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Berufs- und beschäftigungspolitische Konsequenzen der akademischen Primärqualifikation

Berufs- und beschäftigungspolitische Konsequenzen der akademischen Primärqualifikation. - Am Beispiel Dänemarks Gunner Gamborg President The Danish Association of Occupational Therapists: Ergoterapeutforeningen www.etf.dk gg@etf.dk. The Search for Useful Competencies ….

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Berufs- und beschäftigungspolitische Konsequenzen der akademischen Primärqualifikation

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  1. Berufs- und beschäftigungspolitische Konsequenzen der akademischen Primärqualifikation - Am Beispiel Dänemarks Gunner Gamborg President The Danish Association of Occupational Therapists: Ergoterapeutforeningen www.etf.dkgg@etf.dk

  2. The Search for Useful Competencies ….

  3. 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

  4. Structure of Higher Education in Denmark 1 • 8 UNIVERSITIES under Ministry of Science, Technology and Innovation. Conduct research and offer research-based undergraduate and post graduate programmes comprising Bachelor, Candidatus, and PhD degrees as well as the Diploma and Master degrees (continuing adult education) 

  5. Structure ofHigher 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

  6. Gesundheitsfachberufen • 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

  7. 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

  8. 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

  9. 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

  10. The OT Profession as an Example • 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)

  11. 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

  12. 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

  13. OT Research • Research areas: • Occupational Science • Clinical studies

  14. 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

  15. The Pressure on Further EducationThe Market is there! • 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!

  16. 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?

  17. 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?

  18. 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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