Berufs- und beschäftigungspolitische Konsequenzen der akademischen

Primärqualifikation

- Am Beispiel Dänemarks

Gunner GamborgPresident

The Danish Association of Occupational Therapists: Ergoterapeutforeningenwww.etf.dk gg@etf.dk

The Search for Useful Competencies ….

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

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) 

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

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

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

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

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

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)

Occupational Therapy in Denmark

1 OT per 1000 inhabitantsLow unemployment (2,5 %)65 % employed in municipalities /

primary health care and social services 28 % employed in hospital sector /

specialized rehabilitation4,5 % employed in educational sector2,5 % employed within private sector

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

OT Research

Research areas:Occupational ScienceClinical studies

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

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!

Some of the New Challenges

Recruitment of competent educatorsBachelor level: a new dead end street?

Plans for Master? Ph.d?Research based education – how?

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?

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!