Mainstreaming occupational safety and health into university education
Future engineers, architects, medical professionals and business administrators
and managers will all need to take account of OSH in aspects in their working lives.
This report presents a variety of cases concerning how OSH has been included
in university-level education. Of most interest were examples where OSH was
embedded in the programme of other undergraduate studies, such as a general
engineering undergraduate course or a business studies course. However, few
examples were found where OSH/risk education had been truly embedded within
the curriculum of individual courses.
:
European Agency for Safety and Health at Work
:
03.05.2010
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Chapters in this Publication
3. Case descriptions
3.1. Good Practice Databases integrated into Chemistry Studies: NOP-online and KMR-dangerous substances in lab courses, Germany
3.2 Integral II, Germany
3.3 Introduction to the principles of laboratory safety – prevention and emergency response – handling biological and radioactive substances, Austria
3.4 Risk prevention and health protection in adult education - EDFORSA (EDucation FOR SAfety), various Member States
3.5 Management of risk in mining and natural environment in academic education and research, Bulgaria
3.6 Risk education in engineering - Development of year one materials, United Kingdom
3.7 Transferring the results of business cases awards initiative to business and engineering schools, USA
3.8 Multimedia educational package on OSH issues, Poland
3.9 Learning by doing, Portugal
3.10 Overview of the inclusion of OSH courses in Portuguese universities, Portugal
3.11 'Programa Universitas' for occupational risk prevention, Spain
3.12 Chemical engineering students teach each other OSH, France
3.13 Architectural and engineering students design projects together, France
3.14 The Lacobus contest: allowing for OSH in restoration work from the design stage onwards, France
3.15 OSH courses in Tallin University of Technology, Estonia
3.16 A computer-based learning environment for OSH, Finland
3.17 OSH institute provides training in universities and technical professional schools, Greece
3.18 Kaunas University of Medicine programme related to OSH, Lithuania
3.19 Awareness-raising about safety with students and professors in architecture, Belgium
3.20 Integration of OSH at the Faculty of Metallurgy, Slovak Republic
3.21 Integration of OSH at the Faculty of Mechanical Engineering of the Technical University of Kosice, Slovak Republic
3.22 Teaching OSH in construction engineering and architecture studies: cooperation with statutory insurance organisations and the Labour Inspectorate, Germany
3.23 Promoting safety culture at DIT – A step closer to the real world, Ireland
3.24 Teaching OSH and ergonomics at Budapest University of Technology and Economics (BME), Hungary
4. Snapshots
4.1 Improving overall occupational health and safety at university campus including safety awareness of students, Denmark
4.2 Risk in technical systems, Sweden
4.3 Risk assessment for work stress, UK
4.4 Professional Studies in Electronic Engineering and Electronic and Computer Engineering, Ireland
4.5 E-Learning for medical students, Czech Republic
4.6 Preparing new pharmaceutical workers: in-house and with education establishments, Latvia
4.7 Safe start in the pharmaceutical sector, Poland
4.8 Occupational safety and ergonomics in academic education in Poland
4.9 Tomorrow’s doctors – putting OSH on the graduate medical syllabus, UK
4.10 A speaker's invitation, UK
4.11 An OSH authority’s activities to mainstream OSH into third-level education, Ireland
4.12 Partnership to develop a business course, USA
In 2009 and 2010, the Agency commissioned an update to its previous research on gender issues at work , which found that inequality both inside and outside the workplace can have an effect on the health and safety of women at work. This summary provides a policy perspective and is meant to contribute to the task outlined by the European strategy on health and safety at work for EU-OSHA’s European Risk Observatory, “examining the specific challenges in terms of health and safety posed by the more extensive integration of women in the labour market”. It provides a statistical overview of the trends in employment and working conditions, hazard exposure and work-related accidents and health problems for women at work. It explores selected issues (combined exposures, occupational cancer, access to rehabilitation, women and informal work, and “emerging” female professions such as home care and domestic work). The research highlights the type of work carried out by women, issues faced by younger and older women, the growth of the service sector, violence and harassment, and increasingly diversified working time patterns as major risk factors.
The report presents the prevalence of violence and harassment at work based on international and national statistics, as well as the results of scientific studies on antecedents and consequences of work-related violence. A survey of the Agency's Focal Point network suggest that there is still an insufficient level of awareness and recognition of problems with third-party violence and harassment in many EU Member States, and there is a clear need to promote and disseminate good practice and prevention measures which are sensitive to the national context. Some measures proposed by EU, ILO, WHO and national experts are included in the report.
Organisations deal with OSH in different ways: some organisations have little expertise in OSH and react to problems such as occupational accidents, work-related diseases and absenteeism in an ad hoc way, while others strive to manage OSH more systematically, and even proactively, by implementing OSH into the organisation’s overall management. This report aims to provide evidence and information on how OSH can be incorporated into general management and business, thereby achieving safer and healthier working environments, and better general organisational performance.
This report comprises three main parts, each with a different specific focus: (1) a literature review, (2) an overview of related policies, and (3) a report of case studies and good practice. Readers should refer to the appropriate sections of the report for more detailed discussions and further information about each area.
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