EU Collaboration in Speech and Language Therapy Education: The NetQues Project As the number of countries joining the European Union (EU) has grown over recent decades, so also has the accompanying European legislation to encourage cross border mobility and recognition of professional qualifications. This has led to a need to be able to assess and compare professions and their education across ... Article
Article  |   June 01, 2015
EU Collaboration in Speech and Language Therapy Education: The NetQues Project
Author Affiliations & Notes
  • Aileen Patterson
    CPLOL, Paris, France
  • Kristina Hansson
    Department of Clinical Sciences Lund, Logopedics, Phoniatrics and Audiology, Lund University, Sweden
  • Anja Lowit
    CPLOL, Paris, France
    Speech and Language Therapy Unit, School of Psychological Sciences and Health, University of Strathclyde, Scotland UK
  • Jois Stansfield
    Department of Health Professions, Manchester Metropolitan University, England UK
  • Baiba Trinite
    Department of Pedagogy and Social Work, Liepaja University, Latvia
  • Financial Disclosure: Aileen Patterson is former General Secretary and NetQues Project Coordinator at CPLOL. Kristina Hansson is an associate professor at Lund University. Anja Lowit is Reader in speech and language therapy at the University of Strathclyde and NetQues Project Finance Director at CPLOL. Baiba Trinite is assistant professor at Liepaja University.
    Financial Disclosure: Aileen Patterson is former General Secretary and NetQues Project Coordinator at CPLOL. Kristina Hansson is an associate professor at Lund University. Anja Lowit is Reader in speech and language therapy at the University of Strathclyde and NetQues Project Finance Director at CPLOL. Baiba Trinite is assistant professor at Liepaja University.×
  • Nonfinancial Disclosure: The authors have no nonfinancial interests related to the content of this article.
    Nonfinancial Disclosure: The authors have no nonfinancial interests related to the content of this article.×
Article Information
Speech, Voice & Prosodic Disorders / Professional Issues & Training / International & Global / Articles
Article   |   June 01, 2015
EU Collaboration in Speech and Language Therapy Education: The NetQues Project
SIG 17 Perspectives on Global Issues in Communication Sciences and Related Disorders, June 2015, Vol. 5, 21-32. doi:10.1044/gics5.1.21
History: Received April 28, 2015 , Revised May 29, 2015 , Accepted June 6, 2015
SIG 17 Perspectives on Global Issues in Communication Sciences and Related Disorders, June 2015, Vol. 5, 21-32. doi:10.1044/gics5.1.21
History: Received April 28, 2015; Revised May 29, 2015; Accepted June 6, 2015

As the number of countries joining the European Union (EU) has grown over recent decades, so also has the accompanying European legislation to encourage cross border mobility and recognition of professional qualifications. This has led to a need to be able to assess and compare professions and their education across the EU and beyond.

Historically, in response to the challenge of addressing the needs of persons with difficulties with communication, the profession has developed differently across European countries influenced by linguistic, cultural and socio-political diversity and a range of approaches to medicine, health and education. The NetQues project was set up to establish agreements on areas of commonality in speech and language therapy (pathology) education across the EU and also to look at any differences. The article looks briefly at the history and diversity of the profession in Europe and describes how 65 partners from 31 countries across Europe recruited into a multilateral academic and professional network achieved the project's goal to delineate the agreed common core competences which are both essential and desirable for a newly qualified speech-language practitioner to work safely and effectively. Employing ethnographic and survey research following EU Tuning principles seeking points of reference, convergence and common understanding, core elements of coherent professional education “fit for purpose” across Europe are identified and agreed EU Benchmark statements of core competences required are documented.

Notably while differences and diversity present challenges, all countries involved in the project aspire to develop competent and caring professionals, able to practice safely and effectively with relevant up-to-date knowledge and skills upon admission to a clearly identifiable unique profession.

Acknowledgement
This publication reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
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