Page 106 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 106
ear ly school leaving: contempor ary european perspectives
/ scuole di maturità that lasts from 14–15 years of age, and changes into up-
per secondary level at 15 years of age and lasts up to 18/19 years of age.
At upper secondary level one can also find Brückenangebote /
offres transitoire / formazioni transitorie (15–16 years of age), and
Fachmittelschulen / écoles de culture génerale / scuole specializzate (15–18
years of age) that transit into Fachmaturität / maturité spécialisée / matu-
rità specializzata (18–19 years of age) and one of the vocational programmes
Berufsmaturität / maturité professionnelle - maturità professionale (15–20
years of age) (Eurydice, 2016). There are various ECEC facilities and ser-
vices (Kindertagesstätten / crèches / nidi d’infanzia – daycare centres; and
Tagesfamilien / familles de jour / famiglie diurne) for which there is no legal
entitlement to place a child in if under the age of four (Eurydice, n.d.) while
the last 2 years of pre-primary education are compulsory (EC/EACEA/
Eurydice/Eurostat, 2014). However, in 2011 Switzerland only had 78.7% of
children between the age 4 and the start of compulsory primary education
enrolled in ECEC (ibid.). In 19 cantons (out of 26), attendance in pre-prima-
ry education is compulsory and lasts 1 or 2 years, depending on the canton.
Where pre-primary education is not compulsory, children from the age of
4 and 5 are legally entitled to a publicly subsidised place (ibid.).
Tracking begins in lower secondary education, where teaching is real-
ised at different performance levels (Eurydice, n.d.). Students are separated
at the end of primary school into different schools and programmes based
on interest, aptitudes and formal selection (Lamb, 2011). For most children
(structures are not the same across the cantons), selection (made on teach-
ers’ decisions that are mainly based on school marks) starts at the lower
secondary level, when they are 11–12 years old, according to the require-
ments of the track in which they are allowed to enrol (Pagnossin, 2011). The
upper secondary level is divided into a vocational track and an academ-
ic track. Vocational education is either provided by full-time vocational
schools or is organised in the so-called Dual System as apprenticeship pro-
grammes (that combine school-based education and work-based learning)
(Forsblom, Negrini, Gurtner & Schumann, 2016). Pupils can skip or repeat
a year; both measures depend on a pupil’s development status and perfor-
mance (Wolter et al., 2014). According to the OECD’s 2012 PISA data, the
proportion of students in Switzerland reporting they had repeated a grade
in primary, lower secondary or upper secondary school is around 20% (EC/
EACEA/Eurydice/Cedefop, 2014).
106
/ scuole di maturità that lasts from 14–15 years of age, and changes into up-
per secondary level at 15 years of age and lasts up to 18/19 years of age.
At upper secondary level one can also find Brückenangebote /
offres transitoire / formazioni transitorie (15–16 years of age), and
Fachmittelschulen / écoles de culture génerale / scuole specializzate (15–18
years of age) that transit into Fachmaturität / maturité spécialisée / matu-
rità specializzata (18–19 years of age) and one of the vocational programmes
Berufsmaturität / maturité professionnelle - maturità professionale (15–20
years of age) (Eurydice, 2016). There are various ECEC facilities and ser-
vices (Kindertagesstätten / crèches / nidi d’infanzia – daycare centres; and
Tagesfamilien / familles de jour / famiglie diurne) for which there is no legal
entitlement to place a child in if under the age of four (Eurydice, n.d.) while
the last 2 years of pre-primary education are compulsory (EC/EACEA/
Eurydice/Eurostat, 2014). However, in 2011 Switzerland only had 78.7% of
children between the age 4 and the start of compulsory primary education
enrolled in ECEC (ibid.). In 19 cantons (out of 26), attendance in pre-prima-
ry education is compulsory and lasts 1 or 2 years, depending on the canton.
Where pre-primary education is not compulsory, children from the age of
4 and 5 are legally entitled to a publicly subsidised place (ibid.).
Tracking begins in lower secondary education, where teaching is real-
ised at different performance levels (Eurydice, n.d.). Students are separated
at the end of primary school into different schools and programmes based
on interest, aptitudes and formal selection (Lamb, 2011). For most children
(structures are not the same across the cantons), selection (made on teach-
ers’ decisions that are mainly based on school marks) starts at the lower
secondary level, when they are 11–12 years old, according to the require-
ments of the track in which they are allowed to enrol (Pagnossin, 2011). The
upper secondary level is divided into a vocational track and an academ-
ic track. Vocational education is either provided by full-time vocational
schools or is organised in the so-called Dual System as apprenticeship pro-
grammes (that combine school-based education and work-based learning)
(Forsblom, Negrini, Gurtner & Schumann, 2016). Pupils can skip or repeat
a year; both measures depend on a pupil’s development status and perfor-
mance (Wolter et al., 2014). According to the OECD’s 2012 PISA data, the
proportion of students in Switzerland reporting they had repeated a grade
in primary, lower secondary or upper secondary school is around 20% (EC/
EACEA/Eurydice/Cedefop, 2014).
106
