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- Knowledge-based economyPublication . Stallinga, Peter; Fonseca, Custódia; Khmelinskii, IgorThe European Union is resorting to long-term multi-annual political and economical plans. The current set of plans, “Horizons 2020”, also involves restructuring the educational system, as in the Bologna system. The idea behind it is that education should help industry to win the competitive battle with other major economical blocks. The idea is best described by the adage of the European Union of developing a so-called “knowledge-based economy”. It implies that education is a form of investment. We should educate people – the society should spend effort on educating people – in order for society to make profit on it. Contrasting this is the idea of education as a consumption good. In the latter, people study to become knowledgeable, since knowledge makes a person happy. We discuss here the dissident view why an educational system that is for investment-only will at the end not bear fruit and will destroy science, creativity and eventually any form of competitiveness in the economy. It will lead to moral as well as financial bankruptcy.
- Relationship between education in pharmaceutical sciences and profession: an interdisciplinary perspective" Book of Proceedings II International Congress on Interdisciplinarity in Social and Human SciencesPublication . Fonseca, Custódia; Stallinga, Peter; Khmelinskii, IgorThe first modern-era pharmacy schools began to be established in the nineteenth century, with some universities offering degrees or similar-level courses. However, the traditional pharmaceutical education continued in parallel, in the form of apprenticeships and “on the job” experience. The decline of manufacturing in pharmacies, caused by the development of pharmaceutical industry, and the ensuing advisory role of pharmacists led to additional educational reforms in the last 50 or so years. Subjects such as anatomyphysiology, physiopathology and pharmacotherapy were incorporated into the pharmacy courses, which became longer. This reflected the growing body of relevant knowledge and the perceived need to increase the capacity of pharmacists to act as pharmacy-therapeutic advisors to both health professionals and general public. The degrees offered now include Doctorates in Pharmaceutical Sciences as well as Masters and Integrated Masters (IM). The typical duration of an undergraduate degree in Portugal (IM) is now five years. Pharmacists may now receive instruction in social disciplines, such as health psychology, economics and public health. Students should be prepared for lifelong learning, since their formal training cannot provide them with all that they will need in future, thus each individual pharmacist is personally responsible for ‘the maintenance, development and broadening of knowledge, skills and attitudes, to ensure competence as a professional, throughout their career’. The present communication describes the structure of the Pharmaceutical Sciences degree in Portugal, satisfying the needs of the labour market in such health professionals.