Early school leaving remains a challenge in many countries. Traditional education pathways are not always attractive or feasible for all learners, and tailored support for those who struggle is often not available. In 2005, Switzerland introduced two year EBA apprenticeships, offering basic training with a federal vocational certificate (Grundbildung mit Eidgenössischem Berufsattest), designed for young people aged 15 and above who have completed lower secondary education and are at risk of dropping out from education and training or struggle to find a three or four year apprenticeship.
EBA apprenticeships – Switzerland
Abstract
EBA apprenticeships are offered in around 60 occupations, such as retail sales assistant, healthcare assistant and hairdresser. Their structure is similar to longer apprenticeships, with apprentices typically spending four days per week in the company and one day at school. Half of the weekly school day is dedicated to occupational subject matters, the other half to general education.
Professional organisations in Switzerland are responsible for developing the nationally standardised vocational education and training (VET) programmes. Trade associations, industry organisations, social partners, other responsible organisations, and VET providers determine the duration and requirement level of the programmes in their occupational field and define the occupation-specific learning outcomes. They also decide whether a two‑year EBA apprenticeship should be developed and ensure its acceptance in the labour market. These apprenticeships train skilled workers for simple occupations not requiring complex decisions, leading to a federal vocational certificate at Level 3 in the European Qualifications Framework. Those who complete may progress to three or four‑year apprenticeships, typically joining the second year of the programme in a related occupation.
EBA apprentices benefit from support measures, such as individual tutoring and coaching, remedial courses, and support from in-company supervisors. These measures mostly serve to tackle weak language skills, learning difficulties or psychological problems. Most coaches are former teachers, learning therapists or social workers, and receive targeted training in preparation for their job (e.g. 300‑hour training in Zurich).
Enrolment in the EBA apprenticeship programme grew steadily since its introduction in 2015, and by 2022, there were 13 000 apprenticeships in the 2‑year programmes – out of a total of 209 000 apprenticeships. Federal vocational certificates awarded to EBA apprentices accounted for almost 10% of all VET qualifications awarded in 2022. The programme proved successful in both helping young people find a job upon completion and allowing for progression to more advanced qualifications. Moreover, companies that offered work placements under the EBA programme were able to break even financially by the end of the programme. Two-thirds of EBA graduates immediately enter the labour market and do not continue to the regular apprenticeship scheme. Within 42 months of graduating, 24% of EBA completers obtain a federal VET diploma through a three or four‑year apprenticeship. Among those who obtained their federal VET certificate through EBA apprenticeship programme in 2017, 40% were employed after 6 months and 37% in training. These shares evolve to 69% and 14% at 42 months after graduation.
Further reading
[1] Fuhrer, M. and J. Schweri (2010), “Two-year apprenticeships for young people with learning difficulties: a cost-benefit analysis for training firms”, Empirical Research in Vocational Education and Training, Vol. 2/22, pp. 107-125, https://doi.org/10.1007/BF03546491.
[2] Office fédéral de la statistique (2022), Parcours de formation et intégration sur le marché du travail après le degré secondaire II, https://www.bfs.admin.ch/bfs/fr/home/actualites/quoi-de-neuf.gnpdetail.2022-0032.html.
[3] Schmid, E., U. Scharnhorst and M. Kammermann (2021), “Developing Two-Year Apprenticeships in Norway and Switzerland”, Vocations and Learning, Vol. 44, https://link.springer.com/article/10.1007/s12186-020-09254-0.
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