1. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 1 Expert paper SFIVET - Switzerland International Dialogue on VET / Conference Pretoria 3/4 April 2012 SFIVET Swiss Federal Institute for Vocational Education and Training

2. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 2 Content 1. Description of the labour marketDescription of the labour market 2. Overall Structure of the education and training systemOverall Structure of the education and training system 3. Outline of governance arrangementsOutline of governance arrangements 4. Outline of VET legislationOutline of VET legislation 5. ParticipationParticipation 6. Support for learnersSupport for learners 7. Other returning learnersOther returning learners 8. Relevance and currencyRelevance and currency 9. VET institutionsVET institutions 10. Work-based learningWork-based learning 11. How do learning institutions interface with host companies?How do learning institutions interface with host companies? 12. Progression pathwaysProgression pathways 13. ImpactImpact 14. Other national support systemsOther national support systems

3. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 3 1. Description of the labour market (I)

4. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 4 1. Description of the labour market (II)

5. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 5 Wage differentials in CHF by highest level of education attained 1. Description of the labour market (III)

6. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 6 Wage differentials in CHF by ISCO occupation 1. Description of the labour market (IV)

7. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 7 2.Overall Structure of the education and training system see also:

8. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 8 Strategic planning Development Quality assurance Strategic planning Development Quality assurance Course delivery Supervision Course delivery Supervision Sector associations Contents: Occupational profile Curricula Final Assessments Apprentices places Contents: Occupational profile Curricula Final Assessments Apprentices places Confederation Training of VET specialists Training of VET specialists Evaluations/ Assessments Evaluations/ Assessments Research principles Cantons Support implementation reforms Training of VET teachers, instructors, examiners Assessments, evaluation, consulting methodological support Assessments, evaluation, consulting 3. Outline of governance arrangements

9. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 9 Funding of VET 3. Outline of governance arrangements (II)

10. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 10 Cost per VET Student in 2010: 14500 CHF (= average of dual and school-based VET across all cantons) Public Funding of VET / PET in 2009 (Upper-Secondary and Tertiary B Level) Source: OPET, 2011 (156.6 Mio GBP) (68.3 Mio GBP) (63.5 Mio GBP) (1.651 Bio GBP) 3. Outline of governance arrangements (III)

11. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 11 4. Outline of VET legislation Swiss Federal Act on Vocational and Professional Education and Training (SR 412.10) and Ordinance on Vocational and Professional Education and Training (SR 412.101) (http://www.admin.ch/ch/e/rs/4.html)http://www.admin.ch/ch/e/rs/4.html Cantonal Acts and Ordinances on Vocational Education and Training

12. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 12 5. Participation (2008) Source: OPET 2011

13. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 13 5. Participation (II)

14. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 14 6. Support for learners Career Counselling: Information about occupational careers in compulsory school (7th to 9th grade) by professional organisation and companies in regional career guidance centres Individual counselling in career guidance centres Case Management: Support for weaker learners with multiple difficulties Federal Concept (and founding) for cantonal Case Management Systems Supporting courses Offered by VET schools in different subjects

15. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 15 Assessment of learning Qualification procedure Technical knowledge General education Practical work (Poss.) Examination module competences required by VET ordinance 6. Support for learners (II) formatively summatively Formatively the apprentices are assessed throughout the whole time of the apprenticeship at all the 3 learning locations. In the host company the learners will be trained and lead carefully to their professional maturity by increasing demand of the tasks to be fulfilled. In the VET school and in industry courses it is done by tests without marks as knowledge and skill level analysis, both for the learners and the instructors / teachers..

16. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 16 Responsibilities for Qualification procedures strategicAuthorities - Implementation by authorities - Monitoring of examinations Examiner Chief assessor Assessors strategic/operationalAuthorities - Carries out examinations - Administration (Fed. VET Diploma/Cert.) operationalProf. org. - Responsible for occupation - Organises examinations operational Prof. org. - Carries out qualifcation procedure - Assesses professional competences Cantonal authorities Examination committee 6. Support for learners (III)

17. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 17 7. Other returning learners Validation/recognition of prior learning – organised by professional organisations based on a Federal Concept Permeability of the system 2-year apprenticeships for weaker learners Specialised support training for teachers and instructors (individual tutoring)

18. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 18 7. Other returning learners (ll)

19. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 19 8. Relevance and currency Occupation and professions: VET programmes leading to qualifications Job: no officially defined skills needed Vocation: not commonly used in Switzerland

20. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 20 Process of reforms Legislation Ticket contract Pre-ticket 20142013201220112010DNOSAJJMAMFJDNOSAJJMAMFJDNOSAJJMAMFJDNOSAJJMAMFJDNOSAJJMAMFJ National consultation National consultation Information VET teachers and trainers Examiners Milestones Implementation Documentation Training plan VET ordinance Activity profile Occupational development profile Reform concept Project schedule Pre-ticket contract Guidance and qualification procedure Industry courses: concept and guidance Teaching materials Translate Translation Sample project schedule Start of training Summer 2014 8. Relevance and currency (II)

21. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 21 Activity related competences Skilled people need knowledge: They have the specific knowledge (incl. technical terms) at their disposal and apply it to a specific situation. Skilled people need abilities: They are able to carry out a professional activity properly. Skilled people are competent......if they are able to apply knowledge and abilities adapted on the specific situation. 8. Relevance and currency (II)

22. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 22 Steps towards a new curriculum 1. Activitiy analysis 2. Competence Profile 3. Curriculum List of situations Grouping situations D escription of situations and ressources What are the activities? Which resources are required? What are the activities? Which resources are required? - Competence #1 - Competence #2 - Competence #3 - …. Which competences are required to deal with the situations? Which resources are required to reach these competences? Which competences are required to deal with the situations? Which resources are required to reach these competences? -What to learn (resources) - H ow to learn (theory, practice...) - Qualification profile To acquire the competences: What is to learn and how? How do we measure wether the competences are reached? To acquire the competences: What is to learn and how? How do we measure wether the competences are reached? 8. Relevance and currency (III)

23. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 23 Activity analysis (by experts of the trade) : a) List of situations 8. Relevance and currency (IV)

24. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 24 Activity analysis : b) Description of situations (example: gardener) Title Fighting disease and vermin GoalPlants are free of disease and vermin Action 1. Choose the plant treatment product 2. Calculate the amount according to dosage and to be treated area 3. Put on protective clothing 4. Measure the plant treatment product, mix it with water = spray mixture 5. Spray the mixture 6. Clean the equipment and the protective clothing ProductHealthy plants Participants ResponsibilityBy oneself MaterialPlant treatment product, water ToolsMotor spraying device, protective clothing, technical literature Workplace, duration Greenhouse Time required for 100 plants: 10 minutes R: KnowledgeDiseases, plant treatment products, plants, vermin R: SkillsDosage calculations, spraying technique R: AttitudesExactness, diligence, sense of responsibility 8. Relevance and currency (V)

25. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 25 Activities analysis: c) Grouping the situations 8. Relevance and currency (VI)

26. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 26 Definition of competence profile a) Description of the needed competences per group of situations Group of situations Defined occupational competences 1234 Consultancy and sales advise customerstake orderssell products and services write reports and delivery receipts Delivery and service deliver the products perform services -- Operational maintenance supervise production facilities and equipment carry out maintenance work dispose of material ecologically -- 8. Relevance and currency (VII)

27. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 27 Definition of the profile of competences b) Connecting ressources and competences Group of situations Defined occupational competences 1234 Consultancy and sales advise customerstake orderssell products and services write reports and delivery receipts Delivery and service deliver the products perform services Operational maintenance supervise production facilities and equipment carry out maintenance work dispose of material ecologically R (Knowledge): Know names of plants and flowers in 2 languages R (Knowledge): Know names of plants and flowers in 2 languages R (Skill): High ability to communicate R (Skill): High ability to communicate R (Attitude): Sense of responsibility R (Attitude): Sense of responsibility 8. Relevance and currency (VIII)

28. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 28 Part A: competences - Definition of qualification profile - Description of learning objectives Part B: Table of lessons Number of lessons per learning objective -VET school (ITI) -VET practice (company) Part C: Qualification procedures Classification of the qualification steps, definition of standards to pass the assessments 8. Relevance and currency (IX)

29. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 29 Development of the curriculum 8. Relevance and currency (X)

30. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 30 Future needs of labour market: Description of trends for a trade Based on megatrends, such as Demographic development Economic development Technical development Globalisation Development of values concerning ecology/ethics Health and performance enhancement Structural development in economy/society Workplace development Communication trends..... Description as base for future adaptations of the situations/competences 8. Relevance and currency (XI)

31. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 31 9. VET institutions Appr. 250 VET occupations Appr. 300 professional organisations Appr. 70,000 apprentices per year Appr. 60,000 host companies with apprentices Appr. 310 VET schools Appr. 11,000 VET teachers appr. 40% work part-time 26 cantonal VET steering bodies Appr. 20 cantonal career counselling centres One intercantonal coordination commission on VET One federal VET steering body One federal competence centre (SFIVET)

32. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 32 VET governance – a joint mission Partnership Instruments of governance Cantons (States) implement and supervise Support: SFIVET Prof. associations define content and competences Support: SFIVET Confederation (OPET) Quality standards and indicators VET ordinances Funding and innovation Employability At the national and international level in a given occupation Apprentices labour force 9. VET institutions (II)

33. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 33 Combining practice and theory in two or three different learning locations Practice Host company 3 – 4 days per week Theory VET school 1 – 2 days per week Federal VET Certificate (2 years) or Federal VET Diploma (3 to 4 years) Practice / course Industry courses Total of 3-8 courses 9. VET institutions (III) back to 11. back to 2.

34. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 34 VET school PET colleges Training and studies for lecturers in VET programmes / Typical path Compulsory school University Baccalaureate Professional employee University of applied sciences SFIVET Part-time VET teacher for some years VET teacher Federal Diploma VET apprenticeship Federal Vocational Baccalaureate as students 9. VET institutions (IV)

35. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 35 10. Work-based learning Cost vs. benefit for host companies

36. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 36 Average costs and benefits of apprenticeship training Per apprentice in avg. year (in CHF) Total (in Mio. CHF) Costs26,9994,725.3 Benefits29,7615,208.7 Net costs-2,762483.4 10. Work-based learning (II)

37. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 37 Costs and benefits: 3-year apprenticeship 10. Work-based learning (III)

38. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 38 Costs and benefits: 4-year apprenticeship 10. Work-based learning (IV)

39. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 39 Breakdown of net benefits by apprenticeship 10. Work-based learning (V)

40. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 40 Production strategy: Electrician 10. Work-based learning (VI)

41. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 41 Investment strategy: Mechanical engineer 10. Work-based learning (VII)

42. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 42 Costs of apprenticeship training 10. Work-based learning (VIII)

43. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 43 Benefits external recruitment vs. employment of ex-apprentice 10. Work-based learning (IX)

44. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 44 11. How do learning institutions interface with host companies? Main partner: Host company (apprenticeship contract!) Supervision: Canton (responsible for VET school and apprenticeship contracts) Learning documentation Industry courses VET teachers and trainers see also:

45. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 45 12. Progression pathways

46. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 46 13. Impact How is the success of the system measured? What proportion of learners find work (or create their own work) and what proportion remain unemployed after graduation? Indicators: –Overall graduation rate, graduation rate by educational level –Employment rates and unemployment rates by educational level –Returns to education

47. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 47 13. Impact (II)

48. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 48 13. Impact (III)

49. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 49 Unemployment rate of young people compared to older workers Data source: Swiss Labour Force Survey. Figures refer to second annual quarter 13. Impact (IV)

50. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 50 Who measures success? Education statistics of the Federal Statistical Office Unemployment statistics of the State Secretariat for Economic Affairs Swiss Education Report 2010 Universities and research institutes, including: Leading Houses on VET research of the Federal Office for Professional Education and Technology (OPET) Swiss Federal Institute for Vocational Education and Training (SFIVET) Others, e.g. TREE project – Transitions from Education to Employment 13. Impact (V)

51. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 51 14. Other national support systems SFIVET: The Federal Expert Organisation on VET (Research, Curriculum development, Training) Career Counselling: Information about occupational careers in compulsory school (7th to 9th grade) by professional organisations and host companies in regional career guidance centres Individual counselling in career guidance centres Case Management

52. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 52 SFIVET-Training: A few specific features… 50 didactic approaches for VET – based on the relevant curricula Admission requirements include employment as a VET teacher Work on individual portfolios throughout the entire training programme Practical guidance from teachers and trained guidance counsellors at VET schools Each module attests to competences gained and may be combined with other modules Integration of research findings Close ties with VET schools and professional organisations 14. Other national support systems (II)

53. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 53 SFIVETs core business: Training VET professionals Teachers at VET schools Teachers at PET colleges VET trainers at host companies VET instructors at industry training centres Vocational instruction - Full-time - Part-time - Full-time - Part-time - Full-time - Part-time General education Federal Vocational Baccalaureate Examiners 14. Other national support systems (III)

54. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 54 Training modules SFIVET for teachers and instructors TuesdayWednesdayThursdayFriday Module 1Module 21 st Semester Module 3 1 st Semester Module 5 1 st Semester Module 7 1 st Semester Module 9 1 st Semester Module 11 Planning, structuring and implementing daily instruction and training Structuring and carrying out teaching activities within an institutional context Planning and carrying out learning situations Recording, assessing and promoting competences Working with other VET professionals To know and apply important methods of specialised didactics Degree thesis 2 nd Semester Module 4 2 nd Semester Module 6 2 nd Semester Module 8 2 nd Semester Module 10 2 nd Semester Module 12 Creating and promoting learning processes Professionally designed interaction processes in different contexts Working with other VET organisations, institutions and support systems To consider specific features of specialised didactics by planning and teaching Practical teaching assessment 14. Other national supportsystems (IV)

55. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 55 Head Fed. Departement of Economic Affairs Price Supervior General Secretariat (GS-FDEA) Federal Consumer Affairs Bureau (FCAB) Information Service Center (ISCeco) Civilian Service (ZIVI) Competition Commission (COMO) SFIVET State Secretariat for Economic Affairs (SECO) Federal Office for Professional Education and Technology (OPET) Federal Office for Agriculture (FOAG) Federal Veterinary Office (FVO) Federal Office for National Economic Supply (FONES) Federal Office for Housing (FOH) Swiss Accreditation Service (SAS) Agroscope Reckenholz-Tänikon (ART) Liebefeld-Posieux (ALP) Changnis-Wädenswil (ACW) Institute of Virology and Immunoprophylaxis (IVI) Administrative unit FLAG unit Extra-parlamentary committee Institution (Independent employer) SFIVET structure: part of the political instance for VET 14. Other national support systems (VI)

56. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 56 Underlaying our activities: Research & Development Ensure that the Swiss VET sector and the training provided to participants within the Swiss VET sector are adaptable in step with economic and educational developments optimise teaching and learning in the various learning environments: school-based education, work-based training, industry courses (micro and meso level) optimise basic and continuing training of VET trainers (meso level) generate knowledge that facilitates strategic planning of the VET sector (macro level) 14. Other national support systems (VII)

57. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 57 R&D programme Learning diagnostics, encouragement of learning Learning locations, forms of teaching and learning Learning outcomes (formal, non-formal, informal) Teaching and learning in VET programmes Innovations within the VET sector Occupational profilesCurricula of VET actors Current VET context Choice of VET programme and apprenticeship market Integration and exclusion processes in VET Institutional conditions affecting VET sector Strategic planning of VET 14. Other national support systems (VIII)

58. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 58 MSc in VET: Training of VET specialists VET specialists will be able to put specialised expertise in the areas of economics, sociology, psychology and education science to practical use in the VET steering/policymaking will gain a comprehensive understanding of Switzerland's VET and PET sectors and be able to situate the Swiss VET/PET system within an international context will become familiar with and be able to apply various empirical research methods VET specialist with an MSc from SFIVET are active in VET steering bodies professional organisations VET research VET institutions 14. Other national support systems (IX)

59. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 59 Master of Science in VET (120 ECTS) Vocational Education and Training 5 ECTS Education Sciences 5 ECTS Sociology 5 ECTS Psychology 5 ECTS Economy 5 ECTS Methods 5 ECTS 30 ECTS Vocational Education and Training 5 ECTS Education Sciences 5 ECTS Sociology 5 ECTS Psychology 5 ECTS Economy 5 ECTS Methods 5 ECTS 30 ECTS Vocational Education and Training 5 ECTS Vocational Education and Training 5 ECTS Internship 5 ECTS Internship 5 ECTS Research Internship 5 ECTS Methods 5 ECTS 30 ECTS Vocational Education and Training 5 ECTS Vocational Education and Training 5 ECTS Masters Thesis 20 ECTS 30 ECTS Level 1 Level 2 Level 3 14. Other national support systems (X)

60. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 60 Some figures…. Appr. 250 occupations Appr. 300 professional organisations 26 cantons Appr. 70,000 apprentices per year Appr. 60,000 host companies with apprentices Appr. 310 VET schools Appr. 11,000 teachers (without Fed. Vocational Baccalaureate) appr. 40% of them are part time teachers 14. Other national support systems (XI)

61. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 61 Continuing education on SFIVET : Main contents Continuous qualification of executives in VET: leadership, business administration, etc. Coaching, mentoring, support of different actors in VET Education and training of measures for promoting integration and inclusion in VET Education and training of VET specific pedagogy for different professional subjects Education of qualification procedures, accreditation of prior learning Training in intercultural and gender issues Education of system knowledge and system know-how Development of education and training institutions Education for teaching of adults Training for examiners and chief examiners based on the relevant curricula 14. Other national support systems (XII)

62. 03./04. April 2012VET Conference South AfricaHanspeter Tanner 62 More information: www.sfivet.ch