For information on the initial training of specialist staff in the field of childcare (ages 0-4) please refer to the comments in the section on specialist staff in the field of childcare.
Institutions, level and models of training
Institutions
Teacher training for the primary level (including pre-school or the first learning cycle), lower secondary level and general education upper secondary level schools and for professions in the field of special needs education is carried out at institutions of higher education: mainly at universities of teacher education, and to a lesser extent at cantonal universities, at the two Federal Institutes of Technology (FIT) and – for music and artistic design at baccalaureate schools – at universities of applied sciences.
The universities of teacher education are classed as universities of applied sciences. Like the universities of applied sciences, universities of teacher education are active in teaching, research and development in a specific occupational field, and in continuing professional development and services. The cantons, which are the maintaining bodies for the universities of teacher education, are responsible for their organisation and funding. The Confederation does not pay any basic contributions to the universities of teacher education.
Some universities of teacher education are integrated into a university of applied sciences and may be based on several sites. The Chamber of Universities of Teacher Education within the Rectors’ Conference of Swiss Universities (swissuniversities) is responsible for the technical coordination of the teacher training institutions at national level.
Training for teachers at upper secondary level vocational schools and at tertiary level colleges of higher education takes place at the Swiss Federal Institute for Vocational Education and Training (SFIVET) and at other tertiary-level institutions.
The SFIVET is a Confederation establishment and responsible for the training and continuing professional development of teachers and other staff in the VET sector. It also carries out research and development in the specific occupational field.
The Swiss Federal Institute of Sports Magglingen (SFISM), the federal centre of excellence for sport and exercise, offers degree programmes for prospective sports teachers in the field of vocational education and training and continuing professional development.
Degree programmes for teachers at primary level, lower secondary level, baccalaureate schools and for special needs staff
The Swiss Conference of Cantonal Ministers of Education (EDK) regulations on the recognition of teaching degrees (Reglement über die Anerkennung von Lehrdiplomen für den Unterricht auf der Primarstufe, der Sekundarstufe I und an Maturitätsschulen) govern the recognition of degrees throughout Switzerland and lay down controls on the quality of training and leaving certificates. The regulations on recognition (Anerkennungsreglemente) contain minimum requirements as regards the training objectives and content, scope of studies, admission requirements and qualifications of lecturers etc. The EDK only recognises degree programmes which comply with the requirements in the regulations on recognition. The formal requirements for recognition also include the institutional accreditation of the higher education institution under the Federal Act on Funding and Coordination of the Swiss Higher Education Sector (HEdA). The cantons are obliged to provide equal access to teaching jobs for all holders of a recognised qualification.
The universities of teacher education offer different degree programmes geared to specific school levels and degree programmes in the field of special needs education (see Universities of teacher education).
Degree programme for primary level teachers
Teacher training for the eight-year primary level (i.e. including pre-school or the first learning cycle) is usually carried out at universities of teacher education. The study programme required to obtain a teaching degree for the primary level corresponds to that of a Bachelor degree course under the Higher Education Council’s Bologna guidelines.
Students receive generalist training for teaching in six or more subjects. Depending on the training institution, they can qualify for all of the primary level school years (including pre-school or the first learning cycle), or for just some of them.
Under the EDK regulation on the recognition of teaching degrees for primary education, lower secondary education and baccalaureate schools (Reglement über die Anerkennung von Lehrdiplomen für den Unterricht auf der Primarstufe, der Sekundarstufe I und an Maturitätsschulen) the training comprises course assessments totalling at least 180 ECTS credits (including teaching practice of 36-54 ECTS credits). A full-time programme takes six semesters, or three years.
Holders of an EDK-recognised teaching degree may, following their studies, qualify for additional subjects or additional school years or for a further primary level cycle. The extended degree awarded supplements the originally acquired teaching degree.
Degree programme for lower secondary level teachers
Teacher training for the lower secondary level is completed at universities of teacher education, and in some cantons also at universities. The study programme required to obtain a teaching degree for the lower secondary level corresponds to that of a Bachelor and Master degree course under the Higher Education Council’s Bologna guidelines.
Students are usually trained to teach three or four subjects. Under the EDK regulation on the recognition of university degrees for lower secondary level teachers (Reglement über die Anerkennung von Lehrdiplomen für den Unterricht auf der Primarstufe, der Sekundarstufe I und an Maturitätsschulen), the training comprises course assessments totalling 270 to 300 ECTS credits. The programme for specialist subject and teaching methodology training totals at least 120 ECTS credits. 30 ECTS credits are required for each subject for which a teaching qualification is awarded, and 40 ECTS credits for a so-called “integrative subject”. An integrative subject is a subject that combines several disciplines. At least 36 ECTS credits are required for educational science training, and at least 48 ECTS credits for teaching practice.
Training may be offered on an integrated basis (i.e. specialist subject training and educational training in parallel) or on a consecutive basis (i.e. educational training following specialist subject training). A full-time programme takes nine to ten semesters or between four-and-a-half and five years.
Holders of an EDK-recognised teaching degree may, following their studies, qualify for additional subjects. The extended degree awarded supplements the originally acquired teaching degree.
Some higher education institutions in French-speaking Switzerland offer a combined programme for the lower secondary level and baccalaureate schools in which the teaching qualification for both levels is acquired simultaneously (so-called “joint degree”). Students acquire the teaching qualification for one subject or two subjects.
In a two-year Master degree programme totalling 120 ECTS credits, primary teachers can acquire an additional teaching degree for secondary level I. Students must achieve, in a maximum of three subjects, the same objectives as students in regular training for the lower secondary level.
Degree programme for baccalaureate school teachers (general education upper secondary level schools)
The degree programme is an educational training course complementing a specialist university Bachelor and Master degree programme. The specialist subject studies must be completed at a university (with the exception of the studies for the subjects music and artistic design, which take place at a university of applied sciences).
The educational training is completed at universities of teacher education or at universities. A distinction is made between consecutive training, for which a prior specialist Master degree is required, and integrated training, in which students start their educational training during the specialist subject studies.
A teaching degree may be obtained for one subject, or more commonly for two subjects.
The specialist Bachelor and Master degree course is usually completed in two subjects and generally lasts between four-and-a-half and five years. Under the EDK regulation on the recognition of teaching degrees for primary education, lower secondary education and baccalaureate schools (Reglement über die Anerkennung von Lehrdiplomen für den Unterricht auf der Primarstufe, der Sekundarstufe I und an Maturitätsschulen), the training comprises course assessments totalling 120 ECTS credits for the first subject, 90 ECTS credits for the second subject, and further course assessments for the first and second subject at both Bachelor and Master level.
The educational training may be offered on a consecutive or integrated basis and comprises vocational training, which provides 15 ECTS credits each in educational science and teaching practice, as well as specialist teaching methodology comprising 10 ECTS credits per subject. A full-time programme of educational training takes two semesters or one year.
The specialist training for teachers of music and artistic design at baccalaureate schools is carried out at universities of applied sciences. The educational training may be offered on an integrated or a consecutive basis. For these two subjects a single-subject teaching degree is acquired usually. Sports teachers complete their training at universities. The Swiss Federal Institute of Sports Magglingen (SFISM) prepares teachers for vocational and professional education and training.
Holders of an EDK-recognised teaching degree may, following their studies, qualify for additional subjects. The extended degree awarded supplements the originally acquired teaching degree.
Some higher education institutions in French-speaking Switzerland offer a combined programme for the lower secondary level and baccalaureate schools, in which the teaching qualification for both levels is acquired simultaneously (so-called “joint degree”). Students acquire the teaching qualification for one subject or two subjects.
Teachers at baccalaureate schools can teach at vocational baccalaureate schools, provided they complete a recognised vocational teaching module worth 10 ECTS credits. This may be integrated into the training for baccalaureate schools. A joint qualification for baccalaureate schools and vocational baccalaureate schools is offered by a number of higher education institutions.
Degree programme for teachers in the field of special needs education
Under the EDK regulation on the recognition of special needs education teaching degrees (specialising in remedial education in early childhood and remedial education at school) (Reglement der EDK über die Anerkennung der Diplome im Bereich Sonderpädagogik) the study in special needs education corresponds to a Master degree programme totalling 90-120 ECTS credits. A full-time programme takes three to four semesters, or one-and-a-half to two years.
As a rule, the degree programme builds consecutively on a previously acquired teaching degree (Bachelor level or above). It is based on modules with general and interdisciplinary content for both specialisations totalling 60 ECTS credits. Another 30-60 ECTS credits are to be earned in the chosen specialisation. 40 ECTS credits are awarded for participation in lectures. Practical training of at least 20 ECTS credits is an integral part of the training. The training takes place at universities of teacher education or at universities.
Remedial education teachers are responsible for educational work with pupils with special educational needs and can work in mainstream schools and in special educational institutions. Remedial teachers in early childhood provide preventive and educational support for small children (from birth to a maximum of two years after starting school) whose development is at risk or hindered, and for appropriate family intervention.
Degree programme for speech therapy and psychomotor therapy
Under the EDK regulation on the recognition of university degrees in speech and language therapy and in psychomotor therapy training (Reglement der EDK über die Anerkennung der Hochschuldiplome in Logopädie und der Hochschuldiplome in Psychomotoriktherapie) comprises at least 180 ECTS credits and concludes with a Bachelor degree. Teaching practice of 45-63 ECTS credits is an integral part of the training. A full-time programme takes six semesters, or three years. At two training institutions in the French-speaking part of Switzerland the speech therapy degree programme is offered as part of a Bachelor/Master course of study.
Degree programmes for teachers at upper secondary level vocational schools
The Ordinance on Vocational and Professional Education and Training (VPETO) (Verordnung über die Berufsbildung) regulates the national recognition of degrees and the quality of the training and the leaving certificates. The framework curricula (Rahmenlehrpläne) set out the legal provisions for those responsible for VET. The VPETO contains minimum requirements relating to educational contents, duration of studies and admission requirements. The State Secretariat for Education, Research and Innovation (SERI) only recognises courses which meet the provisions of the VPETO. The teaching degrees are recognised throughout Switzerland. The degree programmes qualify directly for the profession and are tailored to the different educational situations.
Diploma course for general education teachers at VET schools
The course qualifies graduates to teach in a broad range of different subjects which are defined in the framework curriculum for general teaching (language and communication, and society with the aspects ethics, identity and socialisation, culture, ecology, politics, law, technology, economics). The training concludes with a diploma which is recognised throughout Switzerland and comprises course assessments totalling 60 ECTS credits. The courses must add up to at least 25% presence lessons and 10% qualification procedures. The rest is divided in equal shares between self-study and teaching placements. Alongside vocational teaching aspects the training comprises specialist teaching methodology and specialist subject aspects. The courses are completed on a part-time basis while working and take two to four years.
Diploma course for vocational education teachers at VET schools
The diploma course qualifies graduates to teach the theoretical bases relevant to the training occupation in question. The training concludes with a diploma which is recognised throughout Switzerland and varies in duration depending on the employment status. Those who will be teaching up to 50% of the time complete training with course assessments totalling 10 ECTS credits (part-time post), those who will be teaching from 50% to 100% complete training totalling 60 ECTS credits (full-time post). The courses must add up to at least 25% presence lessons and 10% qualification procedures. The rest is divided in equal shares between self-study and teaching internships. Alongside vocational teaching aspects the training comprises specialist teaching methodology aspects. The courses are completed on a part-time basis while working.
Diploma course for teachers of vocational baccalaureate subjects
The diploma course is an educational training course complementing a specialist university degree. Teaching degrees are awarded for the subjects set out in the Ordinance on the Federal Vocational Baccalaureate and are recognised throughout Switzerland. The training comprises course assessments totalling 60 ECTS credits. The courses must add up to at least 25% presence lessons and 10% qualification procedures. The rest is divided in equal shares between self-study and teaching placements. Alongside vocational teaching aspects the training comprises specialist teaching methodology aspects. The courses are completed on a part-time basis while working and take two to four years.
Teachers at baccalaureate schools complete a vocational teaching module of 10 ECTS credits to qualify for teaching in vocational baccalaureate subjects.
Vocational trainers in training companies and vocational trainers in inter-company courses within the framework of the dual system of vocational and professional education and training are described in the chapter on Management and other education staff.
Admission requirements
Admission to the courses for teachers for the primary level (including pre-school or the first learning cycle), lower secondary, baccalaureate schools, and to degree programmes in the field of special needs education is regulated by the Swiss Conference of Cantonal Ministers of Education (EDK) regulations on degree recognition (Anerkennungsreglemente). The requirements for admission to the training courses for those responsible for VET are regulated by the Vocational and Professional Education and Training Ordinance (VPETO). As these are minimum admission requirements, training institutions are free to adopt additional requirements.
The teaching profession places demands on aptitude, which students must meet with a view to the integrity of the pupils entrusted to them. Training institutions have a procedure for the exclusion of students who are not suitable.
The minimum admission requirements for the individual degree programmes are as follows:
Degree programme for primary level teachers
A baccalaureate is required for admission to studies.
Admission is also possible with the following qualifications:
a recognised specialised baccalaureate with a teaching orientation,
an EDK-recognised teaching degree,
a degree from a higher education institution,
a pass in the supplementary examination (“Passerelle” aptitude test) to qualify for admission to universities.
Holders of other upper secondary level qualifications may also be admitted provided they have passed an examination in general education subjects.
There are special admission requirements for so-called lateral entrants or career changers with a minimum age of 30 and several years’ professional experience.
Degree programme for lower secondary level teachers
A baccalaureate is required for admission.
Admission is also possible with the following qualifications:
an EDK-recognised teaching degree,
a degree from a university of applied sciences, or
a pass in the supplementary examination (“Passerelle” aptitude test) to qualify for admission to universities.
Holders of other upper secondary level qualifications may also be admitted provided they have passed an examination in general education subjects.
There are special admission requirements for so-called lateral entrants or career changers with a minimum age of 30 and several years’ professional experience.
Degree programme for baccalaureate school teachers (general education upper secondary level schools)
Specialist subject course of study with a Master degree in one subject or two subjects that are taught at baccalaureate schools.
Degree programme for teachers in the field of special needs education
Specialising in remedial education at school and remedial education in early childhood
Teaching degree for mainstream primary or lower secondary level schools,
Degree in speech therapy or psychomotor therapy at Bachelor level, or
a Bachelor degree in an associated field of study.
Degree programme for speech therapy and psychomotor therapy
Baccalaureate,
EDK-recognised teaching degree,
Degree from a university of applied sciences;
Applicants with another leaving certificate must pass a supplementary examination (“Passerelle” aptitude test) to qualify for admission to universities.
Diploma course for general education teachers at VET schools
Teaching qualification for the primary level, lower secondary level or a university degree in a corresponding teaching field,
At least six months’ professional experience.
Diploma course for vocational education teachers at VET schools
Tertiary level professional education leaving certificate or a university degree in the corresponding teaching field,
At least six months’ professional experience.
Diploma course for teachers of vocational baccalaureate subjects
Teaching qualification for baccalaureate schools or
a university degree in a corresponding teaching field
At least six months’ professional experience.
Curricula, level of specialisation and learning outcomes
Degree programmes for teachers for primary school level, lower secondary level and upper secondary level general-education schools and for special needs staff
The Swiss Conference of Cantonal Ministers of Education (EDK) regulations on the recognition of the different teaching degrees (primary level, lower secondary level and baccalaureate schools; courses of study in the field of special needs education) (Anerkennungsreglemente) set out the objectives and content of the programmes. The specific contents of each course are laid down in an education plan which is adopted by the maintaining canton or by a number of cantons. The programmes combine theory and practice, and teaching and research.
Degree programme for primary level teachers
The programme covers the fields of educational sciences (including aspects of special needs education and intercultural education), teaching methodology related to the specific level and specialisation, specialist training including interdisciplinary sections, practical vocational training and references to research and development relating to the occupational field.
Students receive generalist training in teaching six or more subjects. Depending on the training institution, they can qualify for all of the primary level school years (including pre-school or the first learning cycle), or for just some of them.
On top of their teaching degree primary school teachers can qualify for additional subjects or additional grades or obtain a teaching degree for the lower secondary level within the framework of a Master degree programme.
People aged 30 and above with professional experience (so-called lateral entrants) can have formally and non-formally acquired competences relevant to the teaching profession credited to a maximum of one third of the minimum required number of credits (validation of professional experience). Universities can also offer special programmes for lateral entrants, i.e. people aged 30 and above with professional experience who complete their study in the form of training accompanied by teaching in a part-time post at the target level (on-the-job training): students take up — in the case of a full-time programme, after the first training year at the earliest – a part-time post at the target level. This work is part of their full-time study and is accompanied by the university.
Degree programme for lower secondary level teachers
The programme comprises a specialist subject and teaching methodology part (including aspects of special needs education and intercultural teaching) and an educational science and teaching practice part. The programme may be offered on a consecutive or integrated basis and combines theory and practice as well as teaching and research. At some establishments a combined programme may be completed which leads to the teaching degree for both lower secondary and upper secondary level. Students are generally trained to teach three of four subjects.
As in the case of the primary level degree programme, people aged 30 and above with professional experience can have formally and non-formally acquired competences credited (validation of professional experience) or complete their study accompanied by teaching in a part-time post at the target level (on-the-job training).
After completing training, a teaching qualification can be acquired for additional subjects.
Degree programme for baccalaureate school teachers (general education upper secondary level schools)
The educational training covers the fields of educational sciences, specialist teaching methodology and practical training and combines theory and practice as well as teaching and research. The aim is to qualify as a baccalaureate school teacher in one or two subjects in accordance with the baccalaureate recognition regulation. The educational training is completed after a combined Bachelor/Master degree specialising in a particular subject, or it can be completed in parallel to this. After completing training, a teaching qualification can be acquired for an additional subject.
Degree programme for teachers in the field of special needs education
The programme covers the theory and practice of special needs education, development of the relevant contents of associated subject areas such as psychology, medicine, sociology, legal studies and research methods as well as findings from current research in the field of special needs education. In line with the chosen specialisation (remedial education at school or remedial education in early childhood), study focuses may be set on the promotion and support of children with delayed emotional, social, physical and motor, language and/or cognitive development and of children with sensory or physical disabilities, mental disabilities, multiple disabilities or behavioural problems, or for particularly gifted children.
Degree programmes for speech therapy and psychomotor therapy
The programmes cover specific speech therapy or psychomotor therapy course contents and relevant aspects from the following areas: educational sciences, remedial education, psychology, medicine, law, scientific methodology and linguistics for the field of speech therapy or kinesiology for the field of psychomotor therapy.
Degree programmes for upper secondary level vocational schools
The framework curricula adopted by the State Secretariat for Education, Research and Innovation (SERI) for those responsible for VET (Rahmenlehrpläne für Berufsbildungsverantwortliche) set out the educational objectives, contents and standards of vocational teaching. Alongside the usual teaching objectives, the following features are specific the VET schools: collaboration with the training company and intercompany courses, inclusion of labour law and health law provisions, transfers between theory and practice.
The framework curricula lay down minimum requirements only. The training institutions can develop their own profiles and offers on the basis of these framework curricula. They define the study regulations and the qualification procedures. In terms of time, the courses must comprise at least 25% presence lessons and 10% qualification procedures, with the rest divided in equal shares between self-study and teaching placements.
General education teachers at VET schools and vocational baccalaureate schools
Prospective students either already have a previous in-depth teaching knowledge (primary school level teachers and lower secondary level teachers), or in-depth specialist knowledge (university graduates). In training, the preparation of learning areas in terms of specialist teaching methodology takes precedence over the transmission of specialist knowledge.
Vocational education teachers at VET schools
Prospective students have a specialist and vocational training but no educational training. Subject specialists acquire methodological teaching competences through the training programme.
Teachers of vocational baccalaureate subjects
Prospective students already have a broad specialist knowledge in a particular subject given their professional experience. The programme focuses on methodological teaching competences.
Teacher educators
According to the EDK regulations on the recognition of teaching degrees (Diplomanerkennungsreglemente), lecturers at universities of teacher education have, depending on the degree programme in which they are teaching, a specialist higher education qualification, higher education teaching methodology qualifications and as a rule a teaching degree and teaching experience or a doctorate in specialist teaching methodology. Educators teaching practical lessons have a teaching degree relevant to the specific degree programme and generally several years of teaching experience at this level.
Lecturers training teachers specialising in VET have a university degree, experience in teaching adults and experience with the later target group of students (learners in VET schools or students at colleges of higher education).
Qualifications, evaluation and certificates
The EDK regulations on the recognition of teaching degrees (Diplomanerkennungsreglemente) lay down the outlines for awarding the degrees. Based on this, each university has its own degree regulation which is adopted or approved by the canton or by several cantons together. This regulates in particular the arrangements for awarding the degree and describes the appeals arrangements. The EDK regulation on the titles of the teaching degrees and the Masters of Advanced Studies (MAS) in teacher education within the Bologna reform (titles regulation) regulates the degree titles for the different school levels and the continuing professional development qualifications.
Degree programme for primary level teachers
The degree is awarded on the basis of oral, written and practical course assessments during and/or at the end of the programme. Assessment covers, inter alia, the fields of educational sciences, teaching methodology related to the specific level and subject, specialist subject training, practical vocational training and the thesis.
The evaluation of professional aptitude plays an important role at universities of teacher education. It usually takes place in the first year of study. The procedures for evaluating aptitude differ depending on the training institution; comparable contents and structures can, however, be identified. The instruments used range from assessment files to an evaluation sheet to written and oral tests. Reports on teaching placements and benchmarking interviews with mentors are also used in almost all procedures. Often there is also provision for self-assessment.
Depending on the programme graduates are awarded a recognised teaching degree for the primary level or for part of it. The teaching qualification (the school years covered by the degree and also, in the case of subject group teachers, the subject areas for which the teaching qualification applies) is cited on the degree certificate. The title “Bachelor of Arts” or “Bachelor of Science” may be conferred at the same time.
Degree title
- Qualified primary level teacher (EDK) and Bachelor of Arts (or Science) in Primary Education
Degree programme for lower secondary level teachers
The degree is awarded on the basis of oral, written and practical course assessments during and/or at the end of the programme. Assessment of the qualifications and work of the students covers specialist subject and teaching methodology areas, educational science and areas of professional practice.
The programme concludes with a teaching degree for the lower secondary level. The teaching degree certificate shows the subjects covered by the teaching qualification. The academic title “Master of Arts in Secondary Education” or “Master of Science in Secondary Education” is awarded at the same time. Some establishments offer a combined programme leading to a teaching degree for both the lower secondary level and the baccalaureate school.
Degree title
Qualified lower secondary level teacher (EDK) and Master of Arts (or Science) in Secondary Education
- For the combined course of study: qualified lower secondary level and baccalaureate school teacher (EDK).
Degree programme for baccalaureate school teachers (general education upper secondary level schools)
The degree is awarded on the basis of a comprehensive assessment of the student’s performance. This includes written, oral and practical examinations and also presentations and written work.
The programme concludes with a teaching degree for baccalaureate schools. The subject or subjects covered by the teaching qualification are cited in the degree certificate. Some establishments offer a combined programme leading to a teaching degree for both the lower secondary level and the baccalaureate school
Degree title
Qualified baccalaureate school teacher (EDK) or, for the combined programme, qualified lower secondary level and baccalaureate school teacher (EDK)
For the educational training as a baccalaureate school teacher no additional academic title is awarded. Graduates have the title Master of Arts (or Science) based on their degree specialising in a particular subject.
Degree programme for teachers in the field of special needs education
The degree is awarded on the basis of the assessment of performance in the fields of practical and theoretical vocational training and on the basis of the Master thesis.
A recognised degree in the field of special needs education is awarded noting the selected specialisation (remedial education in early childhood or remedial education at school). The academic title “Master of Arts in Special Needs Education” or “Master of Science in Special Needs Education” is awarded at the same time.
Degree title
Qualified special needs teacher (EDK) specialising in remedial education in early childhood and Master of Arts in Special Needs Education
Qualified special needs teacher (EDK) specialising in remedial education at school and Master of Arts in Special Needs Education
Degree programme for speech therapy or psychomotor therapy
The degrees are awarded on the basis of a comprehensive assessment of the qualifications and performance of the students. The assessment covers the fields of theoretical and practical work and a thesis.
A recognised degree in speech therapy or psychomotor therapy is awarded. The academic title “Bachelor of Arts (or Science) in Speech and Language Therapy” or “Bachelor of Arts (or Science) in Psychomotor Therapy” or, for the corresponding degree courses in the French-speaking part of Switzerland, the academic title “Master of Arts (or Science) in Psychomotor Therapy” is awarded at the same time.
Degree title
Qualified speech therapist (EDK) and Bachelor of Arts (or Science) in Speech and Language Therapy or Master of Arts/Science in Speech and Language Therapy
Qualified psychomotor therapist and Bachelor of Arts (or Science) in Psychomotor Therapy
Degree programmes for teachers at upper secondary level vocational schools
In the framework curricula adopted by the State Secretariat for Education, Research and Innovation (SERI) for those responsible for VET (Rahmenlehrpläne für Berufsbildungsverantwortliche), written and oral examinations, documentation (e.g. theses, portfolio) and trial lessons are described as possible forms of qualification procedure. Each recognised course of education has a regulation/guidelines on qualification procedures. This regulates/these regulate the arrangements for awarding a degree and the appeals arrangements.
Degree title
Vocational teaching courses conclude with a federal degree or a degree recognised throughout Switzerland. Federal degrees may be awarded by federal education institutions. Other education institutions award degrees which are recognised by the SERI.
Alternative training pathways
Several training institutions which offer training and further training options for teachers are guided by alternative teaching concepts (e.g. Rudolf Steiner teaching, Montessori teaching). Such training courses are not recognised by the EDK and do not take place at universities but at colleges of higher education or other institutions.