Reformsteuerung, Stabilität und Wandlungsfähigkeit der Berufsbildung - „Laboratory Federalism“ als Motor der Bildungsreform in der Schweiz

Gonon, Philipp

doi:10.1007/978-3-531-91922-5_14

Cited by 13 publications

(14 citation statements)

References 3 publications

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“…Thus, the regimes are driven by neo-corporatist and academic regimes or neo-corporatist and organized market regimes or academic versus market regimes [8] (pp. [4][5][6][7][8][9][10][11][12][13]. Changes and compromises are steady in flow and depend on reforms and implementations.…”

Section: Comparative Approach Theoretical References and Methodsmentioning

confidence: 99%

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Education and Training Regimes within the Swiss Vocational Education and Training System. A Comparison of the Cantons of Geneva, Ticino, and Zurich in the Context of Educational Expansion

Gonon¹,

Freidorfer-Kabashi²

2021

Education Sciences

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Swiss Vocational Education and Training (VET) is based on national legislation which was introduced in the 1930s and renewed in the 1960s (as well as in the 1970s and in 2002). At first, the goal of the national VET legislation was to further Vocational Education and Training in order to support small and medium enterprises; however, later, it also included industry and services and has more recently grown to support the learners themselves. The 1963 national legislation and the following implementation acts in the cantons were decisive in shaping the Swiss VET system from a historical and comparative perspective. We argue that still today we do not have a unified, national system of education, but rather e cantonal modes of education and also of VET. However, the cantonal actors—with a specific focus on Ticino, Geneva, and Zurich—argue with similar justifications, when it comes to the reform of VET. Nevertheless, within this national legal framework, the cantons adopt rather different solutions. The result is that different (language specific) regional pathways of VET were established, based on various education and training regimes. In this research paper, we aim to concentrate on the years from 1950 to 1970, a period that turns out to be particularly significant for the development of Swiss VET. We focus our research on the introduction of the Vocational Training Act in 1963 and look in detail at the extent to which the cantons developed their corresponding implementation acts from the perspectives of different motives and logics.

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Section: Comparative Approach Theoretical References and Methodsmentioning

confidence: 99%

“…Changes and compromises are steady in flow and depend on reforms and implementations. Verdier favors the concept of hybridization of those regimes, based also on the circulation of good practices [13] (p. 18).…”

Section: Comparative Approach Theoretical References and Methodsmentioning

confidence: 99%

Education and Training Regimes within the Swiss Vocational Education and Training System. A Comparison of the Cantons of Geneva, Ticino, and Zurich in the Context of Educational Expansion

Gonon¹,

Freidorfer-Kabashi²

2021

Education Sciences

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“…Firstly, its education system is strongly federalist, and consequently the 26 Swiss cantons have a high degree of autonomy over their education systems [8]. Therefore, it is an excellent place to study the governance of transitions, since it allows comparative studies that otherwise would have to be conducted internationally [15,16]. Studies here can thus show how different ways of governing transitions in different local contexts can lead to different outcomes and tensions.…”

Section: The Swiss Case: Controversial Transition Quotas and Admission Regulations In A Highly Federalist Differentiated Employment-centementioning

confidence: 99%

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

2022

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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.

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“…Although they had no formal coercive powers, these groups pushed forward the harmonization of staff training. Secondly, the role of the cantons (Gonon, 2009) often reinforced existing cultural, regional or even religious traditions. Although the central state did not play a role in Switzerland, some cantons ensured that a certain consolidation of training took place, at least in their realm of regulation.…”

Section: The Impact Of a Decentralized Educational And Political Systmentioning

confidence: 99%

Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared

Geiss

Westberg

2020

European Educational Research Journal

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In Europe, there are many different ways in which early childhood education and care professionals are trained. This article investigates how these different forms came into being. Comparing two small, prosperous European countries, Sweden and Switzerland, we analyse the developments in training regimes for early childhood professionals since the 19th century using a historical institutionalism approach. We focus on corporate actors and the institutionalization of educational structures and identify critical junctures and path dependencies. Although both countries developed a comparable diversity of training opportunities in the 19th century and early 20th century, developments since the 1950s have diverged widely. While Sweden is developing a uniform, fully academicized training structure, the Swiss case exhibits no such uniformity but is characterized by continuity and incremental change. The article traces the role played by central governments, private associations and educational reform in the development of the training of preschool personnel.

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Reformsteuerung, Stabilität und Wandlungsfähigkeit der Berufsbildung - „Laboratory Federalism“ als Motor der Bildungsreform in der Schweiz

Cited by 13 publications

References 3 publications

Education and Training Regimes within the Swiss Vocational Education and Training System. A Comparison of the Cantons of Geneva, Ticino, and Zurich in the Context of Educational Expansion

Education and Training Regimes within the Swiss Vocational Education and Training System. A Comparison of the Cantons of Geneva, Ticino, and Zurich in the Context of Educational Expansion

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared

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