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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 kenvironment for all staff and students and actively involves staff and students inthe process.Eight more ideas: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 (for example, see annex 3);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.Overall conclusionsThis report, and the cases in it, demonstrate that there are more challenges tointegrating OSH into university-level education compared to other levels of education.This was also borne out by a meeting of the EU-OSHA expert group on mainstreamingOSH into education who discussed a draft of this report (see annex 2).Nevertheless, the cases in the report also show that steps are being taken tomainstream OSH into university education in a variety of disciplines and in a varietyof ways. Furthermore, the cases demonstrate that, depending on the circumstances,there are various approaches that can be used and opportunities that can beexploited.158
Mainstreaming occupational safety and health into university educationFigure 2 shows some of the various interacting factors that have an influence ongraduating students’ knowledge, abilities and attitudes concerning OSH.Figure 2: Some factors influencing risk knowledge and skills in new graduatesNew Graduates Risk/OSH knowledge,values, attitudes, skills, abilitiesOSH policy, regulations, and strategy incl. OSH qualificationsProfessional bodies standards and requirementsEmployer demands regarding OSH skillsProfession/job/sector Perception of hazards, relevance of OSH,safety culture, training, supervisionPrevention culture in universitiesOSH study assessed and contributing to overall marksUse of active learning methodsAvailability of suitable teaching resources and trainersE 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 kEducation policy and practicesGiven the hurdles to embedding risk education at the university level, networkingand the sharing and exchange of experiences are particularly important. More specificprojects to support the development of approaches and resources at this level areneeded.Ultimately the aim should be to develop a ‘whole-university’ approach to creatinga safe and healthy, work and learning, environment combined with risk education.While some laboratory work and research activities can involve potentially high-riskactivities, universities as a whole are not the most hazardous work areas. Nevertheless,many working days can still be lost through accidents and ill-health. A ‘wholeuniversity’should therefore be taken which combines OSH management to preventrisks with raising awareness and developing knowledge, skills and safe attitudes andbehaviours in students and staff, including professors, technical, administrative andsupport staff.159
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