Upper-secondary vocational education and training (VET) is a “first choice” in Switzerland, with most students choosing this track. The curriculum of each VET programmes is governed by a national training ordinance, developed in consultation with cantons and professional organisations. About 9 in 10 upper-secondary VET students are in apprenticeships, and internships are mandatory for school-based students. Training companies, vocational schools and industry associations’ training centres all provide upper-secondary VET. The VET teaching workforce is made up of vocational school teachers, teachers of general subjects, inter-company course instructors, and in-company trainers. Governance of VET involves the Confederation (federal government), 26 Cantons and the professional organisations. Funding is also shared by these actors, with training companies contributing the largest share of funding (towards apprenticeships).
Vocational Education and Training Systems in Nine Countries
Abstract
Vocational education and training (VET) plays a central role in Switzerland’s upper-secondary education system. After nine years of compulsory schooling (typically at age 15‑16), about two-thirds of Swiss youth pursue a VET programme, acquiring occupational skills through either a dual-track apprenticeship programme (i.e. which combine classroom instruction at a vocational school with workplace training at a host company) or a full-time vocational school programme. By contrast, roughly one-third of compulsory school graduates pursue general academic education in baccalaureate or specialised upper-secondary school programmes (Eurydice, 2024[1]). Upper-secondary VET students can choose from around 250 federally recognised occupations across diverse fields (e.g. engineering, retail, healthcare, business).
Just over 90% of all VET students train in dual (apprenticeship) programmes, whereas just under 10% pursue full-time vocational school routes (Federal Statistical Office, n.d.[2]). The prevalence of these programmes varies regionally: the French- and Italian-speaking cantons tend to rely more on school-based VET than the German-speaking part of Switzerland (Eurydice, 2023[3]).
Both pathways generally exist in parallel for the major occupations – for example, some fields like business/commerce or IT offer a choice between an apprenticeship or a specialised vocational school. They follow nationally standardised curricula (see Section 10.2) and cover similar content – learners acquire occupation-specific skills and basic general subjects needed for the labour. They also lead to the same federally recognised qualifications, depending on the programme, both at ISCED level 3: a Federal VET Diploma (Eidgenössisches Fähigkeitszeugnis, EFZ) after three or four years, or a Federal VET Certificate (Eidgenössisches Berufsattest, EBA) after two years (Eurydice, 2023[3]) (see Box 10.1)
Any student can apply for a VET programme - be it EBA or EFZ – conditional on completing lower-secondary education (Study in Switzerland, 2020[4]). Prospective apprentices must secure a training contract with an employer, while those aiming for a full-time vocational school typically sit an entrance exam for admission. Employers offering apprenticeships select candidates i.e. based on their school grades, application and interview, and often require an aptitude test as part of the hiring process (Eurydice, 2023[3]).
The Swiss VET system offers alternative pathways to accommodate different needs. For example, the two-year EBA programme focuses on practical skills (see Box 10.1) and is shorter than the three or four year EFZ-programme, which involves more days at vocational school. There are also provisions for adults to obtain VET qualifications through validation of prior work experience or by directly taking the final exams, without completing a formal apprenticeship programme (Swiss Education System, 2025[5]). For young people who do not immediately find a VET placement, every canton provides one-year bridge programmes (Brückenangebote) as interim solutions. These bridge-year courses (some purely school-based, others combining classes with internships) help students improve academic or language skills, explore careers, and address any gaps until they can enter an apprenticeship or other upper-secondary programme (Eurydice, 2023[3]).
Switzerland’s VET system includes several initiatives to promote inclusion and support disadvantaged learners at the upper-secondary level. Key measures and programmes include:
Two-year VET programmes (Federal VET Certificate, EBA): Introduced in 2004 to enable lower-achieving or vulnerable youth to more quickly obtain a formal credential and integrate into the labour market. Learners in two-year programmes have access to remedial courses and a statutory right to individualised mentoring support to help them meet training requirements (State Secretariat for Education, Research and Innovation SERI, n.d.[6]).
Case Management and coaching for at-risk youth: Switzerland has implemented a VET Case Management system for young people whose entry into vocational training or the workforce is seriously at risk. Case managers co‑ordinate the activities of all relevant stakeholders (schools, career guidance, social services, employers, etc.) to provide tailored support (Eurydice, 2023[7]). This approach targets youth facing multiple challenges – for example academic difficulties, health or behavioural issues, low motivation, or minimal family support – in order to prevent them from dropping out and to guide them toward completing an initial VET qualification (Vocational education, n.d.[8]).
Inclusive support for learners with disabilities: Apprentices with learning difficulties or disabilities are entitled to support that can include extra time for tests, adapted materials, and other support (Vocational education, n.d.[8]). For young people with more severe special needs or disabilities, there are practical training pathways in sheltered workshops or specialised institutions provided in co‑operation with INSOS (the national association of institutions for people with disabilities) (Eurydice, 2023[7]). These programmes focus on the individual abilities of the learner and efforts are made to connect them to mainstream VET over time (for instance, by transitioning from a sheltered training into a two-year federal VET certificate programme) (Federal Institute for Vocational Education and Training (BIBB), 2025[9]).
Source: Cedefop, ibw Austria (2019[10]), Vocational education and training in Europe: Austria, www.cedefop.europa.eu/en/tools/vet-in-europe/systems/austria-u2; Federal Ministry of Labour. of Austria (BMA) (2020[11]), Youth and Work in Austria, https://portal.ibobb.at/fileadmin/Berufsorientierung_und_Bildung/Final_Youth_and_Work_in_Austria__2019_2020_barr_.pdf; Cedefop (2023[12]), Research & Development in VET, Vocational education and training in Europe – Austria, www.cedefop.europa.eu/en/tools/vet-in-europe/systems/austria-u3.
Upon finishing an ISCED 3 VET programme, graduates who obtain the Federal VET Certificate or the Federal VET Diploma are qualified to enter skilled employment directly, or pursue various options for further education. Many pursue the Federal Vocational Baccalaureate (Berufsmaturität, BM, ISCED 4) – an optional in-depth academic certificate either taken alongside the apprenticeship or in a subsequent one-year full-time programme or in a two-year part-time programme – which gives access to Universities of Applied Sciences (Eurydice, 2023[3]). With an additional one-year “Passerelle” exam (ISCED 4), vocational baccalaureate holders can enrol in academic universities, including federal institutes of technology (Eurydice, 2024[1]; Eurydice, 2023[13]). Alternatively, VET graduates may directly continue in professional education at tertiary level (above ISCED 3; ISCED 5-8), such as preparing for federal professional examinations (e.g. master craftsperson diplomas) or attending professional colleges. These colleges offer specialised programmes typically lasting two to three years, leading to advanced professional qualifications (e.g. diplomas in business administration, engineering, healthcare, or hospitality) at ISCED level 6.
Figure 10.1 shows educational pathways into and after ISCED 3 VET in Switzerland.
Note: The reference year is 2023 (school year 2022/2023 in the northern hemisphere). Theoretical starting ages refer to the ages as established by law and regulation for the entry to a programme; actual starting ages may vary depending on the programme.
Source: Adapted from OECD (2023[14]), “Diagram of the education system: Switzerland”, OECD Education GPS, https://gpseducation.oecd.org/Content/MapOfEducationSystem/CHE/CHE_2011_EN.pdf.
Curricula in Swiss upper-secondary VET are nationally standardised and competency-based. The content and requirements of each VET programme are governed by a training ordinance (Bildungsverordnung) issued by the State Secretariat for Education, Research and Innovation (SERI) in consultation with cantons and professional organisations. Each ordinance corresponds to a specific recognised occupation – there are currently around 250 such ordinances. The same ordinance applies regardless of whether the training is delivered through an apprenticeship or a full-time school-based route. Ordinances set out the official occupational title, duration of training, expected competencies (learning outcomes), structure of the programme across learning venues, and the structure of the final qualification procedure – such as whether it includes a practical task, written exam, oral examination, or portfolio, and how each component is weighted (Eurydice, 2023[3]).
Each ordinance is accompanied by a detailed education plan (curriculum; Bildungsplan). The education plan for both school-based VET and apprenticeships integrates three learning environments: the training company, the vocational school, and inter-company courses – short training blocks organised by professional organisations to complement work-based learning with standardised instruction in key occupational competencies. The plan specifies the knowledge and skills to be acquired in both school and workplace, the allocation of lessons for vocational school subjects, and the schedule and content of inter-company courses (überbetriebliche Kurse, üK) (Swiss Education System, 2025[5]; Eurydice, 2023[3]). The general education component and minimum requirements for subjects like language, civics, economics, mathematics, are also built into all VET curricula, typically comprising 20‑30% of total instruction time (Swiss Education System, n.d.[15]).
Employers’ and workers’ associations (the “professional organisations”, or Organisationen der Arbeitswelt) are deeply involved in the development of ordinances and education plans (Eurydice, 2023[3]). Ordinances and corresponding education plans are regularly updated (generally every five years) to reflect technological and economic changes (OBS Sfuvet (Swiss Observatory for Vocational Education and Training), n.d.[16]).
For apprenticeships (the dominant format), learners spend about 3‑4 days per week in the workplace and 1‑2 days per week in a vocational school classroom (Swiss Education System, 2025[5]). The ordinance and education plan allocate which skills are taught where: practical skills are developed on the job, while theoretical and general knowledge is covered at school, and certain foundational practical skills are reinforced in inter-company courses. For example, the ordinance for an electronics technician might stipulate that circuit assembly techniques are learned in-company, electrical theory and mathematics at school, and soldering basics in a compulsory 5-day inter-company course.
In school-based VET programmes, internships or simulated practice modules are included (see Section 10.3), following curricula that mimic the dual model.
Assessment in VET in both apprenticeship and school-based VET programmes continuous and culminates in a final examination. In apprenticeship-based VET (dual track), progress is monitored jointly by the employer and vocational school. In the company, the apprentice’s certified workplace trainer conducts formal evaluations each semester using a standard training report (Lerndokumentation), assessing the development of occupational, social, and personal competencies against the objectives in the education plan. These reports are based in part on the apprentice’s documented learning portfolio. At the vocational school, teachers grade students each semester in every subject using the national 6-point scale (6 = excellent, 4 = pass). If a student’s school performance is unsatisfactory (e.g. below 4 in key subjects), the school alerts the employer so that remedial measures can be taken; in severe cases an apprentice may have to repeat a year or, if both parties agree, terminate the apprenticeship (Eurydice, 2023[13]).
In full-time school-based VET programmes, progress is assessed through regular classroom evaluations. Students receive semester grades in both vocational and general subjects, and may also be assessed on practical competencies through simulated workplace exercises or structured internships. Where relevant (e.g. in commercial programmes with a fourth-year internship), employers or internship supervisors contribute to the final assessment based on predefined criteria aligned with the education plan.
Each VET programme concludes with a standardised qualification procedure (final exam) to certify that the graduate meets national occupational standards. The format and content of this examination are defined in the ordinance for that occupation (Eurydice, 2023[3]). The final exam for the three- or four-year Federal VET Diploma programmes usually includes: (1) an individual practical project or task (completed over several days or weeks) where the candidate must produce something or solve a real-work problem, (2) a written and/or oral exam on vocational knowledge (trade theory and practice), and (3) an exam in general subjects (Polymechaniker-in, 2025[17]). While all components are based on nationally defined learning objectives, only the general education exams are often fully standardised at national level; the vocational and practical exams are developed and administered regionally, under cantonal oversight, to reflect local training contexts. Continuous performance (graded coursework) may also count toward the final result, as specified by the ordinance. All exam parts are overseen by cantonal authorities and industry experts (see Section 10.6). Candidates who fail any part of the qualification procedure can retake those parts up to two times (Eurydice, 2023[13]). Upon passing, graduates receive a federal credential that is recognised nationwide.
While the majority of Swiss VET students pursue dual-track apprenticeship programmes, many full-time school-based programmes also include work-based learning (WBL) components as an integral part of the curriculum. However, there are large differences across programmes in how they are implemented, as they are typically governed and organised at the cantonal level (see Section 10.6). During the internship year, students work full-time in a company (for example, in a bank, hospital administration, or insurance office) taking on junior-level tasks and applying the business knowledge and soft skills learned at school. In other models, shorter internships are embedded at intervals.
Performance during internships or simulated work placements is typically evaluated and contributes to the final qualification result. Students may be required to submit a reflective report, complete a practical task in the workplace, or undergo evaluation by a supervisor as part of their final mark – particularly for the EFZ qualification.
Geneva’s full-time school-based VET programmes typically include internships in companies or simulated work environments. In commerce programmes, for example students spend one semester in the first year and five weeks in the second year in an “Espace Entreprise” – a simulated company environment or a training office separate from the school – where they perform realistic commercial work assignments as a form of in-house internship (berufsberatung.ch, 2024[18]). Likewise, full-time vocational programmes in fields like healthcare often include clinical placements, and those in hospitality or tourism include seasonal industry placements. Through these internships, school-based VET students acquire workplace competencies and social skills similar to apprentices, albeit in a more condensed form.
Even within the classroom, school-based VET emphasises practical learning approaches. Vocational schools frequently use project-based and experiential teaching methods to simulate workplace problem-solving (berufsberatung.ch, 2024[18]). Additionally, most school programmes require participation in inter-company courses (branch-organised practical courses) just like apprentices do (Eurydice, 2023[3]). For instance, a full-time retail sales student will attend the same ten days of off-site industry courses on product display and sales techniques that dual apprentices in retail attend, ensuring exposure to current industry practices (Bildung Detailhandel Schweiz, n.d.[19]).
The Federal VET ordinances stipulate practical training elements to be completed. If a student in a full-time programme cannot find an external internship, it is the responsibility of the vocational school to arrange practical training opportunities (through training workshops or partnerships with local employers) to fulfil this requirement (Fedlex, 2003[20]).
Multiple types of institutions co‑operate to deliver ISCED 3 VET in Switzerland, under a nationally cohesive system. The three main provider categories are: training companies, vocational schools, and industry associations’ training centres.
Private sector employers are the cornerstone of the apprenticeship system, with over 58 000 Swiss companies training apprentices in 2020. These firms employ apprentices and provide the in-company training according to the national training plan. A host company must be officially licensed by the canton, which entails having qualified trainers and the necessary work scope and equipment to cover the occupational profile. Companies take on apprentices usually under a 2-, 3- or 4-year apprenticeship contract, paying them a modest training salary, typically determined by sectoral and cantonal guidelines, often through collective labour agreements (see Section 10.7). Apprentices are mentored through practical tasks, and work alongside experienced employees. For example, an apprentice polymechanic in a machine factory will be operating milling machines, assembling parts, or programming CNC equipment under supervision. In predominantly school-based VET programmes, companies still contribute by offering internship placements or hosting practice rotations, but they are not the primary training venue.
Small companies that cannot provide the full range of required training content for apprenticeships often join together in training consortia (Lehrbetriebsverbünde), formal co‑operatives in which two or more firms share responsibility for jointly training an apprentice. In such arrangements, the apprentice rotates between partner companies, each covering different aspects of the occupational profile, while one designated lead company or external co‑ordination office manages the administrative and contractual obligations (Eurydice, 2023[3]).
Public vocational schools (Berufsfachschulen) are state-run (cantonal) schools that deliver the classroom-based component of VET. These are the main type of vocational school in Switzerland, and are attended by almost all VET learners. There are over 350 vocational schools across the country (Federal Statistical Office, n.d.[21]),usually specialising in certain fields or trades (e.g. technical colleges, commercial schools, health training schools). These schools typically deliver programmes at ISCED level 3, though some also offer ISCED 4 vocational baccalaureate programmes or post-secondary professional education. Each vocational school has approximately 620 students.
Both dual-track apprentices and students in full-time school-based VET programmes are enrolled in these schools, meaning that a single Berufsfachschule often provides the classroom instruction for both routes. In some cases, purely school-based programmes may be delivered as tracks within gymnasial schools or larger multi-purpose cantonal education centres, rather than in vocational schools. For example, in some cantons (especially French-speaking ones), commercial VET programmes (e.g. école de commerce) are part of general upper-secondary schools (Gymnasien) with a vocational stream.
A few private institutions offer vocational programmes (for example, private hospitality schools or IT academies) – these must be accredited by SERI and follow the federal curricula so that their graduates earn the same qualifications. Such schools often receive public subsidies and charge only minimal fees, to maintain accessibility.
Apprentices attend a vocational school one or two days per week for theory instruction and general education (Swiss Education System, n.d.[15]). The school teaches according to the curriculum established for each occupation, which covers vocational and general knowledge (berufsberatung.ch, 2024[22]). For example, a hairdressing apprentice will attend a vocational school that offers courses in anatomy of hair and skin, chemistry of colour treatments, salon management basics, as well as general subjects like French and social studies. Classes are taught by professional teachers (see Section 10.5) and often include hands-on exercises. In purely school-based VET programmes, these vocational schools (or tracks within general schools) provide full-time instruction.
To complement company-specific training, Swiss VET features branch training centres run by industry associations or collective foundations. These centres host the mandatory inter-company courses (see Section 10.2) that each apprentice (and in some cases also students from full-time school-based VET programmes) attends for a few days to a few weeks per year (Eurydice, 2023[3]). Such courses teach fundamental practical skills or new techniques that some companies (or schools) alone might not cover. For example, in the three-year dual-track programme for commerce (Kaufmann/Kauffrau), apprentices complete ten inter-company modules – covering practical tasks like product display, retail systems, and customer interaction – distributed across their training (CIFC Suisse, n.d.[23]).
There are distinct categories of personnel involved in teaching in Switzerland’s VET system: vocational schoolteachers, teachers of general subjects, inter-company course instructors, and in-company trainers.
Teachers at vocational schools must complete specialised initial teacher education tailored to their role. The Swiss Federal University for Vocational Education and Training (SFUVET) – a Confederation-run institution – is the main provider of pedagogy training for upper-secondary VET teachers. The federal Vocational and Professional Education and Training Ordinance (VPETO) sets national standards for these programmes, including minimum content, duration, and admission criteria. While the Confederation defines the qualification framework, individual cantons and schools handle recruitment, hiring candidates who hold the required federally-recognised teaching diploma (Eurydice, 2023[24]).
General Education Teachers in VET Schools teach general subjects (e.g. language, civics, economics) to VET students. They typically hold a teaching degree for academic schools or a relevant university degree. When they take on roles in vocational schools, they are required to complete an additional, VET-specific pedagogical training course, designed to adapt their existing teaching expertise to the vocational education context. The scope of the additional training depends on the teacher’s prior qualifications, ranging from a short 10 ECTS bridging course to a more comprehensive 30‑60 ECTS part-time programme if they come from lower-secondary or non-teaching backgrounds. This training is typically completed in parallel with teaching duties (Eurydice, 2023[24]).
Vocational Subject Teachers impart trade-specific theoretical knowledge (and sometimes practical classroom instruction) related to the students’ occupation. They are generally recruited from industry experts who hold a tertiary-level professional qualification or academic degree in the field they will teach, along with significant work experience. To transition into teaching, they complete a vocational teacher diploma. Like the general track, this training is done part-time while teaching and covers vocational pedagogy and teaching methods rather than technical content (Eurydice, 2023[24]).
For the worked-based component of VET, each approved training firm must designate workplace trainers (Berufsbildnerinnen und Berufsbildner) who mentor and supervise apprentices on the job. According to national VET regulations, a company trainer must typically possess at minimum a Federal VET diploma or certificate in the occupation they train (or an equivalent qualification), around two years of work experience in that field, and a trainer education credential. The pedagogical training for in-company trainers is much shorter and more practice-oriented than for school teachers: the standard route is a 40-hour instructor course yielding a course certificate, which is valid for life and recognised across all cantons. This short course covers essentials of vocational pedagogy, apprentice guidance, and legal responsibilities. For those who want a more advanced qualification, there is a 100-hour training programme as an alternative (Education.ch, n.d.[25]). Both qualifications (40-hour certificate and 100-hour diploma) are considered equivalent. In practice, cantonal VET offices ensure that any company taking on apprentices has at least one qualified trainer on staff. For internships in the context of a school-based programme, VET schools are responsible for overseeing the internships and ensuring quality, with trainers not necessarily subject to the same requirements (Swiss Federal Council, 2003[26]).
Once in the profession, VET school teachers are expected to engage in continuous professional development (CPD). The cantons mandate regular CPD for all teachers (often specified as a minimum percentage of working time – about 5% per year in some cantons). The Federal Ordinance (VPETO) encourages vocational schools to provide continuing education for all teachers as part of their quality improvement efforts. CPD obligations are usually set in the teachers’ employment conditions, and some training activities may be compulsory. Typically, professional development is carried out outside of lesson hours and is funded by the cantons. The Swiss Conference of Cantonal Ministers of Education (EDK) has issued guidelines framing CPD as part of a teacher’s professional duties and career development (Eurydice, 2023[27]).
Universities of Teacher Education and SFUVET offer a wide array of continuing education programmes for teachers. Opportunities range from short workshops and seminars (just a few hours) to longer part-time courses spanning several semesters that can lead to advanced qualifications like Certificate/Diploma/Master of Advanced Studies (CAS/DAS/MAS). Topics are varied – examples include bilingual pedagogy, special needs and inclusive education strategies, and use of educational technology (Eurydice, 2023[27]).
In-company trainers in Switzerland are not subject to formal CPD requirements, but they can voluntarily access a range of training opportunities – such as advanced courses, workshops, and sector-specific seminars – offered by SFUVET, cantonal authorities, and professional associations. Participation varies and depends largely on individual initiative and employer support rather than regulation.
Responsibilities for ISCED 3 VET in Switzerland are shared among the Confederation (federal government), the 26 Cantons, and the professional organisations (industry bodies), as established in the Federal Vocational and Professional Education and Training Act (Eurydice, 2023[3]; Fedlex, 2004[28]).
The Confederation, represented by the State Secretariat for Education, Research and Innovation (SERI) within the Federal Department of Economic Affairs, Education and Research (EAER), is responsible for the strategic leadership and development of the VET system SERI enacts the legal framework – notably VPETA and the corresponding ordinance (VPETO) – and issues the national training ordinances for each occupation This includes approving new occupations or revising existing ones, in collaboration with the professional organisations. SERI also oversees quality assurance mechanisms and innovation in VET (Eurydice, 2023[3]). It recognises the training programmes of VET personnel (teachers and trainers), and funds research and pilot projects.
The Confederation ensures overall coherence of the system and represents Swiss VET internationally (e.g. comparability through the NQF and EQF) (Eurydice, 2023[13]). Although Switzerland has no central education ministry for schools (education is largely cantonal), VET is a joint duty per the Constitution, giving the Confederation a strong co‑ordinating role (Eurydice, 2024[1]).
The cantonal authorities are in charge of implementing and supervising VET on the ground. Each canton has an office for vocational education and training (often called Amt für Berufsbildung in German, or Office de la formation professionnelle in French) that administers apprenticeships and vocational schools. Cantons are responsible for running the public vocational schools and ensuring there are enough training opportunities for all youths. They register apprenticeship contracts and monitor their quality by approving apprenticeship contracts, making sure the training company meets the requirements, and assign an apprenticeship inspector to periodically visit companies and check on training conditions. Cantons also organise the final exams in their territory (often in collaboration with industry exam committees) and issue the certificates, under federal guidelines. Notably, cantons also provide career guidance and placement services (Eurydice, 2023[3]). While the federal law provides uniform standards, cantons have latitude in operational aspects (such as how they structure part-time school schedules or support weaker learners).
Through the Swiss Conference of Cantonal VET Directors (SBBK/CSFP), the cantons co‑ordinate policy among themselves and with the Confederation (Eurydice, 2023[3]). This body ensures harmonisation across cantons on matters like school curricula implementation and inter-cantonal mobility of apprentices.
Industry plays a pivotal governance role through these professional organisations, which include sectoral associations of employers, professional federations, and trade unions in some cases. These bodies are responsible for defining the occupational standards: they develop and update the training ordinances and curricula in co‑operation with SERI and the cantons. By law, no new VET qualification can be created without an appropriate professional organisation taking ownership. Professional organisations also help to organise the qualification procedures – they nominate members for examination boards, contribute experts to draft and mark final exams, and ensure exams reflect real-world competencies. Furthermore, they run or co‑ordinate the inter-company courses for apprentices in their sector (often managing training centres or mandating regional chambers to do so) (Eurydice, 2023[3]). Their engagement extends to promoting VET in their industry and supporting training companies (providing model training plans, trainer courses, etc.). Many sectors have created training funds to which companies contribute, to finance collective training tasks.
Formal mechanisms exist for co‑ordinating efforts across these actors. At the operational level, every new curriculum or reform involves working groups with representatives from SERI, cantons, and professional associations. This governance approach has built-in checks and balances: the Confederation can veto an ordinance that doesn’t meet educational standards, cantons can highlight implementation issues, and industry can insist on practicality. Additionally, the Confederation and cantons jointly monitor the system through instruments like the Swiss Education Report (produced every four years) and specific VET surveys (Eurydice, 2024[1]). The Swiss VPET Congress is held regularly, bringing together stakeholders from all sides to discuss system developments. Another important body is the Tripartite Vocational Training Conference. This body provides a forum for the federal government, the cantons and social partners to discuss vocational training issues and keep each other informed about current affairs. There are also ad-hoc initiatives – for example, tackling apprenticeship supply shortages in certain regions by joint task forces.
Funding for upper-secondary VET in Switzerland is shared across the confederation, cantons, and companies. In 2022, total annual expenditure on VET was estimated at around CHF 8.6 billion (Federal Department of Economic Affairs, Education and Research EAER. State Secretariat for Education, Research and Innovation SERI, 2024[29]) amounting to about 0.55% of Switzerland’s GDP (Cedefop, 2017[30]). About 60% of this expenditure was borne by training companies, while the public sector covered the remaining 40%. Public VET expenditure accounted for roughly 10% of total public education spending that year (Trading Economics, 2025[31]).
The cantonal governments carry the largest public share, as they are responsible for running vocational schools and related services. In 2022, cantons spent roughly CHF 2.65 billion on upper-secondary VET – roughly 30% of total system costs (Federal Department of Economic Affairs, Education and Research EAER. State Secretariat for Education, Research and Innovation SERI, 2024[29]). This covers teachers’ salaries, school facilities, equipment, curriculum development, career guidance centres, and the organisation of qualification exams. Cantons also may subsidise inter-company courses or specific programmes.
The Confederation contributes around 25% of public VET expenditures, equal to CHF 0.95 billion in 2022 (Federal Department of Economic Affairs, Education and Research EAER. State Secretariat for Education, Research and Innovation SERI, 2024[29]). Federal funds, managed by SERI, are used to co-finance cantonal VET activities (a block grant to each canton, proportional to its VET student numbers and other factors) and to directly finance certain items: notably, up to 10% of the federal VET budget is earmarked for development and innovation projects in VET (State Secretariat for Education, Research and Innovation SERI, 2023[32]). For example, the Confederation might fund the creation of new training modules in emerging fields or support pilot projects to improve apprenticeship marketing. Federal funds also fully finance SFUVET (the teacher training institute) and national VET promotional campaigns. Municipalities have a minor role in VET financing compared to general education – in some cantons they contribute to school infrastructure or apprentice counselling, but the bulk is at canton and federal level.
Public funds ensure that vocational schools are free of charge. Students in upper-secondary VET (whether apprentices or full-time students) pay no tuition. They are also sometimes provided with free or subsidised textbooks and learning materials in most cantons, and their transport to school is often reimbursed or discounted. There are need-based stipends available (from cantonal scholarships offices) to support apprentices or VET students with living costs.
Employers invest heavily by training apprentices at the workplace. This includes paying apprentice wages, supervisors’ time, equipment and materials used in training, and other costs like insurance. Apprentice wages are modest training allowances negotiated by sector (often via collective agreements). They vary by occupation and year of apprenticeship – for example, an apprentice in retail might earn around CHF 800 per month in the first year and CHF 1 000 in the second year (Lausanne, Salon des metiers et de la formation (Lausanne, Career and Education Fair), n.d.[33]) while a fourth-year engineering apprentice might earn CHF 1,400. These wages are typically 20–30% of a qualified worker’s wage in the first year, rising to perhaps 50–60% in the final year as apprentices become more productive. Across the 70,000+ apprentices in training each year, companies’ gross expenditure is substantial – estimated at CHF 5 billion per year in 2022 (Federal Department of Economic Affairs, Education and Research EAER. State Secretariat for Education, Research and Innovation SERI, 2024[29]). However, Swiss studies consistently show that many companies achieve a net benefit by the end of the apprenticeship (SFUVET, 2025[34]).
The government provides targeted subsidies or supports to employers in certain cases rather than general training subsidies. Unlike some countries, Switzerland does not pay companies per apprentice; instead, the norm is that companies bear costs and reap benefits directly. However, there are support measures: for example, the cantons and federal government financially supports the inter-company courses so that companies do not pay full price. Additionally, there exist sectoral training funds (parafiscal funds) in some industries (like construction) which collect levies from all companies to redistribute and support those that train apprentices. Cantons may also incentivise training of disadvantaged learners – for instance, offering a bonus to firms training an apprentice with a disability or providing additional coaching.
References
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To illustrate how the above elements come together in practice, this annex presents three examples of upper‑secondary VET programmes in Switzerland:
Example 1: Four-year Apprenticeship in Polymechanic (EFZ) – a technical dual VET programme.
Example 2: Full-time Commercial School (Handelsmittelschule) “3+1” programme – leading to EFZ in Commerce with Vocational Baccalaureate.
Example 3: Two-year Apprenticeship in Retail Sales (EBA) – a VET programme for a less academically demanding occupation.
Each example outlines the programme’s structure (subjects, credits, practical training) and key assessment features, as well as pathways after completion.
Note: The ordinance for Polymechanic EFZ (Manufacturing Mechanic) has been completely revised and the new one will come into force on 1 January 2026. This example refers to the pre-2026 ordinance and programme.
The Polymechanic EFZ is a four-year apprenticeship (ISCED 354, EQF level 4) preparing youth for a career as precision mechanics in the machine/metal industry. It is a widely offered technical programme (around 2 000 apprentices nationwide) governed by a federal ordinance issued by SERI in co‑operation with the Swiss mechanical and electrical engineering association (Swissmem) and Swissmechanic. Prior to revisions coming into force in 2026, the ordinance defined detailed training objectives across five competency domains: production technology, assembly, maintenance, planning, and quality control. The emphasis is on machining skills (operating lathes, milling machines, CNC programming), mechanical assembly, and manufacturing processes. The curriculum is highly prescribed in terms of content and time allocation, ensuring national consistency: the education plan lists the specific skills (“learning outcomes”) to be mastered and assigns them to either the company training plan, vocational school syllabus, or inter-company courses (Swiss Education System, n.d.[15]; Eurydice, 2023[3]; berufsberatung.ch, 2024[22]).
Apprentices spend 4 days a week on average at a training company and 1‑2 days per week at the vocational school (berufsberatung.ch, 2024[22]). Over the 4-year duration they also attend a total of 54 days of inter-company courses (üK), mainly during the first two years (berufsberatung.ch, 2024[22]). In-company training follows a structured company training plan provided by Swissmem and Swissmechanic. In the first year, apprentices rotate through basic manual machining tasks (filing, drilling, basic machine operation) under close supervision. In later years, they advance to CNC programming, assembly of complex machines, and project-based work, gradually increasing autonomy. The ordinance mandates that certain foundation skills (like basic welding or advanced milling techniques) are to be taught in the inter-company courses to ensure every apprentice, regardless of company, learns them. These courses take place at regional industry training centres and simulate work conditions.
At the vocational school, the curriculum for the Polymechanic EFZ is divided into three areas: vocational instruction (Berufskenntnisse), general education (Allgemeinbildung), and physical education (Sport). The vocational instruction includes subjects such as technical mathematics and physics, materials and production technology, technical drawing, machine technology, electrical and control systems, and information technology (berufsberatung.ch, 2024[22]). General education covers language and communication, civics and society, and personal development. The curriculum also includes interdisciplinary project work.
The total volume of classroom instruction is defined by profile: learners in Profile G (basic requirements) complete 1 800 lessons, and those in Profile E (extended requirements) complete 2 160 lessons over four years (Das Staatssekretariat für Bildung, 2009[35]). Weekly lesson counts for each subject and year are precisely specified in the education plan, allowing for national consistency while leaving some flexibility in how schools deliver content. Teachers may adapt pedagogy, and many schools implement project-based learning approaches. For example, students might collaborate on an applied assignment to design and produce a tool, integrating skills from CAD, materials science, and control systems. Additionally, apprentices complete several inter-company courses (überbetriebliche Kurse), focusing on developing fundamental practical skills and ensuring consistency in workplace training.
For company training, while the learning outcomes are fixed nationally, with prescriptiveness about what must be learned and approximately when, methods may vary across companies. One company may train CNC by having the apprentice manufacture actual product parts, another may assign a practice project. The ordinance also stipulates minimum exposure: e.g. apprentices must spend at least X weeks doing assembly work, at least Y weeks in machining, etc., over the apprenticeship (Eurydice, 2023[3]).
Continuous and final assessments are integrated. Throughout the apprenticeship, the apprentice compiles a skills portfolio (learning journal) documenting tasks and projects – this is mandated and checked by trainers and teachers. The company trainer completes a semesterly training report grading the apprentice’s skill progression and work attitude (Eurydice, 2025[36]). These reports form part of an “experience grade” that contributes to the final certification (Eurydice, 2023[13]) (Polymechaniker-in, n.d.[37]). In vocational school, regular tests and semester grades in each subject are given; poor performance triggers support measures (and could result in repeating a year) (Swiss Education System, 2025[5]).
At the end of Year 2, there is an intermediate exam (Teilprüfung) that is nationally standardised: for polymechanics, this is a 12-hour practical test of basic machining skills. The result counts towards the final qualification (commonly weighted about 25%). At the end of Year 4, the final exam (Qualifikationsverfahren) has several parts:
1. An Individual Practical Assignment (IPA) which spans about 2‑3 weeks (e.g. 40‑80 hours). Each apprentice must independently produce a complex workpiece or carry out a project (like manufacturing a device from drawings, then testing and documenting it). The task is usually provided or approved by the industry exam commission and often carried out at the apprentice’s company under observation. Two expert examiners (experienced mechanics) assess the finished piece and the apprentice’s process and presentation.
2. A theoretical knowledge exam (Berufskenntnisse) of ~4 hours, often in an online or written format, covering technical theory (materials, calculations, engineering science).
3. A General Education exam (ABU – Allgemeinbildung): a 3-hour exam which includes applied problems or essay questions in civics, society, or language. Additionally, the “experience grades” – composed of school grades and on-the-job performance evaluations – contribute a significant portion (Eurydice, 2023[13]; Polymechaniker-in, 2025[17]).
The final overall score aggregates practical, theory, and general components with weights set in the ordinance: Practical incl. IPA ~50%, Vocational theory ~30%, General ~20% (Polymechaniker-in, n.d.[37]). To pass, candidates must achieve at least a 4.0 average and not fall too far below in any part.
With an EFZ in hand, graduates are qualified for jobs as mechanical technicians, machinists, CNC operators, etc., and many proceed later to higher VET (such as a Federal PET diploma in mechanical engineering) or to a full-time engineering degree at a University of Applied Sciences, especially if they also obtained the vocational baccalaureate during training (berufsberatung.ch, 2024[22]).
This programme is a full-time school-based VET route in the field of business and administration, common in many cantons (particularly in the French- and Italian-speaking regions). It leads to the Federal VET Diploma in Commerce (Kaufmann/Kauffrau EFZ) and simultaneously to the Federal Vocational Baccalaureate (economics/services profile) over four years (SDBB - CSFO, n.d.[38]). It is often referred to as école de commerce modèle 3+1 in French or Handelsmittelschule 3+1 in German. Students typically enter at age 15–16 after compulsory school, often those with strong academic performance. The EFZ component of the programme corresponds to ISCED level 3, while the Vocational Baccalaureate component is classified as ISCED level 4, preparing learners for access to tertiary education.
The programme is governed by the same federal ordinance as the regular 3-year commercial apprenticeship (Das Staatssekretariat für Bildung, 2023[39]; Das Staatssekretariat für Bildung, 2021[40]) with adaptations made by Cantons to account for the extended curriculum and integrated baccalaureate. The commercial EFZ ordinance and education plan defines a set of operational competencies – broad abilities like “Interacting in a connected work environment”, “Managing customer relationships”, “Executing administrative processes”, and “Using digital tools effectively”. These competencies are broken down into learning objectives that the student must achieve. A framework curriculum based on the federal ordinance dictates the number of lessons per subject and year and the topics to be covered, and encourages methods like problem-based learning (EOP: enseignement orienté vers les problèmes). The cantonal school develops a detailed study plan (Berufsberatung, 2024[41]).
For the first three years, students attend a commercial school (a section of a cantonal gymnasium or a standalone commercial college) on a full-time basis, roughly 32‑35 hours per week of classes. Teaching covers the five federal competence areas (commercial processes; information & communication; languages; economics & law; mathematics/sciences) defined in the 2021 EFZ ordinance (Fedlex, 2003[20]). At the same time, the school delivers the compulsory subjects for the Vocational Baccalaureate orientation “Wirtschaft und Dienstleistungen”: first national language, second national language, a third language, mathematics, economics & law, history & politics, and an interdisciplinary project (Fedlex, 2016[42]). The curriculum also includes a unit called Travail interdisciplinaire par projet (TIP), an interdisciplinary project in which students integrate knowledge from various subjects to solve a practical problem or create a business-related project (Berufsberatung, 2024[41]). For example, a TIP might involve developing a small business plan or organising a school event, requiring budgeting, marketing, and evaluation. By the end of year 3, students have covered the full content of both the EFZ curriculum for commerce and the academic content for the vocational matura.
In the fourth year, they undertake a year-long practical internship, replacing the day-release model used in apprenticeships. They work as trainees in roles such as administration clerk, accounting assistant, or customer service assistant in a company or government office. The internship must meet requirements set by the ordinance. In Geneva’s model, instead of one long external internship, much of the practical training occurs in-house at the school’s “Espace Entreprise” – a simulated company environment separate from the classroom where students rotate through different departments and complete real-world-inspired tasks as if in a company. This happens concurrently with years 1‑3, and then possibly a shorter external stage (Berufsberatung, 2024[41]).
Students in this programme undergo two parallel assessments – one for the VET diploma and one for the vocational baccalaureate, often integrated. During the three school years, they receive grades in all subjects as in any school (with 6-point scale). For the EFZ portion, there is typically an end-of-year 3 school qualifying exam that mimics the final apprenticeship exam in vocational subjects. Additionally, their performance in the “practice enterprise” or internships is evaluated, contributing to their EFZ experience grade. The formal qualification procedure for the EFZ occurs at the end of the 4th year: it usually consists of a practical exam and written/oral exams similar to the apprenticeship track. The practical exam can be the evaluation of their year-long internship: submit an internship portfolio or complete a practical project during the internship which is assessed by a commission. In addition, they often must do a “integrative professional project” (IP), counted towards the EFZ final assessment. They also sit written exams in vocational knowledge and in languages, as per the commercial EFZ national exam standards. The school programme typically stipulates that obtaining the EFZ is conditional on passing both the school part and the internship part independently (Berufsberatung, 2024[41]).
For the Vocational Baccalaureate (Berufsmaturität), students take separate, advanced-level exams in general education subjects, which are nationally standardised and regulated by the SERI. Students need ideally sufficient grades in each of the BM exam subjects. The Federal Vocational Baccalaureate is considered to have been passed if the overall grade is at least 4, if the total difference between the “insufficient” grades and grade 4 does not exceed two grade points, and if not more than two grades below 4 have been awarded) (Eurydice, 2023[13]).
Graduates are awarded the Eidgenössisches Fähigkeitszeugnis Kaufmann/Kauffrau and recognised as fully qualified commercial employees. Additionally, they receive the Berufsmaturität certificate which grants direct access to Universities of Applied Sciences in business fields (Berufsberatung, 2024[41]). With an extra Passerelle exam, they can attend universities. Those struggling academically might drop the BM portion and still obtain the EFZ.
The Retail Sales Assistant EBA is a two-year apprenticeship leading to a Federal VET Certificate, targeted at occupations in the retail sector that have less complex skill requirements than the full retail EFZ. It is designed for students who may prefer a more practical, basic training.
The training ordinance for retail EBA is issued by SERI in collaboration with the Swiss retail industry association. It defines the occupational profile and expected competencies for retail assistants, focusing on basic operational tasks such as advising customers on standard queries, handling simple sales transactions, stocking shelves and supporting the store team. it lists the activities learners must be able to perform (e.g. “Present merchandise in a customer-oriented manner”, “Establish initial contact with customer in retail”). The content is a simplified subset of the EFZ curriculum, derived from the same occupational analysis but limited to foundational tasks (Das Staatssekretariat für Bildung, 2021[43]). The ordinance also includes the training plan which focuses on core skills in year 1, then broadens slightly in year 2, and avoids overload in theoretical topics. All retail EBA learners – whether in a small boutique or a large supermarket – follow the same competency framework. Sector associations support training provision by supplying structured materials, such as workbooks tailored to the tasks. The school part follows a national teaching plan for retail EBA that describes learning fields and work situations in connection with the core skills rather than strict academic syllabus. In addition, inter-company courses are organised by the retail sector – around ten days in total over the apprenticeship (Bildung Detailhandel Schweiz (Retail Education Switzerland), n.d.[44]).
The apprentice signs a contract with a retail company (e.g. a supermarket, boutique, or department store) and works there typically four days a week (Kaufmännische Berufsschule Langenthal (Langenthal Commercial Vocational School), n.d.[45]). At the workplace, EBA apprentices learn by performing real store tasks. In the first year, they mainly work behind the scenes – receiving deliveries, restocking shelves, and preparing displays. In the second year, they gradually take on customer-facing duties, such as operating the cash register, handling basic sales, and answering simple questions (Das Staatssekretariat für Bildung, 2021[43]). A designated company trainer, often the store manager or senior staff, supports the apprentice using a logbook of required skills. Many companies rotate apprentices across departments to ensure broad exposure within the limited two-year duration.
At vocational school, attended one day a week, retail EBA apprentices follow a focus on essential workplace skills. Subjects include product knowledge, basic sales techniques, applied retail calculations, workplace communication in the local language, and simple social studies (e.g. employee rights, basic trade economics) (orientation.ch, 2025[46]). General education is limited and embedded in the vocational context – for example, maths is taught through pricing and discount exercises, and language through writing business emails. Teaching is highly practical, often using mock store setups to simulate customer interactions and merchandising. In addition, apprentices can take part in inter-company courses organised by the retail trade association (Bildung Detailhandel Schweiz, n.d.[19]).
Assessment in the EBA programme combines workplace evaluations, school-based assessments, and a final qualification procedure. Company trainers regularly assess apprentices using standardised forms that rate key competencies such as reliability, communication, and handling transactions. At school, assessment includes: 1) a written test covering core vocational knowledge and 2) written or oral cases studies. A passing average of 4.0 in the final qualification procedure is required, with two retakes permitted.
The Retail EBA is positioned at NQF level 3 (Eurydice, 2023[13]). It certifies that the holder can carry out routine tasks under supervision in retail. With the EBA certificate, graduates are employable as sales assistants, shelf stockers, or cashiers. Many will remain in that role or gradually progress informally; however, the system encourages upward mobility: a successful EBA graduate can enter a shortened (usually two-year) programme to upgrade to the full Retail EFZ (Swiss Education System, 2025[5]). For example, an assistant in a supermarket who shows potential can enter the second apprenticeship year, focusing on advanced competences (like ordering stock, handling complex customer inquiries) and then take the EFZ exam.