**3. Vocational training in Switzerland-history and characteristics**

#### **3.1 History of vocational training in Switzerland**

#### *3.1.1 Vocational training in Switzerland from thirteenth to nineteenth century*

Similar to Germany, apprentice training in Switzerland also began during the thirteenth century through the guilds of artisans. Through the French Revolution (1789–1799) and the collapse of the Old Swiss Confederacy, the guild system also collapsed, and in the nineteenth century, they started gaining more rights. During the nineteenth century, there have also been some efforts to establish a Ministry of Education, but these efforts failed, and organization of the educational system has been left to the cantonal government, with the exception of VET, which is regulated on a national level. Because of that, Switzerland still remains one of the few countries that does not have its own Ministry of Education [11].

The rights of the guilds depended a lot on the regulations of cantons, since Switzerland was (and still is) divided into French-speaking, Italian-speaking, and German-speaking cantons. Because of that, the development of the apprentice training was very different, depending on cantons and their organization. For example, in some mountain cantons, guilds have never had as much influence as in the city cantons. Even now, in German-speaking parts of the country, dual apprentice training still remains a predominant base of economy, whereas in Italian- and Frenchspeaking parts, predominant are technical colleges that offer technical and general subjects [11].

However, in 1870s, caused by a long-lasting recession, local craft and trade associations emerged and created the Swiss Association for Small and Medium-size Enterprises. In 1880, the apprentice training was in the process of institutionalization. Educational aims became more important, and school began to play a big role in apprentice trainings; hence, the hours at school were increased, and apprentices, known as "young workers," have slowly became "learners." [12].

#### *3.1.2 Vocational training in Switzerland during twentieth and twenty-first century*

Around 1900s, this association started drawing up regulations and laws of apprenticeship training. The laws regulated the relationship and the agreements between apprentice and the firm they are to be taught at, their contract and the theoretical training that is supposed to be done parallel with the company training, as well as the final exam that is to be completed. Up to 1930s, these changes were only on cantonal level, until the first federal law on VET was published. This law applied to the training in trade, transport, industry, crafts, hotel, and catering sector and it was to be executed by cantonal governments. The execution included control of the duration of the training (the law required minimum of 1 year), intermediate examinations as well as final examinations. The aim of these regulations was to assure better working and training conditions for apprentices. In the years after World War Two, there was a big economic boom. During this period, the conditions of schooling and training were gradually getting better. In the year 1963, there was one revision of the Vocational and Professional Education and Training Act *(Bundesgesetz über die Berufsbildung)* [11].

After that, in 1978, other legislation of VET was introduced. These laws were designed in order to expand vocational training to non-German-speaking cantons, while keeping its current variety. In the 1990s, the Vocational Baccalaureate was introduced, which marked formal integration of VET into the Swiss education system [12].

The laws from 2003 and 2004 have essentially made that possible, holding to the agreement that every cantonal government still has its power to organize the education, while this law is providing more mobility through the systems and the cantons in the country. Also, all draft legislations are to be discussed with all interested parties before it is brought up in parliament. This law has also introduced introductory courses for young people, who are beginning their vocational training.

#### **3.2 Institutional configuration of VET system in Switzerland**

Switzerland is a federal republic consisting of 26 partly sovereign cantons and four linguistic regions. Regional and local autonomy is very high, which can be proved by the fact that Switzerland does not have an education ministry. Educational laws are being brought by joint work of the Federal government or the State Secretariat for Education, Research and Innovation, cantons, and professional organizations. These partners work together to provide and maintain the quality of education throughout the country. For the implementation of these laws, the responsibility lies in the hands of respectful cantons. These obligations and partnerships are regulated by the contemporary VPETA-the Federal Vocational and Educational Professional Training Act [13].

It is, however, important to highlight that apprentice training is the most popular kind of training in German-speaking parts of Switzerland. In French- and Italianspeaking parts, it does not play such a big role as it does in German. Therefore, one can say (as many experts do) that Switzerland uses the German dual model of

#### *Vocational Training in German-Speaking Countries DOI: http://dx.doi.org/10.5772/intechopen.112109*

apprentice training and education. However, it is not the one-to-one copy of the German VET system but is rather a blueprint with some adjustments to the Swiss governance and social system. Also, important to highlight is the fact that Switzerland is a part of the European Qualifications Network, organized in order to keep the educational systems more transparent and to provide people with the possibility to transfer their educational degrees to other systems easily. Switzerland also has its own National Qualifications Framework, which is in line with the European one, making it more transparent and easily accessible [10].

The meaning of initial VET in Switzerland is teaching and acquiring skills, knowledge, and competences, which are required in a certain occupation and vocation for carrying out work activities. It also includes basic general education and the ability to contribute to sustainable development.

The companies that are hiring apprentices are usually the ones bearing the costs of the whole process. When it comes to the costs of schooling, the public funds on a federal level usually cover up to 25% of the costs, and the rest is covered by the cantonal government [13].

Completed compulsory education and a minimum age of 15 are the requirements for entering vocational training. The vast majority of students coming out of compulsory education decide to enroll in some sort of vocational training. Many people also opt for a transitional option, which is either entering the 10th grade or enrolling in the preparatory course of VET. Vocational education and training in Switzerland are provided at the upper-secondary level, and professional education is provided at the tertiary level. Both of them are based on clearly defined training plans and use national qualification procedures. They are designed to enable switching between vocational or professional pathways and university pathways, enabling one to pursue other career paths or subsequent education and training opportunities.

Duration of VET varies from 2 years, after which apprentices can gain a Federal VET Certificate to 3–4 years, after which apprentices are able to get a Federal VET Diploma. School-based VET programs are also being organized and are a preferable way of schooling in Italian- and French-speaking parts of the country.

Speaking of places of learning, during company-based VET, it can be organized in a company, VET school or VET center. School-based vocational trainings are organized in schools, workshops, business schools, and companies which are offering practical training at one point of schooling [9].

Both of these trainings are completed with a final examination. Intermediate examinations are also carried out for various occupations. The exam is free of charge and can contain various parts, such as practice, occupation-specific training, and general school education. It is organized by the cantonal authorities. It usually consists of one practical assignment either as an individual practical assignment or as a predefined assignment.

VET in Switzerland is characterized as "dual system," following the example of Germany's dual system. This means that students attend vocational schools where they gain theoretical knowledge as well as apprentice training, where they gain practical knowledge and skills. In vocational schools, subjects that are related to vocation are being taught, but also subjects regarding languages and social skills. School attendance is usually limited to 1–2 days of school. The remaining time is spent in companies, where apprentices are actively taking part in the everyday work life of the company. There are also branch courses that are being offered as some kind of support to the apprenticeship training. They are usually organized by third-party training centers and often take place outside of school and work.

When it comes to the core syllabus, it is being created by representatives of the authorities, companies, and especially teachers employed at vocational schools. It is based upon pedagogical and didactical principles but also upon a list of vocational activities and a qualification profile, that both serve for the development of training plans [9].

The apprenticeship market is a structure that has two sides, one being the supply side and the other one being the demand side. The supply side implies host companies that are offering the apprenticeship trainings and the demand side is formed by young people who are seeking apprenticeship positions. The side that plays a mediating role is the State, ensuring the best possible conditions for both companies and apprentices, while also helping young people find the best suitable occupations. The state is also offering various counseling options and has opened and formed various bodies and agencies in order to help young people transition from compulsory education to vocational education and training.

Before the beginning of the training, apprentices and companies sign contracts, which in its sense is a standard employment contracts with notice that the purpose of the contract is completing a VET training. Besides the purpose of the training, it also regulates the duration of the apprenticeship, training obligation of the employer, and the time off work for attending school and/or additional programs.

Preparations for federal professional examinations are considered as tertiary level of schooling and take place alongside one's working obligations. There is no obligation to do so, but apprentices can enroll in preparation programs offered by public or private organizations [13].

Speaking of access to higher education, Federal Vocational Baccalaureate gives people access to study programs at universities of applied sciences and, if they complete an additional, one-year program, access to Swiss tier-one universities.
