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world as well as innovative interactive opportunities were featured over the two-day event that took place in Amsterdam in October 2012. 1st Pharmacy Support Workforce Symposium This symposium took place at the 2012 FIP Congress and brought together members of the pharmacy workforce from across the globe to discuss the changing roles of pharmacists and pharmacy support staff and how they help or hinder one another in the workplace.

The outcomes of the projects developed by the FIPEd Development Team have impact across different countries, cultures and educational systems. Examples of how the tools - Global Framework for Quality Assurance and the GbCF, both version 1 - have been used are portrayed below.

5.2 Global Framework for Quality Assurance Almost all countries have established systems for oversight and quality assurance (QA) of education in general, fewer countries have QA systems specific to pharmacy education that are well-developed. In some countries, such systems are emerging; in others, they are non-existent or, at best, rely on internal (institutional) QA processes.

To support national efforts to improve systems and standards for QA of pharmacy education, FIP developed and adopted the Global Framework for Quality Assurance of Pharmacy Education [11]. The framework (available at www.fip.org/pe_ resources) provides the context for QA of pharmacy education, presents a framework for a national QA system, and offers quality criteria for pharmacy education.

The framework is intended to serve as a foundation that can be adapted and built upon to suit national needs, systems, and conditions. It focuses on the elements that need to be included and how these elements are applied in principle, rather than being specific or prescriptive. The framework does not advocate for any one overall model or QA system but comments on different approaches that exist and outlines trends that are emerging globally [12].

Quality Assurance in Pharmacy Education in India

Suresh Bhojraj, President, Pharmacy Council of India

Pharmacy education in India is being delivered in diverse settings and backgrounds, including: government and private pharmacy colleges including deemed universities and departments of pharmacy at state/central universities; urban vs. rural settings; institutes with strong industry collaboration vs. practise based training; and integrated postgraduate research institutions vs. diploma institutions. There are

approximately 1030 schools of pharmacy offering degree and diploma programs and there is significant variation in the outcomes of these institutions with respect to the quality of education and training provided to the students.

There is need for QA in pharmacy education, in order for the service providers and the prospective employers of pharmacy graduates and pharmacy professionals, such as, hospitals, industry, pharmacy educational institutions, to be satisfied with the competencies acquired by the pharmacists who graduate from these pharmacy institutions. Pharmacy institutions in India are encouraged to undergo accreditation by the National Board of Accreditation of All India Council of Technical Education, New Delhi or the National Accreditation and Assessment Council (NAAC). The former is an accreditation agency for technical institutions (engineering and technology) and the latter an accreditation agency for higher educational institutions (universities, arts and science colleges). Both these agencies do not address the role or policy on good pharmacy education and practice that would incorporate core principles and elements considered essential for advancing the Pharmacy Profession.

Drawing inspiration from the initiative of the International Forum for Quality Assurance of Pharmacy Education which operates under the auspices of the FIPEd Development Team, and the Global Framework for Quality Assurance of Pharmacy Education document published by FIP, and also realising the need for quality assurance in pharmacy education, the Pharmacy Council of India (PCI), the statutory body regulating pharmacy education and profession in India has proposed to establish the National Taskforce for Quality Assurance in Pharmacy Education (NTF QAPE). The purpose of the Taskforce is to oversee the implementation of PCI s initiative for QA in pharmacy education. The initiative aims to enable the sustainability of a pharmacy workforce that is relevant to local needs and also aligned with global expectations. The initiative is dedicated to three domains of action: QA, academic and institutional capacity, and competency and vision for pharmacy education and profession.

The Objectives of the National Taskforce include the following:

1 to promote excellence in education for the profession of pharmacy;

2 to provide a national forum for exchange of information, collaboration and co-operation in the area of QA with other organisations involved in the QA of education in the country or abroad;

3 to accredit and/or grade pharmacy educational institutions; 4 to provide guidelines for continuing education (CE) and

continuing professional development (CPD).

PCI has drafted regulations for the establishment of the NTF QAPE and has sent them to stakeholders for their comments before the regulation becomes binding on the institutions. The PCI is also organising workshops regionally and nationally to obtain feedback on the proposed initiative. It is envisaged