Future Directions of University Based OHS Education in Australia: A preliminary report on the outcomes of “Safeguarding Australians” an ALTC Sponsored Study on OHS Education (original) (raw)
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2010
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Historically, the lack of a defined body of knowledge was identified as inhibiting OHS professional education, the quality of OHS advice and recognition of the profession. In 2009, an Australian OHS regulator recognized the issue and provided funding for the development of the OHS Body of Knowledge and implementation of the Body of Knowledge through accreditation of OHS education and voluntary certification of OHS professionals. The paper describes the process for developing the OHS Body of Knowledge including the stimulus for initiating the project, the early exploration and the development and validation of the framework. It then addresses the design of the framework by clarifying the intended users and the underlying principles, describing the meta-paradigm and the final conceptual structure. The paper concludes by briefly discussing the current status, ongoing issues and future direction. This paper describes the processes entailed in the development of the OHS Body of Knowledge including the stimulus for initiating the project, early exploratory work and the development and validation of the framework for this knowledge. It then addresses the design of the
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A team of legal educators at Victoria University (VU) in Melbourne regards Occupational Health and Safety (OHS) as a vital practical and conceptual literacy that enhances both students' employability and safety. A recent project provided the chance to develop general OHS curriculum for use at various stages of the student experience including during Orientation, in class-based curriculum and throughout students' work placements. The assessment was designed to enable students to meet the requirements of the competency Contribute to Workplace Safety, a minimum standard for OHS from the Public Service Training Package.
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