Description / Abstract

Table of content

• Swiss Vocational and Professional Education and Training (VPET)
• Table of Contents
• Preface
• Chapter 1: Forms of VPET
• 1.1 VET in a small company
• 1.2 VET in a large company
• 1.3 VET in the cooperative training association
• 1.4 School-based VET
• 1.5 VET in a public trade school
• 1.6 Hybrid forms of VET
• 1.7 Forms for high-achievers
• 1.8 Forms for young people with impairments
• 1.9 Forms characterised by social pedagogy
• 1.10 Federal PET Diploma and Advanced Federal PET Diploma
• 1.11 Professional colleges
• 1.12 Professional education at academic institutions
• 1.13 VPET outside the responsibility of the Federal Vocational and Professional Education and Training Act
• 1.15 Forms of job-related continuing education and training (CET)
• 1.16 Informal forms of vocational learning
• Chapter 2: VPET – part of the education system and part of the world of work
• 2.1 Education system
• 2.2 World of work and labour market
• 2.3 History of VET in Switzerland (Philipp Gonon)
• 2.4 Legal foundations
• 2.5 Governance of VPET
• 2.6 Funding
• Chapter 3: Elements of successful VPET
• 3.1 Learning at work
• 3.2 Simulation
• 3.3 Reflection
• 3.4 Action-guiding knowledge
• 3.5 General education
• 3.6 Support and assistance
• 3.7 VPET management
• 3.8 Certification
• Chapter 4: From school to working life
• 4.1 Introduction: background and important terms
• 4.2 Career choice and the search for an apprenticeship position
• 4.3 The apprenticeship market
• 4.4 Transitional options and case management
• 4.5 Termination of an apprenticeship contract, changing apprenticeship position and dropping out from an apprenticeship
• 4.6 What next after a VET programme?
• Chapter 5: Stakeholders and institutions
• 5.1 Host companies and cooperative training associations
• 5.2 VET schools and professional colleges
• 5.3 The Confederation
• 5.4 Cantonal authorities
• 5.5 Professional organisations
• 5.6 VET professionals
• 5.7 Stakeholders from research and development
• Chapter 6: Areas of tension
• 6.1 Academic versus vocational tertiary programmes
• 6.2 Vocational principle versus modularisation
• 6.3 Broad versus narrow VET programmes
• 6.4 Coverage of needs versus shortage of skilled workers
• 6.5 State versus world of work
• 6.6 “Bildung† versus qualification
• Bibliography
• List of Figures
• List of Tables
• Index