Agile Occupational and Training Standards for Responsive Skills Policies

The Swiss VET system is one of the most responsive to labour market needs in Europe thanks to the active involvement of employers and professional associations and the importance of work-based learning. Its flexibility allows training provision to be adapted to the needs of different learners, and the good articulation between different VET programmes offers learners many opportunities for progression (Fazekas and Field, 2013[21]). This makes VET a popular option among trainees with around two‑thirds of young people completing a VET programme after compulsory education. Learners can choose to train for one of more than 230 recognised occupations.

Each occupation is regulated by a specific VET ordinance, which combines in a single document both the related occupational and training standards. Indeed, an ordinance specifies the job title, the skills and knowledge required to successfully perform the occupation, as well as a training plan with objectives and requirements, training programme, training duration, qualification procedures and other parameters related to the vocational training in question. Despite important regional differences, the same ordinances are used in all regions of Switzerland to ensure the recognition and validation of skills in a coherent manner and to promote labour mobility.

In 2004, the Swiss VET system underwent a major reform with the new Vocational and Professional Education and Training Act (VPETA). This was an important step towards modernising the VET system and making it more flexible and more responsive to changing labour market needs, including those resulting from technological advances and the changing demands of the world of work. Following the entry into force of the new law, all training ordinances have been revised, and the content of training courses has been updated. In order to facilitate this important work, a specific handbook entitled “Process of professional development in basic vocational training” was developed. Published in 2007 and updated in 2017, this handbook is now used for the continuous improvement of occupational and training standards (SERI, 2017[22]).

The State Secretariat for Education, Research, and Innovation (SERI) is the federal government body responsible for overseeing and co‑ordinating education, research, and innovation policies in Switzerland. As such, SERI plays a crucial role in setting the framework for the development and update of occupational standards in co‑ordination with professional organisations, industry associations and cantons (SERI, 2022[23]). SERI’s involvement ensures that occupational standards and training curricula are not only in line with the needs of the labour market but also supportive of broader educational and economic goals. SERI oversees the overall process for the development and update of occupational and training standards and ensures their alignment with federal standards, including the level and number of skills to be included, and approves curricula for vocational training programmes. SERI’s responsibilities also include the development, enactment, and revision of ordinances and regulations that govern vocational training at the federal level.

The Swiss Federal University for Vocational Education and Training (SFUVET) is another key player, responsible for training VET professionals, conducting research, and contributing to the development of occupational standards​​ (SFUVET, 2023[24]). One of the SFUVET’s critical roles is the training of instructors and experts who will be delivering vocational education. This includes providing them with the latest pedagogical skills and knowledge about the current trends and requirements in various industries (SFUVET, 2023[24]).

Other key stakeholders include professional organisations, cantons, training and educational institutions (including vocational schools), and the Commissions for Occupational Development and Quality (also known as the B&Q Commissions). Professional organisations consist of employers, social partners, trade associations, and other responsible organisations. They play a key role in determining labour market needs and shaping the content of occupational standards. They also provide feedback to determine whether an occupational or training standard needs to be created or updated. Cantons are mainly involved in organising and delivering education and training programmes. They also actively participate in the development of occupational standards to make sure that training standards and programmes deliver on occupational standards. The composition of professional organisations steering the development and update of occupational and training standards should reflect all linguistic regions with a balanced representation of genders (SERI, 2017[22]). Cantons play a significant role in the practical implementation of occupational and training standards and co‑operate closely with the SERI. Training and educational institutions use occupational standards to design VET programme curricula and to provide career guidance and quality assurance. Finally, the B&Q Commissions are responsible for maintaining and enhancing the quality of vocational training programmes. This involves ensuring that the training provided meets the required standards including by keeping key documents such as training regulations and curricula up to date. These documents provide the framework and guidelines for vocational training and need to be regularly reviewed (at least every five years) and revised to reflect changes in labour market demands. Representatives from all linguistic regions must be involved in the B&Q Commissions.

The process to create and update occupational and training standards is described in the handbook “Process of professional development in basic vocational training”, published by SERI in 2010 and updated in 2017 (SERI, 2017[22]). The process starts with professional organisations (employers’ organisations, trade associations, or other responsible organisations) identifying the need for the creation of a new standard or the update of an existing one in their respective industries. Following the request from professional organisations, a partnership is formed between SERI, professional organisations and cantons, which collectively share the responsibility for the quality of professional development and training (SERI, 2017[22]). The responsibilities of the partners are regulated through the Vocational Training Act and the Vocational Training Ordinance (SERI, 2022[25]). This collaborative framework – which takes practical form in the work of the B&Q Commissions – is vital for ensuring that the development of occupational standards is comprehensive and in line with governing laws.

The development or update of a standard entails defining specific competencies, skills, and knowledge areas necessary for the occupation and follows a competency-based approach to ensure practical relevance. Employers’ organisations play a leading role in the development of the standard content by assessing labour market needs (SERI, 2017[22]). The proposal for a new standard is informed by surveys conducted among companies, as well as cantons, training providers, teachers, and graduates to capture their experiences and needs. In addition, data on the future needs of the industry and the employability of graduates are also collected. SERI oversees the entire process, ensuring that federal standards are met and maintaining a balance in the level and number of skills incorporated into the standards. Each occupational and training standard is accompanied by dedicated assessment plans and qualification procedures that are prepared based on a template provided by SERI. Learners who successfully complete the qualification procedure with a final examination receive the EBA (Federal Certificate of Vocational Education and Training) or the EFZ (Federal Diploma of Vocational Education and Training). Apprentices who wish to prepare for higher vocational studies can follow a Federal Vocational Baccalaureate course at the same time as their apprenticeship and obtain this qualification at the same time as the EFZ.

Every five years, thanks to surveys sent to the main stakeholders and to analyses of data on future skill needs of the different industries and the employability of recent graduates, the B&Q Commissions review the timeliness and quality of vocational training and evaluates existing occupational and training standards to determine whether any update is necessary (SERI, 2017[22]). Based on its findings, the B&Q Commissions determine the need for action and inform the partnership. The following decisions are possible: (i) no need for action; (ii) there is a need for information and training measures; (iii) the development or adjustment of implementation provisions and other tools to promote quality is necessary; (iv) a partial revision to an existing decree is needed, although no significant changes are made and the structure of the occupational and training standards is retained; and (v) a complete revision of the education ordinance and educational plan is required.

To increase the responsiveness and agility of the process to revise standards, SERI also developed an accelerated procedure. Introduced in 2021, this allows for quick implementation of changes in occupational and training standards and is particularly relevant for professions affected by digital transformation (SERI, 2021[26]). The steps of the accelerated process are identical to the normal process, but stakeholders need to come to a consensus under a binding timeline and raise the necessary resources to complete the process faster. The conditions for the accelerated procedure are the following:

• Engagement of all partners: All vocational education partners (cantons, employers’ organisations, and SERI) should support the accelerated process, considering their roles and resources.

• Well-planned steps and resources: The planning of the sequence of steps is crucial. It is important to inform external parties in advance and ensure that pedagogical support and necessary resources can be mobilised quickly. Accelerated procedures do not require additional resources but do require concentrated resource allocation over a short period.

• Strict adherence to timelines: Project management should create a detailed schedule in consultation with all parties, setting binding milestones. This plan should specify responsibilities and resources.

• Flexible and competent work structure: The project team must be readily available and capable of regular exchanges, with members being deployable at short notice if necessary.

• Early implementation planning: The implementation of a newly introduced or revised vocational training programme should start early, possibly right after the educational ordinance is finalised.