Occupational Risk Prevention
in Education
Alan Cowen B.Sc, MCIEH, CMIOSH
Head of Health and Safety
University of Brighton
...
Speaker Profile
Alan Cowen is the Head of Health and Safety at the University of Brighton. Alan has over 20 years experien...
Flavour
Safety In A Box
• What do we know about risky behaviour?
• Why do we accept risk?
• What can you do to promote a culture of
safety?
People will take risk when the benefit is assured and the hazard is
uncertain
People will take greater risks following positive results from previous
risk taking
People will stop taking risk when the benefit is uncertain or the hazard becomes obvious.
Why do we accept risk?
• Safety is not cool
• Common sense is not common practise
• Poor hazard communication
– Unknown ru...
Making Safer Choices
• Prevention
• Reduction
• Elimination
It must be the University’s fault for not giving me a
bigger office!
Standardizing Overseas Fieldwork Safety
Management with British Standard 8848
Health and Safety Guidance for the
placement of HE students
•
Building a preventative culture
• Socio economic
factors
• Cultural norms
• Laws and
enforcement
UK has lowest Fatality Rate in EC
"I am pleased by this outcome. The Court has rejected the
European Commission’s claim that the use of "so far as is
reason...
• Mainstreaming
Occupational Safety
and Health into
University Education
Three Examples
• Elementary /
Primary Schools
• High Schools
• University
• Innovation and
early adopters
• Meaningful
• E...
http://www.hsa.ie/eng/Education/Mainstreaming/
• Mainstreaming Safety and Health in the
Curriculum
• The Health and Safety...
Example 1. The early Years
• Everyone's favourite alpacas team
up with tough-but-fair safety
supervisor Miss Mulberry. Thr...
• Hoof and Safety Teacher's Pack
• Make safety awareness fun
• Aimed at Early Years teachers and
providers, the pack conta...
Example 2.
• The British Safety Council puts young workers at
the very top of its agenda. We are paying for all 14-
19 year olds in f...
Example 3. Higher Education
• Integrating OSH into University
Engineering degree courses
• The University of Liverpool int...
Problem, what Problem?
• I never received any
training!
• Nobody told me that
would happen!
• I did not have time to
do it...
Training at All Levels
• How do you measure
the effectiveness of
your training?
• KPI, Benchmarks
• Behavioural changes
What about this?
Wellbeing begins at home
Lifting for life skills
Manual handling is not about covering your own back
but protecting your back!
Recognise this?
What about this?
Risk Assessment
• Complex
• Misunderstood
• Not used
• Too difficult
• Outcomes not
implemented
• High level of training
n...
Problems in the UK
• Prime minister David
Cameron: We'll curb
Britain's health and
safety neurosis
• Lord Young Report
15t...
Health and Safety Myths
• Step ladders have been
banned
• Fire men poles are
banned
• Children can not play
conkers at sch...
Looking Ahead
• Drivers
– Student fees/
accountability
– Professional Practice
– International
competition
– National Stud...
Unknown Factors
• Shorter degree
courses (2yrs)
• Reduces learning
opportunities
• Transfer training to
Industry
• Competi...
Breakdown of staff in each staff category (total of 294 staff)
Admin
110
37%
Technical
112
38%
Manual and Craft
49
17%
Tea...
• Work placement
Safety briefing
materials
• Student Safety Award
• International Student
Safety and Risk
Summer Camp
• WW...
Mr. Alan Cowen
Mr. Alan Cowen
Mr. Alan Cowen
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Mr. Alan Cowen

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Ponencia a cargo de Alan Cowen, Jefe del Departamento de Seguridad y Salud de la Universidad de Brighton

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  • People will take risks when the benefit is assured and the hazard unknown
  • People will take risk when the benefit is assured and the hazard is uncertain
  • People will take greater risks following positive results from previous risk taking
  • People will stop taking risk when the benefit is uncertain or the hazard becomes obvious.
  • Show of hands – is it the place of safety advisers to stop trips where deemed very high risk??? Have you ever stopped a trip?
  • A young person is seriously injured in a UK workplace every 40 minutes. In the last ten years, 66 under-19s have been killed in UK workplaces. Across Europe, young workers are twice as likely to have an accident as their older colleagues.
     
  • Mr. Alan Cowen

    1. 1. Occupational Risk Prevention in Education Alan Cowen B.Sc, MCIEH, CMIOSH Head of Health and Safety University of Brighton Chair Universities Safety and Health Association(USHA)
    2. 2. Speaker Profile Alan Cowen is the Head of Health and Safety at the University of Brighton. Alan has over 20 years experience as a health and safety professional within higher education and as a regulator, having worked at both Dundee University and Newcastle University. Alan graduated from Leeds University in Chemical Sciences and Leeds Metropolitan University in Environmental Health. Alan is a Chartered Environmental Health Practitioner (MCIEH) and a Chartered Safety and Health Practitioner (CMIOSH). • Head of Health and Safety, University of Brighton Chair, Universities Safety and Health Association (UK) • Steering group and committee membership include: – USHA Executive Committee – Emergency planning in Higher Education Project (Closed) – Revised Student work placement guidance document (Closed) – Wellbeing Project (Current) – Leading in Health and Safety – Higher Education Safety Health Forum (HESH) – Higher Education Estates Advisory Forum (HEEAF) – Universities and Colleges Employers Association (UCEA) Safety Committee • Overseas Development Activities – International Forum Safety and Health in Higher Education – International Safety Practitioner Exchange Programme – International Student Safety and Risk Management Summer Camp – International Safety and Wellbeing Lecture – Partnership with AUSA, CSHEMA • Projects – Developing a new framework for the Association – Web site Architect – E-News letter – Sponsorship development – Introduction of a USHA Development Manager – Bridging the knowledge gap- Guidance and Policies resource bank (GaP) – Online Safety Services Directory ‘TRADE’ – USHA Development Grants Scheme – USHA Sector Awards Scheme – Web Safety Tool Chest – Developing partnerships through MoU with IOSH and IIRSM
    3. 3. Flavour
    4. 4. Safety In A Box
    5. 5. • What do we know about risky behaviour? • Why do we accept risk? • What can you do to promote a culture of safety?
    6. 6. People will take risk when the benefit is assured and the hazard is uncertain
    7. 7. People will take greater risks following positive results from previous risk taking
    8. 8. People will stop taking risk when the benefit is uncertain or the hazard becomes obvious.
    9. 9. Why do we accept risk? • Safety is not cool • Common sense is not common practise • Poor hazard communication – Unknown rules will always be broken – No such thing as lack of communication • Fixes are more popular than prevention • Too much positive experience with taking risks
    10. 10. Making Safer Choices • Prevention • Reduction • Elimination
    11. 11. It must be the University’s fault for not giving me a bigger office!
    12. 12. Standardizing Overseas Fieldwork Safety Management with British Standard 8848
    13. 13. Health and Safety Guidance for the placement of HE students •
    14. 14. Building a preventative culture • Socio economic factors • Cultural norms • Laws and enforcement
    15. 15. UK has lowest Fatality Rate in EC
    16. 16. "I am pleased by this outcome. The Court has rejected the European Commission’s claim that the use of "so far as is reasonably practicable" does not implement the Framework Directive. Quite clearly we have been effective in protecting people as currently we have the best occupational safety record in Europe.“ Bill Callaghan, Chair of the Health and Safety Commission (HSC) June 14th 2007 European court supports UK safety laws (Case C127-05 European Commission v United Kingdom)
    17. 17. • Mainstreaming Occupational Safety and Health into University Education
    18. 18. Three Examples • Elementary / Primary Schools • High Schools • University • Innovation and early adopters • Meaningful • Experiential • Health belief model
    19. 19. http://www.hsa.ie/eng/Education/Mainstreaming/ • Mainstreaming Safety and Health in the Curriculum • The Health and Safety Authority is working to mainstream safety and health at all levels of education, from early-learning through to third level. • The Authority commissioned the National Council for Curriculum and Assessment (NCCA) to look at existing and future opportunities for teaching and learning about safety and health in the school curriculum. The report examined early childhood, primary and post-primary education. It was launched in September 2007. • The common themes for all scenarios include: • • Children are educated to change their behaviour and attitudes in order to stay safe • • Children improve their understanding of everyday situations where accidents are likely to occur • • Children are encouraged to take responsibility for their own actions.
    20. 20. Example 1. The early Years • Everyone's favourite alpacas team up with tough-but-fair safety supervisor Miss Mulberry. Through intensive training and the use of instructive safety 'hoovies' ('movies' to you and me) they learn about common hazards and how to avoid them. • Nuzzle and Scratch learn how to avoid nasty incidents involving hot things - hair straighteners, saucepans on cookers, hot drinks and spillages. • Hoof and Safety
    21. 21. • Hoof and Safety Teacher's Pack • Make safety awareness fun • Aimed at Early Years teachers and providers, the pack contains: • Teacher's Notes with activities based on each episode • Nuzzle and Scratch board games • A matching game • Flashcards • A DVD of the 'Hoovies' - 1 minute clips of the key safety message from each programme to which the games and Notes relate • Photocopiable resources • Clear references showing how the programmes link to the EYFS curriculum • http://www.bbc.co.uk/schools/websites/
    22. 22. Example 2.
    23. 23. • The British Safety Council puts young workers at the very top of its agenda. We are paying for all 14- 19 year olds in full-time education to gain an accredited qualification in health and safety before they embark on work experience or their first job. More than 70,000 students across the UK have completed our Entry Level Award in Workplace Hazard Awareness and we are delighted that schools in Abu Dhabi, Argentina and Libya have also taken part. • Research into the impact of the Entry Level qualification shows it has a very positive effect on the attitudes and likely behaviours of young people in relation to health and safety. Encouragingly, 88% of students said they thought the qualification would help keep them healthy and safe on work experience. • Free qualifications are also available to organisations delivering health and safety training to those not in education, employment or training (NEET). More than 30,000 people classified NEET have already gained a British Safety Council qualification, enhancing their self-esteem and employability. • In a world dominated by new technology, the British Safety Council increasingly reaches out to young people through online and social media. The Speak Up, Stay Safe campaign ensures that we connect with teenagers on their terms, on their platforms and in their environment.
    24. 24. Example 3. Higher Education • Integrating OSH into University Engineering degree courses • The University of Liverpool integrates, in association with the Health and Safety Laboratory, OSH into different courses. The aims of this cooperation are to create the ultimate learning environment for the engineers of tomorrow • to develop programmes that strike an appropriate balance between theoretical, professional and personal learning • to graduate distinctive Liverpool Engineers who are ready to meet the need of modern industry • to integrate health and safety risk concepts into the undergraduate engineering course
    25. 25. Problem, what Problem? • I never received any training! • Nobody told me that would happen! • I did not have time to do it that way! • Someone else told me it was okay!
    26. 26. Training at All Levels • How do you measure the effectiveness of your training? • KPI, Benchmarks • Behavioural changes
    27. 27. What about this? Wellbeing begins at home
    28. 28. Lifting for life skills Manual handling is not about covering your own back but protecting your back!
    29. 29. Recognise this?
    30. 30. What about this?
    31. 31. Risk Assessment • Complex • Misunderstood • Not used • Too difficult • Outcomes not implemented • High level of training needed or perceived
    32. 32. Problems in the UK • Prime minister David Cameron: We'll curb Britain's health and safety neurosis • Lord Young Report 15th October 2010 • Limit litigation • Simplifying school visits and trips
    33. 33. Health and Safety Myths • Step ladders have been banned • Fire men poles are banned • Children can not play conkers at school
    34. 34. Looking Ahead • Drivers – Student fees/ accountability – Professional Practice – International competition – National Student Survey – Social Networking – Client expectation
    35. 35. Unknown Factors • Shorter degree courses (2yrs) • Reduces learning opportunities • Transfer training to Industry • Competing agenda – Sustainability – Diversity – IP, ethics etc • Perception of over zealous safety laws • Growth in volunteering/ internship • Engaging with academics
    36. 36. Breakdown of staff in each staff category (total of 294 staff) Admin 110 37% Technical 112 38% Manual and Craft 49 17% Teaching and Research 21 7% HoDs HoSs and Deans 2 1% Part time Teaching Staff 0 0% Breakdown of staff in each staff category attending safety training courses (data from 38 various courses)
    37. 37. • Work placement Safety briefing materials • Student Safety Award • International Student Safety and Risk Summer Camp • WWW.USHA.org.uk

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