Page 104 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 104
ear ly school leaving: contempor ary european perspectives
ESL is not addressed as a separate or specific issue, but given atten-
tion in the context of tackling poverty, supporting students from risk
groups, providing attractive VET, providing quality career educa-
tion and guidance, providing time out of school for students, giving
guidelines on how to support the personal, emotional, and social de-
velopment of students (e.g. a national programme to tackle poverty,
temporary and alternative optional courses, the Inter-institutional
Cooperation programme, Time-out, VET Case Management etc.).
Moreover, Switzerland features strong multi-sectoral involvement
and cooperation. Multi-agency partnerships at the local and/or insti-
tutional level are well established (not dealing specifically with ESL;
including teachers, school heads, guidance specialists, psychologists,
social workers etc.). In this context, the value of educational allianc-
es is recognised. Vocational education and training holds a very high
status in Switzerland so most young people enrol in it, also helping
to deliver high rates of overall completion. Yet this remains a chal-
lenge in the context of large social inequalities in programme partic-
ipation and access to university and the professions.
Key words: Switzerland, ESL statistics, VET, multi-professional
partnership
Introduction
The Swiss education system is characterised by multilingualism (Eurydice,
n.d.), federalism and decentralisation based on the principle of subsidi-
arity (Pagnossin, 2011). There are four different languages of instruction
(German, French, Italian or Romansh) with the language depending on
the region. In the decentralised education system, the main responsibili-
ty for education lies within the 26 Cantons (states), which are fully respon-
sible for compulsory education and share responsibilities with the Federal
Government for post-compulsory education (including general education
schools, vocational and professional education and training (VET) and
universities). There is no free choice of school in compulsory education and
95% of all children attend public schools in their local municipality that are
free of charge. There is no national curriculum so each Canton is responsi-
ble for the curriculum and obliged by the Federal Constitution to coordi-
nate and harmonise its education system regarding the structure and ob-
jectives. Decentralisation of the system is also reflected in the fact that the
104
ESL is not addressed as a separate or specific issue, but given atten-
tion in the context of tackling poverty, supporting students from risk
groups, providing attractive VET, providing quality career educa-
tion and guidance, providing time out of school for students, giving
guidelines on how to support the personal, emotional, and social de-
velopment of students (e.g. a national programme to tackle poverty,
temporary and alternative optional courses, the Inter-institutional
Cooperation programme, Time-out, VET Case Management etc.).
Moreover, Switzerland features strong multi-sectoral involvement
and cooperation. Multi-agency partnerships at the local and/or insti-
tutional level are well established (not dealing specifically with ESL;
including teachers, school heads, guidance specialists, psychologists,
social workers etc.). In this context, the value of educational allianc-
es is recognised. Vocational education and training holds a very high
status in Switzerland so most young people enrol in it, also helping
to deliver high rates of overall completion. Yet this remains a chal-
lenge in the context of large social inequalities in programme partic-
ipation and access to university and the professions.
Key words: Switzerland, ESL statistics, VET, multi-professional
partnership
Introduction
The Swiss education system is characterised by multilingualism (Eurydice,
n.d.), federalism and decentralisation based on the principle of subsidi-
arity (Pagnossin, 2011). There are four different languages of instruction
(German, French, Italian or Romansh) with the language depending on
the region. In the decentralised education system, the main responsibili-
ty for education lies within the 26 Cantons (states), which are fully respon-
sible for compulsory education and share responsibilities with the Federal
Government for post-compulsory education (including general education
schools, vocational and professional education and training (VET) and
universities). There is no free choice of school in compulsory education and
95% of all children attend public schools in their local municipality that are
free of charge. There is no national curriculum so each Canton is responsi-
ble for the curriculum and obliged by the Federal Constitution to coordi-
nate and harmonise its education system regarding the structure and ob-
jectives. Decentralisation of the system is also reflected in the fact that the
104
