Abstract
Swiss Vocational Education and Training (VET) is based on national legislation which was introduced in the 1930s and renewed in the 1960s (as well as in the 1970s and in 2002). At first, the goal of the national VET legislation was to further Vocational Education and Training in order to support small and medium enterprises; however, later, it also included industry and services and has more recently grown to support the learners themselves. The 1963 national legislation and the following implementation acts in the cantons were decisive in shaping the Swiss VET system from a historical and comparative perspective. We argue that still today we do not have a unified, national system of education, but rather e cantonal modes of education and also of VET. However, the cantonal actors—with a specific focus on Ticino, Geneva, and Zurich—argue with similar justifications, when it comes to the reform of VET. Nevertheless, within this national legal framework, the cantons adopt rather different solutions. The result is that different (language specific) regional pathways of VET were established, based on various education and training regimes. In this research paper, we aim to concentrate on the years from 1950 to 1970, a period that turns out to be particularly significant for the development of Swiss VET. We focus our research on the introduction of the Vocational Training Act in 1963 and look in detail at the extent to which the cantons developed their corresponding implementation acts from the perspectives of different motives and logics.
Highlights
Comparing different cantonal regimes of education makes sense, as Marc-Antoine Jullien de Paris stated in his published work in 1817, “Esquisse d’un ouvrage sur l’éducation comparée”, which in the long subtitle included the—during his era the 22—Swiss cantons to be explored of which there
This paper, considering Swiss cantons from a historical perspective shows that there are cultural patterns or a dispositive, which further or hinder actions in relation to a model, which embraces the greater involvement of firms and firm associations and leads to different Educational and Training Regimes (ETR)
A neo-corporatist dimension is a basis for flourishing Vocational Education and Training (VET) in cantonal contexts, which differ considerably
Summary
Comparing different cantonal regimes of education makes sense, as Marc-Antoine Jullien de Paris stated in his published work in 1817, “Esquisse d’un ouvrage sur l’éducation comparée”, which in the long subtitle included the—during his era the 22—Swiss cantons to be explored of which there. The debates around these implementations themselves evoked justifications (Section 7), which strengthened the various approaches towards ETR (Section 8). Verdier [5] developed these categories in different articles and refined them in his comparative work, which includes education systems at all levels from secondary II schools, universities, lifelong learning concepts and VET. The focus was on the different motives, evaluations and decisions of the cantons, and how the set priorities in the cantonal legislation were justified
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