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a / Bachelor's degree of the first cycle lasting 3 years (6 semesters) - 180 ECTS
- Graduated sanitary engineer - 180 ECTS
b / First cycle studies lasting 4 years (8 semesters) - 240 ECTS
- Graduated sanitary engineer - 240 ECTS
c / Academic master studies of the second cycle lasting from one to two years (2-4 semesters) - 300 ECTS (with defense of master thesis)
- Master of Sanitary Engineering - 300 ECTS
Environmental and occupational health inspectors and associates investigate the implementation of rules relating to environmental factors that may affect human health, health and safety at work and the safety of processes in the production of goods and services. They can implement and evaluate programs to establish and improve safety and sanitation, under the supervision of health professionals.
- Advising representatives of employers and workers on the implementation of government and other rules relating to the work environment and the workplace;
- Reviewing workplaces to ensure that the work environment, machinery and equipment comply with government and other rules and standards of cleanliness and / or health and safety of the environment and work environment;
- Consulting in the field of sanitary problems and environmental techniques;
- Reviewing workplaces and obtaining facts through essays, observations and other means of work practice and accidents at work, to see if everything is in line with safety rules;
- Inspect areas for the production, processing, transportation, handling, storage and sale of products, to ensure that everything complies with government and other rules and standards;
- Advising companies and the public on the implementation of government and other rules concerning hygiene, cleanliness and quality of primary products, food, medicines, cosmetics and similar products;
- Inspect devices to ensure they comply with government and other regulations regarding waste emissions and hazardous waste disposal;
- Initiating activities to maintain and improve hygiene and prevent pollution of water, air, food or soil;
- Promoting preventive and corrective measures, such as the control of diseases transmitted by organisms and harmful substances in the air, the hygienic handling of food, the clean disposal of waste and the cleaning of public places;
Estimate the amount and cost of materials and labor required for health, safety and cleanliness improvement projects.
The most general generic competencies at the level of each of the cycles of education, which must be possessed by every graduate regardless of the study program or. institution in which he completed his higher education, are defined:
- Dublin descriptors, which represent a set of criteria for students' expected achievement and ability to distinguish between different cycles of education, proposed by the Joint Quality Initiative (JQI), and which are accepted as the basis for describing each cycle of education in ministerial meeting in Bergen in May 2005.
- The General Framework for Qualifications in European Higher Education (EQF for HE), adopted at the ministerial meeting in Bergen in May 2005.
These competencies are categorized as instrumental, interpersonal and systemic:
- Instrumental competencies include:
- Cognitive abilities, understanding and manipulation of ideas and thoughts.
- Methodological abilities of communication with the environment: organizing time and learning strategies, making decisions or solving problems.
- Technological abilities related to the use of technological means, computers and the application of information management skills.
- Language skills such as written and oral communication or knowledge of foreign languages.
- Interpersonal Competences: Individual abilities that include the ability to express one's feelings, social skills such as inter-personal skills, teamwork, or expressing social and ethical commitment. These competencies enable the processes of social interaction and cooperation.
- Systemic competencies are those skills and abilities that apply to the entire system. They represent a combination of understanding, sensibility and knowledge with which a person will be able to see in what relationship the individual parts are and in what way they form a whole. These skills include the ability to plan for change to improve entire systems and create new systems. Systemic competencies require prior adoption of instrumental and interpersonal competencies
Qualifications that represent the successful completion of the first cycle (180-240 ECTS credits) are awarded to students who:
- demonstrate knowledge and understanding in the field of study, which builds on their secondary education and which is common at the first cycle level, with the support of appropriate resources for higher education (university textbooks, information and communication technologies), which includes aspects of knowledge of advanced achievements in a given field of study;
- can apply detailed knowledge and critical understanding of principles related to a given field of study / discipline in a way that demonstrates a professional approach to work or profession, and possess competencies that are usually expressed by the ability to form and support opinions and views and the ability to solve problems within a given field of study;
- have the ability to collect and interpret relevant data (within a given field of study) on the basis of which they make judgments that may also contain reflections on relevant social scientific or ethical issues;
- can apply basic knowledge acquisition methods and applied research in a given discipline, and are able to decide which approach to use to solve a given problem, and are aware of the extent to which the chosen approach is appropriate to solve such a problem;
- can present and convey information, ideas, problems and solutions to an audience that specializes in a given field of study, but also to an audience that is not specialized, using the appropriate language (and where appropriate, one or more foreign languages) and using communication technology;
- have built the learning skills necessary for further study, with a high degree of autonomy and the academic skills and characteristics necessary for research work, understanding and evaluating new information, concepts and evidence from a variety of sources;
- possess a foundation for future self-direction and lifelong learning;
- have acquired interpersonal and teamwork skills, suitable for employment and / or further study.
Specific competencies that students receive in the program "Sanitary Engineering":
Sanitary engineers deal with the environment as a system that needs to be controlled, modified and adapted to protect the health of the individual, local communities and global society. Therefore, sanitary engineers will be able to, in accordance with legal regulations, independently or as a team perform sanitary supervision of sanitary devices for drinking water supply and disposal of waste materials; supervision over the trade of food and food in the part related to the transport, storage and sale of food; control of poison traffic; supervision of technological processes of the food industry, control and supervision of air quality, control of production and trade of items of general use that have an impact on public health; carry out and supervise disinfection, disinsection and deratization procedures.
Sanitary engineers will be trained to analyze environmental factors and actions of individuals and organizations that could lead to damage to health, and to warn, prevent and repair the consequences of such actions and warn the competent services of the observed omissions. The sanitary engineer also conducts procedures to improve the factors acting in the natural environment in order to prevent negative impacts on health and improve the health of the individual, social groups and the population as a whole.
The sanitary engineer performs preventive health activities with special emphasis on the inter-disciplinary approach. Performs the duties of a sanitary inspector and a state border sanitary inspector. He can work as a clerk-expert for disinfection, disinsection and deratization in institutions and companies that perform this activity, and a clerk-expert for the import, production, use and transport of poisons. The same profile is provided in institutions and companies that perform physical and chemical testing of food and items of general use. Laboratories of food producers or toxic substances must also employ experts in the field of sanitary engineering.
The World Health Organization ( WHO ) in its key action program " Health for All ", as a necessary part of the development of health personnel, emphasizes the education of sanitary engineers.
According to the World Health Organization, the primary content of " sanitary engineering " is engineering activities to protect, prevent and remedy problems in the field of public health, in which these activities partially overlap with health care activities, but given that sanitary engineering is focused on these areas, it is and more effective in solving public health problems than in specialized medical activities. So much importance is attached to this public health aspect that it has even been concluded that those programs that do not contain this component are not recognized in international education programs in the field of "sanitary engineering".
The Global Strategy for Health and Environment (WHO, Geneva, 1993 ) emphasizes the health consequences of the interaction of harmful physical, chemical and biological factors, as well as negative social factors on the health of the population. This strategy emphasizes the lack of appropriate staff and emphasizes the need to strengthen national capacities in the development of staff capable of harmonizing the relationship between the natural environment, sustainable development and public health. As a consequence of the adoption of the Global Strategy of the World Health Organization, the European Environmental Action Plan for Europe was adopted (WHO / EURO and CEC, Copenhagen, 1995 ). One of the European goals in this area is the development of staff education for "environmental health", and especially "sanitary engineers" ( "environmental health officer", "environmental health engineer", "sanitary engineer" ).
Specific environmental factors that significantly affect public health include: improving the quality of drinking water, waste management and soil protection from pollution, health provision of food and foodstuffs, prevention of air pollution including reduction of pollutant emissions, but also smoking, care for workplace health and improving housing and living conditions in settlements and local communities. This inter-action of the environment and public health points to the complexity of the problem, for the solution of which adequately trained experts are necessary. The basic expert for all these activities is the "sanitary engineer".
The study group of the Sanitary Engineering Ring also includes the development of the Department of Environmental Management and Sustainable Development, which should become a regional catalyst for knowledge and awareness of environmental protection and management, and a promoter of sustainable development in the region.
Experts in environmental management and the management of self-sustainable harmonized development are a " missing link " in the evolution of awareness of the natural, social, cultural, information and media environment that is " friendly " and humanely profiled in relation to the needs of local and regional communities. perspective in relation to the future needs of the offspring of these communities.
Issues of environmental protection and improvement are crucial in the complex of "sustainable development". At the same time, knowledge of environmental protection is a prerequisite for any practical activity in the planning and implementation of the so-called. self-sustainable development harmonized with the environment. Therefore, sanitary engineers who graduated from the Faculty of Health Care will be able to solve specific problems of environmental management at the corporate level, as well as at the level of local communities and will be able to develop future projects of environmental protection, resource management and self-sustainable development.
On the other hand, the management of the environment and its resources in a "self-sustainable way" becomes the subject of specific and autochthonous management of the so-called " Environmental management " as a set of scientific disciplines that from a theoretical and practical point of view study the management of sustainable natural resources focused on the management of renewable and alternative energy sources, management and protection of water, air and soil, integrated management of natural, economic and socio-cultural elements of local and regional communities and their natural environment in their interaction and synthesis, quality of life management, management of self-sustainable technologies ( such as organic agriculture and prevention of genetic pollution ), and management of self-sustainable public services.
Based on the educational profile of a graduate sanitary engineer and a graduate sanitary engineer - specialist, in the field of graduate, specialist and postgraduate studies, the University has created a large number of operational and applied subspecializations / orientations, which qualify students for professional resp. expert, administrative, management and consulting activities in the sector of sanitary engineering, sanitary supervision and sanitary-ecological protection in public and private sanitary, health and laboratory institutions, inspection institutions, health funds and local government bodies, ie. state administration bodies.
Graduates and graduate students-specialists in the study program "Sanitary Engineering" are trained for occupations and jobs:
Sanitary engineer in preventive health activities and food production and trade (craft industrial facilities, megamarkets, etc.), sanitary engineer (expert) in institutions for monitoring environmental risks (ministries and institutes) and utilities (cleaning, plumbing, cemeteries, etc.). ), sanitary engineer (expert) in inspection bodies and sanitary engineer in environmental institutions and organizations.
The study created the foundations for lifelong professional mobility and permanent professional development.
DEAN OF THE FACULTY OF HEALTH SCIENCES
(Dean of the Faculty of Health Sciences)
She was born in Banja Luka, where she finished primary and secondary school, as well as the Faculty of Technology at the University of Banja Luka. She received her master's degree in 2008. at the Faculty of Technical Sciences, University of Novi Sad with an average grade of 10.00, and a doctoral dissertation ...