Osnabrück Prof. dr. Antoon Ven, PhD, MSc PT, MSc MT.
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Transcript of Osnabrück Prof. dr. Antoon Ven, PhD, MSc PT, MSc MT.
Osnabrück
Prof. dr. Antoon Ven, PhD, MSc PT, MSc MT
IQ Phys und CPTE
Beurteilung von CPTE
aus ENPHE Sicht
unter Berücksichtigung
des Bologna-Prozesses
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 Continuing
PhysioTherapy Education
Bologna & CPTE: Conclusion
PART 1
European Network of Physiotherapy in Higher Education
Aim: bring together physiotherapy educational institutions in the European region for:1. Interaction and exchange of educational developments2. Convergence of PT educational programmes3. Development of a European dimension in PT curricula4. Facilitate mobility of staff and students5. Standards of high quality PT education in accordance
with the recommendations of WCPT6. Advance the body of knowledge of physiotherapy7. Collaborative research projects between PT institutions8. Exchange information with other national and
international bodies, organisations, and with the European authorities
ENPHE – Activities
Twice a year a conference:Twice a year a conference: Prague, Czech Republic, 4-6 October 2007Prague, Czech Republic, 4-6 October 2007
Valencia, Spain, 6-8 March 2008Valencia, Spain, 6-8 March 2008
Official co-operation between ER-WCPT and Official co-operation between ER-WCPT and
ENPHEENPHE 2nd conference on education, Stockholm, Sweden,2nd conference on education, Stockholm, Sweden,
25-26 September 2008 25-26 September 2008
Info: www.enphe.orgInfo: www.enphe.org
Erasmus Network
ETHIC
ENPHE’s Tuning Harmonic Innovative Curricula
project
Rationale
Many European Physiotherapy educational institutions areMany European Physiotherapy educational institutions are
rethinking and restructuring their curricula along the lines rethinking and restructuring their curricula along the lines
of theof the
Bologna Declaration at this moment Bologna Declaration at this moment
The appropriate time to join forces and expertise, The appropriate time to join forces and expertise,
encompassing aencompassing a
broader European perspective and leading to a higher broader European perspective and leading to a higher
quality andquality and
more cost-effective and widely distributed output more cost-effective and widely distributed output
Objective
To produce a document with guidelines
for European
flexible competence- and credit-based curricula
in higher education in physiotherapy
to be implemented at
individual physiotherapy educational institutions
Aim
To enhance transparency
of physiotherapy curricula
between European countries
leading to improved and increased mobility
of students, staff and physiotherapists
throughout Europe
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
PART 2
BOLOGNA
‘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
Bologna Action Lines (1)
Bologna Declaration (1999)
1. Adoption of a system of easily readable and comparable degrees
2. Adoption of a system essentially based on two cycles
3. Establishment of a system of credits
4. Promotion of mobility
5. Promotion of European co-operation in quality assurance
6. Promotion of the European dimension in higher education
Bologna Action Lines (2) Prague Communiqué (2001)
7. Lifelong learning
8. Higher education institutions and students
9. Promoting the attractiveness of the European Higher Education Area
Berlin Communiqué (2003)
10.European Higher Education Area and European Research Area: two pillars of the knowledge based society
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
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
Joint Quality Initiative Informal Group Dublin Descriptors (2002)
Typical characteristics for:
― 1st cycle: Bachelor
― 2nd cycle: Master
― 3rd cycle: PhD
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
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)
PART 3
LIFELONG LEARNING
&
CPTE
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
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, …)
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
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
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
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?
CPTE and the interrelations
Continuing Prof. Dev.
PT Specialisation
Continuing PT Education
Teaching
Research
CPTE
PTSCPD
Teach
MSc
PhD
1 2
3 4
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
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
CPTE in relation to teaching Developing physiotherapy teacher tracks
Importance to provide continuing development of teachers
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
Bologna & CPTE
CONCLUSION
Conclusion
Continuing Physiotherapy EducationContinuing Physiotherapy Education
is needed in the light of Lifelong Learning.is needed in the light of Lifelong Learning.
It requires new and more flexible ways of learningIt requires new and more flexible ways of learning
with quality assurance / quality control.with quality assurance / quality control.
The IQ-PHYS project is a good example of this.The IQ-PHYS project is a good example of this.
THANK YOU