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Global Veterinaria 5 (6): 294-301, 2010
ISSN 1992-6197
© IDOSI Publications, 2010
Corresponding Author: Melaku Tefera, College of Veterinary Medicine, P.O.Box 144, Haramaya University,
Haramaya, Ethiopia, Tel: +0914722459, Email: melaku22@yahoo.com.
294
Global Crisis and the Challenge of Veterinary Teaching in Ethiopia
Melaku Tefera
College of Veterinary Medicine, Haramaya University, Haramaya, Ethiopia
Abstract: The aim of this study was to explore the consequences of the current global crisis namely climate
change, financial crisis, food and energy crisis on veterinary education. In the advent of these events quality
of education is expected to be falling and the role of veterinarians will change. Hence an attempt was done to
provide an insight into the current state and future changes of veterinary education in Ethiopia. The paper
address coping strategies for the veterinary education, it also elaboratedthe Principles of “The One World One
Health concept” (OWOH), the need to incorporate medical courses in veterinary education; In general it
emphasized on using the current crisis for innovation and reform of the veterinary education.
Key words: Global crisis % Veterinary curriculum % Quality education % Veterinary education % Ethiopia %
Higher education
INTRODUCTION The rise in human population and activities signals
The environment of veterinary medicine is one ofparalleled by a rise in the global population of livestock to
change. There are major demographic, political andequally outstanding and unprecedented numbers and
environmental, disease, technological and economicdensities, all over the world [5]. It is also paralleled by the
influences, all driving changes in society [1]. Theserising curve of emerging infectious diseases, mostly
changes will have significant impacts on future veterinary animal diseases and diseases transmissible from animals
medicineand veterinary medical education. In the context to people [6]. These have made animal agriculture difficult
of, the current global-warming, economic crisis, food crisis and expensive in many parts of the world. They have
and energy crisis. universities and its members of staffreduced the diversity and richness of the plants and
have to deal with major constraints [2]. There is a clearanimals that are the engines of our ecosystems and,
need for greater awareness of both the real impact as well hence, of our own survival and they have imposed a huge
as the future threats posed on universities as a result ofnew burden of disease on human society. We are now 6.9
the global crisis [3]. Higher education is one of the fastest billion people on earth. The first billion was achieved in
growing education sector in Ethiopia. Until the lastjust over 100 000 years; the most recent billion was added
decade there was only one university for about 62 million in 12 years (Population Reference Bureau, 2010). Our use
people and higher education enrollment was 0.3% whichof energy has grown much faster even than our absolute
was the least in sub-Saharan Africa [4]. However, in thenumbers [7]. Our thin green biosphere has become the
last decade the Ethiopian government, in order to address ultimate case of the “Tragedy of the Commons” [8].
the manpower needs of the country and democratizeClimate, energy, food and economic crisis are reinforcing
education, the number of universities has increased fromeach other. Humans currently make direct use of
one to thirty three. More student enrollment rateapproximately 60% of the earth’s total capacity for
diversification of programmes, rising of graduatephotosynthesis [9]. The global forests, wetlands and
programs has occurred. However, after remarkable yearsgrasslands that supply the essential ecological services
of rapid growth there is a big concern in that, the financial of oxygen production, carbon sequestration, water
crisis could negatively affect the education sector at allretention, soil fertility and complex buffers against
levels and more broadly, for social development and theepidemic disease have been severely reduced. No one is
achievement of the Millennium Development Goals and in currently able to reverse the above mentioned crisis;
particular more severely the tertiary education as it is arather these crises should be capitalized for innovation
capital intensive venture. and reform particularly in the battle against disease, future
enormous problems for human and animal health. It is
Global Veterinaria, 5 (6): 294-301, 2010
295
direction of veterinary profession and education. Thethat mainly revolve around gender and underserved or
objective of this paper was to explore the impact of global marginalized regions loom large as issues seriously
crisis on veterinary education at present and in the future. confronting higher education development in the country
Look coping mechanisms and future direction for[4].
academic veterinary medicine. It was sought to exploreAt a time when the education system has expanded
models for responsive and flexible education system thatin size to a point unprecedented in history, a crisis of
would prepare a veterinary for myriad opportunitiessimilar proportions has affected the ability of the system
challenges arising now and over the coming years. to operate. This crisis has deeply hurt the quality of
Current Status of Higher Education in Ethiopia:devastating to the non-salary category of the recurrent
Although Ethiopia possesses a 1,700 year tradition of elite budgets [12]. To keep up the growing momentum, low-
education linked to its Orthodox Church and Quranicincome countries face the challenge of expanding
teaching, secular higher education was initiated only inaccess, building more classrooms, training and hiring
1950 with the founding of the University College of Addis more teachers and improving the quality of learning at all
Ababa. This university and other subsequent higherlevels. Sheer demographics point to increased
education institutions strived, with considerable earlyparticipation and increased demand in primary, secondary
success, to meet international standards. But, as the 20 and tertiary in several developing regions [13]. Despite A
th
century drew to a close, Ethiopia’s higher educationdecline in donations, devaluation by 20% of the Ethiopian
system found itself regimented in its management,money the Birr, voluntary contributions, the capacity of
conservative in its intellectual orientation, limited in itsstudents to pay fees which is very low, higher education
autonomy, short of experienced doctorates amongis continuing massive infrastructure development and
academic staff, concerned about declining educationalincrease in student enrollment.
quality, weak in its research output and poorly connectedThe student fees form the main source of income for
with the intellectual currents of the international higherprivate institutions. During crisis periods households
education community [10]. find it difficult to pay fees, scholarships decline and
Recognizing these shortcomings, Ethiopia isstudents substitute subsidized public institutions for
currently engaged in a highly ambitious effort tofee-paying private institutions. Many governments
realign its higher education system in order to contributeintroduced student support systems. The Ethiopian
more directly to its national strategy for economic growth government has introduced cost sharing scheme
and poverty reduction. Its achievements over the pasthowever, cost recovery is very low primarily due to
five years have been little short of extraordinary. Theearning low salary after their graduation. In the advent
reforms have targeted all levels: the overall system, theof these crisis to balance budget deficits some countries
institutions and the academic programs [11]. cut higher education budgets, some maintain the budgets
Since the year 2000, public investment in educationat the same level and some others increase allocations to
has risen as a share of GDP from 3.2 to 4.5%. This level of higher education [14].
financial effort is higher than the 3.9% registered for Sub- Many institutions of higher education are in the
Saharan Africa as a whole. Education expenditure has also process of restructuring, retrenching employees, freezing
increased as a proportion of the overall governmentrecruitment and readjusting student support systems to
budget from 9.5 to 16.8%. This still falls below the general survive the crisis. One positive trend is that higher
range of 20 to 25% for most developing countries,education enrolments are surging and cross-border
suggesting that scope remains for a further increase in the education is expanding despite the budgetary constraints
government’s education financing effort. At the samedue to the crisis positive household responses and
time, the share of the education budget devoted to highergovernment willingness to invest have contributed to this
Education has risen from 14.9 to 23% in response to thesurge in enrolment. What is more important to note is the
recent rapid expansion of this sub sector. In the last 20fact that the higher education sector, which used to be an
years 22 new universities were opened and 10 universities easy target for budget cuts, is, perhaps, more protected
are under construction. Recently, the higher educationduring the current crisis period. It can be argued
system in Ethiopia is moving away from exclusivethat it results from a major change in attitude towards
enrolments of about 1% of the age cohort towardsinvesting in higher education and reflects the recognition
increasing massification of over 5%. Not only enrolments, of contributions of higher education and research
but also issues of quality and relevance, as well as equityto economic growth and national competitiveness.
education in developing countries. It has been particularly
Global Veterinaria, 5 (6): 294-301, 2010
296
Resultantly, education, especially higher education, isConcluding observations are contrary to
seen as part of the solution and is becoming an element in
the recovery plans and stimulus packages.
Status of Veterinary Education in Ethiopia: Eighty
percent of Ethiopians subsist on agriculture and the
livelyhood of 26 percent of the population wholly subsist
on traditional livestock husbandry. Ethiopia has the
largest livestock population in Africa FAOSTAT, [15]
This resource is untapped. But, many animal diseases are
still rampant, productivity per head is very low and
thereof there is little contribution to export market. During
the last century little attempt was done to modernize the
agriculture system.
The first veterinary institution was established 1903
by Italians. Then through the UNDP/FAO fund, the
school of Animal Health was materialized in the Sixties
and at the end of the Seventies it was upgraded to Faculty
of Veterinary Medicine graduating veterinary doctorst.
The number of veterinarians was very low until the last
decade there was only one veterinary college graduating
on the average 25 veterinarians per year and the ratio of
veterinarians to animals was about 1: 500,000 (One
veterinarian to five hundred thousand animals.) The
Federal Government of Ethiopia in its effort to democratize
education and address the trained manpower requirement
of the country and to fill the existing gap, very recently
has established nine more veterinary colleges training
veterinarians and five more, colleges two government and
three private ones training animal health assistants. This
has spiked the number of veterinarians to about 600
graduates per year. Ethiopia clearly understands that
economic growth in the 21 century will be driven by the
st
nation’s performance in raising its levels of national
productivity in comparison to its economic competitors
and it is determined to makeup the ground lost over the
past two decades because of political instability and
economic stagnation. The rapid expansion and resource
limitation has hampered the quality of education.
Although no research is done, at the annual
conference of the Ethiopian Veterinary Association (EVA)
which was held at the African Union June 2010, many
veterinarians complained about quality of current
veterinary graduates and the problem is very serious and
critical. The profession is steadily falling. This will result
in negative effect through accumulation of unqualified
staff. Despite all difficulties, enrolment in higher education
is on the increase. Between 2008-2009 enrolment increased
by 20% with massive expansion plan.
expectations, budget cuts were less widespread and
enrolments continued to expand in higher education
during the crisis period.
Global Crisis and Veterinary College Strategic
Response: Because human and financial resources are
very scarce, Ethiopian universities will be well served by
efforts to develop the efficiency and efficacy of their
management. Management skills development may be the
single most important short-term goal for the higher
education system. However, veterinary colleges have to
adapt new strategies. The following recommendations
address the needs:
Cost Minimization: Universities should think about
revenue diversification to reduce their dependency on
any single income source. And intensify income
generation activities. Like establishment of diagnostic
services, farms and they should have clear cost
minimizing policy. Teach better and teach less and
structural reforms. Among the opportunities for
innovation or re-examination for tertiary education sectors
are: Tertiary education institutions reassess their funding
strategies and labor market linkages to reduce their
dependency on any single income source, tertiary
education institutions need to reassess the balance
among existing funding sources and intensify income
generation activities [16].
Information and communications technologies (ICTs)
hold the potential to enable higher education systems to
enhance teaching and learning experience, improve access
to educational resources and programs, expand distance
learning opportunities and reduce the costs of education
in the long term. For this to happen, various prerequisites
are necessary. These include: supportive government
policies and an enabling regulatory environment for ICTs;
robust telecommunications and information technology
infrastructure; strong human resource capacity
development in new technologies; clarity of educational
sector objectives and the role of ICTs in facilitating
achievement of those objectives; strong buy-in from
students, teachers and administrators; a sustainable
funding base; and an institutional culture that motivates
and rewards collaboration, information sharing,
partnership and innovation.
Technology: The absolute key for the future veterinary
medical profession is adaptiveness and responsiveness.
Technological advances inthe future will be rapid and will
Global Veterinaria, 5 (6): 294-301, 2010
297
exceed all expectations. Therefore, the need for the human and physical resources. The range of training
profession is to expect change and be readyto adapt and
accommodate changing needs and opening opportunities.
Academic veterinary medicine must prepare veterinarians
forthese events.
Academic veterinary medicine should take full
advantage of new technology. As an integral part of the
education process, technologycan help colleges increase
the number of students and generate revenue. Distance
education from experts at centers of emphasis can occur
both nationally and internationally. Virtual technology
can be used to complement hands-on experience and to
customize educational programs. Tele-medicine will permitcould expandoptions for educational delivery.
the availability of focused expertise at the colleges to
smaller or remote practices, to smaller urbanclinics. Structure of Academic Programs: On the basis of a
There is a role in scanning and interpreting newnational plan, colleges should choose to focus on certain
science and technology development and in evaluating
new skills and tools such as genomics and bio-
information. Another subject we should touch upon is
technology-based teaching. Nowadays, technology is
having a dramatic impact on how educational services,
particularly the transmission of knowledge, are delivered.
Cyber education and information technologies affect and
transform our Faculties. There has been a gradual shift,
over the last two decades, in the way we deliver teaching
and facilitate learning of undergraduate students. The
rapid advances and almost ubiquitous availability of
information and communication technologies coupled
with government-led initiatives to increase student
numbers and widen participation have led many
universities to rethink curriculum design, delivery and
management to take advantage of this new learning
environment [1]. In contrast to the relatively monastic way
in which scholars have traditionally operated, veterinary
courses are becoming far more learner-centred than
faculty-centred organizations. They now encourage and
develop valuable qualities such as capacity for analysis
and synthesis, independence of judgement, curiosity,
teamwork and ability to communicate.
Revising Curriculums: To respond to both foreseeable
and, as yet, undetermined future needs, a broad range of
skills, knowledge and attributes will be required, e.g.,
communication skills, leadership abilities, cultural
competence, business skills, interpersonal skills, values
and ethics. At present it is difficult for all colleges to
deliver all the desired skills. Therefore, colleges should
consider developing areas of professional focus, perhaps
identified as centers of emphasis. These would create
critical masses of expertise and efficiencies of financial,
could be reflected in a national plan which would ensure
that all options of veterinary endeavor inthe future would
be available for training at some colleges within the
context of an integrated educational framework.
All colleges should collaborate on the total delivery
of thenational veterinary medical educational program
and students could choose to qualify for their DVM
degree by attending multiple institutions. Training could
occur through cooperation amongst multiple institutions.
Additionally, collaboration with other health professions
and with other disciplines and departments on campus,
areas of competency development that reflect their
expertise and are most cost-effective for them. National
standards could be developed to permit college
accreditation, taking into account these areas of
professional focus. Examples for possible veterinary
medical program designs are:
Following a specifically defined prerequisite program,
there could be a two- or three-year core program,
standardized across the country. This would be followed
by a one- or two-year program in an areaof professional
focus, which would lead to a DVM (professional focus)
degree. If desired, a postgraduate program could follow,
leading to additional advanced degrees e.g., PhD. The
professional focused training could be provided in
institutions that are different from those providing the
core training.
Dual degrees could be obtained simultaneously
under intensifiedfull-year programs, such as DVM/MVSc.
DVM/biomedical engineering, or DVM/information and
data analysis.
Research, including clinical research, should be an
essential part of the functioning of each area of
professional focus to advance knowledge and to be on
the leading edge of that particulararea.
Global Crisis and the Challenge for Job Creation:
Veterinarians may be employed in various disciplines of
private and industrial sector milk and meat production
academia and research institutions, civil-community areas
(e.g.: agricultural ministries, food and drug administration,
community veterinarians).
The veterinary education in Ethiopia has played a
very vital role in preparing human resource as researchers,
teachers extension work and clinical services contributing
Global Veterinaria, 5 (6): 294-301, 2010
298
significantly in the economic development of livestock.Urban Models: The trend in urban companion animal will
Due to rapid changes in agricultural scenario it has
become essential to analyze the present veterinary
education and the job market to facilitate manpower
planning and strategies and for veterinary colleges
achieve educational goals.
None the less the demand for specialized manpower
for sustained economic development is still immense.
Since the global financial crisis thousands of jobs cuts
have been announced across all sectors of the world
economy. Now days, it is common in Ethiopia to wait after
graduation two to three years without job. The main
employer the public sector Ministry of Agriculture,
teaching, research and NGOs will soon saturate. Thus the
private practice is the only reaming opportunity. This year
it has been announced not to employ students of
pharmacy graduates due to saturation of the government
job market. This is a good indicator for veterinary
profession. EVA (Ethiopian Veterinary Association)
should look loans for private veterinary students to
establish veterinary firms. Again EVA should establish
licensing criteria who should do what and from
unqualified personnel doing the job. Apparently there is
no legal grounds on what a layman, a paravet veterinary
assistant, veterinary nurse and the veterinarian could do.
Ethiopia faces shortage of veterinarians the need
represents a real pressure on the country’s’ system of
higher education to form personnel faster and more
efficient. The demand for increased man power should be
to address the needs rather than compete with existing
veterinarians Thus there should be a balance between job
market and graduate numbers. The following private
business models are suggested.
None the less the demand for specialized manpower
for sustained economic development is still immense.
Ethiopia faces shortage of veterinarians the need
represents a real pressure on the countries’ system of
higher education to form personnel faster and more
efficient. However, the demand for increased man power
should be to address the needs rather than compete with
existing veterinarians. The following private business
models are suggested:
Public Model-Jobs in the ministry of agriculture and
teaching positions will soon be saturated. There may be
a growth into convergent team practices, whichare linked
to human health. As “health management organizations."
In most communities, veterinarians could develop into
"health care practitioners" who provide a public health
and medicaladvisory role as well to the community. This
growth into public health roles could lead to having this
function built into apublic service cost.
decline, possibility. This business is unlikely to grow in
the next 10 years housing, cultural, social and economic
factors are responsible.
Rural Models: The trend is toward corporate practices
made up of multiple veterinarians would be better than
single practice, to address food animal production. The
elements of emphasis are toward bio-security and
industrial farming.
Corporate Model: some corporations may develop on the
basis of leading-edge diagnostic technology. Although
capital intensive, these could develop into expert
corporations providing such pharmaceuticals,
therapeutics, diagnostics, equipments and agriceuticals,
etc. Generally the trend is all models should point toward
a more business-based orientation witha trend toward the
outsourcing of practice management and other
competencies such as nutrition, husbandry and
engineering.
The Global Crisis as an Opportunity for Veterinary
Education Inovation and Reform: Tertiary education
institutions use the crisis to launch innovative projects
and implement structural reforms Institutions may be in a
position to capitalize on the downturn by investing (at
lower costs or, in some cases getting more for their
money) in faculty and infrastructure improvements.
Increased focus on international partnerships between
institutions is seen as an opportunity for future economic
and social development. Strategic partnerships amongst
academic institutions are mechanisms that can drive
innovation and support industry and business with
capacity building to effectively compete in global and
regional markets during times of crisis and beyond.
Reforms of grant and loan programs need to consider that
strong governmental structures are needed to effectively
address the administrative requirements of such
programs. This crisis may offer an opportune moment to
re-think and re-examine curricular and pedagogic
foundations in a search for more efficient and effective
mechanisms for high-quality tertiary education [16].
In the year 2011 the veterinary profession will
celebrate its 250 year anniversary. Animals have
th
provided people with food, energy, wealth,
companionship and prestige. The relationship is a very
intimate one, which is both passive and active. Until the
First World War, horses were a mark of pride and a
symbol distinguishing gentry from peasants. After
World War I, the influence of horses as a means of
Global Veterinaria, 5 (6): 294-301, 2010
299
transportation declined and agricultural productivitywith doctoral degrees has been weakening within the
expanded. the emphasis of the veterinary medicalsystem. Consequently, the short term generation of
profession shifted once again by the 1950s towardsufficient numbers of academic staff, trained at the
companion animal medicine an emphasis that remainsnecessary levels, may be the single most difficult
today. challenge currently faced by the higher education
Therefore the emphasis of the veterinary medicalexpansion and reform program. Third, rapid enrollment
profession has evolved from Over the centuries Horse6expansion is inevitably bringing progressively less
Livestock6 companion animals6 to possible new point of qualified students into the system. Current efforts to
transition. double the size of undergraduate student numbers and to
The single characteristic that distinguishescarry out an even greater expansion of graduate training,
veterinarians, in every role they play, is their uniquerun the risk of lowering quality further unless major
relationship with animals, operating at the interfacequality assurance efforts are incorporated into the
between society and animals. Veterinary medicine is theexpansion process. To this end, it is critical to establish
only profession in the health and medical field that iseffective quality assurance capacities at the national and
trained in comparative medicine.Concern for animals, theirinstitutional levels. This is a vital yet complex process that
health and well-being and their interface with people,will require careful planning, decisions about types of
inserts veterinarians as critical components of publicstandards and methods to be used, a time-table for
health and as essential health care providers to societyimplementation of its parts and thoughtful consultations
locally, nationally and internationally to insure its legitimacy. Establishing an effective national
Recent outbreaks of West Nile Virus, Ebola,quality assurance and accreditation process will need to
Hemorrhagic Fever, SARS, Monkey pox, Mad Cowbe carried out in stages over the next three to five years at
Disease, Avian Influenza and Swine Influenza remind usboth the national and institutional level. In the discussion
that human and animal health are intimately connected. A below, recommendations are made about what should be
broader understanding of health and disease demands adone both at the national and institution levels. The
unity of approach achievable only through a consiliencesystem had a target to reach public enrollments of 130,000
of human, domestic animal and wildlife health - Onestudents in 2007, 120,000 under-graduate plus 10,000
Health. graduate students and if we assume a more efficient
One Medicine, One Health- Health care professionals staff/student ratio of 1:20, some 3,608 new academic staff
acquire unified basic training and public health serviceswere required. This represents a 125 % increase in just
are subject to similar standards for humans and animals.five years over that period contingent of 2,892 academic
Recurring threats of zoonotic diseases have created astaff. If the proposed qualifications guidelines (30%
move to standardize the basic training and preparednessPhD’s, 50% Master’s degrees) were applied, this would
of all health professionals. Public health agencies aremean 100 new PhD holders and 200 newMaster’s degree
staffedwith specialists in human health as well as animalrecipients. During that period, just 5 Ph.D. students were
health. Science and technology are continually adaptingregistered at Addis Ababa university[10].
these practices, as humans demand the best forVeterinary education should lead to producing
themselves, their animals and theirfood. “Omni-competent” professionals. It is believe that, decline
EVA and the colleges should promote publicin quality will change Omni-competence to increasingly
acceptance of the role of veterinarians in improving andbecome Omni-incompetence. The veterinarian will
protecting the health of people, of animals and of theincreasingly become a veterinary technician. The level of
environment. This will require first creating awareness,competence in all branches of veterinary practice will fall.
then integration into public health and human health andIn Ethiopia “Veterinary Profession “still lacks best
then finally acceptance. practice or any coherent structure for the enforcement of
Through closer collaborations with public health and operating standards, certification and accreditation.
human health,particularly in communications and training, Certification is simply the ability to expel a bad
common integratedroles can be developed for the benefit, veterinarian form practicing. After all without Certification
security and prosperityof society. / licensing, there is nothing demonstrates incompetence
The Need for Quality Control: Three factors suggest that unscrupulous provides restriction from serving the public.
levels of educational quality may be declining. First,Legal restriction on occupational entry is supposed to
expenditures per student have contracted over the pastresult in higher quality services than would occur in the
decade. Second, the proportion of senior academic staffabsence of such restrictions.
or unethical behavior. By preventing incompetent or
Global Veterinaria, 5 (6): 294-301, 2010
300
The demand for instituting certification ofbased on outcomes and the standards established by
veterinarians must come from those working in the
profession or those desiring to work in the profession
who would like a certification route to acquiring
competence in the discipline. Or the demand might come
from employers who believe that existing education
programs aren't meeting the education needs of their
employees or their businesses.
EVA and universities do not appear to have a strong
enough vested interest in certification to initiate or
manage such a program. The research and university
academic community has as its primary interest and
mission the improvement of its own in-depth and
comprehensive programs so that an academic degree
speaks for itself.
Accreditation standards for academic programs are
often established through a joint effort of academics who
wish to bring distinction to the level of the program they
are offering and representatives from professional
organizations that would like to increase the caliber or
consistency of knowledge that can be expected of
graduates of accredited programs. Accreditation criteria
are established primarily for undergraduate programs.
However, theoretically none of the colleges in Ethiopia
could fulfill the minimum accreditation criteria as academic
programs are initiated spontaneously. There is also lack
of accreditation criteria and any law regarding the practice
of veterinary medicine to give a license. And in the
absence of such regulations it will be difficult to reinforce
penalties.
Within the profession, the single most credential that
a veterinarian can present is for employment is his/her
degree. In Ethiopia, although the veterinary curriculum
was harmonized, to allow students freely move from
college to college ignoring center of focus (Center of
excellence) there is also a wide discrepancy in teaching
practices, teaching facilities, grading systems and the lack
of standard in the externship program (Repetition of
thesis, lack of resource has resulted in 90% of the thesis
to focus on parasitological projects, lack of uniformity in
externship exam has resulted in unfair employment rates
of some graduates. Because the only criterion for
employment is the GPA and some colleges generously
reward their students. Moreover, despite invitation of
expatriate staff from Europe and USA, as external
examiners. There has been very little role in the
improvement of the quality of veterinary education.
Globalization and technology diffusion require
standardizationof competencies. For academic veterinary
medicine and the collegesto respond to the broader needs
of society, the verification of competence should be
EVA and administrative boards will form to verify
competency in standards of service and codes of ethics,
so that unqualified persons would not be allowedto dupe
an ill-informed public. EVA should standardize the exam
at the end of Externship. This time there is no any
standardized exam.
In conclusion, veterinary medicine must remain
relevant to the changing needs of society. Veterinary
medical education can respond to these changing needs
only by expanding the areas of education required to
preparethe veterinarians of the future. Veterinary medical
colleges can achieve this expansion by identifying areas
of professional focus. In addition to meeting the demand
createdby population growth and increasing expectations
for traditional services, the number of graduating
veterinarians must be increasedto allow the profession to
respond to new demands and roles. This increase could
be facilitated by a publicity campaigntoexpand the image
of the profession. It is necessary that legislators and
policy makers understand the extent of the value that
veterinary medicine brings to thehealth and well-beingof
society and actively support the profession with
appropriatelegislation and increased funding. There is an
opportunity for veterinary medicine to capitalize on new
technology for the delivery of education and veterinary
services. Veterinary medicine should seek to achieve
greater collaboration and cooperation with human health
in the public health area,with veterinariansplaying a more
dominant role in the management of zoonotic disease,
public health and the impact on eco-systemhealth.
The "One Medicine" concept is an exciting and
logical future goal. The national efforts are wonderful
supplements but they are not in my judgment substitutes
for efforts at college or university level. The future
progress will be measured by how many suggestions and
recommendations are translated into action.
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