1. Berufs- und beschäftigungspolitische Konsequenzen der akademischen Primärqualifikation - Am Beispiel Dänemarks Gunner Gamborg President The Danish Association of Occupational Therapists: Ergoterapeutforeningen www.etf.dkwww.etf.dk gg@etf.dkgg@etf.dk

2. The Search for Useful Competencies ….

3. 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

4. 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)

5. Structure of Higher 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

6. 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

7. 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

8. 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

9. 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

10. 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)

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

12. 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

13. OT Research Research areas: Occupational Science Clinical studies

14. 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

15. The Pressure on Further Education The 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!

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

17. 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?

18. 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!