Modelación matemática como
herramienta para la seguridad y salud en el trabajo en Ecuador: barreras,
potencialidades y propuestas
Pablo Dávila[*]
Esteban Carrera*
Miguel Hernández*
Pablo Suasnavas*
ABSTRACT
Mathematical
modeling is a fundamental tool for optimizing occupational risk prevention;
however, its application in Ecuador is still in its early stages. The objective
of this study was to identify the academic barriers that limit the
implementation of mathematical models in occupational safety and health
management. A descriptive, cross-sectional methodology was employed, involving
a comparative analysis of graduate programs in Ecuador, Spain, and the United
States, evaluating admission profiles, curricula, and educational approaches.
The results showed that, unlike the U.S. model—which prioritizes quantitative
foundations and research-oriented tracks—programs in Ecuador are predominantly
vocational in nature, with heterogeneous admission profiles and no training in
advanced mathematics or predictive statistics. It is concluded that the lack of
technical standardization and the absence of numerical skills in current
graduate programs hinder the development of proactive prevention. As a
solution, a new master’s program design is proposed, featuring differentiated
tracks (vocational and research-oriented) and preparatory courses that enable
the use of simulation and data analysis tools for decision-making.
Keywords:
Occupational safety and health, mathematical models,
graduate education, accident prevention, professional training.
RESUMEN
La modelación matemática
constituye una herramienta fundamental para optimizar la prevención de riesgos
laborales, sin embargo, su aplicación en Ecuador aún es incipiente. El objetivo
de este estudio fue identificar las barreras académicas que limitan la
implementación de modelos matemáticos en la gestión de la seguridad y salud en
el trabajo. Se empleó una metodología descriptiva y transversal, analizando
comparativamente la oferta de posgrados en Ecuador, España y Estados Unidos,
evaluando perfiles de ingreso, mallas curriculares y enfoques formativos. Los
resultados evidenciaron que, a diferencia del modelo estadounidense que
prioriza bases cuantitativas y trayectorias investigativas, en Ecuador
predominan programas profesionalizantes con perfiles de ingreso heterogéneos y
nula formación en matemáticas avanzadas o estadística predictiva. Se concluye
que la falta de estandarización técnica y la ausencia de competencias numéricas
en los posgrados actuales impiden el desarrollo de una prevención proactiva. Como
solución, se propone un nuevo diseño de maestría con itinerarios diferenciados
(profesionalizante e investigativo) y cursos propedéuticos que habiliten el uso
de herramientas de simulación y análisis de datos para la toma de decisiones.
Palabras clave. Seguridad y salud en el trabajo,
modelos matemáticos, educación de posgrado, prevención de accidentes, formación
profesional.
INTRODUCTION
Mathematical
modeling offers a robust set of tools (ranging from statistical regression
models to computer simulations and optimization algorithms) that enable the
estimation of accident probabilities, the identification of risk factors, and
the optimization of the allocation of preventive resources. In international
contexts, these techniques have proven to be valuable allies in improving
occupational safety. For example, in the mining and construction industries,
predictive models based on machine learning have been used to anticipate the
severity of injuries and lost-time days with greater accuracy than traditional
methods (Sari et al., 2020). These experiences suggest that OSH management
supported by mathematical models can transform prevention, shifting from a
reactive approach to a preventive, evidence-based one. However, in Ecuador,
their adoption has been in its infancy or virtually nonexistent, raising the
need to investigate what obstacles have hindered their implementation and how
to overcome them. This leads to the central question of this study: What
barriers exist to the implementation of mathematical models in Ecuadorian OSH,
and how could they be overcome to harness their preventive potential?
MATERIALS AND METHODS
The
methodology used in this study is based on a descriptive, cross-sectional
approach, grounded in a comparative analysis of the academic offerings of
master’s programs in Occupational Safety and Health (OSH) at the national and
international levels. Its purpose was to identify similarities, differences,
and opportunities for improvement in curriculum content, entry and exit
profiles, as well as in the programs’ professional and research-oriented
approaches.
First, a
descriptive analysis was conducted, focusing on a review of the academic
offerings of OSH master’s programs available in Ecuador, Spain, and the United
States, with the aim of characterizing their educational structure and
curricular orientation. Subsequently, through the collection of secondary data,
the admission requirements, entry and exit profiles, curricula, and study
modalities of each identified program were systematized, using official sources
from universities and regulatory bodies.
The study
adopted a cross-sectional design, drawing on information current as of March
and August 2025, which provided a current snapshot of the state of OSH
education in the three countries analyzed. Finally, the study utilized
qualitative variables defined based on inclusion and exclusion criteria: only
OSH training programs approved by the Council for Higher Education (CES) or its
international equivalents were included, while those not explicitly defined as
OSH specializations or master’s programs were excluded.
This
methodology allowed for the establishment of a solid basis for comparison among
the training models, ensuring the validity of the analysis and consistency in
the interpretation of the results obtained.
The method
applied in the research is based on a comprehensive and comparative analysis of
the characteristics of OSH programs offered in Ecuador, with the aim of
evaluating their potential to incorporate mathematical modeling and simulation
tools into preventive management. This approach made it possible to examine the
internal coherence of the programs, their professional or research orientation,
and the competencies they promote in relation to international trends.
In the first
stage, the structural and academic characteristics of the Ecuadorian programs
were analyzed, considering variables such as profile and admission
requirements, duration, core training themes, competencies developed, type of
master’s degree, and graduate profile. This examination made it possible to
identify the predominant approaches, curricular gaps, and the degree of
technical specialization present in the national offering of OSH graduate
programs.
The second
phase focused on determining the potential of master’s programs to integrate
modeling and simulation, by evaluating the levels of training in advanced
mathematics and statistics. This analysis sought to establish whether current
curricula enable the development of quantitative competencies applicable to
risk prediction, data analysis, and the design of evidence-based preventive
strategies.
Twenty-eight
institutions were analyzed, and based on information provided on their
websites, the data was tabulated in an anonymized manner, as this article does
not intend to stigmatize any institution or focus on any particular program;
rather, it seeks to analyze the profiles of OSH graduate education in Ecuador.
Finally, the
levels of development and structural limitations affecting OSH management in
the country were analyzed. Opportunities were identified to strengthen
predictive capacity, optimize resources, improve decision-making, and transform
traditional reactive approaches into proactive models. Overall, this method
provided insight into the academic and technical maturity of Ecuador’s OSH
training system and served as the basis for proposing a master’s program that
integrates advanced quantitative tools into the field of prevention.
RESULTS
The
admission profile of the students expected to enroll in the programs was
analyzed, and the following degree requirements were established (Table 1).
Table 1. Admission
profiles and percentage of programs requiring a specific profile.
|
Main
Category of Admission Profile |
|
|
Master’s
degree in Engineering (industrial, mechanical, environmental, process, civil,
etc.) |
4% |
|
Bachelor’s
degree in Health Sciences (medicine, nursing, psychology, laboratory
sciences, dentistry, public health) |
8% |
|
Admission
open to any field with a college degree |
88% |
The most
common content areas in OSH-related graduate programs in Ecuador are shown in
Table 2.
Table 2. Percentage
of most common content areas.
|
Category |
Frequent
Topics |
Occurrence
(%) |
|
Occupational
Safety and Health (OSH) Management |
Labor
legislation, management systems, ISO 45001, preventive leadership |
100% |
|
Prevention
and Control of Occupational Hazards |
Physical,
chemical, biological, biomechanical (ergonomic), psychosocial, and mechanical
risks |
95% |
|
Hygiene
and Ergonomics |
Industrial
hygiene, ergonomics |
85% |
|
Psychosociology |
Psychosocial
risks |
61% |
|
Research
methodology |
Thesis
Preparation |
32% |
|
Statistics
and Modeling |
Statistics,
Linear Algebra, Numerical Methods |
0% |
Subjects
within the thematic areas and the percentage of programs that offer them as
part of the curriculum.
Table 3. Percentage
of programs that include the subject.
|
Subject
or Thematic Area |
% of
programs that include it |
|
Fundamentals
of Occupational Safety and Health |
100% |
|
Legislation
and Regulations |
95% |
|
Ergonomics
|
90% |
|
Industrial
hygiene |
85% |
|
Environmental
and Sustainable Management |
70% |
|
Psychology
/ Psychosocial Factors |
65% |
|
ISO
45001 Auditing or Management |
60% |
|
Toxicology
/ epidemiology |
40% |
|
Seminar
or Thesis Project |
100% |
The
competencies developed by graduate programs in the field of occupational safety
and health in Ecuador are shown in Table 4.
Table 4. Competencies
that programs aim to develop in graduate students
|
Competency
/ Approach |
% of
universities that include it |
|
OSH
management and leadership |
100% |
|
Application
of national and international regulations |
90% |
|
Design and
implementation of management systems |
85% |
|
Risk
prevention and epidemiological surveillance |
65% |
|
Promotion
of well-being, ethics, and social responsibility |
80% |
|
Environmental
integration and sustainability |
50% |
.
The duration
of the 28 programs offered in Ecuador (Table 5).
Table 5. Program
Duration in Ecuador
|
Total
program duration in years |
|
|
Programs
longer than 1 year |
14% |
|
Programs
lasting 1 year or less |
86% |
Twenty-eight
universities were reviewed in the national analysis, and at the international
level, the general profile of universities in the United States and Spain was
analyzed due to their direct or indirect influence on the content of OSH
programs. The results of this analysis are presented in Table 6.
Table 6: Classification
of programs and number of programs
|
Type of
Master’s Degree |
Program
Focus |
Number
of Programs |
|
Vocational |
Professional |
13 |
|
Management |
3 |
|
|
Technical |
7 |
|
|
Medical |
3 |
|
|
Preventive
Environmental Specialist |
1 |
|
|
Public
Health |
1 |
The content
of the curricula for occupational safety and health (OSH) programs in Ecuador
was analyzed to determine the number of courses and credits that develop
advanced research skills, mathematical skills, or numerical analysis skills, as
shown in Table 7.
Table 7: Courses
that develop advanced mathematical or research skills.
|
Courses
that develop mathematical competencies to model aspects of OSH |
|
|
Advanced
Research |
0 |
|
Mathematics
(linear algebra, numerical analysis, advanced statistics) |
0 |
All OHS
master’s programs approved by the CES (Council for Higher Education) require
coursework that typically includes basic statistics or research methodology,
but do not include the development of mathematical competencies for advanced
research or modeling, as none of them offer courses that address this profile.
The graduate
profile established by SST programs in Ecuador (Table 8).
Table 8: Occupational
Safety and Health (OSH) Graduation Profile in Ecuador by Institution.
|
Dimension |
Consolidated
description of the graduate profile |
(%) |
|
OSH
Management |
Plans,
directs, and evaluates occupational safety and health management systems,
applying principles of continuous improvement, leadership, and a culture of
prevention. |
100% |
|
Risk
Assessment and Control |
Identifies,
assesses, and controls physical, chemical, biological, ergonomic, and
psychosocial risks using technical and analytical methodologies. |
95% |
|
Occupational
Safety and Health (OSH) Legislation and Regulations |
Applies
the Ecuadorian and international legal framework (ILO, WHO, ISO 45001) in the
development of policies and preventive plans. |
95% |
Results from
Spanish universities regarding program type, admission, and graduation profiles
(Table 9).
Table 9: Entrance
and graduation profiles for OSH programs in Spain by institution.
|
University
/ Program |
Admission
Profile |
Graduation
Profile (Results) |
Program
Type |
|
National
University of Distance Education – University Master’s Degree in Occupational
Risk Prevention (distance learning) |
To be
admitted to the official Master’s program, applicants must hold an official
Spanish university degree related to the Master’s subject matter, preferably
in Psychology, Law, Sociology, Science, or Engineering. |
Advanced
training for technical roles in Occupational Risk Prevention; pathway to a
doctoral program |
Vocational |
|
Complutense
University of Madrid – Master’s in Occupational Risk Prevention (Faculty of
Psychology) |
Hold a
university degree (Licenciado, Graduado, or Diplomado); for degrees from
outside the European Higher Education Area (EHEA), official recognition or
equivalence is required; foreign students must demonstrate proficiency in
Spanish |
Professional
competencies in occupational risk prevention |
Vocational |
|
Polytechnic
University of Catalonia – University Master’s in Occupational Safety and
Health (OSH)/Occupational Risk Prevention (ORP) |
Given its
interdisciplinary nature, the program is open to students with a wide range
of academic backgrounds, from degrees in any field of study; therefore,
depending on the student’s undergraduate degree, supplementary coursework may
be required. |
Skills of
a Senior Occupational Risk Prevention Technician |
Vocational |
|
International
University of La Rioja – Master’s in Occupational Risk Prevention (online) |
Official
university degree |
Trains
students in occupational risk prevention management |
Vocational |
Results from
U.S. universities regarding program type, admission, and graduation profiles
(Table 10).
Table 10: Entrance
and graduation profiles for OSH programs in the United States by
institution.
|
University
/ Program |
Admission
Profile |
Graduate
Profile (Outcomes) |
Program
Type |
|
Georgia
Tech – PMOSH |
Minimum
undergraduate GPA of 8.3/10, 1 year of professional experience in the field,
interview, and, for international students, proof of English proficiency |
Manage
complex occupational safety and health (OSH) programs; leadership; culminates
in an applied project |
Professional |
|
Johns
Hopkins (Whiting) – MSc in Occupational and Environmental Hygiene
(ANSAC/ABET)/ 2 years |
Minimum
undergraduate GPA of 8/10; must have undergraduate credits in basic sciences
(mathematics, physics, calculus, etc.); if these courses have not been
completed, they must be taken beforehand; experience in the field of
occupational health or safety; must be currently employed, as the final
project must be carried out at the workplace; and, for international
students, proof of English proficiency is required. |
Anticipate,
identify, assess, and control risks; IPP (project), thesis, and presentation |
Blended
program with analytical research components |
|
University
of Utah (RMCOEH) – Master’s in Occupational Health / Master’s in Occupational
Safety, 30 credits. Online, 2 years |
Minimum
undergraduate GPA of 8/10, 2 letters of recommendation, Graduate Record
Examination (GRE) scores, a statement of purpose, a resume, and if these
courses have not been completed, they must be taken beforehand; experience in
the field of occupational health or safety; and applicants must be currently
employed, as the final project must be carried out at their workplace;
international applicants must demonstrate proficiency in English. |
Skills
applied to safety roles; preparation for certifications (e.g., CSP) |
Blended
program with analytical research components |
|
Auburn –
M.Eng. in Industrial and Systems Engineering (non-thesis, 33 credits) / MSc
in IIYS (thesis, 34 credits) – Ergonomics and Safety / Injury Prevention / 2
to 5 years |
Minimum
undergraduate GPA of 8/10, 3 letters of recommendation, Graduate Record
Examination (GRE) scores, a statement of purpose, a resume, and, if these
courses have not been completed, they must be taken beforehand; experience in
the field of occupational health or safety; and, for international students,
proof of English proficiency. |
Professional
tracks (non-thesis) or research (thesis); PhD option |
Blended
program with analytical research components |
The study
began by identifying universities in Ecuador that offer graduate programs in
Occupational Safety and Health (OSH) and comparing admission requirements,
applicant profiles, and relevant data on coursework, program duration, and
delivery formats, among other factors; This research shed light on a latent
problem in higher education in occupational safety and health in Ecuador: there
is no standardization process or professional guidance based on foundational
training—which forms the basis of a professional’s body of knowledge—and these
foundations vary greatly among professionals in different fields, such as the
sciences and the humanities. And within these groups, there are varying levels
of depth of knowledge; for example:
In the
health sector, among nursing professionals, midwives, physical therapists,
clinical psychologists, and physicians, there are various fields and levels of
specialization and depth of knowledge.
As for
engineering, there are various specializations: chemical, mechanical, civil,
industrial, safety, environmental, etc. However, there are degree programs in
which fields such as management, services, or administration have been labeled
as “engineering” without requiring a solid foundation in the basic sciences
(mathematics, physics, chemistry, and biology).
For this
reason, applying a single curriculum to such a heterogeneous group upon
admission to degree programs prevents students from gaining in-depth knowledge
during their training and results in the loss of the unique strengths of each
professional.
An emerging
problem that has revealed regulatory gaps in academic credit transfer processes is
the lack of strict regulation governing such transfers. This leaves the
decision of what and how to grant credit at the discretion of higher education
institutions, without standardized criteria to ensure that the student whose
credits are being transferred has the foundation to support the new
competencies they must develop in the professional field for which the credits
are being granted.
Given the
current context of admission profiles for higher education programs, it is not
possible to develop the knowledge needed to facilitate the use and development
of mathematical modeling tools for risk prevention, particularly in a context
of high accident rates that demands new solutions.
The barriers
explaining this lag were identified as generic admission profiles and the
absence of research-focused programs. Among the main barriers are the lack of
high-quality OSH statistical data and systems for its analysis, the limited
quantitative training of OSH professionals, and an organizational and
institutional culture still centered on basic regulatory compliance rather than
on continuous improvement based on scientific evidence and technological
development—which would enable cultural changes within organizations and in
society’s view of the strategic role of OSH in sustainable development. These
technical, educational, and institutional barriers reinforce one another and
have kept Ecuador’s OSH sector from keeping pace with the advances observed in
other areas of organizational and business management.
However, the
study also showed that there is significant potential if mathematical modeling
can be successfully integrated into OSH. The analyses suggest that, with
appropriate predictive and analytical models, it would be possible to make
better decisions based on:
·
preventing adverse events,
· targeting
preventive actions where they are truly needed, and
· ultimately,
reducing rates of occupational accidents and illnesses.
According to
Statistical Bulletin No. 28 of the Ecuadorian Social Security Institute (IESS,
2024), the historical trend of workplace accidents in Ecuador between 1990 and
2023 shows a general upward trend, with a notable increase in cases of
temporary disability. The year with the highest number of recorded accidents
was 2017, with a total of 19,997 incidents, while in 2023, 15,823 were
reported, of which 15,613 resulted in disability and 212 in fatalities.
However, over the years, these statistics have not been used to develop
mathematical models for decision-making that support OSH management; for
example, the application of risk forecasting models, scenario simulation, and
resource optimization could result in a substantial reduction in harmful
events, as international cases have demonstrated (Junlong Peng, 2023).
Specifically,
a data-driven OSH approach would enable a shift from reactive prevention
(acting after an accident occurs) to proactive prevention (acting before an
accident occurs, when the model alerts to a hazard).
In Spain,
admission to the master’s degree program in Occupational Risk Prevention is
characterized by its broad accessibility, allowing professionals from any field
of study to enroll. This flexibility has led to these programs being offered in
departments as diverse as Law, Psychology, Architecture, Engineering, and
Social Work. Unlike other graduate programs, in most cases there are no minimum
grade requirements or entrance exams, which broadens the pool of candidates but
limits the homogeneity of the initial academic profile.
Furthermore,
there is no standardized curriculum that defines minimum training requirements.
Although all programs qualify graduates in the three recognized
specializations:
·
Occupational Safety,
·
Industrial Hygiene,
·
Ergonomics, and Psychosociology.
The depth
and focus vary by university. The duration typically ranges from nine to
eighteen months, with online formats predominating, which reinforces the
programs’ vocational rather than research-oriented focus.
A
significant contradiction lies in the fact that, despite the diversity of
admitted candidates’ backgrounds, all graduates receive the same legal
certification as Senior Technicians in Occupational Risk Prevention. This fact
leads to disparities in technical competence: while a chemical engineer could
competently manage the safety of complex industrial processes, a professional
without prior scientific training would lack the fundamentals to ensure
reliable technical control of occupational risks.
This
phenomenon contrasts with the strict regulation of Occupational Medicine in
Spain, where professionals must pass the MIR exam and complete a clinical- y
specialization. This model ensures a solid foundation based on scientific
evidence and serves as a benchmark for how specialized training in occupational
safety and health should be structured.
Royal Decree
958/2024, which regulates the Advanced Technician in Occupational Risk
Prevention certification, establishes training modules with explicitly
technical learning outcomes—for example, the application of physical-dynamic
formulas to reconstruct workplace accidents or the assessment of noise and
vibration sources in the workplace. However, this regulation does not apply
directly to university master’s programs in Occupational Risk Prevention,
creating a disconnect between the technical level required in vocational
training and the less uniform standards observed in university master’s
programs. This discrepancy highlights the need to strengthen technical depth
and curricular standardization in master’s programs to ensure competencies
equivalent to the regulated basic levels.
Finally, the
absence of specific doctoral programs in OSH and the inclusion of the subject
only as a research track within other generic doctoral programs limit the
development of scientific research specific to the field. Taken together, these
factors reveal a lack of coherence between the diversity of entry requirements,
the uniformity of the degree awarded, and the technical depth achieved, which
impacts the quality of preventive management and the sector’s actual
professionalization.
In the case
of the United States, graduate programs in Occupational Safety and Health (OSH)
offered by universities with direct ties to the Occupational Safety and Health
Administration (OSHA) and other accrediting bodies were reviewed. It was
observed that these programs are generally housed within Schools of Public
Health or Colleges of Engineering, particularly within the departments of
Industrial Engineering or Systems Engineering. This placement reflects the
technical and scientific nature of the field, which combines risk management
with principles of engineering, epidemiology, and toxicology.
Furthermore,
U.S. programs clearly distinguish between professional tracks and research
tracks, which have similar durations (one to two years) but different emphases:
the former are oriented toward professional practice and applied management,
while the latter prioritize research, modeling, and quantitative analysis. This
distinction allows students to choose their educational path based on their
career or academic goals.
Regarding
admission requirements, programs affiliated with engineering schools require a
Bachelor of Science degree in engineering or a related scientific discipline.
Candidates without this background must complete preparatory courses in basic
sciences (mathematics, physics, chemistry, and biology) before beginning the
graduate program. Similarly, programs offered by Schools of Public Health limit
admission to professionals with training in health sciences, biology, or
related fields, excluding the humanities and law from the technical scope of
occupational safety and health (OSH). This differentiation demonstrates an
educational structure consistent with the scientific nature of the discipline
and the need for a solid quantitative foundation.
In addition,
these programs typically establish rigorous selection criteria, including a
minimum grade point average (GPA) of 3.0 (8/10), passing the Graduate Record
Examination (GRE)—which assesses quantitative and verbal reasoning—and the
submission of academic letters of recommendation. The GRE and letters of
recommendation are mandatory requirements for research-oriented tracks,
although they may be optional for professional programs. However, in all cases,
admission is based on demonstrating prior quantitative competencies and a good
fit between the applicant’s academic profile and the technical nature of the
program.
Overall, the
U.S. model features a systematic alignment between admission, curriculum, and
graduation, ensuring that students have the necessary scientific foundations to
address occupational safety and health from a predictive and analytical
perspective. This contrasts with the flexibility observed in the Ecuadorian and
Spanish systems, where a more generalist approach to admission limits
graduates’ technical specialization.
In the case
of doctoral programs, there are specific OSH programs with research tracks
within OSH.
In selecting
Spanish universities, we relied primarily on their institutional relevance and
academic standing within the European Higher Education Area (EHEA). We sought
to prioritize those institutions offering a Master’s Degree in Occupational
Risk Prevention aligned with Royal Decree 39/1997 and its respective updates.
In this way, we were able to ensure that the programs analyzed fully complied
with the three official specializations: Occupational Safety, Industrial
Hygiene, and Ergonomics and Applied Psychosociology.
We also
sought to capture the structural and pedagogical diversity of the Spanish
model. To this end, we included universities with different organizational
structures and teaching modalities, encompassing public, private, and online
options. Institutions such as the Complutense University of Madrid, the
Polytechnic University of Valencia, UNIR, and UNED allowed us to construct a
more comprehensive and representative picture of the academic landscape in that
country.
On the other
hand, when evaluating the case of the United States, the selection criteria
centered on the institutions’ strong research track record and professional
accreditation. We focused on universities that operate under rigorous
standards, recognized by key organizations such as OSHA, CEPH, and ABET.
Thus, we
included renowned institutions such as Georgia Tech, Johns Hopkins, the
University of Utah, Auburn, and West Virginia, among others. All of them stand
out for offering master’s programs that integrate applied research, safety
engineering, and preventive management. Our goal in selecting this sample was
to reflect the two predominant approaches in the U.S. system: professionally
oriented programs and research-oriented programs. Both maintain high technical
and scientific standards, which allowed us to effectively compare their
educational models with the realities in Ecuador and Spain.
CONCLUSIONS
This
research leads to the following fundamental conclusions regarding the state of
graduate-level OSH education in Ecuador and its capacity to integrate
mathematical modeling:
Structural
gap in quantitative training: There is a critical disconnect between the
demands of modern preventive management and Ecuador’s academic offerings. The
fact that 0% of the programs analyzed include courses in advanced statistics,
linear algebra, or numerical methods—coupled with the fact that 86% of master’s
programs last one year or less—demonstrates a curriculum design focused
exclusively on regulatory compliance and administrative management, making it
impossible to develop competencies for risk prediction and simulation.
Heterogeneity
of the admission profile without leveling mechanisms: Open admission to 88% of
the programs—without distinguishing between the scientific foundations of the
health sciences, engineering, or the humanities—leads to a forced
homogenization of knowledge. Unlike the U.S. model, which requires
prerequisites in basic sciences or standardized tests (GRE), the Ecuadorian
system lacks mandatory preparatory courses that ensure all students possess the
minimum threshold of quantitative reasoning necessary to tackle mathematical
modeling.
Impact on
National OSH Management: The absence of this specialized training has a direct
impact on the country’s labor reality. Despite having historical accident rate
data (e.g., IESS reports), the lack of professionals trained in data analysis
and predictive modeling condemns the system to a reactive approach
(investigating after the accident), squandering the opportunity to optimize
resources and prevent incidents through evidence-based anticipation.
Need for a
Dual and Standardized Educational Paradigm: A comparison with U.S. models and,
to a lesser extent, with regulatory discrepancies in Spain, demonstrates that
excellence in OSH requires specialization. The proposal for a two-year master’s
program with two clear tracks—a professional track with specific technical
branches based on the student’s background profession, and a research track—is
a viable and necessary solution. The inclusion of preparatory courses in basic
sciences and physiology is not an obstacle but rather an indispensable
mechanism for ensuring technical coherence, raising the national academic
standard, and training professionals capable of leading the digital and
predictive transformation of occupational safety and health in Ecuador.
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Georgia Institute of Technology. (n.d.).
Professional Master’s in Occupational Safety and Health (PMOSH). https://catalog.gatech.edu/programs/occupational-safety-health-pmosh/
Ecuadorian Social Security Institute. (n.d.).
Statistical Bulletin No. 28. Actuarial, Research, and Statistics
Directorate.
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Johns Hopkins University. (n.d.). Online Master’s
Program in Occupational and Environmental Hygiene. Johns Hopkins Engineering
for Professionals. https://ep.jhu.edu/programs/occupational-and-environmental-hygiene/
Pontifical Catholic University of Ecuador,
Esmeraldas Campus. (n.d.). Graduate Academic Programs. PUCESE.
https://pucese.edu.ec/
Royal Decree 958/2024, of September 24,
establishing the Advanced Technician in Occupational Risk Prevention degree
and setting forth the basic aspects of the curriculum. (2024). Official
State Gazette, 248, 129998–130387. https://www.boe.es/buscar/doc.php?id=BOE-A-2024-20842
Sari, M., Duzgun,
H. S., Karpuz, C., & Selcuk, A. S. (2020). Predictive
modeling for occupational safety outcomes and days-away-from-work analysis
in mining operations. International Journal of Environmental Research and
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Casa Grande University. (n.d.). Master’s Degree in
Occupational Health and Safety. UCG Graduate Programs.
https://www.casagrande.edu.ec/posgrado/
Catholic University of Cuenca. (n.d.). Master’s
Degree in Occupational Health and Safety. UCACUE Graduate Programs. https://posgrado.ucacue.edu.ec/salud-y-seguridad-ocupacional/
Catholic University of Santiago de Guayaquil.
(n.d.). Master’s Degree in Occupational Health and Safety. UCSG Graduate
Program System. https://www.ucsg.edu.ec/posgrados/
Central University of Ecuador. (n.d.). Graduate
Program Registration. Comprehensive University Information System.
http://inscripcionposgrado.uce.edu.ec
Complutense University of Madrid. (n.d.). Master’s
Degree in Occupational Risk Prevention. School of Psychology. https://www.ucm.es/estudios/master-prevencionriesgos
University of Guayaquil. (n.d.). Graduate Programs. https://www.ug.edu.ec/
University of the Americas. (n.d.). Master’s Degree
in Occupational Safety and Health. UDLA Online.
https://online.udla.edu.ec/maestrias/salud-y-bienestar/salud-seguridad-ocupacional/
University of the Hemispheres. (n.d.). Master’s
Degree in Occupational Health and Safety. UHE Graduate Programs. https://www.uhemisferios.edu.ec/posgrado/
University of the Pacific. (n.d.). Academic
Programs.
https://upacifico.edu.ec/
Ecotec University. (n.d.). Master’s Degree in
Occupational Health and Safety. Ecotec Graduate Programs.
https://posgrado.ecotec.edu.ec/posgrados/semipresencial/salud/maestria-en-seguridad-y-salud-ocupacional/
Espíritu Santo University. (n.d.). Master’s Degree
in Occupational Safety and Health. UEES Online.
https://online.uees.edu.ec/postgrado/maestria-en-seguridad-y-salud-ocupacional
Ibero-American University of Ecuador. (n.d.).
Professional Master’s Degree in Occupational Health and Safety. UNIB.E.
https://unibe.edu.ec/maestria-profesional-en-salud-y-seguridad-ocupacional/
Indoamérica University. (n.d.). Graduate Programs. https://www.uti.edu.ec/posgrados/
International University of Ecuador. (n.d.). Online
Occupational Safety and Health Degree Program. UIDE.
https://www.uide.edu.ec/carrera-de-seguridad-y-salud-ocupacional-en-linea/
International University of La Rioja. (n.d.).
Master’s Degree in Occupational Safety and Health. UNIR Ecuador / UNIR.
https://ecuador.unir.net/ingenieria/maestria-prevencion-riesgos-laborales/
SEK International University. (n.d.). Master’s
Degree in Occupational Health and Safety with a Specialization in
Occupational Risk Prevention. UISEK.
https://uisek.edu.ec/postgrado/maestria-en-salud-y-seguridad-ocupacional-con-mencion-en-riesgos-laborales/
National University of Chimborazo. (n.d.). Graduate
Studies Office. UNACH. https://unach.edu.ec/posgrado/
National University of Distance Education. (n.d.).
Master’s Degree in Occupational Risk Prevention.
https://www.uned.es/universidad/inicio/estudios/masteres/master-universitario-prevencion-riesgos-laborales.html
Polytechnic University of Catalonia. (n.d.).
Master’s Degree in Occupational Safety and Health: Occupational Risk
Prevention. UPC Masters.
https://www.upc.edu/es/masters/seguridad-y-salud-en-el-trabajo-prevencion-de-riesgos-laborales
Salesian Polytechnic University. (n.d.). Graduate
Programs. UPS. https://www.ups.edu.ec/posgrados
Autonomous Regional University of the Andes.
(n.d.). Graduate Programs. UNIANDES. https://uniandes.edu.ec/posgrados/
San Francisco University of Quito. (n.d.). Master’s
in Public Health. USFQ Graduate Programs. https://www.usfq.edu.ec/es/posgrados/maestria-en-salud-publica-mph
San Gregorio University of Portoviejo. (n.d.).
Academic Programs. https://sangregorio.edu.ec/
Universidad Técnica
del Norte. (n.d.). Graduate Institute. UTN. https://posgrados.utn.edu.ec/
Quevedo State Technical University. (n.d.).
Graduate Studies Unit. UTEQ. https://posgrado.uteq.edu.ec/
Private Technical University of Loja. (n.d.).
Master’s Degree in Industrial Safety. UTPL. https://www.utpl.edu.ec/maestrias/seguridad-industrial
Israel Technological University. (n.d.). Master’s
in Occupational Safety and Health. UIsrael.
https://uisrael.edu.ec/web/maestria-en-seguridad-y-salud-ocupacional/
University of Utah. (n.d.). Online Master of
Occupational Health (MOH). UOnline.
https://online.utah.edu/graduate-programs/moh/index.php
* Master's Degree, SEK International University
pablo.davila@uisek.edu.ec orcid.org/0000-0002-3166-9300
* Master’s Degree, Edwards Deming University
Institute, Ecuador, carrera@tecnologicodeming.edu.ec 0000-0002-9359-5853
* Master’s Degree, SEK International University,
Ecuador
miguel.hernandez@uisek.edu.ec,
0000-0002-4399-5816
* Master’s Degree, SEK International University,
Ecuador pablo.davila@uisek.edu.ec , 0000-0003-3197-760X