03./04. april 2012vet conference south africahanspeter tanner 1 expert paper sfivet - switzerland...

03./04. April 2012 VET Conference South Africa Hanspeter 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


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 pathways13. Impact14. Other national support systems


1. Description of the labour market (I)

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

14%

42%

8%11%

24%

Highest Education Level Age 24-64

Source: Swiss Federal Statistical Office, Swiss Labor Force Survey 2010


man

ager

s

prof

essio

nals

tech

nician

s an

d as

socia

te p

rofe

ssio.

..

cleric

al su

ppor

t wor

kers

serv

ices

and

sales

wor

kers

skille

d ag

ricult

ural

worke

rs

craf

t and

relat

ed tr

ade

worke

rs

plant

and

mac

hine

oper

ator

s

elem

enta

ry o

ccup

ation

s0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

ISCO Levels


1. Description of the labour market (II)


Wage differentials in CHF by highest levelof education attained

0

2,000

4,000

6,000

8,000

10,000

12,000

Monthly Median Wages 2010

Source: Swiss Federal Statistical Office, Swiss Earnings Structure Survey 2010

1. Description of the labour market (III)


Wage differentials in CHF by ISCO occupation

Annual Median Wages 2010

man

ager

s

prof

essio

nals

tech

nician

s an

d as

socia

te p

rofe

ssion

als

cleric

al su

ppor

t wor

kers

serv

ices

and

sales

wor

kers

skille

d ag

ricult

ural

worke

rs

craf

t and

relat

ed tr

ade

worke

rs

plant

and

mac

hine

oper

ator

s

elem

enta

ry o

ccup

ation

s0

20,000

40,000

60,000

80,000

100,000

120,000Annual Median Wages 2010 (by ISCO)


1. Description of the labour market (IV)


2. Overall Structure of the education and training system

see also:


Strategic planning Development

Quality assurance

Course delivery Supervision

Sector associations

Contents: Occupational profile Curricula Final AssessmentsApprentices places

Confederation

Tra

inin

g of

VE

T

spec

ialis

tsT

rain

ing

of V

ET

sp

ecia

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Eva

luat

ions

/ A

sses

smen

tsE

valu

atio

ns/

Ass

essm

ents

Res

earc

h pr

inci

ples

Res

earc

h pr

inci

ples

Cantons

Sup

port

im

plem

enta

tion

refo

rms

Sup

port

im

plem

enta

tion

refo

rms

Tra

inin

g of

VE

T

teac

hers

, in

stru

ctor

s,

exam

iner

s

Tra

inin

g of

VE

T

teac

hers

, in

stru

ctor

s,

exam

iner

s

Ass

essm

ents

, ev

alua

tion,

con

sulti

ngA

sses

smen

ts,

eval

uatio

n, c

onsu

lting

methodological supportmethodological support Assessments, evaluation, consulting

Assessments, evaluation, consulting

3. Outline of governance arrangements


Funding of VET

47003266.1

Public sector

Firms

in CHF million

3. Outline of governance arrangements (II)


Cost per VET Student in 2010: 14’500 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)


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

http://www.admin.ch/ch/e/rs/4.html


5. Participation (2008)

Source: OPET 2011


5. Participation (II)


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


Assessment of learning

Qualification procedure

Technicalknowledge

Generaleducation

Practical work(Poss.)

Examinationmodule

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..


Responsibilities for Qualification procedures

strategic Authorities- Implementation by authorities- Monitoring of examinations

Examiner

Chief assessor

Assessors

strategic/operational Authorities- Carries out examinations- Administration (Fed. VET Diploma/Cert.)

operational Prof. 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)


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)


7. Other returning learners (ll)


8. Relevance and currency

• Occupation and professions: VET programmes leading to qualifications

• Job: no officially defined skills needed• Vocation: not commonly used in Switzerland


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)


Steps towards a new curriculum

1. Activitiy analysis 2. Competence Profile

3. Curriculum

List of situations

Grouping situations

Description of situations and ressources

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?

- What to learn (resources)

- How 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?

8. Relevance and currency (III)


Activity analysis(by experts of the trade): a) List of situations

8. Relevance and currency (IV)


Activity analysis : b) Description of situations (example: gardener)

Title Fighting disease and vermin

Goal Plants are free of disease and vermin

Action 1. Choose the plant treatment product2. Calculate the amount according to dosage and to be treated area3. Put on protective clothing4. Measure the plant treatment product, mix it with water = spray mixture5. Spray the mixture6. Clean the equipment and the protective clothing

Product Healthy plants

Participants

Responsibility By oneself

Material Plant treatment product, water

Tools Motor spraying device, protective clothing, technical literature

Workplace, duration

GreenhouseTime required for 100 plants: 10 minutes

R: Knowledge Diseases, plant treatment products, plants, vermin

R: Skills Dosage calculations, spraying technique

R: Attitudes Exactness, diligence, sense of responsibility

8. Relevance and currency (V)


Similar occupational situations

Groups of occupational situations

All occupational situations

Orientation A Orientation B

Activities analysis: c) Grouping the situations

8. Relevance and currency (VI)


Definition of competence profile a) Description of the needed competences per group of situations

Group of situations

Defined occupational competences

1 2 3 4

Consultancy and sales

advise customers take orders sell 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)


Definition of the profile of competences b) Connecting ressources and competences

Group of situations

Defined occupational competences

1 2 3 4

Consultancy and sales

advise customers take orders sell 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 (Skill): High ability to communicate

R (Attitude): Sense of responsibility

8. Relevance and currency (VIII)


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)


Development of the curriculum

8. Relevance and currency (X)


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)


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)


VET governance – a joint mission

Par

tner

ship

Inst

rum

ents

of

go

vern

ance

Cantons (States)implement and supervise

Support: SFIVET

Prof. associationsdefine content and competences

Support: SFIVET

Confederation (OPET)

Quality standards and indicators

VET ordinances

Funding and innovation

EmployabilityAt the national and international level in a given occupation

Apprenticeslabour force

9. VET institutions (II)


Combining practice and theory in two or three different learning locations

Practice

Host company3 – 4 days per week

Theory

VET school1 – 2 days per week

Federal VET Certificate (2 years)

or Federal VET Diploma (3 to 4 years)

Practice / course

Industry coursesTotal of 3-8 courses

9. VET institutions (III)

back to 11.

back to 2.


VET school

PETcolleges

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)


10. Work-based learning

0

1'000

2'000

3'000

4'000

5'000

6'000

in CHF million

Gross costs Productiveoutput by

apprentices

Net benefit

Cost vs. benefit for host companies


Average costs and benefits of apprenticeship training

Per apprentice in avg. year (in CHF)

Total(in Mio. CHF)

Costs 26,999 4,725.3

Benefits 29,761 5,208.7

Net costs -2,762 483.4

10. Work-based learning (II)


Costs and benefits: 3-year apprenticeship

0

5

10

15

20

25

30

35

40

1 2 3

Year of apprenticeship

in 1

'00

0 C

HF

Costs Benefits Net benefit

10. Work-based learning (III)


Costs and benefits: 4-year apprenticeship

-10

0

10

20

30

40

50

1 2 3 4


in 1

'00

0 C

HF


10. Work-based learning (IV)


Breakdown of net benefits by apprenticeship

0

5

10

15

20

25

30

<-100 -100 to -80

-80 to -60 -60 to -40 -40 to -20 -20 to 0 0 to 20 20 to 40 40 to 60 60 to 80 80 to 100 >100

Net benefits (in 1000 CHF)

Ap

pre

ntic

esh

ips

in %

10. Work-based learning (V)


Production strategy: Electrician

0

5

10

15

20

25

30

35

40

45

1 2 3 4


in 1

'00

0 C

HF


10. Work-based learning (VI)


Investment strategy:Mechanical engineer

-30

-20

-10

0

10

20

30

40

50

60

1 2 3 4


in 1

'00

0 C

HF


10. Work-based learning (VII)


Costs of apprenticeship training

0

10

20

30

40

50

60

70

Salary of apprentice Personnel costs other costs

in 1

'00

0 C

HF

Electrician

Polymechanics technician

10. Work-based learning (VIII)


Benefits external recruitment vs. employment of ex-apprentice

0

5

10

15

20

25

30

35

40

45

Electrician Polymechanics technician

in 1

'00

0 C

HF

Recruitment and training costs

Opportunity benefits of training

10. Work-based learning (IX)


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:


12. Progression pathways


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


13. Impact (II)


13. Impact (III)


1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

15-24 years

25-64 years

Unemployment rate of young people compared to older workers

Data source: Swiss Labour Force Survey. Figures refer to second annual quarter

13. Impact (IV)


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)


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


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)


SFIVET’s core business: Training VET professionals

Teachers atVET schools

Teachers atPET colleges

VET trainers athost companies

VET instructors atindustry training centres

Vocational instruction

- Full-time- Part-time



General education

Federal VocationalBaccalaureate

Examiners

14. Other national support systems (III)


Training modules SFIVET for teachers and instructors

Tuesday Wednesday Thursday Friday Friday

Module 1 Module 2 1st Semester Module 3

1st Semester Module 5




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

2nd SemesterModule 4

2nd Semester Module 6




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)


Head Fed. Departement of Economic Affairs

Price SuperviorGeneral Secretariat

(GS-FDEA)

Federal ConsumerAffairs Bureau

(FCAB)

Information ServiceCenter (ISCeco)

Civilian Service (ZIVI)

Competition Commission

(COMO)

SFIVET

State Secretariat forEconomic Affairs

(SECO)

Federal Office forProfessional Education

and Technology (OPET)

Federal Office forAgriculture

(FOAG)

Federal VeterinaryOffice (FVO)

Federal Office forNational Economic

Supply (FONES)

Federal Office forHousing(FOH)

Swiss AccreditationService(SAS)

AgroscopeReckenholz-Tänikon (ART)

Liebefeld-Posieux (ALP)Changnis-Wädenswil (ACW)

Institute of Virologyand

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)


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)


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 theVET sector

Occupational profiles Curricula of VET actors

Current VET context

Choice of VETprogramme and

apprenticeship market

Integration and exclusion processes

in VET

Institutionalconditions affecting

VET sector

Strategic planning of VET

14. Other national support systems (VIII)


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)


Master of Science in VET (120 ECTS)

VocationalEducationand Training5 ECTS

EducationSciences

5 ECTS

Sociology

5 ECTS

Psychology

5 ECTS

Economy

5 ECTS

Methods

5 ECTS30ECTS


EducationSciences

5 ECTS

Sociology

5 ECTS

Psychology

5 ECTS

Economy

5 ECTS

Methods

5 ECTS30ECTS



Internship

5 ECTS

Internship

5 ECTS

ResearchInternship

5 ECTS

Methods

5 ECTS30ECTS



Master‘s Thesis

20 ECTS30ECTS

Level 1

Level 2

Level 3

14. Other national support systems (X)


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)


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)


More information:

www.sfivet.ch

03./04. april 2012vet conference south africahanspeter tanner 1 expert paper sfivet - switzerland...

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