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territory level data regarding the initial education and training of pharmacy students prior to registration as licensed pharmacists. Demographic and economic data was also collected.

The questionnaire was developed in collaboration with the FIP Collaborating Centre (University College London), the School of Pharmacy University of Nottingham, FIPEd and WHO Human Resources for Health staff. The questionnaire sought data relating to pharmacy and pharmaceutical education, workforce and relevant regulations and was available in English, French, Portuguese, Arabic, Japanese, Chinese and Spanish. The dataset was cleaned and checked with respondents before being prepared for analysis. The questionnaire tool, data tables and the report are available for download from www.fip.org/educationreports.

A total of 109 countries and territories responded to the questionnaire (full list of respondents available in Annex I). The total case load represents around three-quarters of the current world population. The data collection was conducted using multiple languages and this has assisted with country level engagement for this 2013 Report. The analysis presented here should be interpreted within the confines of generalisation and based on best available validated data collated by the FIPEd team. A listing of contributing countries and territories is supplied in Appendix 2.

Table 3.1 shows the respondent countries and territories categorised by WHO region, compared with the formal listing of all WHO member states, showing good proportionality between the FIP country and territory level responses and the global WHO member states.

Table 3.1: Sample Response and WHO Regional comparison.

Note: China Taiwan is included in Western Pacific Region in all the analyses.

PART 3

GLOBAL EDUCATION DESCRIPTION ................................................................................. .................................................................................

Authors

Ian Bates, Director FIPEd Development Team, i.bates@ucl.ac.uk; Andreia Bruno, FIPEd Project Coordinator and Researcher, education@fip.org; Naoko Arakawa, Research Associate, naoko.arakawa.11@ucl.ac.uk; FIP Collaborating Centre, University College London, School of Pharmacy, UK.

Summary

The 2013 FIP Global Pharmacy Education Survey was conducted using English, French, Portuguese, Arabic, Japanese, Chinese and Spanish forms; this resulted in education and workforce data for 109 countries and territories representing around 175,000 pharmacy students and 2,500 education institutions worldwide (Report available at: www.fip.org/educationreports).

Pharmacy education, in both capacity and infrastructure

varies considerably between countries and WHO regions and generally correlates with population numbers and country level economic development indicators. Those countries and territories with lower economic indicators tend to have relatively lower educational capacity and pharmacist production.

African countries tend to have lower educational capacity

and supply pipelines for pharmacists. This has implications for future parity for access to medicines and medicines expertise. There needs to be an on-going effort to ensure capacity building linked with initial education and training to meet the pharmaceutical health needs of populations.

The proportion of the female undergraduate population is a

majority globally, with some regions having an average female pharmacy student enrolment of more than 70%.

The relative costs of pharmacy and pharmaceutical

education also varies across countries and territories. There is an associated variation in the relative contributions of direct and public contributions for initial undergraduate education in the higher education sectors.

3.1 Introduction and Methods

The 2013 FIP global pharmacy education survey was conducted between January 2012 and April 2013.

FIP member organisations, country and territory level contacts in education, individual universities, and associations were approached to provide country and