scholarly journals Systems for Quality Assurance in Pharmacy Education and Training in the European Union

Pharmacy ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Jeffrey Atkinson ◽  
Bart Rombaut ◽  
Antonio Pozo ◽  
Dimitrios Rekkas ◽  
Peep Veski ◽  
...  
Keyword(s):  
European Union ◽  
Quality Assurance ◽  
Education And Training ◽  
Pharmacy Education ◽  
The European Union ◽  
And Training

scholarly journals The COPHELA (Cooperation in Quality Assurance for Pharmacy Education and Training between Europe and Latin America) Project

Pharmacy ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Antonio Sánchez-Pozo ◽  
Afonso Cavaco ◽  
Paolo Blasi ◽  
Mariana Reynoso ◽  
Carlos Quirino-Barreda ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Latin America ◽  
Latin American ◽  
Education And Training ◽  
Pharmacy Education ◽  
The European Union ◽  
American Universities ◽  
Master Degree ◽  
Latin American Universities ◽  
And Training

COPHELA (Cooperation in Quality Assurance for Pharmacy Education and Training between Europe and Latin America), a collaborative project between the European Union (EU) and Latin America, will produce on-line courses for the master degree in pharmacy. The program runs from 2019 through 2021. It is funded by the Erasmus+ program of the Education, Audio-visual and Culture Executive Agency (EACEA) of the European Commission. The partners are EU and Latin American universities. These are accompanied by associated partners from EU and Latin American universities, as well as from governmental and non-governmental organizations, such as pharmacy chambers and educational associations. The project is coordinated by the University of Granada, Spain (first author of this paper). It will produce distance learning master degree courses in a dozen fields of specialized pharmaceutical science education and practice, ranging from patient care to industrial pharmacy. This paper describes the design of the project and is intended to evoke constructive comments. It also represents a call for the recruitment of additional associated partners.

scholarly journals Quality Assurance Systems in Education and Training in Europe

2014 ◽  
Vol 64 (1) ◽  
pp. 94-97
Author(s):  
Claudiu Sorin Voinia ◽  
Ana Tuşa ◽  
Carmen Simion
Keyword(s):  
European Union ◽  
Quality Assurance ◽  
Professional Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Member States ◽  
National Education ◽  
Eu Member States ◽  
And Training

Abstract Member States have a duty to compare and learn more about the national education and professional training. The objectives of this paper were to identify specific characteristics, developments and highlighting key priorities in coordinating the development of specific quality assurance processes in the European Union. The aim of this work was to present the quality assurance systems in vocational education and training systems in the Member States of the European Union. The results were to identify the extent to which national initiatives of EU member States show interest in the quality of education. Data from research can be useful in developing strategic sector development programs, and local schools

scholarly journals Assessable learning outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS WORKING Group

2020 ◽  
pp. 002367722096858
Author(s):  
Ismene A Dontas ◽  
Kenneth Applebee ◽  
Martje Fentener van Vlissingen ◽  
Viola Galligioni ◽  
Katerina Marinou ◽  
...  
Keyword(s):  
European Union ◽  
Learning Outcomes ◽  
Working Group ◽  
Mutual Recognition ◽  
Education And Training ◽  
The European Union ◽  
Member States ◽  
Starting Point ◽  
And Function ◽  
And Training

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel.

The Context for a European Framework for Psychologists' Training

2002 ◽  
Vol 7 (3) ◽  
pp. 169-179 ◽  
Author(s):  
José Maria Peiro ◽  
Ingrid Lunt
Keyword(s):  
European Union ◽  
Education And Training ◽  
The European Union ◽  
European Level ◽  
Global Context ◽  
European Context ◽  
European Universities ◽  
Common Framework ◽  
World Class ◽  
And Training

In this paper we analyze the context in which the European Framework for Psychologists Training was developed over a 2-year period 1999-2001. The increasingly global context in which European psychologists have to function suggests that the costs of not having a common framework are too great. Pressures by the European Union to promote mobility and convergence across the European member states create further impetus for a common framework. The wider European context provides an interesting tension between diversity and overarching common commitments and principles. It is suggested that the benefits of a common framework outweigh the disadvantages. These benefits include greater student and staff mobility, a clearer identity of European psychology, increased opportunities to attract world-class scholars to European universities, enhanced transparency of qualifications, and common solutions to problems at a European level. We argue that European psychology cannot afford not to have a common European framework for education and training and conclude with a projection and suggestion of what might be achieved in next 10 years.

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