vsd field visit the vocational education system of switzerland

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Introduction to the Swiss VET

The second day was dedicated to a field visit with the objective to get a practical view into theDual Vocational Education System (VET) in Switzerland. In a first step, Benedikt Hauser from the State Secretariat for Education, Research and Innovation gave a first impression on how the VET system works in Switzerland and covered the questions on design and transferability potential to other countries. VET is integral part of the Swiss education system and has a prominent position as two third of youth enroll in VET programs. Providing apprenticeship by private companies, which are actively involved in the development of curriculum, has a long tradition in Switzerland. It is based on the demand of companies for qualified workers. Therefore, it is market oriented and supply and demand are very close to matching. The VET system in Switzerland is permeable: pathways to higher education institutions are open for people with VET backgrounds without a bacchalaureat, and opting for an apprenticeship is thus no dead end for youth. The confederation is responsible for strategic management and development while the cantons have the authority for the implementation.

Mr. Hauser’s presentation slides:

[slideshare id=21179020&doc=ppt-thedualvocationaleducationsystembenedikthauser-130514164231-phpapp01]

Trouble viewing? Try fullscreen mode or download the PDF here: The Dual Vocational Education System [PDF]

Audio State Secretariat for Education, Research and Innovation

Field Visit 1: Gewerbliche Industrielle Berufsfachschule Thun

During the field visit, the group first visited the Gewerbliche Industrielle Berufsfachschule (GIB) Thun, a multifunctional professional school, with the objective to get to know the functioning of a multifunctional professional school in Switzerland with its duties and mandates. During the presentation the role of the school, the private sector and the professional association and the collaboration between them was clarified and the permeability of the Swiss education system explained. In addition, the structure of the VET programmes with its three learning locations (VET school, company and industry course) was illustrated to show the well-balanced theoretical and practical education.

Field Visit 2: Wandfluh AG and Swiss Mechanics

The group then travelled to Frutigen, a village in the Bernese Oberland to visit Wandfluh AG, a private company employing and training polytechnician apprentices. Mr. Hansruedi Wandfluh, member of the Swiss National Council, welcomed the group. A presentation about the company and apprenticeship with focus on polytechnician apprentices followed with the objective to get to know why an enterprise employes apprentices and what the benefits and challenges are. For the company, the apprenticeship is a success story, as company, state and industry share together economic and social responsibility. For the company, the VET is of importance: on one hand, the company invests time, money and personnel, but on the other hand the company benefits, as the students do productive work and bring fresh air into the company. It is often also the only way to cover the needs of the labor market. Additionally, many internally trained apprentices continue working in the company as employees. A tour through the company gave an insight into a hydraulic and electronic company and the working field of Wandfluh’s Polymechanics apprentices.

Finally, the CEO of Swissmechanic, a professional association for SMEs in mechanical and electrical engineering and metalworking, presented the association, its role and the collaboration with schools and companies. He again mentioned the importance of VET in Switzerland and the close correlation with the needs of the labour market. This direct correlation helps to explain why Switzerland has one of the lowest youth unemployement rates in Europe.

Reflections on the Field Visit

Today’s field was indeed very insightful. Having visited/met with GIB (Vocational School for Trade and Industry Cooperation), Wandfluh (a private sector company in the Hydraulic and Electronics field that has an apprenticeship program), as well with Swiss Mechanic (a national professional organization representing electrical, mechanical engineering and metal working), we were able to gain insights on how the dual TVET system works in Switzerland.

Quality control measures are inherent in the system. The permeability of the system allows the TVET students to enroll for TVET Baccalaureate at universities which makes the system even more appealing. The availability of career guidance for the students at a young age makes them able to make better and informed decision at a young age.

It was impressive to see how the roles and responsibilities (as well the funding sources) of each of the involved entities (including the TVET schools, the private sector companies, the professional associations, the cantons and the federation) are agreed upon and are clearly stated. The private sector is indeed `in the driver`s seat`. Also, the professional organizations play a crucial role in developing the curriculum (which is basically updated every 3-4 years!). The integrated and well-established system is also very flexible and is continuously evolving.

I also had the pleasure of `interviewing` Gaga from Georgia on his experience in today`s field trip which he described as relevant and productive whereby he had the chance to observe how the TVET system works in Switzerland how the theoretical and practical parts are joint. He believes that it is possible to replicate many of the aspects of the TVET system in Switzerland in his home country.

– Sally Yacoub, SDC Egypt

The following two questions guided the group through the field visit, and were discussed in small groups (mixed with the PSD groups) of 8-10 participants after the field visit:

1. From what you have seen and heard today, where do you see the potential learning that could be beneficial for your own project/programme/work context? Where do you see any leverage points? What could be useful for the programs in the country?
2. In what you have seen and heard today, how are results measured and communicated at different institutional levels? For example: Do the VET actors – the vocational school, the firm, the association – know about the career paths of their trainees? Do they support them actively in their career paths?

Find some of the groups’ responses here.

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