Berufs und beschftigungspolitische Konsequenzen der akademischen Primrqualifikation Am

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 ….

Higher Education in Denmark l The sector of Higher Education in Denmark is a national matter, governed by l the Ministry of Education and l the Ministry of Science, Technology and Innovation

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

Structure of Higher Education in Denmark 2 l 8 University Colleges. Medium cycle higher education (not research) such as Professional Bachelor and Diploma degrees (continuing adult education) under the Ministry of Education l 10 academies of professional higher education offering short cycle professionally oriented programmes

Gesundheitsfachberufen Nurses Midwifes Physiotherapists Occupational Therapist Teachers / Speech Therapists Radiographers etc These professions all belong to the University Colleges. - Individual professional ”schools” no longer exist l l l -

Developments and consequences l Major institutional changes in higher education: merging from 200 small highschools into 8 University Colleges l Pressure on professional quality, documentation and utility of the services l Problems with sufficient recruitment of students

Developments and consequences l Goal: Professional authonomy and support of potential research topics within the different professions l Strong international inspiration and pressure: Bologna, EU labour market, global contact l Financial problems and the relation between tax-paid / insurance and private fundings

Societal demands for higher level of education l ”What works? ” ”We know more than we can afford to provide. . ” l Evidense-based documentation. Demands from decision makers and tax payers

The OT Profession as an Example l 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)

Occupational Therapy in Denmark l 1 OT per 1000 inhabitants l Low unemployment (2, 5 %) l 65 % employed in municipalities / primary health care and social services l 28 % employed in hospital sector / specialized rehabilitation l 4, 5 % employed in educational sector l 2, 5 % employed within private sector

Occupational Therapy Education l l l l 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

OT Research l Research areas: l Occupational Science l Clinical studies

Occupational Therapy Research l 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! l Researchers with OT background: - 10 Ph. D’s & 10 Ph. D-students - 1 Medical Doctor’s Degree

The Pressure on Further Education The Market is there! A survey from 2009 shows that OTs are educationally and developmentally oriented: l 30 % of OTs educated after 2001 (the bachelor reform) want a Master Degree (5 % have already graduated) l 40 % of OTs educated efter 2001 want a Diploma Degree (at Bachelor level) (12 % have already got it) l Diploma and master programmes are not free but charge a tuition fee – a big challenge for employers! l

Some of the New Challenges l Recruitment of competent educators l Bachelor level: a new dead end street? Plans for Master? Ph. d? l Research based education – how?

Some of the New Challenges 2 l National / Bundesländer cooperation in the future? l How to handle different professional entry education at Fachschule – Fachhochschule – Universität levels. l A-B-C Leagues? l Different career plans?

Go ahead! l We are all waiting for a strong and professional inspiration from Germany! l Die Gesundheitsfachberufen need the academic inspiration and the Universities need the professional contributions. l Viel Glück!