2008 1843 Dossier 524 en PDF

6
EN
European Agenc y for Safety and Health at Work
TE-30-08-521-EN-C
WORKING ENVIRONMENT INFORMATION
EN 6
h t t p : / / o s h a . e u r o p a . e u
In order to improve the working environment, ISSN 1830-5954
as regards the protection of the safety and health
2.
OSH in the school curriculum: requirements and activities in the EU Member States
of workers as provided for in the Treaty and
successive Community strategies and action
W o r k
programmes concerning health and safety at

the workplace, the aim of the Agency shall be
to provide the Community bodies, the Member
States, the social partners and those involved 4.
a t
in the field with the technical, scientific and

1.
economic information of use in the field of safety
H e a l t h
and health at work.

a n d
3.
S a f e t y
OSH in the school curriculum:

requirements and activities in the
EU Member States
f o r
A g e n c y
Gran Vía 33, E-48009 Bilbao

Tel.: (+34) 94 479 43 60
Fax: (+34) 94 479 43 83
E-mail: information@osha.europa.eu
E u r o p e a n
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ISBN 978-92-9191-215-5
European Agency for Safety and Health at Work

requirements and activities in the EU Member States
Based on a report prepared by Katalin Sas, Finnish Institute of Occupational Health, for the European Agency
for Safety and Health at Work, 2006
Editor and Project Manager Sarah Copsey, European Agency for Safety and Health at Work, 2007
Cover photos:
2. By courtesy of the Ministry of Labour and Social Affairs (General Directorate of Working Conditions and
Health) of Greece
3. By courtesy of the State Labour Inspectorate of the Republic of Latvia
4. “A salvo!”, by courtesy of the Autonomous Government of Castilla y León (Spain)
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ISBN 978-92-9191-215-5
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European Agency
for
CONTENTS
Safety
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
and
H e a lt h
Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
at
Wo r k
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
European policies, programmes and activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

OSH strategies and activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Education and training strategies and activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Health strategy and activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Inclusion of health and safety in Member State education curricula . . . . . . . . . . . . . . . . . . . . . . . . . 29

Austria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Belgium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Cyprus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Czech Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Denmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Estonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Finland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
France . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Hungary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Latvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lithuania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Luxembourg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Malta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
The Netherlands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Poland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Portugal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Slovakia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Slovenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Sweden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
EU Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
ENETOSH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
European Network for Health Promoting Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Role of the social partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Inclusion of health and safety in non-EU country education curricula — some examples . . . . . 135
Global policies, strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
3
Wo r k
Discussion, conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

at
Further information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

H e a lt h
CONTENTS
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
and
Safety
Appendix 1 — Models of mainstreaming OSH into education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

for
Appendix 2 — O verview of ‘curriculum’ cases from Agency ‘Mainstreaming OSH into

European Agency
education 2004 report’ and related conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Appendix 3 — E xtracts from the Health and Safety Authority (HAS) of Ireland — Strategy
statement 2007–09 and work programme 2007 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Appendix 4 — S afety education guidance for schools: UK Department for

Education and Skills Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Appendix 5 — UK Health and Safety Executive ‘Risk education’ programme . . . . . . . . . . . . . . . . 175
Appendix 6 — UK National Healthy School Standard (NHSS) and safety education . . . . . . . . . . . 177
Appendix 7 — Plans for better risk education: examples from UK safety NGOs . . . . . . . . . . . . . . 179
4
F o r ew o r d
European Agency
for
Safety
and
H e a lt h
at
Wo r k
The importance of taking a twin-track approach to the safety of young workers —
through the classroom and in the workplace — is now well recognised in the field of
occupational safety and health (OSH) and it has held a prominent position in the
European Community health and safety strategy since 2002.
In support of the Community strategy goals on mainstreaming OSH into education,
the European Agency for Safety and Health at Work has been gathering and analysing
individual examples of good practice in the area. One finding of its previous work is the
importance of formally including OSH and risk education in the education curriculum
in order to ensure that it finds its way into the classroom in a systematic, consistent and
enduring way. Therefore, the aim of this report is to present a review of the extent to
which the Member States are taking the ‘curriculum’ approach, and the form it is
taking.
This overview is timely, as reforms to the education curriculum are rapidly being
implemented in the Member States, partly as a result of the European cooperation
strategies on education that have been agreed by the Member States. In view of this,
the report finds that there is both a convergence of the actions being taken to include
risk education in the curriculum and a diversity in approach due to the differing national
contexts and differing situations at the various levels of education.
The report provides both an overview of national situations and also suggestions for
the way forward. As this is a rapidly developing area it is hoped that the report will
come at a timely moment to assist all those working in the area, including OSH,
education and curriculum authorities, and also those closer to and within the classroom
who are seeking to promote risk education in schools, colleges and universities.
Jukka Takala
Director
July 2009
5
Executive
European Agency
summary
OSH in education curricula — Member State
for
activities
Safety
and
To underpin occupational safety and health (OSH) education in schools and colleges it is
H e a lt h
necessary to formalise it in curriculum requirements. This report reviews how the Member
States are including OSH and risk education in their national curricula. The report shows
at
Wo r k
that there is considerable progress and activity in this respect at both primary and
secondary education levels in terms of both implemented and planned actions in the
Member States. Actions to include OSH in education at the curriculum level include:
n statutory requirements;
n voluntary curricula;
n guidelines and resources to support the statutory requirements and voluntary
curricula;
n formal recommendations;
n national guidance and resources in cases where no curricula have been set;
n promotional campaigns to support the above.
Cooperation on education at the European level is resulting in a convergence in the

core subjects and learning objectives in schools across the Member States. Risk
education and OSH are generally not treated as a stand-alone subject; instead
opportunities are being taken to incorporate them into the learning objectives of other
relevant subjects in school curricula, such as science, physical education, health
education and citizenship. It is therefore important to develop risk education and OSH
learning objectives for the core curriculum subjects for different age levels.
In introducing OSH and risk education into the curriculum a strong partnership
approach is often taken involving bodies such as OSH authorities, education ministries
and curriculum authorities. As national curricula change and develop, OSH authorities
also need to be able to influence this process at the proposal stage.
Many innovative resources have been produced at national and regional level in the
Member States to support teaching. Resources and classroom teaching plans that are
linked to the curriculum will be most useful.
In some Member States, such as Sweden, integrated approaches are taken whereby
the teaching of risk education is linked to a safe learning environment for teachers and
pupils and also the health of the pupil at school. Some initiatives are supporting the
promotion of risk education in schools while at the same time providing support to
schools to improve safety in school buildings. Pupils may be actively involved in school
safety issues, for example through the designation of pupil safety representatives —
which is a legal requirement in some Member States — and pupil involvement in
hazard spotting in schools.
While there are some excellent resources available for teachers, much less attention
has been paid to the preparation of teachers themselves. It is recognised that teachers
need training in how to deliver risk education, and if they do not have such training
— and risk education is just one option on the curriculum to choose from — they may
be reluctant to attempt to teach it and opt for a topic that they feel more comfortable
with, even if they have been provided with good resources. Therefore, training
programmes are needed for existing teachers, and OSH and risk education teaching
needs to be included in the curriculum of teacher training courses for future teachers.
7
Teachers at all levels of education need this preparation. However, formally embedding
Wo r k
risk education into the teacher training curriculum is likely to be a challenging task for
at
H E a lt H
the OSH community.

The greatest challenge is to mainstream OSH into university education in order to reach
and
SafEty
future engineers, architects, medical professionals, business professionals, managers, etc.

The mainstreaming of OSH into university-level courses is the least well developed area
for
for various reasons, which include the lack of direct national government control over
EuropEan agEncy
university teaching. Actions to include OSH in relevant courses such as engineering or

business studies are therefore ad hoc, and often dependent on the interest of individual
professors or particular advocates within professional bodies. Professors need convincing
of the need to include OSH in courses. They also need relevant materials. Nevertheless,
there are some examples of good practices, for example in the area of engineering.
Examples of pupil competences set for curriculum subjects

that can relate to risk education
Examples of personal and social competences

n to acquire and demonstrate safety skills
n to take responsibility
n to be able to ask for help
n to develop the confidence to give advice
n to deal with unhelpful stereotypes and pressures
n to recognise risk and make safer choices
Examples of health competences

n to be able to apply first aid
n to promote a healthy lifestyle
Examples of citizenship skills

n to understand the need for rules
n to take part in making and changing rules
n to research and discuss local and topical issues
n to consider social and moral dilemmas
n to participate in decision-making
Examples of career-related learning

n to meet and talk with people with a range of work roles and skills
n to identify their own skills and achievements
n to think about ways to develop these skills further
Examples of risk education-specific competences, e.g. as part of practical curriculum subjects

n to know about hazards, risk and risk control
n to recognise hazards, assess consequent risks and take steps to control the risks
to themselves and others
n to use information to assess the immediate and cumulative risks
n to manage their environment to ensure the health and safety of themselves
and others
n to explain the steps they take to control risks
8
EuropEan agEncy
Some success factors for mainstreaming OSH into education
curricula
for
n Make a clear commitment and provide adequate resources.
SafEty
n Set objectives for mainstreaming OSH into education in the national OSH
strategy.
and
Base activities on research into what is taking place in reality, what can be
H E a lt H
n
realistically achieved, what works best, etc.
at
n Develop close cooperation with education authorities and especially with
Wo r k
curriculum-setting bodies.
n Identify opportunities in the education curriculum and seek to influence the
curriculum as it changes and develops.
n Tailor proposals and initiatives to the core curriculum and current teaching
policy and methods, including the integration of risk education across the
compulsory and non-compulsory curriculum. Key areas for integration include
the frameworks for personal, health and social education and citizenship. Risk
education should also be incorporated into health promoting schools (‘healthy
schools’) programmes.
n Develop learning objectives for OSH and risk education for the relevant subjects
in the curriculum framework matched to the age and ability of children and
young people. Focus learning objectives on developing an understanding of
risk, including hazard recognition, risk assessment and developing informed
safer behaviour.
n Provide OSH/risk education resources appropriate to the various curriculum
subjects and age levels.
n Provide professional development in risk education for teachers and trainers.
Training is needed for teachers at all levels, both as part of the professional
development of (existing) in-service teachers and in trainee teacher programmes.
Consider the needs of others involved in education such as those involved in
the management of schools, and parents too.
n Develop partnerships with key promoters of risk education to achieve a
consistent approach and avoid duplication.
n Pilot initiatives, monitor and review progress.
n Exchange experiences and network.
n Place learning about risk within a whole-school approach to safety and risk. The
approach should cover both a safe learning environment for pupils and staff
health and safety. Link this in turn to ‘healthy school’ initiatives.
9
INTRODUCTION
Background
Wo r k
at
Pre-work health and safety education and training are part of preparing young people
H E a lt H
for work, and part of the lifelong learning agenda. Young workers in Europe suffer a
and
higher than average rate of non-fatal accidents at work, and are especially likely to have
SafEty
an accident in the first few weeks of starting a new job. To improve the safety and
health of young workers as they start work it is necessary to provide them with safe
for
EuropEan agEncy
and healthy workplaces, suitable jobs and appropriate training and supervision.
Because many young people enter the labour market with little or no knowledge of
workplace risks and preventive measures, it is also important to include risk education
as part of their schooling. This will prepare them as much as possible for this aspect of
their future work and to promote a prevention culture in future generations. The
European campaign on safety and health at work 2006, ‘Safe start’, therefore aimed
both to raise awareness and promote the safety and health of young people in the
workplace, and to promote the inclusion of risk education in education. A report into
workplace accidents and ill health among young people (Young workers, facts and
figures) by the Agency’s Risk Observatory also supports this twin approach.
Around 430 workers in Europe under the age of 25 are killed at work each year
(2002 figures for the EU-15 from European Statistics on Accidents at Work (ESAW),
Eurostat).
Every year, Europe’s workers aged 18–24 suffer around 714 000 accidents at work
that are serious enough for them to lose three working days or more (this represents
about 16 % of the total of non-fatal accidents at work based on 2002 data for the
EU-15 from ESAW, Eurostat). The report Young workers, facts and figures by the
Agency’s Risk Observatory provides a comprehensive review of the situation.
The European Agency for Safety and Health at Work started its activities on mainstreaming
occupational safety and health (OSH) into education with a seminar for experts and
stakeholders in 2002, followed by a report of case studies in 2004. One of the conclusions
from the 2002 seminar was that OSH teaching should be integrated into the school
curriculum. The 2004 report supported this conclusion and included some examples of
activities to this end, demonstrating that Member States were indeed taking action in
this area. The 2004 report reinforced the importance of taking a ‘curriculum approach’.
This report takes this work a step further by providing a more detailed overview of
Member State actions to include occupational safety and health and risk education in
education curricula. This is a developing area and previous Agency work has found that
despite cultural and legal differences there is considerable potential for sharing
experience on initiatives on integrating OSH into education across the Member States
(see appendices for more details of the conclusions of these reports). Integrating safety
and health into the educational curriculum is a major task, which means that sharing of
information and experience in this area is especially important.
Objectives
The aims of this report are to:
n provide an overview of the extent to which teaching of OSH and risk education are
covered in education curricula in the Member States, either as a teaching requirement
or on a voluntary basis;
12
provide information about how Member States include OSH in their education
EuropEan agEncy
n
curricula and the types of support available to schools, colleges and teachers;
n support the sharing and exchange of information in this area.
for
SafEty
What is mainstreaming?
and
H E a lt H
Mainstreaming or integrating safety and health into
at
education and training means:
Wo r k
n teaching safety and health attitudes and behaviour to children and younger
people and developing their knowledge about risks and risk prevention;
n ensuring the safety and health of staff and students in educational establishments
and promoting a prevention culture.
Mainstreaming in relation to health and safety is about making risk management

principles and ‘OSH thinking’ an intrinsic part of the way decisions are made and
actions are taken in the workplace, so that health and safety is not just an ‘add-on’. It is
part of developing a good OSH culture. It is easier to achieve this if workers and
employers already come to the workplace with a good understanding of OSH, and a
developed culture of ‘risk prevention’. This is of even greater importance at a time when
the world of work is changing rapidly. There are new forms of work organisation, new
technologies and new contractual relationships leading to ever more complex working
environments, which all have implications for risk management.
Integrating or mainstreaming OSH into education forms a key part of developing a
prevention culture by teaching children and young adults to live and work safely. Risk
education should be systematically included in education at all levels, in order to make
young people aware of the problem, provide them with an understanding of the issues,
and change the attitudes of future generations. Mainstreaming OSH into education is
necessary to ensure that young people really are informed about core principles of risk
awareness and prevention before they enter the world of work. Education at all stages,
from the nursery level through to university education, can play a key role in boosting
the prevention culture. But it should not stop there. Health and safety education should
be a part of the life-long learning process, from pre-school onwards.
Mainstreaming OSH into education means integrating one policy area — occupational
safety and health, into another policy area — education. This means that different
systems, with different institutions and different thinking, have to communicate with
one another and to take joint action.
Figure 1, taken from the Agency’s mainstreaming report of 2004, shows some of the
factors involved.
Risk education should first make children aware of what is dangerous in their
environment (at home, at school and at play) and what they should do to help make
themselves and those around them safer. As a child grows up, their knowledge of risk
assessment and management should develop. As young people make career choices
their risk education should become more specialised to cover OSH issues, including
links to their chosen future profession. It is important to bear in mind that risk education
is not about isolating children and young people from all potential hazards, but about
equipping them to deal with situations safely.
13
figure 1: Model of mainstreaming OSH into education

Wo r k
at
H E a lt H
Model of mainstreaming OSH into education

and
SafEty
European National
OSH and OSH and
for
education policy education policy

EuropEan agEncy
PREVENTION CULTURE
1. Legal framework
standards
8. Evaluation/ 2. Participation of
feedback all stakeholders
7. Direct relationship 3. OSH as part of

to the workplace lifelong learning
6. Interactive and 4. Safe and healthy

flexible education learning and working
methods environment
5. Train the trainer
Local OSH and Regional OSH

education and education
initiatives initiatives
Source: Mainstreaming occupational safety and health into education — Good practice in school and
vocational education, p. 8, Report TE-59-04-104-ENC.
Health promotion and safe learning environments

— part of a global mainstreaming approach
Public health is also being mainstreamed into education in many Member States, for
example through the explicit inclusion of ‘healthy lifestyle’ issues in school curricula
and the broader initiative of health-promoting schools. There is an obvious crossover
with teaching risk education here, and the two initiatives should be complementary
and work together. See also the section on EU networks/European Network for Health
Promoting Schools.
Safe learning environments: Schools and colleges also have a duty to provide a safe
workplace for their staff and it is increasingly recognised that the creation of a safe and
healthy learning environment can be used to support risk education of pupils.
For examples, see ‘hot topic No 2 — Safe schools’, on the ENETOSH website http://
www.enetosh.net/webcom/show_article.php/_c-29/_nr-56/_p-1/i.html
Ideally, an integrated approach should be taken where all three areas (health promotion,
risk education and a safe school environment) are combined as illustrated in Figure 2:
14
figure 2: an integrated approach
EuropEan agEncy
Health
for
promoting schools
SafEty
and
H E a lt H
at
Health
Wo r k
education
Safe learning Risk

environment education
The importance of including OSH in educational

curricula
One of the conclusions of the Agency seminar in 2002 was the importance of formally
including OSH in educational curricula, backed up by resources and training for
teachers. The importance of integrating OSH into core school subjects and not only
having it as a separate stand-alone subject was also highlighted. The Agency’s
mainstreaming OSH into education report of 2004 found that legislation can be an
incentive and a reason to set up an OSH and education project. Furthermore, the
report concluded that mainstreaming OSH into education and training in a systematic
and sustained manner requires the integration of health and safety issues as a cross-
cutting subject into the national core curricula at all levels of education, and an holistic
approach to health and safety issues.
As mentioned, the 2002 seminar identified the integration of OSH into the curriculum
as one of a number of key success factors in national projects. Having OSH integrated
can also support the other key success factors, such as making it a priority, engaging
intermediaries, promoting partnerships, promoting collaboration between ministries
and institutions, establishing it as a crucial element of education and training, making
available resources and training for teachers, using appropriate teaching methods,
integrating OSH into all stages of education and across subjects, and having a sustained
approach across time.
Having OSH requirements as part of education curricula:
n enables the teaching of OSH to become systematic and a sustained part of the
whole school educational process and not just dependent on the enthusiasm of
individual teachers;
n sets the context for actions, partnership development, etc.;
n promotes the development of resources (training materials and training for teachers);
15
puts it on the agenda and helps to make it a priority, and provides motivation for
Wo r k
action;
at
H E a lt H
n can provide funding for development, implementation and evaluation of activities;

n stimulates action by interested, non-governmental partners;
and
n provides the context for setting standards for risk education.

SafEty
The 2002 seminar found that most Member States had OSH modules included in the
for
curriculum at most stages of education, in varying stages of development. Also noted

EuropEan agEncy
was the amount of innovation in tackling OSH in education, and the impressiveness
of some partnerships and national programmes. The 2004 report noted the move
towards including OSH in a cross-curricular manner across many different school
topics, and also the development of the specification of key competences in OSH for
pupils, students and teachers. This report takes a more systematic look at the current
situation.
Findings related to taking a ‘curriculum approach’ from

previous Agency activities
Conclusions from the 2002 seminar

n OSH should be integrated into the curriculum with an appropriate balance of
theory and practice. OSH elements should be integrated into core subjects and
not only comprise a stand-alone subject.
n Teachers and trainers need to be trained in risk education and OSH. It is not
enough to simply create tools and hand them over to the teachers.
n Teachers need resources and skills to pass on knowledge on OSH. The methods
and resources should motivate pupils.
‘general situation in the Member States’ reported at the 2002 seminar

An overview of the general situation in the Member States was presented. This set a
baseline for the current status on the topic of mainstreaming OSH into education.
n In most Member States there are OSH modules included in the curricula at most
stages of education — these are at varying stages of development.
n Similarly, in nearly all Member States there is some OSH legislation or guidance
on training and education; some is at quite a general level, for example setting
requirements for training on OSH, whereas in other cases pupils actually have
similar protection to workers.
n Most Member States have had campaigns to introduce OSH issues into
education; some have been national or regional initiatives while others have
been locally led.
n Finally, there is some real innovation in tackling this issue, for example schools
having student OSH representatives and giving them training and powers;
impressive partnerships between different ministries, social partners and other
organisations; and national programmes to mainstream OSH into all levels of
education.
Conclusions from the 2002 seminar related to taking a ‘curriculum approach’

n Safety and health have to be an inherent part of lifelong learning from pre-
school education until post-retirement.
16
EuropEan agEncy
n Integrating safety and health into the school curriculum and especially in
vocational education curricula is a major task.
n The way this task is carried out has changed over the last 20 years. The curriculum
for
approach today is mainly based on two concepts:
SafEty
— integrating OSH as a cross-curricular topic in different subjects as a part of
and
lifelong learning. OSH is no longer a topic primarily in scientific classes, but
H E a lt H
is also included in teaching languages and literature, for example;
— developing key competences in OSH for pupils/students and teachers. The
at
Wo r k
focus has moved from ‘teaching’ OSH knowledge in a ‘one-way-system’ to
experience-oriented learning based on a dialogue between pupils/
students, teachers and OSH professionals.
n The projects prove that legislation can be an incentive and a reason to set up an
OSH and education project:
— certain projects were born out of OSH regulations; for example, the ‘School
environment round’ (Sweden), the Armi project (Denmark), Synergie (France)
and ‘Check it out’ (England);
— others found their origins in standards imposed by the educational
authorities, and/or in the curricula: ‘National healthy school standard’
(England), ‘The safe school’ (the Netherlands), Splaat (England), ‘OSH
integrated in curricular standards’ (Italy).
n Cooperation should be initiated with and among the authorities in education,
employment and health.
n Specifically, the ‘National healthy school standard’ reveals the necessity for
strong back-up, guidance and close cooperation from above, and works at
national, regional and local level.
n It is clear that good communication is necessary between OSH, public health
and education authorities. Both at and between international and national
levels, there is a need for enhanced dialogue.
Conclusions from the 2002 agency seminar on mainstreaming OSH into university courses
n It is very difficult to persuade higher education authorities to include OSH in
degree and professional courses; possible reasons for this are that ‘risk’ is not
seen as an academic concept and that there is a lack of competence to teach it.
n Successful integration may rely on persuading sympathetic professionals and
academics to assist.
n Professionals are responsible for the safety of other people as well as themselves;
therefore they are a key target group.
key success factors in the national projects identified at the 2002 agency seminar
n Risk education and OSH need to be seen as high priorities by stakeholders.
n Teaching these issues should start at the beginning of a child’s education.
n There has to be collaboration with education and employment ministries and
labour inspectorates and institutions, although this can be difficult owing to
varied organisational structures and local circumstances.
n Health and safety professionals need to work in partnership with education
professionals.
n It is important to engage all possible intermediaries as part of learning OSH as a
lifetime skill: local teachers, employers, workers and their representatives,
parents, pupils and experts should all provide support.
17
Wo r k
n OSH should be integrated into the curriculum with an appropriate balance

at
H E a lt H
between theory and practice. OSH elements should be integrated into core
subjects and not just as a separate stand-alone subject.
and
n OSH should be viewed as a crucial element of training for specific employment,

SafEty
not simply an add-on or a one-off campaign; OSH must be presented as a key

for
part of ‘doing the job right’.

EuropEan agEncy
n Teachers and trainers need to be trained in risk education and OSH. It is not
enough to simply create tools and hand them over to the teachers.
n Teachers need resources and skills to pass on knowledge on OSH. The methods
and resources should motivate pupils.
What is health and safety in the curriculum?

In the Member States teaching and learning objectives or outcomes are being set in
curricula in terms of: attitudes and dispositions or behaviour; knowledge and
understanding; and skills or competences (or in terms of what the learner does, is able
to do and knows and understands). The National Council for Curriculum and Assessment
in Ireland suggests that regarding health and safety in the curriculum, the ideal
outcome would be ‘engendering certain dispositions around and attitudes towards’
health and safety matters such as accident prevention, risk assessment and awareness
of hazards. In order to be able to act on these dispositions and attitudes for the learner,
certain skills and competences needed to be healthy and safe are also essential. And to
exercise the dispositions and attitudes and apply the skills and competences, learners
require certain information, knowledge and understanding. According to the NCCA,
health and safety in the curriculum is concerned with:
n fostering a ‘prevention culture’ in young people and an appreciation of the centrality
of human behaviour to accident prevention;
n fostering an understanding of and sensible approach towards risk assessment;
n generating awareness of hazards;
n enabling the identification and use of controls to prevent accidents;
n understanding key concepts and terminology in relation to health and safety;
n basic knowledge of health and safety legislation;
n knowledge of where to source and access relevant information;
n particular aspects of subjects and educational programmes such as manual handling,
ergonomics, chemical safety etc.;

n embedding engagement with health and safety issues in educational activities
related to work experience, preparation for the world of work and transition to
working life.
(NCCA, Mapping Health and Safety in the Curriculum, Ireland, 2007)
Member State education systems

As will be explained in the section on European policies, Member State education
systems vary widely. They have also been undergoing considerable revision. More
details can be found at the following websites:
n EuroEducation.net (The European Education Directory): http://www.euroeducation.net/
n Eurydice (the information network on education in Europe): http://eacea.ec.europa.eu/
portal/page/portal/Eurydice
18
European policies,
programmes and activities
European policies set the context for national policies. Mainstreaming OSH into
Wo r k
education is relevant to various policy areas, not only to health and safety at work —
at
H e a lt h
which is part of the employment policy area. It is also a matter for education and
training policy and for public health. Within the public health policy area there is a link
and
to child and adolescent accident prevention, for example, and to health promotion
Safety
within schools. This section of the report takes a look at which parts of these various
for
policy areas could be relevant to mainstreaming OSH into education.

European Agency
OSH s t r at e g i es a n d a c t i v i t i es
European Community health and safety strategy

Every five years the European Commission draws up a Community strategy on health
and safety at work in the European Union. The most recent strategies have set the
framework within which OSH education and training can be developed in the Member
States, within the wider context of promoting a prevention culture.
The previous strategy, covering 2002–06, emphasised the importance of education and
training to achieve a prevention culture and recognised that such education does not
start with entry into work, but should be part and parcel of the school curriculum. It
promoted both awareness-raising about risk prevention and OSH as a vocational subject
in its own right. The strategy covering 2007–12 reinforces and builds upon the previous
strategy in this area. Promoting a prevention culture continues to be an important area
of action and, within this, the promotion of risk education at all levels of education.
Under the heading ‘Promoting changes in behaviour’ the Community health and
safety strategy 2007–12 states:
‘Legislation can bring about changes in behavioural patterns. A strategy aimed at
promoting a preventive culture must address all parts of society and go beyond the
workplace and the working population. It should help create a general culture that
values health and risk prevention.
6.1. Integrating health and safety into education and training programmes
The experience gained at national, regional and local levels while implementing the
strategy for 2002–06 shows how important it is to develop a risk prevention culture in
training programmes at all levels of education and in all fields, including vocational
training and university education. Primary education plays an important role, since
basic preventive reflexes are developed during childhood.
Special attention should also be paid to the training of young entrepreneurs in
occupational health and safety management and to training for workers to make them
aware of the risks in the company and how to prevent and combat them. This is
particularly important for SMEs and migrant workers.’
The 2007–12 strategy also says that the Commission will consider making a proposal
for an EU recommendation on vocational and occupational training, on the basis of
information from the European Agency for Safety and Health at Work and the opinion
of the Commission’s Advisory Group on Safety, Hygiene and Health. It calls upon
Member States to make use of the European Social Fund and other Community
funding programmes to develop training projects in this area.
Both the 2007–12 and the 2002–06 strategies recognised the vulnerability of young
workers and therefore the need to pay attention to their health and safety needs.
20
EuropEan agEncy
Elements of the European Community health and safety strategy 2007–12 related
to OSH and education:
n fostering and promotion of a common preventative safety and health culture;
for
addressing all parts of society and going beyond the workplace and working
SafEty
n
population;
and
n integrating health and safety into education and training programmes at all
H E a lt H
levels and in all fields;
calling on Member States to use EU funding programmes to develop training
at
n
Wo r k
projects;
n considering a Community instrument (recommendation) on education and
training;
n meeting the needs of young workers.
Improving quality and productivity at work: Community strategy 2007–12 on
health and safety at work: http://ec.europa.eu/employment_social/health_safety/
strategies_en.htm
Advisory working group on OSH in education and training

The European Commission has an Advisory Committee on Safety and Health at Work
(ACSH), made up of representatives from government, employers and trade unions in
each Member State. A temporary working group of the Advisory Committee has been
set up on education and training to support the Community strategy 2002–06 and
now the strategy 2007–12.
Rome declaration on mainstreaming OSH into education and

training
The Italian Presidency seminar on ‘Mainstreaming OSH into education — the workers
of tomorrow’ took place at the international conference on occupational safety and
health in SMEs held in Rome on 1 to 3 October 2003. The health and safety experts
present discussed the key ingredients for a coherent strategy to mainstream
occupational safety and health into education and training at European level. The
outcome was the Rome declaration on mainstreaming OSH into education and
training, which was presented at the close of the meeting.
The declaration proposed that the European Social Affairs Council, the European
Parliament and the European Commission should: consider action to include health
and safety issues in European employment guidelines; develop an action plan to
mainstream OSH in education and training at the European level and carry out regular
activities in cooperation with the European social partners in order to promote it; and
support the development of European networks for vocational safety and health
training in various sectors.
Furthermore, the declaration proposed that the EU Member States and Accession
States and their social partners should consider, among other things, setting national
goals and developing coherent strategies for preparing children and young people for
working life by means of education and training and setting goals for improvement of
the working environment in schools and other educational establishments.
Further information: See ‘Rome declaration’ (http://osha.europa.eu/good_practice/
sector/osheducation/rome.stm).
21
European directives on safety and health at work

Wo r k
at
The general European directives on preventing occupational health and safety risks to
H E a lt H
employees apply to schools and other educational establishments as employers. Risks

to workers should be assessed and the necessary preventive measures put in place.
and
SafEty
The Member States transpose the minimum requirements in the directives into their
national legal system. Risks to health and safety in education may affect not only
for
employees, but also pupils, students and visitors. In some Member State legislation
EuropEan agEncy
employers also have duties under workplace health and safety legislation to prevent
risks to non-workers, such as pupils, who could be exposed to hazards generated by
the employers’ activities. Some Member States’ initiatives on risk education are
combined with objectives and activities aimed at providing a safe school environment.
And some Member States treat pupils as if they were employees in their legislation, for
example by requiring schools to have pupil health and safety representatives.
See Council Directive 89/391/EEC of 12 June 1989, on the introduction of measures to
encourage improvements in the safety and health of workers at work (sometimes
referred to as the ‘framework directive’) at: http://ec.europa.eu/employment_social/
health_safety/legislation2_en.htm
Approaches to health and safety in schools as workplaces in the Member States

include:
n employees in schools covered by workplace health and safety requirements (all
Member States);
n OSH legislation extended to include risks to non-employees who could be
affected by the operations of the undertaking, such as pupils;
n initiatives on OSH in education combined with campaigns to improve health
and safety in the school environment;
n pupils treated as ‘workers’ under OSH legislation; for example, they can participate
in the school’s safety planning and elect pupil safety representatives.
E d u c at i o n a n d t r a i n i n g S t r at E g i E S a n d a c t i v i t i E S
‘The Union must become the most competitive and dynamic knowledge-based
economy in the world — capable of sustainable economic growth with more and
better jobs and greater social cohesion’ (European Council, Lisbon, March 2000).
‘By 2010, Europe should be the world leader in terms of the quality of its education
and training systems’ (European Council, Barcelona, 2002).
Member State subsidiarity for education

With regard to education, under the principle of subsidiarity every Member State of
the European Union retains full responsibility for the content of teaching and the
organisation of its own education system action (Articles 149 and 150 of the European
22
Treaty). The European Union therefore does not devise or implement a ‘common
European Agency
policy’ on education. The Community’s role is to contribute to the development of
quality education by encouraging cooperation between Member States and, if
necessary, by supporting and supplementing their action. The Community has specific
for
ways of promoting cooperation in this field through action at European level.
Safety
and
Education and Training 2010 and the cooperation process
H e a lt h
On the other hand, the European Union has a strategy for sustained economic growth
at
and jobs. Set by the Council of Ministers in Lisbon in 2000, the strategy aims not only
Wo r k
to create jobs but to create better jobs. The Lisbon strategy is relevant to OSH as good
health and safety is part of quality employment. Education and training in general are
crucial to achieving the objectives of the Lisbon strategy concerning economic growth
and quality jobs. The European Council has therefore approved shared objectives for
the Member States on education and training to be achieved by 2010, as well as setting
up a work programme, ‘Education and training 2010’. One of its goals is to improve the
quality and effectiveness of EU education and training systems. There are objectives
covering formal, non-formal and informal levels of education and training, and
including vocational education, aimed at making lifelong learning a reality. The aim is
to improve systems in all areas, including teacher training; basic skills; integration of
information and communication technologies (ICTs); efficiency of investments;
language learning; lifelong guidance; flexibility of the systems to make learning
accessible to all, mobility, citizenship education, etc.
Common framework of key competences
A working group on basic skills, established in 2001, has developed a framework of key
competences needed in a knowledge society and prepared a number of
recommendations to ensure that all citizens can acquire them. The resultant
recommendation presents a European reference tool for key competences and
suggests how these competences could be better integrated into curricula, maintained
and learned through life. Key competences are defined as a combination of knowledge,
skills and attitudes which individuals need for personal fulfilment and development,
active citizenship, social inclusion and employment.
Occupational safety and health is not mentioned explicitly in the recommendation,

but implicitly it is included in the framework of the key competences.
For example, for science and technology, essential knowledge related to competences
includes an understanding of the risks of applications and technology. Attitudes related
to basic competences in science and technology include respect both for safety and
sustainability.
Furthermore, interpersonal, intercultural and social competences ‘cover all forms of

behaviour that equip individuals to participate in an effective and constructive way in
social and working life’.
‘Personal and social wellbeing requires an understanding of how individuals can ensure
optimum physical and mental health, including as a resource for oneself and one’s
family, and knowledge of how a healthy lifestyle can contribute to this. For successful
interpersonal and social participation it is essential to understand the codes of conduct
and manners generally accepted in different societies and environments (e.g. at work),
and to be aware of basic concepts relating to individuals, groups, work organisations,
gender equality, society and culture.’
23
Commission Communication sets out teacher training proposals

Wo r k
at
Relevant teacher training is crucial for achieving educational goals; this is also true of
H e a lt h
teaching risk education. Recognising that teacher training is a prerequisite for achieving
the goals of ‘Education and training 2010’, the European Commission, under its cooperation
and
Safety
process on education with the Member States, has set out proposals to improve the
quality of teacher training. If adopted by Member States, the proposals issued in August
for
2007 will help promote a more systematic and targeted approach to teacher training.
European Agency
At present, according to analysis by the European Commission, current systems for

teacher training and education in the Member States are often failing to give teachers
the training they need. In some Member States there is little systematic coordination
between different elements of teacher education, which leads to a lack of coherence
and continuity, especially between teachers’ initial professional education and their
subsequent induction, in-service training and professional development. Further, the
Commission’s analysis reveals that investment in continuous training and development
of the teaching workforce is low. For example:
n in-service training is compulsory in only 11 Member States;
n where in-service training exists, training generally amounts to less than 20 hours per
year, and is never more than five days per year;
n only half of the countries in Europe offer new teachers any systematic kind of support
(e.g. induction, training, mentoring) in their first years of teaching.

The Commission Communication outlines a common framework for policies to improve
the quality of teacher education. The document responds to a request, expressed in the
2004 Council and Commission Joint report on progress towards the Lisbon objectives in the
fields of education and training, that a set of common European principles be developed
to improve the competences and qualifications of teachers and trainers alike.
The Communication provides Member States with a number of broad orientations for
developing policies and practices. These include:
n ensuring that all teachers have access to the knowledge, attitudes and pedagogic
skills that they require in order to be effective;
n ensuring that provision for teachers’ education and professional development is
coordinated, coherent and adequately resourced;

n promoting a culture of reflective practice and research among teachers;
n promoting the status and recognition of the teaching profession; and
n supporting the professionalisation of teaching.
The objectives of the Communication are necessarily very broad. They do not explore
in detail all the specific topics that could be covered as part of teacher training, which
means that subject matter as specific as risk education is not mentioned. However, if
the proposals are adopted by the Member States, they should promote review and
discussion of teacher training, and this should provide an opportunity for looking at
teacher training on risk education alongside other elements and issues.
Funding opportunities
To support the realisation of Europe’s objectives on education and training, funding is
available for projects through the European ‘Leonardo da Vinci’ programme and the
European Social Fund (ESF).
The ‘Leonardo da Vinci’ programme is part of the European Commission’s new ‘Lifelong
learning’ programme and is designed to build a skilled workforce through European
partnerships. The ‘Leonardo da Vinci’ programme funds overseas work placements
24
and the development of training materials with the objective of improving the
EuropEan agEncy
provision of Vocational Education and Training (VET) across Europe. It focuses on raising
the quality and relevance of VET, and provides an opportunity for organisations
involved in VET to build European partnerships, exchange best practice, increase the
for
expertise of their staff and develop the skills of learners.
SafEty
The ESF supports:
and
the design and introduction of reforms in education and training systems (reforms
H E a lt H
n
that make people more employable, that make initial and vocational training more
at
relevant to employers’ needs, and that update the skills of the educators and trainers
Wo r k
to take account of the need for innovation in the knowledge based economy);
n networking between higher education institutions, research and technology centres
and companies.
In the less developed EU regions, the ESF is funding additional types of activity as
outlined below:
n reforms in education and training systems in ways that raise people’s awareness of
the importance of the needs of the knowledge-based society, and in particular the
need for lifelong learning;
n increasing participation in lifelong learning by reducing early school leaving, reducing
gender disparities in some subjects, and improving access to quality education;
n developing more researchers and innovators by supporting postgraduate studies
and the training of researchers.
Project proposals on OSH in education can and have been funded by these programmes.
One such example is the ENETOSH project (see section on European networks).
Another example is the Edforsa project, whose reports on the coverage of OSH in
education in various Member States are referred to in this report.
Further information:
‘Leonardo da Vinci’ programme (http://www.leonardo.org.uk)
European Social Fund — http://ec.europa.eu/employment_social/esf/fields/education_
en.htm
Education and training 2010 — diverse systems, shared goals
a summary of EU education and training strategy in relation to the lisbon strategy on growth
and jobs
To achieve Europe’s goals on growth and jobs, Heads of States or Government
asked for ‘not only a radical transformation of the European economy, but also a
challenging programme for the modernisation of social welfare and education
systems’. In 2002, they went on to say that by 2010 Europe should be the world
leader in terms of the quality of its education and training systems.
Making this happen will mean a fundamental transformation of education and
training throughout Europe. This process of change will be carried out in each
country according to national contexts and traditions and will be driven forward
by cooperation between Member States at European level, through the sharing of
experience, working towards common goals and learning from what works best
elsewhere (the ‘open method of coordination’) (see http://ec.europa.eu/education/
policies/pol/policy_en.html#metode).
25
Wo r k
To ensure their contribution to the Lisbon strategy, Ministers of Education adopted

at
H E a lt H
in 2001 a report on the future objectives of education and training systems (see
http://ec.europa.eu/education/policies/2010/doc/rep_fut_obj_en.pdf) agreeing
and
for the first time on shared objectives to be achieved by 2010. A year later, the
SafEty
Education Council and the Commission endorsed a 10-year work programme to

for
be implemented through the open method of coordination. Approved by the

EuropEan agEncy
European Council, these agreements constitute the new and coherent Community
strategic framework of cooperation in the fields of education and training.
Ministers of Education agreed on three major goals to be achieved by 2010 for the
benefit of the citizens of the EU as a whole:
n to improve the quality and effectiveness of EU education and training systems;
n to ensure that they are accessible to all; and
n to open up education and training to the wider world.
To achieve these ambitious but realistic goals, they agreed on 13 specific objectives
covering the various types and levels of education and training (formal, non-
formal and informal) aimed at making lifelong learning a reality. Systems have to
improve on all fronts: teacher training; basic skills; integration of information and
communication technologies (ICTs); efficiency of investments; language learning;
lifelong guidance; flexibility of the systems to make learning accessible to all,
mobility, citizenship education, etc.
Working groups (see http://ec.europa.eu/education/policies/2010/objectives_en.
html) have each been working on one or more objectives of the work programme.
Gathering experts from 31 European countries as well as stakeholders and interested
EU and international organisations, their role is to support the implementation of
the objectives for education and training systems at national level through
exchanges of ‘good practice’, study visits, peer reviews, etc. With the support of the
Standing Group on Indicators and Benchmarks set up by the Commission in 2002,
indicators and benchmarks are being developed to monitor progress (see http://
ec.europa.eu/education/policies/2010/objectives_en.html#measuring).
‘Education and training 2010’ integrates all actions in the fields of education and
training at European level, including enhanced cooperation in vocational
education and training (the ‘Copenhagen process’) (see http://ec.europa.eu/
education/policies/2010/vocational_en.html). The Bologna process, initiated in
1999, is also crucial in the development of the European higher education area in
which students can choose from a wide range of high-quality courses and benefit
from smooth recognition procedures (see http://ec.europa.eu/education/policies/
educ/bologna/bologna_en.html). Both processes contribute actively to the
Lisbon objectives and are therefore closely linked to the ‘Education and training
2010’ work programme.
On 11 November 2003 the European Commission adopted a Communication
presenting an interim evaluation of the implementation of the ‘Education &
training 2010’ programme since Lisbon (see http://ec.europa.eu/education/
policies/2010/doc/com_2003_65.a1_23013_en.pdf). This Communication calls for
accelerated reforms in the years to come and a stronger political commitment to
achieve the Lisbon goals. It constitutes the Commission’s contribution to the joint
report which the Education Council and the Commission submitted to the 2004
Spring European Council (see http://ec.europa.eu/education/policies/2010/doc/
jir_council_final.pdf).
26
EuropEan agEncy
A key priority for the Commission is the European Qualifications Framework (EQF),
which the Commission formally published as a staff working document on 8 July
2005. The objective of the EQF is to facilitate the transfer and recognition of
for
qualifications held by individual citizens, by linking qualifications systems at the
SafEty
national and sectoral levels and enabling them to be related to one another. The
EQF will therefore act as a translation device and will be one of the principal
and
H E a lt H
European mechanisms to facilitate citizen mobility for work and study, alongside
for example, Erasmus, the European Credit Transfer System and Europass (see
at
http://ec.europa.eu/education/policies/educ/eqf/index_en.html).
Wo r k
Based on the European Commission webpage: http://ec.europa.eu/education/
policies/2010/et_2010_en.html
Vocational training agency

Cedefop, the European Centre for the Development of Vocational Training, helps
promote and develop vocational education and training in the European Union (EU). It
has cooperated with the EU-OSH Agency on OSH and education, for example through
involvement in EU-OSHA events (see http://www.cedefop.europa.eu).
Further information
n Lisbon European Council 23 and 24 March 2000, Presidency Conclusions
http://www.europarl.europa.eu/summits/lis1_en.htm
n Implementation of education and training 2010 work programme — Working Group
B ‘Key competences’, ‘Key competences for lifelong learning — A European reference
framework’, November 2004
http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf
n Education and training 2010: The success of the Lisbon strategy hinges on urgent
reforms, Joint interim report of the Council and the Commission on the
implementation of the detailed work programme on the follow-up of the objectives
of education and training systems in Europe:
http://ec.europa.eu/education/policies/2010/doc/jir_council_final.pdf
n Proposal for a Recommendation of the European Parliament and of the Council on
key competences for lifelong learning:
http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf
n Proposal for a Recommendation of the European Parliament and of the Council on
the establishment of the European Qualifications Framework for lifelong learning:
http://ec.europa.eu/education/policies/educ/eqf/com_2006_0479_en.pdf
n ‘Teachers need good education too! The Commission proposes to improve the
quality of teacher education in the European Union’:
http://europa.eu/rapid/pressReleasesAction.do?reference=IP/07/1210&format=HTM
L&aged=0&language=EN&guiLanguage=en
n Communication from the Commission to the Council and the European Parliament:
Improving the quality of teacher education, European Commission, COM(2007) 392
final, Brussels, 3.8.2007: http://ec.europa.eu/education/com392_en.pdf
27
H e a lt h
Wo r k
s t r at e g y a n d a c t i v i t i es
at
H e a lt h
Public health
and
Safety
As in the field of education, Member States have autonomy in the area of health,
although the EU seeks to complement the work of the Member States in certain areas
for
and promote a coherent and coordinated approach to public health.

European Agency
The European Community health strategy has been undergoing development over
the past few years. The European Commission adapted a new health strategy in 2007.
Building on current work, this strategy aims to provide an overarching strategic
framework spanning core issues in health, and to incorporate health in all policies. Thus
the European health strategy recognises the importance of working with other policy
areas. It is also very much concerned with health promotion and the importance of
education and training.
Within the context of the health strategy the Commission runs a public health
programme. One of the priorities of the Community action programme on public
health 2003–08 has been improving health information and knowledge at all levels of
society. The Communication from the Commission on the programme states that ‘In
order to achieve (a high level of health and health equality) the programme should
take into account the importance of education, training and networking.’
The recognition of the need to work with other policy areas and the importance of
education and training in health promotion provide the basis for synergies not only
between public health and occupational health and safety activities but also more
specifically for synergies between health promotion in schools and risk education in
schools.
Accident prevention
Another area where risk education in schools and public health can meet is activities aimed
at accident prevention among children and adolescents. The 2006 EC Communication
‘Actions for a safer Europe’ defines injury and accident prevention as a priority for the public
health programme, and the European Commission is co-funding projects such as Adrisk
(Community action on adolescents and injury risk), a project initiated by EuroSafe, the
European Association for Injury Prevention and Safety Promotion. One of the objectives of
this project is to advocate for consistency in policies and educational programmes used
throughout Europe that impact on the safety of young people aged 15–24. The intention
is to mediate among all the relevant interest groups in society.
Further information
n Overview of European health policy, European Commission website:
http://ec.europa.eu/health/ph_overview/strategy/health_strategy_en.htm
n Communication from the Commission to the Council, the European Parliament, the
Economic and Social Committee and the Committee of the Regions on the health
strategy of the European Community, COM/2000/0285 final:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:52000DC0285:EN:HTML
n Community action in the field of public health (2003–08):
http://europa.eu.int/eur-lex/pri/en/oj/dat/2002/l_271/l_27120021009en00010011.pdf
n Adrisk (Community action on adolescents and injury risk):
www.adrisk.eu.com
28
Inclusion of health and

safety in Member State
education curricula
In recognition that the safety and health of tomorrow’s workforce depends partly on
Wo r k
the mainstreaming of occupational safety and health into education today, more and
at
H e a lt h
more countries are starting to integrate OSH into school curricula as well as vocational
and university courses. This part of the report provides examples of how health and
and
safety issues are integrated into formal educational curricula and syllabuses at different
Safety
levels of education in the Member States. It aims to provide a snapshot of a rapidly

for
developing area, based largely on information gathered during 2006 with the assistance
European Agency
of the Agency’s focal points (usually the national health and safety authorities) in the
Member States. The Member States incorporate objectives and actions within their
national OSH strategies to implement the Community OSH strategy. The activities
described in this section have mainly been taken prior to or under the 2002–06
Community strategy. Further activities are taking place in all Member States to
implement the 2007–12 strategy, but full information concerning these latest activities
was not available at the time of writing this report.
In the European Union every Member State has full responsibility for the content of
teaching and the organisation of its own educational system, under the principle of
subsidiarity. As a consequence, the Member States’ educational systems vary
considerably and are not directly comparable.
Austria
Legislation
Education
The Schulorganisationsgesetz (School Organisation Act) covers compulsory
education.
Safety legislation — training of apprentices

The Austrian OSH regulation on the protection of children and young people at work
includes temporary restrictions regarding the use of dangerous machines by young
workers. It specifies dangerous machines that a young person may not use until they
have served 18 months of apprenticeship. If the young person receives special
theoretical and practical training on the use of these machines the time restriction
may be reduced to 12 months. A minimum of 24 hours of training is required, which
must be undertaken in vocational schools for apprentices. The training must follow the
so-called ‘guidelines for OSH instruction’ which are set and published by the Austrian
Workers’ Compensation Board (Allgemeine Unfallversicherungsanstalt).
Curriculum
Pre-school
Austria’s central education ministry sets only very general regulations concerning
health and safety education in the pre-schools. The local authorities are responsible for
the content of such education. While they are obliged to educate on road safety and
dangers in the home, each kindergarten can decide on how to do this; for example
they can invite policemen to the school to talk to the children.
30
Basic school — Grundschule
European Agency
The curriculum for the Grundschule is decreed by the Federal Minister for Education,
Science and Culture on the basis of the ‘Schulorganisationsgesetz’ (School Organisation
for
Act) and must be implemented by schools.
Safety
The curriculum for the Grundschule is framed in broad terms. It defines in general
and
terms the educational objectives and the content to be taught in the various curriculum
H e a lt h
subjects. Within this broad framework teachers have freedom to choose their teaching
methods, and under the provisions of Schulautonomie (school autonomy), schools
at
Wo r k
also enjoy a certain amount of latitude in curriculum design.
Road safety is a compulsory subject in primary school that is subject to school autonomy.
The subject deals with accident prevention and first aid, using teaching materials issued
by the Red Cross Youth organisation. Topics include sporting accidents, mosquito bites,
accidents in the kitchen and accidents in the workshop. There are stories, comics, riddles
and games for each topic in this subject. At the age of 10 pupils can get a ‘bicycle
driving licence’ that allows them to ride a bicycle alone in the street.
Lower secondar y school (Hauptschule)

In lower secondary schools (Hauptschule), health and safety issues are included in the
subject of domestic science and nutrition. The subject comprises four themes:
n nutrition and health
n home economics and society
n consumer education and health
n lifestyle and health.
Issues covered that relate to health and safety include basic rules of hygiene and safety
management, awareness of ergonomic aspects of work, the relationship between
nutrition and health, taking responsibility for one’s own health, physical and mental
resources, etc. Domestic science and nutrition is taught during the four years of
Hauptschule, with between two and six hours devoted to the subject per week.
The subject of vocational orientation aims at familiarising the pupils with the world of
work and includes issues related to OSH such as working conditions, work and health,
health protection, etc.
Upper secondary school

The general cross-curricular objectives of upper secondary education are defined in five
educational areas. Health and safety aspects are included in the areas of ‘man and society’,
‘nature and technology’ and ‘health and physical education’. Most of the subjects dealing
with accident prevention, safety etc., come under the schools’ autonomy.
Initial vocational education

Austria places heavy emphasis on high quality vocational and technical education and
training (VTE) oriented towards practical and economic requirements. The fact that
more than 80 % of young Austrians want to undertake initial vocational training at
secondary level shows its high acceptance among the population. VTE has a long
tradition in Austria, not only as far as the training of apprentices is concerned, but also
for full-time VTE schools, with the introduction of the first vocational and technical
31
college at the end of the 18th century. The Austrian VTE syllabuses generally cover
Wo r k
occupational safety and health (OSH). The Labour Inspectorate and the Austrian
at
H e a lt h
Workers Compensation Board cooperate closely with VTE schools, for example by
giving lectures and conducting projects such as risk evaluations of school premises.
and
Safety
Dangerous machines and the integration of OSH in initial

for
vocational education
European Agency
The integration of OSH prevention training into VTE requires cooperation between
educational institutions and OSH institutions. Some aspects of this cooperation are
governed by law. For example, Austrian OSH law does not allow young workers starting
a job to use dangerous machines for up to 18 months. The time period may be reduced
by undertaking specific training, which must be delivered by the vocational schools
using materials developed by the AUVA (Austrian Social Insurance for Occupational
Risks). The regulation also offers the possibility of adapting the education programmes
on a voluntary basis.
The decree gave OSH experts the chance to influence education programmes and to
provide schools with new resources for VTE, tuned to the abilities and knowledge of
apprentices. In addition, the chambers of commerce pressurised schools to adapt their
education programmes according to the AUVA guidelines for OSH instruction, because
they wanted to ensure that all apprentices received a good grounding in OSH and
training in using dangerous machines. However, there were also doubts about the
competence of teachers after the occurrence of occupational accidents that blocked
the delivery of entire programmes.
The AUVA developed guidelines for OSH instruction for all occupations concerned
based on the dangerous machines listed in the law and their specific use at work within
these professions. The various procedures for training on the different machines are
outlined. The guidelines were developed along with representatives of the social
partners and introduced to vocational schools for apprentices during a series of
seminars. Within a year almost every vocational school for apprentices had sent
teachers to these seminars, where every participant received a media package for
theoretical teaching based on brochures and a CD-ROM called the ‘L-Program’ with
various presentations in PowerPoint format. On completion of their VTE instruction the
apprentice receives a certificate from the school to be submitted to the employer.
The Austrian Health and Safety Licence — a first step to the

European OSH Passport
VTE is considered to be not just about obtaining a profession-specific qualification but

also a part of lifelong learning that imparts general skills and experience for coping with
working life. For example, there is a need for qualified personnel who have experience
in information technologies, qualifications in business and also knowledge about OSH.
For this reason, Austria wanted to improve the integration of OSH into VTE. Based on the
precedents of the European Computer Driving Licence (ECDL) and the European
Business Driving Licence (EBDL), Austria developed the idea of an Occupational Health
and Safety Licence.
From the outset there was a positive response to the proposal to implement the
Occupational Health and Safety Licence in Austria, despite the fact that the legal
situation still varies within the European Union. Nowadays the target for vocational
schools is to provide additional competences such as OSH that are linked to the
practical working situation. To support the achievement of this target, teachers
32
participate in special training seminars to gain the knowledge and teaching skills for
European Agency
these new qualifications.
A series of OSH seminars has been offered since 2004 for teachers in vocational schools
and higher technical colleges. The duration is 72 hours in total, 48 hours being set by
for
the Federal Institute for Pedagogic Education and 24 hours are options that are chosen
Safety
according to the specific trade branch. The participants are trained as tutors and the
and
seminars cover the following items: basic laws and technical standards; organisation of
H e a lt h
OSH in practice; workplace safety; ergonomics; chemical substances; evaluation of
hazards; and cost–benefit analysis. With this additional knowledge teachers will be
at
Wo r k
able to include OSH facts in the teaching programmes of their schools. Finally their
students will obtain a certificate, the above-mentioned Occupational Health and Safety
Licence.
Austria is working within the European network project ENETOSH (see the section on
European networks). This group has set up a working group to propose common
criteria for a teachers’ OSH licence and a student certificate for OSH that could be
considered for use at the European level. Licences for trainers or teachers, licences for
schools or institutes, examination of students by institutes, supervision by external
experts and the costs of the education are just some of the questions to be discussed
by the organisations involved.
Universities
In many university courses OSH is included as a cross-curricular topic. For example, at
the technical university courses are offered for blasting, which cover all the chemical
and environmental aspects including OSH issues.
The universities also offer some non-compulsory OSH modules in certain disciplines,
as follows.
Technical university
There is a non-compulsory subject dealing with OSH issues in businesses. OSH issues
are included in the instructions for all workshop activities.
Construction
There is a non-compulsory subject dealing with OSH and environment issues.
Medical faculties
In the past few years there have been an increasing number of courses, training
modules, etc., dealing with OSH issues. There is also a faculty for industrial medicine.
Supporting activities, programmes and projects
Kids project
‘Kids project’ was launched by the labour inspectorate in 2004, to support the EU
Community strategy on health and safety at work from 2002 to 2006 concerning the
need for ‘awareness raising and education from an early stage on’. ‘Kids project’ started
as a one-year project and has become a permanent working group. The goals of this
initiative are to: promote the teaching of OSH in education and training; prepare young
33
people for working life; and promote a preventive health and safety culture among
Wo r k
young workers and their employers, as well as within schools, professional training
at
H e a lt h
institutions and employment centres. The inspectors deliver health and safety training
on vocational and professional training courses to prepare young people for the challenge
and
of their future working life regarding occupational safety and health. Interactive quizzes
Safety
are just one example of the resources developed to support this initiative.
for
European Agency
Further information
n Eurydice website (Austria): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=AT
n BMUKK — Bundesministerium für Unterricht, Kunst und Kultur (Austrian Federal
Ministry for Education, Art and Culture): http://www.bmukk.gv.at

n Bundesministerium für Wirtschaft und Arbeit: http://www.bmwa.gv.at
n Arbeits Inspektion: http://www.arbeitsinspektion.gv.at
n Allgemeine Unfallversicherungsanstalt (AUVA): http://www.auva.at
n The ENETOSH website has various examples of projects in Austria:
http://www.enetosh.net/webcom/show_websiteprog.php/_c-57/_lkm-7/i.html
Belgium
Devolution to the communities
Education in Belgium comes under the authority of the different communities (Flemish-,
French- and German-speaking), with the Federal Government setting common rules
stipulating the age group in which school attendance is compulsory and establishing
the minimum conditions for granting diplomas. Because each community has its own
education system, several players are involved in setting up and carrying out
educational policy. In practice, however, similar approaches are taken in all regions; the
example of how OSH is integrated into the Flemish system is given in detail here.
Flemish community curriculum

The Flemish education system sets developmental objectives (eindtermen) and
attainment targets or final objectives (ontwikkelingsdoelen) for all areas of its curriculum.
Health and safety can be integrated into education through its inclusion in these
objectives.
Attainment targets are minimum objectives with regard to knowledge, insight, skills
and attitudes, which the educational authorities regard as necessary and attainable for
a specific population of pupils. Developmental objectives are minimum objectives
that the authorities regard as desirable for a specific population of pupils (Decree 4,
February 2003). The attainment targets and developmental objectives will be clearly
seen in the curricula, the school work plans and the course books used by the schools.
Pre-school education is non-compulsory education. Not all pre-schoolers start school
at the same age. They each develop at their own pace. Therefore there are no
attainment targets in pre-school education, only developmental objectives.
While the developmental objectives and attainment targets define what the pupils
have to be taught, they do not stipulate how this has to be done. The schools are free
34
to decide the method, which leads to different approaches and allows for differentiation.
European Agency
This is reflected in the diversity of curricula which are used in Flemish schools.
The curriculum is developed by the educational networks (community or state schools,
grant-aided official schools, and grant-aided free schools such as schools linked to a
for
religion), evaluated by the educational inspectorate who check that it corresponds
Safety
with attainment targets and developmental objectives and then approved by the
and
Minister for Education. The schools belonging to a network usually adopt the approved
H e a lt h
curricula. The networks also develop the more detailed programmes of study to
implement the curriculum and the related developmental objectives.
at
Wo r k
An overview of the attainment targets and developmental objectives related to health
and safety, and of the subjects where a clear link can be made with safety and health,
follows. It is self-evident that general competences (e.g. being able to ask goal-directed
questions, being able to ask others for help, etc.) are also important for the development
of an attitude of safety awareness. However, the list below is limited to competences
that are clearly linked to health and safety.
Kindergarten
Relevant developmental objectives at kindergarten level include:
n child develops ability to lift material in a safe way (posture, ergonomics);
n child develops ability to understand and react to auditory, visual and tactile signals
(alert, pictograms);
n child develops correct body posture;
n child develops good personal hygiene habits;
n child develops recognition of acts that can affect their own health or the health of
somebody else;
n child develops ability to use classroom material in a responsible and safe way;
n child develops ability to distinguish between safe and unsafe areas for play;
n child develops realisation that there are risks associated with road traffic.
Primary education
Relevant final objectives at primary level include:
n pupil is able to observe safety rules and procedures;
n pupil is aware of dangers and risks in situations involving movement, and able to
spot and assess them;
n pupil is willing to work in a safe and secure way.
Relevant final objectives in special primary education include:

n pupil recognises behaviour that can be damaging or beneficial to their health;
n pupil displays good habits regarding daily hygiene;
n pupil recognises common pictograms concerning health and safety and acts
accordingly;
n pupil knows that he/she can become ill from the ingestion of certain products and
plants;
n pupil is able to apply first aid in the case of minor grazes and scolds;
n pupil follows evacuation rules if the alarm sounds;
n pupil takes steps to prevent accidents;
n pupil understands security measures and acts accordingly;
n pupil acts appropriately in dangerous situations.
35
Secondary education
Wo r k
at
Relevant final objectives at 1st grade (12–13 years) include:

H e a lt h
n pupil is able to apply basic principles of good posture and care of the back;
and
pupil is able to follow safety regulations and rules;

Safety
n pupil observes safety rules when using materials, equipment;

for
n pupil can read pictograms.

European Agency
Relevant final objectives at 2nd grade (14–15 years) include:

n pupil is able to indicate natural and human causes of environmental problems;
n pupil is able to explain the importance of safety rules and procedures;
n pupil is able to recognise unsafe situations and act appropriately;
n pupil is able to apply spontaneously principles of good posture and care of the
back;
n pupil conducts experiments in a safe and secure way;
n pupil applies basic hygienic principles without prompting.
Relevant final objectives at 3rd grade include:

n pupil takes responsibility in new situations by applying safety rules that have been
established unanimously;
n pupil gives first aid in the event of accidents.
Cross-curricular final objectives

Cross-curricular final objectives are minimum goals that are not specific to a certain
educational subject, but are applicable whatever the subjects taught. Although risk
education is not a cross-curricular subject, there are various cross-curricular final
objectives that relate to it. Examples of the cross-curricular final objectives of health
education are presented below. More indirectly related objectives include those set for
environmental education, social skills and sense of public responsibility.
1st grade — relevant final objectives include:
n pupil is able to demonstrate the importance of hygiene for themselves and their
environment;
n pupil realises that their behaviour has an influence on their own health and the
health of others;
n pupil is able to identify safe and unsafe situations in their environment and give
examples of preventive measures;

n pupil is able to demonstrate a good posture for standing up, sitting and lifting and
give examples of possible complaints that can arise from poor posture and
movements.
2nd grade — relevant final objectives include:
n pupil observes good hygiene;
n pupil follows the instructions for good and healthy ways of eating;
n pupil applies safety regulations in workshops, labs and other situations;
n pupil recognises an emergency situation and acts appropriately;
n pupil is aware of the importance of ergonomics.
3rd grade — relevant final objectives include:

n pupil is able to help others by using first aid;
n pupil participates in the safety and health policy at school and in their
environment.
36
EuropEan agEncy
Example of the inclusion of OSH in the final objectives for
physical education in primary schools
for
1. Moving responsibly and safely
SafEty
The pupils:
and
1.1. are able to observe safety rules and procedures;
H E a lt H
1.2. are aware of the dangers and risks of situations involving movement and are
at
able to assess and indicate these.
Wo r k
2. physical education — healthy and safe lifestyle
The pupils:
2.1. have knowledge of their own body and develop a correct body posture;
2.2. develop stamina, strength, agility, speed and muscular strength to achieve
the motor skills;
2.3. feel a sense of satisfaction from physical effort and are also familiar with its
long-term effects;
2.4. are aware of the importance of warming up before physical activity and
resting afterwards;
2.5. are familiar with the different types of rolling and/or sliding apparatus and
know how to use them safely.
French community
The education system in Belgium’s French community works with ‘basic competences’
and ‘final competences’. The basic competences should be acquired during the first
eight years of compulsory education (i.e. by the end of the second year of secondary
education) and at the end of each stage of that period. The final competences relate to
the following four years, namely until the end of secondary education. Each school
sets up its own study programme using the frame of reference of the competences
applying to the grade of education it offers. The documents defining the basic
competences and final competences are the result of collaboration between all the
educational networks. They are approved by the government and are adopted by the
Parliament of the French Community. Some examples of competences that relate to
health and safety are given below.
Primary education
Competences related to health and safety include pupils being able to:
n carry out physical activities safely, using appropriate techniques, procedures and
assistance;
n take care of the resources at their disposal.
Secondary education
Competences related to health and safety include pupils being able to:
n observe the principles of ergonomics while performing an activity;
n make movements in a safe way (in physical education);
37
explain why and how to integrate the rules of safety and/or hygiene in daily activities;
Wo r k
n evaluate the impact of daily activities on the environment;

at
H e a lt h
n identify the risks that our behaviour has on the environment;
n use scientific models and techniques to prevent accidents.

and
Safety

for
European Agency
Pilot project on final objectives for vocational education

A project has commenced to develop specific final safety objectives for technical and
vocational educational establishments. OSH and environmental objectives will be
covered.
Good practice — OSH in the technical project test

Pupils in the last grade of technical (secondary) education have to do an ‘integrated
test’ in which they must demonstrate that they have achieved the final competences.
In several schools a technical project has been set up as the obligatory ‘final test’. An
example of this is the case study ‘Students make machines safe’ (available at http://
osha.europa.eu/good_practice/sector/proceedings/ii_01_makemachinessafe.ppt).
Safe Start website

A website on OSH for young workers. Target groups: young people, schools and
companies. In Dutch and French (see http://www.safestart.be).
Further information
n Eurydice website (Belgium):
n — Flemish Community — http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=BN
n — French Community — http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=BF
n — German-speaking Community — http://eacea.ec.europa.eu/portal/page/portal/
Eurydice/ByCountryResults?countryCode=BD
n Ministerie van de Vlaamse Gemeenschap: Departement onderwijs (Ministry of the
Flemish Community: Department of Education): http://www.ond.vlaanderen.be

n Communauté française de Belgique (French Community of Belgium):
http://www.cfwb.be
n MDG — Ministerium der Deutschsprachigen Gemeinschaft Belgiens (Ministry of the
German-speaking Community of Belgium):

http://www.dglive.be/DesktopDefault.aspx/tabid-219/753_read-968
n Prevent: http://www.prevent.be
n Belgian Federal Public Service Employment, Labour and Social Dialogue:
http://www.meta.fgov.be
n ‘How to integrate OSH into the school curriculum: a legal approach from Belgium’,
Henk Goorden, 2003, (PowerPoint presentation):

http://osha.eu.int/topics/osheducation/fullproceedings.stm/document_view
38
Cy p r u s
European Agency
Curriculum
for
Safety
The curriculum and the timetable for primary and general lower secondary education
and
are set by the Council of Ministers following suggestions given by the Ministry of
H e a lt h
Education and Culture. It is applicable to all schools at the same level, but the time
allocated to each subject varies depending on the school type. In the comprehensive
at
Wo r k
upper secondary school and technical schools, the general compulsory subjects are
the same. In vocational education, the subjects vary according to the specialisation.
Cyprus is in the process of mainstreaming OSH into the education curriculum. The
Department of Labour Inspection, in collaboration with the Ministry of Education and
Culture, will base this work on the recommendations of a study commissioned by the
Department. The study, carried out to support the implementation of the Community
OSH strategy in this area, reviewed the external and internal environment and prepared
80 thematic examples of mainstreaming OSH into the Cyprus Educational System for
students aged from 5 to 17 years (five thematic examples for each school year, including
three years of technical education).
See also ‘Cyprus: Mainstreaming OSH into education’. AIIT Forum 2005 (Newsletter of
the International Association of Labour Inspection), p. 8:
http://www.iali-aiit.org/iali/download/IALIForum_2005_en.pdf
Poster competition
The Department of Labour Inspection of the Ministry of Labour and Social Insurance,
in collaboration with the Ministry of Education and Culture, have run an annual poster
competition since 2003. The awards are presented to the winners during the opening
ceremony of the European Week for Safety and Health at Work in Cyprus by the Director
of the Department of Labour Inspection. Two thousand A3-sized copies of the winning
poster are printed and used for awareness-raising purposes by the Department of
Labour Inspection.
Awareness-raising in public schools

Since 2006, the Department of Labour Inspection, through the Ministry of Education
and Culture, has been encouraging the management of public schools to increase the
awareness of students about OSH issues. In particular, at the beginning of each school
year (September and October) the Agency’s NAPO cartoon character DVD is projected
during film shows at schools.
Additional programmes and projects

In addition to the specific activities related to integrating health and safety into the
school curricula, the Ministry of Education and Culture has implemented the following
parallel actions.
n Road safety education: pre-school, elementary and secondary pupils are instructed
in road safety at a special Road Safety Education Park at Nicosia, which is operated
with the assistance of the Police Department. The activities of the programme
39
include, among others, lectures at schools, seminars for teachers and training visits
Wo r k
to the Road Safety Education Park.

at
H e a lt h
n European Network of Health Promoting Schools: Cyprus is participating in this pan-
European programme to promote a healthy way of life within the school

and
environment.
Safety
n Mentor: a programme which, with the assistance of mobile units, helps students
for
acquire skills to develop decision-making abilities for healthy living.

European Agency
n Anti-drug education seminars: aimed at creating ‘resistance nuclei’ among students.
n ‘Standing on my own two feet’: a programme which, in cooperation with the
programme ‘ΚΕΝΘΕΑ’, aims to develop attitudes of self- esteem and self- respect and
promote resistance skills to the temptations of modern society.
n ‘ΕΥ ΖΗΝ’ (wellbeing): a programme implemented on the basis of an agreement
between the governments of Greece and Cyprus. Links are created between
individual schools in the two countries to study issues related to health.
n Addictive substances prevention programme: a pilot programme run by the
Educational Psychology Department of the Ministry of Education and Culture.

Students, teachers and parents are involved in helping prevent children become
addicted.
Further information
n Eurydice website (Cyprus): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=CY
n ΥΠΠ — Υπουργείο Παιδείεας και Πολιτισμού (MOEC — Ministry of Education and
Culture): http://www.moec.gov.cy
n Department of Labour Inspection: http://www.mlsi.gov.cy/mlsi/dli/dli.nsf/dmlindex_
en/dmlindex_en?OpenDocument
Czech Republic
Legislation
Act 29 (Schools Act) and OSH education

The Czech Republic does not have specific legislation requiring the teaching of OSH in
its schools (elementary school, vocational training institutes, secondary vocational
training institutes, grammar schools, secondary vocational schools and higher
vocational schools). However, the Czech Republic has adopted ILO convention 155
which says that measures should be taken to include OSH in education (see chapter on
global policies, strategies and initiatives). This is complied with through general
regulations (e.g. in Act No 29/1984 of the Collection of Laws, on System of Elementary
Schools, Secondary Schools and Higher Vocational Schools (the School Act), as
amended by subsequent regulations).
40
EuropEan agEncy
Incorporation of OSH into education under the Schools act (act 29)
Creation of Getting Getting Getting Getting Getting
for
conditions acquainted acquainted acquainted acquainted acquainted
SafEty
for safety with with with with with
and health principles of principles of principles of principles of principles of
and
protection of safe safe safe safe occupational
H E a lt H
pupils. behaviour behaviour behaviour behaviour in safety and
(during during during enterprises, work
at
laboratory working, e.g. working in during hygiene: in
Wo r k
lessons, in laboratory laboratories, vocational chemistry,
working in lessons, workshops, training, and electrical
workshops, sports external with and other
horticultural activities, etc. work, with principles of laboratories;
studies on principles of safe work at during
school safe work at specific vocational
grounds, centres of workplaces. training of
sports practical medical
activities, training, in workers,
etc.) and production rescue
with rules of and plant workers, fire
hygiene. premises of fighters and
enterprises, other
health and high-risk
other occupations.
facilities.
Safety in schools
Obligations relating to the health and safety of school employees and pupils during
educational activities are covered by the Working Regulations for Employees of Schools
and School Establishments (ref. No 14 269/2001-26, Bulletin of Ministry of Education, Youth
and Sports 5/2001) and in the Methodological Guideline for Ensuring Health and Safety
of Children and Pupils in Schools and School Establishments (ref. No 29 159/2001-26,
Bulletin of Ministry of Education, Youth and Sports 12/2001).
Curriculum reforms
The Czech national education curriculum has been undergoing reform, which has
provided a good opportunity for increased attention to be paid to risk education and
OSH learning. The Ministry of Education, Youth and Sports determines the content of
education. It develops the National Education Programme as a political document
which is discussed by the Government and approved by the Parliament. The Ministry
approves framework educational programmes (FEPs), which are the basis for the
development of school educational programmes, and approves educational
programmes for tertiary professional schools and for higher education institutions.
The curriculum reform process

n National educational programme approved in 2006.
n Framework educational programmes (FEPs) set at national level define educational
goals and key competences as well as the educational content necessary for their
achievement. The FEPs are in various phases of development.
41
On the basis of the FEPs schools prepare their own educational programmes.
Wo r k
Manuals are prepared and basic schools are scheduled to start teaching according
at
H e a lt h
to the FEP from the 2007/08 school year.

n The FEP for upper secondary general education was tested in 16 schools from 2004
and
to 2006.
Safety
n The FEP for upper secondary technical and vocational education: the first FEPs for
for
eight branches were prepared and trialled at chosen schools (September 2002 —
European Agency
June 2003). FEPs for 29 branches covering 60 % of pupils were prepared for verification
in 2004.
Elementary and general secondary schools

The principles of occupational health and safety are increasingly being covered in
teaching plans, and practical training of pupils at secondary schools and vocational
training institutes is gaining pace.
Under the educational reforms, the framework educational programme for elementary
education does not contain a detailed curriculum. Instead it sets out a general
educational plan with the proposed number of lessons in nine educational areas:
language and language communication, mathematics and its application, information
and communication technologies, the individual and their world, the individual and
nature, art and culture, the individual and their health, the individual and society, the
individual and the world of work. There is also a general schedule which clearly
stipulates what pupils should know at the end of their elementary education.
From the point of view of OSH, the desired outcome is for pupils to develop a positive
attitude to their physical and mental health and to actively develop and protect it. The
fulfilment of this target presumes that pupils are beginning to understand the
importance of individual elements of a healthy lifestyle (healthy diet, sufficient exercise,
rest, work, good hygiene, satisfactory personal relations, personal safety, etc.) and are
able to actively apply them in practice. They learn to consider education as well as life
activities from the point of view of health benefits and the consistent prevention of
damage to health. They learn to understand that adolescent behaviour can involve
risk, and why this is so.
The implementation of FEP in elementary schools is scheduled to commence in the
school year of 2007–08, when the general educational programme will be binding for
all schools. Educational programmes for secondary general education will follow after
the completion of programmes for elementary schools. Some educational areas will
be similar to those for elementary schools.
Secondary technical and vocational education

At secondary vocational schools (including secondary vocational training institutes)
occupational health and safety is not taught as a separate subject. In the early 1990s the
Ministry of Education, Youth and Sports included the principles of occupational health
and safety in teaching plans and the curriculum of vocational schools with technical
specialisation (secondary vocational schools and secondary vocational training
institutes). This concerned branches of study such as electrical engineering, mechanical
engineering, technologies and automation, and workshop and plant practice. In some
branches of study, knowledge of OSH issues is also required in final examinations. A
similar requirement, in view of the risks associated with nursing (handling hazardous
agents, materials, carrying ill persons, etc.), should also exist in medical schools.
42
To comply with Section 49 of the School Act, secondary vocational schools must draft
European Agency
and put in place safety rules and include operational procedures for workshops, etc.
Likewise, safety measures that take account of the increased attention that must be
paid to the safety of pupils should be in place in businesses, medical and other facilities
for
where pupils carry out vocational training work placements.
Safety
In 2000 the Institute of Occupational Safety Education in Brno began assessing the
and
curricula of secondary vocational schools and secondary vocational training institutes
H e a lt h
regarding the integration of OSH requirements. As a result of the assessment and
at
subsequent cooperation with the National Institute for Vocational Education (Research
Wo r k
Institute of Vocational School System — RIVSS) framework educational programmes
were developed for secondary technical and vocational education. These FEPs include,
among other things, the competence of school-leavers regarding occupational health
and safety. The requirements for occupational safety are defined in basic guidelines for
the implementation of each particular educational programme, taking into account
the risk ratio associated with the vocational orientation, practical training during school
years attended by pupils and finally the performance of the occupation itself.
One issue impinging on successful implementation is that teachers, trainers and

lecturers do not always have the necessary theoretical knowledge and practical skills
in OSH issues and at present teacher training does not include systematic education
on OSH issues. One positive step is that vocational training institutes are introducing
the position of Safety Officer, whose duties include training pupils in OSH issues at the
beginning of a school year. This training is documented for each pupil, including a
declaration that they have received and understood the training.
Universities
Generally, occupational health and safety education in Czech universities can be

divided into three main areas:
n practical examples of occupation health and safety in laboratory work and practical
experience;
n OSH as an integral part of management and work processes, for example at technical
universities where basic OSH information is provided as a part of education in topics
such as construction, engineering, etc.;
n specialised education in occupational health and safety, i.e. curricula directly oriented
toward OSH education.
Basic information concerning safety in work is an integral part of chemical, physical

and biological laboratory training, as well as training in industrial laboratories. Each
student has to be trained in laboratory safety rules, including the identification of risks
and safety principles, before the commencement of laboratory work. Only basic
information is covered as the typical extent of such instruction is about half an hour for
each subject.
Most of the technical universities incorporate some aspects of OSH education in taught
subjects such as general management and legislation, or as a part of preparation for
jobs in areas such as construction, mechanics, electrical engineering, nuclear
engineering, etc. At medical schools occupational hygiene is taught as part of medical
studies; in some cases ergonomics and topics such as toxicology are also covered. In
environmental protection oriented studies the working environment is often part of
the studies.
43
Safety engineering can be studied at the technical universities of VSB (Technical

Wo r k
University Ostrava) and VUT Brno (Brno University of Technology).

at
H e a lt h
Summaries of various further education OSH courses in the Czech Republic can be
found in the ENETOSH website toolbox:
and
Safety
for
European Agency

Examples of activities include:
Bezpecná Komunita (‘Safe community’), an example of a school taking part in the
international Safe Schools project. Further information is available on the ENETOSH
website at:
http://www.enetosh.net/webcom/e_wcsearch.php?suchbereichid=16&wc_
progv=57&wc_search=Czech Republic&colid=17&rootid=172&details=1
Further information
n The above information is based on the Edforsa project report: Introductory analysis of
the existing occupational health and safety education activities in the Czech Republic,
National Report, 2004 (NB the Czech Republic was the lead organisation in this
‘Leonardo da Vinci’-funded project to investigate and promote OSH in education):
— http://edforsa.vubp.cz/files/vysledky/konecna_CR.doc
— http://edforsa.vubp.cz/products_vysledky.php
n Eurydice website (Czech Republic): http://eacea.ec.europa.eu/portal/page/portal/
Eurydice/ByCountryResults?countryCode=CZ
n MŠMT — Ministerstvo školství, mládeže a tĕlovýchovy (Ministry of Education, Youth
and Sports): http://www.msmt.cz
Denmark
Legislation
Curriculum teaching of health and safety is covered in legislation; for the majority of
educational institutions their teaching is based upon clearly laid-down executive
orders which, on a decentralised level, are converted to a concrete training plan. There
are also conditions relating to OSH education in some executive orders from the
Ministry of Education.
Teaching of OSH
In Denmark health and safety education at primary school level is stipulated in
legislation. The Primary School Act gives a high priority to the teaching of health and
safety. It is incorporated into a number of curriculum subjects, and health and safety
training is compulsory for all school levels. In secondary schools teaching health and
safety is compulsory only at some levels.
Safe school environment and pupil involvement in the safety process

The requirement to learn in healthy and safe schools is covered by the Act on the
Educational Environment of Pupils and Students, which states that ‘pupils, students
44
and other participants in public and private education shall be entitled to a good
EuropEan agEncy
educational environment where education takes place in a safe and sound manner’.
The act stipulates that regarding participation in OSH matters students should be
treated as if they were workers at the educational establishment:
for
‘Pupils, students and other participants shall be entitled to elect educational
SafEty
environment representatives to protect their interests as to the management of the
and
educational establishment.
H E a lt H
The management of the educational establishment shall allow that the pupils, students
at
and others gain a more comprehensive influence on the educational environment of
Wo r k
the educational establishment. Pupils and others may choose two representatives for
each safety group set up at the educational establishment. The educational environment
representatives participate in the safety and health work of the educational
establishment when matters are discussed which are of importance to the pupils’ and
students’ educational environment.’
The act also stipulates the requirements for assessing the safety and health situation of
schools, and the participation of student representatives in those assessments and
their follow-up.
Excerpts from the Act on the Educational Environment of

Pupils and Students
part 3: participation in the safety work of educational establishments

4(1) Pupils, students and other participants shall be entitled to elect environment
representatives to protect their interests as to the management of the educational
establishment with regard to the fulfilment of the resolutions in 1(1). The
management of the educational establishment shall allow that the pupils, students
and others gain a more comprehensive influence on the educational environment
of the educational establishment. (2) Pupils and others may choose two
representatives for each safety group set up at the educational establishment
pursuant to the Danish Act on working environment who will deal with matters of
importance to the educational environment. (3) Pupils and others shall handle the
election and the nomination of representatives themselves. The Minister for
Education may set up detailed rules to this effect and may lay down that the
educational environment representatives can be appointed by the pupils’ and
students’ council wherever they exist.
S.5. The educational environment representatives participate in the safety and
health work of the educational establishment when matters are discussed which
are of importance to the pupils’ and students’ educational environment.
part 4: assessment of the educational environment

6(1) The management of the educational establishment shall ensure that a written
educational environment assessment of the safety and health situation, including
matters relating to the physical and aesthetic environment at the educational
establishment, is prepared.
(2) The assessment of the educational environment shall be available for the
pupils, students and other interested parties of the educational establishment.
45
Wo r k
(3) The assessment of the educational environment has to be revised whenever

at
H E a lt H
changes which are important to the educational environment occur; however,

this shall take place at least every third year.
and
SafEty
7(1) The assessment of the educational environment shall as a minimum include

the following elements:
for
EuropEan agEncy
1. mapping out the physical, psychological and aesthetic educational environment

of the educational establishment;
2. a description and assessment of any problems relating to the educational
environment;
3. preparation of an action plan which sets the priorities as a time-frame for
solving problems; and
4. proposals to guidelines for follow-up of the action plan.
(2) The management of the educational establishment shall involve the
representatives of the educational environment in the planning, preparation,
realisation and the follow-up of the educational environment assessment.
Curriculum
The Ministry of Education lays down general curricular aims and optional guidelines.
The curriculum includes three subject blocks: the humanities, practical/art subjects,
and science.
The Ministry of Education’s Department of General Upper Secondary Education issues
curriculum regulations for teaching in the upper secondary schools, but teachers
decide on textbooks and teaching methods. Curricula for basic vocational education
and training are determined by schools and trade committees, and include basic core
subjects, optional subjects and specialisation subjects.
Primar y and lower secondar y education (Folkeskole)

The Folkeskole are required to teach all age groups the following obligatory topics
relevant to health and safety, which do not appear as separate subjects but are cross-
curricular themes: traffic safety, health and sex education, and vocational and labour
market orientation. The latter theme includes such activities as information and
discussions on career options, study visits and short work placements in firms,
presentations by representatives of the world of work, visits to training centres, etc.
These activities are carried out in close cooperation with the local community.
Higher education
The Danish Working Environment Authority has taken initiatives to promote the
inclusion of OSH in relevant courses.
In 2003/04 the authority completed development projects at four relevant institutions.
The aim was to integrate the awareness of prevention of working accidents into the
existing courses so that young people who will later become engineers, designers,
supervisors and managers and planners know all about accident risks before they start
working. The aim was not to initiate independent courses, but to integrate health and
safety information into teaching, where relevant.
46
The four projects were carried out at the following institutions.
European Agency
n Denmark’s Technical University, Institute for Production and Leadership, three
courses:
— ‘Product development — from idea to product’
for
— ‘Design and planning of production systems’ and
Safety
— ‘Design and the working environment’.
and
Denmark’s Technical University, Institute for Building and Construction, three
H e a lt h
n
courses:
at
— ‘Safety with erection of concrete slabs’
Wo r k
— ‘Construction: Planning and implementation 1 and 2’
— ‘Technology and working conditions in the construction sector’.
n Business school in Herning, two courses:
— courses for Production engineers and
— courses for HA-students.
n Selandia in Slagelse, a technical business school, two courses:
— courses for Metalworkers and
— courses for Construction workers.
For all the four projects teaching material and a teaching plan were prepared and the
courses were carried out and evaluated. In all the teaching institutions involved support
and awareness raising about OSH took place which resulted in OSH being included in
their curriculum. The challenge is to sustain the teaching when it ceases to be an
exciting pilot project despite the lack of other incentives such as exam material and a
definite aim.
Supporting programmes, projects and initiatives

Since 1990 the Danish Labour Inspectorate has been making a concerted effort to
target the health and safety of young workers, and this has included educational
activities. This includes the initiative with universities mentioned above. Extensive
media coverage of accidents among young workers and awareness-raising of the
issues among parents, young people, employers and schools has led to greater
understanding among those with responsibility and influence and has helped promote
and underpin action in this area.
Clean working environment, including education in the OSH

strategy
In 1995 Denmark explicitly included education in its OSH strategy and embarked on a
series of supporting actions: in 1995, the Danish Parliament drew up a plan of action for
the next 10 years, for a clean work environment. There were seven main goals, one of
which was to reduce the numbers of young people being injured in connection with
their work. This was achieved in the following ways, among others, by:
n cooperating with traditional OSH and labour market players as well as other interested
parties, e.g. trainee and parent organisations;
n initiating special activities to prevent occupational injuries among 18 to 24-year-olds,
as this age group is often inexperienced;

n emphasising that legislative requirements concerning the working environment also
apply to training and practical experience periods, especially as it is important for

young people to learn good work practices early on.
47
The programme also recommended that basic attitudes and knowledge in relation to
Wo r k
safety and health should be taught in schools, to ensure that pupils make a positive
at
H e a lt h
contribution to their own health and safety and that of their classmates.
In 1996, a fund of over EUR 400 000 was set up for targeted projects in the following
and
Safety
areas to support the objectives on young workers and OSH education:

projects involving trainees and students in safety work in schools and training
for
n
European Agency
institutions;
n projects regarding health and safety conditions in schools and training institutions;
n projects covering OSH education and educational materials in (in all, eight projects
were given financial support);

n initiatives aimed at young people in agriculture, with financial support of over
EUR 1.3 million aimed at improving the safety conditions and working practices of
farmers who employ agricultural trainees; and
n a special financial fund of over EUR 160 000 to focus on the work environment and
introduction to work of those aged between 18 and 25.

A special information campaign was organised in 1995 by the social partners and the
Danish Working Environment Service on 15 to 18-year-olds’ spare time work, and
special information campaigns were organised by several county councils.
The government also appointed an inter-ministerial working group on occupational
health and safety of schoolchildren and students. According to its mandate, the group
completed its work of the beginning of 1996 and it suggested a number of
recommendations.
The government regards it as important to strengthen still further the broad backing
for occupational health and safety work. In that connection the government stresses
the need for higher priority to be given to occupational health and safety training at
institutes of higher education — especially the technical universities. The Danish
Working Environment Authority believes that it is now necessary to make an assessment
of the extent and increase in risk education in schools.
Kirsten Jørgensen, Danish Working Environment Authority, 2006, ‘The Danish contribution
to the health and safety of children and young people’, in Agency Magazine, No 9 — Safe
start!, pp. 15–17: http://osha.europa.eu/publications/magazine/9
Risikomomenter
This project was led by the Working Environment Council of the Danish Research and
Education Sector. Its aim was to provide in-depth knowledge on how to avoid
accidents, to ensure a safe working environment in the library by using a computer or
when using chemicals and to provide specific safety measures. The key elements were
the following.
n An extensive guide of nine different subjects for teachers involved in high risk
activities at secondary school level. It is equally useful for safety organisations,
principals and other professionals working with safety in the classroom.
n A chapter pinpointing the laws and responsibilities of all the parties involved,
providing useful tools for everyone involved in safety at the school.

n A website has been evaluated by both users and professionals to ensure a very user-
friendly design. Furthermore, Arbejdstilsynet, the Danish Working Environment

Authority, has approved it as being consistent with their recommendations.
For further information see: http://www.risikomomenter.dk
48
Danish Centre for the Educational Environment
European Agency
The Danish Centre for the Educational Environment (Dansk Center for Undervisningsmiljø
(DCUM)) is an independent, public knowledge centre which seeks to ensure that the
requirements of the Danish Educational Environment Act are met. It gathers, systematises
for
and issues information about the educational environment. Further information at: http://
Safety
www.dcum.dk/
and
H e a lt h
The ARMI Project: ‘Ar and Mi at School’ and ‘New kids on the job’
at
‘Ar and Mi at School’ is a project for primary schools. ‘New kids on the job’ is a follow-up
Wo r k
project for 15 to 19-year-olds. The project was conducted against the backdrop of the
government programme ‘Clean working environment’ and a broad range of partners
were involved. The education materials are targeted at the relevant age group
concerned and the teaching approach aims to get pupils actively involved.
‘Ar and Mi’ is aimed at raising awareness of safety and health from an early age. Schools
should provide basic attitudes and knowledge in relation to safety and health and
pupils must be able to make a positive contribution to their own health and safety and
to that of their colleagues. There are a variety of teaching resources, including a troll
house, and the system provides opportunities for pupils to develop and present their
own work.
The goals of the ‘New kids on the job’ project are to develop an understanding of the
psychosocial work environment and how it can affect safety and health, and to learn
how to respond to challenges in a positive, flexible way. This is adapted for different
occupational sectors, for example a farm, a bar, a shipyard, a building site, a transport
firm, a hairdresser’s, a hospital and a consultancy firm. The project aimed not only to
provide education material for pupils, but also to train the teachers. Resources include
four DVD films, TV programmes, teaching support and an extensive website. Materials
were developed in collaboration with the safety councils of the relevant occupational
sectors.
This project is described in greater detail in the Agency report on ‘Mainstreaming
occupational safety and health into education’ available at: http://osha.europa.eu/
publications/reports/313/mainstreaming_osh_en.pdf
See also the project websites: http://www.armi.dk/ and http://www.dr.dk/nyijob
Other relevant initiatives include:
n Employment and training policies for young people with disabilities
http://www.ilo.org/public/english/employment/strat/publ/etp21.htm#den
n Denmark: The role of social partners (regarding training)
http://www.ilo.org/public/english/employment/skills/training/publ/denmark.htm
Further information
n Eurydice website (Denmark): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=DK
n UVM — Undervisningsministeriet (Ministry of Education): http://www.uvm.dk
n ARMI: http://www.armi.dk
49
Estonia
Wo r k
at
H e a lt h
and
Basic education and general secondary education

Safety
The standards for basic education (põhiharidus) and general secondary education are
for
established on the basis of the national curriculum for basic schools (põhikool) and
European Agency
upper secondary schools (gümnaasium) by stages of study. The national curriculum is

approved by the government. The new amended national curriculum came into effect
on 1 September 2002. The national curriculum for basic schools and upper secondary
schools includes a general part (basic principles, goals etc.), subject syllabuses and
topics that should be addressed in all subjects. The general part of the national
curriculum presents lists of compulsory subjects and study time (number of lessons
per week) for each subject by stages of study.
Themes that should be addressed in all subjects touch on important fields of life that
affect students’ personal and social development but are not treated as separate
subjects. The national curriculum presents teaching goals for these themes and
competences to be acquired in the stages of study. One of the themes that should be
addressed in all subjects is safety (traffic safety, prevention of fires, drug abuse, etc.).
Vocational education
A reform of vocational education is in progress. National curricula will be prepared on
the basis of vocational standards.
Further information
n Eurydice website (Estonia): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=EE
n Haridus- ja Teadusministeerium (Ministry of Education and Science): http://www.
hm.ee
Finland
Curriculum
The national core curricula are drawn up by the Finnish National Board of Education.
The national core curriculum for basic education and the national core curriculum
for general upper secondary education specify the objectives, assessment criteria
and core contents of cross-curricular themes, subjects and subject groups in basic
education intended for pupils receiving compulsory education and in general upper
secondary education respectively. The national core curricula also specify the central
principles of student welfare services and school-home cooperation, as well as the
objectives of student welfare services. The National Board of Education also decides
on the objectives and core contents of the subjects and study modules for vocational
upper secondary education and training. Based on the relevant national core
curriculum, each education provider then prepares a local curriculum, taking into
account the local context.
50
Pre-school education
European Agency
Core curriculum
for
With regard to the learning environment, the core curriculum states that a ‘good
Safety
learning environment shall be healthy and shall diversely support children’s safety and
security’. The issue of safety and health is included in the core subject fields of health
and
and physical and motor development:
H e a lt h
at
Health
Wo r k
n Pre-school education shall promote the physical, psychological and social health,
growth and development of children. Children’s capabilities to understand and take
responsibility for their own health and safety shall be promoted in natural everyday
situations. Children shall be guided to move safely in and around their immediate
environment.
n Children shall be guided to take care of their health and daily hygiene. Children’s
healthy eating habits shall be supported. Through activities and teaching of manners,
children shall be guided towards good personal relationships and emotional health
and avoid the use of violence. Children’s growth and development shall be supported
by ensuring the correct balance between work, rest and recreation.
Physical and motor development

n Varied daily physical exercise is essential for the balanced growth, development and
health of children. Children shall be guided to understand the significance of physical
exercise to human health and wellbeing.
Basic education
Basic education has nine grades and covers 7 to 16-year-olds. Health and safety is
included in various ways at all levels of basic education.
Core curriculum
The national core curriculum for basic education 2004 includes:
n requirements for a safe learning environment;
n requirements for the physical, psychological, and social wellbeing of the pupils;
n health education both as a cross-curricular and a stand-alone subject;
n road safety as a cross-curricular theme that is implemented in various subjects using
methods suitable for the pupils’ developmental phase.

These elements are described in more detail below:
Learning environment
The term ‘learning environment’ refers to the entirety of the learning-related physical
environment, psychological factors and social relationships. In this setting, study and
learning take place. The learning environment must be physically, psychologically and
socially safe, and must support the pupil’s health.
Pupil welfare services

Pupil welfare services have an important role in creating a healthy and safe learning
environment. Pupil welfare includes attending to the child’s or young person’s basic
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learning requirements and his or her physical, psychological, and social wellbeing.
Wo r k
Pupil welfare services consist of both communal and individual support. The objectives
at
H e a lt h
are to create a healthy, safe learning and school environment, protect mental health,
prevent social exclusion, and advance the wellbeing of the school community.
and
Safety
For the curriculum, a plan has to be drafted that sets out the objectives and key
principles of pupil welfare, and includes:
for
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n activities to promote health, wellbeing, security, social responsibility, and interaction

in the school community;
n measures and allocation of duties aimed at the prevention, observation, or handling
of the following problem and crisis situations:

— monitoring of absences
— bullying, violence and harassment
— mental health issues
— smoking, alcohol, and drug abuse, and the use of other intoxicating substances
— various accidents, misfortunes and death;
n implementation of objectives established for general safety in transport to and from
school;
n objectives for health and nutritional education.
Integration and cross-curricular themes

Cross-curricular themes are themes which are given central emphasis in educational
and teaching work. Their objectives and contents are incorporated into several subjects
and they are implemented from the perspectives of the specific subjects, taking into
account the pupils’ developmental phase.
Safety and traffic cross-curricular theme

The goals of the broad ‘Safety and traffic’ cross-curricular theme are to help the pupils
understand the physical, psychological and social dimensions of safety, and to guide
them towards responsible behaviour. Basic education must develop in pupils age-
appropriate abilities to act safely and promote safety in a variety of environments and
situations.
The objectives for the ‘safety and traffic’ cross-curricular theme are that pupils will
learn to:
n recognise safety and health risks, anticipate and avoid dangerous situations, and act
in a way that promotes health and safety;
n foster non-violence and act constructively when bullying occurs;
n act appropriately in accident and crisis situations;
n behave safely and responsibly in traffic;
n have an impact on the safety of the school environment, including the traffic
environment;
n know about the welfare services in society.
Core contents of the ‘safety and traffic’ cross-curricular theme are:

n protecting oneself from accidents, intoxicants, and crime in one’s everyday
environment;
n environmental and occupational safety;
n action models that promote health, safety, non-violence and peace;
n dimensions of violence in the immediate community and wider society;
n key traffic regulations and various traffic environments;
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considerate traffic behaviour, safety of the traffic environment, and safety
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n
equipment;
n mapping of dangerous places in the immediate environment and improving safety;
n services that promote safety;
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n home-school cooperation in promoting safety.
Safety
Health education
and
H e a lt h
Health education is based on a multidisciplinary foundation of knowledge. The aim of
health education is to promote the pupils’ competence regarding health, wellbeing
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and safety. Health education teaching develops knowledge and skills regarding health,
lifestyles, healthy habits, and diseases, as well as fostering a readiness to take
responsibility and behave in a way that promotes one’s own health and the health of
others. The teaching also covers safety issues and promotes the critical consideration
of values associated with health and wellbeing.
Health education is included at all levels of the basic education. In the first to fourth
grades, it takes place as part of the environmental and natural sciences subject group,
in the fifth and sixth grades as part of the biology/geography, physics and chemistry,
and in the seventh to ninth grades as a stand-alone subject. Instruction in health
education, as well as in biology, geography, physics, chemistry, home economics,
physical education and social studies, must be planned cooperatively. The pupil
welfare personnel are involved in the lesson planning.
Health education in grades 1 to 4

In grades 1 to 4 health education is included in the integrated subject group of
environmental and natural studies. The learning objectives related to health and safety
are that pupils will:
n learn to act safely, so as to protect themselves in their environment, and to follow
instructions at school, in the immediate environment and on the road;
n learn concepts, vocabulary and procedures relevant to health, disease, and the
promotion of health, and learn to make choices that promote health.

Core contents of health education related to health and safety are:
n For the individual and health:
— everyday health habits and caring for one’s own health;
— being ill, the most common children’s diseases; action in emergencies and
simple first aid measures.
n For safety:
— preventing bullying and violence, respecting physical inviolability, safety in
school, behaviour in traffic and avoiding dangerous situations, accidents at
home and at play.
The aims of health and safety learning outcomes for the end of fourth grade are:
n With respect to health, at the end of fourth grade pupils´ knowledge will include
day-to-day practices and habits that promote health — a daily routine, adequate
sleep and rest, nutrition, regular meals, daily exercise, proper working positions at
school and home, posture, oral health, hygiene and dressing; they will know the
basic rules of using medicines, they will know simple first-aid skills and how to raise
an alarm and seek help when needed.
n With respect to safety, pupils will know how to describe various characteristics of
bullying and violence, they will know how to get help when needed and who will
help at school and in the local community; they will know and recognise factors that
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threaten safety in the immediate environment, and when moving in traffic, in water
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or on ice; as pedestrians and cyclists they will know the main traffic regulations and
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understand why the agreed-upon instructions and regulations must be followed.

and
Crafts
Safety
Health and safety issues are also included in the teaching of crafts. The objectives
for
related to OSH are for pupils to adopt a positive attitude towards occupational safety;
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learn the safe use of tools, machines and equipment; and learn how to work
comfortably.
Core contents related to OSH in crafts:
n safety factors related to work and work space;
n work appropriately under guidance, giving consideration to occupational safety.
Health and safety education as a cross-curricular subject,

grades 5 to 9
In grades 5 to 9 health and safety issues are included in particular subjects and in the
final assessment for some of these subjects at grades 7 to 9. In addition, in grades 7 to
9, health education is a stand-alone subject.
Following are some examples of how health and safety issues are included in different
subjects in grades 5 to 9.
n Biology and geography, grades 5 to 6
The learning objective at this level is that pupils will come to understand their
personal growth and development as a physical, psychological, and social process,
and as an interaction between themselves and their environment.
n Physics and chemistry, grades 5 to 6
The objectives are that pupils will learn to work and move about safely, protecting
themselves and their environment and following the directions given. The instruction
must help pupils consider the importance of a good and safe environment, and
teach them to take care of their environment and act responsibly in it. Health
education, which includes safety and health, forms part of the teaching and pupil
assessment.
n Physics, grades 7 to 9
The health and safety objectives are that pupils will learn to work and investigate
natural phenomena safely.
The final assessment criteria for health and safety in physics are that pupils will:
n know how to work safely, following instructions, alone and with others;
n understand the physical basis of rules concerning traffic safety;
n understand the importance of protection from noise;
n understand the importance of protection from heat;
n know the principles of using electrical and heat-producing devices safely.
n Chemistry, grades 7 to 9
The objectives regarding health and safety for chemistry grades 7 to 9 are that pupils
will: learn to work safely, following instructions.
The final assessment criteria related to OSH in chemistry are that pupils will:
n know how to work safely, individually and in a group, according to the instructions
given;
n know about substances that affect the environment; their sources, methods of
spreading, and effects on the wellbeing of people and nature.
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Crafts, grades 5 to 9
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n
Core contents of crafts related to OSH are:

n crafts’ tools and machines needed in technical work, and their skilled and safe
use;
for
n traditional and modern tools and machinery for textile work; their maintenance,
Safety
operating principles and safe usage.
and
The final assessment criteria related to OSH in crafts are that pupils will:
H e a lt h
n work appropriately and carefully, observing work safety instructions, and working
in comfort.
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n Physical education
The goals of physical education are to have a positive impact on pupils’ physical,
psychological, and social abilities and wellbeing.
Health education as a stand-alone subject, grades 7 to 9

As mentioned above, while health and safety is taught as a cross-curricular subject in
grades 5 to 9, health education is a stand-alone subject in grades 7 to 9. Among the
objectives of health education at grades 7 to 9 are that pupils will:
n understand values and viewpoints related to health, disability and disease;
n learn to describe and evaluate the main factors that promote health or cause
diseases; and
n identify and weigh choices related to health and safety;
n take care of themselves and their environment, recognise the need for prevention and
support, and act appropriately in situations relevant to health, disease and safety;
n assess the importance of the environment and their way of life from the perspective
of safety and health, etc.

Core contents of health education at grades 7 to 9 include:
n physical growth and development, daily routine, sleep, rest and stress, health-
enhancing physical activity, nutrition and health;
n smoking, alcohol and drug abuse, and the use of other intoxicating substances;
n traffic safety and behaviour in traffic, dangerous situations and mishaps/accidents,
and first aid;

n health, work skills and functional abilities as a resource;
n environment and health, on-the-job welfare;
n rights of children and young people, the legislation regarding limitations on activities
and consequences, etc.
Upper secondary schools

Health and safety education features in various ways at upper secondary level:
Student welfare services

Student welfare services involve care for the physical, mental and social wellbeing of
students. The aim is to create a safe and healthy study and working environment and
to prevent social exclusion. Student welfare services focus on the promotion of
wellbeing within the study environment and on early identification of and intervention
in learning difficulties and other problems. Students’ inclusion in the promotion of
wellbeing in their own working community must be supported. This part of the
curriculum is drawn up in cooperation with the municipal authorities responsible for
the social and healthcare services.
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General objectives of education related to health and safety

Wo r k
at
Upper secondary school must endeavour to ensure that students develop the
H e a lt h
disposition and ability to function responsibly in a democratic society, with due

consideration for their own wellbeing and that of others.
and
Safety
Safety and wellbeing cross-curricular theme

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Cross-curricular themes are educational challenges with social significance. At the

same time, they are current statements on values. In practical terms, cross-curricular
themes are policies that structure the upper secondary school’s operational culture
and priority areas that cross subject boundaries and integrate education. They deal
with issues concerning the way of life as a whole.
The objectives uniting all cross-curricular themes are, among others, for student to be
able to:
n assess their own lifestyle and prevailing trends from a future perspective;
n make choices and take action for the future that they consider as being desirable.
Safety and wellbeing is one of the cross-curricular themes (the others are active
citizenship and entrepreneurship, sustainable development, cultural identity and
knowledge of cultures, technology and society, communication and media
competence). Safety and wellbeing is understood in a broad sense: as social as well as
physical and mental wellbeing. The objective of the cross-curricular safety and
wellbeing theme is for students to understand the basic prerequisites for their own
wellbeing and that of their community. It encourages students to act for the safety and
wellbeing of their family and the local community and as members of society and to
develop the skills to do this.
Health education stand-alone subject

In the upper secondary schools health education is a stand-alone subject which aims
to promote competence in support of health, safety and wellbeing. Health competence
involves the ability to assume responsibility for the promotion of one’s own health and
that of other people. Some of the objectives of health education are, for students to
understand the significance of working and functional abilities, safety, prevention of
diseases and health promotion. Health is understood in a broad sense as social as well
as physical and mental wellbeing.
Health education at upper secondary schools examines health, illness, health promotion
and prevention from the perspectives of individuals, families and society. It covers
values in relation to health.
Health and safety in other curriculum subjects

Health and safety aspects are also included in other subjects, for example:
n Physical education
The role of physical education is to promote a healthy and active lifestyle and guide
students to understand the importance of physical exercise. Through physical
training and the monitoring of their physical condition, students will be guided to
understand the significance of fitness to mental and physical health working abilities
and to social wellbeing.
n Physics
The curriculum mentions as one of the objectives of instruction in physics for
students to contribute actively and responsibly to the creation of a safe and healthy
56
environment. The health and safety aspect is also included in the core content of
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specific courses where relevant; for example, the health effects of noise and
protection against loud noise, electrical safety, radiation safety, etc.
n Chemistry
for
One of the objectives is to learn how to plan and carry out experiments taking safety
Safety
considerations into account. The students will also learn to use their chemical
and
knowledge as consumers in order to promote health and sustainable development
H e a lt h
and in discussions and decision-making processes concerning nature, the
environment and technology. The assessment in chemistry also includes safe use of
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equipment and reagents.
n Geography
In geography, there is a specialisation course: ‘A world of hazards’.
Vocational education and training

Vocational education and training start at upper secondary level in the Finnish
education system. Upper secondary vocational studies are mostly completed at
vocational institutions, with some workplace learning. All qualifications include at least
six months’ training in the workplace. In addition, it is also possible to take upper
secondary vocational qualifications in the form of competence-based qualifications
that are designed specifically for adults with previous work experience. The vocational
skills requirements are the same regardless of the method of completion. As a specific
form of vocational education and training, apprenticeship training is an alternative and
practical way of obtaining an upper secondary vocational qualification.
The national core curricula for vocational education are drawn up by the National
Board of Education in cooperation with employers’ organisations, trade unions, the
education trade union and student unions. There are tripartite committees for each
vocational field. Local tripartite bodies with input from other relevant parties draw up
local curricula which must be in line with the relevant national core curriculum as must
students’ individual study plans.
Management of occupational safety and health in the national

core curricula
The national core curricula determine common provisions for all qualifications, which
are cross-curricular themes included in all areas of instruction. One of these common
provisions is management of occupational safety and health: education and training is
intended to provide students with the capability to manage occupational safety and
health. The learning objectives are:
n to be conversant with and comply with the occupational safety regulations and
instructions in their field;
n to appreciate the advantages of a safe, healthy and comfortable working environment
and strive to develop it;

n to be able to recognise dangers and health hazards at work and in the working
environment, as well as to protect themselves against them and prevent them;

n to be able to design an ergonomically healthy working environment for themselves;
n to know how to look after their own health and ‘work ability’.
The safety and health aspect is included in the general objectives of each vocational
qualification and integrated into objectives and core contents of different subjects. As
an example of this the relevant parts of the core curriculum for vocational qualification
in metalwork and machinery are presented below.
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An example: Vocational qualification in metalwork and machinery

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at
General objective related to OSH

H e a lt h
n Students shall attend to occupational safety and personal protection as well as to

and
waste treatment and environmental protection and they shall keep their workplace
Safety
tidy and in good order.

for
Physics objectives and core content related to OSH

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n Objectives: students shall know how to use the electrical appliances they need in a
safe and economical manner. They shall be able to work ergonomically, which
requires them to be conversant with physics related to ergonomics.
n The core content comprises mastering physics required to achieve vocational skills
and to maintain work ability.

Chemistry objectives and core content related to OSH
n Objectives: students shall know how to properly store and use substances needed
in the metalwork and machinery field as well as how to dispose of them appropriately.
They shall be able to take account of the special properties of substances in their
work, so as not to jeopardise their own safety, that of other people or the environment.
Students shall be able to recognise and interpret the specifications of the substances
and materials used in the metalwork and machinery field as well as those of products
in the metalwork and machinery field to determine the factors related to health and
safety and how to act according to the requirements of the situation.
n The core content comprises knowledge of the chemical phenomena central to the
metalwork and machinery field and how to take account of them in their own work,
as well as appropriate use, storage and disposal of the substances used in the field.
Plate work and welding, objectives and core content related to OSH
n Objectives: the students shall take account of OSH in all work tasks and use protective
equipment. Students shall know how to use lifting equipment and clamps properly
and safely to transfer, handle and suspend plates and sheets. They shall be able to
perform daily operational servicing tasks for common machinery. Students shall keep
their workplace tidy and handle remnants from plate and sheet metal work and other
residuals correctly and shall be able to apply safe waste management measures.
n The core content comprises occupational safety, lifting techniques, servicing of
machinery, order and tidiness at the workplace and waste treatment.

Passport to health and safety skills
When Skills Finland hosted the WorldSkills competition for vocational training they
integrated OSH into the competition. Alongside this, an educational package —
‘Passport to health and safety skills’ — was developed:
n Skills Finland: http://www.skillsfinland.com
n A Safe Start for Young Workers in Practice, Case 10
http://osha.europa.eu/publications/reports/GPB06
Further information
n Eurydice website (Finland): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=FI
n OPM — Opetusministeriö (Ministry of Education) http://www.minedu.fi
n TYVE — http://turva50.me.tut.fi/
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France
European Agency
The French educational system has adopted a holistic approach to safety education
and it is taught in a cross-cutting and interdisciplinary manner.
for
Safety
and
Curriculum
H e a lt h
The French educational system is evolving as a result of European harmonisation.
at
Wo r k
The education ministry determines the school curricula and the educational learning
objectives. Teachers choose their own teaching methods and textbooks. The
elementary school curriculum concentrates on the basic skills of reading, writing and
arithmetic, as well as on physical education (normal motor skills, etc.) and enhancing
awareness and sensitivity. The lower secondary curriculum consists of eight or nine
compulsory subjects depending on the year of study, and becomes increasingly
diversified with the inclusion of optional subjects.
In upper secondary education onwards, curriculum content is determined by the State.
Basic subjects in the first year of the lycées généraux et technologiques are French,
mathematics, physics/chemistry, life and earth sciences, foreign language 1, history/
geography, physical education and sport, supplemented by two further subjects that
must be chosen by pupils. The vocational lycées offer both general education and
theoretical and practical vocational training, including work placements with
companies. The reference system for vocational qualifications awarded by the
education ministry (see below) is always worked out in partnership with the economic
sector concerned, within consultative vocational committees (commissions
professionnelles consultatives, or CPC).
Primary education
The obligation to teach safety at school in primary school and the collèges includes
three significant areas (according to the Decree 83-896 of 4 October 1983):
n road safety;
n safety at home;
n major natural and technological risks.
The French educational system has adopted a holistic approach to safety education
and it is taught in a cross-cutting and interdisciplinary manner. At the kindergarten and
primary levels school safety education should lead to the development of good
attitudes and behaviour. The rules taught are linked with different situations in school
and family life. It is not taught as a separate discipline but integrated in all areas of
education. However, the areas most suitable for this are physical education, discovery
of the environment and content subjects such as biology, physics or technology.
The Decree lists several types of frequent accidents (for example wounds, fractures,
intoxication, burns, electrical accidents). This list serves as the starting point for teachers
to introduce safety rules in the form and at the time they consider to be most suitable.
Colleges
Creating and reinforcing safety awareness at this level is through the acquisition of
knowledge and abilities on the causes of accidents, their human and social
59
consequences and ways of handling them. This educational goal can be realised in
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citizenship and physical education, experimental sciences, technical and manual

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education and technological options. In the latter disciplines in particular, the

description, explanation and analysis of mechanical and physical phenomena should
and
accompany the information on risks and prevention measures.

Safety
Examples mentioned in the Decree are:

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n in experimental sciences: natural phenomena, fires, compressed air, combustion,

electricity, radiation, dangerous substances;
n in manual and technical education, and technological options: use and functioning
of machines, tools, elevators;

n in physical education: safe movement, safety in the water.
By introducing the principles of safety in this way it is hoped that students will achieve
the following learning objectives: develop safety awareness; act appropriately in a
dangerous situation; intervene effectively to stop an accident getting worse; help
victims; and, if they are the victim, to act in such a way that they do not worsen the
consequences of the accident.
Te c h n i c a l e d u c a t i o n
The key points of OSH policy and knowledge about the relevant safety regulations
have been introduced into the training programmes for the various sectors:
construction, the chemical sector, etc.
CERP (a consultative body on teaching OSH) has been established. It is a partnership

between the national health insurance fund for workers (CNAMTS, Caisse nationale de
l’assurance maladie des travailleurs salariés) and the Ministry of Education. The
partnership aims to reinforce the relationship between schools and companies. In the
training college workshops students cannot fully experience workplace conditions
and are therefore not well prepared for working life. Projects are being carried out with
several industrial sectors to achieve closer collaboration between companies and
schools.
Another major focus is the inclusion of the service sector in the programme, in addition
to the production sector. Service sector jobs are becoming increasingly important and
it is believed that students preparing for a career in the service sector should also
receive OSH education.
The partnership also targets teaching staff; for example, it supports projects that
produce innovative teaching materials and tools, and training of teachers in OSH, etc.
Univer sities and ‘grandes écoles’
France currently has a variety of teaching programmes in the field of health and safety
at the further education level covering subjects such as industrial health, ergonomics,
legislation, etc.
Particular attention is given to OSH within courses for careers that include occupational
health and safety responsibilities. Several professional job categories require instruction
on safety and health at work; for example some schools of engineering include a
module on OSH risk assessment and identifying solutions to remove the risks.
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European Agency
Teaching resources
Teaching material is regularly renewed and updated. Some of this material is accessible
for
through the Internet, for example:
Safety
n http://www.educnet.education.fr/securite/indsecud.htm
and
n http://www.education.gouv.fr/syst/secutravail/default.htm
H e a lt h
n http://eduscol.education.fr/D0159/
at
n http://www.educnet.education.fr/securite/indrmaj.htm
Wo r k
n http://www.education.gouv.fr/
Further information
n Edforsa project French national report: http://edforsa.vubp.cz/products_vysledky.php
n Eurydice website (France): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=FR
n Ministère de l’Éducation Nationale, de l’Enseignement supérieur et de la Recherche
(Ministry of Education, Higher Education and Research): http://www.education.gouv.fr

n Éducation.fr — Le portail de référence sur l’éducation (the French education portal):
http://www.education.fr
Germany
While there are regional variations because of the federal nature of Germany, OSH is not
an explicit part of the German school curriculum. Its inclusion is dependent upon
individual teachers and the subject being taught. However, environment and health
issues are increasingly being included in the curriculum and educational requirements are
changing all the time. Below are examples of some developments that have taken place.
Legislation on school safety

There are various norms and technical standards that have to be met for the safety of
pupils; for example, the Prevention of Accidents Regulation for Schools (Communal
Accident Insurance Gemeindeunfallversicherung GUV V S1 (2001)).
Curriculum
According to Germany’s Basic Law (Grundgesetz), educational legislation and
administration are primarily the responsibility of the regional states or Länder (in a
system comprising the Land Ministries of Education, Cultural Affairs and Science, the
regional authorities (Bezirksregierung/Oberschulamt) and the lower-level school
supervisory authorities (Schulamt)). The Basic Law also provides for particular forms of
cooperation between the Federation and the Länder concerning educational planning
and the promotion of research.
The Länder ministries determine the curriculum, recommend teaching methods and
approve textbooks. Core subjects in primary education generally include reading, writing,
arithmetic, Sachunterricht (general studies) as an introduction to natural and social
sciences, art, music, sport and religious education. Secondary curricula vary in accordance
with the type of upper secondary education and training, but usually continue primary
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core subjects. Pupils in the gymnasiale Oberstufe must study subjects from three groups:
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languages/literature/the arts; social sciences; and mathematics/natural sciences/

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H e a lt h
technology. Vocational programmes in Berufsfachschulen (trade schools) include

German, social studies, mathematics, natural sciences, a foreign language and sport, as
and
well as vocational subjects. The vocational training in the Duales System is organised for
Safety
350 professions following nationally coordinated training rules (the workplace element)
for
and curricula established by the Länder (school-based activity) in all economic fields.
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Primary and lower secondary education

Curricula and syllabuses for the primary school are the responsibility of the Ministries
of Education and Cultural Affairs in the Länder. The syllabuses specify not only the
course content, but also the course objectives and teaching methods. They are binding
on the teachers.
In the Grundschule, environment and health issues (treating nature and one’s own
body in a responsible way), are increasingly being included as themes in the syllabus.
An agreement reached in December 1993, as amended in September 1996, by the
Standing Conference of the Ministers for Education and Cultural Affairs of the Länder,
lays down a framework schedule for grades 5 to 9/10, requiring certain core subjects in
every type of school and course of education. An introduction to the professional and
working world is a compulsory component of every course of education and is
provided either in a special subject such as Arbeitslehre (pre-vocational studies) or as
part of the material covered in other subjects.
Health and safety education

General health education takes place in primary and secondary schools. That means
the pupils learn the basics of health and hygiene and about acting in an environmentally
friendly way. Following briefings contained in special ‘teacher letters’, teachers have
the opportunity to introduce OSH topics that are related to their subject. Several
subjects, such as chemistry and physical education, have specific safety instructions
that have to be given by the teachers before the pupils start to take part in activities. In
primary schools there is also a focus on traffic safety.
While OSH is not a specific part of the general curriculum, various Federal States have
OSH-related educational programmes and projects. It is, however, up to the individual
school and its teachers whether they participate in these activities.
In addition, in grammar schools OSH-related learning can be included in the subjects
social studies and politics.
The Ministers for Education and Cultural Affairs of the Länder are responsible for
drawing up the curricula. The Rahmenlehrpläne (framework curricula) for vocational
instruction at Berufsschulen, on the other hand, are worked out jointly by federal and
Land authorities with the agreement of the employers and unions on the basis of the
Ausbildungsordnungen (training regulations) for on-the-job training.
The basic foundation of incorporating OSH at the start of working life of young Germans
is found in laws regulating the work situation of people under the age of 18. The
German apprenticeship system is tightly regulated by the government.
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An employer has to make sure that the young person to be employed is physically and
EuropEan agEncy
mentally fit for the job. ‘Ausbildungsordnung’ (apprenticeship regulations) exist for
every profession and deal with specific safety and health protection measures for
young workers. A physical check-up prior to starting the apprenticeship is mandatory.
for
The nature of Germany’s three tier school system, in which only the top tier leads to
SafEty
higher education, means that OSH related subjects are mainly taught in the
and
Berufsschulen (trade schools). The German apprenticeship system is a dual system in
H E a lt H
which companies are responsible for the practical part of the job training while state-
run schools teach the theoretical part plus common subjects such as German, maths
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and English, for example. The Berufsschulen differ from other state schools in that
control rests not with the local and regional school authorities, but with the federal
government, industry and the trade unions. They may develop the actual programmes
to include OSH in the trade school teaching.
Universities
There is no coherent curriculum for OSH education in German universities and colleges.
It varies from university to university and the federal states have no influence on the
subjects taught. Very often OSH education is a part of the following branches of study:
traffic and transportation, mechanical engineering, logistics, business management
and economics, management of technology and process engineering.
Berufsgenossenschaften
The Berufsgenossenschaften or institutions for statutory accident insurance and
prevention assume liability for the consequences of occupational accidents, commuting
accidents and occupational diseases. At present there are 26 Berufsgenossenschaften
divided according to the branch of industry they deal with. The law states that their
prime responsibility is to prevent occupational accidents and diseases, to eliminate
work-related health hazards, and, should an insured event occur, to compensate the
injured person, the relatives or the surviving dependants. They provide OSH
programmes for young workers.
An example of a long-running mainstreaming campaign

initiated by the Berufsgenossenschaften targeting young
workers in vocational schools
In 1972 the project ‘Youth wants to live safely’ was introduced in an attempt to
mainstream OSH into education using suitable materials for the target group:
young people in a classroom environment. It is financed by the Arbeitskreise for
occupational safety, of which the federations (Landesverbände) of the Employer’s
Liability Insurance Association are members (Berufsgenossenschaft). The
Arbeitskreise includes those parties involved in occupational safety: trade unions,
employers’ organisations, federations and public accident insurers
(Unfallversicherungsträger der öffentlichen Hand), social and cultural authorities,
occupational safety engineers, etc.
63
Wo r k
The goal of the project is to integrate OSH content into the curriculum of vocational
at
H E a lt H
schools. A small number of annually changing subject areas are regularly

presented. By using a competition format with attractive prizes and by presenting
and
the material in an entertaining way the initiators try to reach the target group as
SafEty
effectively as possible.
for
Since the introduction of the ‘Jugend will sich-er-leben’ project in 1972, over six
EuropEan agEncy
million young people have taken part in the competition, and every year the
‘Arbeitskreise’ addresses some 800 000 students in vocational schools.
Among the materials the schools receive is a fact sheet in which the subject is
presented in an interesting and entertaining way. Part of the sheet is a questionnaire,
which can be filled in by the students at the end of the class in order to take part
in the competition. All answers are collected in the school and sent to the nearest
regional office. A winner is drawn at random from all correct entries. There are
1 800 prizes for students, worth EUR 80 000. There is also a prize for the school
with the highest proportion of participating students. Each year, the competition
focuses on a different subject.
INQA Lernwelt
INQA (the Initiative for New Quality of Work; a confederation of companies, social
partners, social insurance funds, foundations, Federal Government and Federal States)
has a ‘lifelong learning’ network. See: http://www.inqa.de/Inqa/Navigation/Themen/
Lebenslanges-Lernen/wissen,did=210762.html?view=renderPrint

The ENETOSH project toolbox contains various examples of activities from Germany.
See http://www.enetosh.net/webcom/show_websiteprog.php/_c-57/_lkm-7/i.html
Further information
n German national report of the Edforsa project: http://edforsa.vubp.cz/products_
vysledky.php
n Eurydice website (Germany): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=DE
n BMBF — Bundesministerium für Bildung und Forschung (Federal Ministry of
Education and Research): http://www.bmbf.de
grEEcE
Legislation on safe schools
The School Act includes the requirement for a healthy and safe school environment: it
emphasises that schools should provide safety and health protection for pupils during
school activities.
Schools are expected to follow Act PD 16/1–6 on minimum health and safety
specifications for work areas.
64
Curriculum
European Agency
The curricula for primary and secondary education are drawn up by the Pedagogical
Institute and approved by the Ministry of Education. Compulsory subjects at primary
for
level are religion, Greek language, mathematics, history, environmental studies,
Safety
geography, physics, social and civics, music and arts, a foreign language and physical
education. These subjects (except environmental and arts studies) are compulsory
and
H e a lt h
throughout junior high school. Additional compulsory subjects at secondary education
include ancient Greek, a second foreign language, chemistry, home economics,
at
computer science, technology and school vocational guidance. The Pedagogical
Wo r k
Institute also sets the curriculum for all upper secondary institutions, including upper
secondary general and vocational education. The general curriculum includes religion,
modern and ancient Greek language and literature, history, mathematics, sciences, a
foreign language, physical education, citizenship, art, music and vocational guidance.
Specialist and vocational subjects vary depending on the course followed.
The Single Curriculum Framework (SCF) and the New Curricula, which adopt an inter-
disciplinary approach to learning, were drawn up for compulsory education in 2003.
A new curriculum and school books written on the basis of the SCF began to be
introduced in school year 2006/2007. Teachers are obliged to follow the curriculum,
but they may choose their own teaching methods to achieve the required learning
objectives. At the beginning of the school year, special directions are dispatched to
teachers of all specialisations by the Pedagogical Institute regarding the goals of the
subjects they teach.
Inter-thematic Unified Framework Educational Programme — primary and secondary

education
This was defined by the Hellenic Government in March 2003 and covers topics as
varied as music, foreign languages, home economics, computer science, school
occupational orientation, technology, physical sciences (chemistry, physics, biology,
geology, geography, exploration of the physical world), and physical education. The
aim is to develop a framework for the integration of the above topics in order to
promote a more holistic and comprehensive approach to teaching and learning.
Primary and secondary schools
Prior to 2002 there was no systematic attempt to include OSH elements in school
education, although activities on road safety, drug abuse and environmental protection
took place, and no specific practical guidance has been issued on how to introduce
them into primary and secondary education in Greece. However, there are relevant
learning opportunities for health and safety within home economics and within the
subjects ‘health education’ and ‘environmental education’.
Home economics is part of the framework programme and has the general aim of the
development of the individual in the home environment, the family and the community.
The topic provides the knowledge for the development of a physical, social, economic,
cultural and aesthetic environment for the family and the individual, with the ultimate
aim of improving the quality of life and the welfare of individuals, families and society.
The themes relating to health and safety that are included in home economics within
the inter-thematic approach are:
n accident prevention, with the general aim (knowledge, abilities, beliefs and values):
65
— to acquire specific scientific knowledge essential for the avoidance, prevention
Wo r k
and management of accidents which may happen at home, in play areas, work
at
H e a lt h
areas, on the road and elsewhere;

— to learn how to behave in traffic and to learn how to avoid violence;
and
first aid, with the general aim (knowledge, abilities, beliefs and values):
Safety
— to acquire essential knowledge relating to medicine;

for
— to acquire the knowledge and the ability for the initial handling of accidents and
European Agency
the delivery of first aid.

The teaching requirement for home economics is four hours per week and it is delivered
in the first year of primary school (age 6 years). Relevant classroom activities include:
n holding activities in the classroom and recording of hygiene habits of pupils;
discussion and conclusions (Greek language, mathematics, health education,
computer science);
n creating advertising images or messages to discourage smoking and alcohol
consumption (aesthetic education, computer science, health education).
Health and environmental education

The optional topics of health and environmental education have now been introduced
at primary school level (see below).
Pupil/student protection while learning

Aquainting pupils with the principles of safe behaviour while working in laboratory
lessons, sports activities and with hygiene rules forms part of creating safe learning
conditions for pupils at primary and secondary level.
Secondary schools and secondary vocational schools

Optional OSH courses were introduced to secondary schools and secondary vocational
schools in 1992 by Ministry Act G2/4867/1992, which supplements the School Act
N. 1892/1990.
‘Health education’ and ‘environmental education’ are subjects offered to secondary
school students on an optional basis for two hours per week. Teachers who deliver
these two courses undergo a training seminar of 40 hours to acquire the necessary
qualifications. The Ministry of Education and Religious Affairs (MERA) has appointed
two officers in the local directorates of secondary education in each major city in
Greece to keep school teachers informed about health education and environmental
education. These representatives organise training seminars for teachers, exhibitions
and presentations on health and environmental education, and inform teachers about
projects financed by MERA in this area. In particular, several projects on health and
environmental education for secondary schools have been sponsored by MERA’s
‘Operational Programme for Education and Initial Vocational Training’ (EPEAEK).
The courses in health and environmental education have focused on a variety of
OSH issues including: traffic safety and road accidents, helmets and seat belts, driving
bikes safely, health and environment, toxic substances in foods, eating habits and
obesity, AIDS prevention, heart diseases, responding to natural disasters, fire
prevention and so on. Many teachers at secondary schools have been active in
running projects on health and environmental education and asking students to
collect material and make presentations on one of these topics. The projects are
66
financed by the Ministry’s ‘Operational Programme for Education and Initial Vocational
European Agency
Training’ (EPEAEK).
OSH in secondary vocational school curricula
for
Safety
Although the teaching of OSH principles in secondary schools remains optional, some
secondary vocational schools have taken active steps to include OSH in their curriculum.
and
This includes the disciplines of mechanical engineering, vehicle technology, and
H e a lt h
automation, which may involve exposure to the machine hazards in laboratories and
at
workshops. However, only a few secondary vocational schools have written exams in
Wo r k
the principles of OSH.
As part of creating a safe learning environment students should become acquainted

with the principles of safe behaviour in workshops, training centres and company
workshops and factories. In higher vocational schools, becoming acquainted with
principles of safe behaviour in enterprises where vocational training is performed and
in specific workplaces should be covered.
At the Higher (post-secondary) Vocational Schools (IEK) level OSH principles have
appeared as separate courses in three disciplines, namely: refrigeration and air
conditioning technology, automobile technology, and civil and structural engineering.
Students of these disciplines are required to take a specialised course in occupational
health and safety for approximately three hours per week, which includes written
examinations.
OSH education in universities and colleges
The first attempt to incorporate occupational safety into the curricula of universities
and colleges was made at the National Technical University of Athens (NTUA) in the
early 1980s. The Department of Mechanical Engineering (NTUA) introduced a three-
hour course in ergonomics to familiarise engineers with aspects of ergonomic product
design and occupational safety. In the late 1980s, the Department of Mechanical
Engineering (University of Patras) introduced a three-hour course in man–machine
interaction emphasising aspects of industrial sociology and including elements of
occupational safety. The most systematic effort to teach occupational health and safety
was in the early 1990s by the Department of Production Engineering and Management
(Technical University of Crete), which introduced courses in ergonomics and ergonomic
work analysis and a postgraduate course in managing safety at work. In the late 1990s,
the Department of Industrial Management and Technology (University of Piraeus)
introduced a three-hour course in ergonomics on establishing a management system
for occupational health and safety. These four university departments had appointed
lecturers and professors qualified in ergonomics and OSH. Other engineering
departments — e.g. the departments of mechanical engineering at Aristotelio
University of Thessaloniki and the University of Thessaly — teach ergonomics and OSH
occasionally, depending on the availability of external specialised teachers.
OSH education in Technological Educational Institutes (TEI) has received increasing

recognition in recent years. Most departments of mechanical engineering have at least
one course in occupational safety and environmental protection. The courses are
usually introductory and do not include practical exercises or measurement of
environment variables (e.g. noise, high temperature). While there is currently a lack of
specialised staff in OSH in Technological Educational Institutes, these problems may be
overcome in the near future.
67
With increasing awareness of environmental pollution, some new departments in

Wo r k
environmental engineering were established in Greece. A few of them have introduced

at
H e a lt h
specialised subjects of OSH (e.g. noise control and measurement) in three-hour courses
on environmental protection.
and
Safety
Finally, some elements of safety awareness have been introduced into university
courses on traffic safety (three-hour courses) in civil engineering departments.
for
European Agency
Ongoing initiatives, programmes, projects
Psychico — pilot education programme on occupational health in

general secondary schools
This is an ongoing pilot multi-stage education programme to increase awareness of

occupational health among general secondary school students in the Athens
municipality of Psychico. It was launched in 2002 as a five-year pilot with the participation
of the Committee of Health and Welfare and in collaboration with the administration
of seven general secondary schools in the municipality.
The aim of the programme is to contribute to the national planning of the integration
of education in OSH in general secondary schools and to the preparation of appropriate
educational material, and also to increase awareness of OSH among students.
The first stage of the project focused on a study of the attitude of students (aged 17–18)
towards OSH and knowledge about OSH, and on school presentations by an OSH
expert. A survey was also conducted to gauge the opinions of general secondary
school teachers about OSH education in schools. Students in six secondary schools
were surveyed, prior to leaving school. The resultant information on (a) causes of
unwillingness to learn about occupational health, (b) various misconceptions about
occupational diseases, and (c) relevant essential knowledge gaps identified by the
survey, which correspond to omissions in the current national school curriculum, could
be utilised in the preparation of appropriate occupational health school educational
material. Two-thirds of students lacked knowledge or had erroneous perceptions
about OSH while 85 % wished that they had been taught about OSH. In the same
schools, 114 teachers were surveyed about their views of the usefulness and the
manner in which occupational health should be integrated into the curriculum of
general secondary schools in Greece. Of these, 43 % recommended that occupational
health tuition be predominantly included in the biology course and 54 % that it be
apportioned horizontally across a wide range of unit courses.
The second stage commenced in 2004. It was a student essay competition, with the
aim of increasing the awareness of young people about occupational health. The
municipality of Psychico ran the essay competition on the subject ‘Protection of health
at work: The case of construction and building industries’. The competition took place
during the 2004 European week for safety and health at work (18–22 October 2004) in
seven schools in the municipality. One month in advance the municipality distributed
educational material on occupational health, to be used by teachers and students.
Teachers guided the students to appropriate sources of information and references a
few days before the competition and they also introduced them to the subject on the
day of the competition at the beginning of the essay-writing session within the
framework of the Modern Greek language unit course. Students were also given
lessons by appropriately trained teachers, there was publicity in the mass media and a
public municipal event, including presentations by experts and dignitaries.
68
The third stage in 2005 included the publication by the municipality of a book entitled
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Health protection at work — a subject for education of general secondary school students,
and school lectures by OSH experts. The book contains the 10 best essays, the keynote
addresses of the award ceremony and the results of the aforementioned study of
for
attitudes and knowledge of students on OSH. The book has been distributed free to
Safety
the students and teachers in the seven schools which participated in the programme.
It has also been offered to schools nationwide on request, to officials in the Ministries
and
of Health and Social Solidarity, Employment and Social Protection, National Education
H e a lt h
and Religions, employers’ and employees’ associations, and to public libraries. The
at
main authors of this book are the students themselves, who will be acting as the
Wo r k
educators of other adolescents, contributing effectively to the increase of their
awareness of health and safety matters.
n Bazas, T., Protection of health at work — a subject for secondary school education.
n GOHNET Newsletter, No 9, pp. 8 — 9, summer 2005, http://www.who.int/occupational_
health/publications/newsletter/Gohnet9eng.pdf
FAOS projec t
‘FAOS — Building awareness for a lifetime’ is an example of a regional project carried out
in partnership with the regional education office. It is an accident prevention and
awareness-building programme combined with a school repairs programme across
both primary and secondary schools in the Achaia region. The partnership involved the
Directorate of Secondary Education of the Prefecture of Achaia, the Ministry of Labour’s
Centre for the Prevention of Accidents at Work, the private sector through TITAN Cement
Company and the Vice Chairman of EKAB (Greek Emergency Services Organisation).
A variety of activities were implemented:
n identification of safety problems;
n safety audits and assessment of school buildings;
n implementation of a recording system of accidents and potential accidents at schools;
n awareness seminars for teachers and students;
n safety training for teachers;
n open conferences for the local communities;
n interactive workshops;
n creation of educational material;
n education programmes at schools;
n cooperation with specialised government authorities and NGOs;
n contacts with local businesses, unions and individuals for promotion and sponsorship
purposes.
The FAOS project has been an important learning experience for developing ways of
working between some very different organisations. It has now been transferred to
other parts of Greece.
For further information see: A safe start for young workers in practice: http://osha.europa.
eu/publications/reports/GPB06
Further information
n Edforsa project report — ‘An introduction to the existing occupational health and
safety activities in Greece: national report, 2004’: http://edforsa.vubp.cz/products_
vysledky.php
69
Eurydice website (Greece): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/

Wo r k
ByCountryResults?countryCode=EL
at
H e a lt h
n ΥΠΕΠΘ — Υπουργείο Παιδείας και Θρησκευμάτων (YPEPTH — Ministry of Education
and Religious Affairs): http://www.ypepth.gr

and
n Information about the health curriculum from the Ministry of Education (in Greek)
Safety
available at:
for
— http://www.ypepth.gr/el_ec_page73.htm (primary education)

European Agency
— http://www.ypepth.gr/el_ec_page413.htm
Hungary
Legislation
In Hungary, occupational safety and health education in schools, as well as in vocational

training, is governed by the Act on Labour Safety (LSA) of 1993:
S e c t i o n 14
(1) Within the framework of labour safety administration, the State shall attend to the
following duties:
(d) establishment of a curriculum related to general personal safety and to

occupational safety and health regulations, for the purposes of general education
and vocational training.
Sec tion 52
(1) Within the framework of school education, pupils and students shall be educated
regarding the basic rules of general personal safety and occupational safety and
health standards.
(2) As part of vocational training, students shall be educated regarding the health and
safety requirements pertaining to the profession of their training. The minister
competent for training shall determine the curriculum necessary therefore, in
agreement with the Minister for Labour and the Minister for Public Welfare.
Curriculum
A three-level structure comprising the national core curriculum (NCC,1995), the

framework curricula (2000) and local curricula (institutional level) provide a regulatory
framework for teachers to develop syllabuses. On the basis of a central definition of
each discipline, the schools and the local teaching staff can define and adopt local
curricula and syllabuses for each class and each subject. The national core curriculum
is currently under revision to incorporate learning based on the development of
competences and skills.
In Hungarian educational policy, the national core curriculum is the highest level
regulatory document concerning the content of curricula. Its main function is to lay
down the principles and conceptual basis of public education and, at the same time,
70
provide for the autonomy of schools in selecting educational content. The NCC lays
European Agency
down the national objectives of public education, identifies the main areas of
knowledge to be transmitted, provides guidelines on how to spread this content over
the various phases of public education, and defines the key development tasks (i.e. the
for
cross-curricular fields) in the various phases. By providing a summary of the fundamental
Safety
knowledge and skills to be acquired at school, the NCC ensures the consistency and
coherence of public education.
and
H e a lt h
At the second level, educational content is regulated by framework curricula, developed
in the spirit of the NCC, to provide more detailed guidelines. Together with the NCC,
at
Wo r k
these framework curricula serve as a guide for the authors and editors of textbooks,
the developers of resource materials, examination requirements and national
assessment and evaluation tools, and first and foremost for the teaching staff of schools
who are responsible for developing local curricula.
At the third level, educational content is regulated by the local curricula of the schools.
To receive authorisation local curricula must comply with the NCC requirements.
The core curriculum topics are:
n hungarian language and literature
n modern foreign languages
n mathematics
n man and society
n man and nature
n our earth and environment
n arts
n information technology
n physical education and sports
n life management and practical studies.
See www.okm.gov.hu/ for details
Health and safety related curriculum development

objectives
The NCC defines cross-curricular fields or key development objectives that should be
mainstreamed through all aspects of school education. They are conducive to the
strengthening of links between subjects, a coherent view of teaching/learning and the
personal development of pupils. Key development objectives include, among others:
n physical and mental health
n preparing for the roles of adult life.
In the core curriculum areas or cultural domains, health and safety learning can be
underpinned through the learning and development objectives of various core areas,
among others:
n man and society
n man and nature
n physical education and sports
n life management and practical studies.
The ways in which health and safety can fit into these different fields is described
below.
71
Physical and mental health

Wo r k
at
Schools have a major responsibility for educating young people to adopt a healthy
H e a lt h
lifestyle. All school activities should serve the pupils’ sound physical, mental and social
and
development. The human and physical environment of the school should be conducive
Safety
to the development of positive attitudes, behavioural patterns and habits that can
improve the health of children or young adults.
for
European Agency
Education for a healthy lifestyle not only teaches how to prevent illnesses, but also to
experience health and happiness, and to aspire to a well-balanced life. Teachers must
prepare children and young adults for making the right decisions about their lifestyle,
living a healthy life and resolving conflicts when they are grown up. Development
efforts strengthen an accommodating and helpful attitude towards their fellow citizens
suffering from illness, impairment or disability.
Teachers should show pupils the common factors in their environment (with emphasis
on the household, school, traffic and hazardous substances) that may damage human
health or the human body. Pupils should be prepared for preventing and tackling
hazardous situations, on both the individual and public levels. School must also prepare
pupils for using public transport or moving around on foot independently, and teach
them how to prevent traffic accidents. Attention must be given to the appropriate
handling of hazardous substances and the main rules relating to them (how to identify
and store hazardous substances). Children and especially adolescents should be given
support to avoid substances causing addiction (e.g. smoking, alcohol and drug addiction,
unhealthy food). The habits that constitute the foundations of a healthy, well-balanced
lifestyle can only be developed with pupils’ active involvement. It is essential that the
school environment also promotes a healthy physical, mental and social development.
Preparing for the roles of adult life
Preparing for the roles of adult life includes career orientation, with a special emphasis
on flexibility, cooperation and the ability to handle change on the level of both the
individual and society. Confident consumer behaviour and fitness for work are covered
within sections on teaching on developing social competences and citizenship skills.
Life management and practical studies
Health and safety issues are included among the core subject matter of life management
and practical studies as follows:
n health — healthy lifestyle, modern diet, daily exercise, clothes, prevention of
accidents, ergonomics, occupational hazards, addictions, mental health;
n safety and security — identifying threats to individual and public life, individual
responsibility in emerging/created emergency situations, disaster mitigation (fire

protection and civil defence, planning, prevention, intervention, evaluation).
Man and Society
For example, a key development area is responsibility for the environment.
Man and nature
In grades 7 to 12 chemistry, pupils learn the most important properties, reactions and
handling of the most frequently used natural and artificial substances. Special attention
is given to the proper handling of hazardous substances.
72
Physical education
European Agency
One of the teaching outcomes of physical education and sports is the development of
a healthy lifestyle and physical culture. In this context, in addition to establishing a
culture of exercise and sports, the pupils’ level of physical fitness is also raised.
for
Safety
and
Hungarian Ministry of Education: http://www.okm.gov.hu/main.php?folderID=137&art
H e a lt h
icleID=6994&ctag=articlelist&iid=1
at
Wo r k
Ongoing reforms
Basic education
Revising the national core curriculum and strengthening basic skills and cross-curricular
education is one of the objectives of the educational policy regarding basic
education.
Vocational training
In June 2003 a modified Act on Vocational training was passed by Parliament. Current
policy measures and objectives include, among other things, modernisation of
vocational curricula and the training of teaching staff.
Universities
Parliamentary resolution: OSH education in higher education

The annex to Resolution No 20/2001 (March 30) of Parliament on the National
Programme of Occupational Safety and Health states in the section ‘The National
Programme of Occupational Safety and Health’ the following.
‘5.5. Measures should be taken to improve the system of occupational safety and health
education and training. There is a need, in particular:
(a) to review the implementation of education in occupational safety and health in
the everyday practice of higher education, and to take the necessary measures
to give proper emphasis to occupational safety and health …’
Further information
n Eurydice website, Hungary: http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=HU
n OM — Oktatási Minisztérium (Ministry of Education): http://www.om.hu/
Ireland
Ireland has been revising and developing its national teaching curricula in recent years.
In addition, the national Health and Safety Authority (HSA) has been exploring ways of
including OSH in the curriculum and has set its own strategic goals for OSH in
education.
73
Legislation
Wo r k
at
H e a lt h
Education Act and the National Council for Curriculum and

Assessment (NCCA)
and
Safety
The provision of education is covered by the Education Act (1998). The National Council
for
for Curriculum and Assessment (NCCA) was established in 2001 as a statutory body. Its
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role, which is set out in the Education Act (1998), is to advise the Minister for Education
and Science on matters relating to ‘the curriculum for early childhood education,
primary and post-primary schools and the assessment procedures employed in schools
and examinations on subjects which are part of the curriculum’. (41.1 a, b)
The Health and Safety Authority (HSA) has been working with the NCCA regarding
ways to include OSH in the curriculum. This has included commissioning the NCCA to
carry out a ‘curriculum probe on health and safety in the curriculum’ which was
published in September 2007 (see below).
Safety in schools: Safety, Health and Welfare at Work Act, 2005
Health and safety in schools is covered by the Safety, Health and Welfare at Work Act,
2005. As well as employees, employers have general duties to ensure that individuals
at the place of work other than employees are not exposed to risks. For education
employers this includes pupils.
Developing a system to support schools in creating a safe environment is part of the

HSA’s strategy to mainstream OSH into education (see below). The HSA is currently
working with the Department of Education and Science, the State Claims Agency and
the School Development Planning Initiative on designing a health and safety
management system for secondary schools. This will be a practical and comprehensive
aid to schools in preparing their safety policies, carrying out risk assessments and
implementing control measures and safety management procedures. Initially the
guideline will be a template for the operation of a manual system, which will be piloted
with eight schools (starting 2007/08) and assessed before being made available to
more schools. A software-based system will be designed when the manual system has
been fully evaluated. Then, following assessment of the template, a software-based
option will be developed.
Curriculum
Since the introduction of the Education Act and the establishment of the NCCA the
education curriculum has been undergoing considerable development. OSH is not taught
as a separate subject, but there are a number of existing educational programmes and
curriculum areas in which OSH is relevant.
Primary and secondary level
Business studies
Business studies is taken by almost all students in the junior cycle of post-primary
education. Business, economics and accounting are subjects offered at the senior cycle
as part of the leaving certificate. Teaching and learning related to the Safety, Health and
Welfare at Work Act 2005 is covered in both the junior and senior cycle.
74
Home economics
European Agency
Throughout the home economics syllabuses at both junior and senior cycle, there are
opportunities to teach and promote good health and safety practices and to familiarise
students with the language associated with health and safety. It is covered in food
for
Safety
technology and textile and craft studies. Students learn how to:
and
n care for their health and safety and the health and safety of others;
H e a lt h
n organise and manage their learning and working areas to create a healthy and safe
environment;
at
Wo r k
n identify hazards, act on them and avoid the consequences that may arise;
n handle materials and equipment in a safe and hygienic way;
n live safer, healthier lives.
As health and safety concerns are part of the syllabus, questions relating to them
appear in the terminal written assessment, as well as being examined in the food and
culinary skills practical examination at junior cycle.
The sciences
Health and safety is explicit in each of the science curricula. One of the roles of the
science teacher is to enable pupils to learn science in a safe and supportive environment.
The primary curriculum states that at each stage of their science investigations children
should be aware of and encouraged to adopt safe practices. They should observe
safety procedures in designing and making tasks, particularly when they are using
tools and materials.
In junior certificate science, the syllabus objectives state that students should know
and understand the ways in which a code of safety can be applied in scientific and
technological investigations and activities. It states that students should develop skills
associated with manipulation of equipment and manual dexterity, with due regard to
issues of health and safety, and that students should develop a sense of safety in the
laboratory, at home, in the workplace, and in the wider environment, in addition to an
awareness of health issues. At the end of the junior cycle, students submit coursework
for external assessment. A section of the assessment pro-forma asks about their
planning in relation to safety. As health and safety measures are part of the syllabus,
questions relating to them also appear in the terminal examination.
All the science syllabuses at senior cycle state that safety should be a major concern
when carrying out practical work and cite specific examples where particular attention
should be paid to health and safety. Teacher guidelines produced by the NCCA offer
details of resources and fittings that need to be in place to ensure the health and
safety of students and teachers. In leaving certificate agricultural science students
develop an understanding of OSH and of environmental issues. Within the science
technology and society (STS) section of the senior cycle syllabuses, reference is made
to health and safety issues where appropriate. For example, hearing protection in
industry is specified in the STS section on sound, and the hazards of methane
production in slurry pits, coal-mines and refuse dumps are specified under fuels and
heat reactions in chemistry.
To accompany the science syllabuses, the Department of Education and Science has
produced a number of documents: ‘Safety in school science’ (1996, updated 2001); ‘Safety
in the school laboratory: Disposal of chemicals’ (1996, updated 2001); Circular M24/04
‘Aspects of safety in science laboratories in second level schools’ (March 2004).
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Social, Personal and Health Education (SPHE)

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at
Social, Personal and Health Education (SPHE) is part of the curriculum for all students in
H e a lt h
primary school and junior cycle post-primary education. The SPHE curriculum takes a
broad approach to the understanding of health and wellbeing while also emphasising
and
Safety
individual and collective responsibility for health and wellbeing, and so the syllabus
helps to underpin students’ understanding of health and safety. For example, in the
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primary curriculum the strand ‘myself’ includes the unit ‘safety and protection’ (personal
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issues/safety issues) where opportunities are provided to explore: when and how to
seek help; the need for rules and regulations; taking lifts from strangers; and being
asked to keep a difficult secret.
In junior cycle post-primary education, the SPHE curriculum is designed around 10
modules: belonging and integrating; self-management; communication skills; physical
health; friendship; relationships and sex education; emotional health; influences and
decisions; substance use; and personal safety. Each of these modules provides students
with opportunities to consider their attitudes and values, their decision-making and
the subsequent impact of these decisions on their health, wellbeing and, in many
instances, their safety.
The curriculum framework for SPHE in senior cycle is currently being developed by the
NCCA. The draft curriculum framework is built around five areas of learning: mental
health, gender studies, substance use, relationships and sex education (RSE) and
physical activity and nutrition, and emphasises the importance of encouraging
students to take responsibility for health and wellbeing. Learning outcomes cover
three strands: emotional and social health and wellbeing; physical health and wellbeing;
personal/group health and wellbeing. While each area of learning has the potential to
contribute to students’ understanding of health and safety, mental health, substance
use and RSE have a particular contribution to make. The SPHE curricula in primary
education, junior cycle and senior cycle post-primary education are designed as
enabling curricula, so those aspects of the SPHE curriculum related particularly to
students’ understanding of health and safety may or may not be included by
teachers.
The technologies
The technology subjects at both junior and senior cycle place a strong emphasis on
practical learning activities that integrate knowledge and skills in developing solutions
to technological problems, thus preparing students to be creative participants in a
technological world. The syllabuses emphasise the need to have due regard for health
and safety issues in all activities, in particular when working with materials and
equipment but also in terms of the generation and evaluation of design ideas and
solutions.
A particular objective of technology education is that students should know and
adhere to the health and safety requirements associated with planning and conducting
practical work and, furthermore, how these requirements may impose limitations or
constraints on the design of artefacts and systems. Health and safety issues and
considerations permeate all appropriate topics in the syllabuses and are addressed in
context rather than as a stand-alone unit of study. Thus, students develop awareness
of health and safety issues and understanding of their relevance and importance
through the application of safe practices in a wide range of circumstances and activities.
The NCCA has been revising the leaving certificate technology subjects and, as part of
its advice on the implementation of these subjects, has developed a comprehensive
implementation plan, which includes consideration of issues related to health and
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safety. Whereas in the past instruction in health and safety tended to concentrate on
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the operation of material processing equipment and processes, it is now treated in a
much more comprehensive manner; for example, by covering the nature of safety,
requirements under legislation, the identification and prevention of potential accidents,
for
and the inclusion of health and safety considerations in the design and planning of
Safety
solutions to technological problems. In the draft guidelines for teachers of the
technology subjects, attention is drawn to the importance of developing student
and
awareness of health and safety issues, including personal health and safety in the
H e a lt h
classroom/workshop environment.
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Technological education in the junior cycle has also been reviewed and revision will take
place. A framework for provision of technology education in the junior cycle has been
developed in which the key components of a technology education are specified. Health
and safety is included as one of these key components and features as a core element in
the common framework. The HSA is also developing a range of resources for use by
teachers in schools to support teaching and learning in these higher risk subjects.
Art, craft, design

The importance of health and safety awareness and procedures in practical classes is
emphasised, particularly in the use of the wide range of materials associated with art
courses in both the junior certificate and leaving certificate levels. The syllabus is
currently being revised.
Physical education
A curriculum framework for junior-cycle physical education has been introduced on an
optional basis. A similar curriculum framework for senior cycle is being finalised by the
NCCA, as is an optional leaving certificate subject syllabus. The embedding of teaching
and learning about health and safety is central to the frameworks and syllabus. In
particular, the curriculum documentation focuses on assessing and managing risk in
physical activities, on awareness and avoidance of hazards, and on understanding key
concepts in, and developing positive dispositions towards, health and safety.
Leaving certificate applied (LCA)

The LCA programmes are pre-vocational and have a practical orientation. LCA is
structured around three areas: vocational preparation, vocational education and
general education. Health and safety is explicitly covered in the first two areas and it is
relevant to the third, through the social education course module on social health and
education. Health and safety is also part of the assessment criteria of some of the
student tasks. For example, for vocational preparation module ‘Work and living’, unit 7
on health and safety, the learning outcomes are that the student will:
n become familiar with work-related health and safety legislation, covering for example
fire safety, pregnancy, chemicals, noise, use of VDU screens;
n list what they can do personally to maintain health and safety at work;
n recognise some of the symbols associated with health and safety.
In vocational education the student takes two courses in vocational specialisms and
the relevant aspects of OSH are covered for each specialism. For example, in the
specialism ‘Office administration and customer care’ the module on office practice
includes a unit on health and safety, the learning outcomes of which are that the
student should be able to:
n use office equipment safely (e.g. guillotine, electrical equipment, lifting, rest periods);
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recognise and avoid potential hazards in the office;

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n understand the main provisions of the Health and Safety at Work Act;
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H e a lt h
n understand the importance of fire regulations.

and
Leaving certificate vocational programme

Safety
Link module 1 ‘Preparation for the world of work’ covers OSH explicitly. Among the
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specific learning outcomes, unit 1.11 states that the student should ‘understand current
health and safety regulations in workplaces’ and unit 4.7 requires students to ‘follow a
specific set of instructions related to health and safety’. Students taking the construction
module may take the FÁS ‘Safe pass health and safety awareness training programme’.
Link module 2 is ‘Enterprise education’, in which students may set up a mini-company.
Transition year
The transition year acts as a bridge between the junior certificate and the leaving
certificate. The school designs its own transition year, which usually includes work
experience placements, and it is here that teaching and learning related to OSH can be
taught as part of the preparation for, and debriefing after, work placements.
A number of resources related to work experience and for the setting up of mini-
companies by students have been developed by the support services. In ‘Work
experience at senior cycle: Guidelines for schools’ (2000, Department of Education and
Science), awareness of health and safety issues is identified as a key area that should be
part of the preparation of all students for work experience (p. 11). In the resource
‘Transition year mini-company “Get up and go”’ (2004, SLSS) the Health and Safety
Officer is identified as a member of the mini-company team and the role and duties of
the job are described (p. 32).
HSA actions to mainstream OSH into the curriculum

Mainstreaming OSH into education is an explicit part of the HSA strategy for 2007/09
and including OSH in the curricula is among the actions to achieve the strategic goal
in this area: ‘HSA will develop and implement programmes which contribute to
mainstreaming safety and health in education and training curricula. The starting point
is to have the full plan agreed with key education bodies; initial pilots implemented;
and cross-curricular resources developed. The next stage is a major implementation
stage to install curriculum in specified areas.’ Further details of the strategy are given in
Appendix 3.
As mentioned, as part of its strategy on education, the Health and Safety Authority
commissioned the NCCA to explore the extent of health and safety content in the
current curriculum (pre-school, primary level and secondary level). The NCCA was also
asked to identify opportunities within the curriculum for expansion or inclusion of
health and safety content. The ‘Curriculum probe on health and safety in the curriculum’
was published in September 2007.
Third level education

Under its strategy on education the HSA is currently exploring ways to integrate OSH
into the curricula of multiple courses at third level including degree courses in areas
such as architecture, engineering and construction studies. It plans to conduct a wide-
ranging research project to assess and evaluate the range, depth and relevance of the
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health and safety training received by students in these areas, where health, safety and
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welfare at work are at the core of their daily activity.
It is also working at a high level to introduce policy agreement whereby OSH is included
in specific new courses and at programmatic review stage of existing courses.
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and
H e a lt h
As mentioned above, the HSA has integrated education into its OSH strategy statement
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and rolling work programme for 2007/09 and its annual work programme for 2007.
One sixth of the authority’s strategic goal’s refer to ‘Target the workers and managers
of the future by fostering a culture of safety through early and continued interventions
in the education and training systems’.
Within this strategy the HSA is exploring many opportunities to disseminate the focal
principles of health and safety through education. These include the curriculum probes
and the health and safety management system for schools mentioned above. Other
activities are as follows:
‘Choose safety’
This is a pilot project on introducing the principles of health and safety in the workforce
for secondary level students. It is aimed primarily at post-junior certificate students
who are likely to engage in a community service or work experience programme
during the course of the year. Transition year, leaving certificate applied and leaving
certificate vocational programme students will gain most from the module, although
mainstream students of subjects such as home economics, architectural technology,
engineering and science will also benefit. The ‘Choose safety’ module is available as a
pack consisting of a student’s workbook, a teacher’s guidebook and a DVD. The 20-
hour programme is suitable as a short course for transition year or as a module for the
leaving certificate vocational programme or the leaving certificate applied. The lessons
may be expanded or condensed to suit the school timetable and the ability range of
students. It will be introduced in school year 2007/08. As well as covering risk assessment
and control, it incorporates communication skills and case studies.
Summer courses for teachers (primary)
The HSA has developed a 20-hour ‘summer course’ for primary school teachers. It is
designed to be delivered over five consecutive days as per the specifications of the
Department of Education and Science. The aim is to develop awareness of health and
safety matters among primary teachers. There is an equal emphasis on the teacher
acquiring knowledge as a worker in a workplace and on ways of increasing the students’
understanding of health and safety issues.
Health and safety training of teachers of technology subjects
Due to the hazards in technology classrooms it is viewed as imperative that teachers of

these subjects are competent in best health and safety practice. The HSA is supporting
an initiative of the second level support service for technology teachers (T4) to provide
a specific safety training to all 1 800 technology teachers in the secondary system.
These include teachers of design and communication graphics, material technologies,
engineering technology, construction studies (architectural technology) and technical
graphics.
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Junior achievement — Health and safety in enterprise education

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‘Junior achievement Ireland’ is part of a worldwide organisation that promotes a culture

H e a lt h
of enterprise through education. With the support of the HSA, it has developed two
health and safety modules. The ‘Our nation’ programme is taught to fifth-year classes
and
Safety
in over 100 primary schools. This introduces basic business concepts including health
and safety. The ‘Company programme’ is taught to transition year students in about 50
for
schools. Students learn to apply the principles of health and safety management to
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their own mini-companies. Again the emphasis is on practical and interactive learning
techniques. Both health and safety programmes are taught by volunteers from the
business world.
Young Scientist and Technology Exhibition

The HSA sponsors a special award at the annual BT Young Scientist and Technology
Exhibition. The exhibition includes more than 500 projects by students throughout
the country. Displays, illustrations, competitions and seminars are also held over the
first weekend in January each year. There is more information about the competition
at: http://www.btyoungscientist.ie
The National Adult Literacy Agency

The National Adult Literacy Agency, with support from the HSA and FÁS, has produced a
series of learning resources for participants on ‘Skills for work’ courses. These aim to
improve literacy and develop English-language skills using health and safety
terminology. ‘Steps to safety’ caters for participants with English-language needs and
those with very low literacy skills. It is aimed at FETAC Level 1 and may be used as a
pre-intervention resource for the main workbook Safe and Well, which is a resource for
FETAC Level 2. Clocking in to clocking out will be the third publication in the series,
aimed at FETAC Level 3. This learning resource will contain five mini-workbooks to
develop students’ communications, analytical and problem-solving skills. Further
information is available at http://www.nala.ie
Science and technology in action

The third edition of the teaching resource Science and technology in action will be sent to
all schools during the first term of the 2007/08 academic year. This includes a lesson plan
prepared by the HSA on the classification and labelling of chemicals, including the new
global harmonised system that will be phased in worldwide over the next few years.
Further information is available at http://www.sciencetechnologyaction.com/
Further information
n HSA web pages on education and training: http://www.hsa.ie/eng/Education
n Results of the curriculum probe: ‘Mapping health and safety in the curriculum —
NCCA’ available at: http://www.hsa.ie/eng/Education/Mainstreaming
n HSA strategy 2007–09: http://publications.hsa.ie/index.asp?locID=17&docID=226
n HSA work programme 2007:
http://publications.hsa.ie/index.asp?locID=17&docID=225
n Eurydice website (Ireland): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=IE
n Department of Education and Science, Government of Ireland: http://www.
education.ie
n Council for Curriculum and Assessment (NCCA) http://www.ncca.ie
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Legislation
for
Safety
Following the introduction of Legislative Decree 626/1994 (national enforcement of EU
and
Directive 89/391 on occupational safety), the Ministries of Labour, Health, Education,
H e a lt h
University and Research (MIUR), as well as various local bodies and agencies, instigated
a number of, acts, policies, programmes and circulars on safety management, including
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training issues, This has included activities concerning health promotion, safety culture,
specific courses on education safety and teacher training. Article 22 of the above
decree concerns worker training and, specifically, the training of students involved in
school–work alternation projects.
The Ministry of Education, University and Research, by signing the ‘Charter 2000’
drafted by the Ministry of Labour and in cooperation with the social partners, further
committed itself to include safety in school curricula. Supporting guidance is needed
for schools to support its implementation.
Subsequently, Legislative Decree 257/2000 (rules on compulsory training), made it
obligatory to include OSH prevention and protection issues in educational programmes,
though the indications contained in the Decree are generic. In addition, Ministerial
Circular 122/2000 focused on two significant concepts: (1) the school is where values,
culture and civic education are fostered and is the institution in charge of nurturing
responsible individuals, aware of safety and health protection issues; (2) school teaching
programmes should be reviewed to include issues related to this training field.
National regulations — Legislative Decree 59/2004 — have drawn schools’ attention
to the need to educate students to adopt lifestyles that are healthy in both the
psychological and physical sense, and for such education to be both part of a general
approach and included in the specific learning objectives of certain subjects. However,
while national regulations contain specific directions to include OSH issues in the
school curricula, many schools have not yet fully done so.
Curriculum
Overall responsibility for education in Italy lies within the Ministry of Education,
University and Research (Ministero dell’Istruzione, dell’Università e della Ricerca —
MIUR). This ministry is represented at local level by regional and provincial education
offices. Regions may delegate certain responsibilities to the provinces and municipalities.
Since the 2000/01 school year, all schools have had autonomy in the fields of
administration, organisation, teaching, research, experimentation, and development.
Primary and lower secondary school

Under the recent reforms, starting from school year 2004/05, primary and lower secondary
schools had to adopt the Indicazioni nazionali per i piani di studio personalizzati (national
guidelines for individualised study plans). These guidelines define the standards required
from each school and the specific learning objectives for different subjects.
Health and safety learning: ‘education for civil life’

Specific learning objectives for ‘education for civil life’ — which includes ‘citizenship,
traffic, environment, health, nourishment and emotional life education’ — are indicated
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for both educational levels. ‘Education for civil life’ is not a subject in its own right but a
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cross-curricular theme, comprising educational and teaching activities carried out jointly
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H e a lt h
by all teachers of the same year group. The guidelines are nationally determined and
adapted to local needs by each school. Knowledge and skills are indicated for each
and
subject; the school will help pupils to transform them into personal competences.
Safety
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The Italian National Institute for Prevention and Safety at Work (ISPESL), as part of its
commitment to promoting a new culture of prevention at work and in daily life, has
focused on supporting schools to introduce OSH education. They have instigated, or
are involved in, a number of projects. The regional organisations involved with OSH
have also been carrying out projects to promote the issue and produce resources.
Some examples of projects are given below.
OSH in civil protection education

ISPESL are developing materials to support the teaching of OSH as part of education
about civil protection in kindergarten and primary schools. See ENETOSH website:
http://www.enetosh.net/webcom/show_article.php/_c-98/_nr-2/i.html
Mainstreaming OSH into education: the contribution of ISPESL in

kindergarten and primary schools
To spread the prevention culture ISPESL created multimedia tools, such as the CD-ROM
‘A casa di Luca’, the CD-ROM ‘Occhiali per vederci’, the DVD ‘Le disavventure di Tommaso,
Lucia e….’ and ‘Album-diario della Sicurezza’. The first resource is an interactive CD-ROM
that makes children aware of the dangers of particular situations or actions in their own
homes. ‘Occhiali per vederci’ is a short video, useable in a karaoke style, where children
have to answer questions about health and safety, learn to identify risks and to avoid and
prevent accidents at home. ‘Le disavventure di Tommaso e Lucia e…’ involves children
through the fairy tales Cinderella and Snow White, and aims to teach them about the
right and wrong ways to behave in order to prevent accidents during their life.
The ‘Album-diario della Sicurezza’ has been created for use in two different contexts: the
album at school and the diary at home, where the child transfers the OSH knowledge
acquired at school, sharing it with his or her parents. The main aim of these tools is to use
various methods of play to make young children aware of the value of prevention.
See ‘Mainstreaming OSH into education: the contribution of ISPESL in kindergarten and
primary schools’, Giuliana Roseo, Ghita Bracaletti, Cistiano De Luca (ISPESL), poster
presentation at the Training & Innovation seminar, Dresden, 6–7 July 2007, http://www.
dguv.de/bgag/de/veranstaltungen/tundi/2007/_dokumente/poster.pdf
Mr Help TV programme by Rai Educational and ISPESL

This is a TV programme which concerns safety in school and everyday life. It was aimed
at children and teenagers attending compulsory education (aged 6–15), to convey a
clear message on issues related to safety. More information is available at: http://www.
misterhelp.rai.it
Pilot project on the promotion of safety at work geared to

vocational schools: ‘Sicurezza in cattedra’
The project ‘Sicurezza in cattedra’ was carried out from 2002 to 2005 and involved 900
students and 60 teachers in 12 vocational schools in Friuli Venezia Giulia, Veneto, Marche,
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Liguria, Tuscany, Sicily and Sardinia. It arose from an idea proposed by the Leonardo da
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Vinci vocational school in Florence and was funded by external institutes (ISPESL, INAIL,
etc.) and by the Regional Institutes for Educational Research (IRRE) of Veneto and Tuscany.
The latter institutes were also in charge of the monitoring and assessment of activities.
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Those schools wishing to take part had to meet the following requirements:
Safety
n the acceptance of the initiative by the school manager;
and
n approval by the teacher governing body;
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n inclusion of the project in the training, educational and further activities plan (POF);
n the presence of a prevention and protection service (SPP) inside the school;
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n a EUR 1 000 per year financial investment to motivate teachers and support the
activities.
The objectives of the project are:
n to promote cooperation among schools within the same region;
n to turn the risk assessment document from a mere formal tool as required by law
into a teaching instrument;
n to create and trial a participative model to carry out risk assessment, to identify
prevention measures and to manage safety issues;

n to raise students’ awareness, both from a technical and lifestyle point of view, on
health protection;
n to promote school–work alternation experience;
n to create synergies between the school and public bodies, enterprises, public
institutes, universities, etc., with a view to producing skilled workers.

To help meet the above objectives the ‘Sicurezza in cattedra’ project has provided for:
n mutual cooperation among schools by publishing examples of good practice online;
n monitoring by the national project group;
n the involvement of teachers and students during the risk assessment stage of
working activities;
n the involvement of regional authorities during the planning and operative phase;
n assessment of the project by accredited research centres.
Project development
The project lasted three years and the objectives and actions broken down by year
were as follows:
1st year
Objectives Actions
Raising students’ awareness: n to analyse the meaning of some key
words related to safety;
n to identify dangerous situations in the
school environment and possible
solutions to tackle them.
Involving the prevention and protection n critical review of the risk assessment
services in the identification of technical- document.
organisational actions:
Promoting cooperation between the n to investigate the students’ risk
prevention and protection services and perception;
teachers in the organisation of teaching n to organise meetings with experts
activities: external to the school;
n to schedule visits to workplaces.
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2nd year
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Objectives Actions
H e a lt h
Creating teaching routes focused on to identify dangerous situations in the

and
trans-curricular themes relating to health school environment and possible

Safety
and safety: solutions to tackle them.

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Involving students in real activities n interviews with school operators,

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identified/suggested by the prevention and laboratory technicians, employees;

protection services: n risk assessment of an activity carried out
in a school lab integrated with video
recordings displaying ‘wrong’ and
‘correct’ procedures to be adopted;
updating of the risk assessment
document.
3rd year
Objectives Actions
Developing students’ abilities aimed at n unpaid work experience for students in
identifying technical, organisational and companies or within the school itself;
procedural measures to guarantee health n online test and granting of a certificate to
and safety in the workplaces: be included in the school curriculum;
Creating a safety management plan: n adoption of the measures to manage the
safety system worked out in the school;
The main products of the project were:

n handbook entitled ‘Sicurezza in cattedra’, published by ISPESL (http://www.ispesl.it),
which includes the project specifications and background;
n manual entitled ‘Prevention tools against risks deriving from the use of dangerous
substances in school Labs’, published by ISPESL, proposing methods and operational

solutions for risk assessment and safety management in chemical labs;
n a package of tools for safety management at school, included in the CD supplied
with the handbook ‘Management of the safety system and the culture of prevention
at school’, published by the Veneto and Tuscany regions;
n subject gateway, designed for the online publication of good practice by the schools
involved in the project in order to ease communication between school

representatives and the national work group;
n teaching units to be structured in such a way that they may be further used as
models and applied to other school contexts;

n various types of teaching materials: dossiers, CDs, panels, glossaries, exhibitions,
press clipping reports, brochures — to be used and distributed in the course of the
teaching activities or during national seminars promoted by the national work group
and school meetings supported by the people in charge of the project.
ISPESL continued funding for the project for the year 2006/2007 and participation was
extended to other schools.
ISPESL Web feature for children:
This portal contains various resources for pupils, teachers and young people: http://
www.ispesl.it/formazione/scuola_en.asp
Further information
n Eurydice website, Italy: http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=IT
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MIUR — Ministero dell’Università e della Ricerca (Ministry of the Universities and
European Agency
n
Research):
http://www.miur.it
n Italian National Institute for Prevention and Safety at Work (ISPESL):
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http://www.ispesl.it
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‘Safety school in Italy — A handbook for teachers to implement OSH at curricular level’,
and
Emanuela Giuli and Raffaele Paganoni, 2003 (PowerPoint presentation):
H e a lt h
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L at v i a
Curriculum
The curriculum for basic education as well as for general and vocational secondary
education is set at the national level. There are ongoing reforms in curriculum
development. A number of new subject standards have been developed in order to
help the students acquire basic skills and to avoid overloading them with factual
material. The reforms will be completed in the 2007/08 school year.
Currently it is not obligatory for schools to teach OSH. Health and safety topics are
touched on in some schools, but the way in which they are taught depends on the
teacher and the subject concerned, so they are not taught in a systematic way. Because
of this, the new Latvian national OSH strategy will include the compulsory integration
of health and safety issues in education from kindergarten to university as an
objective.
Primary and lower secondary schools

In primary school grades 1 to 4, health and safety issues are included in subjects such
as natural sciences, social sciences and physical education. The topics covered
include:
n what to do in emergency situations;
n road safety;
n fire safety;
n electrical safety;
n safety in the natural environment;
n safety at work with different materials and substances;
n safety at school, home, and on the road.
In grades 5 to 9, pupils extend their knowledge about safety issues in subjects such as
social sciences, chemistry, physics, etc. Topics covered include:
n first aid;
n the safe handling of dangerous and flammable substances;
n electrical safety.
Upper secondary school

Health and safety aspects are included in subjects such as social sciences and health
education.
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Universities
Wo r k
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Some universities have courses that include a compulsory module on occupational

H e a lt h
health and safety, for example, Turība University and Riga Stradins University.
and
Safety
Further information
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n Eurydice website (Latvia): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/

ByCountryResults?countryCode=LV
n IZM — Izglītības un zinātnes ministrija (Ministry of Education and Science): http://
www.izm.gov.lv
Lithuania
Legislation
In Lithuania, occupational safety and health education at secondary school level as
well as in vocational training is governed by the Law on Safety and Health at Work,
No IX-1672, 1 July 2003, Vilnius (as amended by No IX-2507, 26 October 2004):
Article 8. Training in safety and health at work

3. General secondary schools must instruct pupils on the basic requirements of safety
and health at work and at home.
4. Students in higher schools, colleges and vocational training schools must be
instructed on the requirements of safety and health protection at work in the specialities
and professions they are studying.
Law on Safety and Health at Work, No IX-1672, 1 July 2003, Vilnius (as amended by
No IX-2507, 26 October 2004) is available at:
http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_e?p_id=249611
The curriculum
Elementary education
The topics of road safety, safety in the home and during leisure time are included into
the curriculum of elementary school.
Secondary education
Topics related to safety, such as fire and civil safety, are included in the secondary
school curriculum.
The topics of safety at work, fire safety and civil safety are included in the curriculum of
initial vocational education and polytechnics/higher vocational education.
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Universities
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Safety at work is included in the curricula of technical universities but not other
universities. What is covered depends on the course being studied.
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For example, students at Kaunas University of Technology are taught about risk factors,
Safety
risk assessment and prevention. The specifics of the course depend on the course
and
taken. The three study module programmes are as follows.
H e a lt h
The study module programme for the bachelor of technology covers both the
at
Wo r k
management of OSH and occupational risks and their prevention. The general
objectives are for students: to become knowledgeable about factors determining
health and safety at work and methods of occupational risk prevention; and to
understand the principles of safety in the workplace and the requirements for healthy
working conditions. The specific focus is on the properties and reactions of harmful
and dangerous substances, how these substances affect human health, the general
methodology of organising a safe workplace, and how to select and apply appropriate
methods of risk prevention.
The study module programme for electrical engineering covers both ergonomics
and safety at work. The general objectives for students are: to become knowledgeable
about human, machine and environment interaction, human capabilities, the general
methodology of the work environment, assessing and designing work tasks, and the
principles of safe use of machinery and materials; to be able to apply the principles of
ergonomics to the investigation and design of workstations, tools and work tasks; to
identify and assess harmful and dangerous factors; and to select and apply methods of
occupational risk prevention.
The study module programme for civil engineering covers the management of
occupational health and safety in construction. The main aims are to train future
employers in occupational safety so that they can create safe and healthy working
conditions for workers in construction. Students learn about the principles of
occupational safety management, procedures for dealing with accidents, the analysis
of occupational diseases, proper use of personal protective equipment, as well as
methods of occupational risk evaluation and prevention in construction.
OSH is also on the curriculum at the Kaunas University of Medicine. The topic ‘Assessing
OSH risks’ is taken by all students, especially those studying in the Faculty of Public
Health. The teaching module is the responsibility of the Department of Environmental
and Occupational Medicine of this faculty. The teaching is based on the requirements
of the Occupational Risk Assessment Regulations, approved by the order No A1-
159/V-612 of the Ministry of Social Security and Labour and the Ministry of the Health
of the Republic of Lithuania on 16.10.2003 (Official Gazette, 2003, No 100-4504). The five
steps of risk assessment are first taught in theory, followed by practical training in the
Labour Hygiene Laboratory of Kaunas Public Health Centre. Finally, students carry out
a real risk assessment in specific companies.
Ongoing initiatives, programmes and projects
Survey on OSH in education and new education programme

In 2006 a survey was carried out on the existing situation regarding OSH in education,
training and assessment, conveyance and workers’ instruction in Lithuania. As a result
of this survey, a new programme was developed by the State Labour Inspectorate with
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the labour market training authority. Mainstreaming OSH into all levels of education
Wo r k
forms part of this programme.

at
H e a lt h
Child safety in the national injury prevention action plan

and
Safety
In February 2006 the Ministry of Health approved a draft resolution on an action plan
for 2006/07 for the implementation of the national programme of injury prevention
for
2000–10 and submitted it to the government. This draft includes educational and
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training measures in the field of child safety.
Hygiene standards
In June 2006 the Lithuanian Hygiene Standard HN 21:2005 ‘General education school,
general health and safety requirements’ was approved by Order No V-476 of the
Minister for Health. This standard lays down the essential requirements for design,
construction, installation and running of the buildings and premises of schools and for
nutrition, hygiene and health education, as well as student surveillance.
Training on the handling of chemical substances in school

laboratories
This training is for teachers. In 2004, 166 chemistry teachers underwent such training.
In the second quarter of 2005, 30 chemistry teachers took a 20-hour course on the
subject.
Further information
n Eurydice website (Lithuania): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=LT
n ŠMM — Švietimo ir mokslo ministerija (Ministry of Education and Science):
http://www.smm.lt
Further information on Lithuania’s injury prevention and hygiene standards activities:

http://www.euro.who.int/eehc/implementation/20060609_1
Luxembourg
Curriculum
Overall responsibility for education in Luxembourg lies with the Ministry of Education
and Vocational Training. The curriculum and textbooks are determined by an ad hoc
committee and approved by the ministry. Teachers may choose their own teaching
methods, but they must conform to formal curricular requirements.
Some curricula for schools in Luxembourg make reference to health and safety. In
many general education subjects, however, there is no explicit mention of safety issues.
Technical education pays more attention to the topic although it is not yet explicitly
included in all relevant subjects.
Luxembourg Ministry of Education:

http://content.myschool.lu/sites/horaires/2005-2006/index.html
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Following are some examples of how OSH is included in vocational education:
n vocational education for painters: specific attention is drawn to safety regulations
for
and risks;
Safety
n vocational education for construction workers: specific attention is drawn to safety
and
regulations and risks. Reference is made to ergonomics.
H e a lt h
at
Higher education
Wo r k
In higher professional education, there are some courses related to health and safety,
for example:
n civil engineering: safety and organisation of work places, including building sites;
n truck drivers: road safety;
n sales personnel: ergonomics and office organisation.
Further information
n Eurydice website (Luxembourg): http://eacea.ec.europa.eu/portal/page/portal/
Eurydice/ByCountryResults?countryCode=LU
n MENFP — Ministère de l’Éducation nationale et de la formation professionnelle
(Ministry of Education and Vocational Training): http://www.men.public.lu
M a lta
Malta’s organisation for health and safety education includes a health and safety unit
in the Planning and Development Department of the Ministry of Education, and health
and safety teachers.
Legislation
The legal framework of the Maltese National Minimum Curriculum (NMC) and education
in Malta can be found in the Education Act (Chapter 327) as approved by the Maltese
Parliament in 1988.
In addition to entitlement to education, the state regulates the minimum required
educational levels for all schools.
Curriculum
The National Minimum Curriculum (NMC) was adopted by the Maltese government in
1999 and came into force on 1 October 2000. NMC is a framework establishing
parameters within which every school is empowered to design and set teaching
provision in order to meet particular curricular needs.
Each school in Malta develops its own curriculum. The school curriculum should:
n be governed by the principles and general aims expressed in the national curriculum,
and is intended to help realise those goals that contribute to the full educational
development of each boy and girl between the ages of 3 and 16;
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reflect the specific aims for each level, as expressed in the national curriculum, and
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be structured to realise these aims at the different levels concerned: kindergarten,

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H e a lt h
primary or secondary.
and
Preparation for the world of work

Safety
The NMC states that a dynamic curriculum should provide an educational experience
for
which prepares students for the world of work, where change is a fact of life, and that
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education must respond to the world of work: ‘it is important that the school and the
world of work draw closer together. The educational system should equip all individuals
with a balanced mix of wisdom, knowledge, skills and attitudes in order for them to
operate effectively in today’s, and particularly tomorrow’s, world of work.’
One of the educational objectives of the NMC is ‘effective and productive participation
in the world of work’. Information on the laws and regulations governing safety at the
workplace is included, as well as the laws governing the rights and duties of Maltese
workers. With respect to OSH, objectives include gaining an awareness of occupational
hazards and the ability to eliminate them, and being able to interpret regulations,
orders, directives and instructions.
Health
Another educational objective is ‘wise choices in the field of health’. Students must
learn about personal harm caused through certain choices in the area of health, basic
principles of hygiene, and the connection between health and the environment. The
attitudes to be developed are, among others, respect for one’s health and that of
others and an appreciation of the importance of a healthy life.
The national minimum curriculum is available at:
http://www.curriculum.gov.mt/docs/nmc_english.pdf
Syllabus for state primary schools
Personal and social development

The issue of safety and health is included in the personal and social development
syllabus. According to its mission statement, personal and social development aims at
‘empowering individuals to develop skills that enhance their wellbeing, by identifying
and developing their potential, thus enabling them to participate effectively in their
social environment’.
At this stage an important learning objective is that children develop the necessary
skills to keep themselves safe and free from danger. They are taught about forming
relationships as well as safety issues. Inter-linked with safety is the idea of healthy living.
At this stage children start to take some responsibility for developing a healthy
lifestyle.
General Aims Years 1 to 3 — Health and safety

It is crucial to instil a sense of health and safety in individuals from a very young age.
This is achieved by focusing on children’s everyday life experiences and environment.
Particular importance is given to issues related to safe people and safe places, together
with the importance of personal hygiene and healthy eating. Situations where safety is
at times taken for granted are also considered. Emphasis is on safety at home, the
street and during play.
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General Aims Year 7 — Safety
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Here a sense of health and safety is developed through by focusing on children’s
everyday life experiences and environment. Issues related to safe people and safe
places, identifying hazards, the possible consequences and ways of taking care of
for
oneself are covered, including recognising dangerous play and ways of reducing these
Safety
dangers.
and
H e a lt h
The personal and social development syllabus for primary schools is available at:
http://www.curriculum.gov.mt/docs/syllab_pr_psdrationale.pdf
at
Wo r k
Technology education syllabus for primar y schools
The safety issue is dealt with also in the technology education syllabus, for example:
n only older children should have access to tools such as circle cutters and glue guns
and they must be under direct adult supervision; a separate area should be set aside
for the use of glue guns and the whole class should be instructed on their safe use;
n children should never use tools that are designed for adult use only;
n direct safety instructions are to be given to children each time they undertake a
technology activity.
Syllabus for state secondary schools
Personal and social development

As with primary schools, in state secondary schools issues related to safety and health
are included in different modules of the personal and social development syllabus. For
example, bullying and conflict management are included in the form 1 module ‘Self
and immediate others’. Smoking, drugs, alcohol and eating disorders are dealt with
within different modules in forms 2 and 3. Examples of how health and safety is
included in the various modules of the personal and social development syllabus are
given below.
Self and immediate others module — Form 1

This module aims at increasing students’ awareness of the importance of listening,
both in the personal and social development group as well as to other important
individuals. This module also aims to make students more aware of the elements that
constitute friendship, and pass on the skills needed for dealing with negative situations,
such as bullying.
Bullying objectives:
n to increase awareness on the issue of bullying;
n to provide practical skills for dealing with bullying situations.
Conflict management — re-bullying — objectives:
n to assess students’ methods of dealing with conflict in situations involving bullying;
n to help students develop better methods of conflict management.
‘Personal safety and me’ module — Form 1

The module ‘Personal safety and me’ in form 1 includes issues such as safety in the
home, and leisure and safety. The main consideration with this module is to help group
members consider various aspects of personal safety. A link is created with the previous
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module by starting from the physical and then moving on to the immediate
Wo r k
environment, considering also practical means of self-protection.

at
H e a lt h
Safety in the home objectives:

and
n to become aware of the dangers that exist in the home;

Safety
n to learn prevention aspects in the home;

for
n to provide basic first aid precautions and procedures;

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n to build a first aid kit.
Leisure and safety objectives:

n to become aware of one’s use of free time;
n to increase awareness of safety precautions and sun protection;
n to provide information about emergency calls.
‘Personal health and me’ module — Forms 2 and 3

The main emphasis of this module is on personal health. This involves an evaluation of
the importance of this aspect in one’s life both in relation to self and in relation to
immediate others. For example:
Health and wellbeing — Smoking objectives:
n to examine smoking habits and their negative health implications;
n to evaluate its effect on personal behaviour and its effects on others;
n to develop skills for saying no to smoking in an assertive manner.
Drug education module — Forms 2 and 3

This module focuses on drug education, with particular emphasis on alcoholism. The
aim is to make students gain an understanding of what alcoholism is, and make them
able to recognise its effects on the individual. Even more importantly, the module
provides students with assertiveness skills and teaches them to value independent
thinking.
Alcohol and its effects objectives:
n to identify environments and circumstances that lead to alcohol use;
n to recognise the effects alcohol can have on one’s behaviour, mental and physical
health;
n to understand what alcoholism is;
n to understand how alcoholism affects families, road safety, etc.
Health education — Forms 2 and 3

This module targets social issues that are related to our body. For example, drugs are
dealt with at this stage including an exploration of the reasons for drug use and
abuse.
Drugs education objectives:
n to become aware of the use and abuse of drugs;
n to become aware of the various reasons people abuse drugs, including peer
pressure;
n to become aware of the various types of drugs and their repercussions.
Eating disorders objectives:

n to review the importance of healthy eating habits;
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to become aware of the dangers surrounding the eating disorders of anorexia
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n
nervosa, bulimia and comfort eating;

n to identify support agencies that can help deal with eating disorders.
for
Democratic rights as a citizen — Form 4
Safety
Occupational safety and health issues are included in the module ‘Democratic rights
and
as a citizen’ in form 4. The module aims to help students recognise both their rights as
H e a lt h
citizens of a democratic society and their obligations to the same society. It also allows
at
students to explore the possibilities of living out those rights and obligations to the
Wo r k
best of their ability.
Conditions of work and rights objectives:
n to become familiar with one’s rights in the place of work;
n to recognise the rights and responsibilities as employees and employers.
Safety at work objectives:

n to identify hazards and dangers at the place of work;
n to recognise the consequences of dangerous activities;
n to learn basic first aid at the workplace.
More details about the personal and social development syllabus are obtainable on
the website (http://www.curriculum.gov.mt/docs/syllabus_psd.pdf).
Organisation of health and safety education in state

primary and secondary schools
The health and safety unit of the Planning and Development Department within the
Ministry of Education is responsible for the organisation of health and safety education
in primary and secondary state schools. There are presently two sections to the health
and safety (H & S) unit, namely 11 peripatetic teachers servicing state primary and
special schools and another 60 resident teachers in state secondary schools. Small
secondary schools have one H & S teacher while the bigger schools have two. It is
proposed that schools with more than 1 000 pupils and/or schools with a large
catchment area should have at least three H & S teachers.
The peripatetic teachers visit the primary schools according to a pre-determined
schedule, teaching pupils in years 4, 5 and 6 the principles of health and safety. While
they are there, they draw up a report for the head teacher on any health and safety
hazards in the school. It is then up to the head to prioritise remedial actions according
to the severity of the hazard and the budget available. In the primary schools, apart
from class contact, emphasis is put on the upgrading of fire-fighting equipment and
signage. The peripatetic teachers make two rounds every school year so that every
primary school pupil receives a minimum of 12 full lessons. The schools are assessed
for risks every year.
The teachers who are based in the schools have slightly different duties. They teach
the students from form 1 to form 5. Secondary school students receive another 14
lessons. In the secondary and post-secondary schools activities include safety audits,
and upgrading of fire-fighting and fire alarm facilities. Safety weeks, talks by the Malta
Red Cross Society and seminars are also organised. The H & S teacher also advises the
head teacher about any hazards present and is also in a position to advise members of
staff on relevant legislation and subsequent procedures.
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The role of the H & S teacher should be viewed in the context of the National Minimum
Wo r k
Curriculum. Health and safety can be viewed with regard to its educational value. The
at
H e a lt h
NMC is intended to direct educational goals and foster both intrinsic and extrinsic
values that are core to the Maltese educational system; this also applies to the work of
and
the health and safety teachers.

Safety
The health and safety unit has also produced a draft policy on school health and safety
for
and circulated it to schools for comment. It consists of general guidelines which mainly
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concern the health and safety of the staff, pupils and visitors at school. Other areas
covered by this draft document include fire prevention equipment, emergency
evacuation procedures, first aid and accident reporting procedures. The Planning and
Development Department within the Education Division aims to develop such strategic
policy and implement it in all Maltese schools.
The health and safety unit of the Education Division has its own area on the Ministry of
Education’s schools website that can be accessed by students and teachers alike where
it makes various resources and information available. The unit also produces and
disseminates a newsletter to all schools in which a different aspect of health and safety
is discussed every time.
Further information about the health and safety unit can be obtained from:
n The Health and Safety Unit in the Education Division:
http://www.gov.mt/newsletterarticle.asp?a=186&l=2
n The Health and Safety Unit website: http://schoolnet.gov.mt/healthandsafety
Further information
n Eurydice website (Malta): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=MT
n Gvern Ta’ Malta (Government of Malta): http://www.gov.mt
n Curriculum — http://curriculum.gov.mt/docs/nmc_english.pdf
T he N e t he r l a n d s
Legislation
Compulsory education is laid down in the Compulsory Education Act.
Curriculum
The Ministry of Education determines the overall curriculum and details of compulsory
subjects.
Schools devise their curricular plan and teaching methods and select materials. Schools
are free to decide how much time is spent on the various areas of the curriculum, and
when it is delivered. The only restriction is the minimum number of teaching periods
per year. During the first three years of secondary school (the period of basic secondary
education) pupils are taught a compulsory core curriculum of 15 subjects (1 000 periods
of 50 minutes per year). The remaining 20 % of teaching time (840 hours) may be used
by schools for lessons and other educational activities at their own discretion.
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Primary education
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The Primary Education Act lists subjects that must always be taught to all pupils in
primary school, if possible in an interdisciplinary manner. The school draws up a school
for
plan stipulating how it will cover the curriculum, and this plan is submitted to the
Safety
education inspectorate.
and
The compulsory subjects include, among others, social and life skills, which covers
H e a lt h
road safety and healthy living:
at
sensory coordination and physical exercise;
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n
n Dutch;
n arithmetic and mathematics;
n English;
n a number of factual subject areas: geography, history, science (including biology),
social structures (including political studies), religious and ideological movements;

n expressive activities: developing the use of language, drawing, music, handicrafts,
play and movement;

n social and life skills, including road safety;
n healthy living.
These core objectives, set in 1993, are currently undergoing revision. The new objectives
will be obligatory from school year 2009/10 onwards. The core objectives for primary
education are very open and while the direct link to occupational safety and health is
quite remote there are useful learning possibilities.
For example, for health and environment there are some relevant objectives, such as
that:
n pupils should know how they can handle situations in and around school, that might
lead to danger, in a responsible way, and how to act in an environmentally friendly
way;
n pupils should know how to help themselves and others in case of illness or minor
accidents.
Secondary education
After primary education the pupils go to secondary school until they are at least 16
years old. The first years (2, 3 or 4, according to the school’s preferences) of secondary
education are common for all pupils. The emphasis is on applying knowledge, acquiring
skills and delivering an integrated curriculum.
The recommended basic secondary education subjects are: Dutch, English, second
foreign language, mathematics, biology, physics and chemistry, IT studies, history and
politics, geography, economics, technology, social and life skills, art, physical education.
In addition, 20 % of the total curriculum is made up of optional subjects (Latin, religious
education, mother tongue teaching, pre-vocational subjects, subjects from the basic
curriculum, individual lessons or study, or vocational orientation). The time need not
be used in the same way for every pupil and its extent may vary from one course year
to the next.
While there are no specific OSH objectives, it can be seen that there are possibilities for
relevant learning objectives.
Pupils can then follow one of three paths for the second part of secondary education:
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VMBO (preparatory secondary vocational education); a good deal of the

Wo r k
recommended timetable for VMBO is devoted to vocationally oriented subjects, for

at
H e a lt h
which there are a prescribed minimum number of classes;

n HAVO (higher general secondary education);
and
n VWO (preparatory scientific education).

Safety
The main difference between the different types of secondary education is the level at
for
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which the subjects are studied and the number of lessons devoted to different subjects
over the whole period of a particular type of education.
The recommended timetable for the whole period of all types of secondary education
includes: Dutch, English, French and German, history and politics, geography,
mathematics, physics and chemistry, biology, music, drawing, handicrafts, dance,
drama, physical education, technology, social and life skills, IT studies, economics, and
individual classes.
Optional subjects for VWO and HAVO in the compulsory period are: Frisian, other
modern foreign languages, biblical studies, history of Christianity, religious knowledge,
astronomy, philosophy, film, theatre, performing arts, history of art, healthcare and care
of the home, nutrition and clothing.
There are no specific final competences with a link to occupational safety, but again
there are possibilities for bringing OSH into relevant learning objectives.
Other initiatives
Healthy schools in the Netherlands (NIGZ)

The school programme of NIGZ focuses on promoting health and safety in primary
and secondary schools in the Netherlands. There is structural collaboration with nine
national health promotion bodies on developing ‘health-promoting schools’. The main
target group of this collaboration are regional health services that support schools in
the area of health and safety. NIGZ hosts the national focal point for health-promoting
schools, manages the website www.gezondeschool.nl for intermediaries and is actively
involved in the European Network for Health Promoting Schools.
http://www.gezondeschool.nl
h ttp://www.enetosh.net/webcom/e_wcsearch.php?suchbereichid=16&wc_
progv=57&wc_search=Netherlands&colid=55&rootid=129&details=1
‘Kansarme Jongeren’ — promoting safe and healthy computing at

school and home
Various aspects of healthy computing were highlighted in a series of themes; ‘How do
you sit?’, ‘How long do you sit?’, ‘Get moving!!’, etc. Specially designed student
workshops were held to introduce each theme which was accompanied by a solution.
The workshops took several forms, e.g. a film, a quiz. The solutions were tried out for a
month after the workshop and then evaluated after that time before the next theme
was introduced. At the end of the project, groups of students presented the different
topics to their classmates.
http://www.melanchthon.nl/?node=952
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ttp://www.enetosh.net/webcom/e_wcsearch.php?suchbereichid=16&wc_
h
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progv=57&wc_search=Netherlands&colid=55&rootid=245&details=1
Got a good idea?
for
Arising out of a national agreement to tackle MSDs in agriculture, this is a project where
Safety
vocational agricultural students worked together in groups to come up with solutions
and
to MSD problems in real workplaces. Students were encouraged to enter their results
H e a lt h
into a competition and some employers adopted the solutions.
at
Further information in: ‘A safe start for young workers in practice’: cases from the 2006
Wo r k
good practice awards (http://osha.europa.eu/en/publications/reports/GPB06/view).
Further information
n Eurydice website (Netherlands): http://eacea.ec.europa.eu/portal/page/portal/
Eurydice/ByCountryResults?countryCode=NL
n Ministerie van Onderwijs, Cultuur en Wetenschap (Ministry of Education, Culture and
Science): http://www.minocw.nl
n See also Kerndoelen basisonderwijs, 1998: http://www.minocw.nl/documenten/
kerndoelen-kern.pdf (in Dutch)
Poland
Legislation
Education
Core curricula for primary and general secondary education are included in the
Regulation by the Minister for National Education and Sport of 26 February 2002 on
Core Curricula for Pre-school and General Education.
Labour Code and OSH in education

The Minister for National Education and Sport sets the basic scope of the content of
educational programmes for primary, lower secondary and higher secondary schools
and the Labour Code obliges the Minister to include OSH issues in this basic scope.
These issues include ergonomics and safe working conditions and are adjusted to the
educational stage and type of school and vocation.
Curriculum
The Ministry of Education sets the core curricula for each subject and cross curricular
theme in all types of school. Core curricula for compulsory subjects are the same for all
pupils. For the first stage of primary school the curricula for integrated teaching apply;
for the second stage of primary school and gymnasium (lower secondary) there are
curricula for separate subjects and cross-curricular themes. As mentioned above, by
virtue of the Labour Act this basic scope includes OSH issues.
Curriculum reforms and the increasing importance of OSH in

education
In 1999 Poland’s educational system underwent a major reform involving profound
changes in the school structure, curricula, the grading system, and requirements made
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of students. The changes concern not only the structure of the educational system but
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also the curriculum content. The reformed educational programmes emphasise

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H e a lt h
ergonomics and safe working conditions to a much greater extent than before. This
change in emphasis is a result of a critical assessment of the Polish educational system
and
that indicated the necessity of including health and safety issues into the earliest stages
Safety
of education and resulted in the amendment of the regulation on the educational

for
system in 2003.
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In the amended regulation, the role of school in teaching safety and health issues is
defined as: ‘disseminating the knowledge of safety and developing the appropriate
behaviours towards threats and extraordinary situations among children and
teenagers.’
Primary school
Classes 1 to 3 — health and safety topics

The education in primary schools can be generally divided into two stages. At the first
stage (classes 1 to 3) the curriculum includes the following safety and health topics:
n recognising the signals of danger;
n moving in the streets;
n safe use of technical devices in everyday life;
n developing habits of safe use of dangerous tools (such as knives, scissors or matches);
n taking care of health and hygiene;
n food and nutrition;
n safety rules for games.
Classes 4 to 6 — health and safety topics

In classes 4 to 6 (the second stage of education) the curriculum includes the following
topics related to safety and health:
n recognising environmental hazards and learning correct behaviour towards
dangerous and toxic objects, flammable and explosive materials and unexploded
materials;
n safety in the streets and during games;
n applying first aid where appropriate, coping with difficult situations and how to get
help;
n behaviours favouring and endangering health;
n the influence of different natural and non-natural factors on health, and the
relationship between health and various human activities;

n the safe use of tools and everyday devices, and understanding technical instructions;
n the safe use of and riding a bicycle (bicycle licence should be obtained by the age of
10).
Lower secondary education

The gymnasium was introduced in the school year 1999/2000, offering three years of
full-time general lower secondary education for pupils who have completed the
reformed six-year primary school. It is compulsory for all pupils.
Core curricula for gymnasia were included in the Regulation on Core Curricula for Pre-
school and General Education of 26 February 2002.
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Civil defence and health and ecological education
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In the gymnasium, education in safety and health includes civil defence and health,
and ecological education and aims, among other things, to help students:
develop awareness of their responsibility for protecting health and recognise factors
for
n
Safety
that protect and endanger health;
n recognise environmental hazards related to energy production and transport, and
and
inappropriate waste storage;
H e a lt h
n develop safe behaviours at school, at home, in the street, during games and while
at
studying and resting;
Wo r k
n develop appropriate behaviours in the event of threats to one’s life, health and
property;
n apply first aid in emergencies;
n develop a sense of the importance of following health and safety regulations.
Upper secondary education

New core curricula have been developed for general education in all types of upper
secondary schools. They are included in the annex to the Regulation on Core Curricula
for Pre-school and General Education of 2002.
OSH education depends on the type of school

In the upper secondary school the way safety and health is taught differs depending on
curriculum and school type: grammar, vocational, complementary high school or post
high school. Safety and health issues are included in vocational subjects in vocational
schools, while in grammar schools they are covered in learning about entrepreneurship.
OSH in the content of vocational subjects

In 2003 the basic scope of educational programmes for 195 professions was set out.
Occupational safety and health is not taught as a separate subject as it was in the past
but it is included in the content of vocational subjects. The programmes include,
among other things, requirements related to ergonomics and occupational safety and
health specific to developing professional competence in each profession.
OSH and exam questions

The Central Examining Board guarantees that occupational safety and health questions
will be covered in educational programmes. The Board sets the requirements of professional
exams covering occupational safety and health so as to ensure that they are equal to
qualifications that could be obtained during initial training provided by employers.
As the occupational safety and health specialist has been included in the list of
vocational professions, a legal base for teaching specialists in this field has been
established. The schools teaching occupational safety and health specialists are
provided with educational programmes and equipment.
Education in occupational safety and health in

universities
The scope of educational programmes for particular faculties is defined by the Main
Council of University Education and is confirmed by the Minister of National Education
and Sport.
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Changes in the delivery of university education and the development of non–public

Wo r k
universities as well as autonomy in creating educational programmes mean that how

at
H E a lt H
occupational safety and health issues are included in university programmes differs
even within the same type of schools. Occupational safety and health issues are taught
and
through:
SafEty
n obligatory training for first-year students;

for
n obligatory lectures and tutorials on ergonomics, occupational safety and health, the
EuropEan agEncy
legal protection of labour, etc.;

n including occupational safety and health issues in the content of specialist subjects.
In addition, some technical universities provide postgraduate studies in occupational
safety and health.
Teaching materials for universities

The Central Institute for Labour Protection (CIOP), in cooperation with university
lecturers, has developed model educational programmes adjusted for the
following school profiles: technical studies, human and social studies, and medical
studies. Educational modules entitled ‘Knowledge of work — safety, health, and
ergonomics’ are integral parts of these programmes. Each module is an active
tool for supporting academic teachers and can be used for independent study as
well. Eight modules including handbooks, exercises and PowerPoint presentations
have been divided into thematic units and prepared in both printed and
multimedia versions.
The materials are available on CD and via the Internet. A multimedia version
enables teachers to print texts and presentations, prepare their own presentations
and cross-check information. The materials are accessible to all universities. It also
allows distance learning, for example the CIOP uses it to conduct education on
‘Ergonomics and occupational safety’ for the students of technical universities via
the Internet.
Based on the Poland national report, EDFORSA project:
http://edforsa.vubp.cz/products_vysledky.php
Continuing further education

Occupational safety and health education in Poland also includes continuing (adult)
education and other forms of education provided by national institutions, mass media,
social organisations and companies. The Central Institute for Labour Protection —
National Research Institute (CIOP-PIB) organises and conducts postgraduate courses
(including e-learning) and other OSH training and courses.
Kultura bezpieczeństwa (safety culture) school educational

materials
Working together with teachers, CIOP has produced a collection of materials to help
teachers educate students about safety, occupational hygiene and ergonomics at all
levels of primary and secondary school.
100
The materials are divided into modules. This enables their flexible use and for the abilities
European Agency
of pupils and students of different ages to be taken into account. Each module consists
of: source material; materials for teachers and students; PowerPoint presentations; films
and other didactic materials. For particularly young pupils, materials aimed at developing
for
a safety culture have been based on games. These materials are available in printed and
Safety
CD multimedia versions and via the Internet (http://www.ciop.pl/7142.html).
and
The CIOP 2006 poster competition was on the safety of young people (http://www.ciop.
H e a lt h
pl/4353.html). See also posters on safety in schools (http://www.ciop.pl/4351.html).
at
‘Safe school with PZU’ is organised under the patronage of the Ministry of National
Wo r k
Education and Sport, National Road Safety Council (NRSC), Main Police Command, and
Onet.pl. Experts from those institutions worked out materials which would be easy for
pupils to understand. For further information, see ENETOSH and PZU websites (http://
www.enetosh.net and http://www.bezpiecznaszkola.pzu.pl respectively).
STOEN’s ‘safe energy’ programme was launched by the STOEN RWE Foundation to
address first grade students of primary schools (see http://www.enetosh.net/ and
http://www.bezpiecznaenergia.pl).
Materials for teachers of OSH were prepared by experts and teachers associated with
the Centre for Teachers’ Development and Practical Education. They are meant to be
used mainly by teachers with higher education running OSH classes in secondary
schools, but they could be used in other contexts too. See http://www.enetosh.net/
and http://www.wckp.lodz.pl for further information.
Further information
n EDFORSA Poland national report: http://edforsa.vubp.cz/products_vysledky.php
n Eurydice website (Poland): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=PL
n MENIS — Ministerstwo Edukacji i Nauki (Ministry of Education and Science):
http://www.men.gov.pl/
n Central Institute for Labour Protection — National Research Institute (CIOP-PIB):
http://www.ciop.pl
n ENETOSH toolbox contains various examples of activities in Poland:
http://www.enetosh.net
Portugal
Legislation
Decree Laws 6/01 and 209/02 define the organisational principles and management of
the curriculum, and assessment of primary and lower secondary education.
Curriculum
In the academic year 2001/02, the Ministry of Education published the Reorganisation
of the Compulsory Schooling Curriculum (Reorganização Curricular do Ensino Básico),
consolidated by the Decree Laws mentioned above. In accordance with Decree Law
6/01, the Ministry of Education defined the set of basic essential competences within
the field of national curriculum development, as well as the specific competences for
101
each subject at each educational level. School and class curriculum projects are drawn
Wo r k
up to put the curriculum into practice.

at
H e a lt h
At upper secondary level, two bodies are responsible for the curricula setting: the
General Directorate of Curriculum Innovation and Development (Direcção-Geral de
and
Safety
Inovação e Desenvolvimento Curricular) for regular teaching, and the General

Directorate of Vocational Training (Direcção-Geral da Formação Vocacional) for special
for
art education, vocational training and adult education. New study plans for upper
European Agency
secondary education came into effect in the academic year 2004/05.
Cross-curricular citizenship topic and OSH education

The Decree Laws establish, among other things, the integration of citizenship in a
cross-curricular fashion. Within the scope of citizenship are issues such as environmental
education and road safety.
Some schools use their autonomy to create new subjects or include OSH topics in their
curriculum with the support of PNESST (see below).
In Portugal, OSH education occurs mostly at the technical and vocational levels.
Higher education
The Portuguese national OSH institute, ISHST, promotes and supports OSH courses at
higher education levels IV and V and secondary level III. Other initiatives include
developing higher education level training on specific matters, and OSH for teachers
and kindergarten assistants.

The Institute for Safety, Hygiene and Health at Work (Instituto para a Segurança, Higiene
e Saúde no Trabalho (ISHST)) is actively working to mainstream OSH in the national,
formal education system at all levels, building on the opportunities offered by the EU
2010 education strategy and the Bologna Process.
ISHST has established general OSH competences for general schools from the first
grade and supports teachers by providing innovative methods and practices. It is
involved in promoting the mainstreaming of OSH into the education curriculum at all
educational levels. It supports the National Programme on Education for Health and
Safety at Work (PNESST) (see below). It is also involved in developing and promoting
OSH in teacher training (see ‘Higher education’, above) and providing training for
qualified teachers and other education workers. Building cooperation with enterprises
on OSH education is also part of its strategy.
National Programme on Education for Health and Safety at Work

(PNESST)
This is an extensive, all round programme, carried out by the Portuguese Work
Conditions Authority (ACT), which covers risk education, school safety and health at
school. It operates within primary, secondary and vocational education. The overall
objective of the programme is to promote a national safety culture starting with school
education. It aims to make the links between school and work, promote risk education
102
in schools and promote a safe school environment. Working thorough partnerships,
European Agency
common goal setting and the exchange of practices and experiences are important
aspects. The programme provides training for both pupils and teachers which is
strongly based on the presentation of good practices. The programme has covered
for
200 schools, 71 000 pupils and students and 4 000 teachers.
Safety
The project supports projects developed by schools and three main types of actions
and
have been carried out under the Pnesst programme:
H e a lt h
n inclusion of OSH subjects in school curricula;
at
seminars and training;
Wo r k
n
n production and dissemination of educational resources.
The programme favours projects that promote learning through practical investigation
of OSH topics and team work, such as the identification of hazards and risks in the
school and corresponding preventive measures.
A collaborative programme has also been established with teams in regional Health
Centres (equipas de saúde escolar de Centros de Saúde) to include OSH elements such
as hazard identification within the National Plan for Health at School. Various agreements
have been made with regional public bodies such as municipal governments and
regional public health centres. The objective of the agreements is the promotion of
OSH and environment protection principles. The programme also works with trade
unions and employer associations.
The programme has also established a network covering more than 200 schools.
The PNESST website includes an information pack and examples of good practice in
schools.
Further information
n PNESST: http://www.ishst.pt/IDICT_P0E.aspx?Cat=Cat_Prg_Apoiados_IDICT&prd=A
000000000001223&lang=
n Eurydice website (Portugal): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=PT
n Ministério da Educação (Ministry of Education): http://www.min-edu.pt
n ISHST: http://www.ishst.pt
S l o va k i a
Legislation
I LO co n ve n t i o n 155
Slovakia has signed ILO convention 155 on OSH, article 14 of which covers requirements
on OSH education in schools (see section on global policy). It has been adopted in
Slovakia via Edict No 20/1989 Col.
Safety and health protection at work policy: objectives for OSH

education
The document ‘Concept of the state policy of safety and health protection at work’ (SHPW)
and the programme for application of state policy of SHPW — national programme of
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SHPW (government Resolution No 838/2002 amended by government Resolution

Wo r k
No 665/2003, action programme of application), covers education and training in OSH.

at
H e a lt h
In part D of the document, ‘Education, training, science and research objectives related
and
to education in safety and health’ are defined as follows:

Safety
‘To build an effective system of training and education in SHPW from pre-school
for
institutions through primary and secondary schools to universities, including subsequent

European Agency
education of employees, certifications of specialised forms of education, etc.’
Curriculum
The curriculum for primary and lower secondary education is approved by the Ministry
of Education. The compulsory subjects are the same for all pupils. Several types of
curricula are currently available. Teachers are free to use the teaching methods and
textbooks of their choice (from a list approved by the Ministry of Education). The
curriculum for upper secondary education is set according to the same arrangements
as in compulsory education. Teachers can adapt the curriculum to the region, the
situation of the school and the interests and needs of the pupils.
Teacher training in OSH

Before the start of school year 2003/2004 the Ministry of Education sent out a
recommendation to training colleges in which it emphasised the need for OSH
education to be included in teachers’ study programmes.
Pre-school education
Pre-school (kindergarten) education is carried out in accordance with the Ministry of
Education’s ‘Programme of education and training of children in kindergartens’,
No 197/1999-41.
The main objective of pre-school education is to complement the family education by
providing educational activities aimed at universal development of children’s
personalities, their emotional, physical and intellectual development, language
development, development of moral and aesthetic sense, creative skills, working skills
and habits, and encouraging interest in suitable work and learning in accordance with
individual and age characteristics.
Health education and environmental education

The pre-school educational and training programme includes activities aimed at health
education and environmental education. Activities relating to safety education are not
systematically included, however, and teachers do not receive any training in this area.
Healthy kindergarten projects

Many kindergartens are involved in the healthy kindergarten project which is part of
the project ‘Schools supporting health’. The aim is to create conditions for the correct
psychical, physical, social and emotional development of pre-school age children by
applying educational principles and creating a favourable learning environment. There
are also other healthy lifestyle programmes for kindergartens, such as ‘Strengthening
physical and psychological health of children of pre-school age’, ‘Step by step’, ‘Golden
apple’, and ‘We want to breathe fresh air’.
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Primary education
European Agency
Education and teaching methods are stipulated by the Ministry of Education together
with organisations under its jurisdiction: the State Pedagogical Institute and the
for
pedagogical/methodological centres.
Safety
Inclusion of OSH
and
H e a lt h
n OSH in ‘Protection of man and nature’: In 1992 the Institute for Research and Education
in Safety at Work stated requirements for incorporating OSH education into the
at
Wo r k
newly conceived subject, Protection of man and nature. Teachers can decide the
themes themselves and so the topic of OSH is implemented differently at different
schools.
n Proposals for integrating OSH into other subjects: In 1994 the Institute re-evaluated
primary school subjects from the point of view of the integration of OSH into
particular subjects and made proposals on how to integrate OSH issues and the
development of safe behaviours. The proposal was endorsed by the Ministry of
Education but according to the EDFORSA report (see ‘Further information’) it has yet
to be implemented. This is partly because content was proposed, but teaching
methods were not specified.
Health and hygiene promotion

Many schools take part in the ‘Health-promoting schools’ network, which is aimed
mainly at the creation of programmes to enhance the learning environment. Topics
such as drug abuse prevention are also being introduced.
Phare programme
OSH in education was included in a Phare programme to develop OSH in Slovakia (see
‘Supporting activities’ section below) which led to the development of resources and
training of some teachers.
Secondary education and initial vocational

education
Phare programme
The Phare programme mentioned above and described in the section on ‘Supporting
activities’ also covered secondary schools, which led to the development of resources
and training of some teachers.
Project to integrate OSH into secondary schools

Between 1995 and 1998 the Institute for Research and Education in Safety at Work
carried out a national project entitled ‘Education in OSH at secondary schools’. The
project was based on the premise that education in safe attitudes and behaviour must
be an integral part of educational objectives at primary and secondary schools, as well
as preparation for university study and subsequently in lifelong education.
The outcomes of the project were guidebooks for teachers at different types of
secondary schools (published on the website of the Institute) setting out requirements,
learning objectives and teaching standards for including OSH education in relevant
curriculum themes and subjects. Lists of information resources for each subject have
105
also been produced for teachers. The guides are designed to help teachers with little
Wo r k
knowledge of OSH and its teaching and the more knowledgeable.

at
H e a lt h
Education in OSH is more advanced at the level of preparing students for working
life, and is furthest advanced at secondary vocational schools and training colleges.
and
Safety
For this level, rather than developing detailed guide books on safety at work for all
students of all study branches OSH was included as part of branch study plans. To
for
do this the study branches were divided into groups, according to subject, level of
European Agency
OSH risk and type of OSH risk. The study plans for including OSH are not absolutely
binding and give the teacher the opportunity to change them and use creativity.
OSH learning objectives in subjects such as physics, chemistry, biology, physical
education, ethical education, social teaching and informatics are set in terms of
knowing how to act safely and developing positive attitudes to doing so.
Higher vocational education and universities

OSH is fairly widely taught in university engineering and medical courses in Slovakia.
Examples are given below.
OSH has been included in the educational plans at the Faculty of Electro-technology
and Informatics of the Slovak Technical University (STU). OSH is taught in two
compulsory courses. In addition, there is an optional subject entitled ‘Safety of
electrical appliances’.
At the Faculty of Materials and Technology of the STU, OSH is included in secondary-
level studies in environmental engineering and in first-level studies in industrial
ecology. Courses with a technical bias in other faculties of the STU may include
elements of the courses ‘Safety of technical appliances’ and ‘Safety of work’,
depending on the educational specialisation.
Medical faculties focus in particular on the topic of health at work (as opposed to
safety at work), in particular in the subjects Hygiene and Practical medicine. The
Faculty of Nursing and Social Work at Trnava University includes OSH in public health
studies, where one can opt to take the accredited specialisation ‘Health at work’.
There are also similar specialisations for practical nursery and practical hygiene.
Since 2003, training colleges have been obliged by the Ministry of Education to
include the topic of OSH in their educational plans. The University of Constantine
and Method in Nitra have a longer history of including OSH.
The Technical University in Košice trains OSH specialists in secondary studies at its
two faculties and includes OSH in engineering courses.
Inclusion of OSH in education in the Phare programme project

on OSH in Slovakia
The European Phare programme ‘Enhancement of OSH systems: the Slovak Republic’
was carried out with Swedish partners. The Slovak side was represented by the
Ministry of Labour and Social Affairs. Component 2 concerned education about OSH
at four levels: primary schools, secondary schools, universities and businesses (with
particular emphasis on SMEs). Sixteen representatives of primary schools throughout
Slovakia took part in the project, including teachers, head teachers and professional
106
employees of pedagogical-methodological centres. The aim was that these
European Agency
representatives should act as ‘multipliers’ of OSH education in primary schools,
spreading their knowledge and experiences to other school colleagues. They were
informed about the philosophy and principles of OSH and formulated a guide book for
for
teachers to help them include OSH topics in education at primary schools.
Safety
and
Further information
H e a lt h
n EDFORSA Slovakia national report: http://edforsa.vubp.cz/products_vysledky.php
at
Wo r k
n Eurydice website, Slovakia: http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=SK
n Ministerstvo školstva Slovenskej republiky (Ministry of Education of the Slovak
Republic): http://www.minedu.sk
n Labour Inspectorate website: http://www.safework.gov.sk/index.php
n Development and testing of an Education and Training System in the Slovak
Republic — The Swedish Twinning project, Birgitta Melin, 2003 (PowerPoint

presentation):
Slovenia
Curriculum
Compulsory education
The general content of compulsory subjects and general goals to be achieved by all
pupils are stipulated by the National Curriculum Document. Within this framework,
schools and teachers specify the content of each subject, choose their own teaching
methods and select textbooks and exercise books of their choice (textbooks must be
chosen from an approved list).
Compulsory school subjects in basic education are the mother tongue (Slovenian;
Hungarian and Italian, depending on area), one foreign language, mathematics,
geography, history, civic education and ethics, environmental studies, physics,
chemistry, biology, social studies, music, visual arts, technologies (ICT included), home
economics, sports. In the last cycle, schools must offer optional compulsory subjects in
the field of social sciences and humanities and in the field of natural sciences and
technology: at least three optional subjects in each field. Pupils must select two or
three optional subjects. In addition, half an hour per week of ‘home room’ is obligatory,
during which pupils discuss their current issues, problems, etc.
Educational reforms are taking place. In the reform agenda for the 2007, particular
attention is being paid to strengthening the school-based management.
Post-compulsor y
The National Council of Experts for General Education and the National Council for
Vocational Education decide on the core contents and the curriculum objectives. In
general education, compulsory subjects account for 80 % to 90 % of the curriculum
(Slovenian language and literature, mathematics, two foreign languages, history,
geography, physical education, biology, chemistry, physics, art, psychology, sociology,
107
philosophy and computer studies). In technical and vocational education, the

Wo r k
compulsory subjects and their number vary according to the type of course. Srednje
at
H e a lt h
poklicno izobraževanje (vocational upper secondary education) can be school-based

or partly work-based in the form of apprenticeship training.
and
Safety
Curriculum reforms are taking place that will affect technical and vocational education
in particular and will include the introduction of occupational standards.
for
European Agency
‘WE CARE’ — A programme for a better school and classroom

environment
The project, conducted by the National Education Institute of Slovenia, is part of a

larger programme of the International Network on School Bullying and Violence
(participating countries: Australia, Austria, Belgium, Canada, France, Germany, Hungary,
Ireland, Israel, Japan, Korea, Mexico, Norway, Poland, Slovak Republic, Slovenia, Sweden,
Switzerland, Turkey, United Kingdom). The main goal of this programme is to improve
the school and classroom environment, empower teachers and prevent bullying. The
programme has a whole-school approach involving staff (head teacher, teachers,
school counsellors), students and parents, and is adapted to the needs of individual
schools. The target group is the primary and lower secondary school and pupils aged
from 7 to 15.
Further information
n ENETOSH website: http://www.enetosh.net
n International network on school bullying and violence:
http://www.oecd-sbv.net/Templates/Article.aspx?id=234
n Ministrstvo za šolstvo in šport (Ministry of Education and Sport):
http://www.mss.gov.si/
n Eurydice website: Structures of education, vocational training and adult education
systems in Europe — Slovenia: http://eacea.ec.europa.eu/portal/page/portal/
Eurydice/ByCountryResults?countryCode=SI
S pa i n
Curriculum
In Spain, the procedure for drawing up the syllabus is the same for all educational
stages. The central government is responsible for establishing the basic features of the
curriculum (objectives in terms of skills, methodological principles, content and
assessment criteria). Building on these basic elements, the autonomous communities
set out their own curricula. These curricula do not differ significantly. Each school must
in turn adapt the curriculum to its own socioeconomic and cultural context, establish
general methodological criteria and adopt any pertinent decisions regarding the
assessment process.
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Primary and general secondary education
European Agency
In Spain, education laws reflect the need to impart values to children and young people
in order to encourage good behaviour and attitudes with respect to different areas of life.
for
This emphasis on values is clearly expressed in the Regulation of 7 September 1994 (BOE
Safety
23.09.94) from the Education Secretary and in the guidelines of the curricula of pre-primary,
primary and secondary education. These curricula are established by the following
and
regulations of the Education Culture and Sports Department: Royal Decree 114/2004 (BOE
H e a lt h
06.02.2004), Royal Decree 115/2004 (BOE 07.02.2004), and Royal Decree 116/2004 (BOE
at
10.02.2004), respectively. The subjects are: moral and civic education, peace education,
Wo r k
equal opportunities education, environmental education, sex education, health education,
consumer education and traffic education. These subjects are considered cross-curricular
subjects by the regulations. They should be integrated in a cross-cutting way in the
curricula of primary and secondary schools. Nevertheless, in Spain autonomous (regional)
administrations are mostly responsible for setting the curricula.
Several of these cross-curricular subjects are relevant to health and safety education
including: moral and civic education, environmental education, sex education, health
education and traffic education.
In vocational education, safety and health is a stand-alone subject. The roles and
training requirements for those who will be involved in company health and safety
matters such as risk assessments are set out in Spanish law on OSH. Vocational training
organisation is established by Royal Decree 362/2004 (BOE 26.03.04)
Higher education
At the university level currently some universities run health and safety courses. Several
are developing Masters courses for the training of future OSH technicians. The precise
competences and the training requirements of OSH technicians are specified in Spanish
OSH law.
Regarding mainstreaming OSH into other courses, activities include:
Prevención Universitas
This is a project of the University of Salamanca together with la Junta de Castilla y León.
All recent graduates are given a CD that contains basic information about risk prevention.
There is also a complementary webpage. In addition the university has carried out a pilot
study whereby students on certain courses such as the sciences have to learn risk
prevention as part of their practical activities. The university is one of those developing a
Masters course on OSH (Further information at: http://www.prevencionuniversitas.com).
Fundación Laboral de la Construcción (Labour Foundation for the

Construction Industry)
This provides practical training facilities. It has developed various training resources
including e-learning tools and a mobile classroom. It has cooperated with various
universities to make its facilities available to provide some practical training to students
on civil engineering courses. Further information at:
n http://www.fundacionlaboral.org
n http://www.fundacionlaboral.org/training/campus.htm
109

Wo r k
at
H e a lt h
INSHT resources
and
The Instituto Nacional de Seguridad e Higiene en el Trabajo (Spanish National Institute

Safety
of Occupational Safety and Health) has published a range of resources to support the
inclusion of OSH in education.
for
European Agency
n Erga Tebeo, a comic book at primary level in which contents are presented in a very
educational and practical form. Subjects treated are: falls, burns, mental work load,
toxic products, electrical risks, hits and shocks, cuts and injuries, fires and explosions,
asphyxia and respiratory obstruction, and physical workload.
n Guides for teachers for cross-curricular teaching of OSH: two guides — one for
primary and one for secondary teachers — that contain a series of proposals to help
teachers to introduce ‘health values’ into various subjects. The objective is that health
and safety should become a value appreciated by pupils, so that they adopt attitudes
and habits aimed at preserving their own health and safety. The guides also present
a method for learning the first concepts of safety, hygiene, psycho-sociology and
ergonomics and contains specific material to use in the classroom.
n Primary school guide (http://www.insht.es/portal/site/Insht).
n Erga primaria transversal, an online publication aimed at helping primary school
teachers to teach OSH as a transversal or cross-cutting subject, in order to promote

OSH values and attitudes in pupils. There are three editions a year. This publication
can be downloaded from the INSHT website (http://www.insht.es/portal/site/Insht).
n Erga FP provides web-based resources for primary schools on OSH and education,
and also aims to involve teachers and pupils in the promotion of health and safety.
Its contents are practical and interactive. The target group is teachers of vocational
education and has the same the objectives as Erga primaria transversal, but addressed
to vocational education (it can be downloaded at: http://www.insht.es/portal/site/
Insht).
n Computer use in schools — case studies for use by teachers (http://www.insht.es/
portal/site/Insht).
Regional resources
As the specifics of education provision are devolved to the autonomous regions in
Spain, various projects have been developed on a regional basis. Some examples are
given below:
‘¡A salvo!’ (Safe!) campaign: directed at primary education students aged from 6 to 12
years in all schools in Castilla y León, the project was developed to increase children’s
awareness of and attention to safety. The project includes a whole range of resources
and the use of a bus to bring OSH to the children in the region. Further information at:
— http://www.prevencioncastillayleon.com/escueladeprevencion
— http://osha.europa.eu/publications/reports/GPB06
Crece en seguridad (Grow up in safety) is an online quiz by the region of Murcia. Further
information at:
— http://www.creceenseguridad.com
— http://www.carm.es/neweb2/servlet/integra.servlets.ControlPublico?IDCONTENID
O=3641&IDTIPO=100&RASTRO=c728$m
Prevencia3 comes from the Aragon region. It is an online ‘classroom’ for raising
awareness about risk prevention and first aid intervention, aimed at children, young
people and society in general. Further information at: http://www.prevencia3.net
110
Further information
European Agency
n See ‘Structures of education, vocational training and adult education systems in
Europe’ Eurydice website — Spain:
http://eacea.ec.europa.eu/portal/page/portal/Eurydice/ByCountryResults?coun
for
Safety
tryCode=ES
Ministerio de Educación y Ciencia (Ministry of Education and Science):
and
n
http://www.mec.es
H e a lt h
n INSHT resources:
at
Wo r k
— http://www.insht.es
n ENETOSH website toolbox, where examples of projects in Spain can be found:
S we d e n
Legislation
Education
The Education Act (1985:1100) establishes the framework for curricula, syllabuses and
schedules for teaching. The Higher Education Act governs universities and colleges.
Health and safety

The Swedish Work Environment Act (SFS1977:1160) defines pupils as the ’employees’ of
the school.
Curriculum
The administrator of each school is required to establish a work plan describing in
concrete terms how the school proposes to meet the national goals for education as
set out in the Education Act.
The schools are required to lay the foundations for lifelong learning.
Engendering respect for others and the environment

All the Swedish curricula include democracy as a fundamental value of all school
activities. Each and every person working in the school should display respect for
others as well as for the environment. The schools strive to ensure equality of the sexes
and actively counteract all forms of abusive treatment such as bullying and racist
behaviour.
Safety and health aspects in pre-school and

compulsor y (comprehensive) school
Pre-school
The pre-school curriculum (Läroplan för det förskola, Lpfö 98) stipulates that pre-school
activities should use educational group activities to stimulate the child’s development
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and provide a suitable foundation for growth and learning. They should provide
Wo r k
children with a well-balanced daily routine and appropriate environment relevant to

at
H e a lt h
their age and time spent in the pre-school. For example, pre-schools should try to
ensure that children develop:
and
the ability to function individually and in a group to handle conflicts, and understand
Safety
rights and obligations as well as responsibility for common rules;

for
n their motor skills, coordindation, awareness of their own body, as well understanding
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of the importance of maintaining their own health and wellbeing.
Compulsory education
The curriculum for the compulsory system (Läroplan för det obligatoriska skolväsendet,
föskoleklassen och fritidshemmet, Lpo 94) was introduced in 1995 and since 1998 has
also covered pre-school classes and leisure-time centres. The syllabuses for compulsory
schools are set by the National Agency for Education.
The learning environment

One of the fundamental tasks of compulsory school is to provide a good environment
for learning and development: the school should strive to be a living social community
that provides safety and the will and desire to learn. All pupils should also be encouraged
to take responsibility for their studies and working environment.
Health and environment objectives

The school is responsible for ensuring that all pupils completing compulsory school,
for example:
n know the requirements for a good environment;
n have a basic knowledge about what is necessary to maintain good health and also
understand the importance of lifestyle for health and environment.
Learning objectives related to safety and health at work and lifestyle

According to the syllabus several subjects have goals related to lifestyle and safety and
health at work. For example:
n in physical education and health pupils should develop knowledge of ergonomics
in everyday situations and the ability to assess unsatisfactory health and safety
conditions related to physical activities;
n home and consumer studies includes the goal of acquiring knowledge and skills on
safe handling of tools;

n in music pupils should learn of the importance of hearing and different sound
environments to people;
n in chemistry pupils should obtain an insight into the risks connected with the use of
chemicals at home, their labelling and handling;

n on completion of compulsory education, pupils should know first aid and be able to
give a viewpoint on the aspects of working environment in the school.
Upper secondary schools

The curriculum for the non-compulsory school system (Läroplan för de frivilliga
skolformerna, Lpf 94) covers upper secondary schools, the municipal adult education
system, national state schools for adults (SSV), apprentice training, and upper secondary
education for pupils with learning disabilities and adults with learning disabilities. The
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school’s task is to ensure that pupils acquire a foundation of lifelong learning and skills
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that will help them develop new knowledge and ways of coping with changes in
working life, new technologies, globalisation and the complexity of environmental
issues. The idea is that the non-compulsory schools should cooperate closely with the
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compulsory school, working life, universities and society in general.
Safety
Core subjects
and
H e a lt h
The National Agency for Education outlines the goal and structures for the core
at
subjects taught in the 17 national programmes for upper secondary education
Wo r k
(gymnasium). The core subjects taught in all programmes are Swedish, English,
mathematics, physical education and health, science, civics, religion, and artistic
activities. The programmes are on children and recreation, construction, electricity,
energy, arts, vehicles, business and administration, handicraft, hotel and restaurants,
food, media, industry, use of natural resources, natural science, healthcare, social
science and technology.
Vocational programmes and OSH education

All vocationally oriented programmes should include 15 weeks’ training in a workplace.
All these programmes should ensure that pupils leave the school with knowledge of
the factors influencing safety and health. The pupils should also learn how these
factors are connected to the working environment and how they can be managed
safely to promote a good physical and psychosocial work environment. Several
programmes include specific course topics on safety, such as ‘electrical working
environment and safety’ in the ‘electricity programme’.
Physical education and health

In physical education and health, the school should ensure that the pupils are able to
apply ergonomics in the context of different work environments and are able to carry
out emergency first aid.
Work environment in schools and its application to

pupils
In Sweden pupil safety and their involvement in safety arrangements is set out in
legislation. This includes requirements for the management of the work environment
in schools and also the cooperation of both staff and pupils in school safety.
The legal basis

In 1990, the Swedish Work Environment Act (SFS1977:1160) classified pupils as
’employees’ of the school and established that schools must have pupil safety
delegates. The Swedish National Institute for Working Life (Arbetsimiljöinstitutet)
worked with the Swedish National Agency for Education (‘Skolverket’) to put this in
place.
‘School environment round’ for cooperation on the school

environment
Between 1994 and1997, the National Institute conducted the ‘School environment
round’, a project that aimed to find a model for cooperation on improving the work
environment in schools. Questionnaires were developed for both staff and pupils and
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a model was created to enable the improvements in the school environment to be

Wo r k
followed up. The model and questionnaires have been developed further with schools
at
H e a lt h
and are now available as a web tool on the website of the Skolliv, the national agency’s
work environment group (http://www.skolliv.nu).
and
Safety
Systematic work environment management

for
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In 2001, the Swedish Work Environment Authority issued a decree on systematic work
environment management (AFS 2001:01). The National Institute developed Skolmiljö
2000, a model for systematic environmental management in schools, which uses
questionnaires and a method for continuous follow-up. The model uses an inclusive
cycle of individual assessments, joint discussions and systematic improvements of the
work environment with follow-up for the whole school. The assessments are made
using the questionnaires from the ‘School environment round’. The Swedish Work
Environment Authority (Arbetsmiljöverket) also has a website for schools (http://www.
av.se/temasidor/skolweb).
Role of pupils as safety delegates
In 2004, a decree by the National Agency for Education further defined the role of
pupil safety delegates (elevskydsombudsman) in schools. These delegates represent
the pupils in matters concerning the work environment and liaise between the school
administration and the pupils. The head teacher has a major responsibility to ensure
pupils can participate and learn about management of working environment. The
Swedish pupils’ union SVEA (Svenska Elevråd) provides information for the delegates
on their website (http://taingenskit.nu).
Targeted inspec tions during the ‘ Safe star t ’ 2006 campaign
The Swedish Labour Inspectorate targeted upper secondary schools (high schools) for
inspection, in order to improve safety in schools during practical classes and in work
experience placements. Further information:
www.av.se/dokument/osha/european_week.pdf
Higher education
No common curricula
Under the Higher Education Act universities and colleges have academic freedom and
individual autonomy. There are no common curricula or teaching schedules: the
universities and their faculties decide on their own curricula on the regulations applying
to their degrees.
Safety in the university environment
As workplaces, universities are obliged to ensure the safety and health of the work
environment, in relation to students as well as staff.
In May 2006, the Swedish National Union of Students (Svenska förenade studentkårer,
SFS) published a ‘Manual for the management of the work environment’ (Handbok i
arbetsmiljöarbete). The manual summarises relevant legislation, recommendations
and lays down the roles of the stakeholders in the work for the work environment.
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Examples of supporting activities in Sweden include the following:
for
Hearing health
Safety
Provides material for teachers in compulsory schools to enhance the knowledge of
and
their pupils about noise, their sound environment and protection against hearing
H e a lt h
damage. A project of the National Institute for Working Life (NIWL). Further information
at
at: http://www.arbetslivsinstitutet.se
Wo r k
Källby Gård — safe school project
This is an example in which pupils were involved in the process of making a school
risk-free.
http://osha.europa.eu/en/campaigns/ew2006/europeansummit/WS1-3-Eva-Cardell-
Safe-school-feb-Bilbao.pdf
http://osha.europa.eu/en/campaigns/ew2006/europeansummit/
Children’s environment and health action plan for europe (CEHAPE)

Sweden participates in the CEHAPE programme (see ‘Global’ section) and has included
school activities within its actions. A national action plan on how the environment can
be improved to strengthen the health of children and young people has been produced
for governmental approval and the Swedish Work Environment Authority has supported
the responsible body, the National Board of Health and Welfare, in this work and in the
programme. Swedish activities in support of the programme have included:
n Allergy inspection in schools — a checklist:
http://www.euro.who.int/document/che/05SWEweb.pdf
n Working for a healthy indoor environment in schools and nursery schools through
the MVG collaboration: http://www.euro.who.int/document/che/29SWEweb.pdf

n Noise in children’s and adolescent’s environments:
http://www.euro.who.int/document/che/32SWEweb.pdf
Further information
n Eurydice website (Sweden): http://eacea.ec.europa.eu/portal/page/portal/Eurydice/
ByCountryResults?countryCode=SE
n Utbildningsdepartementet (Ministry of Education and Research):
http://www.regeringen.se/sb/d/1454
n The National Agency for Education (Skolverket): http://www.skolverket.se/sb/d/107
n AFS 2001:1 — Systematiskt arbetsmiljöarbete:
http://www.av.se/lagochratt/afs/afs2001_01.aspx
n Arbetsmiljölagen SFS 1977:1160 — Arbetsmiljöverket:
http://www.av.se/lagochratt/aml
n Skolweb: http://www.av.se/temasidor/skolweb
n Skolliv: http://www.skolliv.nu
n Handbok i arbetsmiljöarbete — Dnr PT4-2/0506 — Svenska förenade studentkårer:
http://www.sfs.se/karerstart/dokument/utbildning/files/pt4_2_0506_arbetsmil_
hb.pdf
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UK
Wo r k
at
H e a lt h
Legislation
and
Safety
Education
for
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The national curricula for England, Scotland and Wales were established by the
Education Reform Act, 1988. The Act requires all state schools to provide pupils with a
broad and balanced curriculum. The National Curricula and guidance handbooks
provide a general statement of learning standards and entitlement. Although there are
differences in detail, the three national curricula outline a common set of requirements,
related programmes of study and attainment targets.
Health and safety

The Health and Safety at Work Act 1974 includes a general duty on employers
concerning not exposing people not in their employment to health and safety risks.
This includes pupils.
National curriculum for England

The national curriculum for compulsory education determines the content of what will
be taught and sets attainment targets for learning. It also determines how performance
will be assessed and reported and provides a clear and shared understanding of the
skills and knowledge that young people will gain at school. The national curriculum is
reviewed regularly to ensure that it continues to meet the changing needs of pupils
and society.
The compulsory national curriculum subjects (and religious education) are not
considered to form the complete curriculum. The curriculum should, at appropriate
stages, include other subjects, such as careers education, health education and sex
education. Schools may also teach other areas at a level appropriate to their pupils’
understanding.
Addressing risk issues: a general teaching requirement

Obligations to address risk issues are outlined within each national curriculum. The
English national curriculum includes a ‘general teaching requirement’ for health, safety
and risk education.
Each set of national curricular guidelines mention the requirement for teaching staff to
address issues of risk, health and safety, relevant to their subject area.
The Scottish and Welsh curricula provide similar risk education requirements, but the
requirement is not formally stated as a specific cross-curriculum requirement.
Primary and secondary education
Health and safety in the curriculum

There is a requirement to include health and safety as part of some school subjects in
the UK. The 1999 national curriculum includes learning objectives for health and safety
issues in all age groups. There are some ‘stand-alone’ objectives and some that fall
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within the learning objectives of other topics. The national curriculum for primary and
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secondary schools includes a personal social and health education (PSHE) and citizenship
framework. The curriculum for PSHE and citizenship has been used to address the issue
of accidental injury and death in children and young people. One of the aims of PSHE is
for
to enable children to apply personal and social skills to a range of contexts in their lives.
Safety
For example, skills in risk assessment learned in relation to preventing accidents are
transferable to other situations. Subjects where pupils have to carry out practical
and
activities contain specific teaching requirements on health and safety.
H e a lt h
Relevant statements from the national curriculum are given below:
at
Wo r k
Key stage 1 (5 to 7 age group)
Personal, social and health education (PSHE) — Pupils should be taught:
n that all household products, including medicines, can be harmful if not used
properly;
n rules for, and ways of, keeping safe, including basic road safety, and about people
who can help them to stay safe;

n to recognise how their behaviour affects other people.
Science — Pupils should be taught:

n to recognise that there are hazards in living things, materials and physical processes,
and assess risks and take action to reduce risks to themselves and others.
Design and technology — Pupils should be taught:
n to follow safe procedures for food safety and hygiene.
Health and safety — concerning hazards, risks and risk control pupils should be taught:
n to recognise hazards, assess consequent risks and take steps to control the risks to
themselves and others;
n to use information to assess the immediate and cumulative risks;
n to manage their environment to ensure the health and safety of themselves and
others;
n to explain the steps they take to control risks.
K e y s t a g e 2 ( 7 t o 11 a g e g r o u p )
n to recognise the different risks in different situations and then decide how to behave
responsibly, including sensible road use, and judging what kind of physical contact
is acceptable and unacceptable;
n that pressure to behave in an unacceptable or risky way can come from a variety of
sources, including people they know, and how to ask for help and use basic
techniques for resisting pressure to do wrong;
n school rules about health and safety, basic emergency aid procedures and where to
get help.
Science — Pupils should be taught:
n to recognise that there are hazards in living things, materials and physical processes,
and assess risks and take action to reduce risks to themselves and others.
Health and safety — Pupils should be taught:
n about hazards, risks and risk control;
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to recognise hazards, assess consequent risks and take steps to control the risks to
Wo r k

at
H e a lt h
n to use information to assess the immediate and cumulative risks;
n to manage their environment to ensure the health and safety of themselves and
and
others;
Safety

for
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K e y s t a g e 3 (11 t o 14 a g e g r o u p )
n to recognise and manage risk and make safer choices about healthy lifestyles,
different environments and travel;
n to recognise when pressure from others affects their personal safety and wellbeing,
and to develop ways of resisting pressures, including knowing when and where to
get help and support;
n basic emergency aid procedures and where to get help and support.
Science, design and technology, information and communication technology, art and
design and physical education — When working with tools, equipment and materials, in
practical activities and in different environments, including those that are unfamiliar,
pupils should be taught:
n to recognise hazards, assess consequent risks and take steps to control risks to
n to use information to assess immediate and cumulative risks;
n to manage their environment to ensure health and safety of themselves and others;
In addition to this general teaching requirement for the five subjects, the programmes
for each subject contain specific teaching requirements on health and safety.
Ke y s ta g e 4 (14 t o 16 a g e g r o u p)
n to use assertiveness skills to resist unhelpful pressure;
n about the health risks of alcohol, tobacco and other drug use, early sexual activity
and pregnancy, different food choices and sunbathing, and about safer choices they
can make;
n to recognise and follow health and safety requirements and to develop skills to cope
with emergency situations that require basic first aid procedures, including
resuscitation techniques.
Science, design and technology, information and communication technology, art and
design and physical education — When working with tools, equipment and materials, in
practical activities and in different environments, including those that are unfamiliar,
pupils should be taught:
n to recognise hazards, assess consequent risks and take steps to control risks to

n to use information to assess immediate and cumulative risks;
n to manage their environment to ensure health and safety of themselves and others;
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In addition to this general teaching requirement for the five subjects, the programmes
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for each subject contain specific teaching requirements on health and safety.
The health and safety teaching requirement in those subjects where pupils carry out
for
practical activities — science, design and technology, information and communication
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technology, art and design and physical education — was drawn up by the Qualifications
and
and Curriculum Authority after consultation with the Health and Safety Executive. The
H E a lt H
review of the national curriculum was used to reconsider how the concept of risk
at
should be taught.
Wo r k
The Health and Safety Executive has put guidance on its website about teaching the
health and safety requirement in science, design and technology, information and
communication technology, art and design and physical education (see box).
The Government Department of Education and Skills (DfES) has produced safety
education guidance to support schools and teachers. The government website for
teachers, ‘teachernet’, contains a leaflet which provides more detail about where and
how safety education requirements apply in the primary and secondary schools. It
covers the personal social and health education (PSHE) and citizenship framework. The
safety education guidance leaflet is available at: http://www.teachernet.gov.uk/
docbank/index.cfm?id=1314 (see also Appendix 5).
Guidance from the HSE on the general teaching requirement

for health and safety
1. This new health and safety requirement was drawn up by the QCA after
consultation with the Health and Safety Executive. The review of the national
curriculum provided an opportunity to reconsider how the concept of risk is
taught.
2. This guidance aims to familiarise teachers with some of the terms used in the
statement and indicate how this statement can be used to teach the concept of
risk and develop pupils’ ability to assess and control risks.
3. Some terms explained:
n hazard means anything that can cause harm;
n risk is the chance, high or low, that somebody will be harmed by the hazard;
n risk control involves taking steps to reduce the chance, and/or mitigate the
consequences, of the hazard causing harm;
n risk assessment evaluates the risks and decides whether precautions are adequate
or more should be done.
4. Teachers will have already introduced the concept of risk to their pupils. Consistent
messages on risk awareness, delivered at the appropriate developmental level
throughout a pupil’s time in school, will result in them being better equipped to
deal with situations of uncertainty and change, both in and out of school.
5. Pupils will need to be taught about the hazards, risks and risk control within the
context of their work in these subjects so that risk awareness forms an integral
part of their learning and development. The health and safety statement provides
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Wo r k
a framework for pupils to gain an understanding of — and skills in — recognising

at
H E a lt H
hazards, risks and uncertainty in a range of contexts. Other subjects will also
provide opportunities to develop risk awareness.
and
SafEty
6. Teaching about the concept of risk will help pupils make their own decisions
about risk so that they can:
for
EuropEan agEncy
n recognise the existence of hazards, risks and uncertainty in a range of

contexts;
n assess their own ability, and the ability of others, to deal with different
situations;
n assess the consequences when dealing with hazards presented to themselves
and to others (for example, within school, the environment, the home);
n seek advice from appropriate sources to minimise and manage risk;
n understand that rules and regulations follow from risk assessment and help
define individual and collective responsibility.
7. In the future, pupils’ ability to assess and control risks will be increasingly
important. An ability to manage risk has application in leisure activities and in the
home as well as at work.
Taken from http://www.hse.gov.uk/education/qca.htm
National healthy school standard (NHSS) — key

theme ‘safety ’
The UK also has something termed the ‘National healthy school standard’ (NHSS),
which was launched in October 1999. It plays a very important part in improving the
health of young people, and provides them with the knowledge, skills and
understanding to lead healthy active lives. It acts as an umbrella for a variety of different
The DfES safety education guidance contains several practical examples of

activities to include risk education in school curricula activities. For example:
Case study: Involving pupils in safety policymaking
— Active involvement in school safety issues
— Research
— Circle time
— Active involvement in democratic processes.
Guidance for PSHE and citizenship from the Education Advisory Service for the
Shropshire, Telford and Wrekin region encourages the involvement of pupils in
researching safety issues and recommending improvements. Having identified a
traffic or playground concern, for example, collaborative ‘circle time’ discussions
are recommended to clarify issues (e.g. what changes to rules they want to make),
talk about views and feelings and agree an initial action plan. Polling among
their peers, presenting plans to policymakers such as school governors,
campaigning and bidding for funds help develop pupils’ understanding of local
democracy.
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health initiatives and policies, bringing them together in a cohesive manner, promoting
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them in schools and recognising the achievement of schools that implement them
successfully. It takes a whole school approach to provide a framework for school
development. Safety is one of the eight key themes of the NHSS (see Appendix 6 for
for
more information about the NHSS).
Safety
and
‘Wired for health’: http://www.wiredforhealth.gov.uk
H e a lt h
T he ‘Wired for health’ site also summarises the curriculum requirements regarding
at
Wo r k
safety: http://www.wiredforhealth.gov.uk/cat.php?catid=904&docid=7571
http://www.nc.uk.net/nc_resources/html/health.shtml
ealthy schools — a nationwide healthy school initiative in UK, Ruth Heatherley, 2003
H
(PowerPoint presentation):
http://osha.europa.eu/topics/osheducation/fullproceedings.stm/document_view
Schemes of work: teachers’ guidelines on curriculum

planning
The schemes of work are guidelines to support medium and long-term planning. They
help schools implement the national curriculum programmes of study and teach risk
education. The schemes of work also cover the health and safety aspects of the
curriculum. For example, the teacher’s guide for the scheme of work for science
education for key stage 3 includes references to the relevant regulations and
publications, and includes the following on health and safety:
‘All practical activities in science must comply with the requirements of the Health and
Safety at Work. Act 1974. Specifically, teachers must carry out risk assessments of any
hazards and are required to meet the demands of COSHH Regulations 1999 and/or the
Management of Health and Safety at Work Regulations 1992.
Employers (LEAs, school governors, etc) generally use model (general) risk assessments
for science activities normally carried out in schools. These are found in the following
publications:
n Be safe! Some aspects of safety in science and technology for key stages 1 and 2 (ASE, 2nd
edition, 1990);
n Safeguards in the school laboratory (ASE, 10th edition, 1996);
n Topics in safety (ASE, 2nd edition, 1998);
n Safety reprints (ASE, 1998 edition);
n Safety in science education (DfEE, 1996, HMSO);
n Hazards (CLEAPSS, 1995 or 1998 update);
n Laboratory handbook (CLEAPSS, 1997 or later);
n Risk assessments for technology (CLEAPSS, 1994).
Teachers should check which models are recommended by their employers and
ensure these are used. In addition, teachers are responsible for risk assessment of any
modifications appropriate to their own classroom situation. In this scheme of work the
particular hazards are detailed in the ‘Points to note’ and summarised in the ‘Health
and safety’ section for each unit.’
(Taken from the Science scheme of work for key stage 3 — Teacher’s guide.)
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Post-compulsor y education/upper secondar y and

Wo r k
post-secondar y level — the safe learner concept

at
H e a lt h
The Learning and Skills Council is responsible for funding and planning education and
and
training for over 16-year-olds in England other than in universities. Established in April
Safety
2001 LSC’s work covers:

for
further education
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n work-based training and young people
n school sixth forms
n workforce development
n adult and community learning
n information, advice and guidance for adults
n education business links.
They have been especially active in developing health and safety criteria and guidance
for all those involved in planning or providing work experience and training
placements.
In 2002 the LSC introduced the ‘safe learner’ concept. It provides the added value that
colleges, work experience providers and others can make in addition to ensuring a
safe, healthy and supportive environment for learners. The safe learner concept is
defined as the situation in which the learner, through the quality of their learning
experience:
n gains an understanding of the importance of health and safety;
n understands how hazards are identified, risks are assessed and the principles of
control measures;
n develops a set of safe behaviours, so that they play an active part in the process and
acquire practical, transferable skills from their experience.
In order to develop the safe learner concept within a framework that would be
meaningful and useful to all those involved in LSC-funded learning, particularly
vocational and work-based learning, the LSC set up a National Learner Health and
Safety Partnership (NLH & SP) Group. Its membership included a broad range of
interested parties including: education bodies; safety bodies; the social partners,
insurers and NGOs. The NLH & SP Group has developed a framework for applying the
safe learner concept. This has included proposing a ‘safe learning model’, which breaks
the learner’s acquisition of health and safety knowledge, understanding and behaviour
into five stages, as follows.
n Stage 1: Pre-work (experience) briefing
n Stage 2: Workplace induction
n Stage 3: Progression and foundation
n Stage 4: The safe learner and worker
n Stage 5: Lifelong health and safety learning.
The framework for the safe learner concept comprises:

n the learner (and the development of capabilities and competences in health and
safety;
n the learner’s supervision arrangements (supervisor or mentor);
n the working and learning environment;
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the tasks, and the risks associated with the tasks and what goes on in the
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n
environment;
n the funded organisation, shown as the college or training provider;
n the employer for work-based learners.
for
If all of the key components of the framework are in place, the learner should not only
Safety
be in a safe and healthy environment, but should also develop a positive attitude and
and
safe behaviours, and so become a safe and healthy worker.
H e a lt h
The aim is to incorporate the safe learning model into the work of the Qualifications
at
and Curriculum Authority (QCA) and others in developing a strategy for health and
Wo r k
safety qualifications and the new credit framework for vocational qualifications. The
safe learner concept, the proposed framework and learning model affects the
establishment of a competence-based health and safety passport and record of
achievement for employees that can be accepted across sectors and industry.
Further information: ‘The safe learner concept — Consultation paper’, November 2004
(http://readingroom.lsc.gov.uk/pre2005/research/consultation/safe-learner-concept-
consultation-paper.pdf).
Higher education
Across degree courses in the UK, the extent and content of risk education varies, and it
is not necessarily always proportional to the level of risk that undergraduates could be
responsible for managing in their professional working life.
Higher education in the ‘Revitalising health and safety’

programme
The UK’s 10-year programme on ‘Revitalising health and safety’ (RHS, see below)
includes an action point concerning further and higher education, which states that
the Government and Health and Safety Commission will act to ensure that safety-
critical professionals such as architects and engineers receive adequate education in
risk management. There is increasing recognition, within the UK Health and Safety
Executive (HSE) and professional bodies, of the need to educate engineering
undergraduates in aspects of risk relevant to their degree.
Research into the extent of OSH in higher education

The Health and Safety Executive has already taken a number of actions to assess the
current state of play in this area including research reports on: the extent of OSH
teaching in engineering courses; the inclusion of OSH in civil engineering and
architecture courses (see link below); and the extent of OSH teaching in business
studies courses (see box). For example see Identification and management of risk in
undergraduate construction courses (http://www.hse.gov.uk/research/crr_htm/2001/
crr01392.htm).
OSH for engineers

The findings are that generally university professors not only need very strong
convincing of the need to include OSH in university courses such as engineering, they
also need teaching materials that they view as relevant. To move forward in this area
the Health and Safety Executive funded a project in which the Health and Safety
Laboratory (HSL) in association with the University of Liverpool worked to incorporate
risk education into the curriculum of an undergraduate engineering degree course.
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Integrating risk education into the curriculum has involved defining risk education as a
Wo r k
set of learning outcomes, and designing a tool to ascertain students’ awareness of risk
at
H E a lt H
issues and key concepts. Teaching materials that have been developed use real accident
case studies, student interaction and team-building exercises to enhance students’
and
understanding of the concepts of hazard and risk.

SafEty
The project involves cooperation with the Engineering Interinstitutional Group (IIG),
for
EuropEan agEncy
British Standards Institution (BSI), Institute of Mechanical Engineers (IMechE) Safety and
Reliability Group (SRG), Safety and Reliability Society (SaRS) and the Engineering
Education conference (EE2006). Work is continuing in this and related activities.
‘Risk education in engineering — Development of year one materials’: http://www.hse.
gov.uk/research/hsl_pdf/2006/hsl0661.pdf?ebul=hsegen/04-sep-06&cr=14
Risk education in engineering — The development of a new syllabus:
http://www.hse.gov.uk/research/hsl_pdf/2005/hsl0522.pdf
CD-ROM ‘Engineering for a safer future’ — an e-learning health and safety package for
engineering undergraduates: http://www.hse.gov.uk/research/rrpdf/rr452.pdf
OSH in medical courses
The Health and Safety Commission (HSC) worked with the General Medical Council
whereby the GMC introduced an agreement to add OSH objectives to its ‘Tomorrow’s
doctors’ guidance. A joint working group between the HSC’s advisory group for the
healthcare services and the Council for Medical Schools was set up to draft objectives
for the GMC and to outline the guidance for medical schools (from Agency’s ‘Learning
about OSH’ seminar: http://osha.europa.eu/publications/forum/8/forum8_en.pdf/at_
download/file).
The University Health and Safety Advisors (USHA) Student Health and Safety Working
Group provide a forum to discuss, consult and promote Student Health and Safety in
Higher Education. It encourages further investigation and development including
coordination and cooperation with external bodies such as the Health and Safety
Executive, Industry and other associated institutions.
Coverage of occupational health and safety on full-time MBA

courses in GB business schools
‘The researchers suggest that the only practicable way to encourage consideration
of occupational health and safety in MBA programmes would be the development
of high-quality case study materials that meet the needs of business schools for
the presentation of ‘core’ subjects. These case studies could incorporate, more
explicitly than hitherto, the challenges of occupational health and safety
management. The objective would not be that MBA students graduated with a
plethora of occupational health and safety facts and figures; rather that they left
with a clear recognition that occupational health and safety should be managed
with the same determination, and with the same insights, as any other key
business objectives.’
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European Agency
Revitalising health and safety (RHS) — incorporating risk
education into the national OSH strategy
for
Safety
RHS is a 10-year strategy to improve health and safety at work, launched jointly by
the government and Health and Safety Commission on 7 June 2000. It contains
and
three elements: a set of improvement targets for Great Britain, a 10-point strategy
H e a lt h
and 44 action points to improve health and safety. The strategy includes two action
at
points concerning integration of health and safety issues into the education,
Wo r k
including:
n health and safety in the national curriculum;
n health and safety in further and higher education.
National curriculum — revitalising action point 33

With respect to the national curriculum, the objective is to include more extensive
coverage of risk concepts and health and safety skills at every level. Achievements
under this objective include the following.
n Since the start of the 2000 academic year, risk concepts and health and safety have
been included in the national curriculum for England in five subject areas. Joint
guidance on the new general teaching requirement for health and safety was
produced by the QCA and HSE and is included as an appendix in the DfES ‘Safety
education guidance for schools’ publication (DfES/0161/20002).
n A small portfolio of risk teaching has been developed for teachers.
n ‘Risk education provision: A study of schools in England, Scotland and Wales’. The
main objectives of this report were to: identify the current stakeholders that influence
primary and secondary education; identify any documentary guidance that may be
produced by those stakeholders and; assess the risk education content of relevant
documents (see http://www.hse.gov.uk/research/hsl_pdf/2005/hsl0524.pdf).
n ‘Teaching practice in risk education for 5–16 year olds’: The main objective of this
report was to provide insight into issues surrounding the delivery of risk education in
state schools in England, Scotland and Wales. This objective was addressed by a
series of comparative case studies (http://www.hse.gov.uk/research/hsl_pdf/2005/
hsl0523.pdf).
Next steps to be taken include the following.
n Work to consolidate the quality of teaching risk concepts now established in English
curriculum.
n Work commenced with OGDs, English, Welsh and Scottish intermediary organisations
to support teachers and lecturers through provision of additional guidance, videos,

CD ROMs, posters and web-based teaching materials; research proposals to establish
risk concept learning patterns and the effects of different health and safety teaching
approaches are being developed.
Further and higher education — revitalising action point 34

The action point concerning further and higher education states that the government
and the Health and Safety Commission will act to ensure that safety-critical professionals
such as architects and engineers receive adequate education in risk management. This
will be delivered through a programme of direct approaches to relevant higher and
further education institutions and professional institutions.
Achievements under this objective include the following.
125
HSE initiatives for raising levels of risk awareness among safety critical professionals
Wo r k
mapped.
at
H e a lt h
n Consultative meetings with internal and external stakeholders held.

The research project investigating provisions of risk management teaching in
and
n
Safety
construction has been completed.

Research proposals have been developed to support a strategic approach to
for
increasing levels of risk education in further and higher education. HSE is now
European Agency
funding a research project at the University of Liverpool to develop a set of risk

education learning outcomes for inclusion in the curriculum of an undergraduate
engineering degree course. The success of their delivery will be evaluated and the
project team will investigate how to promote the new syllabus to other universities
(see http://www.hse.gov.uk/research/hsl_pdf/2006/hsl0661.pdf).
n HSE is a member of the inter-institutional group on health and safety for major
engineering institutions and the universities offering engineering degrees. The
group is seeking to embed risk management techniques into undergraduate
engineering courses by introducing concepts of proportionate risk control. With HSE
funding the group has developed a ’sample’ CD e-learning package to teach
undergraduate engineers of all disciplines about the key concepts relating to health
and safety risks (http://www.hse.gov.uk/research/rrhtm/rr482.htm).
Next steps to be taken include the following.

n Effective approaches to risk education of safety critical professionals being
identified.
n Research findings in the construction sector being implemented. Further research
proposals are being developed to support a strategic approach to increasing levels
of risk education in further and higher education.
n A project board that included Directorate-General, Head of Field Operations and
Chief Scientist has agreed a HSE policy statement on risk teaching for safety critical
professionals. The responsibility for coordinating the implementation of this policy
has been accepted by CoSAS (Corporate Science and Knowledge Unit).
SE, revitalising health and safety (http://www.hse.gov.uk/revitalising) and progress so
H
far: http://www.hse.gov.uk/revitalising/rhs.pdf
Health and safety executive risk education programme
In 2000 HSE set up a risk education programme of work to identify and influence the
degree to which risk management techniques are taught in schools and other
educational establishments, including universities. The programme has consisted of
four projects:
n raising risk awareness at every level;
n raising risk awareness levels among particular groups;
n providing risk education support materials;
n information gathering.
The findings from these four projects have also been reviewed in the context of the
wider ‘sensible risk debate’ that is taking place in the UK. Some examples of the various
initiatives and research are given below (see Appendix 6 for more information about
the HSE risk education programme).
126
European Agency
Examples of activities in the health and safety executive risk
education programme
Risk education provision: A survey of schools in England, Scotland and Wales (Report
survey HSL/2005/24) to collect baseline data on the extent of risk
for
education in schools.
Safety
Study on ‘Teaching practice The objective of the study ‘Teaching Practice in Risk
and
in risk education for 5 to Education for 5 to 16-year-olds’ (Report HSL/2005/23) was
H e a lt h
16-year-olds’ to examine how risk education is provided in schools (state
schools in England, Scotland and Wales) including teaching
at
staff’s understanding of risk concepts and what guidance is
Wo r k
needed. The report concludes that further research and
guidance for teachers is needed on how to approach the
teaching of risk concepts.
The ‘Lifeskills — Learning for The ’Lifeskills — Learning for living’ programme is an
living’ programme interactive hands-on approach that was developed to
teach safety skills to children (10 to 11 years). It improves
their awareness of potential dangers, knowledge, self-
confidence in dealing with risks, and performance of safety
routines.
Evaluation of the risk The HSE and the Chemical Industry Education Centre have
education website for developed a risk education website for 11 to 18-year-olds.
secondary-aged students The website aimed to raise awareness of risk issues,
(www.risk-ed.org) improve understanding of statistics when comparing risks
and to allow practical application of risk management skills
through discussion of case studies. The website can help
cover risk concepts and health and safety in school
curricula more extensively.
Risk education in The overall aim of this project was to provide background
engineering: the information for further actions to ensure that ‘safety-critical
development of a new professionals receive adequate education in risk
syllabus management’ (Health and Safety Commission (HSC)
strategic plan 2001/04). The content of risk education varies
in higher education courses and is not always proportional
to the level of risk that students could experience and
would have to manage in their future working life.
Specific aims included:
n developing a list of risk education learning outcomes
based on stakeholders’ needs (e.g. engineering

institutions and employers);
n providing information on how these can be integrated
into an engineering undergraduate syllabus;

n developing a questionnaire that can be used to assess
students’ risk awareness;

n considering what further work will be required for this
syllabus to be taught in practice

Identification and This study looked at the delivery of health and safety
management of risk in teaching at universities and schools of architecture that
undergraduate construction provide undergraduate construction courses. The study
courses confirmed the need for better delivery of health and safety
teaching. It also identified a need to develop teaching
material and useful information in this subject.
Workplace hazards qualification

The HSE in partnership with the Institution of Occupational Safety and Health (IOSH),
British Safety Council Awards (BSC Awards) and ENTO have developed a workplace
127
hazard awareness course and qualification and associated teaching materials. HSE
Wo r k
helped to coordinate this activity as part of its contribution to the European Agency for
at
H e a lt h
Safety and Health at Work’s focus on young people in 2006.

The course and qualification aims to provide Year 10 students with a basic understanding
and
Safety
of health and safety in the workplace, so that they understand hazards, and what to
expect of their employer. All schools in England have been notified about the
for
qualification and course through Spectrum, a newsletter for schools and website (see
European Agency
http://www.teachernet.gov.uk).
The Workplace Hazard Awareness Qualification at entry level 3 is based on the new
national occupational standard for basic hazard awareness developed by ENTO. It
allows students to demonstrate their awareness of workplace hazards and how they
can prevent harm by supporting the delivery of:
n the general teaching requirement for health and safety in the national curriculum;
and
n the national curriculum’s non-statutory guidelines for key stage 4 for work-related
learning which require students to be able to describe the main hazards associated
with particular types of workplace.
Teaching materials to support the qualification have been produced by IOSH and are
free to schools and colleges. The materials are accessible for students to work online
and have been piloted in schools in England to ensure they meet the needs of teachers
and students.
The BSC Awards qualification has been accredited by QCA for 14 to 16 learning.
Qualification details can be found on: www.openquals.com
www.teachernet.gov.uk
www.wiseup2work.co.uk
www.openquals.com
Partnership activities by the Health and Safety Executive

HSE has engaged with key stakeholders in education (particularly the QCA, Learning
and Skills Council, and ENTO) to develop:
n new initiatives targeted at over 14s and the further education sector;
n better guidance on work experience;
n new ways to raise awareness of basic health and safety issues.
Resources from the Health and Safety Executive

The Health and Safety Executive website contains a section on risk education with a
number of resources to support educational activities (http://www.hse.gov.uk/
education/resources.htm).
They also have resources related to the safety of work experience placements (http://
www.hse.gov.uk/youngpeople/workexperience/index.htm).
RoSPA activites
RoSPA (Royal Society for the Prevention of Accidents) has produced a range of printed
and other resources that are designed to enable teachers and others to empower
children to develop appropriate knowledge and skills to remain safe in any environment.
They have produced curriculum-linked teaching materials for all ages from pre-school
128
to secondary. These include A3/A4 activity sheets produced termly, two for each phase
European Agency
— infant, junior and secondary. These feature illustrations, facts and figures with
teaching notes highlighting curriculum links and ideas for classroom use and relevant
websites.
for
RoSPA has also set out a ‘vision’ for more effective education about safety and risk for
Safety
all, with the aim of promoting effective safety and risk education relevant to all levels
and
in society, throughout compulsory education, in the workplace and among educators,
H e a lt h
significant safety professionals, the media and policymakers. The eight-point vision
covers: a focus on an understanding of risk in safety education; more research into how
at
Wo r k
people learn about risk; government support for training adults with responsibility for
teaching about risk and safety and for teaching safely; integration of safety and risk
education into the statutory and non-statutory curriculum; a whole-school approach
to safety and risk; inspection of safety and risk education and policy; partnerships to
achieve consistency and avoid duplication; and developing and sharing the evidence
base for effective practice. (The RoSPA ‘vision’ is given in given in Appendix 7.)
For further information about RoSPA’s activities see the website (http://www.rospa.
com/shop/safetyeducation/index.htm).
RoSPA, the Personal Social and Health Education Association and the Department for
Children, Schools and Families have collaborated to produce a review of the literature
available on effective safety education. The findings have been summarised as 10
principles for effective safety education, as follows.
1. Encourage the adoption of, or reinforce, a whole school approach, within the wider
community.
2. Use active approaches to teaching and learning (including interactive and
experiential learning).
3. Involve young people in real decisions to help them stay safe.
4. Assess children and young people’s learning needs.
5. Teach safety as part of a comprehensive personal social and health curriculum.
6. Use realistic and relevant settings and resources.
7. Work in partnership.
8. Address known risk and protective factors.
9. Address psychosocial aspects of safety e.g. confidence, resilience, self-esteem, self-
efficacy.
10. Adopt positive approaches which model and reward safe behaviour, within a safe,
supportive environment.
For more detail, see http://www.rospa.com/safetyeducation/principles.htm
IOSH activities
The safety professionals’ organisation, IOSH, has produced a range of resources to
support risk education and is actively promoting safety education in the school
curriculum. The resources available on their website include the interactive website
Wiseuptowork. This website includes resources for young people and support for
teachers that is compatible with the school curriculum. IOSH also has a six-point plan for
better health and safety for young workers which covers: teacher training; a mandatory
workplace hazard awareness course; competent risk assessment of workplaces providing
work experience; workplace supervision; accident reporting; and prioritisation of risk
education by the government. (The IOSH six-point is reproduced in Appendix 7.)
Wiseuptowork website: http://www.wiseup2work.co.uk
129
ase 19 in ‘A safe start for young workers in practice’:

C
Wo r k
at
H e a lt h
News release on young worker safety:

http://www.iosh.co.uk/index.cfm?go=news.item&id=675
and
Putting young workers first:

Safety
http://www.iosh.co.uk/files/news/putting%20young%20workers%20First%202006.pdf
for
European Agency
Safe swimming
Resources and guidance are provided by the National Qualifications and Curriculum
Authority (http://www.nc.uk.net/safeswimming).
Further information
n Health and Safety Executive: http://www.hse.gov.uk/education
n Eurydice website (England, Wales and Northern Ireland): http://eacea.ec.europa.eu/
portal/page/portal/Eurydice/ByCountryResults?countryCode=UN
n National curriculum of England: http://www.nc.uk.net
n National curriculum requirements: general teaching requirements:
http://www.nc.uk.net/nc_resources/html/health.shtml
n ‘Wired for health’ safety pages:
http://www.wiredforhealth.gov.uk/cat.php?catid=904&docid=7572
n ‘Wired for health’: summary of health and safety curriculum requirements:
http://www.wiredforhealth.gov.uk/cat.php?catid=904&docid=7571
n DfES — Department for Education and Skills (England): http://www.dfes.gov.uk
n DfES — The Safety Education Guidance leaflet:
http://www.teachernet.gov.uk/docbank/index.cfm?id=1314
n Health and Safety Executive risk education pages:
http://www.hse.gov.uk/education
n Learning and Skills Council: http://www.lsc.gov.uk
n Healthy schools: http://www.healthyschools.gov.uk
n RoSPA safety education pages: http://www.rospa.com/safetyeducation/index.htm
n RoSPA article on safety education in the national curriculum:
http://www.rospa.com/safetyeducation/curriculum/opportunities.htm
n IOSH ‘Wiseuptowork’ resources: http://www.wiseup2work.co.uk
130
EU Networks
As the EU does not have a harmonised education policy, and including OSH in
Wo r k
education is a new and developing area, networking between Member States on the
at
H e a lt h
issues can be very useful in order to share examples and experience.

There are a least two relevant networks at the EU level: the European Network Education
and
Safety
and Training in Occupational Safety and Health, and the European Network for Health-
Promoting Schools.
for
European Agency
ENE TOSH
The European Network Education and Training in Occupational Safety and Health
(ENETOSH) is a Europe-wide network of experts in education as well as in occupational
safety and health. Its aim is to facilitate the exchange of knowledge and experience in
education and training in OSH and risk awareness. ENETOSH considers that safety and
health should be an inherent part of lifelong learning, and therefore the network covers
all levels of education and training from school to the workplace. Currently the core
network consists of 13 partners from 10 countries and cooperates with the European
Agency for Safety and Health at Work, Cedefop, the social partners and related
networks. ENETOSH was established with funding from the EU’s Leonardo da Vinci
project.
The aims of ENETOSH are:
n to exchange knowledge and experience in education and training in OSH and risk
awareness;
n to facilitate transnational exchange and use of good practice;
n to support the development of a coherent European strategy on how to integrate
OSH into education and training systems and practices.

The website includes examples of good practice taking place in the Member States, a
database of courses and activities, and links to resources in the form of a toolbox.
n Proceedings of International Symposium on Youth and Work Culture 2005, ENETOSH
(European Network Education and Training in Occupational Safety and Health),
U.Bollmann, S. Copsey and C. Junge: http://www.ttl.fi/NR/rdonlyres/06A71996-69E3-
4CD8-9033-F99BAD191ECA/0/bollmannweb.pdf
n ENETOSH website: http://www.enetosh.net
European Network for H e a lt h P r o m o t i n g

Schools
The European Network for Health Promoting Schools (ENHPS), set up by the World
Health Organisation, the European Union and the Council of Europe, aims to achieve
healthy lifestyles for the whole school population by developing supportive
environments for the promotion of health. Therefore the focus is on the entire
organisation of the school as well as on the individual. It offers opportunities for, and
requires commitment to, the provision of a safe and health-enhancing social and
physical environment. Through its website it provides resources for health promotion
in schools.
132
Because the determinants of education and health are indivisibly linked, the programme
European Agency
seeks to integrate the policy and practice of the health-promoting school into the
wider health and education sectors. It works at three levels: school, national, and
international. But its primary focus is the school pupil. More than 40 countries in the
for
European Region are members of the ENHPS.
Safety
ENHPS (European Network for Health Promoting Schools) website:
and
http://www.euro.who.int
H e a lt h
at
Wo r k
Role o f t he s o c i a l pa r t n e r s
Employers and trade unions do not have the same level of formal involvement in
determining the national education agenda as they do for occupational health and
safety, where the importance of a tripartite approach in determining policy and
practice is strongly recognised. Nevertheless, the social partners are well aware of the
benefits of mainstreaming OSH into education for workplace health and safety. As
mentioned in the section on European policy, at the European level the European
Commission’s tripartite Advisory Committee on Safety and Health at Work (ACSH) has
set up a temporary working group on education and training to explore the issues in
the context of the European safety and health strategy.
There are also many examples of activities undertaken by employer and trade union
organisations to promote the inclusion of OSH in education at the national level. A few
examples follow.
BUSINESSEUROPE working group on education and training

The Federation of the European Employers, BUSINESSEUROPE, has a working group on
education and training. Further information: http://www.businesseurope.eu/Content/
Default.asp?PageID=418#sociales
Trade union involvement in pre-employment education in the UK:

‘A better way to work ’
In the UK the national trade union body, the TUC, has been actively involved in
developing materials on various work-related issues for use in schools. A better way to
work is an education resource pack for 14 to 19-year-olds. The pack supports activities
which help teachers prepare students for work experience and other work-related
learning. It has been designed to fit in with statutory schooling requirements, curricula
and teaching methods. The pack is divided into five sections which deal with: the role
of trade unions; rights and responsibilities; health and safety; equal opportunities; and
the future of work. The health and safety unit aims to introduce young people to the
legal position in relation to rights at work, raise a number of questions for discussion
around rights and responsibilities, both at work and on work experience placements,
and provide opportunities for young people to work with trade unionists in the
classroom. The pack includes activities for role play and work assignments. While
designed to support the preparation of students for work experience, they are flexible
enough for use in other parts of the curriculum. For example, the activities can also be
useful in supporting and developing students’ knowledge and understanding of
citizenship.
In a separate initiative the TUC has also proposed that touch typing and keyboard skills
should be taught in schools, to help reduce the incidence of musculoskeletal disorders.
133
Keyboard skills are not a statutory part of the national curriculum, although individual
Wo r k
schools can decide to introduce them. Further information:

at
H e a lt h
n Raj Jethwa, ‘A better way to work’, in Agency Magazine, No 9 — Safe Start, 2006:
http://osha.europa.eu/publications/magazine/9
and
n http://www.tuc.org.uk/schools
Safety
n www.tuc.org.uk/youngpeople
for
n Teaching children keyboard skills: http://www.tuc.org.uk/h_and_s/tuc-12997-f0.cfm

European Agency
‘Facket i somma rla nd ’: Swede n

This annual activity by trade union LO is to support students taking up summer jobs.
The campaign activities by LO include visits to schools, visits to workplaces and a
telephone helpline. Part 1 of the campaign involves schools; during the spring
representatives from the 17 LO union districts visit schools and distribute the brochure
JOBBA!, which contains information on working life, including OSH. Further
information:
n Case 15 in A Safe Start for Young Workers in Practice:
n LO website: http://www.lo.se/ung
Tool to suppor t the promotion of OSH in schools: Spain

Confebask, the employers’ organisation in the Basque region, has developed resources
on OSH for schools. Risk@ is aimed at 6 to 10-year-olds to help the development of
awareness and good safety behaviour. It takes the form of a multimedia pack with two
cartoon characters, Risko and Riska. Further information:
Confebask website:
http://www.confebask.es/castellano/Notasprensa/2006/20060331-np.htm
134
Inclusion of health and safety in

non-EU country education
curricula — some examples
Some examples of activities to mainstream OSH into the education curriculum from
Wo r k
countries outside of the EU are given below.

at
H e a lt h
and
‘Getting students to work … safely’ manual,

Safety
Curriculum Corporation, Australia

for
European Agency
Schools in Australia are increasingly incorporating work-related learning experiences

and programmes into their curricula, particularly during the latter part of the compulsory
years. There are a significant number of resources and initiatives currently in place at
the state and territory level, making OSH education available to teachers and students.
Year 10 students in most schools undertake a work experience programme of one to
two weeks, and VET programmes. Structured work placements have grown. A number
of senior secondary courses include practical work experience. Government
departments of education in many jurisdictions provide comprehensive manuals and
guidelines on teaching students about safety, and how to learn safely in workplace
settings.
To support this process the Curriculum Corporation on behalf of the Australian Safety
and Compensation Council have prepared a manual, ‘Getting students to work …
safely’. This document outlines six key principles for teaching health and safety to
students preparing to enter the workplace and provides references for educators to
relevant resources in each state and territory. The guiding principles are aimed at
educators and education policymakers and are as follows:
1. Whole-school approach
2. Content of school programmes — developing knowledge and understanding
3. Content of school programmes — developing skills, attitudes, values and
behaviours
4. Innovative and interactive teaching and learning strategies
5. Post-work experience debriefing
6. Programme evaluation and ongoing improvement
The manual advocates that to be effective OSH learning must take place within a
comprehensive, whole-school approach (guiding principle 1). In this whole-school
approach, the shared responsibility for — and crucial importance of — OSH education
should be reflected in the school’s curriculum, structures, policies and procedures. The
whole school community — parents, teachers, administrators, students and local
stakeholder groups — helps to develop the sort of attitudes, values and behaviour
that promote OSH. The manual points out that it is not realistic to expect that teaching
OSH prior to work experience will in itself be sufficient to develop knowledge,
understanding and the ability to transfer learning. An integrated, incremental, on-
going approach that incorporates a range of strategies is likely to be more effective.
This whole-school approach to OSH education devises programmes and learning

opportunities about OSH education in the workplace (in an actual or simulated work
environment), and for the workplace (to enable students to develop and apply their
skills and abilities in the workplace and not only in a school or classroom context).
The manual promotes the incorporation of OSH into two key learning areas in the
Australian curriculum as being particularly relevant.
n Health and physical education (HPE) as it embraces health and safety aspects,
especially within strands that focus on self and relationships and individual and
community health.
136
The study of society and environment (SOSE) as it deals with the world of work,
European Agency
n
often within an economics or commerce strand. A number of learning outcomes

within the SOSE key learning area include a focus on a broad range of work-related
issues including workplace safety, employment, technology-induced changes to
for
work and vocational pathways.
Safety
In addition to HPE and SOSE, other key learning areas such as technology, science and
and
some strands in the arts offer opportunities to include OSH as a planned component
H e a lt h
of their learning activities.
at
Wo r k
The manual points out that teachers would benefit from professional development
(particularly those with direct responsibility for work placement programmes) to help
them recognise and integrate OSH issues into their teaching programmes. Specifically,
professional development that assists the educator to ensure a healthy and safe
learning environment, including the knowledge and skills to deal with hazards and
risks and to apply risk control strategies to ensure the safety, health and welfare of the
learners whilst at school or in the workplace.
The manual suggests a number of approaches to making OSH learning a whole-school

approach.
n Possible whole-school themes include:
— promoting a safe school environment that encourages health and safety
awareness among students and staff;
— encouraging students to take responsibility for their actions;
— encouraging participation by, or consultation with, teachers, students, parents/
carers, employers of students and the wider community.
n Identify the teaching of OSH as an integral part of mainstream curriculum.
n Encourage students to identify and discuss issues related to OSH within the school
community and to promote conditions supportive of OSH.

n Work with a range of teachers in developing programmes to ensure the whole-
school approach is valued and implemented.

n Collaborate with a OSH-conscious workplace to heighten the awareness of both the
school and the workplace.

n Not only does the manual have ‘OSH lessons’, but it also incorporates OSH learning
activities and examples into a range of teaching contexts. For example, an oral
communication activity in an English class might use an OSH consultation as a
scenario. A role-play in a drama class might explore issues such as manual tasks and
the impact of work-related injuries on family and friends.
n ‘Getting students to work … safely’: http://www.ascc.gov.au/NR/rdonlyres/C4B819CF-
36D5-41F7-80F5-F44601953209/0/SchoolToWork2006.pdf
Resources from other Australian states related to the OSH learning as part of the
curriculum:
n NSW agricultural technology (Years 9 and 10): http://www.boardofstudies.nsw.edu.
au/syllabus_sc/pdf_doc/ag_tech_710_syl.pdf
n Work education (Years 7 to 10 Syllabus): http://www.boardofstudies.nsw.edu.au/
syllabus_sc/pdf_doc/work_education_710_syl.pdf
n NT ‘Safe start’: http://www.worksafe.nt.gov.au/prevention/docs/safestart.pdf
n Vic. safe@work: http://www.sofweb.vic.edu.au/safe@work
n Curriculum Council: http://www.curriculum.wa.edu.au/
137
‘WorkSafe smart move’ (Department of Consumer and

Wo r k
Employment Protec tion, State of Western Australia),

at
H e a lt h
Australia
and
Safety
States in Australia have been promoting risk education and OSH in the school
curriculum and developing supporting resources. One example comes from the
for
Department of Consumer and Employment Protection in the State of Western

European Agency
Australia.
They have provided schools with ‘WorkSafe smart move’, which is a safety and health
Internet resource package for years 10, 11 and 12 high school students undertaking
work experience and work placements. ‘WorkSafe smart move’ includes interactive
student centred activities designed to encourage flexible, self-paced learning and self-
motivation. Designed to be in line with the Curriculum Framework, the package is
directly relevant to secondary school courses that specify occupational safety and
health outcomes (industry-related studies, work studies, career and industry awareness)
and is particularly relevant to the increasing number of students undertaking courses
where learning in the workplace is part of the curriculum.
‘WorkSafe smart move’ is also directly related to health and physical education; society
and environment; and technology and enterprise learning areas of the Curriculum
Framework. Supplementary activities included in ‘WorkSafe smart move’ are also
related to the arts and English learning areas of the curriculum framework. Students are
expected to work through a module, reading and studying the information under
various topic headings, prior to undertaking the self assessment questions that follow.
‘Worksafe smart move’ consists of:

n the Curriculum Framework — indicating the curriculum framework outcomes that
are relevant to WorkSafe Smart Move;
n a general module — designed mainly for year 10 students to introduce important
facts about safety laws and common hazards;
n a review module — that allows year 11 and 12 students to refresh their memory
before they complete one or more industry modules;
n industry modules — which contain more detailed information on the main hazards
specific to each industry. Although aimed at years 11 and 12, these can be completed
by younger students as they become relevant to students’ part-time work or work
experience placement, either in class or in their own time;
n multiple choice tests — with separate tests for the General module and each industry
module, to complete on the Internet;
n workSafe smart move certificates — for the general module and each industry
module signed by the Minister for Consumer and Employment Protection that can
be printed off the Internet when students have passed the tests. The certificates
recognise their understanding of basic occupational safety and health information
and can be kept in their portfolio.
n ‘WorkSafe smart move’ resources:
http://www.safetyline.wa.gov.au/pagebin/edcnwssm0160.htm
n How ‘WorkSafe smart move’ relates to the Curriculum Framework:
http://www.safetyline.wa.gov.au/pagebin/edcnwssm0198.htm
138
NIOSH youth safety curriculum, USA
European Agency
NIOSH (the US National Institute for Occupational Safety and Health) has launched
’Youth@work: Talking safety’, a foundation curriculum in occupational safety and
for
health. It is part of a strategic NIOSH programme of scientific research, outreach, and
Safety
partnering for safe and healthy work for adolescents.
and
‘Talking Safety’ is a comprehensive curriculum consisting of six modules, student
H e a lt h
handouts, overheads, a PowerPoint slide show, video, and interactive activities. It also
includes references to resources for more information. This curriculum is meant to be
at
Wo r k
used in a classroom or other group training setting. It aims to raise awareness and
equip students to become partners in workplace safety and health. The curriculum is
available to schools at no charge from NIOSH. The curriculum is customised for each
state and Puerto Rico to reflect state-specific rules and regulations for preventing work-
related injuries among young workers.
The curriculum is the culmination of many years’ work by a consortium of partners
dedicated to reducing occupational injuries and illnesses among youth. It builds on
earlier curricula developed by the Labor Occupational Health Program (LOHP) at the
University of California, Berkeley, and by the Education Development Center, Inc. (EDC)
in Newton, Mass. Those earlier programmes were produced under grants from NIOSH
as well as from the Occupational Safety and Health Administration, the Massachusetts
Department of Industrial Accidents, the Maternal and Child Health Bureau in the US
Health Resources and Services Administration, and Liberty Mutual Insurance
Company.
NIOSH and its partners developed the activities in the new curriculum in consultation
with numerous teachers and staff from general high schools; with school-to-work,
work-experience, and vocational education programmes; and with the California
‘WorkAbility’ programme, which serves students with cognitive and learning disabilities.
The activities have been extensively pilot tested, used, and evaluated by numerous
high school teachers, job trainers, and work coordinators around the country to teach
youth important basic occupational safety and health skills.
Major topics under the curriculum include raising awareness of safety and health risks
for young workers, recognising workplace hazards, understanding options for
controlling hazards, dealing with emergencies, understanding one’s rights and
responsibilities as a working teen, and empowering the young worker to communicate
with his or her employer about occupational safety and health.
The initiative is part of a strategic NIOSH programme of scientific research, outreach,
and partnering for safe and healthy work for adolescents.
n Youth@work: Talking safety: www.cdc.gov/niosh/talkingsafety
n More information on the curriculum: http://www.cdc.gov/niosh/updates/upd-10-
15-07.html
n NIOSH web pages on youth: www.cdc.gov/niosh/topics/youth
‘ S t u d e n t W o r k S a f e ’, ‘ W o r k S a f e B r i t i s h C o l u m b i a ’,
Canada
Many initiatives on mainstreaming OSH into education are taking place in the different
provinces of Canada. For example, ‘Student WorkSafe’ is a classroom safety resource for
teachers delivering CAPP (Current grades 11 and 12 students still under the 1995
139
graduation programme) and personal planning (kindergarten to grade 9 students).

Wo r k
The materials include age appropriate scenarios and activities that help students
at
H e a lt h
develop a strong safety attitude in their approach to tasks and chores at school, at
home, and in the community.
and
Safety
This comprehensive kindergarten- to- year 12 health and safety curriculum was
developed by teachers for teachers. It was initiated by the Workers’ Compensation
for
Board of British Columbia, Canada.

European Agency
n Student WorkSafe: http://www2.worksafebc.com/Topics/YoungWorker/Resources-
Educators.asp
Prevention of school risks: a manual for general,

basic education level. The Chilean Association for
Safety (ACHS), Chile
The ACHS is a private corporation. Together with the Ministry of Education, it has
developed a complete programme orientated at the development of safe behaviour
in children and young people. It was developed within the context of a ‘Convention of
joint technical collaboration on the development of a preventive culture in children
and young people’ which exists between the ACHS and the Ministry of Education. This
agreement made in 2003 establishes, among other things, that: the two partners will
develop activities on risk education; the ministry will disseminate and promote activities
on OSH in education; the ACHS will produce manuals to support active learning
activities on OSH in education.
Supreme Decree 14, 1984, ‘the extent of education’ makes the teaching of the rules,
practice and principles of risk prevention in education establishments obligatory.
The ACHS and the ministry have also established a commission that will make a plan of
action to prevent risks in education, starting at the level of general, basic education.
Therefore, the manual, structured in terms of a series of teaching modules, aims to
impart general learning about safety within the context of developing a safe learning
environment and safe behaviours of children when at school.
n ACHS: http://ww3.achs.cl/ws/wps/portal
140
Global policies,
strategies and initiatives
There is international agreement on the importance of mainstreaming OSH into

Wo r k
education. The International Labour Organisation and the International Social Security
at
H e a lt h
Association (ISSA) are two organisations that have specifically addressed the issue.
and
ILO Convention 155

Safety
for
The role of education and training as a powerful tool for developing a sustainable safety
European Agency
and health prevention culture is recognised at the international level in the International
Labour Office (ILO) Convention 155 concerning Occupational Safety and Health and the
working environment, which was adopted in 1981. The convention identifies the main
spheres of action in national policies on occupational safety, occupational health and the
working environment. One of these spheres of action is training, including necessary
further training and qualifications for those involved in the area of safety and health.
Article 14 of the convention specifically addresses the mainstreaming of OSH into
education: ‘Measures shall be taken with a view to promoting in a manner appropriate
to national conditions and practice, the inclusion of questions of occupational safety
and health and the working environment at all levels of education and training,
including higher technical, medical and professional education, in a manner meeting
the training needs of all workers.’
The Member States that have ratified or are in the process of ratifying the convention
include: the Czech Republic, Cyprus, Denmark, Finland, Hungary, Ireland, Latvia,
Luxembourg, the Netherlands, Portugal, Slovakia, Slovenia, Spain and Sweden.
ILO Convention 155 is available on the website (http://www.ilo.org/ilolex/cgi-lex/convde.
pl?C155).
Quebec City Protocol

The International Social Security Association (ISSA) International Section on Education
and Training for Prevention has drawn up a protocol for the integration of occupational
health and safety competences into vocational and technical education. Numerous
international governmental agencies were involved in this collaborative development.
It was presented during the second seminar of the International Seminar on Occupational
Health and Safety Training that took place in Quebec City, Canada, on October 2003.
This protocol ‘provides a framework for cooperation between the institutions responsible
for the prevention of industrial accidents and occupational diseases and those
responsible for education. It defines the principles and measures associated with a
concrete process that is designed to integrate occupational health and safety into
vocational and technical education and that involves joint undertakings.’
The Quebec City Protocol for the integration of occupational health and safety
competences into vocational and technical education is available at:
http://education.prevention.issa.int/Protocole%20Anglais.pdf
See also: http://education.prevention.issa.int/product/publication.htm
World Health Organisation
WHO child health strategy and Children’s Environment and Health

Action Plan for Europe (CEHAPE)
CEHAPE is a document for policymakers addressing the environmental risk factors that
most affect the health of European children. It was developed at the request of Member
142
States and adopted by European Ministers at the Fourth Ministerial Conference on
European Agency
Environment and Health (2004) on ‘The future for our children’. This action plan
highlights the main commitments on children’s health and environment and focuses
on four regional priority goals (RPGs) for Europe:
for
n RPG I — Ensure safe water and adequate sanitation
Safety
n RPG II — Ensure protection from injuries and adequate physical activity
and
n RPG III — Ensure clean outdoor and indoor air
H e a lt h
n RPG IV — Aim at chemical-free environments.
at
By addressing environmental risk factors, CEHAPE covers two of the seven priorities
Wo r k
within the comprehensive World Health Organisation (WHO) European strategy on
child and adolescent health and development. Participating countries have included
the healthy school environment among their activities; for example, see the section on
Sweden.
The European office of the WHO also has a dedicated website on children’s health and
environment. Associated activities include their ‘Train the trainers’ initiative: international
training workshops to enable professionals dealing with children and adolescents to
take appropriate action on environmental risk and diseases.
Further information and examples of CEHAPE country activities:
http://www.euro.who.int/childhealthenv
‘International safe schools designation’ programme

The ‘International safe schools designation’ programme is part of WHO’s ‘Safe
community’ programme and promotes a whole of school approach to all safety issues.
The programme works through collaboration and partnership and the dedicated
website sets out the policies and provides resources.
International ‘safe schools’ have:
n an infrastructure based on partnership and collaborations, governed by a group of
teachers, pupils, technical staff and parents that is responsible for safety promotion
in their school; the group should be chaired by a school board (representative of
school policy governance body) representative, with the headmaster as a co-chair
(hereinafter the ‘Safe school committee’);
n ‘safe school’ policies decided by the safe school committee and community council
in a safe community setting;

n long-term, sustainable, operational school programmes covering both genders and
all ages, environments, and situations;

n programmes that target high-risk groups and environments, and programmes that
promote safety for vulnerable groups;

n programmes that document the frequency and causes of injuries — both un-
intentional (accidents) and intentional (violence and self-directed);

n evaluation measures to assess school policies, programmes, processes and the
effects of change;
n ongoing participation in ‘safe schools’ networks — at community, national and
international levels.
Further information: International safe schools programme:
http://www.intlsafeschools.com
143
Discussion, conclusions
and recommendations
The need for a cross-curricular approach and

Wo r k
experience-oriented learning
at
H e a lt h
The provision of resources and campaigns to teach about safety and risk, although
and
necessary, are not sufficient to ensure that OSH and risk education are provided in a
Safety
systematic and consistent way in schools. The topic also needs to be embedded in
for
education curricula, using an integrated approach across the curriculum that focuses
European Agency
on acquiring the relevant skills.

Previous activities by the European Agency for Safety and Health at Work on
mainstreaming occupational safety and health (OSH) into education found that
integrating safety and health into the school curriculum and the vocational education
curriculum is a major task. It was also observed that the way this task is carried out has
changed over the past 20 years. Currently, the way OSH and risk education are included
in the curriculum is mainly based on:
n integrating OSH as a cross-cutting theme into different subjects and throughout
different educational levels — OSH is no longer a topic primarily dealt with in science
classes, but can also form part of teaching languages and literature, for example;
n developing key competences in OSH in pupils and students — the focus has moved
from ‘teaching’ OSH knowledge in a ‘one-way-system’ to experience-oriented

learning and dialogue between pupils and students and their teachers.
This review confirms the previous findings regarding the extent of the task of
mainstreaming OSH into education curriculum and the approach being taken.
Mainstreaming OSH into core curriculum

competences
A significant reason why these approaches are being taken is that this is the direction
in which educational approaches and methods have moved in general. Currently in
education the objectives of learning include acquiring skills, abilities, attitudes and
behaviours, not purely memorising information. Curricula are based around core
subjects in which various topics can be included and around the development of
competences by pupils: for each topic and at each educational stage the competences
and developmental goals to be achieved are set, covering attitude, knowledge and
behavioural outcomes.
Regarding the inclusion of OSH in the school curriculum; firstly, there is limited room in
the timetable for additional core subjects, so it is unrealistic to think that education
ministries would make risk education a core subject. Secondly, good health and safety
is a practical matter — knowledge has to be applied. So the learning is often more
meaningful and the lesson better learnt if it is applied to another real and meaningful
situation, such as safety issues in physical education, the use of computers or other
practical activities. Thirdly, topics related to matters such as developing responsibility
and acting as a good citizen have become part of the core curriculum. It is important
that children develop such values in relation to OSH, especially in order to promote a
safety culture at work. Fourthly, OSH is often perceived to be a rather dull topic.
However, there is an opportunity to make it more interesting by, for example, making
it the subject of painting tasks or poetry or imaginative essay writing.
Where safety education takes place in schools its focus is increasingly on the
understanding of risk and the development of related skills — identification of hazards
and assessment of risk by pupils, and knowing what to do and acting appropriately
146
where risk is identified. This is compatible with the principles of OSH legislation and the
European Agency
development of a safety culture.
Education world must be persuaded of the
for
Safety
importance of OSH
and
In the OSH arena it is well recognised that the safety and health of tomorrow’s workforce
H e a lt h
depends partly on the mainstreaming of OSH into their education and that it is an
at
essential part of developing a safety culture in the workplace. Therefore OSH authorities
Wo r k
are becoming increasingly active in trying to find an appropriate and permanent place
for OSH within the school curriculum. Of course, one of the major tasks is to convince
those setting the curriculum of its importance, especially given all the different parties
who will be advocating for the inclusion of their topic in the packed school timetable.
Progress differs between education levels and

between Member States
Progress is being made in integrating OSH into school curricula at all levels, including
vocational education and university courses. But progress is not the same at all ages
and study levels. While Member States are following broadly similar approaches
regarding how and where OSH can be included in the curriculum, they are in different
stages of achieving this goal.
Member States currently differ in: the extent that OSH-related objectives are included
in the learning objectives for core subjects; the extent to which its teaching is obligatory;
the amount of support available for teachers in terms of both explicit instructions and
guidelines related to risk education and the curriculum and resources for delivering
classes; and the training available for teachers.
OSH education in national OSH strategies

As seen with the European Community OSH strategies, some OSH authorities have made
the task of establishing risk education in the education curriculum an important and
visible part of their national OSH strategy. Ireland is an example of a Member State that
has given significant prominence to OSH in education in their OSH strategy and work
programme by placing education and training at the heart of their national strategy.
Research and studies

Some Member States have carried out specific reviews and research to find out, for
example, where and how OSH could be included in the curriculum; what risk education
teaching is taking place at present and what the obstacles to its teaching appear to be.
The results of such studies can be used to develop policy, assess which actions may be
most likely to be successful and to set priorities. The UK is among those Member States
who have included risk education in the research programme of the national OSH
authority.
Work with curriculum authorities

Successful actions to include OSH in education are those which have been adapted to
the realities of national teaching programmes. Some OSH organisations have been
working actively with their national curriculum organisations to have OSH included in
147
the formal curriculum and to produce official guidelines. For example, a report by the
Wo r k
Irish Curriculum Authority for the Health and Safety Authority includes various
at
H E a lt H
recommendations for embedding OSH in education (see box). The ability of OSH
authorities to cooperate with education authorities, especially those bodies specifically
and
responsible for developing the curriculum, will have a big influence on the development
SafEty
of OSH and risk education in the curriculum.

for
EuropEan agEncy
Recommendations on including OSH in the curriculum adapted

from the Curriculum probe for the (Irish) HSA
n Ensure that any OSH education strategy is coherent, targeted and well-tuned to
the developments taking place in the education system and to the realities of
schools and teaching and learning situations in classrooms.
n Undertake research about what the learning outcomes should be and how
they could be implemented in practice, involving schools — especially teachers
and students. OSH outcomes need to be appropriate, well-targeted and reliable.
Use evidence-based research and initial consultations with schools.
n Target activity to be compatible with the curriculum structure and the
framework qualifications
n Engage with organisations (curriculum authorities, education support services,
etc.) developing curricula (content and learning outcomes) at both the
development and implementation stages, and take part in consultations in
order to influence the outcome.
n Work with a number of schools to develop modules or units that fit with the
curriculum.
n Contribute to the development of curriculum contents and professional
development of teachers.
n Regarding the development of a school safety qualification, also consider the
use of self-paced e-learning.
n Look at where health and safety is already being incorporated and build on
that, e.g. through the professional development of teachers, curriculum
planning and support services.
n Develop a health and safety curriculum website as a central resource of up-to-
date information for teachers.
n Establish a network of schools.
Resources and campaigns

The Member State OSH authorities have produced a wide variety of supporting
resources for teachers and campaigns aimed at schools. This includes Member States
where OSH is not an obligatory part of the curriculum. Other OSH and safety
organisations, trade unions and employer’s associations have also been active,
providing resources, campaigning and pushing the policy agenda. A strong partnership
approach is generally seen in the development of resources and campaigning, with
partnerships involving not only education authorities but also business organisations,
trade unions, OSH professional associations and NGOs.
The extent of OSH education at different levels of education

n In general, it seems that the process of the integration of OSH issues has advanced
to a greater extent in the initial vocational education, as these courses are the most
closely linked to work.
148
OSH is also becoming more evident in the preparation of students for work
European Agency
n
experience in general secondary schools.

n Regarding vocational training, it needs to be ensured that courses related to typical
female employment cover OSH adequately, as recommended in the Agency report
for
Young workers in figures.
Safety
n As a broad generalisation, relevant OSH/risk education learning objectives appear to
be more evident at primary level than at secondary level, and then at lower secondary
and
H e a lt h
level rather than higher secondary level in compulsory education. Perhaps the closer
pupils get to final exams, and the more academic their educational path the less likely
at
it is that OSH will be covered in their education. But more analysis is needed to see if
Wo r k
this impression is borne out. If a good safety culture is to be developed in companies
it is not just the future shop floor workers that need OSH awareness raising knowledge,
but the whole business hierarchy (see also points below on university education).
n Opportunities are being taken to start safety education at nursery level.
n In primary and lower secondary levels OSH is most likely to be compulsory, with
associated learning objectives, in subjects involving practical activities and the use
of tools and equipment such as physical education, science practicals, technology,
arts and crafts, home economics.
n Associated subjects that are commonly found on the curriculum and may be used
to teach about safety and risk include social, personal and health and hygiene
education, road safety, and environment studies.
n Relevant learning objectives are also being included in subjects related to citizenship.
n There is least inclusion of OSH at university level and its inclusion is least systematic
at this level.
n As universities and higher educational institutes enjoy a high level of autonomy and
therefore there are no common curricula, the extent and content of OSH education
varies in the higher education sector, and it might not always be proportional to the
level of risk that undergraduates could find themselves managing in their future
professional working life. On the other hand, there is increasing recognition of the
need to educate future safety-critical professionals such as architects, engineers and
designers, health professionals and those entering business, finance and management
about risk management and OSH issues, but it can be very difficult to persuade
professors of this need. Systematic inclusion of OSH across relevant university courses
is more common in those Member States that have a tradition of technical universities,
including in some of the newer Member States. The greatest challenge is to have
OSH included in business studies.
n There is also a lack of teaching resources on OSH for university-level courses, although
some examples may be found. In addition to convincing professors to include OSH

in courses, they need to be provided with suitable materials. Case study teaching
materials directly related to the discipline, whether for engineering courses or
business courses, may be of most use to engage both lecturers and students.
n Some Member States are actively promoting a safe school environment and linking
it to OSH education. In some Member States such as Denmark, Finland and Sweden
there is a legal requirement to involve pupils in school safety and this can be linked
to the curriculum (see box).
n Where Member States have adopted the healthy schools approach, this creates
additional opportunities for including OSH. The approach typically involves

partnership between local health and education bodies to support schools in their
area. Schools audit their ‘healthiness’ and set an action plan, involving the whole
school community, including pupils, and working closely with health promotion
organisations in the community. The types of subjects covered include healthy
eating, substance abuse, relationship education and safety.
149
Curriculum reform creating opportunities for OSH

Wo r k
teaching
at
H e a lt h
The European Community’s education polices are linked to its employment objectives.
and
The promotion of cooperation on education across the Member States and the setting
Safety
of common objectives are leading to a convergence in subjects taught, curriculum

for
style and approaches to learning across the Member States. Such policies include
European Agency
‘Education and training 2010’ and the ‘Bologna’ process. The Member States are in
different phases with respect to the implementation of the reforms to their education
and training systems and in taking into account ‘Education and training 2010’ and the
‘Bologna’ process in the formulation of national policies.
This common European agenda has therefore been one of the forces behind the
changes in teaching approaches described above which is now being applied to risk
education and OSH learning. It also means that Member State education curricula have
been and still are in a state of active change. This has involved the broadening of
educational objectives, the broadening of subjects from purely academic ones to
include life skills as well and the opportunity to include topics as cross-cutting themes
— all developments that provide opportunities to include or embed OSH in the
education agenda. The scale of curriculum and qualification development that is
taking place at present in European Member States is providing significant opportunities
for embedding teaching and learning about OSH in the curriculum, and Member
States are responding to this opportunity.
The implications of the current situation regarding education curricula include the
following:
n the increasing focus of the EU education agenda on employment and generating a
skilled workforce has to be helpful to the promotion of OSH in education;
n the ability for subjects to be included in a cross-curricular manner, the inclusion of
broader topics of citizenship and life skills, health and the environment and the
inclusion of learning objectives such as the development of responsibilities are all
conducive to the inclusion of OSH in education;
n OSH must make sure that it does not miss the opportunity to be included in the
change process, for example, by commenting on proposals or submitting

proposals;
n OSH must adapt its expectations to the realities of the teaching programme;
n convergence in teaching in the Member States creates greater opportunities for the
transfer of experiences from one Member State to another — experience can be

shared regarding where and how risk education can be included in core subjects
and linked to other cross-cutting subjects such as health education.
Training teac her s to provide risk educ ation

Risk education is currently seldom included in the curriculum of trainee teachers.
Teachers are not necessarily comfortable teaching risk education. They can have
difficulty with terms such as ‘risk education’, and the difference between ‘hazard’ and
‘risk’. Without the necessary skills they will not be able provide risk education effectively
and where risk education is a voluntary topic on the curriculum, teachers will not
choose to cover it, even if they are provided with the resources to teach it, if they do
not feel confident to teach it.
There are examples of briefings and seminars for trained teachers, but to underpin risk
education it needs to be systematically integrated into training for student teachers.
150
The same is true for vocational teachers, although they are more likely to receive
EuropEan agEncy
training as OSH is more likely to be an essential part of their curriculum. Among others,
two safety organisations in the UK have called for action in this area (see box).
for
SafEty
Safety organisations advocate risk education for
and
H E a lt H
teachers
at
UK safety NGO RoSPA has called for government support to train adults with
Wo r k
responsibility for teaching about risk and safety and for training in how to teach
safely. They seek ‘a clear commitment by the government, backed by adequate
resources, to ensure safety and risk education in the professional development of
those involved in education of children and young people including teachers,
and for parents, governors and others’.
UK OSH professionals’ body IOSH has recommend that teacher training courses
should include a work-related health and safety module (part of the initial teacher
training curriculum): ‘Teacher training must cover health and safety. We strongly
suggest that training should include a module on how to deliver a short course
on health and safety, so that students are properly prepared for their first work
experience. We call on the government and teachers’ professional bodies to
recognise and support this as part of the teacher training curriculum, as well as
professional development for existing teachers.’
(see Appendix 7 for source of these extracts)
Involving pupils in the assessment and

management of risks in learning environment:
examples
Sweden
In Sweden, the National Institute for Working Life developed an instrument called
the ‘School environment round’ for controlling and improving the working
environment in schools, in accordance with the Swedish Work Environment Act.
In 2004, the National Agency for Education further defined the role of the pupil
safety delegates (elevskydsombudsman) in schools. These delegates represent
the pupils in matters concerning the school environment, and liaise between the
pupils and the school administration.
Denmark
In Denmark, the requirement for a healthy and safe work environment is included
in the Act on the Educational Environment of Pupils and Students. The act
stipulates the participation of the students in the safety work of the educational
establishments: pupils and students are entitled to elect environment
representatives to protect their interests in the management of the educational
establishment. These representatives participate in the safety and health work of
151
Wo r k
the educational establishment when matters are discussed which are of

at
H E a lt H
importance to the pupils’ and students’ educational environment. The act also
stipulates the assessment of the safety and health situation of the educational
and
environment and the participation of the student representatives in the planning,

SafEty
preparation, carrying out and follow-up of risk assessments.

for
EuropEan agEncy
Examples of pupil competences in compulsory

education curriculum subjects that relate to risk
education
Examples of personal and social competences

n to acquire and demonstrate safety skills
n to take responsibility
n to be able to ask for help
n to develop the confidence to give advice
n to deal with unhelpful stereotypes and pressures
n to recognise risk and make safer choices.
Examples of health competences

n to be able to apply first aid
n to promote a healthy lifestyle.
Examples of citizenship skills

n to understand the need for rules
n to take part in making and changing rules
n to research and discuss local and topical issues
n to consider social and moral dilemmas
n to participate in decision-making.
Examples of career-related learning

n to meet and talk with people with a range of work roles and skills
n to identify their own skills and achievements
n to think about ways to develop these skills further.
Examples of risk education specific competences, e.g. as part of practical curriculum subjects
n to know about hazards, risk and risk control
n to recognise hazards, assess consequent risks and take steps to control the risks
to themselves and others
n to use information to assess the immediate and cumulative risks
n to manage their environment to ensure the health and safety of themselves
and others
The above is based on information in the article ‘Curriculum 2000: opportunities
for safety and risk education’, Jean McEntire, RoSPA UK:
http://www.rospa.com/safetyeducation/curriculum/opportunities.htm
152
Recommendations
European Agency
Compatibility with curriculum development
Education curricula are changing and developing within the EU Member States and
for
are presenting a range of opportunities to incorporate risk education and OSH. OSH
Safety
and risk education initiatives must be compatible with curriculum development.
and
H e a lt h
Taking a cross-curricular approach
at
The best opportunity for integrating OSH and risk education into the curriculum
Wo r k
appears to be as a cross-curricular theme embedded into other appropriate curriculum
subjects rather than as a separate subject. However, at vocational training level there is
scope to include OSH in the general aspects of each vocational qualification and
integrate it into the objectives and core contents of the different subjects, both general
and vocational. Obviously, if risk education can be made a compulsory part of at least
some curriculum subjects this will guarantee its presence. If it is voluntary, there is
always the option to leave it out. There are strong arguments for making it a compulsory
part of practical subjects from art and science practicals to physical education.
Developing a school-level OSH qualification

As suggested in the report from Ireland on OSH in the curriculum, development of a
school-level qualification in OSH that fits in with the school qualification system could
be beneficial in addition to a cross-curriculum approach.
Taking advantage of the opportunities that curriculum development presents

As change takes place in the curriculum, opportunities should be taken to explore
where OSH and risk education can be included in statutory and non-statutory curricula.
This means following curricula development and its timetable, commenting on
proposals and submitting proposals as appropriate. This will be facilitated by developing
a close rapport with curriculum-setting bodies.
Mechanisms to influence education planning

Formal mechanisms for OSH authorities to influence and have an input into education
planning are needed, for example so that they are formally invited to comment when
curricula are being revised.
Defining learning objectives and including OSH in the framework

of the key competences
OSH topics need to be included in the framework of the key competences in an explicit
way. To support this, learning objectives, developmental goals and competences to be
developed regarding risk education should be defined for the different curriculum subjects
and age levels. On the other hand, it is also important to identify which of the learning
objectives that are part of the curriculum can be applied to risk education. Defining
learning outcomes is essential for getting OSH on to the curriculum and for classroom
planning. (See box for examples of learning outcomes related to risk education.)
Inspection
Where OSH/risk education is included in the curriculum a process is needed to assess
this teaching. This could be achieved by including it in the remit of education inspection
bodies.
153
Promoting a whole-school approach to safety and pupil health

Wo r k
at
Risk education should take place within the context of promoting a safe learning
H e a lt h
environment and the health of pupils, as this should reinforce learning. Making pupils
and
more responsible for their learning environment will help foster a safety culture at an
Safety
early age. The requirements for a safe learning environment should cover the learning-
related physical environment, psychological factors and social relationships. The formal
for
participation of pupils in school safety and the participation of schools in ‘healthy schools’
European Agency
programmes therefore have particular merit. Regarding their participation in school

safety, pupils should be involved in the assessment and management of the safe learning
environment, including accident prevention and the prevention of bullying.
The challenge of mainstreaming OSH into tertiary-level courses — convincing

professors and providing discipline-relevant materials
In higher education, efforts to integrate OSH should be continued to ensure that
designers, architects, engineers, business and finance managers, medical professionals
and others who need to know about OSH in their future careers receive adequate
education in OSH issues. As universities and further educational institutes enjoy a high
level of autonomy, it is necessary to involve professional associations and make
approaches directly to higher and further education institutions and universities. Not
only do professors have to be persuaded of the relevance of OSH to their discipline;
they also need to be provided with teaching materials such as case studies that relate
directly to the discipline.
Mainstreaming OSH into the trainee teacher curriculum

Teachers must be trained to teach about OSH and risk education as a part of their
professional development. They need information and guidance on teaching health
and safety issues. Existing teachers need additional training if they are to feel confident
and motivated to use risk education resources. OSH and risk education should be
included in the curriculum for trainee teachers in order to underpin the process of
making risk education systematic and consistent. Teacher training should be provided
for all education levels. Teachers need training for teaching about safety and for safe
teaching. Others involved in the education of children and the management of schools
also need safety and risk education.
Strengthening cooperation
It is essential to strengthen synergies and complementarities between education,
including curriculum authorities and other policy areas such as health, employment,
safety and health at work, and research and innovation. Partnerships are also essential
to achieve consistency and avoid duplication, for example, in the provision of materials,
advice and support.
Further research and practical interventions

Further research and practical interventions are needed to identify opportunities and
effective methods for implementing the curricula with respect to health and safety
issues and to support the development of appropriate guidance for the teachers.
Among others, further research and practical work are needed:
— on the extent to which OSH and risk education are taught, especially where their
teaching as part of the curriculum is voluntary, and opportunities for further
inclusion;
154
— on how OSH and risk education are provided in schools including teachers’
European Agency
competences;
— to identify effective approaches in teaching health and safety issues and risk
concepts and to evaluate support materials;
for
— on learning objectives — what they should be and how to implement them;
Safety
— on what young people think about health and safety, their beliefs related to safety
and
and health and their behaviour;
H e a lt h
— on how young people learn about safety and risk.
at
Wo r k
Exchange of experience, information and networking
The exchange of knowledge and experience and sharing of good practice and
materials is important at all levels, including at higher education and university level. It
is beneficial within Member States, especially where responsibilities for curriculum
content lie at regional level, and between Member States and at the international
level.
The forthcoming Agency report on the prevention of risks to young workers suggests
that an exchange of experiences regarding the OSH training of young workers in the
workplace and OSH and risk education methods in the school classroom would also
be valuable.
There should be support and encouragement for networking between those working
in this area to improve the sharing of experiences and resources. Allies for promoting
OSH in the education curriculum include child and adolescent safety organisations,
accident prevention organisations and health promotion bodies. The ENETOSH
network that is dedicated to promoting OSH in education welcomes new members
and contacts. Schools should also be encouraged and supported to network.
Success factors for mainstreaming OSH into the

education curriculum
Some success factors for including risk education in the school curriculum can be
identified from looking at the activities taking place in the Member States.
n Make a clear commitment and provide adequate resources.
n Set objectives for mainstreaming OSH into education in the national OSH strategy.
n Base activities on research into what is taking place in reality, what can be realistically
achieved, what works best, etc.

n Develop close cooperation with education authorities and especially with curriculum-
setting bodies.
n Identify opportunities in the education curriculum and seek to influence the
curriculum as it changes and develops.

n Tailor proposals and initiatives to the core curriculum and current teaching policy
and methods, including the integration of risk education across the compulsory and
non-compulsory curriculum. Key areas for integration include the frameworks for
personal, health and social education and citizenship. Risk education should also be
incorporated into health-promoting schools (‘healthy schools’) programmes.
n Develop learning objectives for OSH and risk education for the relevant subjects in
the curriculum framework matched to the age and ability of children and young
people. Focus learning objectives on developing an understanding of risk, including
hazard recognition, risk assessment and developing informed safer behaviour.
155
Provide OSH/risk education resources appropriate to the various curriculum subjects

Wo r k
and age levels.

at
H e a lt h
n Provide professional development in risk education for teachers and trainers. Training
is needed for teachers at all levels, both as part of the professional development of
and
(existing) in-service teachers and in trainee teacher programmes. Consider the needs
Safety
of others involved in education such as those involved in the management of

for
schools, and parents too.

European Agency
n Develop partnerships with key promoters of risk education to achieve a consistent
approach and avoid duplication.

n Pilot initiatives and monitor and review progress.
n Exchange experiences and network.
n Place learning about risk within a whole-school approach to safety and risk. The
approach should cover both a safe learning environment for pupils and staff health
and safety. Link this in turn to ‘healthy school’ initiatives.
Further information
Agency
n ‘Learning about OSH’ seminar, held in Bilbao on 4 and 5 March 2002 and jointly
organised by the Spanish Presidency and the Agency in cooperation with the European
Commission; the full seminar proceedings, including PowerPoint presentations etc.:
http://osha.europa.eu/en/topics/osheducation/proceedings.stm
n Learning about occupational safety and health, forum publication summarising the
proceedings 2002 seminar: http://osha.europa.eu/publications/forum/8
n Learning about occupational safety and health, a longer report of the seminar
proceedings (working paper): http://osha.europa.eu/publications/reports/310
n Mainstreaming occupational safety and health into education, 2004. This Agency report
provides and analyses good practice examples in school and vocational education:
http://osha.europa.eu/publications/reports/313
n Mainstreaming occupational safety and health into education — Facts No 52 — a
summary of the report in 20 languages: http://osha.europa.eu/publications/
factsheets/52
n ‘Young workers in Figures’, Agency Magazine, No 9 — Safe start!, 2006:
http://osha.europa.eu/publications/magazine/9
n Forthcoming report from the Agency Risk Observatory which reviews risks to young
workers and health outcomes.
n A Safe Start for Young Workers in Practice: cases from the 2006 good practice awards:
http://osha.europa.eu/en/publications/reports/GPB06/view
n Proceedings of the 1. Agency Contact Group meeting, 26–27 May 2003, Bilbao:
http://osha.europa.eu/en/topics/osheducation/index.stm/fullproceedings.stm
n Proceedings of the 2. Agency Contact Group meeting, 1–2 June 2004, Dresden:
http://osha.europa.eu/en/topics/osheducation/index.stm/2m_fullproceedings.
stm
n ‘Safe start summit’ held in Bilbao on 22 March 2007 and jointly organised by the
German Presidency and the Agency in cooperation with the European Commission;
the full seminar proceedings, including PowerPoint presentations etc. The summit
156
included a workshop on mainstreaming OSH into education:
European Agency
http://ew2006.osha.europa.eu/europeansummit
n Young people web feature: http://osha.europa.eu/priority_groups/young_people
for
n Young people good practice web pages: includes a list of links with useful information
Safety
on integrating OSH into education in Member States, Europe and beyond:
http://osha.europa.eu/good_practice/person/young_people
and
H e a lt h
n OSH and education web pages: http://osha.europa.eu/topics/osheducation
at
Wo r k
Other European sources
n European Community strategy on OSH 2002–06: Communication from the
Commission to the European Parliament, the Council, the European Economic and
Social Committee and the Committee of the Regions — ‘Adapting to change in
work and society: a new Community strategy on health and safety at work 2002–06’,
COM(2002) 118 final, Brussels, 11.03.2002: http://ec.europa.eu/employment_social/
health_safety/strategies_en.htm
European Community strategy on OSH 2007–12: Communication from the
n
Commission to the European Parliament, the Council, the European Economic

and Social Committee and the Committee of the Regions — ‘Improving
quality and productivity at work: Community strategy 2007–12 on health and safety
at work’ Brussels, 21.2.2007: http://ec.europa.eu/employment_social/health_safety/
strategies_en.htm
European Commission, ‘Education and Training 2010’:
n
http://ec.europa.eu/education/policies/2010/et_2010_en.html
n European Commission, Education and training web pages:
http://ec.europa.eu/education
n European Network on Education and Training in Occupational Safety and Health
(ENETOSH). Its website (http://www.enetosh.net) contains many examples of projects
and initiatives in the Member States to support learning about OSH in schools and
colleges.
n EDFORSA project, a Leonardo da Vinci funded programme. The website includes
some analyses, made in 2004, of how OSH is included in education in the following
Member States: Czech Republic, Germany, Greece, France, Austria, Poland, Slovakia:
http://edforsa.vubp.cz/products_vysledky.php
n EuroEducation.net — The European Education Directory (http://www.euroeducation.
net) provides information about Member State education systems.
n Eurydice website — The Information Network on Education in Europe:
http://eacea.ec.europa.eu/portal/page/portal/Eurydice
157
Acknowledgements
Wo r k
at
The Agency would like to thank the members of its contractors, the Topic Centre
H e a lt h
Working Environment for their contributions to the information used in this report:
and
Maureen Debruyne, Lieven Eeckelaert, Rik Op De Beeck, Prevent, Belgium

Safety
Hilke Berkels, Wolfgang Hübner, Wieland Wettberg, BAUA, Germany

for
Kirsi Karjalainen, Katalin Sas, FIOH, Finland

European Agency
Maria Karanika, I-WHO, UK

The Agency would also like to thank its focal points in the Member States and its expert
group on mainstreaming OSH into education for the information they supplied and
their valuable comments and suggestions.
158
AppendixES
appEndix 1 — modElS oSH

Wo r k
of mainStrEaming
at
H E a lt H
i n t o E d u c at i o n
and
SafEty
The following models are taken from the 2004 Agency report Mainstreaming
occupational safety and health into education — Good practice in school and vocational
for
education (available at http://osha.europa.eu/publications/reports).

EuropEan agEncy
Influences on the process of mainstreaming OSH into

education
Model of mainstreaming OSH into education
European National
OSH and OSH and
education policy education policy
PREVENTION CULTURE
1. Legal framework
standards
8. Evaluation/ 2. Participation of
feedback all stakeholders
7. Direct relationship 3. OSH as part of

to the workplace lifelong learning
6. Interactive and 4. Safe and healthy

flexible education learning and working
methods environment
5. Train the trainer
Local OSH and Regional OSH

education and education
initiatives initiatives
vocational education, p. 8, Report TE-59-04-104-EN-C
This model shows the key external influences on the process of mainstreaming OSH
into education, as well as internal elements that influence mainstreaming within the
school or other educational establishments.
The internal factors for the promotion of OSH into education are:
n legislative background (existing legislation and the formal curriculum);
160
communication with/between all stakeholders (school, students, parents, employers,
EuropEan agEncy
n
educators, job placement agencies, healthcare providers, etc.);

n OSH as part of lifelong learning (safety and health form part of all aspects of the daily
and working life);
for
n safe and healthy learning and working environment (school policy or OSH policy in
SafEty
other educational establishments);
well-qualified teachers in OSH;
and
n
interactive and flexible education material (age-adapted, attractive, ready-made);
H E a lt H
n
n leave the classroom (contact with the working life, prevention officers, etc.);
at
feedback of all stakeholders and evaluation.
Wo r k
n
The model is derived from an ‘eco-holistic’ model used to describe the key influences
on health-promoting schools (see: B. B. Jensen and V. Simovska (eds), Models of health-
promoting schools in Europe, European Network of Health Promoting Schools, 2002
(http://www.euro.who.int/document/e74993.pdf); C. Parsons, D. Stears and C. Thomas
(United Kingdom), ‘The eco-holistic model of the health-promoting school’, in: Jensen
and Simovska 2002, pp. 64–66).
The process of mainstreaming OSH into education

The process of integrating safety and health into education can be described using the
typical six-step process model that is often used for quality management and has also
been applied to the field of vocational education. The six steps are information,
planning, decision, realisation, evaluation and follow-up.
Information
Follow-up Planning
Mainstreaming process
Evaluation Decision
Realisation
Ste p 1: In f o r m at i o n
Collect necessary information before you start a project, e.g. data on accidents involving
children and young people, the number of safety lessons given in schools, or working
conditions in schools and other educational establishments. Also consider experience
from similar projects.
Step 2: Planning
Clarify in advance which partners should participate in the project. Existing experiences
and structures can be useful for your project, e.g. health-promotion networks,
161
cooperation with safety and health authorities and their training institutes. Did you
Wo r k
check all resources for funding?

at
H e a lt h
and
Step 3: Decision
Safety
If you have completed these first two steps, you are able to decide whether you will
for
carry out a pilot study of the project. Define the general aim of the project and its
European Agency
operational goals. Set up an action plan with concrete deadlines and responsibilities.
Step 4: Realisation
In the implementation phase of the project, success will more than likely depend on
the following factors: the recognition of safety and health as an inherent part of lifelong
learning; a broad understanding of safety and health including physical, mental and
social wellbeing; a direct relationship of educational measures to the workplace; and
the involvement of experienced teachers in the development of the programme and
its materials.
Step 5: Evaluation
Evaluation should be an intrinsic part of your project. Evaluation measures should
accompany and improve the mainstreaming process. Additionally, you should evaluate
the results of your project in terms of their sustainability and their transferability to
other institutions and in other cultural contexts.
Step 6: Follow-up
Develop a promotion plan before the project ends and make plans for an active follow-
up, as early as possible.
Excerpts from the discussion regarding Step 4

‘Realisation’
Key success factors found from an analysis of cases:
n OSH as part of lifelong learning
n a broad understanding of OSH
n direct relationship to the workplace
n involvement of experienced teachers
n interactive methods
n flexible methods/material: easy to use, age-appropriate, context sensitive
n leave the classroom
n use of mass media
n train the trainer.
OSH as part of lifelong learning

Safety and health are relevant to all aspects of daily life, including of course working
life. To promote good behaviour among children and young people before they enter
working life, safety and health issues have to be included in the school curriculum.
162
The way this is achieved has changed over the past 20 years. Previous cases
European Agency
demonstrated that OSH is included in the curriculum as a single subject (or course),
most often in science classes. Often it was an add-on or a one-off campaign. A
weakness of these campaigns is that wider or follow-up intervention is lacking. Today,
for
the aim is to achieve a more ‘cross-cutting’ integration of OSH aspects in different
Safety
subjects and over the whole educational process, taking into account the age and
education level of the children. It is hoped that handling OSH as a cross-cutting theme
and
will enable the subject to be mainstreamed during the entire educational process
H e a lt h
rather than being taught once as a stand-alone topic. In the UK, national evaluation
at
criteria (such as Ofsted) and curriculum guidelines (such as the national curriculum) are
Wo r k
important levers for influencing the direction of teaching practice and school
management. Furthermore, the OSH programmes should be context-sensitive, should
be flexible enough to be tailored to each school’s ‘local’ context and adaptable to
different learning contexts.
In the report, nearly all cases take into account the representation of OSH into several
subjects or courses. How can this be established and achieved in practice? What kind
of topics should be presented to the pupils/students?
Information on this can be found in the Michigan model for comprehensive school
health education (see http://www.emc.cmich.edu/mm/default.htm). This model was
established by several state agencies to provide an efficient delivery mechanism for
key disease prevention and health promotion messages, taking into account the
education level of the students. For example, in kindergarten ‘lessons’ are given on
‘rules to stay safe so we can learn’ or ‘making friends’. In secondary school, topics such
as ‘managing conflicts and preventing violence’ or ‘stay physically active — for life’ are
addressed.
Train the trainer

The importance of well-qualified teachers is mentioned in several cases. Teachers and
trainers need to be trained, since they may have little practical experience of the world
of work outside education. Also they may have little knowledge of how to transfer
health and safety information. In addition, teachers often mention that they already
have a lot to do, and that they are afraid they will not be able to achieve their ‘classic’
education goals. This points to the need to integrate safety and health into the whole
curriculum, making it transferable between several subjects. It is also important to stay
up to date and implement new knowledge on safety and health issues in education.
Furthermore, it is necessary to improve the quality of teaching.
Teachers need good teaching tools. However, it is not enough to simply create tools
and hand them over to the teachers. The integration of safety and health elements
constitutes a considerable change in the learning culture, and its implementation
requires innovative educational methods, demanding time and patience from
everyone involved.
Within the ‘At the safety school’ project from Italy, a training process model has been
developed for teachers who wish to apply the project. Often there is a dearth of OSH
training for teachers. It is crucial to provide training for teachers so that answers are
given to questions such as ‘How should integration be started?’, ‘What do the students
have to know?’, ‘What are adequate teaching tools?’. The English national curriculum
includes a ‘general teaching requirement’ for health, safety and risk education. A project
to develop national occupational standards (NOS) for learning, development and
support services is currently being carried out by ENTO, UK.
163
A p p e n d i x 2 — O v e r v i ew o f ‘ c u r r i c u l u m ’ c a ses
Wo r k
at
f r o m A g e n c y ‘M a i n s t r e a m i n g
H e a lt h
and
OSH i n t o e d u c at i o n 20 0 4
Safety
r e p o r t ’ a n d r e l at e d c o n c l u s i o n s
for
European Agency
The following information, related to including OSH in teaching curricula, is taken from
the 2004 Agency report Mainstreaming Occupational Safety and Health into Education
— Good practice in school and vocational education (available at http://osha.europa.eu/
en/publications/reports/313/view).
Table giving an overview of main and snapshot cases
Country Title Lead Organisation Main achievement
Denmark Ar and Mi at School/ Arbeidsmiljoradets Age-adopted

New Kids on the Job Service Centre educational resources
for teachers
England SPLAAT — Safe Play At Laing Homes Education resource
All Times Community pack related to building
Programme site
Italy At the Safety School Servizio Medicina Conceptual and
Preventiva di Comunita methodological
Bergamo & ISPESL framework for teachers
Italy Examples of good ISPESL & Civic Network Creation and diffusion
practice to promote of Milan Foundation of didactic tools
health and safety in
primary school
Italy Safety is … 626 set to Polistudio srl CD with study and
music musical material on
safety
UK Human Torch Health and Safety CD-ROM with
Executive innovative teaching
chemistry activities
UK Personal Protective Royal Society for the Technology project on
Equipment Prevention of Accidents protective clothing
& West Midlands Fire
Service
Spain No badis! La prevenció Departament de Treball, Didactic material for
des de l’ escola Industria, Comerç I primary schools
Turisme
Spain OSH as subject of Instituto Nacional de Guides for primary and
transversal education Seguridad e Higiene en secondary school
el Trabajo
Spain Erga primaria Instituto Nacional de Online guide for
transversal Seguridad e Higiene en teachers of primary
el Trabajo schools
164
Summar ies of the main ‘c ur r ic ulum’ c ases desc r ibed
European Agency
in the report
‘At the safety school’, Italy
for
Safety
The teacher manual ‘At the safety school’ provides teachers with a conceptual and
and
methodical framework to introduce OSH into the teaching syllabus. Safety and health
H e a lt h
education is understood as a process by which OSH can be applied to all subjects. A
distinctive element of this project is the active participation of teachers within the
at
development of the course model and a training process model for teachers who wish
Wo r k
to apply the method.
Examples of good practice to promote health and safety in

primary school, Italy
Good practice examples of how to develop and disseminate teaching tools to promote
a prevention culture at primary level, especially by introducing new and interactive
methods, are described in this case study. The main aim is to involve the pupils so that
they are able to acquire the necessary knowledge to implement effective prevention
measures in their daily environment.
Splaat — ‘Safe play at all times’, England

The Splaat initiative is part of the ‘Laing Homes’ community programme’ and provides
training packages. The initiative aims to raise children’s awareness of the dangers on
building sites and to equip them with the knowledge to manage risks, for example by
visiting construction sites and carrying out construction workshops at primary level.
T h e A r m i p r o j e c t : ‘A r a n d M i a t s c h o o l ’/ ‘ N e w k i d s o n t h e j o b ’,
Denmark
This case study covers a project for primary schools and a follow-up project reflecting
the first steps of young people into working life. The project has been carried out
against the backdrop of the government programme ‘Clean working environment’
and a broad range of partners have been included in the project. The education
material conveys the message in a way that appeals to each targeted age group and a
special teaching approach is used that guarantees an active involvement of the
pupils.
Report conclusions
Integrating safety and health into the school curriculum and especially in the curricula
of vocational education is a major task. But the way this task is carried out has changed
over the last 20 years. The curriculum approach today is mainly based on two
concepts.
1. To integrate OSH as a transversal or cross-cutting topic in different subjects as a
part of lifelong learning. OSH is no longer a topic primarily in scientific classes, but
also forms part of, for example, teaching languages and literature.
2. To develop key competences in OSH for pupils/students and teachers. The focus has
moved from ‘teaching’ OSH knowledge in a ‘one-way-system’ to experience-
oriented learning based on a dialogue between pupils/students, teachers and
OSH professionals.
165
Conclusions related to a ‘curriculum’ approach included:

Wo r k
at
n safety and health have to be an inherent part of lifelong learning from pre-school
H e a lt h
education until post-retirement;

and
n the projects prove that legislation can be an incentive and a reason to set up an OSH
Safety
and education project:

— certain projects were born out of OSH regulations,
for
— others found their origins in standards imposed by the educational authorities

European Agency
and/or in the curricula;

n cooperation should be initiated with and among authorities of education, of
employment and of health;

n there is necessity for strong back-up, guidance and close cooperation from above
and work at national, regional and local levels;

n it is clear that good communication is necessary between OSH, public health and
education authorities or administrations. Both at and between international and

national levels, there is a need for enhanced dialogue.
Beyond the teaching curriculum — a ‘holistic

approach’ to safe and healthy schools
Linked to, but distinct from OSH education ,is the situation where there is a requirement
for schools to promote the health of pupils, and where there are requirements to
involve pupils in school safety matters in a similar way to ‘workers’ as part of creating a
safe teaching environment. Increasingly, Member States are developing and
implementing programmes in this area. The report’s findings were as follows.
n A long-lasting improvement in the safety and health of children and young people
at school, or in other educational contexts, requires a preventive approach that
covers:
— physical, mental, and social wellbeing, and
— the entire school as a relationship of organisational, individual and environmental
components.
n A ‘holistic’ approach to mainstreaming safety and health in school education aims
at:
— creating or improving individual attitudes and perceptions of safety and health
in school, and
— designing school as a workplace that is appropriate to the needs of pupils and
teachers.
n The thinking behind this is that a safe and healthy learning environment enables
children and young people to achieve risk awareness and competences as early as
possible to shape their own future working (and private) life, making it safe and
healthy.
166
A p p e n d i x 3 — E x t r ac t s fr o m t he H e a lt h a n d
European Agency
S a fe t y A u t h o r i t y (HSA) o f I r e l a n d
— S t r at e g y S tat e m e n t 2007–09
for
Safety
a n d wo r k pr o g r a m m e 2007
and
H e a lt h
at
Wo r k
Strateg y st atement 2007– 09
The HSA has a specific strategy goal on mainstreaming OSH into the education
system:
‘Education: The Authority is in consultation with the Department of Education and
Science and associated key organisations, including the National Council for Curriculum
and Assessment (NCCA) on the development and implementation of programmes to
mainstream safety and health in curricula. In this way, we will educate and influence
the workers of the future.’
The related goal is reproduced below:
‘Goal 2: Target the workers and managers of the future by fostering a culture of safety
through early and continued interventions in the education and training systems.’
HSA gives the rationale for this goal as follows: ‘We have a long-term vision in which
the practice of safety should come naturally to workers in Ireland. Our challenge is to
influence and change the collective behaviour of all those at work. To achieve such
long-term change, the process must start through early intervention in the formal
education system. By mainstreaming safety and health at all levels of education, we
will be best placed to foster this culture and to create a “safety first” mindset in young
people, before they reach the workplace. During the lifetime of this strategy, it will be
possible to make progress through a concerted national effort and alliance with the
education and training sectors.’
The strategy statement sets out the following actions to achieve the goal over the
three year period 2007–09:
Actions Year Milestones
Continue to consult with the Department of 1 Consultations concluded and

Education and Science and key action plan agreed and initiated.
organisations to agree ways and means for
sustained cooperation between our 2 Structures in place to sustain
organisations with regard to the cooperation; actions continued.
achievement of this goal. 3 Actions continued; evidence of
benefits from cooperation.
Develop and implement programmes 1 Full plan agreed with key
which contribute to mainstreaming safety education bodies; initial pilots
and health in education and training implemented; cross-curricular
curricula. resources developed.
2 Major implementation stage to
install curriculum in specified areas.
3 Concluded phase 1
implementation; phase 2 designed.
167
Wo r k
Actions Year Milestones

at
Promote and develop relationships with 1 Identified potential organisations

H e a lt h
other organisations to seek to bring about for collaboration; plan published to

significant landmark learning opportunities develop safety and health learning
and
for students at all levels in the context of opportunities.

Safety
occupational safety and health.

2 Projects and activities
for
implemented and evaluated.

European Agency
3 Continuation of activities at local

and national level.
Participate in networking, continued 1 Planned participation in key
professional development seminars and activities to raise profile.
conferences leading to an enhanced profile
of the benefits of an occupational safety, 2 Minimum of three national level
health and welfare culture. activities with participation by the
authority.
3 Participation continued;
effectiveness of campaign
assessed.
Develop a safety and health management 1 System and audit tool piloted in
system for use in schools, in order to create post-primary schools.
a safe whole-school environment.
2 System rolled out in all post-
primary schools.
3 System piloted in primary schools.
The HSA has also specified measures to assess its performance regarding its goal as
follows:
‘Quantitative measures will determine the number of courses, the level and type of
curriculum in which safety and health is included. These, together with other criteria,
will determine the number and type of cross-curricular resources which have been
developed. The baseline position will first be established. The authority will also
evaluate the number of collaborative measures which have been put in place and the
number still in existence at the conclusion of the strategy period.
At a qualitative level, base measures will be taken of general awareness levels among
young people. The impact and progress in terms of behaviour change among young
people will take many years to assess but early indicators will be sought. The authority
will audit the extent to which a safety and health management system exists and
operates in at least one level of the formal education structure.’
The HSA strategy 2007–09 can be found at:

2007 work programme

HSA has a specific programme on mainstreaming OSH into education in its 2007 work
programme:
‘5.7 Education and competence programme
As part of overall programmes, the workers and workplace managers of the future
must be influenced and encouraged to develop a “safety first mindset” which will
become engrained in their careers on a long-term basis. This necessitates fostering a
168
culture of safety among students at all levels of education, and to achieve a safe whole-
European Agency
school environment.
In pursuit of this aim, the authority will engage in a number of education specific
initiatives including the following:
for
Safety
n development of an Internet/CD-ROM-based safety and health management system
and audit tool for use at post-primary and further education levels;
and
n implementation of the key recommendations of the report of the National Council
H e a lt h
for Curriculum Assessment (NCCA) into the mainstreaming of safety in education
at
from pre-school through post-primary levels;
Wo r k
n development of learning resources for schools including the development of a CD-
ROM/resource pack on work experience for post-junior certificate students;

n establishment of a “summer course” programme on health and safety for primary
level teachers through education centres nationwide;

n promotion of a safety and health culture to students through sponsorship of and
involvement with ‘Junior achievement Ireland’ and the ‘Young scientist’ and ‘Spirit of
enterprise’ programmes;
n development of appropriate curriculum supports for teachers around health and
safety in conjunction with second level support services.

Performance indicators
n Roll-out of safety and health management system in post-primary schools.
n High level of recognition and usage of authority education programmes and
resources.
n Implementation of key recommendations of NCCA report.
n High levels of interaction and strong relations built with the second level support
services and other support services to schools.

n Policy agreement in place with IT and independent colleges sector.’
The HSA work programme 2007 can be found at:

169
A p p e n d i x 4 — S a f e t y E d u c at i o n G u i d a n c e f o r
Wo r k
at
S c h o o l s : UK D e pa r t m e n t f o r
H e a lt h
and
E d u c at i o n a n d S k i l l s T e a c h i n g
Safety
for
This guidance on curriculum and standards for safety education has the status of good
European Agency
practice and is for head teachers, teachers and school governors. As well as indicating
national curriculum requirements and other government recommendations, the
guidance also demonstrates the need for safety education; recommends appropriate
approaches to teaching and learning; demonstrates how safety education builds on
and enhances existing curriculum provision; recommends sources of support for
schools and; provides examples of good practice. The information about safety
education requirements given below has been taken from this leaflet. Additional
guidance from DfEE and QCA supports statutory requirements for careers education
and guidance in years 9 to 11.
The following are excerpts from the guidance:
Safety education is the responsibility of all staff in the school, including teaching and
non-teaching staff, through the formal and informal curriculum. If safety education is
to be effective, safety should underpin the whole culture and ethos of the school.
According to UK education policy safety education should enable pupils to keep
themselves safe and to contribute to keeping others safe. It helps them to be aware of
possible hazards in different areas of their lives, and be able to take appropriate
decisions and actions. Safety education is not about isolating young people from all
hazards — the bumps, cuts and bruises which are a normal part of growing up — but
about equipping them to deal safely with a wide range of situations.
Safety education includes:
1. the skills of hazard awareness and recognition, and risk assessment and
management. Pupils will be taught about risk assessment in subjects such as
design and technology, science and physical education. Safety education enables
pupils to transfer this learning to other areas of their lives;
2. the factors which influence attitudes and behaviour which relate to safety.
Safety education should include consideration of the stereotypes and pressures
which affect risk taking, for example, media images linking driving and speed, or
the influence of fashion trends on the wearing of protective equipment;
3. personal and social skills like assertiveness are important in enabling pupils to
take responsibility for their own and others’ safety: for example, when asking for
help or calling the emergency services, or asking an adult to wear a seat belt or to
drive more slowly;
4. the role of emotions in recognising and managing risky situations. Being
able to control anger and deal with stress and fear are valuable safety related skills;
5. playing a part in making communities safer. Safety education involves learning
to take responsibility for social and moral issues. Discussing safety issues to do with
their school and local environment can lead on to pupils taking part in activities to
improve safety. It should include discussion about social and political issues, which
impact on improving safety;
6. understanding the roles of professionals and organisations concerned with
safety, for example understanding the responsibilities of the school crossing patrol,
a firefighter or a trading standards officer, or understanding the range of skills
needed by the emergency services to deal with road accidents. Safety education
170
also encourages pupils to assess their own skills, including those they will need to
EuropEan agEncy
cope with future transitions in their own lives.
Generic and specific safety education. Safety education includes:
for
n generic knowledge and skills which pupils can transfer to other contexts and
SafEty
situations. Generic skills include: risk assessment; how to give and get help; and
dealing with and understanding peer and media pressure. Effective safety education
and
can enable pupils to transfer these skills to different contexts;
H E a lt H
n specific knowledge and skills, which only apply to a particular context or activity.
at
For example, cyclists need to know the regulations for cycle lights and reflectors.
Wo r k
Contexts for safety education
Effective safety education should include a range of contexts appropriate to the age
and developmental stage of the pupils. Account should be taken of the immediate
environment of the pupils, for example, urban or rural roads, as well as unfamiliar
environments that pupils may encounter, for example, driving, field visits, family
holidays or work experience settings. Different contexts are suggested in the following
table:
Contexts and issues for safety education

n play n sport and leisure n construction sites
n water n roads n rail
n fire n electricity, gas n agricultural settings
n school n community safety n the world of work
n home n personal safety n socio-political issues
Effective planning for safety education will help teachers to promote key skills and
thinking skills:
Key skills Thinking skills
n information n technology working with others
n improving pupils’ learning and performance n problem solving
n information processing n reasoning
n enquiry n creative thinking
n evaluation
The place of safety education in the curriculum

Although the purpose of this guidance is to show how safety education can be
delivered within the PSHE and citizenship framework, it is important to be aware of
other related National Curriculum provision.
The general teaching requirement for health and safety (The National Curriculum.
DfEE/QCA, 1999) applies to science, design and technology, information and
communication technology, art and design, and physical education. It requires that pupils
are taught procedures for assessing and controlling risks to themselves and others, and
includes simple and concise definitions of hazard, risk, risk control and risk assessment.
171
Safety education in PSHE and citizenship should ideally build on this learning in other
Wo r k
subjects and discuss how it can be applied to other contexts in pupils’ lives, both in
at
H e a lt h
and out of school. The general teaching requirement for health and safety requires
teachers to teach pupils how to:
and
recognise hazards — a hazard is something with the potential to cause harm (this
Safety
can include objects, substances, machines, ways of working and the working
for
environment);
European Agency
n assess risk — a risk is the likelihood of potential harm from the hazard being realised.
The extent of the risk will depend on:

— the likelihood of that harm occurring
— the potential severity of that harm
— the number of people who might be affected;
n control risk — the purpose of the risk assessment is to determine what measures
should be taken to control the risk, taking into account existing precautions and
their effectiveness. Controlling a risk does not necessarily mean that the risk can be
eliminated.
A d a p te d f ro m HSE (1998)
Other aspects of safety education described above are addressed at all four key stages
in the National Curriculum framework for PSHE and in citizenship.
Career-related learning provides very clear contexts for safety education and is
included in the framework for PSHE at all key stages in the strand entitled ‘Developing
confidence and responsibility and making the most of their abilities’. The box below
shows examples of how these aspects of the National Curriculum can contribute to
safety education.
Examples of safety-related learning through the four key stages
Developing a healthy, safer Preparing to play an active role Developing confidence,

lifestyle as citizens responsibility and making the
most of their abilities
Key stage 1 Learn ways to keep safe at Help to agree Learn about roles and skills of
home, school, play, on the classroom/playground/dining adults who help us to keep
roads. room safety rules. safe, e.g. school crossing patrol,
midday supervisor.
Practise asking for help. Talk about how easy/difficult it
is to keep the rules; practise Identify skills needed to
Learn and practise how to ways to get better at rule cooperate with such adults.
make choices. keeping.
Practise these skills and reflect
Consider how keeping or on how to get even better at
breaking safety rules can affect them.
ourselves and others.
Key stage 2 Learn how to recognise risks in Research and discuss safety Meet and talk with people who
different situations. issues, e.g. in the playground. implement safety rules in the
community — drivers, police,
Learn how to make more Research the views, needs and fire service, lifeguards —
confident and informed feelings of others about such identify the skills they need.
choices. Learn how to issues, e.g. through surveys
recognise stereotypes. about playground safety issues. Identify the skills we need to
make our own contribution to
Prepare for transition to Take part in democratic these safety issues.
secondary school, e.g. decision — making playground
identifying safe routes and safety rules, e.g. by presenting Plan how to practise one such
means of travel. survey results to governors. skill.
172
European Agency
Developing a healthy, safer Preparing to play an active role Developing confidence,
lifestyle as citizens responsibility and making the
most of their abilities
Key stage 3 Learn how to recognise and Be actively involved in school Meet and work with people
for
manage different kinds of risks. or community issues, e.g. in who can give reliable
Safety
safer travel projects. information about safety issues,
Learn to recognise when the e.g. trading standards officer,
and
influence of others threatens Learn how to be more effective driving instructor,
H e a lt h
safety; develop ways to resist in public life, e.g. by identifying environmental health officer.
pressures, including asking for and practising the skills needed
at
help. to lobby or campaign on a local Discuss safety issues in relation
Wo r k
safety issue. to the changing world of work.
Learn about emergency aid
procedures and where to get Consider personal skills and
help and support. aptitudes regarding work
related safety issues. Plan how
to develop one such skill.
Key stage 4 Learn to recognise and follow Develop a range of skills for Reflect on safety aspects of
health and safety requirements, involvement in school and future careers/ transitions.
make risk assessments in community safety issues, e.g.
unfamiliar contexts. researching, publicising, public Discuss safety related rights
speaking in support of safe play and responsibilities of
Develop skills to cope with and leisure facilities for young employers, employees,
emergencies, including basic people. consumers.
aid and resuscitation
techniques. Develop understanding of Identify safety related skills,
democratic and electoral qualifications and experience in
Develop assertiveness skills to processes. records of achievement and
deal with unhelpful pressure or curriculum vitae (or CVs).
to ask for help confidently.
This table is based on the ‘spiral curriculum’. The notion of a spiral curriculum is familiar
to teachers and forms the basis of the national curriculum. In all subjects knowledge,
understanding and skills are built up in a step-wise way, with the same concepts being
revisited at each key stage, although through differing activities. As in other aspects of
planning the formal curriculum, teachers will need to be aware of:
n how pupils’ understanding of health and safety concepts develop; and
n the extent to which pupils can be expected to take their share of the responsibility
for safety.
At each step teachers will need to find out:
n where pupils are in their understanding;
n what language pupils use to explain that understanding; and
n what skills pupils are capable of applying in a range of different situations.
In planning the curriculum, teachers also need to be aware of pupils’ changing lifestyles,
particularly age-related changes such as the transfer to secondary school.
The PSHE guidance and the National Healthy School Standard set out some key
principles for PSHE and Citizenship which also apply to safety education. These
principles rest on the notion of a whole school approach, where:
n leadership,
n management,
n curriculum planning and resourcing,
n school culture and environment,
n professional development of staff,
173
partnerships with parents and communities, and

Wo r k
n relationships with pupils

at
H e a lt h
support teaching and learning about safety.

Taken from:
and
Safety
‘Safety education — guidance for schools’, 2001, Department for Education and Skills,
Ref. DfES/0161/20002 (http://www.teachernet.gov.uk/docbank/index.cfm?id=1314).
for
European Agency
174
A p p e n d i x 5 — UK H e a lt h a n d S a f e t y E x e c u t i v e
European Agency
‘R i s k E d u c at i o n ’ p r o g r a m m e
for
The information given below has been taken from:
Safety
http://www.hse.gov.uk/education/index.htm
and
H e a lt h
In 2000 the Health and Safety Executive (HSE) set up a ‘Risk education’ programme of
work to identify and influence the degree to which risk management techniques are
at
taught in schools and other educational establishments, including universities where
Wo r k
undergraduate courses lead to entry into safety critical professions such as engineering
and design. The programme has consisted of four projects:
n Raising risk awareness at every level
n Raising risk awareness levels among certain groups
n Providing risk education support materials
n Information gathering.
The findings from these four projects have also been reviewed in the context of the
wider sensible risk debate that is taking place in the UK.
Research has revealed that:
n pupils are being instructed about particular risks and hazards in particular contexts,
but not about risk itself, or the principles of risk management which is fundamental
to good health and safety practice;
n there are no firm grounds for assuming that education about risks in one context
(e.g. road safety) will lead to the application of the same principles to manage
different risks (e.g. substance abuse);
n teaching staff have difficulty with terms such as ‘risk education’ and ‘risk concepts’
and there is currently no mechanism for HSE to influence teacher training or trade
union agendas;
n discussions with teachers on risk and health and safety reveal that they themselves
feel vulnerable and often inhibited, fearing personal liability and litigation;
n young people are at their most vulnerable when entering the workplace for the first
time.
Having set curriculum requirements some specific research was conducted to look at
teaching practice in risk education for 5 to 16-year-olds. In particular, the research
aimed to provide insight into the extent to which national curricular guidance on
addressing risk issues impact upon teaching practice. A further objective was that the
research should offer findings relevant to the design and development of HSE’s future
curriculum related risk education strategy and guidance, including the development
of teaching resources.
The recommendations are as follows.
n There is a need for a coordinated policy on the coverage of risk education issues. To
be effective this policy should be established within individual education
establishments by senior staff, e.g. the head teacher or head of discipline. This should
be backed up by clear guidelines on provision from an external source, e.g. the LEA,
possibly supported through INSET training and coordinated across relevant subjects.
This approach would place the emphasis on a school-centred approach to risk
education.
n Teaching staff would benefit from clearer instruction on how to deliver risk concepts
in education. The provision of teaching packages and schemes of work would help
175
facilitate this, but would not in themselves overcome the problem of the lack of
Wo r k
clarity over what is meant by risk concepts and risk management.

at
H e a lt h
n Teachers should be encouraged to recognise the value of their existing (formal and
informal) approaches to risk communication, and steps should be taken to build

and
upon these skills in the provision of future advice, guidance and training in risk
Safety
education.
for
n Where possible, guidance and training in risk concepts should aim to avoid the use
European Agency
of abstract risk concepts, or codes of conduct, as there is no reason to assume that

they will be understood and communicated with any useful practical effects.
Idealised or generic concepts often create tensions, and promote confusion, rather
than clarity, unless they are firmly linked with specific risk-taking activities. However,
teachers should be encouraged to adopt appropriate methods for addressing risk
education; these include learning through case studies, vignettes and practical
activities. The most appropriate method is likely to depend on the curriculum subject
and the topics that are being addressed.
n It is considered that a potentially effective way of advancing the implementation of
risk education components would be to provide a range of well-designed teaching

modules that fit into existing schemes of work, for each key stage. Rather than
provide documents that include abstract discussions about best practice in risk
communication, guidance should be based on clearly defined tasks and activities
relevant to the subject area. Information should also be provided about curriculum
objectives, learning points, and teaching methods. The main focus would be tasks
for teachers and pupils to undertake.
n Given that many teaching staff appear confident that they are teaching risk concepts
effectively, there is a need to bring the apparent shortfalls to their attention. In part
this misplaced confidence reflects ambiguity over the distinction between
responsibilities for risk management and risk education.
For more information see: ‘Teaching practice in risk education for 5-16-year-olds’,
Report No HSL/2005/23 (http://www.hse.gov.uk/research/hsl_pdf/2005/hsl0523.pdf).
More detailed findings can be found in six research reports produced under the ‘Risk
education’ programme (http://www.hse.gov.uk/education/research.htm).
176
A p p e n d i x 6 — UK N at i o n a l H e a lt h y S c h o o l
European Agency
S ta n d a r d (NHSS) a n d S a f e t y
E d u c at i o n
for
Safety
and
H e a lt h
The scheme and how it works
at
Wo r k
The National Healthy School Standard (NHSS) is an accreditation scheme which allows
schools to gain recognition as ‘healthy schools’ and to use the healthy schools logo.
The scheme has clear opportunities for safety education. The scheme was launched
nationally in England in 1999 and was built on previous pilot schemes.
Local partnerships of education authorities (LEAs), health authorities (HAs) and other
agencies provide support to local schools and assess their achievements against
national criteria. Schools audit their existing provision and involve the whole school
community in devising an action plan. The action plan must address the health and
wellbeing of everybody, staff as well as pupils. Schools must involve pupils in planning
and find out their priorities and ideas. Schools must also work closely with their wider
communities and relevant partner agencies. Safety professionals and organisations
could be involved in the overall planning of a school’s scheme.
Following their audit, schools plan to work on health issues chosen from the following
themes:
n personal, social and health education
n citizenship
n drugs, alcohol and tobacco
n emotional health and wellbeing
n healthy eating
n physical activity
n safety
n sex and relationships education.
Several of these themes give opportunities for safety work.
The safety theme

There are criteria for each theme. For the safety theme, the criteria include both health
and safety management and the teaching of health and safety in the curriculum,
including:
n schools must have a health and safety representative and must carry out regular risk
assessments;
n pupils should learn about first aid and how to assess risks;
n play and recreation areas should be designed with health and safety in mind;
n child protection and domestic violence should be discussed in the curriculum and
staff must know the procedures for dealing with any incidents;
n staff and pupils should be encouraged to walk or cycle to school and there should
be a programme of safety training to support this.

Many schools have involved themselves in the NHSS schemes, although it was reported
in 2001 that there is some evidence that schools are less likely to choose to focus on
safety than the other themes.
177
Wo r k
at
‘Wired for health’ website (http://www.wiredforhealth.gov.uk).

H e a lt h
RoSPA website (http://www.rospa.com/safetyeducation/atschool/standard.htm). The

above information is adapted from material given on the RoSPA website at this address
and
Safety
(RoSPA Safety Education Journal (Spring 2001)).

for
European Agency
178
A p p e n d i x 7 — P l a n s f o r be t t e r r i s k e d u c at i o n :
European Agency
e x a m p l es f r o m UK safety NGO s
for
Safety
RoSPA’s ‘v i s i o n ’ f o r s a f e t y a n d r i s k e d uc at i o n: m o r e
and
effective education about safety and risk for all
H e a lt h
at
To promote effective safety and risk education relevant to all levels in society, throughout
Wo r k
compulsory education, in the workplace and among educators, safety significant
professionals, the media and policymakers, to be achieved by the following.
n A focus in safety education on an understanding of risk. To enable young
people and adults to make safer choices through an informed recognition of hazards,
the assessment of risk and the costs and benefits of risk management.
n More research into how people learn about risk. A continuing commitment to
research into how young people and adults learn about safety and risk.
n Government support for training adults with responsibility for teaching about risk
and safety and for teaching safely. A clear commitment by the government, backed
by adequate resources, to ensure safety and risk education in the professional
development of those involved in education of children and young people including
teachers, and for parents, governors and others.
n Integration of safety and risk education into the statutory and non-statutory
curriculum. An integrated approach to safety and risk across the curriculum in

England, Wales, Scotland and Northern Ireland in the context of healthy schools and
the frameworks for personal social and health education, citizenship, post-16
education and vocational training with a focus on acquiring relevant skills.
n A whole-school approach to safety and risk. Promotion of a whole-school or
college approach to safety and risk including policy, curriculum and an ethos which
encompasses both teaching safely and teaching safety.
n Inspection of safety and risk education and policy. Inclusion of safety and risk
education and Health and Safety by Ofsted and other inspecting and examining
bodies.
n Partnerships to achieve consistency and avoid duplication. Partnerships between
key promoters to provide materials, advice and support to achieve a consistent

approach to risk and safety education.
n Developing and sharing the evidence base for effective practice. Cooperation
at a national and international level to share knowledge about risk and safety
education and to share materials, experience and evidence for effective practice.
Taken from the RoSPA website (http://www.rospa.com/safetyeducation/ourvision.htm).
IOSH six-point plan for better health and safety for

young workers
n Teacher training courses should include a work-related health and safety module
(part of the initial teacher training curriculum): ‘Teacher training must cover health
and safety. We strongly suggest that training should include a module on how to
deliver a short course on health and safety, so that students are properly prepared
for their first work experience. We call on the government and teachers’ professional
bodies to recognise and support this as part of the teacher training curriculum, as
well as professional development for existing teachers.’
179
IOSH is working with the HSE and BSC to provide a workplace hazard awareness
Wo r k
course and qualification (the course should become a mandatory part of the
at
H e a lt h
national curricula, taught during the summer term). We want to see this course as a
mandatory part of every curriculum. We call on the government to recognise and
and
support this.
Safety
n Employers and workplaces (prior to a work experience placement) should be

for
assessed for health and safety and those assessing them should complete a training
European Agency
course of ENTO national standard.

n The approved code of practice for the management of health and safety at work
regulations should strengthen the requirement for workplace supervision.

n Accident reporting procedure must be part of teacher and employer placement
officer training and reporting requirements should be reviewed.

n Health and safety should be a priority for the government when setting strategic
priorities for education, training and skills.

Taken from: ‘Putting young workers first’:
http://www.iosh.co.uk/files/news/Putting%20young%20workers%20first%20
2006%2Epdf
See also IOSH news release on young worker safety:
http://www.iosh.co.uk/index.cfm?go=news.item&id=675
180
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OSH in the school curriculum: Requirements and activities in the EU Member States
Luxembourg: Office for Official Publications of the European Communities
2009 — 180 pp. — 21 x 29.7 cm
ISBN 978-92-9191-215-5
6
EN
European Agenc y for Safety and Health at Work
TE-30-08-521-EN-C
EN 6
h t t p : / / o s h a . e u r o p a . e u
In order to improve the working environment, ISSN 1830-5954
as regards the protection of the safety and health
2.
of workers as provided for in the Treaty and
successive Community strategies and action
W o r k
programmes concerning health and safety at

the workplace, the aim of the Agency shall be
to provide the Community bodies, the Member
States, the social partners and those involved 4.
a t
in the field with the technical, scientific and

1.
economic information of use in the field of safety
H e a l t h
and health at work.

a n d
3.
S a f e t y

requirements and activities in the
EU Member States
f o r
A g e n c y
Gran Vía 33, E-48009 Bilbao

Tel.: (+34) 94 479 43 60
Fax: (+34) 94 479 43 83
E-mail: information@osha.europa.eu
E u r o p e a n
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Luxembourg: Office for Official Publications of the European Communities, 2009

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European policies, programmes and activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Inclusion of health and safety in Member State education curricula . . . . . . . . . . . . . . . . . . . . . . . . . 29

Global policies, strategies and initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Discussion, conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Further information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

Appendix 1 — Models of mainstreaming OSH into education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Appendix 2 — O verview of ‘curriculum’ cases from Agency ‘Mainstreaming OSH into

education 2004 report’ and related conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Appendix 4 — S afety education guidance for schools: UK Department for

Appendix 5 — UK Health and Safety Executive ‘Risk education’ programme . . . . . . . . . . . . . . . . 175

OSH in education curricula — Member State

n promotional campaigns to support the above.

Cooperation on education at the European level is resulting in a convergence in the

the OSH community.

future engineers, architects, medical professionals, business professionals, managers, etc.

university teaching. Actions to include OSH in relevant courses such as engineering or

Examples of pupil competences set for curriculum subjects

Examples of personal and social competences

Examples of health competences

Examples of citizenship skills

Examples of career-related learning

Examples of risk education-speciﬁc competences, e.g. as part of practical curriculum subjects

realistically achieved, what works best, etc.

Mainstreaming in relation to health and safety is about making risk management

figure 1: Model of mainstreaming OSH into education

Model of mainstreaming OSH into education

education policy education policy

7. Direct relationship 3. OSH as part of

6. Interactive and 4. Safe and healthy

5. Train the trainer

Local OSH and Regional OSH

Health promotion and safe learning environments

figure 2: an integrated approach

Safe learning Risk

The importance of including OSH in educational

n can provide funding for development, implementation and evaluation of activities;

n provides the context for setting standards for risk education.

curriculum at most stages of education, in varying stages of development. Also noted

Findings related to taking a ‘curriculum approach’ from

Conclusions from the 2002 seminar

‘general situation in the Member States’ reported at the 2002 seminar

Conclusions from the 2002 seminar related to taking a ‘curriculum approach’

n OSH should be integrated into the curriculum with an appropriate balance

Appendix 2 — O verview of ‘curriculum’ cases from Agency ‘Mainstreaming OSH into

Appendix 4 — S afety education guidance for schools: UK Department for

n promotional campaigns to support the above.

n promoting the status and recognition of the teaching profession; and

n supporting the professionalisation of teaching.

n consumer education and health

n lifestyle and health.

n Arbeits Inspektion: http://www.arbeitsinspektion.gv.at

n Allgemeine Unfallversicherungsanstalt (AUVA): http://www.auva.at

n The ENETOSH website has various examples of projects in Austria:

n child develops good personal hygiene habits;

n pupil follows evacuation rules if the alarm sounds;

n pupil takes steps to prevent accidents;

n pupil understands security measures and acts accordingly;

n pupil acts appropriately in dangerous situations.

pupil is able to follow safety regulations and rules;

n pupil observes safety rules when using materials, equipment;

n pupil can read pictograms.

n pupil applies basic hygienic principles without prompting.

n pupil applies safety regulations in workshops, labs and other situations;

n pupil recognises an emergency situation and acts appropriately;