OCCUPATIONAL THERAPY EDUCATION

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OCCUPATIONAL THERAPY EDUCATION

• Implementing a new discipline in the country
• At what level?
• Matching with Europe
• What are the conditions?
• By Hanneke van Bruggen

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JOINT ACTION PROGRAMMESocrates, Leonardo, Youth

• Facilitation and Participation of Young Persons
  with Disabilities in an Enlarged Europe
• Through the implementation of OT education with
  a flexible Bachelors/ Masters/ Postgraduate
  structure
• And the recognition of the OT profession in
  BG/HU/RO

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Definition of OTENOTHE (2000)

• Occupational therapy uses a client centred
  approach through the medium of activity to enable
  occupational performance and promote well being
  within the environment, in order to enhance
  quality of life

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Terminology

• Enabling Empowerment
• Quality of Life
• Meaningful Activity
• Occupational performance

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OCCUPATIONAL 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

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TUNING WITH THE BOLOGNA BERLIN COMMUNIQUÉ

• The Bologna/Berlin Communiqué
• Overview of the Occupational Therapy Education
  and Practice in Europe
• The European Policy concerning Disability
• The TUNING Process in Occupational Therapy
  Education

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BERLIN COMMUNIQUÉBOLOGNA PROCESS

• Adoption of a system of easily readable and
  comparable degrees (International
  Diploma-supplement)
• Increasing international competitiveness

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OBJECTIVES 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

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Occupational Therapy Practice and Education
Figures in Europe

• GROWTH
• Practice 40-50 over 5 years in Europe
• Education 70 new Occupational Therapy
  institutes in Europe

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Number of practising occupational therapists in
Europe
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NUMBER OF PRACTISING OCCUPATIONAL THERAPISTS PER
100.000 INHABITANTS
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Geographical distribution of the occupational
therapy educational institutes in Europe BA-level
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Geographical distribution of the occupational
therapy MA- education in Europe
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(No Transcript)
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Overall 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

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contributing 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

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Foundations 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

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• 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

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The 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

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WHY 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)

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World Federation of Occupational Therapists

• Minimum Educational Standards
• Code of Ethics

• (http//www.wfot.org.au)

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Essential Areas for Competent Practice at the
Graduate Level
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(http//www.cotec-europe.org)
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COTEC 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
• A regulated profession
• Curriculum Guidelines of ENOTHE

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Curriculum Guidelines
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CURRICULUM 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

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TUNING 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

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A 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

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A 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

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Tuning 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
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Challenge 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

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Recommendations

• Faculty / domain where to start? Health and or
  social sciences (as long as the competences are
  the same)
• Level of education? BA-entry level to the
  profession
• Recognition of the profession by the ministry of
  health
• Who can teach the core subject? As a temporary
  measure to allow the qualified OTs to teach in
  the universities