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PERFORMANCE OF VETERINARY STATUTORY BODIES CURRENT SITUATION AND EVOLUTION IN BRAZIL. Guilherme H. F. Marques, DMV, MSc., Director, Department of Animal Health Ministry of Agriculture, Livestock and Food Supply Brazil. HISTORY OF VETERINARY MEDICINE IN BRAZIL A BRIEF REVIEW.

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PERFORMANCE OF VETERINARY STATUTORY BODIES

CURRENT SITUATION AND EVOLUTION IN BRAZIL

Guilherme H. F. Marques, DMV, MSc.,

Director, Department of Animal Health

Ministry of Agriculture, Livestock and Food Supply

Brazil


HISTORY OF VETERINARY MEDICINE IN BRAZIL

A BRIEF REVIEW

  • EMPEROR D. PEDRO lI, VISITED L`ÉCOLE VÉTÉRINAIRE D’ALFORT, IN 1875,

  • BUT THE FIRST SCHOOL WAS CREATED ONLY DURING THE REPUBLIC:

    • - THE SUPERIOR AGRICULTURAL AND VETERINARY SCHOOL, IN 1913.

  • FIRST PROMOTION IN 1917, AND

    • - THE ARMY VETERINARY SCHOOL IN 1914 (Gal. Moniz Aragão)

  • BOTH WERE GREATLY INFLUENCED BY THE FRENCH VETERINARY MISSIONS

  • TO BRAZIL (1908-1911, 1913 and 1920) VETERINARY MEDICINE ONLY BECAME A

  • PROFESSION IN 1933 (DECREE 23.133).

  • FROM 1940 TO 1968, THE MINISTRY OF AGRICULTURE BECAME RESPONSIBLE

  • FOR SUPERVISING THE STANDARDS OF PROFESSIONAL PERFORMANCE.


BRIEF HISTORY OF THE VSB IN BRAZIL

  • THE BRAZILIAN VSB SYSTEM (FEDERAL AND REGIONAL STATUTORY BODIES) WAS CREATED IN 1968, (LAW 5.517 )

  • STRUCTURE AND ORGANIZATION OF THE VSB SYSTEM IN BRAZIL ONE FEDERAL COUNCIL AND 27 STATE COUNCILS

  • ANIMAL HUSBANDRY BECAME A PROFESSION IN 1968 (LAW 5.550) UNDER THE SCOPE OF THE OF THE VSB.


  • Mission and achievements
    MISSION AND ACHIEVEMENTS

    • TO SUPERVISE THE STANDARDS OF THE VETERINARY PROFESSION

      • REGISTRATION OF ALL PROFESSIONALS IN THE COUNTRY

      • REGISTRATION OF ENTERPRISES DEALING IN THE VET MARKET

      • PROFESSIONAL ETHICS TRIBUNAL AND OTHER PENALTIES

    • VSB AND THE CREATION/EVALUATION OF VET SCHOOLS

      • TECHNICAL SUPPORT TO THE MINISTRY OF EDUCATION

      • IN THE EVALUATION OF PERFORMANCE OF VET SCHOOLS

      • RECENT DEVELOPMENTS CONCERNING QUALITY OF VET

      • EDUCATION


    • In 1991, there were 33 Veterinary Educational Establishments –VEEs in Brazil.

    • In 2013, they are approximately 197

    • In 2011, the VEEs offered 18.147 places, of which 74% were taken

    • In the same year, a total of 6.675 professionals graduated

    • In average, 5 thousand professionals graduate per year

    • 70% of all schools are private

    • Approximately 92,600 Veterinarians are registered in the country


    Evolution in the number of VEEs per State - Brazil, 1991 - 2013

    0/1

    0/0

    0/2

    0/1

    1/2

    1/3

    1/3

    1/2

    1/3

    1/4

    0/1

    0/2

    0/4

    0/1

    0/2

    0/4

    1/7

    0/4

    1/9

    4/26

    0/6

    1/5

    9/44

    3/15

    2/24

    1/10

    Total 2013 = 197 Vet Schools !

    5/12

    Source: CFMV


    THE VSB AND THE VETERINARY EDUCATION IN BRAZIL 2013

    • AREAS OF INTERACTION OF VSB WITH THE VEEs

    • National Commission on Veterinary Education –guidance to VEEs in

    • evaluating and structuring curricula of Vet and animal husbandry courses

    • National Workshops on Teaching Veterinary Medicine

    • 20th. Version – humanistic competences are needed !

    • Internship Program for graduates, launched by VSB in 2006 and recognised by

    • the Ministry of Education in 2012.

    • 70% of Internship Programs evaluated by 2008 were approved

    • Only 8% of the Internships were on animal health/public health


    Vsb proposals and achievements
    VSB PROPOSALS AND ACHIEVEMENTS 2013

    • National Exams for Professional Certification

    • carried out from 2002- 2005, under evaluation

    • Proposed Law Reform Project:

    • reinstate the National Exams

    • register the para-professionals in the VSBs.


    OIE MINIMUM COMPETENCIES OF A DAY-ONE VETERINARY GRADUATE 2013

    AND GOVERNANCE OF NATIONAL VETERINARY SERVICES

    ``High quality veterinary education is of critical importance to efficient Veterinary Services and improving the quality

    of veterinary education is therefore a key component of any

    plan to improve governance of Veterinary Services``*

    * OIE recommendations on the Competencies of graduating veterinarians (‘Day 1 graduates’)

    to assure National Veterinary Services of quality

    • …..COMPETENCIES MEAN:

    • knowledge: cognitive abilities, meaning mental skills

    • skills: ability to perform specific tasks

    • attitude: affective abilities, meaning feelings and emotions, and

    • aptitude: a student’s natural ability, talent, or capacity for learning

    • ….COMPETENCIES ARE:

    • Specific: related to the basic knowledge/skills of the veterinary science

    • Advanced: related to the administrative/managerial aspects of the profession

    *OIE recommendations on the Competencies of graduating veterinarians (‘Day 1 graduates’)

    to assure National Veterinary Services of quality


    Oie minimum competencies of a day one veterinary graduate specific
    OIE MINIMUM COMPETENCIES OF A DAY-ONE VETERINARY GRADUATE 2013 SPECIFIC

    • Epidemiology

    • Transboundary animal

    • Zoonoses(including food borne diseases)

    • Emerging and re-emerging diseases

    • Disease prevention and control programmes

    • Food hygiene

    • Veterinaryproducts

    • Animal welfare

    • Veterinary legislation and ethics

    • General certification procedures

    • Communication skills


    Oie minimum competencies of a day one veterinary graduate advanced
    OIE MINIMUM COMPETENCIES OF A DAY-ONE VETERINARY GRADUATE 2013 ADVANCED:

    • Organisationof Veterinary Services

    • Inspection and certification procedures

    • Management of contagious disease

    • Food hygiene

    • Application of risk analysis

    • Research

    • International trade framework

    • Administration and management


    Oie model core veterinary curriculum
    OIE MODEL CORE VETERINARY CURRICULUM 2013

    • Contribution of the OIE to the strengthening of vet education

    • Relationship with the minimum requirements for Day 1 Grads.

    • Countries have a variety of educational systems

    • MCVC must be adjusted to reflect the length degree program and pre- course requirements in each country

    • MCVC assumes that students have a solid understanding of basic sciences (e.g., chemistry and physics),and Arts and Humanities as required by Vet School.

    • Should be adapted to the reality of each country`s educational guidelines.

    • Can be implemented through a twinning program between Vet Schools of member countries.


    THE VSB AND THE 2013

    NATIONAL VETERINARY SERVICES

    • WHAT SHOULD BE THE DAY-ONE COMPETENCIES FOR A GRADUATE TO WORK IN A PUBLIC INSTITUTION?

    • WHAT CAN BE EXPECTED FROM A GRADUATE WHO WOULD JOIN REGULATORY AGENCY?

    • HOW CAN THE VSB CONTRIBUTE TO THE TAILORING A VET GRADUATE TO THE NEEDS OF NVSs


    Conclusions
    CONCLUSIONS 2013

    • Veterinary Medicine as a profession in Brazil is a recent occurrence.

    • The regulation of the profession is less than 50 years old.

    • There are more than 92,600 registered professionals in the country, but just 6 000 of them are on regulatory agencies.

    • Number of vet schools grew 6-fold in the country in the last 22 years

    • The growth of the agricultural sector, in the last 20 years demanded technical support

    • International markets and health certification requests skilled professionals

    • The regulatory agencies need a specialized professional

    • More internship programs on regulatory agencies


    THANK YOU FOR 2013

    YOUR ATENTION


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