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-education in 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 developments 2.Convergence of PT educational programmes 3.Development of a European dimension in PT curricula 4.Facilitate mobility of staff and students 5.Standards of high quality PT education in accordance with the recommendations of WCPT 6.Advance the body of knowledge of physiotherapy 7.Collaborative research projects between PT institutions 8.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 2007 Prague, Czech Republic, 4-6 October 2007 Valencia, Spain, 6-8 March 2008 Valencia, Spain, 6-8 March 2008 Official co-operation between ER-WCPT and ENPHE Official co-operation between ER-WCPT and ENPHE 2nd conference on education, Stockholm, Sweden, September nd conference on education, Stockholm, Sweden, September 2008 Info: Info:

Erasmus Network ETHIC ENPHEs Tuning Harmonic Innovative Curricula project

Rationale Many European Physiotherapy educational institutions are rethinking and restructuring their curricula along the lines of the Bologna Declaration at this moment 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 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

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

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 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.

THANK YOU