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Switzerland
Country Report on ICT in Education
Available on http://insight.eun.org
Contact: Christian A. Gertsch, Swiss Education Server Educa.ch
2011
TABLE OF CONTENTS
1 THE EDUCATION CONTEXT ...................................................................................................................... 1
1.1 Education Reform......................................................................................................................... 1
1.2 Key challenges /priorities for education ........................................................................................ 1
2. ICT POLICY ................................................................................................................................................ 2
2.1. Responsabilities ........................................................................................................................... 2
2.2. ICT policies for schools ................................................................................................................ 3
2.3. ICT for inclusion ........................................................................................................................... 5
2.4. ICT priorities ................................................................................................................................. 5
2.5. National Characteristics (optional)................................................................................................ 6
3. THE CURRICULUM AND ICT .................................................................................................................... 6
3.1. The curriculum framework ............................................................................................................ 7
3.2. ICT in the curriculum .................................................................................................................... 7
3.3. Students’ ICT competence ........................................................................................................... 8
3.4. Assessment scheme .................................................................................................................... 9
3.5. ICT based assessment................................................................................................................. 9
3.6. Quality assurance of the use of ICT in schools ............................................................................ 9
4. DIGITAL LEARNING RESOURCES AND SERVICE ............................................................................... 10
4.1. Content development strategies ................................................................................................. 10
4.2. E-content development .............................................................................................................. 10
4.3. User - generated content............................................................................................................ 10
4.4. Web 2.0 ...................................................................................................................................... 10
4.5. Content sharing .......................................................................................................................... 10
4.6. Learning Platforms ..................................................................................................................... 11
5. TEACHER EDUCATION FOR ICT ........................................................................................................... 11
5.1. ICT in initial teacher education ................................................................................................... 12
5.2. Effective training models for initial teacher education................................................................. 14
5.3. ICT in in-service teacher education ............................................................................................ 14
5.4. Effective training models for in service teacher education.......................................................... 14
5.5. New initiatives ............................................................................................................................ 15
5.6. Assessment Schemes ................................................................................................................ 15
5.7. Training the teacher trainers ...................................................................................................... 15
1
5.8. Incentives ................................................................................................................................... 15
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.org
1 THE EDUC ATION CON TE XT joined the agreement. 7 cantons (14%) have declined
joining the agreement, 4 (10%) are still pending.
1.1 EDUC ATION REFORM
1.2 KEY CH AL LENGES /PRIORITIES FOR
EDU C ATION
Reform processes are underway on various levels of
the education system at present. The key political Overall Federal policy on research and development is
goals in education are to safeguard Switzerland's fixed in a framework document entitled “The Message
competitive position, to assure the quality of the edu- of the Federal Council on Education, Research and
cation system, to assure permeability between differ- Innovation” The most recent version is to cover the
ent types of education and to facilitate mobility in edu- period 2008-2011 (to be extended to 2012). A total
cation. Numerous developments are currently being budget of about 20 billion Swiss francs (12 billion Eu-
realized, which will have a decisive influence on the ros) is to be voted for the four-year period. Two under-
Swiss education system in the coming years, particu- lying principles govern this policy framework:
larly with regard to cooperation and harmonization.
• Ensuring the sustainability and the quality of edu-
The main thrust of educational reform in Switzerland cation;
currently concerns the question of harmonisation. • Stimulating competitiveness and growth via re-
Differences in education systems from one canton to search and innovation.
another can be a considerable barrier to mobility within
the country. One approach to the issue is to improve Within this framework, the federal contribution towards
the coordination between the many actors involved in the Swiss Educational Server (as well as the participa-
the education system. In May 2006, the Swiss popula- tion in PISA and the monitoring of the education sys-
tion voted massively in favour of modifying the Consti- tem) is to be funded via the Federal Office for Profes-
tution so as to oblige the Confederation and the can- sional Education and Technology (OPET).
tons to coordinate their actions and collaborate more
The State Secretariat for Education and Research
closely in the field of education from primary school to
supports the international activities of the Swiss Centre
university. One key aspect was the will to fix the dura-
for Educational Technologies in Teaching (CTIE) in the
tion of each level of education and the specific objec-
area of ICT and education. These activities aim at:
tives to be attained by pupils at the end of each level.
The latter is the subject of the HarmoS project led by
• ensuring that Switzerland is represented in the
the Swiss Conference of Cantonal Directors of Educa-
European Schoolnet and assuring the exchange
tion (CDIP).
of information between Switzerland and other Eu-
ropean countries on ICT and education issues;
Currently, HarmoS is being ratified by the cantons. It is • coordinating the possible participation of Swiss
the cantons (cantonal parliaments, with a possible, Educational System institutions (co-coordinating
facultative referendum) who decide about whether to institution, departments, schools, classes) in inter-
join the new agreement. If the agreement is accepted, national projects in the fields of ICT and education
the cantons initiate steps in order to harmonise their
1
and ICT;
cantonal structures and objectives concerning compul-
• allowing Swiss Education System institutions,
sory education. The HarmoS agreement came into
st especially schools, to benefit from the country’s
effect on 1 August 2009 when 10 (out of 26) cantons
participation in international projects, particularly
had joined it. The agreement will only apply to those
such concerning electronic resources for teaching
cantons that ratify it. These cantons will then be grant-
and learning.
ed a transition period of six years in order to transpose
whatever adaptations are necessary according to the “Almost all workers are educated at least to the upper
HarmoS framework. secondary level and vocational education contributes
to one of the most successful transition performances
To date (September 2011) a total of 16 cantons (rep- of youth to employment in the OECD. Higher education
resenting 76% of the country’s populations) have enjoys an excellent reputation, as reflected in one of
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.org
the highest scientific publication rates relative to popu- Promotion of Education, Research and Innovation for
lation in the OECD and high placements of Swiss 2008 – 2011 (English/German/French/Italian)
universities in international rankings. Participation in http://www.sbf.admin.ch/bfi2008/index_en.html
continuous education is among the largest in the
OECD. Results for children with low socio-economic Fuentes, A. (2011), "Raising Education Outcomes in
background or immigration background do not fully Switzerland", OECD Economics Department Working
measure up to the high standards of the education Papers, No. 838. 10.1787/5kgj3l0wr4q6-en
system. Improving early childhood education and
availability of childcare facilities for very young children OECD National Review of Educational R&D Switzer-
would raise subsequent educational attainment, espe- land, OECD (2007) (in English)
cially for these groups of children. Accountability of http://www.oecd.org/dataoecd/11/2/38011677.pdf
schools for their education outcomes should be raised.
Educational R&D in Switzerland, Country Background
In tertiary education, attainment rates among the
Report, CORECHED (2006) (in English)
young are modest for a high-income OECD country,
http://www.oecd.org/dataoecd/11/24/38011656.pdf
reflecting the importance of the upper secondary voca-
tional system. A larger supply of tertiary graduates Leading House: technologies for vocational training (in
could have benefits for productivity performance espe- English): http://dualt.epfl.ch/
cially in the context of demographic ageing. Public
spending per pupil on pre-primary education is low in
international comparison whereas spending on tertiary 2. ICT POLICY
academic education per graduate is among the highest
in the OECD.” (Fuentes, OECD 2011)
2.1. RESPON S ABILITIES
The recent foundation of Teacher Training Universities
has led to a general rise in the quantity and compre- Pre-school and compulsory education
hensiveness of Swiss research on education. But until
now only a few projects were focused on the use of According to the Federal Constitution, the cantons are
ICT in K-12 teaching and learning. Only one Teacher responsible for school education. The cantons and
Training University has set up a dedicated research their municipalities bear all responsibility for regulation
institute on this topic: the Institute for Media and and implementation in the field of compulsory educa-
School Education (IMS) at the Teacher Training Uni- tion and pre-school. The municipalities assume various
versity of Central Switzerland (PHZ). For distinct pro- capacities. In general, the municipalities are responsi-
jects of the latter see below: The school projects at ble for the schools (in some cantons, for schools at the
Goldau. lower secondary level, the canton can also be respon-
sible).
To encourage the development of research in voca-
tional training, six networks of competence (or leading Upper secondary level
houses) have recently been created by the Federal
Office for Professional Education and Technology On the upper secondary level, the cantons and the
(OPET). One of these, called DUAL-T, is dedicated to Confederation each bear responsibility for parts of the
2
new technologies and brings together CRAFT (EPFL), public education system.
Futura (University of Fribourg) and TECFA (University
Vocational education and training as a whole (basic
of Geneva). The process of creation of these leading
vocational education and training, higher vocational
houses was particularly praised in the recent OECD
education and training, and vocationally oriented con-
national review of educational R&D in Switzerland as
tinuing education) is regulated by federal law and is
one of the potential solutions to shortcomings in ap-
within the capacity of the Confederation. The Confed-
plied research.
eration, cantons and professional organizations work
Sources together as partners. The cantons are responsible for
the implementation of basic vocational education and
training, and are responsible for the establishment and
maintenance of educational institutions. The profes-
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgsional organizations perform important tasks in the 2.2. ICT POLICIE S FOR S CHOOLS
field of basic vocational education and training.
The cantons and the Confederation jointly regulate the
Until recently there was no overall strategy for the
recognition of matura certificates. The cantons estab-
integration of ICT in schools, although there was a
lish and maintain the matura schools. Inter-cantonal
more general Information Society Strategy, which was
regulations apply to the recognition of specialized
updated in 2006. It is noteworthy that the Federal
middle schools and their certificates. The cantons
Council very recently decided to set up their delegation
establish and maintain the specialized middle schools.
to handle the Swiss Information Society strategy plac-
ing it at the highest possible governmental level.
Coordination and cooperation among the cantons at
the national level have been established over a long
The strategy fixes two main objectives:
period of time. They are based both on « hard law »,
which is binding for those which abide by it as well as
« soft law » which functions as mere recommendation • Integrating ICT in teaching at all levels both as a
for the cantons to abide by. In the realm of « soft law » tool but also as a resource for all subjects, as well
the EDK/CDIP has issued several recommendations as a set of related competences to be taught in
concerning ICT, the the most recent concerning the the framework of general media education.
overall strategy of the EDK/CDIP with regard to ICT • Ensuring digital literacy to enable all pupils to
dating from March 1, 2007. acquire the necessary competences but also pro-
moting equal opportunities with respect to ICT and
ICT is one of those realms which have profited from media.
long established cooperation between the national and
cantonal levels, involving both the Bundesamt für It goes on to fix six “areas of coordination”, that is to
Berufsbildung und Technologie und Staatssekretariat say, topics to be dealt with by cantons within the
für Bildung und Forschung at national level and the framework of the CDIP. These topics aim at:
EDK/CDIP at cantonal level as well as several other
players. It is the Swiss Conference for the Coordination
• Ensuring that ICT as tools, resources and also as
of ICT (SKIB)’s responsibility to coordinate the activi-
a set of competences are fully integrated into cur-
ties of the various bodies involved.
ricula.
Sources • Guaranteeing the availability of suitable digital
content by creating the appropriate context, for
ICT und Bildung in der Schweiz 2007 example by encouraging networking between con-
http://www.educa.coop/dyn/78755.asp (German) tent makers or developing policies to ensure stan-
http://www.educa.coop/dyn/78786.asp (French) dards of quality.
• Improving teacher competences for the use of ICT
Strategie der EDK im Bereich Informations- und Kom- in education by completing existing actions such
munikationstechnologien (ICT) und Medien vom 1. as implementing recommendations regarding ICT
März 2007 http://edudoc.ch/record/30020 in teacher training.
• Providing suitable information about the education
3
Stratégie de la CDIP en matière de technologies de system as a platform for exchange and collabora-
l'information et de la communication (TIC) et des mé- tion via the Swiss Educational Server.
dias 2007 http://edudoc.ch/record/30021 • Ensuring the sustainability of the development and
maintenance of infrastructure via framework
Swiss Conference for the Coordination of ICT (SKIB)
agreements with private actors and through pub-
lic−private partnerships.
http://www.educa.coop/dyn/80287.htm
http://edudoc.ch/record/30036/files/Statut_SKIB_d.pdf • Strengthening Swiss and international collabora-
(Statut) tion thanks to expert networks, the gathering and
sharing of information and improved dissemination
of international projects on ICT use in education in
Switzerland.
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgSources diate attention of the researchers. The Project School
will also be a place where student-teachers can famil-
Information and Communication Technologies iarize themselves with specific and practical issues
(EDK/CDIP) http://www.edk.ch/dyn/12277.php related to research and development in education.
(German) Work in the Project School is monitored by profession-
al project management. The project management is
Information and Communication Technologies advised by the Director of the Institute for Media and
(EDK/CDIP) http://www.edk.ch/dyn/11744.php School Education (IMS).
(French)
By experimenting with various teaching arrangements
valuable conclusions can be drawn for the training of
Strategie für eine Informationsgesellschaft in der
future teachers as well as for the continuous in-
Schweiz, 2006
service-training of active teachers. It is the express
http://www.bakom.admin.ch/themen/infosociety/00695/
purpose of the Project School to improve the overall
index.html?lang=en (in English, French, German)
quality of teaching in primary schools.
Strategie der EDK im Bereich Informations- und
Kommunikationstechnologien (ICT) und Medien vom
The Project School’s activities nevertheless have to be
1. März 2007 http://edudoc.ch/record/30020
in accordance with cantonal school curricula, though.
So all work done in the Project School is consistently
Stratégie de la CDIP en matière de technologies de based on the official curriculum and a regulatory
l'information et de la communication (TIC) et des framework ensures the transition of pupils from and to
médias 2007 http://edudoc.ch/record/30021 the Project School. Achievement of learning objectives
is granted the highest priority at the Project School.
Integration der ICT und Medien in der Bildung. The cooperation between the Project School at Goldau
Zusammenstellung der unterstützenden Massnahmen and the Institute for Media and School Education (IMS)
und Aktivitäten der Kantone zur Integration der ICT in at the Teacher Training University of Central Switzer-
den Unterricht. Schweizerische Fachstelle für land (PHZ) is a successful implementation of the nec-
Informationstechnologien im Bildungswesen SFIB essary dialogue between theory and practice in teach-
2009 (available online in German and French only) er training. This mutually beneficial cooperation has
http://www.educa.coop/dyn/bin/81831-83894-1- produced a number of projects, two of which have won
sfib_integration.pdf awards for successful implementation of ICT in teching
practice: These are lerntagebuch.ch and schweizer.ch
The Project School at Goldau - suissr.ch - svizzr.ch.
The Project School Goldau (PSG) is part of the state The iPhone Project
primary school at Goldau, a small commune in central
Switzerland. The Project School is to serve as a model A current long term project at the Project School in-
for a future school. The teachers aim to create a mod- volves the use of smartphones. For the duration of a
ern education while at the same time consolidating two-year pilot project starting in 2009 all 12-year old
4
their endeavours with a theoretical foundation and pupils of a fifth class of the Project School at Goldau
justification. have been given a personal Apple iPhone 3G to be
used by them individually and without any constraints
The Project School Goldau works closely with the both in their spare time and at school.
Institute for Media and School Education (IMS) at the The pupils are thus enabled to read, write, calculate,
Teacher Training University of Central Switzerland draw, take pictures, record sounds, listen to music,
(PHZ) in order to conceive and implement innovative make calls, communicate and surf the internet when-
school projects. ever they want and whereever they are. The children
are actively encouraged to use the device inside and
Findings from research find their way into practical outside school as a core part of their personal learning
new teaching methods and vice versa problems rec- and working environment. They should thus be ena-
ognized in teaching practice are brought to the imme- bled to emancipate themselves from constraints put on
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgthem by both their parents and their teachers, or by the is becoming more and more evident, both on an
entertainment industry and be put in a position where individual as well as on a social level. Basic skills
they can deal critically and in an informed way with a traditionally span numeracy, reading and writing. Skills
flood of information and communication technology in ICT should be added to these in the cycle of basic
which will increasingly become available both for learn- and lifelong learning.
ing and for entertainment puposes.
The pilot project was planned by the Institute for Media As it is people with special needs are confronted with
and School (IMS) of the Teacher Education Institute of difficulties in everyday life, they should not be further
central Switzerland at Schwyz (PHZ) and is now also burdened with difficulties in accessing, handling and
run and scientifically monitored by that institution. The using ICT. All the more considering that ICT offers
project is supported by Swisscom, the biggest telecom genuine advantages to people with special needs.
company in Switzerland, to the extent that no addition-
al costs whatsoever arise either for the school, the In view of this basic and extended technical as well as
parents or the pupils themselves. methodical expertise in ICT for teachers in general as
well as for special education teachers is a prerequisite.
Need for action lies as well on a political as on a
Sources (all available in German only)
institutional level e.g. special needs education training
centers.
i-Phone Projekt der Projektschule Goldau
http://www.projektschule-goldau.ch/das-iphone-projekt A task group of representatives of all German speaking
Swiss special needs education training centers,
Projekt Lerntagebuch www.lerntagebuch.ch chaired by the Swiss Agency for ICT in Education
discussed matters and put down the results of their
Projekt schweizr – suissr – svizzr mutual reflection.
http://www.schweizr.ch
These reflections and recommendations aim to raise
the threshold of awareness to the significance of ICT in
2.3. ICT FOR IN CLUSION special needs education and encourage experts
involved in special needs education training to expand
There is a working group dedicated to issues of ICT for and intensify steps towards the integration of ICT in
inclusion, particularly in the field of special needs edu- special needs education training.
cation, which consists of members of all Swiss institu-
tions offering courses in special needs education. In http://sonderpaedagogik.educa.ch/sites/default/files/20
2009 the working group has published a report on the 101022/saict_publikation_.pdf
role of ICT in the training of special needs education
teachers.
2.4. ICT PRIOR ITIES
Source
“ICT in der Sonderpädagogik. Zur Bedeutung der Area High Middle Low
Informations- und Kommunikationstechnologien in der
5
Initial ICT related Teacher X
Ausbildung der Lehrpersonen”, Schweizerische Training
Fachstelle für Informationstechnologien im In service teacher training X
Bildungswesen (SFIB) 2009. Curriculum development X
ICT based assessment X
SUMMARY of: ICT in Special Needs Education Infrastructure and maintenance X
Digital learning resources X
Expert's declaration on the relevance of including ICT
School-home connections X
in special needs education teacher training
ICT for learners with disabilities X
The growing impact of Information and Information and / special needs
Communication Technologies (ICT) on everyday life, ICT related research X
on training and schooling and in professional activities esafety X
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgReducing the Digital Divide X On the whole the responsibility for legal implementa-
Interactive Whiteboards X tion, execution, supervision and financing thus varies
Netbook/notebooks X greatly within the country depending on the canton, the
Developing key competences X linguistic region, and the educational level and type of
Developing 21st century skills X educational institution. Nevertheless coordination and
(critical thinking, problem solv- cooperation among the cantons have been established
ing, communication, collabora- over a long period of time. ICT in particular is one of
tion, and creativity and innova- those realms which have profited from the established
tion) cooperation between the federal and cantonal levels.
Some few parameters in education are regulated on an
2.5. N ATION AL CH AR AC TE RI STICS (OP-
“inter-cantonal” (not to be confused with federal) basis.
TION AL)
These are based both on « hard law », which is bind-
ing for those which abide by it as well as « soft law »
The education system reflects the way Switzerland is
which functions as mere recommendation for the can-
organised politically. In accordance with Switzerland's
tons to abide by. In the realm of « soft law » the Swiss
federal structure, the tasks of the education system are
Conference of Cantonal Directors of Education
shared between three political levels, i.e. the national
(EDK/CDIP) has issued several recommendations
(the Swiss confederation), the cantonal (26 sovereign
concerning ICT, the most recent concerning the overall
cantons) and the communal (communes and munici-
strategy of the EDK/CDIP with regard to ICT dating
palities), which work together in their respective areas
from March 1, 2007 (cf. below under 3.2.)
of responsibility to ensure the high quality of the edu-
cation system.
The cantons share responsibility for the oversight of
compulsory education with the communes: cantons
Characteristics of the Swiss education system
can transfer various powers to the communes and
As a rule the higher political level (e.g. the confedera- municipalities. In particular, the latter assume various
tion) only passes laws and regulations or undertakes capacities on the pre-school, primary and lower sec-
tasks if the lower (cantonal) level is not in a position to ondary levels. Supervision and funding of compulsory
do so. Moreover, the confederation passes laws only in education schools, in particular primary schools, lies
(the few) cases where the Federal Constitution gives generally with the communes.
the confederation legislative authority in educational
However, the cantons are alone responsible for the
matters. But even in these cases the implementation of
supervision and funding of general education at upper
the federal law lies with the cantons, which as a rule
secondary level.
take the main responsibility for education. There is
thus no central ministry of education at national level in
There are 10 cantonal universities and 13 teacher
Switzerland. Each canton has its own legal regulations
training universities that are under the legislative re-
for education. Moreover, the whole of the education
sponsibility of the cantons but receive additional fund-
system is characterized by a high degree of local an-
ing from the confederation and from those cantons
choring in the four culturally diverse language regions
which do not have their own university.
6
(German, French, Italian, Romansh) of the country.
The only exception to this rule is vocational education Apart from vocational education, which as a whole
which is centrally governed at federal (i.e. national) sector is centrally governed – there are only 2 institu-
level by the Federal Office for Professional Education tions that are under direct and exclusive rule (both
and Technology (OPET, legally and financially) of the confederation (i.e. the
http://www.bbt.admin.ch/themen/berufsbildung/index.ht central government), which are the two Swiss Federal
ml?lang=en). Institutes of Technology at Zürich and Lausanne.
The responsibility for legal implementation, execution,
supervision and financing varies depending on the type
of educational level and the respective educational
institution. 3. THE C UR RIC ULUM AN D IC T
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.org3.1. TH E CUR RICULUM FR AMEWORK implementation in schools is scheduled for the school
year 2011/2012.
There is no national curriculum in Switzerland, as
devising the curriculum is the legal responsibility of the Sources
cantons. However, work is currently going on at both
HarmoS – Harmonisation de la scolarité obligatoire en
federal and regional level to harmonise the curriculum
Suisse (In German, French, Italian)
and other aspects of schooling during the years of
http://www.cdip.ch/dyn/11737.php
compulsory schooling. The national HarmoS project,
developed by the Swiss Conference of Cantonal Direc-
Plan d'études romand. (In French)
tors of Education (CDIP) amongst other things aims to
http://www.consultation-per.ch/
guarantee the quality of education by fixing standards
to be attained by pupils in languages, mathematics and Projekt Deutschweizer Lehrplan (In German)
science at the end of the 4th, 8th and 11th year of their http://www.lehrplan.ch/
studies (including two years of kindergarten (ages 4 to
7, depending on the canton). These standards can
either be defined in terms of the content to be studied 3.2. ICT IN THE CUR RIC ULUM
or the competences to be acquired. Experts are cur-
The 2007 strategy of the cantons with respect to ICT in
rently working on the definition of these standards and
their propositions are to be ratified by the cantons via education fixes the achievement of digital literacy as
one of its two general aims. Three objectives are indi-
the CDIP.
cated:
Regional educational organisations, such as the CIIP,
which brings together the French-speaking cantons, • to allow all pupils who attend compulsory educa-
are working on regional curricula (PER). The proposed tion to acquire basic competences in ICT use;
curriculum for the French-speaking cantons structures • to promote equal opportunities with respect to ICT
the curriculum in terms of: and media;
• to ensure that upper secondary school students
• General education, structured around three axes: are conversant with basic technical notions in the
the relationship to oneself, the relationship to oth- field of ICT.
ers, relationships with the world;
• Subject content, organised into five areas: arts, Amongst the proposed actions aimed at achieving
body and movement, languages, mathematics and these goals, the ICT strategy mentions the possibility
natural sciences, human and social sciences; of fixing pedagogical objectives for ICT competences
• Transversal competences: collaboration, commu- as constraints for cantonal curricula within the forth-
coming HarmoS educational harmonisation pro-
nication, reflection, critical approaches, and crea-
gramme. To ensure the necessary technical compe-
tive thinking.
tences in upper secondary school, computer science
The curriculum is divided into three cycles, each with has just been reintroduced as a subject in the Federal
an indication of the study time to be spent on the five matriculation exams (which determine access to higher
areas that are to be covered. Fifteen percent of the education). Inclusion is optional for the coming aca-
7
time allotted can be given over to activities not in the demic year. In 2008 it will be obligatory.
curriculum. It should be noted that ICT is included in
the languages subject content group and is present in According to the PPP study, there are considerable
both general education and transversal competences. differences between the linguistic regions when it
comes to the development and implementation of a
The PER (regional curricula) is currently the subject of rational for the integration of ICT in schools. In the
consultations in the French-speaking cantons. The German-speaking part of Switzerland, 33.4% of
CIIP’s objective is for this regulation to come into effect schools have such a concept whereas only 5.8% of
by start of the school year 2010/2011. A similar French-speaking schools have an ICT rationale.
programme is being put in place in German-speaking
A survey carried out by the CTIE in 2008 provides an
Switzerland. Consultation is taking place in German-
speaking cantons on the Lehrplan (Learning Plan). Its overview of the political and educational measures
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgaddressing the integration of ICT in the Swiss Educa- EDK Umfrage bei den Kantonen 2008/2009 : ICT im
tional System. The survey is based on a questionnaire Unterricht : Projekte (in German and French)
addressed to those responsible for such matters in the http://www.cdip.ch/dyn/18009.php?filter=b3
cantons and asked for them to report on existing
measures.
3.3. STUDE NTS’ ICT COMPETENCE
Results from the cantons show that 22 out of 26 speci-
The HarmoS programme being currently ratified pro-
fy concepts including components to further the inte-
vides a general framework for the specific competenc-
gration of ICT during the years of compulsory school-
es to be achieved by students. Presently there is no
ing. From a more didactic point of view, 24 out of 26
national curriculum in Switzerland, and as a result,
cantons have adopted a curriculum which integrates
cantons still use rather varied curricula.
ITC. The 2 cantons without such a curriculum mention
that they are waiting for the forthcoming French- This situation is currently changing as the cantons
speaking curriculum (PER), which will provide a curric- (grouped by linguistic region) are working together on
ular programme integrating ITC. common curricula, such as the French-speaking areas’
PER (Plan d’étude romand) and the German cantons’
As for the non-compulsary level of upper secondary
Lehrplan (Learning Plan).
schooling (ages 16-19, but excluding vocational
schools) results from the cantons show that 10 out of As regards ICT the PER, currently in the process of
26 specify concepts including components to further consultation, suggests to integrate ICT within the field
the integration of ICT during the years of compulsory of media education, this subject itself being a part of
schooling. From a more didactic point of view, 11 out general education. General educational objectives are
of 26 cantons have adopted a curriculum which inte- organised primarily according to the level of education.
grates ITC. In particular, the intention as regards the specific com-
petences to be achieved by students is:
Sources
• to foster a selective and critical approach to media
Strategie der EDK im Bereich Informations- und
at key stage 1 (kindergarten and the first and se-
Kommunikationstechnologien (ICT) und Medien vom 1.
cond years of compulsory schooling);
März 2007
• to decode the presentation of various types of
http://edudoc.ch/record/30020/files/4_8_ICT_d.pdf
message at key stage 2 (the third and fourth years
(German)
of school) ;
Stratégie de la CDIP du 1er mars 2007 en matière de • to foster multiple approaches to the consumption
technologies de l'information et de la communication and production of media and information (the fifth
(TIC) et de médias and sixth years of school).
http://edudoc.ch/record/30021/files/4_8_ICT_f.pdf
(French) Each of the general objectives is broken down into
specific objectives which can be consulted online on
Integration der ICT und Medien in der Bildung. the PER site. Information on the contents of the
8
Zusammenstellung der unterstützenden Massnahmen Lehrplan (the curriculum for German-speaking areas of
und Aktivitäten der Kantone zur Integration der ICT in Switzerland) will become available as from October
den Unterricht. Bestandsaufnahme Oktober 2008. 2009.
SFIB, Bern 2009 (in German and French)
Sources
http://www.educa.coop/dyn/bin/81831-83894-1-
sfib_integration.pdf (German) Plan d’études romand (in French)
http://www.consultation-per.ch/
http://www.educa.coop/dyn/bin/81890-83896-1-
ctie_integration.pdf (French) Lehrplan 21 (in German) http://www.lehrplan.ch
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.org3.4. AS SE SSMEN T SC HEME ECDL is available on the same platform, payable ac-
cording to the status of the schools using it.
Currently there is no national testing of pupils’ ICT
competences. Sources:
However, within the HarmoS framework, the CDIP has Institut für Bildungsevaluation, Universität Zürich:
called upon a group of experts in order to draw up Projekt “Stellwerk” (in German)
training standards to apply to all pupils and to be moni- http://www.ibe.uzh.ch/entwicklung/stellwerk.html
tored by the CDIP. For the moment ICT is not a part of
these performance standards, these will for the time Institut für Bildungsevaluation, Universität Zürich:
being apply to mother tongue language skills, modern Projekt “Test your ICT Knowledge” (in German)
foreign languages, mathematics and natural sciences. http://www.ibe.uzh.ch/entwicklung/entwicklungalt/ict.ht
Nonetheless it is possible that as part of a second ml
phase of this project content standards will be defined
and thus provide a possible framework for ICT compe- 3.6. QU AL ITY AS SUR AN CE OF THE USE
tences, which might then be tested nationally. OF ICT IN SCHOOLS
EDK/CDIP Report on education standards (work in In most cantons the evaluation of the teaching body
progress) (German / French) from pre-school (kindergarten) to upper secondary
stages is in the hands of the school management,
http://www.edk.ch/dyn/12930.php
often in partnership with the according teaching moni-
toring authority (school board, school inspectorate,
http://www.edudoc.ch/static/web/arbeiten/harmos/bildu
etc.).
ngsstandards_faktenblatt_d.pdf (German)
The monitoring authorities take part more often at
http://www.edudoc.ch/static/web/arbeiten/harmos/bildu
lower levels, from kindergarten to lower secondary
ngsstandards_faktenblatt_f.pdf (French)
(Secondary I), than in upper secondary in the assess-
ment of teaching staff. According to regulations in the
3.5. ICT B AS ED AS SESSMEN T cantons, colleagues and pupils are rarely involved in
this evaluation, and when, then only at the upper sec-
There are no ICT based assessment schemes at na- ondary level (although all may participate at all stages
tional level. Some very few such assessment schemes in internal quality processes).
exist at cantonal level, though, the most important of
which is called „Stellwerk“, which is a web-based and Presently the Institute for Media and Education (IMS)
curriculum-linked assessment tool for gauging and is carrying out a survey on the educational platform
2
comparing – according to pre-defined standards - the educanet . Financed by the Swiss National Fund,
performance in German and mathematics of pupils research began in 2007 and was completed in Spring
from different classes and schools at the end of form 8 2009. The purpose of the study was to give a detailled
and 9 (age groups 15-16). and scientifically sound overview on the use of
educanet² by schools. It will shed more light on the link
9
At present the „Stellwerk“ tool is officially used by the between use of the platform and the following factors:
cantons of St.Gallen and Berne.
• technical facilities in schools;
Computer based ICT-assessment • schools’ organizational framework;
• support structures;
In the context of the PPP School on the Net project a
• teachers’ knowledge of ICT;
system of competence evaluation on computer skills
has been developed. It is called “Test your ICT compe- • use of the platform’s functions in combination with
tences” and is available on educanet², at present in learning objectives.
German only.
The study further intends to identify the different varia-
bles facilitating a successful use of the platform by
schools. Also any differences in uses at the primary,
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orglower secondary and upper secondary levels shall be Math 7/8/9 is a major project of the francophone can-
taken into account. Analysis of the results will deliver a tons, bringing together all available teaching resources
basis for reflections on the possible emergence of a for the official mathematics curriculum at the 7th, 8th
new educational culture and it’s relation to the the use and 9th grade of schooling. These resources are avai-
of educanet². lable to teachers on educanet².
Sources Stratégie de la CDIP en matière de technologies de
l'information et de la communication (TIC) et des mé-
E-Learning und Blended Learning in Schule und dias 2007 http://edudoc.ch/record/30021
Berufsbildung: Die Nutzung der virtuellen Lernplattform
educanet2 in der Schweiz (in German) Strategie der EDK im Bereich Informations- und Kom-
munikationstechnologien (ICT) und Medien vom 1.
http://www.schwyz.phz.ch/seiten/dokumente/abstract_ März 2007 http://edudoc.ch/record/30020
educanet2pdf
EDK/CDIP survey 2008: Beurteilung von Lehrpersonen 4.3. USER - GENER ATED CO NTEN T
(German) http://www.cdip.ch/dyn/15891.php
The Swiss Education Server offers a database of
EDK/CDIP survey 2008: Evaluation du corps ensei- worksheets which have been for the most part creat-
gnant (French) http://www.cdip.ch/dyn/15948.php ed by teachers for teachers. The database is searcha-
ble both by a catalogue or a search engine.
4. DIGIT AL LE ARNING RESOU RC ES AN D http://unterricht.educa.ch/de/worksheet
SERVICE
4.4. WEB 2.0
4.1. CONTENT DEV ELOPMEN T STR ATE -
Personal Smartphones in Primary Education (see
GIES
above under 2.2.2)
There are no content development strategies involving
All pupils of a fifth form (age group 11-12 year olds) at
publishers or open source initiatives at national level.
Projektschule Goldau are given an Apple iPhone 3G
for them to use in and out of school as a part of their
4.2. E-CON TE NT DEVELOPMENT personal learnig environment between August 2009
and July 2011. The project is being supervised and
By its second framework, the CDIP’s strategy aims at evaluated by the Institut für Medien und Schule (IMS)
promoting production of digitalised pedagogical con- of the Pädagogische Hochschule Zentralschweiz –
tent, ensuring their quality with reference to cantonal Schwyz (PHZ Schwyz). It is being sponsored by
and regional curricula and enabling access via the Swisscom. It does not entail any extra costs for
Swiss Educational Server. To wit: school, pupils or parents.
encourage networking and collaboration by pro-
10
• Personal Smartphones in Primary Education
ducers (production); http://www.projektschule-goldau.ch/das-iphone-projekt
• give access to existing content via a benchmark-
ing, description and evaluation system (access);
4.5. CONTEN T SH ARING
• compiling and formalising pedagogical and di-
dactic experience in each discipline, as well as The SWITCHcollection - National Learning Object
examples of good practice; Repository (LOR) is a national library of reusable
• training teachers and lecturers; learning objects like courses, modules, images, video
• devising a policy for the production and quality clips and text documents contributed by Swiss univer-
assurance for digitized learning content, while sities. Using SWITCHcollection, lecturers can make
clarifying the distribution of roles between the ac- sure that their investments pay off. Produced learning
tors concerned. materials are archived on a permanent basis, added
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgto, and made available for others to use on-line courses with a site generator; an online course-
(http://switch.ch/collection/index.html). authoring tool and the management of online courses.
New features include an in-built Wiki, an alert system
The Digital School Library Project (Bibliothèque and on-line surveys.
scolaire numérique), launched in 2006 by the Swiss
Institute for Educational and Cultural Media (educa.ch) As of April 2011, 3,504 Swiss schools subscribed to
and mandated by the Swiss Conference of Cantonal educanet², with more than 129,000 teachers and
Ministers of Education (EDK), is aimed at creating an 402,000 pupils in more than 32,000 classes (updated
interactive database bringing together educational statistics can be consulted on the educanet² website).
resources in an interdisciplinary manner. The project is
part of the area of “electronic resources for teaching This platform is used by more than 3,300 schools and
and learning” and has three themes: offers four distinct areas of activities: a “private” space
for each user, an “institutional” space for schools, a
• The dissemination and exchange of information “community” space where groups can work together,
and a space for online learning. Tools include an ad-
• Developing a framework for implementing elec-
dress book, task manager, electronic messaging, in-
tronic resources in teaching and learning stant messaging system, workbook, web site genera-
• Establishing partnerships with content providers. tor, wiki, blog, authorware, etc.
The lessonplan tool, available on educanet² offers the
The opening of the Digital School Library is expected
possibility to teachers to create a work and learning
in 2011 (http://biblio.educa.ch).
plan for their pupils and classes, structuring and timing
collective and individual activities. The lesson plan tool
4.6. LE AR NING PL ATFORMS gives orientation to pupils and teachers alike with mon-
itoring and assisting learning progresses.
The Swiss Educational Sever provides a vast amount
of information about education in Switzerland, as well eduhub is a platform for new learning technologies at
as an e-learning platform called educanet² Swiss universities. Its aim is to implement sustainable
(www.educanet2.ch). IT-based methods in academic teaching, to exchange
experiences and to promote collaboration
According to the PPP study on the integration of ICT in (www.eduhub.ch).
schools (2007), 48% of schools use an online platform.
The most widely used platform is educanet² (91.7%). Educanet² Statistics:
Other platforms include Moodle (4.8%), BSCW (3.2%), https://www.educanet2.ch/ww3ee/5111556.php
Ilias 1.6%. The study also shows that the most widely
used functions are: online calendar (28.5%), wiki Stratégie de la CDIP en matière de technologies de
(28.5%), online publishing (26.1%) and forums l'information et de la communication (TIC) et des mé-
(25.5%). It is noteworthy that more French-speaking dias 2007: http://edudoc.ch/record/30021
schools tend to use these platforms than German-
speaking schools.
5. TE AC HER EDUC ATION FOR ICT
11
Launched in 2004 (as a follow up to the former edu-
canet site), the collaborative platform educanet² is Development of teachers’ competence in ICT use is
organised around the concept of a virtual school with mainly organised in optional, in-service training
four distinct, but interrelated areas: a private space courses although some courses have been made
including a document store, an agenda, a personal compulsory. Demand for courses was at the beginning
web site and short messaging facilities; an institutional (i.e. in the years 2000-2004) mainly centred on techni-
space where teachers can create online classrooms, cal competences. However, training is increasingly
fix tasks for their pupils, provide material and use a shifting towards methodological and didactical skills
number of interactive tools with their students such as and the practical integration of ICT in teaching and
notice boards, a shared calendar and online forums; a learning. In addition, efforts are currently being made
community space for collaborative working; a space for
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgto include pedagogical use of ICT in initial teacher le domaine des technologies de l'information et de la
training. communication (ICT) du 25 mars 2004 (in French and
German)
In the PPP study on ICT integration in education over
70% of those responsible for ICT in schools pointed to http://edudoc.ch/record/24706 (French)
the lack of knowledge and know-how on the part of
teachers as being a barrier to objectives set for ICT http://edudoc.ch/record/24707 (German)
use. As for the teachers, over half (57.1%) assessed
their ICT competencies to be above average although Barras J-L, Petko D, School and Internet in Switzer-
women generally judged their competencies to be on land. Overview and Developments between 2001 and
average half a point less than men (on a scale from 1 2007. (In French and German)
to 5). http://www.educa.ch/dyn/171225.asp
The 2006 report of the CTIE on teachers’ professional Androwski, C., Dallera C., and Delacretaz, C., Enquê-
development in ICT use stresses that considerable te: TIC et médias dans la formation du corps ensei-
progress has been made since the last report was gnant (in French and German) http://www.enquete-
published in 2001. Teacher development in ICT use is ict.educa.ch
now organised in optional, in-service training courses
although some courses have been made compulsory. 5.1. ICT IN INI TI AL TE AC HE R EDU C A-
Demand for courses from 2000 to 2004 was mainly TION
centred on technical competences. However, the con-
tent of training is increasingly shifting towards meth- Teacher Training curricula for primary and secondary
odological and didactical considerations and the prac- school teaching are not uniformly defined at national
tical integration of ICT in teaching and learning. In level, but rather at the local level by the university or
addition, efforts are currently being made to include teacher training institution itself. There are separate
pedagogical use of ICT in initial teacher training. curricula for primary and secondary education. The
individual teacher training institutions are likewise
When asked to identify future challenges the Cantonal responsible for the assessment of their students. Digi-
representatives in the PPP School on the Net pointed tal skills are considered to be a key competence for
amongst other factors the need to achieve better inte- initial teacher education. Knowledge about ICT and
gration of ICT use in teaching. Concern was also ex- skills in using digital technology are integrated into the
pressed about the sustainability of ICT training when curriculum. The target set for knowledge and skills is
federal funding stops with the end of the PPP (in competent use of media and ICT in the classroom. As
2007). it is part and parcel of the general curricula ICT related
training is compulsory.
Sources
The 2010 Study on the role of ICT in Teacher Train-
Lehrberuf - Analyse der Veränderungen und ing in Switzerland by the Hasler Foundation
Folgerungen für die Zukunft, EDK 2008
http://edudoc.ch/record/27311 (German) In the year 2009 the Hasler Foundation comissioned a
12
study on the role of ICT in Teacher Training in Swit-
Profession enseignante : analyse des changements et zerland. The foundation is committed primarily to
conclusions pour l'avenir, CDIP, 2008 promoting research and training in the field of tele-
http://edudoc.ch/record/27310 (French) communications, distributed information systems and
related topics. Through its work, the Hasler Foundation
EDK/CDIP, Profil für die Zusatzausbildungen für
actively helps to ensure that Switzerland continues to
Ausbildende im Bereich Medienpädagogik/ICT, 2004
enjoy high-level know-how in this fundamental area of
http://edudoc.ch/record/2031
infrastructure. The Foundation's existing endowments
EDK/CDIP, Recommandations relatives à la formation derive from the former Hasler AG (1852-1986), a pio-
initiale et continue des enseignantes et enseignants de neer in the Swiss telecommunications industry. The
la scolarité obligatoire et du degré secondaire II dans Foundation is a non-profit institution which uses the net
income from its assets to serve the progress of tele-
European Schoolnet – Rue de Trèves 61 – 1040 Brussels, Belgium – www.eun.orgcommunications and the future of Switzerland. The • What aspects of ICT are being taught to future
purpose of the foundation is to finance or co-finance teachers: ICT user skills or / and pedagogic / di-
carefully selected education and research projects in dactic knowledge?
the area of information and communications technolo- • Are ICT knowledge and/or skills taught as a sepa-
gy, and by so doing to contribute positively to the de- rate subject or as part and parcel of other sub-
velopment of Switzerland as an intellectual and eco- jects?
nomic area. • What is the overall proportion (in terms of hours or
ECTS points ) of ICT tuition as against the total of
Motivation for the study hours of the entire teacher training curriculum?
The study was undertaken as a sequel to a previous In order to find answers to these questions the study
empirical survey, which was also commissioned by the used three different methods:
Hasler Foundation in 2008 to gauge the reputation of
informatics as a topic with the population at large and 1. A pre-study in the form of a desk research of the
the relative importance of ICT and informatics as sub- laws and regulations governing the role and function of
jects in schools at secondary II level. As a result of that ICT in teacher training;
inquiry it was found that most teachers confounded
ICT and informatics, moreover that ICT skills were not Part 1 of the study looks at the official laws and
well understood in their various functions (e.g. as a regulations governing ICT in teacher training and
competence in their own right, as a means or tool for discusses the conceptual framework and terminology
teaching, and as a prerequisite for the study of infor- which can be derived from official documents.
matics as a scholarly subject). It was also found that
the average teacher’s ICT skills were not really up to The result of that discussion together with the analysis
the mark. This was found to be the result of a vicious of the content of the study plans of teacher training
circle: young teachers’ lack of a sound knowledge in institutions leads to a taxonomy which will be applied in
ICT related content is seen a consequence of the poor the case studies of part
education and training, which they experienced as
pupils and students in ICT related fields, which in turn 2. A pre-study in the form of a desk research of the
lead to them becoming poor teachers of ICT them- role and relevance of ICT in the framework of the cur-
selves. It was concluded that only by laying a sound ricula of teacher training institutions;
and solid basis of ICT related knowledge at primary
Part 2 of the study inventorizes the study plans of all
and secondary levels can this vicious circle be inter-
13 teacher training institutions in Switzerland with a
rupted. And a prerequisite for that aim are, of course,
particular view to:
teachers who are highly competent in ICT.
• Stated objectives in the field of ICT and media
It was therefore the declared aim of the present study
education
on the role of ICT in Teacher Training in Switzer-
land to find out how future teachers for primary and • Official curricula (comprising both compulsory and
optional courses) in the field of ICT and media
secondary level I schools are being prepared for the
education
task of teaching and/or integrating ICT in their later
13
professional career as teachers.
3. The main study is made up by individual case stud-
ies of four teacher training colleges.
More particularly the study was to provide answers to
the following questions:
Part 3 of the study provides in-depth case studies of
the four (out of 13) most important teacher training
• What kind of ICT knowledge is regarded as a
institutions involving in-depth document analysis and
prerequisite upon entering a teacher training insti-
interviews with decision makers and teaching staff on
tution?
the role and relevance of ICT in the training practice for
• Is there an entry examination to test this required
future teachers up to secondary I level.
ICT knowledge?
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