1. PERFORMANCE OF VETERINARY STATUTORY BODIES CURRENT SITUATION AND EVOLUTION IN BRAZIL

2. HISTORY OF VETERINARY MEDICINE IN BRAZIL A BRIEF REVIEW

3. THE BRAZILIAN VSB SYSTEM (FEDERAL AND REGIONAL STATUTORY BODIES) WAS CREATED IN 1968, (LAW 5.517 ) STRUCTURE AND ORGANIZATION OF THE VSB SYSTEM IN BRAZIL ONE FEDERAL COUNCIL AND 27 STATE COUNCILS ANIMAL HUSBANDRY BECAME A PROFESSION IN 1968 (LAW 5.550) UNDER THE SCOPE OF THE OF THE VSB. BRIEF HISTORY OF THE VSB IN BRAZIL

4. MISSION AND ACHIEVEMENTS TO SUPERVISE THE STANDARDS OF THE VETERINARY PROFESSION REGISTRATION OF ALL PROFESSIONALS IN THE COUNTRY REGISTRATION OF ENTERPRISES DEALING IN THE VET MARKET PROFESSIONAL ETHICS TRIBUNAL AND OTHER PENALTIES VSB AND THE CREATION/EVALUATION OF VET SCHOOLS TECHNICAL SUPPORT TO THE MINISTRY OF EDUCATION IN THE EVALUATION OF PERFORMANCE OF VET SCHOOLS RECENT DEVELOPMENTS CONCERNING QUALITY OF VET EDUCATION

5. FEW NUMBERS CONCERNING VETERINARY EDUCATION IN BRAZIL In 1991, there were 33 Veterinary Educational Establishments –VEEs in Brazil. In 2013, they are approximately 197 In 2011, the VEEs offered 18.147 places, of which 74% were taken In the same year, a total of 6.675 professionals graduated In average, 5 thousand professionals graduate per year 70% of all schools are private Approximately 92,600 Veterinarians are registered in the country

6. 0/2 0/1 0/4 0/0 1/2 1/3 0/2 1/2 0/4 1/9 1/5 0/2 1/4 0/1 1/3 4/26 0/6 3/15 5/12 1/10 2/24 9/44 Evolution in the number of VEEs per State - Brazil, 1991 - 2013 0/1 1/3 0/1 Total 2013 = 197 Vet Schools ! 1/7 Source: CFMV

7. THE VSB AND THE VETERINARY EDUCATION IN BRAZIL AREAS OF INTERACTION OF VSB WITH THE VEEs National Commission on Veterinary Education –guidance to VEEs in evaluating and structuring curricula of Vet and animal husbandry courses National Workshops on Teaching Veterinary Medicine 20 th. Version – humanistic competences are needed ! Internship Program for graduates, launched by VSB in 2006 and recognised by the Ministry of Education in 2012. 70% of Internship Programs evaluated by 2008 were approved Only 8% of the Internships were on animal health/public health

8. VSB PROPOSALS AND ACHIEVEMENTS National Exams for Professional Certification carried out from 2002- 2005, under evaluation Proposed Law Reform Project: reinstate the National Exams register the para-professionals in the VSBs.

9. OIE MINIMUM COMPETENCIES OF A DAY-ONE VETERINARY GRADUATE AND GOVERNANCE OF NATIONAL VETERINARY SERVICES …..COMPETENCIES MEAN: knowledge: cognitive abilities, meaning mental skills skills: ability to perform specific tasks attitude: affective abilities, meaning feelings and emotions, and aptitude: a student’s natural ability, talent, or capacity for learning ….COMPETENCIES ARE: Specific: related to the basic knowledge/skills of the veterinary science Advanced: related to the administrative/managerial aspects of the profession ``High quality veterinary education is of critical importance to efficient Veterinary Services and improving the quality of veterinary education is therefore a key component of any plan to improve governance of Veterinary Services``* *OIE recommendations on the Competencies of graduating veterinarians (‘Day 1 graduates’) to assure National Veterinary Services of quality * OIE recommendations on the Competencies of graduating veterinarians (‘Day 1 graduates’) to assure National Veterinary Services of quality

10. OIE MINIMUM COMPETENCIES OF A DAY- ONE VETERINARY GRADUATE SPECIFIC  Epidemiology  Transboundary animal  Zoonoses (including food borne diseases)  Emerging and re- emerging diseases  Disease prevention and control programmes  Food hygiene  Veterinary products  Animal welfare  Veterinary legislation and ethics  General certification procedures  Communication skills

11. OIE MINIMUM COMPETENCIES OF A DAY-ONE VETERINARY GRADUATE ADVANCED:  Organisation of Veterinary Services  Inspection and certification procedures  Management of contagious disease  Food hygiene  Application of risk analysis  Research  International trade framework  Administration and management

12. OIE MODEL CORE VETERINARY CURRICULUM Contribution of the OIE to the strengthening of vet education Relationship with the minimum requirements for Day 1 Grads. Countries have a variety of educational systems MCVC must be adjusted to reflect the length degree program and pre- course requirements in each country MCVC assumes that students have a solid understanding of basic sciences (e.g., chemistry and physics),and Arts and Humanities as required by Vet School. Should be adapted to the reality of each country`s educational guidelines. Can be implemented through a twinning program between Vet Schools of member countries.

13. WHAT SHOULD BE THE DAY-ONE COMPETENCIES FOR A GRADUATE TO WORK IN A PUBLIC INSTITUTION? WHAT CAN BE EXPECTED FROM A GRADUATE WHO WOULD JOIN REGULATORY AGENCY? HOW CAN THE VSB CONTRIBUTE TO THE TAILORING A VET GRADUATE TO THE NEEDS OF NVSs THE VSB AND THE NATIONAL VETERINARY SERVICES

14.  Veterinary Medicine as a profession in Brazil is a recent occurrence.  The regulation of the profession is less than 50 years old.  There are more than 92,600 registered professionals in the country, but just 6 000 of them are on regulatory agencies.  Number of vet schools grew 6-fold in the country in the last 22 years  The growth of the agricultural sector, in the last 20 years demanded technical support  International markets and health certification requests skilled professionals  The regulatory agencies need a specialized professional  More internship programs on regulatory agencies CONCLUSIONS