Quality of Graduate Health and Safety Education Programs: A General Model Illustrated with Examples of Nine (post)Graduate Courses in Europe

Abstract

Research into professionalization in health and safety has recently gained in interest. Graduate training is one of the factors that determines or conditions the role of the safety professional, thus intervene in the professionalization process. This article is the result of a workshop and the discussions of nine academic directors of safety education programs about quality evaluation. This article introduces the issue with a historic overview of safety education, presents a synthesis of nine selected education programs, discusses quality evaluation of health and safety education programs, propose a quality evaluation frame and finally, proposes a process for designing a quality safety education program with an associated model of the learning objectives. The outcomes are interesting for everyone who is interested in health and safety education and quality evaluation and will give insights into how safety professionals are educated.

Improving Education and Training of Dutch Major Hazard Control Inspectors: A 15 Years Longitudinal Case Study

“…Secondly, teaching is done best by a collective, several teachers working closely together and jointly guiding students through the complex and diverse curriculum at hand. Swuste and Van Dijk [39] and Van Wassenhove et al [40] review methods to evaluate the quality of education in occupational health and safety and recommend four quality levels as originally established by [41,42], see Table 2.…”