Оглавление
Philipp Gonon. Swiss Vocational and Professional Education and Training (VPET)
Table of Contents
Preface
1 Forms of VPET
1.1 VET in a small company
1.1.1 Definition
1.1.2 Development
1.1.3 Example
1.1.4 Several variants
1.2 VET in a large company
1.2.1 Definition
1.2.2 Examples
1.3 VET in the cooperative training association
1.3.1 Definition
1.3.2 Development
1.3.3 Variants
1.3.4 Examples
1.4 School-based VET
1.4.1 Definition
1.4.2 Examples
1.4.3 Variants
1.5 VET in a public trade school
1.5.1 Emergence of public trade schools in many occupations
1.5.2 Funding of public trade schools
1.5.3 Reasons for creating public trade schools
1.5.4 The role of public trade schools in the foundation phase of Swiss VPET
1.5.5 Advantages and disadvantages of public trade schools
1.5.6 Example
1.6 Hybrid forms of VET
1.6.1 Permeability as a requirement of hybrid qualifications
1.6.2 Example[4]
1.7 Forms for high-achievers
1.7.1 Facets of excellence
1.7.2 High level of performance in the vocational area: entrepreneurship and competitions
1.7.3 Optional courses and additional general education
1.7.4 Particular establishments for talented athletes and gifted artists
1.8 Forms for young people with impairments
1.8.1 Extension of the duration of the VET programme
1.8.2 Support for the qualification procedure
1.8.3 Compensating for disadvantages of people with disabilities in VPET
1.8.4 Supported education
1.8.5 Non-formal one or two-year apprenticeship (Anlehre)
1.8.6 VET with support from the Disability Insurance (Invalidenversicherung or IV)
1.8.7 Practical training according to Insos
1.9 Forms characterised by social pedagogy
1.9.1 Definition, variants
1.9.2 Example
1.10 Federal PET Diploma and Advanced Federal PET Diploma. 1.10.1 Definition
1.10.2 Development
1.10.3 Example
1.11 Professional colleges
1.11.1 Examples
1.12 Professional education at academic institutions
1.12.1 Definition, variants
1.12.2 Development
1.12.3 Examples
1.13 VPET outside the responsibility of the Federal Vocational and Professional Education and Training Act
1.13.1 Definition
1.13.2 Variants
1.13.3 Development
1.14 VET for adults
1.14.1 Ways of acquiring and upgrading vocational qualifications for adults
1.14.2 Different groups of learners
1.14.3 Examples
1.15 Forms of job-related continuing education and training (CET)
1.15.1 Lifelong learning, non-formal and informal continuing education and training
1.15.2 General, job-related vocational and in-company CET
1.15.3 Variants of job-related continuing education and training
1.15.4 Example
1.16 Informal forms of vocational learning
1.16.1 Characteristics: learning in the situation and in the social environment
1.16.2 Modelling and reproduction as an informal learning method
1.16.3 Origins of informal learning
1.16.4 Development of VPET from informal learning situations
2 VPET – part of the education system and part of the world of work
2.1 Education system
2.1.1 Distribution of duties between the Confederation and the cantons
2.1.2 Structure of the education system
2.1.3 Compulsory education
2.1.4 Upper-secondary level education and training
2.1.5 Tertiary level
2.1.6 Continuing education
2.2 World of work and labour market
2.2.1 Structural change: heading towards the service society
2.2.2 Structure of the companies
2.2.3 Willingness of companies to take part in VET programmes[18]
2.2.4 Unemployment
2.2.5 Development of qualification requirements
2.3 History of VET in Switzerland (Philipp Gonon)
2.4 Legal foundations
2.4.1 Legal foundations in the area of VET
2.4.2 Legal foundations in the area of tertiary-level professional education and training
2.4.3 Legal foundations for continuing education: the Federal Act on Continuing Education and Training
2.3.4 Other legal foundations and comparable regulations
2.5 Governance of VPET
2.5.1 Cooperation between the Confederation, cantons and professional organisations
2.5.2 Other bodies, committees or conferences of the cooperation
2.6 Funding
2.6.1 Funding provided by the public sector
2.6.2 Financial contributions of the companies and learners
2.6.3 VPET fund
3 Elements of successful VPET
3.1 Learning at work
3.1.1 Characteristics
3.1.2 Forms
3.1.3 Work which is conducive to learning
3.1.4 Effect
3.1.5 Limits
3.2 Simulation
3.2.1 Characteristics
3.2.2 Forms of training facilities and simulators
3.2.3 Effect
3.2.4 Simulation – not only for vocational training
3.3 Reflection
3.3.1 Characteristics
3.3.2 Forms of reflection
3.4 Action-guiding knowledge
3.4.1 Characteristics
3.4.2 Development
3.4.3 Academic orientation and action orientation
3.5 General education
3.5.1 Characteristics
3.5.2 Development
3.5.3 Forms
3.5.4 Function of general education
3.6 Support and assistance
3.6.1 Characteristics
3.6.2 Forms of support and assistance
3.6.3 Effect
3.7 VPET management
3.7.1 Definition
3.7.2 Forms
3.7.3 Functions of VPET management
3.8 Certification
3.8.1 Definition
3.8.2 Forms
3.8.3 Effect
4 From school to working life
4.1 Introduction: background and important terms
4.2 Career choice[36] and the search for an apprenticeship position
4.2.1 Career choice process from the perspective of research
4.2.2 Career guidance classes at lower-secondary level
4.2.3 Search for an apprenticeship position
4.2.4 The interests of young women and men: the most popular VET programmes
4.3 The apprenticeship market
4.3.1 The interaction of supply and demand
4.3.2 Current situation on the apprenticeship market: the apprenticeship market barometer
4.3.3 From the apprenticeship crisis to the apprentice crisis
4.3.4 Selection of learners in host companies
4.4 Transitional options and case management
4.4.1 Development and extent of transitional options
4.4.2 Functions of transitional options
4.4.3 Case management for learners at risk of dropping out of VET programmes
4.5 Termination of an apprenticeship contract, changing apprenticeship position and dropping out from an apprenticeship
4.5.1 The extent of terminated apprenticeship contracts: the termination rate
4.5.2 Reasons for terminated apprenticeship contracts
4.5.3 Re-entry and follow-up solution
4.6 What next after a VET programme?
4.6.1 Development of job offers for job starters
4.6.2 Youth unemployment
4.6.3 Transition to the tertiary sector
5 Stakeholders and institutions
5.1 Host companies and cooperative training associations
5.1.1 Training in the world of work
5.1.2 Determinants of participation in education and training
5.1.3 VET professionals in the host company
5.1.4 Requirements and quality improvement
5.2 VET schools and professional colleges
5.2.1 History
5.2.2 Areas of activity of VET schools
5.2.3 Organisation and supervision
5.3 The Confederation
5.3.1 Organisation of VPET in the SERI
5.3.2 Tasks of the SERI in the area of VPET
5.3.3 Other federal agencies
5.4 Cantonal authorities
5.4.1 Organisation of the cantonal VET offices
5.4.2 Tasks of the cantonal VET offices
5.4.3 Intercantonal coordination: EDK and SBBK
5.4.4 Other cantonal authorities
5.5 Professional organisations
5.5.1 Umbrella organisations
5.5.2 Trade associations
5.5.3 Other forms of professional organisations
5.6 VET professionals
5.6.1 Legal foundations
5.6.2 VET trainers in companies and training centres
5.6.3 Teachers at schools
5.6.4 Other functions
5.7 Stakeholders from research and development
5.7.1 “Leading houses” as competence networks
5.7.2 Swiss Federal Institute for Vocational Education and Training (SFIVET), universities of applied sciences and universities of teacher education, academic/research-based universities
5.7.3 Cantonal research centres, individuals and private offices
5.7.4 Stakeholders involved in promoting VPET research
5.7.5 Monitoring the education system
5.7.6 Conclusion: research and development
6 Areas of tension
6.1 Academic versus vocational tertiary programmes
6.2 Vocational principle versus modularisation
6.3 Broad versus narrow VET programmes
6.4 Coverage of needs versus shortage of skilled workers
6.5 State versus world of work
6.6 “Bildung” versus qualification
Bibliography
List of Figures
List of Tables
