Page 109 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 109
the esl situation in switzerland
important to distinguish the ethnic origin of different minority students;
for instance, Tamil students in Switzerland are the most engaged group of
immigrant students at school and therefore the least at risk of school drop-
out (Makarova & Herzog, 2013).
Insight into tackling the ESL issue in Switzerland
ESL and ESLers are not officially defined in Switzerland nor is the is-
sue comprehensively addressed at the national level (there is no com-
prehensive strategy to tackle ESL) – at least not as a separate issue (EC/
EACEA/Eurydice/Cedefop, 2014). There is no official coordinating body in
Switzerland, but in practice the Swiss Conference of Cantonal Ministers of
Education (EDK) plays the pivotal role in addressing ESL (ibid.). Some au-
thors state that in Switzerland policies contain an explicit requirement to
reduce ESL (Juhász, 2015). Moreover, the issue is addressed in the context
of tackling poverty, dealing with risk groups, and increasing employability.
Some of these initiatives and programmes are presented below.
Since 2010, the Confederation and the cantons have been jointly mon-
itoring the Swiss education system. The Confederation, cantons and com-
munities aim to reduce institutional barriers between levels of govern-
ment through the political platform Tripartite Agglomerationskonferenz
/ Conférence tripartite sur les agglomérations (TAK/CTA) that has pub-
lished several recommendations for the education area, of which some are
also relevant to tackling ESL. The confederation launched the National
programme to tackle poverty (Nationales Programm zur Bekämpfung von
Armut/programme national de lutte contre la Pauvreté) that also focus-
es on areas touching on ESL (ECEC; support for students to and during
VET; second-chance education). There is also a focus on statistical data that
should help better identify groups at risk (of ESL). Specific targeted meas-
ures for groups at risk focus on students who are socially disadvantaged,
have a migrant background or special educational needs (EC/EACEA/
Eurydice/Cedefop, 2014). Moreover, they have structures called MATAS –
temporary and alternative optional courses. These are “parentheses” struc-
tures, meaning they entail a transition and aim to reintegrate young people
into the mainstream system. They belong to a study path, by teaching the
principle of compensation they readjust the youth to academic standards so
that they return to the school system (Thibert, 2013).
Multi-sectoral involvement and cooperation on the governmental lev-
el – both horizontal (different sectors) and vertical (central, regional, local
109
important to distinguish the ethnic origin of different minority students;
for instance, Tamil students in Switzerland are the most engaged group of
immigrant students at school and therefore the least at risk of school drop-
out (Makarova & Herzog, 2013).
Insight into tackling the ESL issue in Switzerland
ESL and ESLers are not officially defined in Switzerland nor is the is-
sue comprehensively addressed at the national level (there is no com-
prehensive strategy to tackle ESL) – at least not as a separate issue (EC/
EACEA/Eurydice/Cedefop, 2014). There is no official coordinating body in
Switzerland, but in practice the Swiss Conference of Cantonal Ministers of
Education (EDK) plays the pivotal role in addressing ESL (ibid.). Some au-
thors state that in Switzerland policies contain an explicit requirement to
reduce ESL (Juhász, 2015). Moreover, the issue is addressed in the context
of tackling poverty, dealing with risk groups, and increasing employability.
Some of these initiatives and programmes are presented below.
Since 2010, the Confederation and the cantons have been jointly mon-
itoring the Swiss education system. The Confederation, cantons and com-
munities aim to reduce institutional barriers between levels of govern-
ment through the political platform Tripartite Agglomerationskonferenz
/ Conférence tripartite sur les agglomérations (TAK/CTA) that has pub-
lished several recommendations for the education area, of which some are
also relevant to tackling ESL. The confederation launched the National
programme to tackle poverty (Nationales Programm zur Bekämpfung von
Armut/programme national de lutte contre la Pauvreté) that also focus-
es on areas touching on ESL (ECEC; support for students to and during
VET; second-chance education). There is also a focus on statistical data that
should help better identify groups at risk (of ESL). Specific targeted meas-
ures for groups at risk focus on students who are socially disadvantaged,
have a migrant background or special educational needs (EC/EACEA/
Eurydice/Cedefop, 2014). Moreover, they have structures called MATAS –
temporary and alternative optional courses. These are “parentheses” struc-
tures, meaning they entail a transition and aim to reintegrate young people
into the mainstream system. They belong to a study path, by teaching the
principle of compensation they readjust the youth to academic standards so
that they return to the school system (Thibert, 2013).
Multi-sectoral involvement and cooperation on the governmental lev-
el – both horizontal (different sectors) and vertical (central, regional, local
109
