Education system in Switzerland

from Wikipedia, the free encyclopedia

The educational system in Switzerland is due to the federalism primarily the responsibility of the cantons and municipalities. The federal government is only partially responsible. A distinction is made between the following areas of the Swiss education system:

history

In the Middle Ages and in the early modern period, the school system was primarily a church task.

middle Ages

From the Carolingian era , the monastery schools were the most important educational institutions. They were primarily frequented by budding monks. In the basic training they were taught reading, writing, grammar, logic and Latin. From the 12th century, the Seven Liberal Arts prevailed. The advanced studies in philosophy and theology, medicine or jurisprudence built on this.

From the 13th century, city and council schools emerged in various cities. After basic training, in which Latin lessons predominated, the offspring of the urban ruling class worked as assistants in a law firm before entering politics and diplomacy, or they did further training in a commercial office .

The higher studies were completed from the 13th century at foreign universities in Bologna, Siena, Pavia, Paris, Prague, Krakow, Erfurt, Cologne, Leipzig and Heidelberg. However, only a few students , especially those belonging to the clergy, could afford this. In 1460, the University of Basel was founded as the first and for a long time the only university in Switzerland .

Early modern age

In the early modern period, scholars such as Erasmus von Rotterdam or Petrus Ramus and currents such as humanism , the Reformation and the Catholic reform exerted an influence on the Swiss school system.

Lower schools

The lower schools spread across the country. The religious education of the people was declared an important goal. Geneva introduced compulsory schooling as early as 1536 under the influence of John Calvin . In 1615 Bern and in 1637 Zurich commissioned all municipalities to introduce schools. Even in Catholic areas, ever broader sections of the population were taught.

However, the authorities always distrusted popular education because they feared that the popularization of education might call their monopoly of power into question. The quality of the schools varied greatly. The literacy rate fluctuated significantly depending on the region, social affiliation and gender . In the last quarter of the 18th century, Geneva was almost completely literate, while in Zurich and Zug around three quarters and in Ticino almost a third could at least read. Education was poorer in remote areas.

The lower schools mainly taught print and manuscript reading. Only a part of the student body learned to write and even less could arithmetic. The lessons were mainly based on one-to-one teaching by the teacher and on the mutual teaching of the learners. Each child practiced for himself, the teacher came over to check. Reading was learned with the help of spelling and phoning. Mechanical memorization was introduced with the catechism .

Middle and high schools

Middle and higher education was taken over by the Jesuit schools in the Catholic areas and the Latin schools in reformed ones . The school order of the Ursulines played an important role in the education of girls . In the wake of humanism and the Reformation , the high schools turned to the values ​​of antiquity (art, literature, philosophy) and also taught Greek, Hebrew and classical Latin.

In Zurich, Bern, Lausanne and Geneva, under the influence of the reformers, higher educational institutions for the training of pastors were established. With the Reformation in Basel, the Catholic university there was lost. The Collegium Helveticum in Milan represented a certain substitute .

Renewal from 1750

With reference to Jean-Jacques Rousseau and Johann Heinrich Pestalozzi , educational reforms were sought. Even the pietism and the philosophy of the Enlightenment led to a renewal of the school system. The new requirements for the school were:

  • Promotion of real religiosity
  • Forming good citizens
  • Teaching methods tailored to the youth
  • curriculum geared towards practical life

The implementation of the reform proposals was tackled at all school levels. The elementary schools emphasized writing and arithmetic and offered other practice-oriented subjects. Monasteries such as St. Urban and Bellelay built model schools and devoted themselves to the training of teachers and the publication of teaching materials. One-to-one tuition and mechanical memorization have been replaced by the introduction of school classes and new teaching methods such as frontal teaching . In the high schools in the reformed cities, the mother tongue and history were given a higher priority. The secondary schools in Catholic places also opened up to the postulates of the Enlightenment. The academies of the reformed cities were expanded further. Despite these developmental steps, the Swiss education system remained in need of reform.

During the Helvetic period (1798–1803), Education Minister Philipp Albert Stapfer attempted to make progress with an elementary school law applicable to the whole of Switzerland, a reform of teacher training and the establishment of education councils and school inspectors. The subsequent mediation and restoration , however, again led to major differences between the cantonal school systems. However, investments were made in the training of teachers and a degree of standardization was achieved.

The lessons at the elementary schools included v. a. the subjects religion, reading, writing and singing. The frontal teaching prescribed by many school administrations met with criticism, but ultimately prevailed against “individual teaching in groups”. Johann Heinrich Pestalozzi's suggestions for teaching methods were rarely used. Rather, the Lancaster schools were seen as a suitable means of teaching large groups of children with different knowledge and skills. Later the pedagogy of Johann Friedrich Herbart became decisive.

Expansion from 1830

During the regeneration (1830–48) the Swiss school system received new reforms. Heinrich Zschokke's dictum , according to which popular education is the liberation of the people, became the watchword for school policy in the regenerated cantons. In addition to other primary schools, secondary schools have now been set up in the countryside - depending on the canton, they were called secondary schools, district schools or secondary schools. In addition, institutions for the deaf and dumb and the blind were set up, as well as schools for the poor, as well as public and youth libraries to improve public education. The pressure on parents to send their children to school and not use them to work at home has increased. The most effective lever for increasing quality was recognized in teacher training, which led to the establishment of further cantonal teachers' seminars . Universities were also founded during the period of regeneration, for example in Zurich in 1833 and in Bern in 1834 .

The Zurich School Act of 1832, which Hans Georg Nägeli and Ignaz Thomas Scherr had coined, brought about a considerable degree of standardization. It was taken over by the cantons of eastern Switzerland . The primary school was divided into the everyday school, which lasted six years (eight years from 1899), and the three-year repetition or supplementary school. The three-year secondary schools met higher standards . A lesson plan tailored to the individual school types laid down the teaching objectives of the annual classes on a subject-specific basis. Schools had to use compulsory teaching aids , not least in order to consolidate the methodology of frontal teaching. The Zurich School Act ensured that schools were independent by handing their administrative management over to elected municipal authorities. It also determined the selection criteria and the salaries of teachers.

In western Switzerland , a similar development took place. The canton of Vaud passed a school law in 1834 and established a teacher training college in Lausanne in 1833. A little later than in German-speaking Switzerland, universities were also established in French-speaking Switzerland, for example in Geneva in 1873, in Friborg in 1889, in Lausanne in 1890 and in Neuchâtel in 1909.

Constitutional compulsory education

Despite the differences between the individual cantons, some similarities emerged towards the end of the 19th century at the elementary school level. The most important thing they had in common was that, since the complete revision of the Federal Constitution in 1874, all children were required to attend primary school, free of charge and independent of their denomination. Church influence was tied back , especially in the Kulturkampf . Due to the communal and cantonal autonomy in school matters, however, large differences remained with regard to the length of compulsory schooling, the time of entry into school, the curricula and conditions for school transition, the training of teachers and the production of teaching materials. In 1882 the so-called school governor was rejected in a referendum.

Even before the turn of the century, most cantons offered not only free primary education, but also free teaching aids and free school supplies.

General school attendance was also supported by the fact that the Federal Factory Act of 1877 prohibited child labor (under 14 years of age).

20th century

In the 20th century, there were no noteworthy changes in the division of competencies in the education sector between the federal government, cantons and communes. A federal ministry of education was never set up. It was not until the 1960s that calls for national and later international standardization became louder.

An important legal instrument for standardizing school systems is the Concordat on School Coordination of 1970, which regulates questions of school entry, school duration and the start of the school year, and which all cantons except the Canton of Ticino joined by 2001 . In response to pressure from outside, a standardization of the cantonal school systems was introduced at the turn of the millennium. In contrast to the development on the political-legal level, the pedagogical and didactic methods were largely the same.

Private schools and public schools

There are private and public schools in Switzerland. In the 2016/17 school year, 4.6% of Swiss students attended a private school. There are therefore far fewer private school students in this country than the OECD average. Switzerland is one of the few OECD countries in which students in public schools outperform students in private schools.

Training responsibility

The federal government and the cantons share responsibility for education, with the cantons largely enjoying a great deal of autonomy. The federal constitution guarantees free primary school instruction. Nevertheless, around 200 families in Switzerland make use of the right to home tuition or unschooling . The federal government ensures that the schools meet the quality requirements. Otherwise the cantons have sole competence. The provisions on compulsory education and compulsory education , the duration of primary school and the number of levels (performance level) in lower secondary level vary from canton to canton.

In the secondary schools (upper secondary level) the federal government has somewhat greater powers. However, the cantons are still responsible for implementation and they are responsible. The final exams are regulated by the cantons, but the certificates (federal certificate of proficiency after basic vocational training, vocational baccalaureate, Matura) are issued or recognized by the federal government.

In the tertiary level , the competencies are also distributed. The federal government is responsible for regulating the area of ​​higher professional education, i.e. it is responsible for higher professional education as well as for the universities of applied sciences and the two federal technical universities ( ETH Zurich and École polytechnique fédérale de Lausanne ). In the case of the universities , the cantons are in turn responsible. They are financially supported by the federal government.

There is therefore not one uniform school system in Switzerland, but rather 26 different school systems - one per canton. Nevertheless, based on the intercantonal agreements, one can speak of a Swiss school or education system.

School levels

Compulsory school

Costs, duration
Responsibility for compulsory schooling lies with the cantons, while the communes organize school operations. Attending the public school is free. In the majority of the cantons, compulsory schooling lasts eleven years. The kindergarten lasts two years and the primary level six years. The lower secondary level lasts three years. In the canton of Ticino, primary school (Scuola elementare) lasts five years and lower secondary level (Scuola media) takes four years.

Curricula
In order to harmonize schools among the cantons, the curricula in the individual language regions have been standardized. In French-speaking Switzerland , the Plan d'études romand (PER) was introduced between 2011 and 2014. The German-Swiss curriculum 21 was approved for introduction in 2014. The canton of Ticino began introducing the Piano di studio in the 2015/2016 school year . In the Canton of Graubünden , the Rhaeto-Romanic and Italian-speaking schools also work with curriculum 21 ( Plan d'instrucziun 21 and Piano di studio 21 ).

Preschool level

Objectives
The kindergarten (French: École enfantine , Italian : Scuola dell'infanzia ) promotes the development of children and prepares them for school entry . Emphasis is placed on promoting the children's independence, as well as personal, social and technical skills. This happens without systematic performance assessment and without selection, i. H. without division into performance groups. At the end of kindergarten, the children's ability to attend school is assessed by the kindergarten teacher. In some cantons, the final decision on whether to go to school or whether to defer it rests with the parents. In other cantons, it is ultimately the school administration or inspectorates, school commissions or education directors who make the decisions. In some cantons of German-speaking Switzerland, school readiness tests are carried out.

Subjects
In the kindergarten curricula, goals are formulated for subject areas (e.g. for the subjects of people and the environment, movement, design, music, language, mathematics) and interdisciplinary learning goals are formulated (e.g. movement opportunities, perception, dealing with success and Failure).

Admission
There are no examinations or admission procedures for entering kindergarten.

Voluntary participation
Up to 1999, attendance at the kindergarten was voluntary. Since 1999, 25 of the 26 cantons have made kindergarten mandatory and attendance is only voluntary in the canton of Graubünden .

Duration, admission
In 17 cantons all children have to attend kindergarten for two years, in 8 cantons for at least one year. The vast majority of children in the 25 German and French-speaking cantons actually complete two years of kindergarten. In the canton of Ticino , a large proportion of children even voluntarily attend an additional third year of kindergarten before compulsory schooling. In recent years, the cantons have brought the school entry age forward. The children enter kindergarten when they have reached the age of four. The cut-off date for entering kindergarten is between April 1 and July 31, depending on the canton.

Class time and class size Class time
in the first year is 18 to 22 hours per week. In the second year, the majority of the lessons are between 20 and 26. On average, there were 18.7 children in one class in the 2016/17 school year. Most cantons have introduced block times . The children are therefore under the care of the kindergarten teachers for at least three and a half hours five mornings a week.

Statistics
That was 170,756 children in the school year 2016/17 (48.7% of them girls). The proportion of foreign children was 27.5%. 18,174 teachers, 94.6% of whom were women, shared 9,139 full-time positions.

Developments
In various cantons, attempts are being made to combine kindergarten with the first or the first two years of primary school in a three-year so-called basic level or four-year basic level. This creates a smooth transition between kindergarten and school. Depending on the child's development, the duration of the basic or basic level can be shortened or lengthened.

Primary level

The transition from pre-school to primary takes place without an examination. Depending on the level, 21 to 32 lessons are given per week.

The aim of primary school is for students to develop their intellectual and creative abilities, develop their physical and musical abilities and develop a sense of responsibility towards themselves, the environment, their fellow human beings and society. The cantons set the curricula. In all cantons, the following subjects are taught at primary level: a national language (depending on the region, German, French, Italian or Romansh), a foreign language from the 3rd grade at the latest and another foreign language from the 5th grade at the latest, mathematics, people, nature and society , design (artistic, textile and technical design), music as well as movement and sport .

The school performance is assessed by means of grades or learning reports. During the first year of school there are no grades in the majority of the cantons, but rather appraisal interviews or learning reports. Grades are usually given on a scale from 1 to 6 (6 = best grade). The students receive a certificate or study report twice a year.

Secondary level I.

Objectives
The lower secondary level provides a basic general education. It prepares students for vocational training or for transferring to secondary schools such as high school or technical secondary schools (FMS).

Subjects The
following subjects are taught in all types of schools at lower secondary level: one national language (depending on the region, German, French, Italian or Romansh), basically 2 foreign languages, of which at least one foreign language is a national language (in some cantons, pupils of the school type with basic requirements of a foreign language), mathematics, natural sciences (nature and technology), geography and history (spaces, times, societies), housekeeping (economy, work, household), visual, textile and technical design, music and sport (movement and sport) .

School models
Depending on the canton, one or more different models are used at lower secondary level:

  • In the split model , the pupils are divided into 2 to 4 school types according to performance criteria in separate classes with usually different subjects, teaching aids and teachers
  • In the integrated model , the students attend classes in core classes without performance selection as well as in performance-differentiated level courses
  • In the cooperative model , the students attend lessons in core classes with performance selection as well as in performance-differentiated level courses

These last two forms have emerged in recent years and are partly still in the experimental stage.

Because the Pro or Untergymnasium only lasts two years, it is necessary to attend the first grade of the Gymnasium to complete compulsory schooling.

School models
Canton predominant model
number of school types		 other models
number of school types		 Remarks
Aargau 3 - Realschule , secondary school , district school
Appenzell Ausserrhoden 1 (integrated) 1 (cooperative) Secondary school
Appenzell Innerrhoden 3 1 (integrated) Realschule, secondary school, high school
Basel-Country 3 - Secondary school with general (A), advanced (E) and progymnasial (P) requirements
Basel city 3 1 (integrated) Secondary school with general (A), advanced (E) and progymnasial (P) requirements
Bern (German) 1 (cooperative) 1 (integrated), 2, 3 Realschule, secondary school
Bern (French) 1 (cooperative) - Écoles secondaire: section générale (g), section modern (m), section préparant aux écoles de maturité (p) 1
Freiburg 3 - Orientation school: Real class, secondary class, Progymnasial class
Cycle d'orientation: classes à exigences de base, classes générales, classes prégymnasiale
Geneva 3 - Orientation school: 9th classes for elementary, medium and high demands;
10th and 11th grades in 5 departments
Glarus 4th 1 (integrated) High school, secondary school, secondary school, high school
Grisons 1 (cooperative) 3 Realschule, secondary school, sub-grammar school
rätorom. : scola reala, scola secundara, gimnasi inferiur
ital . : scuola di avviamento, scuola secondaria, liceo inferiore
law 1 (integrated) - École secondaire 2 with level courses C, B and A
Lucerne 1 (integrated) 1 (cooperative), 3 Secondary school C, B and A as well as lower high school
Neuchâtel 1 (integrated) - 3rd cycle : core classes with level courses
Nidwalden 1 (integrated) 1 (cooperative), 2 Orientation school with levels B and A and Progymnasium
Obwalden 1 (integrated) 1 (cooperative), 2 Orientation school with levels B and A and Progymnasium
St. Gallen 2 1 (cooperative) Realschule, secondary school
Schaffhausen 2 1 (cooperative) Orientation school with secondary school and secondary school
Schwyz 2 1 (cooperative) Realschule, secondary school
Solothurn 3 - Secondary school with Sek B (basic demands), Sek E (extended demands) and Sek P (Progymnasium)
Ticino 1 (integrated) - Scuola media 3 : 8th and 9th grade as observation cycle;
9th and 10th grade as an orientation cycle for basic, medium and high demands
Thurgau 1 (cooperative) 1 (integrated) Secondary school with basic and advanced requirements (types G and E)
Uri 1 (integrated) 1 (cooperative), 3 Realschule, secondary school, lower grammar school
Vaud 1 (cooperative) - 3rd cycle with 2 sections: voie générale, voie prégymnasiale 4
Valais 1 (integrated) - Cycle d'orientation / orientation school with level courses II and I.
train 1 (cooperative) 2 Realschule, secondary school
Zurich 4 and 2 1 (cooperative) Secondary school with school types C, B, A and Untergymnasium or school types B and A
1 Secondary school: general, modern and progymnasial sections
2 Secondary school
3 Middle school
4th general education, progymnasium education

Admission
The transition from primary level to lower secondary level takes place for schools with basic requirements without an examination. The transfer to schools with extended entitlements is based on recommendations from teachers at the primary level. Good school performance (especially in the first national language, foreign languages ​​and mathematics), as well as individual performance development and work and learning behavior are decisive. In some cantons, passing an examination is required, especially if there is no recommendation from the teachers.

Lesson time and class size
The number of lessons is 27 to 37 lessons per week. The average class size in the 2016/17 school year was 18.7 students. Because housekeeping (economy, work, household) as well as textiles and technical design are taught in half-classes, one teacher teaches an average of 12 students at the same time.

Statistics
In the school year 2016/17, 247 653 young people (49.2% of them girls) attended lower secondary level I. Of these, 71 468 (43.3% girls) completed lower secondary level I, 155 834 (52.0% girls) completed lower secondary level extended entitlements and 20,351 lower secondary education without selection. The proportion of foreign pupils in the entire secondary school is 24.6%. 34 076 teachers, 54.6% of whom were women, shared 19 583 full-time positions.

School year 2016/17
Level of education Pupils
and students		 from that Teachers including
women		 Full-time
positions
girl Foreigners Private schools
Basic claims 71 468 43.3% 36.4%   1.3% 34 076 54.6% 19 583
Extended claims 155 834 52.0% 17.0%   3.2%
Without distinction between levels 20 351 47.5% 41.5% 46.2%
Total lower secondary level 247 653 49.2% 24.6%   6.2%

Secondary level II

The upper secondary level consists of vocational and general education courses. Around 90% of young people complete upper secondary school.

Vocational training courses

Certificate of competence portfolio

aims

Vocational training courses are available as two-year basic training (vocational certificate) and three or four-year basic training (apprenticeship with certificate of proficiency). In doing so, skills, knowledge and skills are acquired that are required to carry out an activity in a specific profession. The training comprises professional practice as well as professional and general education. In addition or afterwards, the vocational baccalaureate can be obtained to deepen general education.

Two-year basic education

The two-year basic training has replaced the previous apprenticeship . The degree consists of a federal professional certificate .

Three or four years of basic education

The three- or four-year basic training is completed with a federal certificate of proficiency and prepares you for a profession. There are over 200 apprenticeships to choose from.

In principle, vocational training can be started without an examination. In practice it is the case that training companies select the apprentices based on their performance at lower secondary level and after an application and an interview, often also on the basis of aptitude tests or entrance exams.

Vocational training is imparted in the training company, in the vocational school and in inter-company courses . In the apprenticeship company, practical work skills are taught three to four days a week, and in the vocational school, school education is taught one to two days a week. There are also other forms of organization of basic vocational training, such as full-time schools (e.g. training workshops or IT schools). In addition, lessons are offered in inter-company courses.

Professional baccalaureate

The vocational baccalaureate is a general education and supplements the three or four year basic vocational education. It can be obtained either by attending a corresponding training institution with a subsequent final examination parallel to basic vocational training or after completing basic vocational training or independently of school on the occasion of the federal professional baccalaureate exams after completing basic vocational training.

The vocational baccalaureate is in six directions: technical, commercial, creative, industrial, scientific and new in health and social direction. The following six basic subjects are taught: first national language, second national language, third language, history / political science, economics / business administration / law, mathematics. In addition, direction-specific focus subjects and supplementary subjects are offered.

Admission of the pupils takes place via an admission procedure regulated by the cantons.

Statistics (school year 03/04)

210,000 young people are completing vocational training at upper secondary level (45% women). Frequently chosen apprenticeships are: clerk, saleswoman, retail clerk, cook, electrician. Around 10,000 achieve the professional baccalaureate. (Data FSO 2003-2005)

graduation

Successful completion of the vocational baccalaureate usually enables the transfer to the universities of applied sciences without examinations, access to university studies by completing the Passarelle (duration 1 year) or access to the pedagogical universities (teacher training) by means of the preparatory year PH (also with a final examination).

Studying directly at a higher technical school (HF) is also possible, just like for holders of the Federal Certificate of Proficiency.

General education courses

The general education schools include the Gymnasium Matura schools (Gymnasien) and the Fachmittelschulen (FMS).

Matura schools (grammar schools)

aims

The aim of the Matura schools is to impart basic knowledge to students as well as to promote intellectual openness and the ability to make independent judgments. Personal maturity (Matura) is a prerequisite for university studies. Intellect, personal development, knowledge acquisition and the use of information technology are promoted.

Curriculum / subjects

The training in a maturity school takes 3-4 years. The levels are called Quarta, Tertia, Seconda and Prima in some cantons.

The teaching subjects are divided into basic subjects , main subjects and supplementary subjects (and any optional subjects). The students are taught in seven basic subjects, one major and one supplementary subject. The time proportion of the subjects is as follows:

  • Basic subjects - languages: 30-40%
  • Basic subjects - mathematics and science: 20-30%
  • Basic subjects - humanities and social sciences: 10-20%
  • Basic subjects - art: 5-10%
  • Major subject, supplementary subject, Matura thesis : 15-25%

The basic subjects are: the first language (German, French, Italian, but not Romansh), a second national language (German, French, Italian), a third language (a third national language, English or an old language), mathematics, natural sciences: biology, Chemistry and physics, humanities and social sciences: history, geography and an introduction to economics and law, artistic design and / or music

The main subject must be selected from the following 8 subjects or subject groups: ancient languages ​​(Latin and / or Greek), a modern language (a third national language, English, Spanish or Russian), physics and applications of mathematics (PAM), biology and chemistry ( BC), economics and law (WR), philosophy / psychology / pedagogy (PPP), visual design (BG), music

The supplementary subject must be selected from the following 13 subjects or subject groups: physics , chemistry , biology , applications of mathematics , history , geography , philosophy , religious studies , economics and law , pedagogy / psychology, artistic design , music , sport . From the 2008/2009 school year, computer science can now also be taken as a supplementary subject according to the partially revised MAR .

The Matura thesis is an independently written, pre-scientific work. The grade is noted in the Matura certificate.

admission

Each canton determines the conditions of admission independently. In more than half of the cantons, the transfer to a high school with very good results at the lower secondary level takes place without an entrance examination and by means of experience grades and assessments by teachers. In the other cantons, there is also a written and oral entrance examination. The first semester of high school is considered a probationary period. Some boys are disadvantaged in the entrance exam. However, this only applies to a minority.

Duration and class time

The maturity schools last 3-4 years. An average of 36 lessons per week are offered.

graduation

The training ends with the Matura. This certificate enables access to the universities, to the universities of teacher education (PH), to the technical colleges (FH) with one year of professional experience depending on the related field of study and also to the HF (whereby professional experience of 2 years in the related fields of study is also required here ). A shortened apprenticeship period for the federal certificate of proficiency is basically also possible.

Statistics (school year 03/04)

Around 63,400 attend a secondary school (56% women). The proportion of students attending private matura schools is 8%. The proportion of foreign students is almost 13%. In 2004 around 16,000 Swiss Matura certificates were issued. 170 Matura schools are run, whose Matura certificates are recognized by the federal government and the cantons. The number of full-time positions for teachers was 7,500 (data IDES 2004/2005)

Other forms of school

In some cantons there are also grammar schools that deviate from these standards, but can still be completed with the Matura. As a rule, they have a different profile that is more oriented towards arts or pedagogical subjects, for example. One example is the Pedagogical Matura School in Kreuzlingen (Thurgau), which above all offers easier admission requirements for the local pedagogical university .

Technical secondary schools (FMS)

target

Technical secondary schools provide an in-depth general education, promote personal and social skills and prepare for vocational training, higher technical schools (HF) and technical colleges (FH) through their focus on specific professional fields.

Curriculum / subjects

The general education includes languages ​​and communication, mathematics and natural sciences, social sciences, arts subjects and sports. Vocational-related subjects impart job-specific basic knowledge and attitudes of a certain professional field and prepare above all for training in the following areas: health, social affairs, education, communication and information, design and art, music and theater. In addition, an internship and independent in-depth work are required.

Duration

The apprenticeship takes 3 years.

admission

Admission is regulated by the cantons.

graduation

The technical secondary school is completed with the technical secondary school qualification (first degree) or the specialized school-leaving certificate.

Tertiary level

The tertiary level comprises training in the field of higher vocational training and universities. Higher vocational training includes vocational and higher technical examinations as well as higher technical schools (HF). Universities include universities, technical colleges (FH) and teacher training colleges (PH).

higher vocational education

The higher vocational training serves at the tertiary level to impart and acquire qualifications that are necessary for the exercise of demanding and responsible professional activities.

Professional and higher technical exams

Over 350 exams are offered. The professional examination is completed with a federal certificate, the higher technical examination with a diploma.

Higher technical schools (HF)

The higher technical schools offer courses and postgraduate studies in the fields of technology; Hospitality, tourism and housekeeping; Economy; Agriculture and forestry; Health; Social and adult education; Arts and design.

Colleges

The universities include the 12 universities (10 cantonal universities and 2 technical universities), the 8 universities of applied sciences (7 public and 1 private) and the 16 universities of teacher education.

Universities (UH)

The cantonal universities offer courses in theology, humanities and social sciences, mathematics and natural sciences, law, economics, medicine and pharmacy.

The federal technical universities offer courses in natural and engineering sciences, architecture, mathematics, pharmaceutical sciences as well as sports and military sciences.

Universities of Applied Sciences (FH)

The universities of applied sciences offer practice-related courses in the following areas: technology and information technology; Architecture, construction and planning; Chemistry and life sciences; Agriculture and Forestry; Economy and services; Design; Health, social work; Art, music, theater as well as applied psychology and applied linguistics.

Pedagogical colleges

The universities of teacher education offer courses in the field of teacher training.

Quarterly level (further education)

The advanced training exchange (WAB) is an offer from the federal government and the cantons. It encompasses over 30,000 courses and courses, from professional development to technical college offers to general adult education.

Curative and special education

There are special forms of training for children and young people who cannot meet the usual school requirements. The special training includes special schools, special classes and outpatient support, counseling and therapy offers.

Statistics (school year 03/04)

50,431 students attended special schools. That is 6.6% of all primary and lower secondary school students. The proportion of girls and women in special schools is 37.8%, the proportion of foreigners 45.7%. The average class size is 9.2 students.

See also

Web links

Individual evidence

  1. ^ Thomas Gull: Child Labor. In: Historical Lexicon of Switzerland HLS. March 9, 2015, accessed December 27, 2019 .
  2. ↑ a b c d e learners by level and type of education. , Federal Statistical Office , February 28, 2019
  3. ^ Organization for Economic Cooperation and Development: PISA 2006 - School Achievements in International Comparison - Scientific Competences for Tomorrow's World. 2007. Bertelsmann Verlag, p. 269
  4. ↑ Switzerland's education system. On the website of the Swiss Conference of Cantonal Directors of Education (EDK), March 2017
  5. ↑ Sistema educativo del Cantone Ticino. On the EDK website , August 2018 (Italian)
  6. ↑ Curricula and teaching materials. On the EDK website , accessed on February 25, 2019
  7. ↑ Plan d'instrucziun 21. On the website of the Canton of Graubünden , accessed on February 25, 2019 (Romansh)
  8. ↑ Piano di studio 21, on the website of the Canton of Graubünden , accessed on February 25, 2019 (Italian)
  9. ↑ http://www.edk.ch/dyn/bin/12961-13432-1-eurydice_03d.pdf
  10. ↑ Compulsory attendance and courses (kindergarten / years 1-2). On the EDK website , cantonal survey for the 2017/2018 school year
  11. ↑ Compulsory kindergarten, effective attendance. On the EDK website , canton survey 2017/2018
  12. ↑ cut-off date at school entry. On the EDK website , canton survey 2017/2018
  13. ↑ a b c duration of lessons. On the EDK website , canton survey 2017/2018
  14. ↑ a b Class size of compulsory school according to educational level, development. , Federal Statistical Office, March 29, 2018
  15. ↑ Block times. On the EDK website , canton survey 2017/2018
  16. ↑ a b c d e Teachers by educational level and university staff. , Federal Statistical Office, October 29, 2019
  17. ↑ Foreign languages: language, beginning. On the EDK website , canton survey 2017/2018
  18. ↑ a b Curriculum Primary School Canton Zurich , March 13, 2017
  19. ↑ Cantonal survey of the 2017/18 school year. School models (lower secondary level). On the EDK website , cantonal survey for the 2017/2018 school year
  20. ↑ Schools and types of schools, contact schools. On the website of the canton of Appenzell Ausserrhoden, accessed on February 27, 2019
  21. ↑ Secondary level I. On the website of the Canton of Basel-Landschaft, accessed on February 27, 2019
  22. ↑ Secondary School. On the website of the Education Department of the Canton of Basel-Stadt, accessed on February 27, 2019
  23. ^ Système éducatif du canton de Genève. On the EDK website , August 2018 (French)
  24. ↑ Secondaire School. on the website of the Canton of Jura, accessed on February 27, 2019 (French)
  25. ^ Système éducatif du canton de Neuchâtel. On the EDK website , August 2018 (French)
  26. ^ Collection of laws. Service platform Education of the Canton of Schaffhausen, accessed on February 27, 2019
  27. ↑ Transfer procedure from primary to secondary school B / E / P. On the website of the Canton of Solothurn, accessed on February 27, 2019
  28. ^ Sistema educativo del Cantone Ticino. On the EDK website , August 2018 (Italian)
  29. ↑ Organizational matters . On the website of the Office for Elementary Schools of the Canton of Thurgau, accessed on February 27, 2019
  30. ^ Système éducatif du canton de Vaud. On the EDK website , August 2018 (French)
  31. ↑ Secondary School. On the website of the primary school authority of the Canton of Zurich, accessed on February 27, 2019
  32. ↑ Daniel Schneebeli: "Smart boys don't make it to the gym" , Tages-Anzeiger. Updated July 1, 2009
  33. ↑ July 5, 2009, NZZ am Sonntag: "The Gymi exam works"