The Swiss Vocational Education and Trainig Initiative India

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Ursula Renold. The Swiss Vocational Education and Trainig Initiative India

Foreword by the chairman of the Swiss Employers Confederation

Foreword by the president of Swissmem

Foreword by the chairman of NSDA and NSDC

Introduction by the editors

Part I A comparison of two education systems

Introduction

The Swiss education system, with a special focus on vocational education and training. Maria Esther Egg and Ursula Renold

1 Facts and figures on Switzerland’s education and economy

2 The Swiss education system

2.1 Transition pathways between compulsory school and upper-secondary II education

2.2 Transition pathways between upper-secondary II and tertiary education

2.3 Transition pathways within tertiary-level education

3 Legal elements and governance of the VET system

4 Application of the curriculum value chain in the educational process

4.1 First phase: Curriculum design

4.2 Second phase: Practical implementation of the framework curriculum

4.3 Third phase: Measuring the full impact of VET

5 Financing of the VPET system

6 Approaches to improving the Indian VPET system from a Swiss perspective

The Indian education system and the challenges of vocational education and training. Ursula Renold and Vipul Agarwal

1 The employment market in India

2 Structure of the Indian education system

2.1 Education policy and development

2.2 Levels of education and duration of study

2.3 Education budget and spending over the years

2.4 Universities and educational institutions in India

3 The Indian vocational education system. 3.1 Vocational education – Development phase of the system

3.2 State bodies, other actors and their roles

3.3 Vocational education courses, initiatives and programmes

3.4 Curriculum design

4 Quality of vocational education and training and mobility

5 Financing

6 Challenges

7 Concluding remarks and key points

Part II Background, point of departure and guiding principles

Introduction

Vocational education and training in India – a Swiss development cooperation success story[28]Richard Gerster

1 «Much practice, less theory»

2 Training centres for rural India

3 Instilling self-confidence

4 Training bankers and public officials

5 Focus on volunteers and professionals

6 «Practical orientation ensures relevance for the industry»

7 The «Swissness» of development cooperation

Dynamic development of Swiss-Indian bilateral economic relations. Daniel Freihofer

The requirements of the Swiss machine and precision mechanics industry. Contributions by companies

The situation in India before the start of the project in 2008. Franz Probst

1 The challenges

1.1 Skills gap

1.2 Limited training capacity

1.3 Unregulated working conditions

1.4 Deficiencies in the vocational education and training system

1.5 Social aspects

2 Approaches to overcoming the deficiencies

Five guiding principles for introducing elements of the dual vocational education and training system in India. Ursula Renold

Part III Innovative concept with a systemic approach

Introduction

Dual vocational education and training in a country without tradition of workplace training – the «role model concept» Ursula Renold

1 Overview of vocational education and training approaches

1.1 Labour market integration programmes

1.2 Company-specific education at in-house training centres or academies

1.3 School-based vocational education and training

1.4 Dual vocational education and training as a combination of practical and academic education

2 Implementing dual vocational education and training in a country where there is no such tradition

3 From the actual to the target situation using the role model approach with proof of concept

3.1 From the companies’ perspective

3.2 From the schools’ perspective

3.2 At system level

4 Individual host companies are not sufficient for a dual vocational education and training system

The role of the Swiss-Indian Chamber of Commerce (SICC) Franz Probst

1 Objectives and organisation of the Chamber of Commerce

2 Tasks undertaken as part of the pilot project

3 Insights gained by SICC from the project sponsorship

Part IV The pilot projects in Pune and Bangalore 2008–2013

Introduction

2008 feasibility study. José Oberson

1 Analysis of the environment – Vocational education and training in India

2 Swiss industry’s requirements

3 Feasibility criteria

4 Areas of action

4.1 Learning objectives and content

4.2 Trainees

4.3 Structure of the programme

4.4 VET trainers (instructors)

4.5 Teachers

4.6 Teaching materials

5 Partnership and cooperation agreements (memorandum of understanding)

6 Concluding remarks

Project organisation, planning and findings. Franz Probst

Developing a need-based framework curriculum for polytechnicians. Arthur W. Glättli and Peter Stössel

Training the teachers, VET trainers and examination experts. Hanspeter Tanner and Martin Nydegger

India’s point of view – Interview with G. P. Chandra Kumar, Project Director India. Franz Probst

Part V Proof of concept and conclusions

Introduction

Pilot project – Swiss Vocational Education and Training Initiative India – Evaluation[40]Barbara Haering and Ladina Rageth

1 The initiative in brief

2 Focus and methodology of the evaluation

3 Implementation of the pilot project

4 Support for future Indian professionals and partner companies

5 SWOT analysis of the initiative

6 The challenge of sustainability

7 Prospects for other countries

From a public-private project to a permanent partnership. Franz Probst

1 Initial situation

1.1 Risks

1.2 Private actors as a factor of success

1.3 Organisational aspects

1.4 Promoting private projects in the field of vocational education and training

1.5 Adaptation of the training content and national recognition

2 Project partnership

Part VI Conclusions and authors

Editors’ concluding remarks

About the authors

Part VII Annexes

Memorandum of Understanding with State of Karnataka

Memorandum of Understanding with State of Maharashtra

Targets and achievements of the pilot project: Overview

List of abbreviations

List of figures

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Table of contents

Foreword by the chairman of the Swiss Employers Confederation

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The national framework curricula of the individual VET programmes appertain to the job-specific VET ordinances. In addition to the content-related school workload, the curricula also contain detailed syllabi for the three places of learning. The breakdown of course content between the three places of learning is dependent on the profession. A common schedule for apprentices involves attending vocational school one day a week, and working four days a week in the company offering the training. Alternatively, two days a week are spent at the vocational school and three days at the company. Industry courses are usually offered as block courses. Likewise, there is a widespread regressive school model, in which attendance at vocational school is more frequent in the first year, and becomes progressively less frequent each subsequent year. This helps to improve the apprentices’ productivity in the company over the years. A further variant, which is more prevalent in the French and Italian-speaking parts of Switzerland, is to attend vocational school for a few weeks and then apply the newly-acquired knowledge in industry training centres for a few weeks. The different variants in the places of learning illustrate that it is not the way in which VET is completed that is crucial but rather whether the acquired qualifications meet the required standards. The length of the programmes varies between two and four years. The Federal VET Certificate lasts two years and is intended more for students with weaker academic performance but better practical ability. To obtain a Federal VET Diploma, a three to four-year apprenticeship has to be completed, the exact duration of which depends on the VET programme and the cost-benefit ratio of the companies providing the training.

In summary, one can say that the framework curricula developed in the first phase cover the qualification standards for all places of learning, as well as define the professional, social, methodical and personal skills required (also called capacity-building).

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