Theoretical background

Goal 4 of the Agenda 2030 for Sustainable Development of the United Nations of September 2015 is to “ensure inclusive and equitable quality of education and promote lifelong learning opportunities for all” (General Assembly of the United Nations, 2015, p. 17). This not only includes completion of free, equitable and quality compulsory education for all children and youths but also access for all women and men to affordable and quality technical vocational and tertiary education as well as a rise in people with relevant skills for employment. Regarding disadvantaged people Goal 4.5 of the Agenda specifies that by 2030 all gender disparities in education have to be eliminated and equal access to all levels of education and vocational training for the “vulnerable”, including people with disabilities, indigenous peoples and children in vulnerable situations, has to be established (General Assembly of the United Nations, 2015, p. 17).

Switzerland with its highly selective school system has yet to rise to this challenge. Research shows that people with (learning) disabilities and youths with social and cultural disadvantages struggle with equal access to upper secondary education (Becker, 2010; Hollenweger, Hasemann, & Hübner, 2007; Hupka-Brunner, Gaupp, Geier, Lex, & Stalder, 2011; Imdorf, 2011).

In the last decade inclusion in Swiss compulsory education has been promoted and gradually established. Compared to Germany, where inclusion in vocational education and training has exceedingly been discussed (Bylinski & Rützel, 2016; Bylinski & Vollmer, 2015; Euler & Severing, 2014), this discussion in Switzerland is yet predominantly limited to initial vocational training for young people with disability in sheltered institutions (Aeschbach, 2008; Sempert & Kammermann, 2011).

Initial VET in Switzerland offers two types of apprenticeships: three- to four-year apprenticeships with Federal VET Diploma (EFZ, Eidgenössisches Fähigkeitszeugnis) for the higher achieving youth and two-year apprenticeships with Federal VET Certificate (EBA, Eidgenössisches Berufsattest) for the lower achieving youth with a mainly practical disposition. With an emphasis on comprehension of the specific needs of learners (Swiss Confederation, 2002, Art. 17) the latter pursues inclusive goals. Also, permeability between the two-year and the three- or four-year programmes is ensured within occupational groups by ordinances that are individually set up for every occupation and standardised at national level.

 Research questions

In our paper, we will evaluate and discuss the potential for inclusion of the Swiss Basic Vocational Education and Training, more specifically of the two-year VET programme with Federal VET Certificate. We will address the following issues:

1)       Which is the inclusion potential in the transition process from compulsory

           to upper secondary education?

2)       How can inclusion be ensured during the two year VET programme?

3)       What are mid- to long term occupational inclusion prospects for people

           with a VET Certificate?

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