Course content of the Bachelor of Science in Vocational Education and Training

• Description of institutions and groups of VET actors in the context of the Swiss VET system
• Adoption of positions on current initiatives and debates in the Swiss educational landscape

• Analysis and comparison of the functions, areas of action and competence profiles of VET actors (e.g. teaching staff and VET trainers at various learning locations)
• Planning of measures to turn companies into host companies
• Definition of quality in VET and comparison of quality development measures

• Description of the choice of occupations and training based on well-established theoretical models
• Explanation of determinants and outcomes of the individual choice of occupation using occupational psychology models
• Explanation of the development of occupational identity based on socialisation theories

• Firmly establishing the key topics and knowledge interests of the employment market and (occupational) VET economy based on fundamental theoretical models
• Application of the economic concepts acquired (supply and demand, equilibrium etc.) in the context of the employment and apprenticeship market

• Explanation and interpretation of the correlations between inputs, outputs and outcomes of education/training using the theory of education production
• Application of sustainability perspectives to educational economics questions
• Assessment of the (vocational) education system based on the criteria of equity, effectiveness and efficiency

• Description of modern concepts and developments concerning the relationship between society, individuals, work, education/training and occupations from an historical and sociological perspective
• Classification of trends and developments in VET and the world of employment

• Target-based and effective planning of VET projects
• Concept-led analysis and reflection on your own projects

• Explanation of the fundamental theoretical concepts of vocational education
• Classification of vocational education in the context of its related disciplines and description of the areas of action in vocational education

• Explanation of key theoretical concepts and models of learning and developmental psychology
• Explanation of motivation, emotion and cognition as factors impacting on learning success
• Description of meta-cognition and learning strategies and application in individual learning processes
• Analysis and optimisation of learning processes based on results from learning research

• Target-oriented and didactically coherent planning, implementation and reflection on effective training and continuing education programmes

• Promotion and support of learning processes individually and collectively
• Development of suitable diagnostic procedures based on the curricula, i.e. design of tests, periodic testing to monitor progress and examination situations

• Specification of the challenges and opportunities of the digitalisation of education/training as a key topic in VET research
• Visualisation of information processes in the form of simple algorithms and systematic development of simple programs
• Assessment of data sources and their quality in relation to specific criteria
• Evaluation and visualisation of digital data

• Analysis of learning videos in terms of their quality characteristics and the design, production and documentation of a learning video on a topic in the context of VET
• Description of the concepts and core structures of digitally supported learning environments
• Design of a learning environment using specific digital tools and suitable didactic models

• Description of the digital  transformation in work, society and VET from various perspectives and taking account of different groups and levels of actors (e.g. individuals, companies, society)
• Drawing conclusions on the consequences of the digital transformation for particular occupational fields

• Use and assessment of various text types based on context-specific suitability
• Writing argumentative texts with strong stylistic skills
• Skilful use of a scientific style of writing and distinction from everyday language

• Description of various leadership styles according to their characteristics using the correct terminology and reflection on your own role as a (potential) leader (self-perception)
• Creation of a hierarchical structure for your own goals and values
• Mediation between discussion participants and management of situations with team members and/or line managers in a target-led and solution-oriented way
•  Skills to motivate and persuade employees, conducting negotiations and steering discussions

• Target-group-specific planning, application and impact assessment of marketing instruments and measures
• Explanation of tools used for requirements analysis and market screening
• Development of a content-marketing strategy in the VET environment

• Awareness and description of cultural identities
• Professional approach and communication in a globalised and international environment
• Use of advice as a tool in the management of group processes
• Description of functions and areas of action of advice in VET

• Targeted application of research strategies and systematic presentation of research results
• Description of the principles and quality characteristics of working and thinking in a scientific way
• Formulation of your own questions based on scientific criteria
• Outlining quantitative and qualitative research methods in VET

• Definition of evaluation and distinction from related approaches
• Outlining the planning and implementation of evaluations
• Addressing key elements of evaluation planning (such as definition of evaluation topic, relevant actors, evaluation objectives and questions, evaluation criteria)

• Description and application of simple, quantitative methods, procedures and instruments on the assessment of hypotheses on correlations and differences
• Formulation of a question, presentation of hypotheses and planning of effective quantitative analysis
• Design of a research instrument (survey) suitable for addressing the question
• Specification of the core principles of qualitative scientific work
• Formulation of a question and planning of an effective qualitative study for its analysis
• Appropriate presentation and formulation in writing of the results achieved

After completion of the module you will be able to:

• Identify and describe various types of mixed method research design (mixed, sequential and in-depth methods, multi-methods etc.) and assess their function in relation to the various questions
• Outline your own mixed-method research project

• Target-group-appropriate presentation of your own BSc thesis and formulation of questions on the further development of your own research work

• Awareness and targeted monitoring of teaching/learning processes in VET practice and description of them based on clearly defined observation criteria

Examples of ongoing projects

During the Tour de Suisse, several vocational schools in all parts of Switzerland share information on blended learning practices. Seven BSc in VET students provide academic support for the events. So far, events have been held in Baden, Uzwil and Yverdon-les-Bains.

• Planning, implementation, reflection and evaluation of projects on topics of your choice

• Familiarisation with various occupational fields of VET and combination of experience with key scientific principles and findings
• Advancement of your own career path through the choice of specific occupational fields

• Addressing a VET-relevant question of your own choice independently based on scientific criteria
• Presentation of the results in a scientific text with rigorous lines of argument