Session Information
02 SES 11 C, 02 SES 11 C Pathways and Transitions III: Supporting Apprentices & Students
Paper Session
Contribution
Effective measures are needed to ensure that 95% of young people in Switzerland complete upper secondary qualification in order to enter the labour market or to continue education and training at tertiary level (SCCRE, 2018). Specific support measures, as for example individual tutoring of apprentices, remedial classes at professional schools or reduction or prolongation of duration of VET are embedded in the Vocational and Professional Education and Training Act (Swiss Confederation, 2002) and the respective Ordinance (Swiss Confederation, 2003, see also Scharnhorst & Kammermann, 2017 and Kammermann, 2013).
However, the implementation of these measures is in the responsibility of the cantons. This means that support measures vary widely between the cantons.
Different cantons request conceptual frameworks for supporting and fostering talents at different levels in professional schools.
The conceptual framework in the canton of Zurich was enacted in 2015 (Bildungsdirektion Kanton Zürich, 2015). It consists of the key elements ‘systematic early detection’ and ‘early intervention based on individual diagnostics’ and aims at
- reducing the apprenticeship dropout phenomenon
- reducing the failure rate at final exams
- optimizing cooperation between vocational schools and host companies, and
- enhancing lifelong learning
through early school-based interventions in vocational schools.
Two main goals underlie the ‘systematic early detection’ and ‘early intervention based on individual diagnostics’: VET teachers and trainers gain insight into the individual prerequisites of the apprentices and review the fit between individual prerequisites and apprenticeship requirements in order to offer appropriate support measures (Grassi, Rhiner, Kammermann & Balzer, 2014). The conceptual framework requests concepts regarding support and fostering talents at different levels of all professional schools in the canton.
The positive effect of promotion concepts and individual support for low-achieving apprentices has been proved by many authors (e.g. Bylinski, 2016; Geier & Braun, 2014; Pool Maag & Baumhoer-Marti, 2012; Stern, von Dach, & Thomas, 2018).
High-achieving learners who are constantly underchallenged are at stake to develop lack of interest and demotivation as well as doubts about their own abilities. This can lead to reduced performance (Gyseler, 2011). Gifted learners’ promotion in VET has gained attention in recent years in several countries, e.g. in Austria and in Switzerland (Uhl & Kempter, 2013; Stamm, 2013).
Up to today, 27 professional schools in the canton of Zurich have developed school concepts of which 17 have been approved by the Education department. These 17 concepts form the object of the present evaluation.
The evaluation addresses the following questions:
- How are apprentices with learning difficulties detected at an early stage in their apprenticeship and what support measures are provided for them? Are the measures suitable from an expert’s perspective?
- How are particularly gifted apprentices identified and which promotion programmes are developed for them? Are the programmes suitable from an expert’s perspective?
- Does ‘systematic early detection’ and ‘early intervention based on individual diagnostics’ and resulting support and promotion measures reduce dropout and failure at final exams?
Method
The methodological design combines the analysis of different data types with mixed methods. This triangulation enables a theoretical increase in knowledge based on recognitions going further than recognitions emerging from one approach at one level only (Flick, 2008, 12). A document analysis of the 17 school concepts forms the first part of our approach. The second part of the evaluation approach consists of interviews with the 17 people in charge of the school concepts. The interview questions address the costs and benefits as well as the effectiveness of the implemented measures and programmes. Furthermore, five in-depth-interviews with important stakeholders complement the evaluation with an external view on the concepts and their implementation.
Expected Outcomes
Relevant findings shedding light on the questions of the evaluation, and more specifically on the implementation of aimed measures, will be ready in early summer 2019 and will be presented in Hamburg.
References
Bildungsdirektion Kanton Zürich, Mittelschul- und Berufsbildungsamt (2015). Beratung – Förderung – Begleitung. Rahmenkonzept für Berufsfach- und Berufsmaturitätsschulen im Kanton Zürich. Zürich: MBA. Bylinski, U. (2016). Gestaltung individueller Entwicklungsprozesse und inklusiver Lernsettings in der beruflichen Bildung. bwp@ Ausgabe Nr. 30 Juni 2016 (http://www.bwpat.de/ausgabe30/bylinski_bwpat30.pdf) (retrieved 31.01.2019) Flick, Uwe (20082): Triangulation. Eine Einführung. Wiesbaden: VS Verlag für Sozialwissenschaften. Geier, B., & Braun, F. (2014). Hauptschulabsolventinnen und -absolventen im Übergangssystem: Ergebnisse aus e¡ner Längsschnittstudie. Zeitschrift für Berufs- und Wirtschaftspädagogik, 110(2), 168–187. Grassi, A., Rhiner, K., Kammermann, M., & Balzer, L. (2014). Gemeinsam zum Erfolg - Früherfassung und Förderung in der beruflichen Grundbildung durch gelebte Lernortkooperation. Bern: hep. Gyseler, D. (2011). Hochbegabt und minderleistend – wie passt das zusammen? DU-Sonderedition, 12-15. Kammermann, M. (2013). Begabtenförderung in der beruflichen Grundbildung in der Schweiz – eine Bestandsaufnahme. In U. Kempter & R. Uhl (Hrsg.). Begabungs- und Begabtenförderung im dualen Ausbildungssystem. Schriftenreihe der Pädagogischen Hochschule OÖ, Band 2. Linz: Trauner, 81-86. Pool Maag, S., & Baumhoer-Marti, U. (2012). Lerncoaching von Jugendlichen an Berufsfachschulen. Schweizerische Zeitschrift für Heilpädagogik, 18(10), 25–33. Scharnhorst, U., & Kammermann, M. (2017). Wie inklusiv ist die zweijährige berufliche Grundbildung in der Schweiz? In M. Becker, M. Kammermann, G. Spöttl, & L. Balzer (Hrsg.). Ausbildung zum Beruf. Internationaler Vergleich der berufsförmigen Ausbildungskonzepte für benachteiligte Jugendliche. Frankfurt: Peter Lang, S. 245-286. SCCRE (2018). Swiss Education Report 2018. Aarau: SCCRE. Stamm, M. (2013). Begabtenförderung und Talentmanagement im Berufsschulen und Lehrbetrieben. In U. Kempter & R. Uhl (Hrsg.). Begabungs- und Begabtenförderung im dualen Ausbildungssystem. Schriftenreihe der Pädagogischen Hochschule OÖ, Band 2. Linz: Trauner, 32-44. Stern, S., von Dach, A., & Thomas, R. (2018). Evaluation der fachkundigen individuellen Begleitung (fiB) in zweijährigen beruflichen Grundbildungen mit EBA (Schlussbericht). Bern: Staatssekretariat für Bildung, Forschung und Inovation SBFI. Swiss Confederation. (2002). Federal Act on Vocational and Professional Education and Training. Bern: Federal Chancellery. Swiss Confederation. (2003). Ordinance on Vocational and Professional Education and Training. Bern: Federal Chancellery. Uhl, R., & Kempter, U. (2013). Begabungs- und Begabtenförderung im dualen System – eine Idee wird erfolgreich umgesetzt. In U. Kempter & R. Uhl (Hrsg.). Begabungs- und Begabtenförderung im dualen Ausbildungssystem. Schriftenreihe der Pädagogischen Hochschule OÖ, Band 2. Linz: Trauner, 8-9.
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