In Switzerland, VET students grow up as members of a professional community

Switzerland is renowned for its highly regarded vocational education, a youth unemployment rate of only 2% (Trading Economics, n.d.) and, of course, Swiss craftsmanship with famous quality brands that are sought after worldwide. Are there any lessons we can learn from Switzerland?

Switzerland’s vocational education and training (VET) has gained much international recognition for its effectiveness. Over the years, several countries, including Finland, have visited Switzerland to benchmark for VET. However, very often, one can hear that although Swiss education is undoubtedly outstanding, it can be challenging to adapt to other countries due to cultural differences, resources, and labour market structure, to name but a few arguments.

Like any educational system, Swiss VET is deeply rooted in culture and society. The Swiss VET structure is a tripartite system based on cooperation between vocational education schools, training institutions (also named “intercompany courses”) and companies which host apprentices. An apprentice is employed in host companies, which represent all types of organisations in industry and society, as well as companies from small to large. (Bonoli, Berger & Lamamra, 2018)

The tradition of guilds lives on with a positive vocational identity

VET follows mainly a dual system. A company provides practical training three to four days each week, focusing on hands-on professional development. Theoretical instruction complements practical training, and it’s organised for one or two days per week at VET schools. Furthermore, students join intercompany training that provides training in skills that are recognised as essential in all work-related areas, such as technical and communication competences. The VET curricula and their distribution among the three learning venues (company, school, and intercompany courses) are regulated by the Swiss Confederation (European Commission, 2023).

Swiss VET has its roots in the medieval guilds. These were associations of craftsmen who regulated their trades. In the age of the Industrial Revolution, Switzerland did not abandon its heritage. On the contrary, the society maintained the esteemed tradition of apprentices learning with and from “the masters” of the vocations. The practical instructors kept teaching skills that are difficult to emulate in classrooms, and the implicit working culture of the community of artisans. Naturally, company cultures vary across different fields and times. However, the apprentice is expected to learn from the professional community, which may be the story behind many of the world’s most iconic brands that combine unparalleled craftsmanship and product development. (Strahm, Geiger, Oertle Swars, 2016)

Observations on the Swiss VET system for reflection

In recent years, I have collaborated with SFUVET (The Swiss Federal University for Vocational Education and Training), Switzerland’s leading organization for VET, contributing to training, research, and vocational development (SFUVET, n.d.). Throughout our collaboration, I had the opportunity to observe the Swiss model and reflect on its characteristics. I found the next five (5) aspects to be particularly interesting for benchmarking: 1) VET is highly valued, 2) VET teachers are pedagogically qualified, 3) the working communities support students, 4) VET schools collaborate with scientific universities, and 5) VET receives positive coverage in media. I will share my observations and thoughts in more detail in the following paragraphs.

VET seems to have a value in Swiss society that is not considered inferior to academic education. This status encourages students to pursue VET without feeling stigmatised and contributes to appreciating young people with vocational qualifications in society. Vocational programmes lead to recognised degrees and provide pathways for further education and career advancement. A university degree and an executive career after finishing the studies are very common. This appreciation is also evident in the allocation of resources and the commitment of the state and companies to education.

SFUVET and Swiss universities offer teacher training programmes and professional development opportunities for vocational educators. These programmes ensure that VET teachers and trainers in schools and companies have the pedagogical skills and subject knowledge needed to provide education. By investing in the professional development of vocational educators, the country sustains the continuous development of VET. Swiss VET teachers at schools make a great effort to bridge the gap between practical skills acquired in host companies and the underlying theoretical knowledge. For example, “The Erfahrraum model” (Schwendimann, Cattaneo, Dehler Zufferey, Gurtner, Bétrancourt & Dillenbourg, 2015) highlights the importance of shared reflection processes to transform concrete experiences into relevant integrated knowledge.

VET students develop as active participants in their working community

As students become members of a working community, they embark on a journey that combines learning with the ethos of professional practice. This is the essence of the Swiss virtues: a fusion of skill acquisition and cultural assimilation. By immersing themselves in the professional world, students absorb the working culture of their instructors and colleagues. As working community members, students may develop a strong sense of professional identity and belonging.

Academia, vocational education, and industry are interestingly interlinked in competence development in Switzerland. Swiss universities and research institutions co-operate actively with vocational schools. The boundary-crossing partners research and develop new technologies, methodologies, and pedagogical practices together. Collaboration facilitates the exchange of ideas and perspectives across different academic and professional disciplines. For example, technicians may work with designers, artisans with economists, and healthcare practitioners with technology researchers.

The “Zeitgeist,” or spirit of the times, greatly influences young people, particularly through media. These may include notions of success, such as achievements, career advancement and lifestyle, and values related to social justice, environmental consciousness, and inclusivity. In many countries, news regarding VET is either absent or insufficient, or the public discussion is focused on problems. The media coverage of VET in Switzerland tends to be positive, reflecting its status as an integral part of society. The media also provide many examples of practitioners who are easy for young people to identify with.

Something more important than economic growth?

And finally, I can’t help but think about the conception of the human being behind all this. With Switzerland’s strong economy, it would be easy to think that the driving force is a market-driven economy aiming to equip students with the skills that companies want. A closer look may reveal something more precious: each individual is seen as a valuable and competent member of society in their own right, not as “a tool to achieve economic quick wins”, as Nussbaum (2011) puts it. Developing vocational skills and employment is the responsibility of an enabling society, not just the individuals themselves. With this collaborative spirit at their side, vocational students are not left to navigate their pathways alone. They are invited to participate fully in a society that cares about and values them.

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I want to express my gratitude to Dr. Francesca Amenduni from SFUVET for her mentorship and support in helping me to understand the Swiss VET system better. She also provided fact-checking and guidance for this article.