This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
The Constitution grants very few specific education powers to the Confederation and there is no federal or national Ministry of Education. Even where legislative powers are held by the Confederation, it passes the necessary laws and delegates the corresponding executive powers to the cantons or, in rare cases, to private bodies. The Confederation supervises the provision of 'a sufficient level of basic elementary education', which is compulsory, free and for which the cantons are responsible. The cantons thus enjoy direct and delegated power with regard to the basic organisation of the education system, which they regulate by means of legislation and grants. The strength of their position is increased by the fact that the Confederation grants them the right of consultation.15
As a result, each of the 26 cantons in Switzerland has its own system of education, department of education and school law, and legislation varies considerably from canton to canton, even though they draw on the same traditional roots and despite a certain amount of collaboration. Indeed, in order to establish some degree of homogeneity, certain important areas are covered by federal provisions. Curriculum and textbook decisions are normally made by the canton, whereas teaching methods are the responsibility of the teachers themselves.15,16
The Confederation does run two Federal Institutes of Technology (in Zürich and Lausanne) and is responsible for the Swiss National Fund for the promotion of scientific research. It also regulates and supervises the areas of gymnastics and sport, professional training and, by recognising cantonal matriculation examinations (Maturitätsabschlüsse), access to federal and cantonal universities.14
Until the Second World War, cantonal education systems were very insular, despite the fact that in 1897 the heads of the cantonal departments of education set up a Conference to exchange information and experience and coordinate the education system at a national level. It was especially from the 1960s on that the need for a more coordinated policy on education became obvious and institutions were set up, often in collaboration with the Confederation. The Swiss Conference of Cantonal Directors of Education (EDK/CDIP) was restructured and provided with a secretariat, and four regional Conferences (French-speaking Switzerland and the Ticino, north-west Switzerland, central Switzerland and eastern Switzerland) were created to accommodate the desire of certain groups of cantons for particularly close collaboration for linguistic, historical and geographical reasons. On a smaller scale than that of the 26 cantons, the latter exercise an important policy of coordination in areas including common curricula, publishing educational materials and joint running of educational institutions, as well as agreements on recognition of qualifications and admission to schools and colleges.15
An important legal instrument for coordinating the education system is the "Agreement on the Coordination of Education", drawn up by the cantons in 1970 'to develop education and harmonise cantonal legislation on education' (Art.1).2To date, 25 cantons are signatories ('concordatory cantons'), agreeing to coordinate their legislation on education as follows:
compulsory schooling from the age of 6 as of 30th June, with the option of changing the limit in either direction by four months;
duration of compulsory school attendance: nine years, with a minimum of thirty-eight weeks of schooling per year;
duration of schooling up to (upper secondary) school-leaving certificate (Maturität): at least twelve years, at most thirteen;
start of school year: between mid-August and mid-October.15
In view of the system of direct democracy in Switzerland (referendums), enormous problems arose with the application of these few general principles, and it has taken over fifteen years to adapt the existing system. Apart from the compulsory provisions described above, the agreement is meant first and foremost as an instrument for voluntary collaboration and harmonisation (reforms, recognition of qualifications, cooperation in planning, research and statistics, etc.). The terms of the agreement do not include any specific bodies, but accord executive powers to the EDK/CDIP and its agents.15
In most cases the cantons mandate the municipalities to set up and maintain certain types of schools, including Kindergärten and compulsory schools.15
During the 1960s, almost all cantons established cantonal offices for statistics, research and documentation, to ensure that schools function properly and to provide support in school improvement, drawing up curricula, etc. Such administrative bodies vary enormously according to the size of the cantons. At the local level, political authorities are helped by schools' commissions which may include local politicians and individuals. In most cantons, issues such as size of classes, compulsory curriculum, official teaching material, etc. are dealt with in a relatively centralised way, in particular in compulsory schooling, and schools and colleges enjoy very little autonomy. There is a much greater degree of independence at post-compulsory level.15,20
The federal constitution stipulates that primary education should be under public supervision and, on the whole, cantons have applied this principle to all compulsory schooling. Post-compulsory schools are usually cantonal (or municipal). Most of the technical colleges are also cantonal.15
The cantons are responsible for most of the organisation in schools. The table which follows summarises the general allocation of responsibilities in education:
| Responsibilities | Pre-school education | Primary school | Lower secondary education | Upper secondary education: school-leaving certificate schools, diploma schools ("écoles degré diplôme") | Upper secondary education: vocational training |
| Legislation | canton (confederation) |
canton (confederation) |
confederation (canton) | ||
| Implementation | canton (confederation) |
canton | canton trade association | ||
| Responsible bodies (canton) | "commune" (canton) |
"commune" (canton) |
"commune" (canton) |
canton "commune" private sector |
canton "commune" trade association/ private |
Source:18
Most schools, even at the level of the Gymnasium, have school boards, which are community elected and employ teachers.6
Generally, in the German-speaking cantons there are no headteachers. The classroom teacher has great autonomy. Administration is carried out by the school board and the canton provides curricular material. Teachers do elect a lead teacher, but he or she is a first among equals and usually acts as chairman of school meetings.8 At upper secondary level, Gymnasia tend to have headteachers.9
The vocational training system is characterised by the shared responsibilities between the Confederation, the cantons and professional organisations. The Confederation is empowered to legislate in the field of vocational training for industry, trade, commerce, agriculture and domestic service1 . All other areas of vocational training - teaching, health care, social services, the arts - are the responsibility of the cantons. In general, cantons are responsible for providing vocational training, subject to federal regulations. This includes organising teaching bodies, approving apprenticeship contracts, supervision, organising final examinations, training masters for apprentices (in collaboration with professional associations) and career guidance. The private sector, through professional associations, plays a more active role in vocational training than in other areas of education. It provides most of the practical vocational training and runs schools or helps to finance certain technical colleges.15
There are … marked differences between the 26 cantonal systems (of education), both in structure and in the richness and variety of educational provision. Thus, the educational provision in some small rural cantons with low per capita income is sometimes limited to pre-school education, compulsory including special education, and just one Gymnasium and one vocational school at the upper secondary level; there being no provision at all (apart from private adult education) at the tertiary level. At the other extreme, there are urban cantons with high per capita income, offering an extremely rich variety of educational institutions at the upper secondary and the university and non-university tertiary level. Given the short distances (to travel) in a small country, attending higher education institutions in another canton constitutes no major problem for students of small rural cantons. A system of cantonal scholarships, subsidised by the national government, widely provides for educational opportunities for economically underprivileged students.5
Funding for education mirrors the distribution of institutional responsibility. Each level is financially autonomous and the level of financial burden reflects the level of responsibility.15
Pre-compulsory education is organised and funded by cantons and/or municipalities and is subject to relevant cantonal legislation in almost every canton.15 However, the most important public body in the organisation and control of pre-school education is the "commune".5
Compulsory (primary and lower secondary) schooling is funded by the municipalities (buildings, equipment and teaching material, part of the staff salaries) and the cantons (salaries). Compulsory schooling is free for students.15
Post-compulsory general education (Gymnasium, diploma schools, teacher training colleges) is mainly funded by the cantons. Cantons also recognise and subsidise private schools, many of which were formerly denominational. In recent years, several denominational Gymnasium schools have been taken over by the cantons.18
Post-compulsory vocational schools are mainly run by the cantons, although they receive financial assistance from various other sources: private companies, charities and public interest organisations or the Confederation and the cantons. In compliance with the Federal Law on Vocational Training3 , students having studied in private schools may register for official examinations. Here again, trade associations have a major role to play.18
Vocational training is funded by the Confederation, the cantons, and the professional associations and companies who train apprentices. The expenditure on vocational training incurred by industry is not known.15
In 1993, total education expenditure (including universities) was shared as follows: municipalities 35 per cent, cantons 53 per cent and the Confederation 12 per cent. At every level, resources are allocated on the basis of precise and detailed budgets and not as a lump sum.15
The federal constitution allows anyone to set up a private school on the basic principle of free enterprise. Such schools are, however, subject to cantonal legislation (authorisation for opening a school, subsidies, supervision, etc.).15
There are private schools but they rarely receive any subsidies. Private post-compulsory schools which, in the past were often denominational, are frequently officially recognised and even subsidised. Non-university higher education - general or vocational - depends to a large extent on the private sector, although there are federal or cantonal subsidies available.15 There are very few private schools. Proposals aimed at privatising education and providing vouchers giving free access to all types of training have not made any headway, except in the sector preparing for the Matura examinations (taken by about 15 per cent of the upper secondary population) and the diploma of commerce ("Diplom"). Private education is more widespread in the French-speaking part of the country and is generally not subsidised. At the end of their studies, students in the private sector take their examinations at special sessions organised by the federal authority.18