1. Apprenticeship and NQF – do they fit together or compete with each other? The Case of Switzerland
Prof. Dr. Philipp Gonon, University of Zurich
24th April 2013
Johannesburg, South Africa
Wits Professional Development Hub

2. Trend of establishing NQFs: UK
In anglo-saxon countries National Qualification Frameworks were introduced in the 1980s. The aim was to make the system more coherent, more accessible for youngters and also more flexible. In this decade in the UK the apprenticeships had no substantial weight. The issue was not to establish a national qualification framework instead of an apprenticeship model, but to build up a national system of education, which included universities and Vocational Education
The main responsibility for education rests with the cantons.
Philipp Gonon

3. Europe and NQF
A second phase is its spread over the continent and the construction of a European wide framework in the 1990s. The European framework was driven by a renewal of a failed concept of delivering a common currency for VET. After a long period of comparing different titles in different countries and trying to assess the value and quality of VET in the member states the European Union decided to deliver a framework which enabled the countries to situate their own qualifications based on a commonly defined frame.
The main responsibility for education rests with the cantons.
Philipp Gonon

4. Two Velocities in Switzerland: Higher Education
Universities and polytechnics in Switzerland introduced a national framework. In contrast to VET policy, the Bologna process was a trigger for implementing the framework model. So we can state two velocities of introducing qualification frameworks: meanwhile the academic sector is pushing forward the VET sector was until nowadays opposing this international trend.
The main responsibility for education rests with the cantons.
Philipp Gonon

5. Hesitating VET sector
Switzerland was always quite critical about establishing national qualification frameworks. The belief was, that this model is good for low performing countries but not for dual apprenticeship countries like Switzerland, Austria and Germany. A well ordered educational system did not need in the eyes of Swiss policy makers a more coherent structure. The reason is quite obvious because their systems are running without big problems (see Gonon & Maurer 2012). Nevertheless it was surprising for Swiss VET representatives that German and Austrian VET was establishing at the beginning of 2000 such frameworks. The hesitating attitude in Switzerland however was well received in the public, because this country does not belong to the EU.
The main responsibility for education rests with the cantons.
Philipp Gonon

6. 3 Perspectives on VET & NQF in Switzerland
The first one is a historical and path-dependent approach:This point of view is directed towards critical junctures – like the topical deliberation about a National Qualification Framework (Jäger 2013).
The second perspective is closely linked to a view developed by political scientists based on the approach of Varieties of Capitalism which discerns a liberal market economy (LME) and coordinated market economies (CMEs). Apprenticeships are flourishing in CMEs meanwhile LME “prefer” more modularized and, thus, less vocationally oriented qualification approaches (see the reader of Busemeyer & Trampusch 2012).
The third strand is inspired by the theory of justification and conventions developed by the French pragmatist sociology. Conflicts and compromises are highlighted through different patterns: the market, the industry, the public and the world of inspiration and creativity (Verdier 2001).
The main responsibility for education rests with the cantons.
Philipp Gonon

7. Actors, conflicts & compromises
Three aspects belong each to one of these perspectives are in the focus: the role of the three main actors (administration, federal states and the organisations of the world of work like business associations) in the light of the development of Swiss VET. The policy of keeping the occupational focus within the Educational System in order to strengthen the vocational part The justification of a specific way of Swiss policy
The main responsibility for education rests with the cantons.
Philipp Gonon

8. Restructuring Swiss VET through NQF?
Swiss policy makers build upon a two pilar principle: on the one side there is a vocational strand and on the other an academic. Both worlds had not so much in common. In a very early age children had to choose either one or another pathway. It is in the light of new reforms that this division is questioned. The Swiss national framework gives further evidence that these two worlds have to get closer. The federal states are opposing the trend to differentiate inbetween the apprenticeships and to define higher and lower standards.
Philipp Gonon

9. The tradition of dual VET
Stakeholders try to establish a specific role for apprenticeships and higher professional education and training related to other more school-based systems. The attempt to validate practical experience and to rank it as high as possible is visible in most statements. Meanwhile industry, higher education and educational stakeholders in the French and Italian speaking part are open for an integration of Swiss VET in an national framework, the trade association and some representatives of branches are more then sceptical. The critique is quite similar that general education is over-valued meanwhile practical work and experience is not enough respected and therefore is not really represented in the Framework. Nevertheless it is quite obvious that all stakeholders have to cope with the new Qualification Framework.
Philipp Gonon

10. Division of academic & dual VET
Meanwhile the universities had established for their own purposes in relation to the Bologna reform a framework the VET system remained out of this program. Now the issue is contrary. The academic world is criticising the framework which is not taking into account the specific views of the universities and higher education. The higher education pleas for a twofold framework: one for VET and the other for the higher education. They also claim that the highest levels (6-8) should mainly be reserved for them. So we find a similar conflict like in other countries like Germany and Austria.
Philipp Gonon

11. Internationalization of VET
Most of the stakeholders see also a chance to make the Swiss system more accountable and also more visible in the interntationale arena. Especially representatives from higher professional education and training hope to get more visible and valued in the international labour market. A preliminary result is the fact, that Swiss VET policy is also in this case very pragmatic, integrating and adapting new concepts in the running system
Philipp Gonon

12. Conclusion
Most of the stakeholders in Switzerland do not fear so much the international influence related to the VET system, but much more, that inside Switzerland new divides between VET and other parts of the education system emerge. Under the justification of being more competitive and being more accessible for European partners the traditional VET system could get under pressure. But this is by no means the result of an NQF but more the ongoing quest for finding a balance between VET and general education.
Philipp Gonon

13.
Philipp Gonon

14. Switzerland
Philipp Gonon

15. Switzerland
7,7 million habitants Federal state (26 cantons) 3-4 languages Economy, Society, Innovation: seen us a succesfull country: high quota of immigration Small but also highly globalized country
Philipp Gonon

16. The Swiss VET System
Philipp Gonon