Osnabrück

1. Osnabrück Prof. dr. Antoon Ven, PhD, MSc PT, MSc MT

2. IQ Phys und CPTE Beurteilung von CPTEaus ENPHE Sichtunter Berücksichtigungdes Bologna-Prozesses

3. The view of ENPHE on continuing PT-educationin relation to the Bologna process • European Network of Physiotherapy in Higher Education (ENPHE) • The Bologna Process • LifeLong Learning in relation to ContinuingPhysioTherapy Education • Bologna & CPTE: Conclusion

4. PART 1

5. European Network of Physiotherapy in Higher Education • Aim: bring together physiotherapy educational institutions in the European region for: • Interaction and exchange of educational developments • Convergence of PT educational programmes • Development of a European dimension in PT curricula • Facilitate mobility of staff and students • Standards of high quality PT education in accordance with the recommendations of WCPT • Advance the body of knowledge of physiotherapy • Collaborative research projects between PT institutions • Exchange information with other national and international bodies, organisations, and with the European authorities

6. ENPHE – Activities • Twice a year a conference: • Prague, Czech Republic, 4-6 October 2007 • Valencia, Spain, 6-8 March 2008 • Official co-operation between ER-WCPT and ENPHE • 2nd conference on education, Stockholm, Sweden, 25-26 September 2008 • Info: www.enphe.org

7. Erasmus Network ETHIC ENPHE’s Tuning Harmonic Innovative Curricula project

8. Rationale • Many European Physiotherapy educational institutions are rethinking and restructuring their curricula along the lines of the Bologna Declaration at this moment • The appropriate time to join forces and expertise, encompassing a broader European perspective and leading to a higher quality and more cost-effective and widely distributed output

9. Objective To produce a document with guidelinesfor Europeanflexible competence- and credit-based curriculain higher education in physiotherapyto be implemented atindividual physiotherapy educational institutions

10. Aim To enhance transparencyof physiotherapy curriculabetween European countriesleading to improved and increased mobilityof students, staff and physiotherapiststhroughout Europe

11. The major areas • Description of competences • generic and subject-specific competences • their components • based on a consultation at European level and relevant national levels of different stakeholders • Learning/teaching & assessment • Designing competence based curricula • Quality management and assurance

13. PART 2 BOLOGNA

14. ‘Europeanation’  Educational developments • Luxembourg process (1997) • One European labour marked • Lisbon declaration (2000) • EU most competitive and dynamic knowledge-based economy • Bologna-Prague-Berlin-Bergen process (1999-…) • One European higher education area

15. Bologna Action Lines (1) • Bologna Declaration (1999) • Adoption of a system of easily readable and comparable degrees • Adoption of a system essentially based on two cycles • Establishment of a system of credits • Promotion of mobility • Promotion of European co-operation in quality assurance • Promotion of the European dimension in higher education

16. Bologna Action Lines (2) • Prague Communiqué (2001) • Lifelong learning • Higher education institutions and students • Promoting the attractiveness of the European Higher Education Area • Berlin Communiqué (2003) • European Higher Education Area and European Research Area: two pillars of the knowledge based society

17. TUNING • Tuning Educational Structures in Europe (2000) • Started by a group of Universities • Links political objectives from Bologna to higher education • Methodology to understand curricula and make them comparable • Mobility purposes

18. Competences – Learning Outcomes • Competences: • Represent a dynamic combination of knowledge/insight, skills and attitudes. • Formed in various course units & assessed at different stages • Learning Outcomes: • Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning • Can refer to a single course unit, module, a period of studies (first or second cycle programme) • Specify the requirements for award of credit

19. Joint Quality Initiative Informal Group • Dublin Descriptors (2002) • Typical characteristics for: • 1st cycle: Bachelor • 2nd cycle: Master • 3rd cycle: PhD

20. Two meta-frameworks (1) • Bologna Working Group on Qualifications Framework (2004) • Report on a Framework for Qualifications of the European Higher Education Area • Objectives: • International transparency • Recognition • Mobility

21. Two meta-frameworks (2) • European Qualifications Framework for Lifelong Learning (2006) • Proposed by the European Commission • Based on learning outcomes and competences • Objectives: • Compare competences between countries and educational systems • Promote lifelong learning • European Credits for Vocational Education and Training (ECVET)

22. PART 3 LIFELONG LEARNING & CPTE

23. LLL and CPTE • LLL: "all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective" • acquiring and updating all kinds of abilities, interests, knowledge and qualifications • from pre-school to post-retirement • development of competences that will enable each citizen to: • adapt to the knowledge-based society • actively participate in all spheres of social and economic life • taking more control of his or her future

24. LLL and CPTE • Valuing all forms of learning • formal learning (university degree, …) • non-formal learning (vocational skills at workplace, ..) • informal learning (parents learning ICT from children, …)

25. LLL and CPTE • Learning opportunities available to all citizens on an ongoing basis: • individual learning pathways • Depending on the learner and their learning requirements there is a need for a variation of: • content of learning • the way learning is accessed • where it takes place

26. LLL and CPTE • Providing "second chances“ • update basic skills • offering learning opportunities at more advanced levels • Implications: • formal systems of provision need to become much more open and flexible • tailored to the needs of the learner

27. LLL and CPTE • Six essential elements: • Partnership working: public authorities and universities, … • Insight into the demand for learning • Adequate resources: more investment in learning • Facilitating access to learning opportunities • Creating a learning culture • Striving for excellence: quality control

28. LLL and CPTE • Lifelong Learning: “Graduation is not an end, but a start…” • Same system for all types of CPTE? • Private initiatives? • Official Educational institutions? • New learning strategies? • Development of new learning tools? • Importance of ICT? • Accreditation? • Registration?

29. CPTE and the interrelations CPD PTS 1 2 Continuing Prof. Dev. PT Specialisation Continuing PT Education Teaching Research CPTE 3 4 MSc PhD Teach

30. CPTE in relation to CPD • CPD through competences acquired elsewhere (profession) • CPD through further education • Importance of ICT • Quality assurance via accreditation of programmes / institutions • Registration of CPD • Influence of CPD on income/reimbursement

31. CPTE in relation to PTS • General physiotherapists versus specialists in an area of physiotherapy e.g. Manual Therapy • PTS through further education • Importance of ICT • Quality assurance via accreditation of programmes / institutions • Registration of PTS • Influence of PTS on income/reimbursement

32. CPTE in relation to teaching • Developing physiotherapy teacher tracks • Importance to provide continuing development of teachers

33. CPTE in relation to research • Developing research tracks to develop the profession • Provide education for graduates to become researchers • Master of Science programmes in physiotherapy • Doctoral programme in Physiotherapy

34. Bologna & CPTE CONCLUSION

35. Conclusion Continuing Physiotherapy Education is needed in the light of Lifelong Learning. It requires new and more flexible ways of learning with quality assurance / quality control. The IQ-PHYS project is a good example of this.

36. THANK YOU