Presentation Transcript

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. Content 1. Description of the labour market 2. Overall Structure of the education and training system 3. Outline of governance arrangements 4. Outline of VET legislation 5. Participation 6. Support for learners 7. Other returning learners 8. Relevance and currency 9. VET institutions 10. Work-based learning 11. How do learning institutions interface with host companies? 12. Progression pathways 13. Impact 14. Other national support systems
3. 1. Description of the labour market (I)
4. 1. Description of the labour market (II)
5. 1. Description of the labour market (III) Wage differentials in CHF by highest levelof education attained
6. 1. Description of the labour market (IV) Wage differentials in CHF by ISCO occupation
7. Overall Structure of the education and training system see also:
8. 3. Outline of governance arrangements Course delivery Supervision Strategic planning Development Quality assurance Cantons Confederation Training of VET teachers, instructors, examiners Support implementation reforms Assessments, evaluation, consulting Research principles Training of VET specialists Evaluations/ Assessments Sector associations Contents: Occupational profile  Curricula  Final Assessments Apprentices places methodological support Assessments, evaluation, consulting
9. 3. Outline of governance arrangements (II) Funding of VET
10. 3. Outline of governance arrangements (III) Public Funding of VET / PET in 2009(Upper-Secondary and Tertiary B Level) (156.6 Mio GBP) (1.651 Bio GBP) (68.3 Mio GBP) (63.5 Mio GBP) Cost per VET Student in 2010: 14’500 CHF (= average of dual and school-based VET across all cantons) Source: OPET, 2011
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) Cantonal Acts and Ordinances on Vocational Education and Training
12. 5. Participation (2008) Source: OPET 2011
13. 5. Participation (II)
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. 6. Support for learners (II) Assessment of learning summatively Qualification procedure competences required by VET ordinance Technical knowledge General education (Poss.)Examination module Practical work formatively 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. 6. Support for learners (III) Responsibilities for Qualification procedures operational Prof. org. Carries out qualifcation procedure Assesses professional competences Assessors operational Prof. org. - Responsible for occupation - Organises examinations Chief assessor Examiner strategic/operational Authorities - Carries out examinations - Administration (Fed. VET Diploma/Cert.) Cantonal authorities Examination committee strategic Authorities - Implementation by authorities - Monitoring of examinations
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. 7. Other returning learners (ll)
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. 8. Relevance and currency (II) 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.
21. 8. Relevance and currency (III) Steps towards a new curriculum 1. Activitiy analysis 2. Competence Profile 3. Curriculum What to learn (resources) - Competence #1 List of situations Description of situations and ressources - Competence #2 - How to learn (theory, practice...) - Competence #3 Grouping situations - …. - Qualification profile Which competences are required to deal with the situations? Which resources are required to reach these competences? To acquire the competences: What is to learn and how? How do we measure wether the competences are reached? What are the activities? Which resources are required?
22. 8. Relevance and currency (IV) Activity analysis(by experts of the trade): a) List of situations
23. 8. Relevance and currency (V) Activity analysis : b) Description of situations (example: gardener)
24. 8. Relevance and currency (VI) Activities analysis: c) Grouping the situations
25. 8. Relevance and currency (VII) Definition of competence profile a) Description of the needed competences per group of situations
26. 8. Relevance and currency (VIII) Definition of the profile of competences b) Connecting ressources and competences R (Attitude): Sense of responsibility R (Skill): High ability to communicate R (Knowledge): Know names of plants and flowers in 2 languages
27. 8. Relevance and currency (IX)
28. 8. Relevance and currency (X) Development of the curriculum
29. 8. Relevance and currency (XI) 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
30. 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)
31. VET governance – a joint mission 9. VET institutions (II) Employability At the national and international level in a given occupation Apprentices labour force Partnership Prof. associations define content and competences Support: SFIVET Cantons (States) implement and supervise Support: SFIVET Confederation (OPET) Instruments of governance VET ordinances Quality standards and indicators Funding and innovation
32. Combining practice and theory in two or three different learning locations 9. VET institutions (III) Theory Practice Practice / course VET school 1 – 2 days per week Host company 3 – 4 days per week Industry courses Total of 3-8 courses Federal VET Certificate (2 years) or Federal VET Diploma (3 to 4 years) back to 2. back to 11.
33. 9. VET institutions (IV) Training and studies for lecturers in VET programmes / Typical path PET colleges University of applied sciences SFIVET University Professional employee Federal Vocational Baccalaureate VET teacher Federal Diploma Part-time VET teacher for some years Baccalaureate as students VET school VET apprenticeship Compulsory school
34. 10. Work-based learning Cost vs. benefit for host companies
35. 10. Work-based learning (II) Average costs and benefits of apprenticeship training
36. 10. Work-based learning (III) Costs and benefits: 3-year apprenticeship
37. 10. Work-based learning (IV) Costs and benefits: 4-year apprenticeship
38. 10. Work-based learning (V) Breakdown of net benefits by apprenticeship
39. 10. Work-based learning (VI) Production strategy: Electrician
40. 10. Work-based learning (VII) Investment strategy:Mechanical engineer
41. 10. Work-based learning (VIII) Costs of apprenticeship training
42. 10. Work-based learning (IX) Benefits external recruitment vs. employment of ex-apprentice
43. 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:
44. 12. Progression pathways
45. 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
46. 13. Impact (II)
47. 13. Impact (III)
48. 13. Impact (IV) Unemployment rate of young people compared to older workers Data source: Swiss Labour Force Survey. Figures refer to second annual quarter
49. 13. Impact (V) 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
50. 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
51. 14. Other national support systems (II) 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
52. SFIVET’s core business: Training VET professionals 14. Other national support systems (III) 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 Examiners Federal Vocational Baccalaureate
53. Training modules SFIVET for teachers and instructors 14. Other national supportsystems (IV)
54. 14. Other national support systems (VI) SFIVET structure: part of the political instance for VET Head Fed. Departement of Economic Affairs Price Supervior General Secretariat (GS-FDEA) Competition Commission (COMO) Federal Consumer Affairs Bureau (FCAB) Information Service Center (ISCeco) SFIVET Civilian Service (ZIVI) 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)
55. 14. Other national supportsystems (VII) 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)
56. 14. Other national support systems (VIII) R&D programme Teaching and learning in VET programmes Learning diagnostics, encouragement of learning Learning locations, forms of teaching and learning Learning outcomes (formal, non-formal, informal) Current VET context Innovations within the VET sector Occupational profiles Curricula of VET actors Strategic planning of VET Choice of VET programme and apprenticeship market Integration and exclusion processes in VET Institutional conditions affecting VET sector
57. 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 willgain 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 supportsystems (IX)
58. 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 Master‘s Thesis 20 ECTS 30 ECTS 14. Other national supportsystems (X) Master of Science in VET (120 ECTS) Level 1 Level 2 Level 3
59. 14. Other national support systems (XI) 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
60. 14. Other national support systems (XII) 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
61. More information: www.sfivet.ch