Access to and rational use of drugs continues to be a major challenge in most of the countries in the Region of the Americas and elsewhere in the world, despite the efforts made and the resources invested. The factors that have affected the achievement of these objectives include the segmentation and fragmentation of drug supply systems in the delivery of health services, and the difficulties related to supply management, and to drug quality and inappropriate drug use by prescribers and patients. For several years, the World Health Organization (WHO) and the International Pharmaceutical Federation (FIP) has been jointly studying the role of the pharmacist in health systems and has recognized the need for a curriculum that meets professional needs to develop this role. Specifically these organizations have recommended including not only knowledge but also attitudes and skills, which a group of experts summarized as seven attributes or “stars”: caregiver, decision‐maker, communicator, manager, life‐long‐learner , teacher, and leader. An eighth star (researcher) was later added . The Pan American Conference on Pharmaceutical Education (CPEF), an initiative of the Pan American Health Organization (PAHO) in partnership with the schools of pharmacy of the Americas, has helped guide pharmacy curricula in the countries of the Americas. The Statement of Principles of the I CPEF (Miami, United States, 1990) established pharmacists’ commitment––as drug specialists––to primary health care (PHC), the necessity to include them in health teams, and the duty of schools of pharmacy to maintain inter‐institutional collaboration at the national and international levels. The II CPEF (Ixtapa, Mexico, 1993) recognized the mission of pharmacy education and the responsibility to train health professionals and keep citizens informed of changes in health care systems, and to provide them with knowledge and values to stimulate public involvement in the development of the profession’s policies, practices, and guidelines going forward. The III CPEF (Buenos Aires, Argentina, 1996) agreed on a Declaration that included the creation of the Pan American Committee on Pharmaceutical Education and a strategic line of action committing the participants to developing a proposal to review the pharmacy curriculum in order to establish the minimum content required to facilitate the exchange of students, educators, and professionals, and to allow the inclusion of other pharmaceutical competencies, as well as updating the knowledge base. In light of this recommendation––and the varying nature of pharmaceutical programs in the countries of the Americas––a Basic Pharmaceutical Education Plan8 was published, which quickly became a guide for training pharmacists. At the IV CPEF (Santiago, Chile, 1999), discussion began on the competencies of pharmacists as drug experts, based on the agreements reached at previous conferences. The recognized competencies of the “seven‐star pharmacist” were adopted, along with those included in the Basic Pharmaceutical Education Plan. At the same time, it was agreed that the pharmacy curricula in the countries of the Americas would be reviewed in order to establish common curricula. The V CPEF introduced the concept of the global pharmacist and the need to continue moving forward in the construction of a high‐quality, common curriculum. The frame of reference for discussion and agreement at the last three conferences (Montevideo, Uruguay, 2008; Porto Alegre, Brazil, 2010; and Havana, Cuba, 2012) has been the need for a new Basic Plan for pharmacy studies, with quality standards for self‐evaluation and continuous improvement of programs––all in a changing, dynamic professional context––while also considering the specific conditions in each country. Traditionally, pharmacists have been considered drug experts, knowledgeable about the development and purchase of drugs, and about their ultimate benefits for the individual. However, the new professional approach recognizes drugs as important therapeutic tools, but not the only ones, and the focus is shifting to individuals, families, and communities9 . As part of the activities promoted by PAHO/WHO to strengthen health systems in the Americas, a strategy has been developed since 2008 to strengthen pharmaceutical services based on primary health care (PHC). As a way of joining forces and helping to strengthen the pharmacist’s role in this area, a working group made up of the Pharmaceutical Forum of the Americas (FFA), PAHO/WHO, the International Pharmaceutical Federation (FIP), and CPEF developed a set of proposed competencies for pharmaceutical services based on PHC and on Good Pharmacy Practice (GPP). In this context, the VIII CPEF agreed to create a working group (GT‐BP/CPEF) to draft a new Basic Plan for Pharmacy Studies, based on: the document of the Lima Group8 ; the draft document in development; the newly defined role and attributes of pharmacists; the criteria for rigorous practical training; and the activities exclusive to pharmacists––all in the context of competency‐based training. With regard to the competencies required for PHC‐ and GPP‐based pharmaceutical services, reference was made to the proposal developed by the Technical Group (PAHO/WHO, FIP, FFA, and CPEF). As a result, the GT‐ BP/CPEF began identifying the competencies for the other areas of professional action common to pharmacists in the countries of the Americas, considering the CPEF agreements and discussions, and other available references. This document is presented as an updated proposal for the harmonization of pharmacy education. It should be kept in mind that there are different titles in the Region, including pharmacist, pharmaceutical chemist, and pharmaceutical biologist, as well as roles and areas of professional action that include community pharmacy, hospital pharmacy, the pharmaceutical industry, chemistry, biochemistry, food science, and clinical analysis. However, this document does not deal with all these variations; it addresses only the common aspects identified at the CPEFs. This document is intended for academics and professionals involved in the education of pharmacists, graduate‐level and post‐graduate education, and ongoing human resources education; and also to professionals in pharmaceutical schools and professional associations, pharmaceutical chemists, and everyone interested in the subject of pharmacy education.