dual track vet in switzerland with focus on in-company ... · aptitude test internship emanuel...
TRANSCRIPT
Dual Track VET in
Switzerland with focus on
in-company learning
Emanuel A. Wüthrich
Brussels, September 2018
/
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
/
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
/
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
/
Permeability
Aptitude Test
Internship
Emanuel Wüthrich, Senior Advisor International, Senior Lecturer
521.09.2018
/
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
/
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
/
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
/ 9
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
/
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
/
A work situation as the
basis of VET pedagogy
Emanuel Wüthrich, Senior Advisor International, Senior Lecturer
Knowledge
AttitudesSkills
Work situation
1321.09.2018
/
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
/
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
/
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
/
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
/
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
/
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
/
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
/
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
/
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
/
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
/
Developing the competence with
Cognitive Apprenticeship
Emanuel Wüthrich, Senior Advisor International, Senior Lecturer
Modeling
Coaching
Scaffolding
Articulation
Reflection
Exploration
2421.09.2018
/
Thank you for your attention !
www.sfivet.swiss
Emanuel Wüthrich, Senior Advisor International, Senior Lecturer
2521.09.2018