Physical therapy education is a continuum of learning beginning with admission to an accredited physical therapy school and ending with retirement from active practice.

The World Confederation for Physical Therapy (WCPT) recognises that there is considerable diversity in the social, economic and political environments in which physical therapy education is conducted throughout the world.

WCPT will assist national physical therapy associations with the development of appropriate educational standards and with the development of accreditation processes.

1. The goal of physical therapy education is the continuing development of physical therapists who are entitled (as long as it is consistent with their education) to practise the profession without limitation within the scope of practice defined in individual countries.
2. WCPT recommends that education for entry-level physical therapists should be based on university or university-level studies of a minimum of four years, independently validated and accredited as being at a standard that affords graduates full statutory and professional recognition.  WCPT acknowledges that there is variation in programme delivery and in entry-level qualifications, including Bachelors/Baccalaureate/Licensed or equivalent, Masters and Doctorate entry qualifications.  It is expected that any programme, irrespective of its length and mode of delivery, should deliver a curriculum that will enable physical therapists to attain the knowledge, skills and attributes described in the guidelines for physical therapist professional entry-level education.
3. The curricula for physical therapy education should be relevant to the health and social needs of the particular nation.
4. The term “accredited” is used in relation to physical therapy education to describe a programme which is regularly evaluated according to established educational standards.
5. The first professional qualification should be completion of a curriculum that qualifies the physical therapist for practice as an independent autonomous professional.
6. An integral component of the curriculum for the first professional qualification is direct clinical experience under the supervision of appropriately qualified physical therapists or other relevant health professionals.  As skills and experience increase, this clinical education will involve access to gradually increasing levels of responsibility.
7. The curriculum should equip physical therapists to practise in a variety of health care settings including, but not limited to, institutional, industrial, occupational and primary health care that encompass urban and rural communities.  Consideration should also be given to preparing physical therapists to practise in environments that reflect the health care/service delivery models that operate in different countries.
8. The curriculum and continuing professional development (CPD) opportunities should prepare physical therapists with a knowledge of educational approaches which will help them supervise, educate and transfer skills to others.
9. Physical therapists should be equipped for evidence-based practice.
10. Research methodology should be included in entry-level programmes.
11. Professional physical therapy entry-level education should be conducted by physical therapists and other appropriately qualified educators. The educators should be able to transfer knowledge and skills about physical therapist examinations/assessment/evaluations, and interventions/treatment and their outcomes, including the critical analysis of theories and methods of physical therapy.
12. Educators should have appropriate qualifications and/or experience in teaching and learning.  They should also have an awareness and understanding of the culture in which they are teaching. 
13. Educators should include a variety of approaches to student assessment (e.g., formative and summative).
14. Individuals with appropriate education and/or credentials should teach basic and foundational sciences (e.g., anatomy, histology, physiology, imaging, pharmacology), behavioural and social sciences (e.g., psychology, ethics, sociology), movement sciences (e.g., kinesiology, biomechanics, exercise science) and research methodology.
15. The goals, content, format and evaluation of the education programmes provided for physical therapists are the responsibility of the faculty but should involve the active participation of the national physical therapy association.
16. Life-long learning and professional development is the hallmark of a competent physical therapist. It should be recognised that learning and development may take place in a variety of ways and is not limited to attendance at formal courses.
17. Physical therapists should be encouraged to undertake post-graduate education in physical therapy or related fields which will advance their professional development.

Download Declaration of Principle: Education