Switzerland 2022

3.1. NQF structure and level descriptors

The level descriptors of the NQF-VPQ reflect the competence approach ([3]The competence-oriented model and the competence and resources model are the two commonly used models that determine how professional competences are described and structured in training plans. For more information, consult Appendix 6.6 of the referencing report (SERI, 2015).) already used in vocational and professional education and training. The main elements of the descriptors are presented in Table 1.

Table 1.Main elements of the NQF-VPQ descriptors

Source:Government of Switzerland (2014); SERI (2015).

It is emphasised that the descriptors are defined specifically in relation to vocational and professional education and training (SERI, 2015). ‘Knowledge’ relates to factual knowledge in a field of work or study and is subdivided into the categories of ‘knowledge’ and ‘understanding’. ‘Skills’ relate to the ability to apply knowledge to perform tasks and solve problems. A distinction is drawn here between procedural and sensorimotor skills. ‘Competences’ denotes the regular and routine application of knowledge and skills in the context of work; it is divided into ‘professional’ and ‘personal’ competences. The formulation of this descriptor gives due weight to the importance of practical experience and indicates that other competences beyond technical ones can be acquired, contributing to the development of the individual both within and outside work situations.

3.2. NQF scope and coverage

NQF-VPQ levels 3–5 are open to the various VET qualifications; there are no plans to assign any VET qualifications to levels 1 and 2 ([4]Levels 1 and 2 were included to enable future integration into an overall NQF (Source: internal communication with SERI).). With respect to levels 5–8, the NQF-VPQ is compatible with the level descriptors of the QF-EHEA. However, only professional qualifications are levelled to the NQF-VPQ; university qualifications are assigned to the NQF-CH-HS ([5]It includes diplomas from cantonal universities, federal institutes of technology, universities of applied sciences, universities of teacher education and other specialised institutions.).

At the start of the implementation of the framework, single qualifications were assigned NQF-VPQ levels. Experience has shown that most qualifications of a given type are assigned to the same level. Since 2016, professional organisations have two options for having a qualification levelled: applying for simplified referencing of qualifications or seeking individualised referencing of qualifications ([6]More information on the NQF-VPQ referencing process is available in English, French, German and Italian.). For simplified assignment of levels, qualifications are assigned according to a standard level for a type of qualification, proposed by SERI (Table 2). This reduces the workload for the professional organisation submitting the application. A professional organisation can request the individual levelling of a qualification if it feels that a specific one might be assigned to higher levels within the NQF-VPQ. In this case levelling is based on the learning outcomes of each qualification description and takes into account the specifics of each profession. Close cooperation with all stakeholders is required to reach a consensus on a level for a specific qualification.

A total of 520 formal vocational and professional qualifications have been levelled to the framework; 220 initial VET qualifications and 300 tertiary professional qualifications (European Commission and Cedefop, 2022). The total number has slightly increased since 2020; the process is expected to continue. Continuing VET (CVET) is not integrated into the NQF-VPQ (Salini et al., 2019).

3.3. Use of learning outcomes

Professional competences are described in reference documents: ordinances, training plans for VET, the examination ordinances and guidelines for federal examinations, and framework curricula for colleges of higher education. Almost all the documents are already described in terms of competences or are planned for revision. If a VET qualification is not described in terms of competences, it must have undergone revision before it can be assigned an NQF-VPQ level (SERI, 2015).

In VET, each ordinance is based on a qualification profile, which is a basis for a training plan, defining competences as the minimum standard for training. A qualification profile is the basis for examination ordinances and guidelines, drawn up by professional organisations in cooperation with practitioners in the profession. It includes professional competences, occupational profile and performance criteria.

3.4. Quality assurance arrangements

Quality assurance of vocational and professional qualifications has been incorporated into law by the Federal Act on Vocational and Professional Education and Training ([7]Federal Act on Vocational and Professional Education and Training of 13 December 2002 (status as of 1 April 2022) (in English).) and corresponding ordinances at all levels.