The Swiss TVET system is considered one of the cornerstones of the Swiss economy. The combination of getting theoretical knowledge and know-how at TVET schools and hands-on learning on the job is seen as the key success factor of Swiss TVET. This dual system ensures strong involvement of the private sector in TVET. the clear division of roles and responsibilities between the government, TVET schools and the private sector, where the private sector clearly takes the lead, is ensuring labour market relevance of TVET in Switzerland.  

TVET is the link between basic education and the world of work. Over the last decades international development cooperation supported the establishment/development of TVET systems around the globe. Some of these systems have never really produced graduates relevant to labour market needs. The main problems are; Relevance of training, academic teacher/trainer education, little influence of the private sector.

The dual-system (apprenticeship system) is widely seen as a model to reduce these problem areas. It helps to reduce youth unemployment and ensures relevance with labour market needs. Informal apprenticeships were the firt methode applied to pass on skills and knowledge of a trade. 

TVET systems work best if the private sector plays a prominent role, its influence and participation in the decision making process are key for relevance and sustainability. 

However, a balanced system must also clarify the roles of other stakeholders and provide them with sufficient influence. 

Dual systems are drivers for relevance

In Switzerland 80% of skill development in Switzerland is done in the dual system, work and school based. The Apprenticeship System is the leading TVET System in Switzerland. The private sector is leading the dual system, ensuring relevance and efficiency.

Typical features of apprenticeship systems are:

·      The system is based on a partnership between the Swiss Confederation, Cantons and professional organisations.

·      Vocational teachers and trainers, certification experts and curricula developers have professional (not academic) background.

·      The system is strongly employer and market driven.

·      The student has a contract with the employer, which is obliged to provide sufficient time to participate in the theory lessons (1 – 2 days) in the TVET school.

·      School and work-based learning are well integrated.

·      Switzerland’s apprenticeship system is subsidised by the government, but also the private sector invests heavily in it.

·      The private sector gets a return on his investment by having highly skilled craftsman at the end of the apprenticeship. They are allowed to sell the productivity of the apprentice to clients, with that they gain more than their financial investment back within the apprenticeship time.

·      Tertiary VET is strong; there is a broad spectrum of tertiary VET offerings, but the basis for all is either an apprenticeship or a one year internship in a company.

An apprenticeship allows trainees to learn a craft or trade by hands-on experience while working with a skilled worker over a defined time, often supported by off-work education, usually under a written or implied agreement between trainee and company.

In Switzerland this means: An apprenticeship usually takes three to four years and combines classes at a vocational school with on-the-job training at a host company, where apprentices are employed.

In Switzerland there are over 230 different types of apprenticeships for students to choose from.