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