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Dual Track VET in

Switzerland with focus on

in-company learning

Emanuel A. Wüthrich

Brussels, September 2018

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Three main partnersEach responsible for their own area

Private sector (Professional

organizations,

Companies,

Social partners)

Confederation (Minister of

Economic Affairs,

Education and

Research,

SEFRI, SFIVET)

Training content and

apprenticeship positions

Implementation

and supervision

Strategic management

and development

Cantons (cantonal offices,

vocational schools,

career guidance)

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

221.09.2018

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Economic performance linked to VET

▪ Low (youth-) unemployment rate

▪ Switzerland holds a leading position in innovation

▪ 95 % of the teenagers (16-20y) successfully

achieve to complete an educational qualification

▪ 70% of the young people take the route of VET

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

321.09.2018

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Swiss education system

Vocational education and

training

(VET)

Professional

education

(PE)

General

education

Universities

(academic & applied

sciences)

~2/3 ~1/3

Compulsory School

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

421.09.2018

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Permeability

Aptitude Test

Internship

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

521.09.2018

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PracticeIn-company training

(3-4 days per week)

Branch courses

TheoryClassroom instructions at

VET-school

(1-2 days per week)

Preparatory course for FVB

Swiss dual-track approach to VETHow does it work ?

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

621.09.2018

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Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

▪ Apprenticeship-contract between company and apprentice

▪ Apprentice gets a salary from the company

▪ Apprentice is trained by the company and rapidly

integrated in the production/commercial process

▪ Company needs a permission (e.g. infrastructure, training of

instructors)

▪ Capacity building of teachers (pedagogy – technical skills)

▪ Competence orientation

Swiss dual-track approach to VETHow does it work ?

721.09.2018

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Why do companies train apprentices?

1. Apprenticeship is beneficial for companies

Source: VPET in Switzerland, Strahm, Geiger, Oertle,

Swars, 2016

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

821.09.2018

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Why do companies train apprentices?

21/09/2018

2. Ensure qualified employees with the required

competencies

3. Reputation for the host company

4. Tradition

Emanuel Wüthrich, Senior Advisor

A new profession in VET

Trade

association

• Aggregates interests of companies

• Analyses needs and situation

• Requests launch of process for new profession

Companies • Perceive and voice the need for a new profession

SERI • Authorises launch of process for new profession

Trade

association

• Creates commission for reform (mandates working

groups for curriculum and assessment)

• Analyses & defines new profession

• Drafts qualification profile / training plan

SERI

Strat.

support

SFIVET

Meth.

support

Cantons

Support

SERI

• Drafts ordinance

• Consults all stakeholders

• Enacts ordinance on national level

• Implementation tasks > drafting information and

training concept

• (reform commission is replaced by development

and quality commission)

10

FROM THE SYSTEM TO

THE IMPLEMENTATION

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

September 2018

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Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

The power of situated

knowledge•Let’s assume I am a carpenter and today in school I’ve learned the functioning of different door handles…

➢ It is our experience we spontaneously refer to when solving professional (and other) problems –not our school learned knowledge.

➢ Experience = situated knowledge

➢ Situated = embedded in a situation/surrounding/context

➢ That’s why Swiss VET is based on work situations

1221.09.2018

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A work situation as the

basis of VET pedagogy

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

Knowledge

AttitudesSkills

Work situation

1321.09.2018

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Shift of term:

What is a work situation?

Activity that is:

• Limited in time

• Clear Objective/Outcome/Result

• Consists of several actions to be taken

• Workers could make a break afterwards

• Can be described with a verb and a noun

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

1421.09.2018

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SFIVET’s method: the situation based

approach – the work situation in the heart of

VET

Curriculum Development

Teaching

AssessingEvaluation

Competence: relevant

Knowledge, Skills andAttitudes

Work Reality

«Work

Situation»

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

1521.09.2018

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How to train working when the curriculum

does not provide of work situations?

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

16

• The work process is to be

segmented into activities

Activity 1 2 3 4 5

21.09.2018

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Implementation for instruction:

Two cases to look at

1. Instruction on the spot

(characteristics: ad hoc, short, partial

instruction, normally not referring to

theory but to experience, didactical

approach: modelling and imitating

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

1721.09.2018

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Two cases to look at (2)

2. Instruction in the theory room

(characteristics: planned, refers to a

complete action (work situation),

imparting theory is crucial, didactical

approach: imparting knowledge and

experience with appropriate methods

and social forms

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

1821.09.2018

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Case 1: Instruction on the

spot (in the work situation)

• As the link between the instruction

and the practice is very direct the

situated knowledge is addressed

automatically.

• Improve: The theoretical

background and the rationale of the

instruction should be provided

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

1921.09.2018

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Case 2: Instruction in the

theory room

• As the link between instruction and

implementation is not naturally

given the link between the two

needs attention:

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

2021.09.2018

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Theory and then Practice?

• Practice (Experience) first then theory:

➢Facilitate situated learning by

activating all senses and allowing the

apprentice to have a representation of

the work situation in his/her mind

➢Active participation but in harmless

activities only.

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

2121.09.2018

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Link practical experiences with

theory room experience

• Means of transport is the work

situation (the experience made in

practice)

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

2221.09.2018

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The work situation is transposed

into the theory room

• If instruction (theory and practice) is

provided in a theory room the work

situation has to be recalled in detail

(e.g. let the apprentice write a

flowchart of their activities and

present photos of the work

situation)

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

2321.09.2018

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Developing the competence with

Cognitive Apprenticeship

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

Modeling

Coaching

Scaffolding

Articulation

Reflection

Exploration

2421.09.2018

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Thank you for your attention !

www.sfivet.swiss

Emanuel Wüthrich, Senior Advisor International, Senior Lecturer

2521.09.2018