VOCATIONAL AND PROFESSIONAL EDUCATION AND TRAINING IN SWITZERLAND - FACTS AND FIGURES - edudoc.ch
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FACTS AND FIGURES
VOCATIONAL AND
PROFESSIONAL
EDUCATION AND
TRAINING IN
SWITZERLAND
2013
An initiative of the Confederation,
the cantons and professional organisations
CONTENTS Overview 3 Swiss VET/PET system 4 One mission, three partners 6 Training arrangements 8 Apprenticeship market 11 VET/PET figures 12 VET/PET at international level 21 Additional information 22
FACTS AND FIGURES 3
OVERVIEW
The Swiss VET/PET system enables young people to enter the labour market and ensures that
there are enough qualified workers and managers in the future. The VET and PET sectors are
closely correlated with the labour market and are an integral part of the education system.
The most popular form of upper-secondary having the option of continuing through tertiary
level education and training level. VET and PET are based on clearly defined
Vocational education and training (VET) provides curricula and national qualification procedures.
two-thirds of young people in Switzerland with a Typically, VET and PET are very flexible: learners
solid foundation in a given occupation. It also may pursue more advanced education and train-
forms the basis for lifelong learning and opens up ing opportunities and later change the course of
a wealth of job prospects. their professional lives with relative ease. Con-
tinuing education and training (CET) options are
Dual-track approach to learning also available at all levels.
Most VET programmes are of the dual-track vari-
ety (i.e. part-time classroom instruction at a VET Career prospects
school combined with a part-time apprenticeship Professional education and training (PET) takes
at a host company). There are around 250 such place at tertiary B level and is the next step after
VET programmes to choose from. The less com- vocational education and training (VET). PET pro-
mon variety is an entirely school-based VET pro- vides learners with specific qualifications and
gramme (i.e. full-time classroom instruction, no prepares them for highly technical and manage-
apprenticeship). Entirely school-based VET pro- rial positions. There are around 400 federal PET
grammes are generally offered by trade schools examinations as well as 52 PET college degree
or commercial schools. programmes in 8 different professional fields.
Generally speaking, the Federal Vocational Bac-
Close correlation with the labour market calaureate (FVB) entitles the holder to enrol in
VET programmes closely match the needs of the Swiss universities of applied sciences (UAS) with-
labour market, both in terms of occupational out having to take an entrance examination.
skills and the number of available jobs. The close
correlation with the labour market explains why Joint mission
Switzerland has one of the lowest youth unem- VET/PET is a partnership, a joint mission pursued
ployment rates among European countries. by the Confederation, the cantons and profes-
sional organisations.
Permeability
The VET and PET sectors are an integral part of
the education system. Education and training
begins at upper-secondary level with learners
Key VET/PET figures1
New learners enrolling in VET 79,500
Total number of learners enrolled in VET programmes 236,600
Number of Federal VET Certificates or Federal VET Diplomas issued 69,600
Number of Federal Vocational Baccalaureates issued 12,900
Number of PET qualifications issued 27,000
1
Federal Statistical Office (2013), (2012a), (2012b)4 FACTS AND FIGURES
SWISS VET/PET SYSTEM
Vocational education and training (VET) is provided at upper-secondary level. Professional edu-
cation and training (PET) is provided at tertiary B level. Both VET and PET use clearly defined
curriculums and national qualification procedures. They are also characterised by a high degree
of permeability: a credit system to keep track of prior education and training makes it much easi-
er for learners to pursue additional education and training opportunities and change the course
of their professional lives. A wealth of continuing education and training (CET) courses can also
be found at all levels. The Swiss VET/PET system offers a broad selection of available training
options. Courses cater to different abilities and are geared to the needs of different age groups.
Vocational education and training (VET) Professional education and training (PET)
VET programmes lead to recognised qualifications Professional education and training (PET) is designed
and pave the way for lifelong learning. to meet the needs of the labour market through a
combination of solid practical skills and established
Three- or four-year VET programmes leading theoretical expertise. It also prepares professionals
to a Federal VET Diploma for highly technical and/or managerial positions.
Provide learners with the skills needed to carry out
a specific occupation and gain access to tertiary- Federal PET Diploma Examination
level B professional education and training (PET). This examination is intended for professionals with
several years of professional experience who wish
Two-year VET programmes leading to a Federal to improve their knowledge and skills and special-
VET Certificate ise in a given field as a follow-up to their VET pro-
Allow more practically minded learners to obtain a gramme. Successful candidates are awarded the
federally recognised certificate that matches the Federal PET Diploma, which is generally a prereq-
needs of a specific occupational profile. Graduates uisite for admittance to the Advanced Federal PET
of the two-year VET programme may enrol directly Diploma Examination.
in a three- or four-year VET programme leading to
the Federal VET Diploma. Advanced Federal PET Diploma Examination
This examination is generally for professionals who
Federal Vocational Baccalaureate (FVB) have acquired a great deal of professional expertise
Further to a VET Certificate the optional FVB is and/or who intend to hold a managerial position in a
available to learners who attend the FVB prepara- company. Successful candidates are awarded the
tory course, which consists of general education Advanced Federal PET Diploma.
subjects. Generally speaking, FVB holders are enti-
tled to enrol in any of Switzerland’s universities of PET college degree programmes
applied sciences (UAS) without having to take an PET college degree programmes are intended for
entrance examination. FVB holders may also take professionals holding the Federal VET Diploma or
the University Aptitude Test (UAT) to obtain the equivalent qualification who wish to improve their
additional qualification needed to enrol in a canton- knowledge and skills and hold managerial posi-
al university or either of Switzerland’s two federal tions. These degree programmes cover a broader
institutes of technology (ETH in Zurich or EPF in and more general range of topics than those
Lausanne). addressed in the two federal PET examinations
described above. Successful candidates are award-
ed a federally recognised PET college degree.FACTS AND FIGURES 5
Transitional options between lower- and Job-related continuing education and training
upper-secondary level (CET)
Transitional options include such things as prac- A wide range of job-related CET options (i.e. non-
tical training and pre-apprenticeships. These formal courses, seminars, etc.) are available at all
options are generally designed to prepare stu- training levels as part of lifelong learning.
dents for admission to upper-secondary level
VET programmes.
Professional education and training (Tertiary-level B) Higher education (Tertiary-level A)
TERTIARY LEVEL
Advanced Federal PET colleges Universities of Universities/
PET Examination applied sciences Federal institutes
Advanced Federal of technology
PET Diploma
Job-related continuing education and training
Federal PET
Doctorate
Examination
Master’s degree Master’s degree
Federal PET Diploma PET college degree Bachelor’s degree Bachelor’s degree
Federal Vocational Specialised Baccalaureate
UPPER-SECONDARY LEVEL II
Baccalaureate Baccalaureate
Federal VET Federal VET Diploma Specialised Baccalaureate
Certificate (three to four years) schools schools
(two years)
Vocational education and training General education schools
Transitional options
Compulsory education
Direct access
Additional qualifications or work experience required
VET for adults
Adults may take remedial courses to acquire a VET qualification. The Federal Vocational and Profes-
sional Education and Training Act leaves several avenues open in this regard: these range from regu-
lated, structured procedures for occupational categories to individual recognition procedures.6 FACTS AND FIGURES
ONE MISSION,
THREE PARTNERS
The provision of VET and PET is a mission shouldered by the Confederation, the cantons and
professional organisations. These three partners are jointly committed to the highest possible
standard of VET/PET. They also strive to ensure the availability of an adequate number of
apprenticeships and CET courses.
Confederation
Strategic management and development
• Quality assurance and further develop-
ment of the Swiss VET/PET system
Confederation • Comparability and transparency of
State Secretariat for Education, Research and courses throughout Switzerland
Innovation (SERI) • Enactment of around 250 VET ordinances
Responsible for regulating and co-funding the VET
• Recognition of around 400 examination
and PET sectors.
regulations and 40 core curricula for PET
• Recognition of training programmes for VET
Swiss Federal Institute for Vocational Education
and PET professionals as well as for occu-
and Training (SFIVET)
pational, educational and career guidance
Mainly provides basic and continuing training to
counsellors
VET and PET professionals, particularly teachers.
• Recognition of foreign qualifications
SFIVET is also involved in research and the provi-
sion of services. It has three regional campuses: in • Payment of one-fourth of public sector
Lausanne, Lugano and Zollikofen. expenditure for the VET/PET system
• Promotion of innovation and support for
specific activities in the public interestProfessional organisations FACTS AND FIGURES 7
Curricula and apprenticeships
Professional organisations
• Establishing the training content of VET
Trade associations / industry organisations
programmes and PET college degree
Determine training content and national qualifica-
programmes
tion procedures, organise VET and PET courses.
• Establishing national qualification proce-
dures for VET programmes as well as for
Social partners, other relevant organisations
federal PET examinations
and VET/PET providers
• Creation of apprenticeship positions
Together with trade associations, they are also
• Imparting competences at PET level involved in the further development of VET/PET.
• Developing new training courses
• Organising industry courses Companies
• Managing VET/PET funds Where possible, companies provide VET appren-
ticeships and PET traineeships, thereby paving
the way for the next generation of qualified work-
ers. Their involvement in VET/PET is voluntary.
Cantons
26 cantonal VET/PET offices
Responsible for implementing VET and PET at
cantonal level. VET/PET offices coordinate their
activities through the Swiss Conference of VET/
Cantons PET Offices (SBBK), a specialised conference of
the Swiss Conference of Cantonal Ministers of
Implementation and supervision Education (EDK).
• Implementing the Federal Vocational and
Professional Education and Training Act Occupational, educational and
career guidance services
• Supervising apprenticeships, VET schools
Provide information and advice to both young
and PET colleges
people and adults.
• Providing occupational, educational and
career guidance services
VET schools
• Providing offers which prepare young
VET schools provide classroom instruction for
people for enrolment in VET programmes
both dual-track (i.e. combined work and school)
• Issuing permits authorising host and entirely school-based (i.e. full-time class-
companies to take on apprentices and/or room instruction, no apprenticeship) VET pro-
trainees grammes. They also prepare learners for the
• Apprenticeship marketing Federal Vocational Baccalaureate Examination.
• Providing training to VET trainers in host
companies Swiss Conference of Cantonal Ministers of
Education (EDK)
The cantons are generally responsible for educa-
tion and training in Switzerland. National coopera-
tion through EDK helps to consolidate cantonal
authority over education.8 FACTS AND FIGURES
TRAINING ARRANGEMENTS
The trademark and strength of VET/PET is the direct correlation with the labour market.
This is reflected in various training arrangements.
Vocational education and training (VET) Professional education and training (PET)
Work-based training Preparation for federal PET examinations
With the dual-track approach to learning, learners Preparation for federal PET examinations takes
attend courses at VET schools on a part-time basis. place alongside one’s usual working activities.
The remaining time is spent doing an apprentice- Although there is no requirement to do so, candi-
ship at a host company where they are provided dates for federal PET examinations may enrol in
with the practical know-how, knowledge and skills part-time preparatory courses, which are offered
needed for their chosen occupation. Learners also by public and private PET providers in the evenings
actively take part in the host company’s production or at weekends.
processes.
Host company networks: in some cases, host com- PET college degree programmes
panies may wish to combine their strengths to offer PET college degree programmes may be attended
one or more apprenticeships in a modular format. on either a full-time or part-time basis. With full-
time enrolment, 20% of the study time is devoted to
Classroom instruction a traineeship. In order to enrol part-time, students
VET schools provide classroom instruction. This must be employed at least 50% of a standard work-
consists of instruction in vocational subjects as well week. The aim is to apply what one learns in an
as subjects falling under the Language, Communi- actual working environment.
cation and Society (LCS) category. Classroom
instruction is intended to develop social, methodo- Job-related continuing education and training
logical and technical skills of learners while impart- (CET)
ing the theoretical and general principles needed to There is a wide range of job-related CET courses.
perform occupational tasks. Classroom instruction These courses are tailored to suit the requirements
covers one or two days per week. VET schools also of the given occupation or profession. CET courses
offer a preparatory course for the Federal Vocation- are mainly organised by the private sector.
al Baccalaureate Examination.
Industry courses
Industry courses are meant to complement class-
room instruction at VET schools and work-based
training at host companies by providing learners with
essential practical skills. Industry courses often take
place at third-party training centres run by the indus-
tries involved.FACTS AND FIGURES 11
APPRENTICESHIP MARKET
There are two sides to the apprenticeship market: the supply side (host companies offering appren-
ticeship positions) and the demand side (young people looking for apprenticeship positions). The State
plays a mediating role: it ensures the best possible general conditions for host companies, encourages
the provision of apprenticeship positions and helps young people to choose an occupation.
Structural changes
The supply of apprenticeship positions reflects the
long-term needs of the labour market.
Demographic changes
Demographic changes affect the
number of lower-secondary school
graduates, which in turn affects
demand.
Economic fluctuations
Economic fluctuations affect the
order book of host companies and
therefore their ability to productively Apprenticeship market
use apprentices.
Interests of young people
The choice of occupation depends on
the hopes, aspirations and aptitudes
of learners as well as the availability
of suitable apprenticeship positions.
Occupational guidance offices provide
young people with information and
advice.
Host company ratio
Around 40% of the companies in Switzerland that
could offer apprenticeships actually do so. Smaller
companies in particular are either overly specialised
or lack qualified VET trainers, which makes it more
difficult for them to offer apprenticeships.
Apprenticeship marketing – a cantonal task The most important apprenticeship marketing
Cantonal VET/PET offices are familiar with the measures
conditions in their regions. They also establish and • Information and advice on careers
maintain contacts with local businesses. Accord- • Apprenticeship records
ingly, they are the best placed to assess the num- • Creation of host company networks
ber of available apprenticeships, to take suitable • Provision of state-sponsored transitional
measures at the right time and to offer individual options (mainly bridge-year courses)
support to young people in their search for an
• VET promotion agents deal directly with compa-
apprenticeship position. If the apprenticeship situa-
nies, encouraging them to create apprentice-
tion is strained, then the federal government may
ship positions
step in to offer additional financial incentives.
• Placement and individual mentoring of young
people who have been unable to find a suitable
apprenticeship12 FACTS AND FIGURES
ENTERING THE LABOUR MARKET
Around two-thirds of young people coming out of compulsory education enrol in a VET programme.
Dual-track VET programmes (i.e. part-time classroom instruction at a VET school, part-time
apprenticeship at a host company) are by far the most common form of vocational education and
10,000
training in Switzerland. 9,000
Entirely school-based VET programmes at VET schools are more popular
among students in the French-
8,000 and Italian-speaking regions of Switzerland than among students
in the German-speaking7,000
region.
6,000
Enrolment in upper-secondary
5,000 level II 2
4,000
100,000
3,000
90,000
2,000
80,000
1,000
70,000
0
60,000
2004 2005 2006 2007 2008 2009 2010 2011
50,000
40,000
30,000
20,000
10,000
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
60%
VET 50% 71,900 69,700 69,700 70,100 70,900 73,700 73,400 76,600 76,100 79,500
Of which:
Dual-track VET * 40% 62,600 60,100 59,800 61,300 61,700 65,600 65,500 68,400 68,300 69,400
Entirely school- 30%
based VET ** 9,200 9,600 9,900 8,900 9,200 8,100 7,900 8,200 7,800 10,200
20%
General education 10% 23,600 24,200 25,500 27,500 28,400 29,000 28,700 28,300 28,300 28,600
0%
* excl. informal two-year apprenticeships
** incl. commercial and IT schools
2002 2003 2004 2005 2006 2007 2008 2009 2010
VET by linguistic region in 20103
100,000
90,000
100%
80,000 8.5% 24.7% 22.5% 12.8%
90%
70,000
80%
60,000
70%
50,000
60%
40,000
50%
30,000
40%
20,000
30%
10,000
20%
0
10%
1999 2000
91.5% 2001 2002
75.3% 2003 2004 77.5%
2005 2006 2007
87.2% 2008
0%
German-speaking French-speaking Italian-speaking Total
region of Switzerland region of Switzerland region of Switzerland
Dual-track VET
Entirely school-based VET
2
Federal Statistical Office (2013), (2012h)
3
Federal Statistical Office (2013)FACTS AND FIGURES 13
Total number of apprenticeship contracts in relation to formal (i.e. leading to Federal VET
Certificate) and informal two-year apprenticeships4
10,000
9,000
10,000
8,000
9,000
7,000
8,000
7,000
6,000
6,000
5,000
5,000
4,000
4,000
3,000
3,000
2,000
2,000
1,000
1,0000
0 2004 2005 2006 2007 2008 2009 2010 2011
2004 2005 2006 2007 2008 2009 2010 2011
Federal VET Certificate 0 1,600 3,600 5,200 6,800 8,000 8,500 9,400
Informal two-year
apprenticeship 4,700 4,400 3,800 2,800 2,300 2,000 2,000 1,700
Young people enrolling in upper-secondary level immediately after lower-secondary5
60%
60%
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
0% 2002 2003 2004 2005 2006 2007 2008 2009 2010
2002 2003 2004 2005 2006 2007 2008 2009 2010
VET* 100% 50.4% 49.1% 48.4% 47.5% 47.7% 47.4% 48.0% 47.9% 48.1%
8.5% 24.7% 22.5% 12.8%
General education 100%
90% 25.2% 25.7% 26.5% 26.9% 27.2% 27.1% 26.5% 26.6% 26.9%
8.5% 24.7% 22.5% 12.8%
90%
80%
Transitional options** 12.8% 13.4% 13.4% 13.9% 14.0% 14.7% 14.8% 14.7% 14.5%
80%
70%
No. of pupils in final year
of lower-secondary school 81,900 84,300 85,700 87,000 88,300 88,200 85,600 84,500 85,100
70%
60%
60%
50%
* incl. informal two-year apprenticeships
** Transitional options include 10th school year (i.e. bridge-year courses), pre-apprenticeships and preparatory courses
50%
40%
40%
30%
30%
20%
20%
10%
Broad range of transitional options 91.5% 75.3% 77.5% 87.2%
10%
0%
Upon completion of compulsory education,
91.5% the vast courses
75.3% are available
77.5% to lower-secondary
87.2% school
0%
majority of lower-secondary school graduates graduates who have been unable to enter upper-
enrol directly in upper-secondary level, entering secondary level directly. Young people sometimes
either the VET sector (VET school) or the general take advantage of the transitional period between
education sector (i.e. baccalaureate school or spe- lower-secondary and upper-secondary to do an
cialised school). Transitional options such as a 10th exchange semester or learn a foreign language
school year, pre-apprenticeship, or preparatory abroad.
4
Federal Statistical Office (2012i); Federal VET Certificates have replaced informal two-year apprenticeships since 2004.
5
Federal Statistical Office (2012f), (2012h)14 FACTS AND FIGURES
GRADUATION RATE
OVER 90 PERCENT
VET qualifications increase one’s job prospects on the labour market and form the basis for lifelong
learning. In Switzerland, over 90% of young people hold upper-secondary level qualifications. The
aim is to increase this figure to 95% by 2015.
Upper-secondary level qualifications6
80%
70%
60%
50%
40%
30%
20%
10%
0%
2002 2003 2004 2005 2006 2007 2008 2009 2010
VET 68.3% 66.2% 64.9% 64.9% 64.6% 64.5% 65.0% 68.7% 70.2%
General education 22.5% 22.1% 21.7% 22.2% 23.2% 23.0% 23.4% 23.0% 23.5%
No upper-secondary
level qualifications 9.2% 11.7% 13.4% 13.0% 12.2% 12.4% 11.7% 8.3% 6.3%
Completed upper-secondary level education and training in 20107
Male 75.7% 18.1% 6.2%
Female 64.4% 29.1% 6.5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
VET
General education
No upper-secondary level qualifications
6
Federal Statistical Office (2012d)
7
Federal Statistical Office (2012d)FACTS AND FIGURES 15
THE 20 MOST COMMON
OCCUPATIONS
In Switzerland, there are VET programmes for around 250 different occupations. The 20 most
popular occupations in 2011 account for over 60% of all newly signed apprenticeship contracts.
New enrolments 20118
Commercial employee 12,830
Retail employee 5,780
Health care worker 3,240
Social care worker 2,480
Electrician 2,130
Cook 1,970
IT specialist 1,740
Mechanical engineer 1,720
Draughtsman 1,570
Automotive mechanic 1,510
Logistician 1,450
Retail assistant 1,440
Cabinetmaker 1,410
Gardener 1,340
Hairdresser 1,330
Farmer 1,150
Carpenter 1,100
Painter 1,030
Dental assistant 1,020
Plumber 1,020
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
8
Federal Statistical Office (2012i)16 FACTS AND FIGURES
FEDERAL VOCATIONAL
BACCALAUREATE
The Federal Vocational Baccalaureate (FVB) was introduced in 1994. It has been successfully estab-
lished among learners with strong academic skills. Issued as a complement to the Federal VET
Diploma, the FVB entitles the holder to enrol in a Swiss university of applied sciences (UAS) without
having to take an entrance examination. If an FVB holder also takes the University Aptitude Test
(UAT), then enrolment in a cantonal university or one of Switzerland’s two federal institutes of
technology (FIT) is also possible.
Percentage of VET
16%graduates who also obtained an FVB
9
14%
16%
12%
14%
10%
12%
8%
10%
6%
8%
4%
6%
2%
4%
0%
2%
1994 2004 2005 2006 2007 2008 2009 2010 2011
0%
1994 2004 2005 2006 2007 2008 2009 2010 2011
Male 0.5% 12.9% 13.4% 13.4% 12.9% 13.1% 13.3% 13.5% 13.9%
Female 0.0% 9.9% 10.9% 10.7% 10.7% 10.9% 10.9% 12.0% 12.5%
Total 0.3% 11.4% 12.2% 12.1% 11.8% 12.0% 12.1% 12.8% 13.2%
Attendance of FVB preparatory courses10
100%
31.9% 34.0% 34.7% 38.1% 38.4% 41.1% 41.3% 43.0% 44.0% 43.4%
80%
100%
60% 31.9% 34.0% 34.7% 38.1% 38.4% 41.1% 41.3% 43.0% 44.0% 43.4%
80%
40%
60%
20%
40% 68.1% 66.0% 65.3% 61.9% 61.6% 58.9% 58.7% 57.0% 56.0% 56.6%
0%
20%
2002
68.1% 2003
66.0% 2004
65.3% 2005
61.9% 2006
61.6% 2007
58.9% 2008
58.7% 2009
57.0% 2010
56.0% 2011
56.6%
0%
Attended during VET programme
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Attended after completing VET programme
Proportion of FVB holders who enrolled in a UAS degree programme11
Immediate enrolment 20.6% 19.9% 18.9% 19.4% 19.5% 21.2% 21.7% 20.3%
Enrolment after one year 16.3% 15.7% 17.1% 19.3% 20.4% 19.7% 20.7%
Enrolment after two or more years 17.0% 15.9% 14.7% 15.2% 15.7%
Total 55.6% 54.2% 54.7% 56.7 55.6%
2004 2005 2006 2007 2008 2009 2010 2011
9
Federal Statistical Office (2012e)
10
Federal Statistical Office (2012j)
11
Federal Statistical Office (2012g)FACTS AND FIGURES 17
PROFESSIONAL EDUCATION
AND TRAINING (PET)
Swiss tertiary-level is comprised of professional education and training (PET), universities of
applied sciences (UAS) and cantonal universities/federal institutes of technology (FIT). The PET
sector places great emphasis on the actual skills used in a given profession and hence PET is
closely correlated with the needs of the labour market. PET imparts the competences required to
handle challenging technical or managerial tasks and ensures that employers can find suitably
qualified workers.
PET qualifications12
PET college degree 2,800 4,000 4,000 4,000 4,100 4,100 7,200 7,300 7,100
Advanced Federal PET Diploma 3,200 3,200 2,600 2,900 2,600 2,800 2,700 3,200 3,000
Federal PET Diploma 6,100 11,400 12,200 13,200 11,700 12,500 12,200 13,100 13,100
Other PET qualifications 8,800 10,600 10,500 9,400 8,800 8,200 5,400 4,600 3,800
Total 20,800 29,200 29,300 29,500 27,200 27,500 27,500 28,300 27,000
1995 2004 2005 2006 2007 2008 2009 2010 2011
Tertiary-level qualifications by economic branch13
Financial services 21% 4% 40%
Industry 16% 2% 24%
Transport; energy and water supply 16% 0% 15%
Health and social care 15% 1% 28%
Public administration and education 15% 2% 52%
Information and communication; 14% 3% 49%
art and entertainment
Other services 14% 1% 16%
Trade, repairs 14% 1% 18%
Construction 13% 0% 6%
Self-employed scientific and technical services 12% 6% 50%
Hotel, restaurant and catering 10% 0% 12%
Land and housing; services 9% 1% 28%
0% 10% 20% 30% 40% 50% 60% 70%
Tertiary-level B Tertiary-level A and B Tertiary-level A
12
Federal Statistical Office (2012a)
13
Federal Statistical Office (2012c)18 FACTS AND FIGURES
SWISS VET/PET FUNDING
The VET sector is funded by the Confederation, the cantons and professional organisations,
each to their own degree. Most of the costs of PET and job-related CET programmes are borne by
companies and private individuals.
Public funding VET/PET funds
Public expenditure for Switzerland’s VET/PET sys- Under the Federal Vocational and Professional
tem stood at around CHF 3.5 billion in 2011. The Education and Training Act provisions, companies
cantons are responsible for implementing VET/ within a given economic branch contribute to a
PET. As such, they cover three-fourths of associ- corresponding VET/PET fund, which is used to cov-
ated costs. The Confederation’s share of public er the cost of VET and PET activities (e.g. develop-
funding of the VET/PET system corresponds to ment of training programmes, organising courses
one-fourth of the total costs. A total of 10% of fed- and qualification procedures, promotion of specific
eral funding will be used to promote VET/PET occupations). The Confederation may declare
development projects as well as specific activities some VET/PET funds to be of general interest and
that serve the public interest. therefore mandatory for all companies within a
given economic branch.
Professional organisations
Professional organisations provide both services
and funding for the Swiss VET/PET system: they do
the groundwork, run their own training centres
and promote specific occupations (VET sector) and
professions (PET sector). Generally speaking, host
companies stand to benefit from taking part in VET
programmes. According to a cost/benefit study
conducted in 2009, gross costs of involvement in
VET amounted to CHF 5.3 billion. This figure was
outweighed by the productive output generated by
learners, which amounted to CHF 5.8 billion.80'000
60'000
40'000
20'000
0
FACTS AND FIGURES 19
Public expenditure for VET/PET system in 201114
Preparation for enrolment in VET CHF 235 million
VET schools CHF 2,480 million
VET sector
Industry courses CHF 118 million
Qualification procedures CHF 106 million
PET colleges CHF 345 million
PET sector
Preparation for federal PET examinations and CHF 144 million
job-related CET
VET and PET professionals CHF 12 million
Projects and special services CHF 23 million
0% 10% 20% 30% 40% 50% 60% 70% 80%
Share of total public costs for VET/PET system
Cost/benefit ratio for Swiss companies involved in VET programmes, survey year 200915
Productive output by learners CHF 5.8 billion
Gross costs CHF 5.3 billion
Net benefit CHF 0.5 billion
0 2 4 6
0 2 4 6
Cost/benefit140'000
ratio by apprenticeship duration, in CHF
120'000
140,000
100'000
120,000
80'000
100,000
60'000
80,000
40'000
60,000
20'000
40,000
0
20,000
0
2-year VET 3-year VET 4-year VET
programme16 programme17 programme17
Gross cost
Productive output
Net benefit
14
Federal Office for Professional Education and Technology (2012)
15
Strupler and Wolter (2012)
16
Fuhrer and Schweri (2010)
17
Strupler and Wolter (2012)FACTS AND FIGURES 21
VET/PET AT THE
INTERNATIONAL LEVEL
Due to its very close correlation with the labour market, Switzerland’s VET/PET system has proven
to be a successful model. The Confederation works at various levels to draw greater international
attention to the strengths of Switzerland’s dual-track approach to learning. Its objectives include
greater recognition of VET and PET qualifications as well as greater mobility of qualified workers.
Copenhagen Process Exporting education and training
Comparability, transparency and mobility between Based on Switzerland’s international strategy for
European education systems are the main objec- education, research and innovation, which was
tives of the Copenhagen Process. Represented by approved by the Federal Council in 2010, the Swiss
the State Secretariat for Education, Research and education system should be better positioned as
Technology (SERI), Switzerland is currently draft- an export product. Initial cooperation in this direc-
ing a national qualifications framework as well as tion has already taken place between Switzerland
certificate supplements for VET qualifications and and India, where aspects of the dual-track
diploma supplements for PET qualifications. The approach to VET are being implemented.
aim is to achieve a better positioning of VET (upper- www.sbfi.admin.ch/education-cooperation
secondary level) and PET (tertiary B level) both in
Switzerland and abroad. International and national competitions
Each year, numerous trade associations send their
www.sbfi.admin.ch/copenhague*
best qualified workers to national skills competi-
EU Lifelong Learning Programme (LLP) tions. The winners of these competitions qualify to
Since 2011, Switzerland is entitled to fully take part take part in EuroSkills and the WorldSkills compe-
in the European Commission’s Lifelong Learning titions. The next WorldSkills Competition will be
Programme (LLP), which includes a sub-pro- held in Leipzig (Germany) in July 2013. Strong
gramme “Leonardo da Vinci” devoted specifically Swiss performance confirms the quality of dual-
to the VET sector. There are also multilateral pro- track VET programmes and leads to greater inter-
jects to further develop VET systems as well as national recognition.
partnerships to make use of synergies. www.swiss-skills.ch/fr*
www.ch-go.ch/en
International VET Congress
OECD studies on VET systems Starting in 2014, Switzerland will host an interna-
Switzerland regularly takes part in OECD country tional VET Congress each year. The aim is to posi-
studies on VET. These studies confirm the tion dual-track VET programmes, particularly at
strengths of the Swiss VET/PET system and raise the international level, and facilitate the exchange
its profile internationally. of expertise between important national and inter-
www.sbfi.admin.ch/oecdstudies national actors in the VET field.
VET/PET research
The State Secretariat for Education, Research and
Innovation (SERI) maintains active networking ties
in the area of VET/PET research. It also provides
funding for publications in the international jour-
nal “Empirical Research in Vocational Education
and Training (ERVET)”.
www.sbfi.admin.ch/vetresearch
* Information available in French, German and/or Italian only.22 FACTS AND FIGURES
ADDITIONAL INFORMATION
List of occupations and professions Portal on VET/PET system
List of all federally recognised occupations (VET) www.formationprof.ch*
and professions (PET): Legal bases and addresses.
Validation of non-formal and informal learning
www.sbfi.admin.ch/ldp* (VNIL)
www.berufsbildung.ch ´ Themen ´ Berufs-
SERI documentation abschluss für Erwachsene ´ Validierung von
Collection of SERI publications on VET and PET. Bildungsleistungen*
www.sbfi.admin.ch/doc-vet
The path of professionals
www.vetplus.ch*
Apprenticeship barometer
Representative survey of the apprenticeship situ- Portal on occupational, educational
ation from the perspective of young people and and career guidance
host companies. Conducted every April and www.orientation.ch*
August since 1997.
Information platform on the Swiss
www.sbfi.admin.ch/barometre* education system
www.educa.ch
Training of VET and PET professionals
Information on recognition of training pro- Document server for education
grammes for VET and PET professionals as well www.edudoc.ch
as on equivalency of their qualifications. Electronic newsletter on VET/PET system
www.sbfi.admin.ch/responsable-fp* www.panorama.ch*
VET/PET Lexicon
Leading Houses
www.lex.formationprof.ch*
Leading Houses are responsible for a SERI pro-
gramme to support the continuing development Host company label
of VET/PET research activities in Switzerland. www.vignette.formationprof.ch*
www.sbfi.admin.ch/vetresearch Federal Statistical Office (FSO)
www.education-stat.admin.ch
Cost/benefit survey of Swiss companies
ONALS. TR involved in VET programmes
ESSI AI
OF N www.ffb.unibe.ch
IN
PR
Swiss Federal Institute for Vocational
GC
WE SHAPE
OMPANY
Education and Training (SFIVET)
www.sfivet.ch
Swiss Conference of VET/PET Offices (SBBK)
VETPLUS.CH
State Secretariat for Education, Research and Innovation SER
www.csfp.ch*
Swiss Conference of Cantonal
Ministers of Education (EDK)
www.edk.ch
* Information available in French, German and/or Italian only.R EFER EN CES Federal Office for Professional Education and Technology (2012), Calcul complet de coûts de la formation professionnelle cantonale en 2011. Federal Statistical Office (2013), unpublished analyses, data 2012. Federal Statistical Office (2012a), Examens finals, tableau 15.02.02.01.01. Federal Statistical Office (2012b), Perspectives de la formation, scénarios 2012-2021 pour le système de formation. Federal Statistical Office (2012c), Système de formation suisse – Indicateurs de la formation – Diplômes et compétences – Formations achevées au degré tertiaire. Federal Statistical Office (2012d), Système de formation suisse – Indicateurs de la formation – Diplômes et compétences – Taux de diplômes du degré secondaire II. Federal Statistical Office (2012e), Office fédéral de la statistique (2012), Système de formation suisse – Indicateurs de la formation – Diplômes et compétences – Taux de maturités. Federal Statistical Office (2012f), Système de formation suisse – Indicateurs de la formation – Processus – Taux de transition immédiate vers le degré secondaire II. Federal Statistical Office (2012g), Système de formation suisse – Indicateurs de la formation – Environnement du système de formation – Taux de passage maturités – HE. Federal Statistical Office (2012h), Elèves et étudiants 2010/11. Federal Statistical Office (2012i), Statistique de la formation professionnelle initiale en 2011, tableau 15.02.02.02.01. Federal Statistical Office (2012j), Statistique des certificats de maturité professionnelle 2011, tableau 15.02.02.02.02. Fuhrer M. and Schweri J. (2010), Coûts et bénéfice des formations professionnelles initiales de deux ans pour les entreprises suisses, Rapport final, IFFP Zollikofen. Strupler M. and Wolter S. C. (2012), Die duale Lehre eine Erfolgsgeschichte – auch für Betriebe. Ergebnisse der dritten Kosten-Nutzen-Erhebung der Lehrlingsausbildung aus der Sicht der Betriebe, Rüegger Verlag: Glarus/Chur. IMPR ESSUM Publisher: State Secretariat for Education, Research and Innovation (SERI) © 2013 Editor: Fundamental Issues + Policy Section Photos: Iris Krebs, Berne / bildhoch2 GmbH, Liebistorf Graphics: Visualize AG, Burgdorf Printer: Druckerei Glauser AG, Fraubrunnen Languages: en / de / fr / it / es
Orders www.berufsbildungplus.ch Contact State Secretariat for Education, Research and Innovation, Effingerstrasse 27, CH-3003 Bern, Tel +41 (0)31 322 21 29, berufsbildung@sbfi.admin.ch, www.seri.admin.ch
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