University of Switzerland PROGRAMS
1st Introduction:
Education in Switzerland
Switzerland is proud of the high standard of government-funded education. If a country with few natural resources, its prosperity depends to a large part of their brains power. Most people continue studying after years of schooling, and many other courses throughout their life. At the same time, education has to do with new challenges, given the changes in society and the world.
As Switzerland has no natural resources, education and knowledge are very important resources. Therefore Switzerland are entitled to one of the world’s best education systems. Because they are responsible for education services (child care, schools, universities), education can vary considerably between the cantons. For example, some cantons are beginning to learn the first foreign language in the fourth class, while others from the seventh class. This in turn can be used with children between the cantons in a nightmare.
In Switzerland, most children attend public schools. Private schools are generally more expensive and people tend to believe that the students of private schools probably not in the public school. Public schools are kindergarten, elementary school (elementary school), high school (secondary education) and universities ( “universities”). Most communities offer kindergarten, primary and secondary schools. Most cantons at least a high school. There are eleven universities in Switzerland, nine have been carried out by the cantons, two are organized by the confederation.
After primary school, children can either choose to go to secondary schools or at the beginning of a leather. In the latter case, after the end of the apprenticeship, it is still possible to start an academic career at a secondary school or a so-called University of Applied Sciences (FH) ( “University”).
Switzerland offers a wide selection of students at the university or higher education. A vertical differentiation can be made between general education and vocational training, and so many training, is a horizontal can be made between the universities and technical schools.
Vocational training falls into two categories. On the one hand, the universities offer professional training to university level, on the other hand, the higher technical education and vocational or professional qualifications. Most of the latter type are supported by the relevant professional associations, are responsible for the identification and validation of the tests.
2nd Schools:
In Switzerland, every child must be at least primary school. Our country offers a variety of schools at different levels. Because they are responsible for the education system, the names of those involved, from the age of the students and the duration varies considerably between the cantons. The rest of this document therefore focuses on how it works in Canton
2.1 kindergarten:
In contrast to the school, children are not required to attend kindergarten, but most children in the kindergarten. They do not learn to read and write, but to develop their social skills and get used to sit still for a while and pay attention to the teacher. Children can attend kindergarten for a year or two years. Because they allegedly at the beginning of the school at the age of seven, they go to kindergarten when five and six years old.
The Swiss education
Switzerland has a very decentralized education. Most decisions on the application of primary and secondary schools are at cantonal level. It is also the cantons, the largest proportion of the funding.
Switzerland does not have a federal minister for education. Nevertheless, some organizational aspects of the education system, in the entire country. These include the duration of the school year, and the number of years of compulsory education.
In other areas of the cantons and the municipalities, have traditionally enjoyed a high degree of autonomy.
Each canton has its own head of education, along the entire Swiss Conference of Cantonal Education Ministers (GB German). The GB plays an important role in the discussion and coordination of education policy, and on certain key values.
2.2 elementary school (elementary school)
The primary school (elementary school) is compulsory for all Swiss children. You need both public school or to go to a private school. Lower Austria school begins at the age of seven years and lasts at least eight, but nine years. Some schools offer an additional year for children who do not or not yet decided what to do after school, have no work to start a training course or have not yet reached the age to begin what they want to do. The elementary school is divided into primary and secondary-level school:
In Zurich, primary school lasts six years. Most of the children have only one teacher, all subjects.
Upper secondary school lasts three years. Normally, there are at least two teachers for each class, a teacher, a way to deal with other issues. There may be other teachers for a number of specific issues, such as gymnastics, crafts, cooking GA and so on.
Upper secondary school itself is divided into three different levels: Those who previously secondary, secondary school and high school, but there were a number of recent changes in this. Today, schools are still three different levels, but students are assigned to a level of subjects. This applies to important issues such as mathematics, mother tongue and the first foreign language alone, all other courses are offered per class.
Secondary school is the highest level. Some insist that this level of education. It is particularly necessary when a student wants to participate in a (secondary) behind. Includes secondary school mathematics, geometry, native language (German in the case of Zurich), the first foreign language (French in Zurich), geography, history and much more. In addition, students can participate in other courses as a second language, usually English or Italian.
Real school teaches essentially the same issues, but not to renew the same.
High school ensures students have difficulty learning.
After primary school, students can also choose to go ( “secondary education”) directly, without regard to the Upper secondary school and in this case, the school will take 6 = years instead of 4 = years
International Comparison
A study in 40 countries of the Organisation for Economic Cooperation and Development (OECD) in 2003, the Programme for International Student Assessment (PISA), showed that the Swiss were 15-year-olds were above average in all areas tested (mathematics, reading , Science and solving problems.)
Results in 2003 were better than in 2000. However, Switzerland is not the issue was one of the best. The three countries receiving the best marks in each region were Finland, Hong Kong and China and Korea.
Switzerland has been overtaken as the OECD country with the largest number of final secondary school students II And no other OECD country has such a large discrepancy between the number of men and women of the completion of tertiary education.
However, the Swiss universities enjoy a good reputation and foreign students much more than any other OECD countries. Many more foreigners to take advantage of exchange schemes to come to Switzerland as a young Swiss do to study abroad.
The tasks of the education system areas in Switzerland are divided between the federal government, cantons and municipalities. There is no Ministry of Education at the national level. The primary responsibility for education lies with the cantons.
Characteristics of the Swiss education —
By and large, the characteristics of the educational and political system are:
Federalism (sovereignty of the cantons)
Decentralization (the importance of the responsibility of the cantons and municipalities)
Subsidiarity of public policies (that is, the principle is that the higher levels, such as the Federation of cantons can only be achieved through regulation or tasks that the lower levels are not in a position to do so),
and the semi-direct democracy (national referendum vote initiatives, referendums).
Onderwijsniveaus and categories
The Swiss education system includes the following educational or categories:
Pre-School
Primary School
In the lower secondary education
Higher secondary education: upper secondary vocational education and includes general education (middle specialized schools (vocational schools – FMS) and Matura schools).
Tertiary level: The tertiary level consists of higher vocational training and universities. Higher education is composed of professional and higher specialized studies, and higher specialized schools (Higher Vocational School, HF). The universities are divided into good colleges (cantonal universities and the Swiss Federal Institute of Technology) and the polytechnics (FHS – FH), in which the universities for art and music and teacher training colleges (pedagogical universities – PH).
Quartary levels: training
Special Education.
2.3 vocational education (students’)
In Switzerland, most children begin with a vocational education ( “apprenticeship”) after Depending on the profession, a leather-two to four years. Leerlingwezen include all types of professions, crafts (mechanics, carpenters, bakers, hairdressers, etc.) office (secretary, accountant, IT specialist, etc.). Student gets a course in a company or organization, but also in the school for one or two days per week. Some companies also offer additional lessons in their own country.
After teaching and in accordance with their training, young people can either a job or with other schools for secondary schools, including the so-called (formerly known as the Higher Technical School, “technical”).
2.4 Gymnasium (Secondary):
There are several types of gymnasia ( “secondary”) with different accents and important topics:
The Department of Mathematics and Natural Sciences Gymnasium (high school mathematics and science “) focuses on mathematics and natural sciences, but teaches German and two foreign languages and (especially English and French or Italian). Neusprachliches The Gymnasium (high school of modern languages”) concentrates to the modern languages like German, French, Italian and English, but contains a number of mathematics and natural sciences. The Altsprachliches Gymnasium (high school of classical languages) is aimed at Latin-plus at least two other languages, but also mathematics and science subjects as well. It is also the commercial high school ( “School of the economy”), focuses on the economy. In recent years, new types of gymnasia introduced, as the Music Gymnasium (Grammar School of the Arts “), focuses on music and art and sports high school (” School of Sport “) that focus on sports activities.
All these secondary schools either past six and half or four and a half year and lead to the so-called Federal Matura ( “Federal diploma), which is supported by all universities in Switzerland and in most universities abroad.
The school teachers as opposed to a Cantonal Matura ( “cantonal diploma), to detect only in the same canton (but this is now changing). Typically, a student of the school teacher would be a teacher after.
Also, it is still possible that a final diploma in a so-called Maturitätsschule ( “School diploma). Upon completion of such Maturitätsschule, a student at a university as a student in a high school. This path is known as Secondary Education ( “secondary education Path).
There are reforms at all levels of education at this moment. A key policy objective in the field of education in the coming years is to increase the competitiveness of Switzerland and the increasing mobility in education.
The reform areas
Specifically, this means:
to the Swiss education system as a whole more transparent and manageable, the federal government and the cantons to create a national system for monitoring education, where information about the education system is systematically collected and processed. The monitoring of education serves as the basis for the planning of education and educational decisions, and reporting and public discussion.
the harmonization of education, the role of educational standards for the designated areas at certain times, and his treatment at regular intervals to repeat it. It is also important to benchmark figures from the school since before the registration and a more flexible structure registration are defined.
intensively to encourage and promote language skills, where the language (local native language, another national language, English) are coordinated throughout the country, and the introduction at an earlier stage and evaluated.
to ensure that all young people to graduate to senior secondary education and to optimize the compulsory transfer of schools to higher secondary level.
the application of information and communication technologies as tools for the work of teachers at all educational levels and to further support the teachers.
Professionalism of teachers optimized by the recruitment and training and promoting the expansion of job prospects in their area.
through an integrated university legislation and the reorganization of the university, with the introduction of the two phases of the studies with bachelor’s and master’s degrees in accordance with the Declaration of Bologna.
Legal
The next task fields can be used in relation to the legal basis:
With the introduction of the new Vocational Education Act (valid since 01.01.2004), the tasks of implementation are now under way.
The new regulation on financial responsibility and the smoothing of the burden between the federal and cantonal (NFA), among other aspects, organizational and financial changes in the supply of special schools and the nature of the exchange. In the scale of the special schools, the cantons are the exclusive organizational and financial responsibility of special schools for children and young people up to their 20th Birthday. In the financing of educational support, the cantons take full responsibility and the financing of educational support at the higher secondary level.
In 2004, a concept for the new education Constitution (Article in the field of education) was introduced and subsequently revised. The draft law was adopted in Parliament in autumn 2005. The referendum is scheduled to take place before the end of 2006. A central issue is the strengthening of cooperation between the Confederation and the cantons. The constitutional text establishes the various areas in which a single solution must be brought to Switzerland as a whole: the beginning of the school year, the duration of training, transfer between education and the recognition of diplomas. If the cantons not a single solution among themselves – or with the cantons of Confederation – The Confederation able to these important questions. The new Constitution education is also a new university article.
A draft law is intended to provide a solid constitutional basis and in cooperation with the Swiss countryside Switzerland 2008-University project, a uniform legal basis for the universities in Switzerland (ETH, cantonal universities, polytechnics (FH)). The new university legislation is planned for 2008.
2.5-University ( “University”)
There are eleven universities ( “universities”) in Switzerland, nine of them led by a two-organized by general Thein, the university, organized by the cantons for non-technical subjects, while the universities organised by the Confederation of technical subjects. It is also later than the name “Swiss Federal Institute of Technology.
In order to participate in a university, a student must complete and the owner of a graduate degree. The study at a university usually takes four and a half years.
The following universities are of a Canton:
University of Basel (BS)
University of Bern (BE)
University of Freiburg (FR)
University of Geneva (GE)
Université de Lausanne (Switzerland)
Université de Neuchâtel (NE)
University of St. Gallen (SG)
L’Universita della Svizzera Italiana (TI)
University of Zurich (Zurich)
One of the technical universities of the State lies in the German-speaking part of Switzerland, the other in the French-speaking part:
About two-thirds of young people in Switzerland after entering the vocational secondary education. Federal, cantonal and commercial organizations to participate in the training. Click here. 300 professions in connection with the training can be chosen.
Basic training
The basic training lasts two to four years:
The two years of elementary education in the place of the “Anlehre” form of basic training. Qualification is in the form of a federal Professional Certification. The two-year basic education is practically focused on young people to gain a recognised qualification.
The three or four years of elementary education has been completed with a certificate of the federal government and prepares young people for a specific training.
The vocational high school (Berufsmatur) is a strengthening of the three or four years of basic education. The federal accompanying certificate is an integral part of professional maturity level. The vocational high school can be acquired in two ways: either by participating in a school satisfied that a subsequent audit (parallel to the base station or vocational training after a closed basic training) or independent of any school, in the form of federal vocational high school Test after basic training is completed. The duration of this training is at least six semesters.
Infrastructure
Vocational training is on the holding of employment, vocational schools, and in cross-company courses.
The training / internship in the business of employment, together with schools for vocational education are the most common form of training. The skills required for the occupation are in the business of employment (usually three to four days per week). The training (one to two days per week), education (education and vocational training). There are also other possible forms of organization of basic training, such as full-time vocational schools (such as training and workshops in schools, computer science center), or models with a decline in teaching or learning models with a base year.
Vocational and additional practical skills in cross-company courses are organized in addition to the teaching of the companies in the fields of employment and vocational schools. Cross-company courses are usually in the companies’ own training centres.
Responsibilities
After the training, vocational education is a shared responsibility of Confederation and trade associations. The federal government, represented by the Federal Office for Professional Education and Technology (BBT), the overall strategic control over the training. Among other aspects, this responsibility is concerned the legislation, quality assurance, the development of the overall system and the promotion of innovation. Until today, the Swiss Institute for Vocational Training (SIBP) is the body responsible for vocational education and training. In 2004, the new concept of SIBP be introduced if the Vocational Education Act comes into force. This will continue as the new Federal Constitution University of Vocational Education (EMS).
The cantons organization of the implementation and monitoring of training. The cantonal education departments of the institutions for vocational training. The operating result of the part-time and full-time vocational schools and professional information and counselling centres career includes the scope of the tasks of the cantons. The bodies responsible for the professional environment (business, professional associations, social agencies and other providers of vocational education) define the content of learning, vocational qualifications and work experience.
Financing
In 2002, CHF 3405.8 million was invested in vocational education. The cantons are the main financial contribution to the promotion of vocational education (federal share: approx. 14%). In the same year, higher vocational education amounted to an amount of CHF 247.6 million .. Here is the most important financial part is taken from the cantons (federal share: approx. 13%) The federal government will continue its financial shares with the new law, the promotion of vocational education. An estimated value for the share of the cost of the confederation is a quarter of public spending on training. Institutions of vocational education and environment also contribute to the financing of vocational education. Shall provide a financial contribution in particular for higher vocational education and further professional training.
The two Swiss Federal Institute of Technology mentioned above are currently adapting its procedures on the formation of the so-called “Bologna Declaration”, an attempt by the European universities to close the educational program, not only easier, but first possible that a student from the Change from a university in one country to another university in another country during his or her studies.
Education is now divided into two parts similar to the education in the United States:
— A bachelor’s degree (three years)
— A master’s degree (a half or two years)
After a successful completion of the study champion, you can start working on a dissertation for a doctor title. This usually takes three to four years.
2.6 Fachhochschulen ( “Technical College”)
After ana younger still can begin an academic career. Depending on the job, he or she can in a technical high school ( “Technical High School”). A technical high school offers a similar training as the same, but not to expand. Although a ETH engineer (graduate of the Swiss Federal Institute of Technology) has a stronger theoretical background, an engineer FH (a graduate of a technical colleges), is generally more practical experience because he or she finished with a leather that lasted four years . The study lasts three years.
As an alternative to a full-time study, a worker can also participate in a so-called Abendtechnikum (evening lecture “). Or he will continue to operate the school, but lives in the night and on Saturday. Some employers allow students either agree with homework, was in the office or at any other servitudes. The evening lecture lasts six years.
Fachhochschulen (FH) (formerly known as the Higher Technical Educational Institutions (HTL)) are often called the engineering schools ( “School of Engineers) and spread throughout Switzerland. Recently, the technical collages of most regions have begun their forces, some have even merged. This is the reason why the list below is very unlikely that fully correct:
Special Education in Switzerland in the 19th Century. The first device for blind children and young people has opened in Zurich, 1810, the first institution for deaf mutes in Yverdon in 1811, and the first class for the special needs of children and adolescents with mental retardation in La Chaux-de-Fonds in 1882 .
With the introduction of the Disability Insurance (IV-IA) in 1960, private foundations and associations, together with the cantons and municipalities have been able to build special needs of schools with comprehensive coverage throughout Switzerland.
The increased involvement of parental
Today, education and training of disabled children is also largely from their parents. Private organizations, especially the parents’ associations, the main impetus for this development.
Increase in special needs education
In recent years, the proportion of children attend special classes has steadily increased. The same applies to special schools, although to a lesser extent. In fact, the number of pupils with behavioural problems disorders, problems in school and learning disabilities is increasing in the specialized agencies, such as classes with a limited number of pupils or special classes. In particular, the proportion of children and young people speak a foreign language as their mother tongue are always higher in these classes. The number of foreign language speakers are increasingly in the special schools.
The provision of outpatient support is also available in mainstream schools. This trend can be explained by the growth of special educational needs, the effectiveness of diagnostic tests that the increasing complexity of the problems or disability, or perhaps a lower threshold of tolerance on the part of the regular school system in relation to student problems. That is the reason why differentiated education, which would be better equipped to address the greater heterogeneity of the school are becoming increasingly necessary.
The integration of disabled children in ordinary schools
The integration of disabled children or young people in the mainstream classes has increased, not only in Switzerland but also internationally. Thus, both cantonal and local level, a broad range of integrated training practices. Despite these integration efforts, the number of pupils and students attend special schools is also increasing.
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