Töötervishoiu ja -ohutuse alase õppe vajadus Eesti riiklikus kõrgharidussüsteemis
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Kuupäev
2022
Kättesaadav alates
06.09.2022
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Eesti Maaülikool
Abstrakt
Antud uurimustöös uuriti Eesti riiklike kõrghariduskoolide õppekavajuhtide seisukohti
töötervishoiu- ja ohutuse (TTO) alase õppe ja selle vajaduse kohta ning selgitati välja TTO
ainete sisu ja õppemahu vajadus lähtuvalt õppetasemest ja haridusvaldkonnast. Uurimistöö
käigus viidi läbi kaks e-küsitlust - ankeetküsitlus ja Delphi uuring. Tulemustele toetudes
selgitati välja õppekavade täiustamise võimalused ja takistused ning analüüsiti Eesti
Maaülikooli (EMÜ) Metsanduse ja inseneeria instituudi (MII) Tehnikamajas õpetatavaid
õppekavasid. Ankeetküsitluse e-küsimustik saadeti 465 õppekavajuhile. Delphi uuringus
osalemiseks andis nõusoleku 10 vastajat. Vastuseid laekus I etapis 75 (vastamismäär 16%) ja
II etapis 5 (vastamismäär 50%). Ankeetküsitluse vastustest selgus, et 43% vastajate poolt
juhitud õppekavades on TTO-alased õppeained esindatud ja ülejäänud õppekavades TTOalased õppeained puuduvad. Õppekavajuhid peavad TTO-alast õpet oluliseks, kuid leiavad,
et see peaks olema tihedamalt seotud olemasolevate õppeainetega. Suur osa vastajatest (81%)
nendib, et olenemata erialast vajab tulevane noor ettevõtja TTO-alaseid teadmisi.
Kõrghariduskoolide vähese TTO-alase õppe peamise põhjusena toodi välja õppemoodulite
piiratud maht (n = 65) ja erialaste teadmistega õppejõudude vähesus (n = 19). Hinnangud TTO ainete mahtude muutmise vajaduse kohta õppekavas olid erinevad. Vastajatest 44%
arvas, et TTO-alaste ainete õppemaht peaks jääma samaks, 23% vastas, et seda tuleks
suurendada ja 4% arvates tuleks TTO aineid hoopis õppekavas vähendada. Delphi uuringust
selgus, et enamasti peetakse vajalikuks TTO-õppeaineid õpetada mahus 1–3 EAP.
Eksperthinnangul peetakse TTO-õpet oluliseks igas haridusvaldkonnas, minimaalses mahus
vähemalt 3 EAP ja seda kõikides haridustasemetes – rakenduskõrgharidus-, bakalaureuse- ja
magistriõppes Doktoriõppes ei peeta TTO-valdkondade õpetamist vajalikuks. Kõige
olulisemaks TTO õppeainete temaatika vajadustest peetakse füsioloogilisi ja füüsikalisi
ohutegureid, vähem oluliseks peetakse keemilisi ja psühhosotsiaalseid ohutegureid. Erilist
tähelepanu tuleb TTO õpetamisel pöörata nii tööõnnetustele kui ka tööga seotud
haigestumistele. EMÜ MII kolme õppekava analüüs näitas, et tehnika ja tehnoloogia
bakalaureuse õppekavas on TTO-valdkondade maht suurem kui 3 EAP, kuid tuginedes
ekspertide hinnangutele vajaksid selle TTO-õppe temaatikad ülevaatamist. Energiakasutuse
ja tootmistehnika magistriastme õppekavades ei ole ekspertide poolt soovitatud TTO
õpetamise minimaalne maht täidetud. Tulemustest võib järeldada, et Eesti
kõrgharidussüsteemis on TTO-alaste ainete õpetamine lünklik, alatähtsustatud ja ei arvesta
töövaldkondade profiilist tulenevaid riske ning küsitlustele vastamise määr näitab pigem
vähest huvi antud teemade vastu. Kuigi õppekavajuhid peavad TTO õpetamist
kõrgharidusõppes oluliseks, vajab TTO-õpe edaspidi erialaspetsialistide laiemat arutelu ja
selle temaatika tõstmist haridusvaldkonna arengukavasse. Uuringu tulemustest saadud info
aitab panustada TTO-õppe arengusse kõrgharidussüsteemis. Tulemustele toetudes on
võimalik välja töötada ja rakendada TTO õpetamise miinimumprogramm
kõrgharidussüsteemi.
In this research, the needs of occupational health and safety (OHS) studies in the Estonian national higher education system were asessed by the curriculum managers of higher education institutions. The content and scope of OHS subjects were determined based on the field of education and study level. In course of the research, two e-surveys were conducted - questionnaire survey for curriculum managers in the universities and applied higher schools and Delphi survey for experts of curriculum managers. Based on the results, the opportunities and obstacles for the improvement of curricula were identified. The curricula of the Institute of Forestry and Engineering (IFE) of the Estonian University of Life Sciences (EULS) were analyzed. The e-questionnaire was sent to 465 curriculum managers. Responses were received 75 (response rate 16%). Ten respondents agreed to participate in the Delphi survey. In phase II the response rate was 50%. The answers revealed that 43% of the OHS subjects are represented in the curricula led by the respondents, while in the other cases there are no any of them at whole. Curriculum leaders consider that OHS learning in the higher education system is important, but they feel that it should be more closely linked to the existing subjects. A large majority of respondents (81%) state that a future young entrepreneur, regardless of their profession, needs OHS knowledge in their profession. The main reasons for OHS studies were the limited number of study modules (88%) and the lack of teachers with professional knowledge (26%). The assessments to change the volumes of OHS subjects in the curriculum were different – by the opinion of 44% of the respondents the volume of OHS subjects should remain the same, 23% said that it should be increased and 4% thought that it should be lost. The answers of the Delphi survey revealed that it is usually considered necessary to teach OHS subjects in the amount of 1–3 ECTS. According to the expert assessment, in all the levels and fields of education OHS education is considered to be important, and in the minimum amount of at least 3 ECTS, whereas in doctoral studies, OHS teaching is considered not necessary. Physiological and physical risk factors are the most important topics in the OHS subjects, chemical, whereas chemical and psychosocial risk factors are the less important. Special attention must be paid to both accidents and work-related illnesses at work when teaching OHS. The analysis of the three curricula of the EULS IFE showed that the volume of OHS fields in the bachelor's curriculum of engineering is larger than 3 ECTS, but based on the assessments of experts, the OHS topics should be reviewed in the nearest future. The recommended volume of OHS teaching in the master's degree curricula in energy application engineering and production engineering has not been observed. In conclusion, the teaching of OHS-related subjects in the Estonian higher education system is incomplete, underestimated and it does not take into account the risks arising from the profile of the fields of work. Also, low response rate of this study shows little interest in these topics. Although curriculum leaders consider the teaching of OHS in higher education to be important, this topic needs a broader discussion of specialists to make full inclusion of OHS into the developmental plan of the higher education system. Based on the study results, it is possible to develop and implement a minimum OHS teaching program in the national higher education system.
In this research, the needs of occupational health and safety (OHS) studies in the Estonian national higher education system were asessed by the curriculum managers of higher education institutions. The content and scope of OHS subjects were determined based on the field of education and study level. In course of the research, two e-surveys were conducted - questionnaire survey for curriculum managers in the universities and applied higher schools and Delphi survey for experts of curriculum managers. Based on the results, the opportunities and obstacles for the improvement of curricula were identified. The curricula of the Institute of Forestry and Engineering (IFE) of the Estonian University of Life Sciences (EULS) were analyzed. The e-questionnaire was sent to 465 curriculum managers. Responses were received 75 (response rate 16%). Ten respondents agreed to participate in the Delphi survey. In phase II the response rate was 50%. The answers revealed that 43% of the OHS subjects are represented in the curricula led by the respondents, while in the other cases there are no any of them at whole. Curriculum leaders consider that OHS learning in the higher education system is important, but they feel that it should be more closely linked to the existing subjects. A large majority of respondents (81%) state that a future young entrepreneur, regardless of their profession, needs OHS knowledge in their profession. The main reasons for OHS studies were the limited number of study modules (88%) and the lack of teachers with professional knowledge (26%). The assessments to change the volumes of OHS subjects in the curriculum were different – by the opinion of 44% of the respondents the volume of OHS subjects should remain the same, 23% said that it should be increased and 4% thought that it should be lost. The answers of the Delphi survey revealed that it is usually considered necessary to teach OHS subjects in the amount of 1–3 ECTS. According to the expert assessment, in all the levels and fields of education OHS education is considered to be important, and in the minimum amount of at least 3 ECTS, whereas in doctoral studies, OHS teaching is considered not necessary. Physiological and physical risk factors are the most important topics in the OHS subjects, chemical, whereas chemical and psychosocial risk factors are the less important. Special attention must be paid to both accidents and work-related illnesses at work when teaching OHS. The analysis of the three curricula of the EULS IFE showed that the volume of OHS fields in the bachelor's curriculum of engineering is larger than 3 ECTS, but based on the assessments of experts, the OHS topics should be reviewed in the nearest future. The recommended volume of OHS teaching in the master's degree curricula in energy application engineering and production engineering has not been observed. In conclusion, the teaching of OHS-related subjects in the Estonian higher education system is incomplete, underestimated and it does not take into account the risks arising from the profile of the fields of work. Also, low response rate of this study shows little interest in these topics. Although curriculum leaders consider the teaching of OHS in higher education to be important, this topic needs a broader discussion of specialists to make full inclusion of OHS into the developmental plan of the higher education system. Based on the study results, it is possible to develop and implement a minimum OHS teaching program in the national higher education system.
Kirjeldus
Magistritöö
Ergonoomika õppekaval
Märksõnad
magistritööd, Delphi uuring, ergonoomika, kõrgharidus, tööohutus, õppekava