparable degrees (International
Diploma-supplement) - Increasing international competitiveness
5OBJECTIVES OF BOLOGNA
- Two main cycles, Bachelors and Master
- Berlin PHD
- A system of credits (ECTS)
- PROMOTION OF
- MOBILITY OF STUDENTS AND TEACHERS
- EUROPEAN CO-OPERATION IN QUALITY ASSURANCE
- THE NECESSARY EUROPEAN DIMENSIONS
6Occupational Therapy Practice and Education
Figures in Europe
- GROWTH
- Practice 40-50 over 5 years in Europe
- Education 70 new Occupational Therapy
institutes in Europe
7Geographical distribution of the occupational
therapy educational institutes in Europe BA-level
8Geographical distribution of the occupational
therapy MA- education in Europe
9Overall aim contributing to shaping society in a
fully inclusive way
- Enhancing individual rights
- The right of persons with disabilities to benefit
from measures to ensure their independence,
social and occupational integration and
participation in the life of the community - Making the environment more accessible through
elimination of barriers - It has become crucial to ensure the removal of
technical, legal and attitudinal barriers and to
empower persons with disabilities to tap the
information society potential -
10contributing to shaping society in a fully
inclusive way (2)
- Encouraging inclusion through employment the
European Employment Strategy, the structural
funds and the modernisation of social protection - Shift from long term dependency on passive
welfare benefits to active labour market measures - Fostering social integration and fighting against
marginalisation (Social inclusion process) - The EC want appropriate indicators to measure
progress towards eradication of poverty and
social exclusion - Empowering and enhancing structures in society
which sustain participation - Preventive strategies including physical end
mental activity and changing lifestyles -
11Foundations of ICF
- Human Functioning - not merely
disability - Universal Model - not a minority
model - Integrative Model - not merely medical
or social - Interactive Model - not linear
progressive - Parity - not
etiological causality - Context - inclusive - not person alone
- Cultural applicability - not western
concepts - Operational - not theory
driven alone - Life span coverage - not adult driven
12WFOT definition
- Occupational therapy is a profession concerned
with promoting health and well being through
occupation. The primary goal of OT is to enable
people to participate in the activities of
everyday life. Occupational therapists achieve
this outcome by enabling people to do things that
will enhance their ability to participate or by
modifying the environment to better support
participation
13- The TUNING project is a project by and for
universities. - It is the Universities response to the challenge
of the Bologna Declaration - TUNING MOTTO
- Tuning of educational structures and programmes
on the basis of diversity and autonomy - Website
- http//europa.eu.int/comm/education/socrates/
- TuningProject
14The Tuning Methodology
- Line 1 Generic competences
- Consultation with graduates, employers and
academics on the importance of 30 generic
competences - Line 2 Subject specific competences (knowledge,
understanding and skills) - Mapping of subject areas and development of
common reference points and subject specific
competences of each discipline - Line 3 ECTS as a European credit accumulation
system new perspectives - Development of ECTS as a tool for programme
design basis is student workload measured in
time. - Line 4 Mapping of approaches to teaching /
learning and assessment in different countries - Line 5 Quality enhancement
15WHY TUNING at European level?
- The objectives
- To implement the Bologna - Prague - Berlin
process on university level - To find ways to implement two cycles
- To identify common reference points from
discipline and university perspective - To develop professional profiles and comparable
and compatible learning outcomes - To facilitate employability by promoting
transparency in educational structures (easily
readable and comparable degrees) - To develop a common language which is understood
by all stakeholders (Higher education sector,
employers, professional bodies)
16World Federation of Occupational Therapists
- Minimum Educational Standards
- Code of Ethics
17Essential Areas for Competent Practice at the
Graduate Level
18(http//www.cotec-europe.org)
19COTEC Standard of Practice
- Occupational Therapy Education
- Ensure the Minimum standards of the WFOT
- Ensure that the standards comply with
- European Higher Directive on a General System for
the recognition of Higher education diplomas - Curriculum Guidelines of ENOTHE
20Curriculum Guidelines
21CURRICULUM GUIDELINES
- The philosophy
- people
- health and well being
- Activity/occupation
- What is a competent OT
- Guiding principles for curriculum design
- Quality assurance system
- Fieldwork (1000 hours)
- Research
22TUNING METHODOLOGY learning outcomes and
competences
- Steps in designing degrees
- 1. Identification of social needs
- 2. Definition of academic and professional
profiles translation into learning outcomes and
generic and subject specific competences - 3. Translation into curricula
- 4. Translation into modules and approaches
towards teaching, learning and assessment - 5. Programme quality assurance built in
monitoring, evaluation and updating procedures - Management Committee
23A methodology for designing, planning and
implementing curricula
- Traditional methodology
- developed in a national context largely for
mono-disciplinary study programmes - intended for educating graduates with a
traditional profile - focussing on knowledge and content
- Approach
- staff / teacher oriented
- compulsory subjects to be covered
- input oriented
- Management Committee
24A methodology for designing, planningand
implementing curricula
- Tuning approach
- student centred
- definition of academic and professional profiles
- definition of learning outcomes
- identifying generic and subject specific
competences - output oriented curricula
- Tuning methodology and model
- appropriate for mono-disciplinary, inter- and
multidisciplinary, integrated and joint degree
programmes - valid for graduates with wide range of profiles
- focussing on competences
- Management Committee
25Tuning model for European comparable degrees
IDENTIFICATION OF SOCIAL NEEDS
CONSULTATION AT EUROPEAN LEVEL
LOCATION OF RESOURCES
EMPLOYERS AND OTHER STAKEHOLDERS
ACADEMIC COMMUNITY COMMON REFERENCE POINTS
PROFESSIO-NALS AND PROFESSIO-NAL BODIES
- ACADEMIC RESOURCES
- ORGANISATIONAL RESOURCES
- FINANCIAL RESOURCES
- STRATEGIC ALLIANCES WITH OTHER BODIES
DEFINITION OF ACADEMIC AND PROFESSIONAL PROFILES
- TRANSLATION INTO DESIRED LEARNING OUTCOMES
- GENERIC COMPETENCES
- SUBJECT SPECIFIC COMPETENCES
TRANSLATION INTO EDUCATIONAL UNITS AND ACTIVITIES
TO ACHIEVE DEFINED LEARNING OUTCOMES
- TRANSLATION INTO CURRICULA
- CONTENT (KNOWLEDGE, UNDERSTANDING AND SKILLS)
- STRUCTURE (MODULES AND CREDITS)
ASSESSMENT
PROGRAMME QUALITY ASSURANCE
APPROACHES TO TEACHING AND LEARNING
26Challenge for the RO, BG and HU universities
- To develop an OT degree programme at BA - level
based on occupation, research and strongly
related to disability policies and the ENOTHE
-TUNING process - To develop national and international links with
disability groups and OT professionals - To develop OT research
27What are the motives to start OT education?
- Each university present will give its opinion on
- How do you want to start?
- At what level?
- Who will teach?
28Discussion/ Recommendation issues
- Faculty / domain where to start?
- Level of education?
- Who will teach?