Meeting with a OECD delegation at the State Secretariat for Education, Research and Innovation.

1. Kanton Zürich
Bildungsdirektion
Massimo Romano, Study visit of OECD, 17.5.2018
PVT in the
Canton Zurich
1

2. Folie 2
PVT - Pilot Project in the field of
logistics
I like driving on
the stacker and
my dream is a
regular
vocational
training.
Canton Zurich:
➔ 11’000 Refugees and
provisionally admitted
people
➔ 7000 people within 18
and 50
➔ Only 20% of them are
working after 5 years of
permanence in CH
➔ about 2000 of them
should be able to
integrate themselves in
the vocational training
system
2

3. Folie 3
Barriers from the point of view
of companies ...
➔ Do refugees speak and understand German
(and depending on the context Swiss German)?
➔ Do they need special assistance in order to be introduced to work
and to match the requirements of a VET?
➔ Do they have the right attitude towards the basic principles of Swiss
working culture (reliability, precision, focus on quality, commitment to
the needs of the company)?
➔ Are they healthy and productive?
➔ Are there bureaucratic issues to accomplish for the company?
➔ Will there be a return on investment, considered that the provisionally
admitted people could lose their permit to stay in Switzerland?
➔ Aren’t refugees a competitive threat for lower skilled indigenous,
unemployed people and over 50 workers?
3

4. Folie 4
Pre-vocational Training
− 1 year
− for refugees and provisionally admitted people
within 18 and 40 years (permit B or F)
− professional focus
− goal: admission to a vocational training of 2 or 3
years (EBA, EFZ)
4

5. Folie 5
Positioning of the PVT
University Higher
professional
Education
Schools of
applied sciences
Baccalaureat
and specialised
schools
Vocational
Baccalaureat
Vocational
Education and
Training
(Federal
certificate or
diploma)
Vocational
College (1-2
years)
Prevocational
Training for
refugees and
other target
groups
Integration
program for
immigrants
(KIP): language
trainings,
professional
trainings
(secondary
labour market)
Compulsory School
5

6. Folie 6
Cooperating organisations
Centre for vocational
orientation
− Assessment
− Management of the apprenticeship
places
− Consulting for the candidates and
also for municipalities and other
involved stakeholder
Company
− Apprenticeship-Jobs
− Regular PVT contract
− Work permit for the learner
− Instructor who is in charge for
the program
Branch organisation
− Development of the competency profile
− Branch related promotion of the
program
Vocational School
− Management of the school
program
− Coaching of the learners during the
PVT
− Consulting and assistance for the
trainers in the company
− Coordination between the involved
organisations
MBA - secondary
school and vocational
training department
− “Marketing” and acquisition of
apprenticeship places
− Approval of the PVT-contracts
− Monitoring
Vocational Training
Center
− Provides training for specific skills
which can’t be taught in the company
(within 4 and 8 days)
6

7. Folie 7
Professional fields with a PVT
− Auto business
− Retail
− Meat industry
− Garden/ Horticulture
− Building Cleaning
− Gastronomy
− Household
− Building technology
(heating installation,
sanitary)
− Track construction
− Logistics
− Facility maintenance
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8. Folie 8
− level A2 in German (spoken and written)
− working experience (in the country of origin or in Switzerland)
− motivation to afford a vocational training
− learning potential
− specific requirements according to the professional field, for
instance health requirements
Requirements
8

9. Folie 9
Assessment / Counseling
WHAT?
➔ Age
➔ Status
➔ Education and Basic Skills
➔ Language Skills in German
➔ Social Background/ family
➔ Health
➔ Psychological state
➔ Working Experiences
➔ Motivation and personal goals
HOW?
● Colloquy
● Orientation
● Tests
● Stages in the
companies
9

10. Folie 10
PVT-Process
Registration at
the orientation
center
Assessment in
the orientation
center
PVT
Stage in the
company
Vocational
Training
Certificate
showing the
acquired
competence
10

11. Folie 11PVT - Elements
School report
Application for the
regular
Vocational
Training (VT)
Certificate
Start of the VT
or another
solution
School: 1st semester 2 days/ 2nd semester 1 day
Probation period
(3 months)
Ongoing assessment in the company
Skills training in the training center
Decision: VT yes/
no
Practical training in the company
11

12. Folie 12
Aiming at the goal system of
vocational training ...
Operational competence - checking of the goods
You accept deliveries, inspect them, identify the goods, and return wrong or damaged goods.
No. Performance target vocational
school
Performance target company
1 I explain the individual process steps
and list the necessary steps for the clear
identification of the goods.
I make all necessary arrangements for the
reception of a delivery and carry out a complete
global identification according to operational
specifications
2 I describe types of barcodes, explain
their function, and list the stored
information.
I identify a delivery of goods using the barcodes,
check the conformity of the data with the order
and, in the case of inconsistencies, take
measures according to legal and operational
requirements
12

13. Folie 13
Aiming at the goal system of
vocational training ...
Basic knowledge and skills which are necessary for the goals A1.1/ A1.2
No. Knowledge Skills Attitudes
1 - Understanding of what a
process is
- terms for the process
elements "Global
Identification"
- Understanding of the
terms used in delivery
documents
- Language resources to
"describe", "enumerate"
(syntax)
- to read list-like texts
or forms (delivery
note, transport
order) and find
information.
- to use the
information to
control the delivery
- Respect
agreements and
rules.
- To pass on
information.
2 - The term "barcode"
- Contextual information
related to the company
- to communicate
with supervisors
and work
colleagues in an
appropriate form
- Accurate and
reliable operation
13

14. Folie 14
School program ...
Modules
Duration
in days (8 L)
1 Professional basics GB 10
Collaboration with professional
organisations
2 Working in Switzerland ACH 10
3 Mathematics Math 10
4 Basics ICT IKT 5
5 German general skills DALL 10
6 Norms and values NW 5
Workshop WS 10
weighted according to the needs, GB, ACH,
DALL
14

15. Learning in the work context ...
Experience of
self-efficacy
Experience of
the company
culture
Explicit and implicit
learning in the work
community
Strengthening
intrinsic motivation
Complex coordination
between environments:
private everyday life,
school, business
Performance
pressure and
expectations
Demanding
self-management
Experience of own
limits
15

16. Folie 16
Language Heterogeneity
C1
B2
B1
A2
A1
Speaking Writing Listening Reading
16

17. Folie 17
Language Heterogeneity
5+
4
3
2
1
Life
experience in
CH
Work CH Integrations
courses
Contact with
swiss
population.
17

18. School Company
Formal and
technical
language in use
in Education
(near to the
written
language)
Deichselstapler
dürfen nur nach
Bestimmung des
Herstellers
verwendet
werden.
Electric stackers
may only be used
according to the
manufacturer's
instructions
Industry and
company
language
Achtung! Die
Ameise ist
nur für kurze
Distanzen.
Attention! The
ant is only for
short
distances.
Everyday life
Ameise / Ameisi (CH-BE)
???
18

19. Basic language
competence
Prononciation, morphology
syntax. Basic vocabulary
(within 1’500 and 3000
words).
Logico-lingustical
competence
Ability to articulate written
or spoken texts in a
structured manner.
Differentiated vocabulary
(higher register) .
Pragmatic competence
Appropriate use of the
language in real contexts.
Specific vocabulary
Strategic use of the
language
Flexibel use of the
language for specific goals
and scopes
(free adaptation according to C.Nodari 2002)
Context
Text
Competence
19

20. Content- und Task-based-Learning
75% learning by
using the
language
(+ Reflection)
25% language as
a subject of
instruction
20

21. Scaffolding
Macro:
★ Curriculum: sequence of topics,
first basic concepts and
process logic, then individual
fields of action
★ Interlocking with operational
requirements (for example,
electric stacker theory)
★ Activation and reflection of
experience from the company
Micro:
★ Use of pictures
★ Development of reading
techniques
★ Elaboration of languange means
according to concrete
requirements
★ Feedback on the language
patterns used
★ Prioritization of the grammar
inputs as required
21

22. Folie 22Teachers and coaches
need ...
Expertise in the professional field
- Knowledge about the professional requirements
Design Competence
- Task- and content
based
language learning
- Scaffolding
- Learning of adults
Systems Knowledge
- Authorities and legal
system
- Integration system
- Educational System
- Labour market
Ambivalence Management
- Awareness of cultural
assumptions and cultural codes/
routines
- Mediation between the different
stakeholders
- Transcultural competence
Emotional and social
competence
- Ability to identify and understand the
needs of the learners
- Management of the interplay between
identification and distance towards the
learners
22

23. Massimo Romano
massimo.romano@eb-zuerich.ch
EB Zürich
www.eb-zuerich.ch
Mittelschul- und Berufsbildungsamt
Zürich
www.mba.zh.ch
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