Mainstreaming occupational safety and health into university ...

More documents

Recommendations

Info

Mainstreaming occupational safety and health into university educationE u r o p e a n Ag e n c y f o r Sa f e t y a n d He a l t h a t Wo r kOOUse the need to provide safety instruction for practical work as a way ofintroducing a broader prevention-culture message to those students.OOUse e-learning and electronic resources to support and complement classroomteaching, but also make them more widely available for distance learning.OOFor student motivation, have the study of OSH contribute to final grades orattainment of a recognised diploma etc.O O Get the timing right - the university or the discipline concerned has to be readyto accept changes, and the mood has to be right. For example, open discussionswhen changes are being made to the curriculum or to strategies regarding futureuniversity graduates.O O Engage with professional associations about university-level curricula.O O Explore partnerships - cooperation between universities, research institutes,safety authorities, insurance companies, and industry.O O Promote and facilitate a whole-university approach to OSH which combinesOSH/risk education with creating a safe and healthy working/educationalenvironment for all staff and students, and actively involves staff and students inthe process.Eight more ideas for mainstreaming OSH/risk education at the university level wereidentified:OOsetting up a repository for sharing university-level learning resources;O O where some OSH education is already occurring, for example, because of thecontextual factors above, using this as a stepping-stone to mainstream OSH moregenerally into other faculties;OOwhere local companies are cooperating with universities, encouraging them tointegrate OSH into their activities for students (provision of lectures, student visitsor placements);O O learning from the experiences of mainstreaming OSH into school educationand good practice in training young workers and adapting them to the universitylevel;OO taking advantage of the increasing use of ‘modular learning’ and developing aspecific OSH module;O O adapting vocational training methods and resources for use at university level;O O encouraging employers to identify OSH knowledge as a factor in recruitment;andO O working directly with business schools to include OSH and economicproductivity in their research and conference programmes as well as theirteaching programmes.M o d e l o f f a c t o r s i n f l u e n c i n g r i s k k n o w l e d g e a n d s k i l l s i n n e wgraduatesSome of the various interacting factors that have an influence on graduating students’knowledge, abilities and attitudes concerning OSH are presented in the figure.8
Mainstreaming occupational safety and health into university educationFigure: Model of factors influencing risk knowledge and skills in new graduatesEducation policy andpracticesAvailability ofsuitable teachingresources andtrainersUse of activelearning methodsOSH study assessed andcontributing to overallmarksOSH policy, regulations,and strategy incl. OSHqualificationsNew GraduatesRisk/OSH knowledge,values, attitudes,skills, abilitiesProfessional bodiesstandards andrequirementsPrevention culture inuniversitiesEmployerdemandsregarding OSH skillsProfession/job/sector Perceptionof hazards,relevance of OSH,safety culture,training, supervisionE u r o p e a n Ag e n c y f o r Sa f e t y a n d He a l t h a t Wo r kExamples of practicesWhen the University of Salamanca became one of the Spanish universities to offerthe OSH technician Master’s degree, they took the opportunity to provide somebasic resources for all graduating students on a CD ROM and on the Internet,engaging the support of their regional government.To provide real cases for MBS business studies, students the US National SafetyCouncil used the Robert Campbell Award for excellence in business cases thatdemonstrate health and safety and economic productivity. They adapt winningexamples to fit the case-studies model used by top business schools and workclosely with individual professors to encourage them to incorporate the resourcesinto their courses.In the UK, the Health and Safety Laboratory (HSL) worked with the Universityof Liverpool, with funding from the national Health and Safety Executive, todevelop and embed OSH elements into an undergraduate engineering course.This included incorporating active learning methods and using real accident casestudies.In Germany there are examples of inter-university faculties working in partnershipto pool knowledge and resources to develop and share e-learning resources (NOPonlineand KMR-dangerous substances in lab courses).At the Dublin Institute of Technology (DIT), Ireland, the safety services involve thestudent’s union in a participative approach to ensuring the university meets itsOSH obligations and to promote an OSH culture.The Lacobus contest, France, is an example where architecture students mustincorporate OSH into designs for architectural restoration projects. Other projectsin France have engineering and architecture students working together onprojects.9
Page 1: European Agency for Safety and Heal
Page 4 and 5: Editor and Project Manager:Sarah Co
Page 6 and 7: Mainstreaming occupational safety a
Page 23 and 24: European Agency for Safety and Heal
Page 29: Mainstreaming occupational safety a
Page 61 and 62:
Mainstreaming occupational safety a
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
European Agency for Safety and Heal
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
European Agency for Safety and Heal
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173:
Page 176:
TE-WE-09-007-EN-CIn order to improv
show all

Mainstreaming occupational safety and health into university ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?