Curriculum development in Switzerland Presentation at the Northern Ireland Curriculum Symposium Belfast (26-28 April 2016) Emanuel Wüthrich, Senior Project Manager, Senior Lecturer SFIVET – Swiss Federal Institute for Vocational Education and Training )

2 2 The context: Switzerland and the Education system The support: SFIVET - experts organization of the Federation The zoom: Development and implementation of VET programmes Agenda

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4 Switzerland Population: 8 million  1 Confederation  26 Cantons  2396 Communes  > 300’000 SMB  (80% of employees, 60%  of economic performance)

5 One mission – three partners Confederation (SERI / SFIVET) Cantons (cantonal offices / vocational schools / career guidance) Private sector (professional organisations / companies / social partners) Strategic management and development Implementation and supervision Training content and apprenticeships

6 6 Confederation - Issues national VET ordinances, regulations and guidelines - Strategic management and development of VET 26 Cantons (States) - Issue cantonal implementation regulations - Implement and supervise VET programmes - Provide occupational, educational and career guidance services Professional organisations - Define the content of VET programmes - Promote apprenticeships among their members Companies - Hire and train apprentices Cooperation of VET stakeholders VET school Industry training centre Host Company Apprentices

7 7 SERI Education Innovation Research SECO FOAG FONES FOH EAER SFIVET Dual track as a system: Federal Department of Economic Affairs, Education and Research (EAER)

8 Swiss education system Vocational education and training (VET) Professional education and training (PET) General education Universities (academic & applied sciences)

9 Dual-Track approach to vocational education and training Practice Theory 2-year Federal VET Certificate 3-year or 4 year Federal VET Diploma Federal Vocational Baccalaureate(FVB)

10 Dual track - Three learning locations Company Vocational School Industry courses

11 SERI SECO BLW BWL BWO EAER SFIVET SFIVET is part of the department for economic affairs, education and research

Zollikofen Head Federal Department for Economic Affairs, Education and Research (EAER) SFIVET Board SFIVET Director SFIVET Executive Committee Basic Training Strategic objectives Federal funding 85% Performance agreement Continuing Training Centre for the Development of Occupations Internal Services Lausanne Lugano Research & Development  EHB IFFP IUFFP is the Swiss governmental center of competence for VET  245 employees nationwide at 3 locations  Four core activities SFIVET – Experts Organization for VET International Relations

13 International VET-collaboration of SFIVET Contacts and projects since 2014

14 Development of occupations Methodical and pedagogical support of professional associations in developing occupations

15 Steps to a new profession (reform) 1.The association locates a need for a reform / new profession. The need is proved by a nationwide study 2.The need and it’s proof are presented to SERI 3.The SERI approves the necessity of a new occupation 4.The association develops curriculum and qualification procedure on the legal bases of SERI (in the working groups the tripartite structure in VET system is represented) 5.The SERI endorses the documents and sets them into effect 6.The association together with the cantons implement the new curriculum and qualification procedure 7.After 5 years the documents of the occupation are revised.  SFIVET supports every step if mandated

16 Development of occupations – SFIVET method occupational activities occupational development trends VET qualification profiles VET curricula Drafting implementation documents: VET teachers VET trainers Industry course instructors VET examiners Communication events

17 Project set up analysis and development Reform commission (tripartite; lead > association together with SERI) Working group curriculum (teachers, professionals, other experts) Working group qualification procedure (teachers, professionals, other experts

18 Overview of Analyses Describe activities Categorise activities Qualification profile Describe the future Analyse training and occupation Occupational development profile, measures Activity profile Activity analysis Workshop 4 Workshop 2 Workshop 1 Workshop 3 Occupational development analysis

19 Activity analysis: having young workers describe occupational activities

20 Classification of occupational activities in workshops

21 Activity analysis: Having experienced workers categorise occupational activities

22 Result of the analyses: Situation (activity) profile gardener (excerpt) Area of Competence Professional competences (situations) 1234 Consultation and sales Advise customersTake ordersSell products and services Write reports and delivery receipts Delivery and service Deliver productsPerform services Operational maintenance Supervise production facilities and equipment Carry out maintenance work Dispose of material in an environmentally sound fashion Planting and seeding Rework plant and crop surfaces Plant plants Create grasslands and meadows Prepare pots for planting

23 Definition of competence at SFIVET « Competent we call a person who is able to manage a professional situation succesfully. Therefor she or he mobilizes a bunch of resources: knowledge, skills (abilities), attitudes.» (Kaiser, 2005)

24 Knowledge = theoretical knowledge → understanding Attitudes = social and personal competence Abilities = practical skills → proficency, exercise Professional Situation Observable Activity Temporal Unity Approach to a definition of «competencies»

25 Result of the analyses: Example competence profile Gardener (excerpt) Area of Competence Professional competences (situations) 1234 Consultation and sales Advise customersTake ordersSell products and services Write reports and delivery receipts Delivery and service Deliver productsPerform services Operational maintenance Supervise production facilities and equipment Carry out maintenance work Dispose of material in an environmentally sound fashion Planting and seeding Rework plant and crop surfaces Plant plants Create grasslands and meadows Prepare pots for planting

26 Development of occupations – SFIVET method occupational activities occupational development trends VET qualification profiles VET curricula Drafting implementation documents: VET teachers VET trainers Industry course instructors VET examiners Communication events

27 Develop occupations by focussing on the resources necessary to manage occupational situations successful: The competence profile is drafted on the basis of analysis of work situations of a certain occupation: Each occupation is comprised of around occupational (work) situations, which are grouped together into around 4 – 8 competence areas Professional situations as basis - conceptual approach of curriculum and syllabus development Occupational situation 1 Occupational situation 2 Occupational situation 3 Occupational situation x

28 Encourage systematic transfer : In VET programmes, resources defined after the analysis of occupational situations are developed continuously and in a holistic way: Professional situations as basis for developing competencies – didactic approach Resource 1 Resource 2 Knowledge of plants and their characteristic Resource x Sell products and services Occupational situation 2 Occupational situation 3 Occupational situation x

29 Elaborating the curriculum

30 Development of occupations – SFIVET method occupational activities occupational development trends VET qualification profiles VET curricula Drafting implementation documents: VET teachers VET trainers Industry course instructors VET examiners Communication events

31 Implementation: Development of specific documents for each learning location Host companyIndustry training centreVET school Training plan Host company training programme Learning materials Host company training programme Learning materials Industry course training programme Learning materials Industry course training programme Learning materials Lesson table Learning materials Lesson table Learning materials Learning documentation

32 Competence oriented assessment Practical assessments are competence oriented What about school test? Written and oral test can check whether a knowledge is accessible in the context of school > this does not assure that the knowledge can be mobilized in the professional situation Knowledge must be checked in relation with a professional situation! What to do? > Practical assessment and afterwards questions to check the technical justification knowledge

33 TRANSFER?

34 Swiss practice must be improved Final assessment of almost every occupation consists of: Written exam Practical exam Experience mark from school and practice Written exams to test competences are from a pedagogical point of view questionable.  Language competences are to decisive  Little relevance for being competent as a worker (School related knowledge often not transferable)

35 Competence portfolio Competencies should be documented  Competence portfolio in the form of a film?  Competence portfolio in form of multiplatform presentations?  Competence portfolio in form of a learning journal?  …

36 Thank you very much for your attention Thank you very much for your attention