18 19

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Workforce distribution by sector

The 2012 global sample reveals that, on average, 55% of pharmacists were found to work in community pharmacy enviroments, 18% in hospitals, 10% in industry, 5% in research and academia and 5% in regulation. The African region has less than 5% of its workforce employed in the pharmaceutical industry, in contrast to the Southeast Asian region where the pharmaceutical industry employs up to 30% of the pharmacist workforce (Figure 3.10). The European region has the highest proportion of the pharmacy workforce working in community settings.

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% M

ea n

100

75

50

25

0

SE Asia Africa

Eastern Mediterranean Western Pacific

Americas Europe

Other %

Regulatory %

Industry %

Hospital %

Community %

Figure 3.10. Pharmacist distribution (%) by employment area (+/- SD)

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train and support sufficient numbers of new pharmacists and other members of the support workforce at both basic and advanced levels.

There remains variance in the scope and range of pharmacy education quality assurance systems. An adaptable quality assurance framework has been developed and adopted by FIP. Advocacy continues to encourage systems to improve quality assurance and accreditation of pre-service education.

Ensuring mechanisms for assured practitioner competence (and ultimately performance) and expert practice is now a key goal for pharmacy education policy. Systems and Continuing Professional Development (CPD) support should be oriented to enable competency-based lifelong development for all practitioners.

Increased focus needs to be placed on building a competent pharmacy support workforce, on developing leadership across pharmacy education and on ensuring that there is a greater sharing, reporting and publishing of education innovations and research.

4.1 Advancing pharmacy education globally

FIP Education Initiatives (FIPEd) is the umbrella directorate bringing together all of FIP s education focused actions, strengthening projects and partnerships with WHO and UNESCO.

FIPEd comprises the Academic Institutional Membership (AIM), the Academic Pharmacy Section (AcPS) and the Pharmacy Education Taskforce (PET). FIPEd advocates for the use of needs-based education and training strategies (Figure 4.1) where pharmacy education provision is socially accountable, practice and science are evidence-based and practitioners have the required competencies to provide needs-based services to their communities.

FIPEd provides a global platform for exchange, providing mentorship and learning opportunities for academics and students, as well as the development of leadership and management, and pedagogic skills. FIPEd builds on, advocates for, and disseminates evidence-based guidance, consensus-based standards, tools, and resources for educational development and quality assurance. It also develops and facilitates education-related policy that supports advancement of the profession. FIPEd also advocates for and works with stakeholders at global, regional, and local levels.

Building on the success of the 2008-2010 Action Plan [1] the current domains (www.fip.org/education_taskforce) of activity will continue to develop and grow in a sustainable way.

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Authors

Claire Anderson, Professor of Social Pharmacy, Claire.anderson@ nottingham.ac.uk (1,2); Ian Bates, Director FIPEd PET and Professor, i.bates@ucl.ac.uk (1,3); Tina Brock, Professor of Clinical Pharmacy, brockt@pharmacy.ucsf.edu (1,4); Andrew Brown, Assistant Professor, andrew.brown@canberra.edu.au (1,5); Andreia Bruno, FIPEd PET Project Coordinator & Researcher, education@fip.org (1,3); Billy Futter, Emeritus Associate Professor, b.futter@ru.ac.za (1,7); Diane Gal, FIPEd Project Manager, diane@fip.org (1,6); Timothy Rennie, Head of Department, trennie@unam.na (1,8); Michael J. Rouse, Director, International Services, mrouse@acpe-accredit.org (1,9);

1- FIP WHO UNESCO Global Pharmacy Education Taskforce (PET) 2- School of Pharmacy, University of Nottingham, UK 3- FIP Collaborating Centre, University College London School of Pharmacy, UK 4- School of Pharmacy, University of California, San Francisco, USA 5- Faculty of Health Discipline of Pharmacy, University of Can berra, Australia 6- International Pharmaceutical Federation (FIP) 7- Rhodes University, South Africa 8- Department of Pharmacy (School of Medicine), University of Namibia, Namibia 9- Accreditation Council for Pharmacy Education (ACPE), USA

Summary

As part of a tri-partite agreement, the International Pharmaceutical Federation (FIP), World Health Organization (WHO), and United Nations Educational, Scientific and Cultural Organization (UNESCO) endorsed the establishment of the Global Pharmacy Education Taskforce (PET). The Taskforce was officially launched at the 1st Global Health Workforce Alliance meeting of the WHO in Kampala in 2008.

The Pharmacy Education Taskforce has successfully implemented its 2008-2010 Action Plan, providing evidence-based support to facilitate needs-based pharmacy education development. A work plan for 2011/2012 was developed to continue and expand the work, as well as a strategic vision for 2012 and beyond.

FIP Education Initiatives (FIPEd) was established by FIP in 2011, bringing together and building on all of FIP s education-focused activities, with the aim of stimulating transformational change in pharmacy education and facilitating the development of the profession, towards meeting present and future societal and pharmacy workforce needs around the world (www.fip.org/education).

The capacity to provide pharmacy services in each country is dependent upon having an assured, competent, and capable workforce and a similarly integrated academic workforce to

PART 4

PHARMACY EDUCATION