How did the upper-secondary specialised school (SpS) establish itself as a school-based pathway to the universities of applied sciences in Switzerland? The sociology of conventions serves to analyse how actors justify and assess this type of school. The analysis of interviews and educational policy documents shows that the specialised school has been a recurring target of criticism from advocates of the VET system. It had to make compromises with the world of work to gain recognition as a pathway to the universities of applied sciences.
In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects.
ZusammenfassungIm vorliegenden Kapitel wird die Bedeutung der FMS Gesundheit im Vergleich zur BGB FaGe aus einer quantitativen Perspektive erörtert. Damit wird die dritte Teilfrage zur Positionierung der beiden Ausbildungsprogramme, wie sich die FMS Gesundheit gegenwärtig im Vergleich zur BGB FaGe als Zubringer zu den tertiären Gesundheitsausbildungen positioniert, beantwortet. Zu diesem Zweck wurden Daten der Längsschnittanalysen im Bildungsbereich (LABB) des Bundesamts für Statistik (BFS) ausgewertet. Aus diesen eigenen Analysen sind insbesondere zwei Sankey-Diagramme (Abb. 6.1 und 6.6) hervorgegangen, die die Bildungsverläufe der Jugendlichen nach Erstabschluss der FMS (FMS-Ausweis) im Gesundheitsbereich und der BGB FaGe (EFZ FaGe) im Jahr 2012 über eine Zeitspanne von 54 Monaten grafisch nachzeichnen. Ausgehend davon wird im vorliegenden Kapitel auch das Potenzial der beiden Ausbildungsprogramme für die Rekrutierung von tertiären Pflegefachkräften diskutiert.
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