BARBARA WIŚNIEWSKA-PAŹ

AUTONOMY OF EDUCATION AND SOCIAL ORDER.

STUCTURE OF EDUCATION SYSTEM IN SWITZERLAND

IN VIEW OF DECENTRALIZED ORGANIZATION OF SOCIETY AND THE STATE

COMPARATIVE ISSUES WITH THE STRUCTURES OF NEIGHBOURING COUNTRIES

Several words about the new book on the Polish publishing market

The analysis of many-sided relations between education, society and state has a timeless dimension. It has been and still is the subject of many discussions and conferences, monographs and reports, which retain systematically ensuing facts, express opinions, concerns, proposals of changes. Especially the relation between the existing social order and education set in it still gains a new character with time and changes which take place. Through making good use of the knowledge about the past, the present can be better understood and the future can be planned more prudently. Both types of reflection: the retrospective and prognostic reflection make it possible not only to organize the historical legacy, but to control it as well, to develop a distance from facts, norms or values. That is the source of the essential aspect of the relation between the sphere of education and that of the social order determining the rules of social life and the rules setting the limits of possible forms, structures and activities on the plane of education. The education, as an essential part of social life, reflects the existing social order in a diverse way, on the one side, and, on the other side, has an influence on it, retaining or weakening it.

The educational system in Switzerland is seldom analysed in the Polish professional literature. Also the literature in German or English is not different in this regard. This situation is caused by at least some reasons. I shall direct my attention to two, in my opinion the most important, ones. Firstly, it is difficult to analyse educational system in the country where we cannot tell that actually an uniform structure of such system (i.e. the Swiss educational system) exists, because in fact there are 26 cantonal educational systems (that is to say rather the educational system in Switzerland). This situation changes slowly as a result of processes harmonizing the system, but this is a facilitation concerning the analysis of contemporary trends and changes in this area. The question of the thorough investigation of the development over successive historical periods still is debatable. The other reason is the question of fragmentary character of the documentation and studies on the educational system in Switzerland as well as there are big blanks in its continuity, which makes the analysis and drawing conclusions on the functioning of the educational system within the entire country definitely difficult. All researchers that take on this task in their scientific careers point out this fact. Perhaps also on that account (not only therefore that Switzerland is not a member of the EU structures, although its cooperation with the EU is quite advanced) this country occurs in a trace way in numerous studies concerning the analysis of diverse educational systems in Europe and problems related to it. Diversities in the scope of administration, organization, language and custom of the three regions of Switzerland: German- (63,7%), French- (20,4%) and Italian-speaking (6,5%) region, without mentioning a little relict custom-language culture of the Reto-Romance population (0,5%) as well as language minorities not speaking any of the four national languages, while constituting nearly 9% of the country’s population overlap with all that above described. At present 22,3% foreigners live in Switzerland. This is a very large proportion, especially in the country that is so small. So, there are quite a lot problems of analytical nature, not every researcher wants and has the possibility to stand up to them. But sometimes it is worth meeting a challenge.

Taking up this issue is essential for at least two reasons. Firstly, on account of the unique structure and organization of the educational system in Switzerland, with the functioning of which a large number of problems are connected, and they in turn need constantly solutions, working out many compromises and making concessions, being part of the organizational specificity of the Swiss state. Secondly, on account of the culmination of a series of reform processes aimed at making changes in the educational system in this country, among other things in order to streamline the horizontal and vertical functioning of the educational structure and cover easily successive levels of the school structure both within the cantons and, especially (!) between cantons as well as to correlate its structure with the systems of the neighbouring countries, at least. Because Switzerland is the example of a country where the far-reaching autonomy of cantons regarding to educational structure has, apart from quite a lot of pluses on the cantonal level, a equally large number of minuses, making the efficient functioning of the educational structure difficult within the entire country and on the international plane.

This dissertation on social and educational aspects of the autonomy and unique structure of the educational system in Switzerland is the first, since 40 years, detailed work on this issue in Poland and it is assumed to present in it a completely new view in researching diverse dimensions and the quality of the autonomy of the decentralized educational system in Switzerland from the point of view of the federalist organization of society and state.

The more complex and multi-layered the subject of the dissertation is, the more difficult it is to set about summarizing it. The main task of this dissertation was to present how does the correlation between social order and education as well as various dimensions of its autonomy, with regard to the relation existing between the organization of the Swiss state and educational structure in Switzerland, look like, and also how does the sphere of organization and functioning of public and private education in this country, taking into account especially the intensive process of changes (occurring particularly in the field of public education), present. The apparent complexity of the presented aspects is intended and necessary because it constitutes a mechanism of connected vessels which forms a self-contained whole. One part of the presented aspects clarifies the context (it refers to Introduction and chapters I and II), while another the essence of the presented issue (chapters III-VII).

This book contains, apart from the analytical and comparative threads, the widest possible spectrum of the actual state and changes associated with it as well, considering their multi-dimensional context, reasons and objectives.

The purpose of Introduction is to present the current state of knowledge in the scope of the undertaken subject of analyses with considering the list of the most important publications concerning the following aspects discussed in the work, and namely: autonomy on the plane of  structure and organization of the state, questions relating to the curiosity of the functioning of society in the dimension of: language, culture and religion, structure of the educational system in Switzerland and the sector of private education in Switzerland. I recognized that systematizing the literature and grouping it in regard of the threads discussed in the work is, in case of Switzerland, not only recommended, but even necessary, in order to help a potential reader reaching the aspects of the issue being analysed by me, which he is interested in. A dry, alphabetical bibliographical list at the end can fulfill only a supporting and completing function in this respect.

As I have mentioned at the beginning, the first two chapters have a contextual, defining character to clarify the theoretical scope of the issue under analysis.

First chapter presents the connotations and areas of the term „autonomy”, relations between autonomy and the question of freedom, and  also the dimensions of freedom in education as well as privatization tendencies, which occur or do not (contrary to general opinion) in educational systems of demonstration countries in Europe. Particular emphasis is placed on the question of the autonomy of private schools (their scope, forms, dimensions), which constitutes a background to discuss the status of private education in Switzerland in comparison with the neighbouring countries, which I have devoted a separate chapter (VII) of this book.

Second chapter presents in turn contemporary tendencies and civilization trends which have essential influence on education, and also how does the relation between the concept of social order, education, educational system and the organization of the state look like, and finally, what meaning the question of autonomy both in centralized and decentralized educational system has. An additional aspect is the question of the influence of economy on education and its autonomous character, which is diverse in terms of range, and also the presentation of quality dimensions, determinants as well as the range and forms of autonomy  in the scope of educational system.

In the next chapters the essence of the discussed issue is presented and analysed.

Third chapter, the organization of the Swiss society and state in relation to the neighbouring countries is presented there. Its basic purpose was to present apart from the curiosities that single out Switzerland in comparison with other European countries (location, diversities in terms of language, culture, religion, social structure, demographical forecasts, the significance of neutrality), also the organization and structure of the Swiss Federation with particular emphasis put on the presentation of the autonomy of districts, cantons as well as the role of the Federation (taking into account the scope of legal and political competences of each element of the structure). It has namely the influence of no small importance on the question of autonomy occurring in the scope of educational system and is the reason of its internal disintegration and current reforms at the same time. The summary of the chapter is the combination of the Swiss federalism with the system structures of the neighbouring countries in order to present the most important similarities and differences.

Fourth chapter presents the historical development of the educational system in Switzerland, main instruments of the educational policy at the level of Federation, cantons and districts as well as institutions and instruments of the consolidation of the educational  system in Switzerland (among them: Swiss Confederation of Cantonal Education Departments, Regional Conferences and education monitoring).

The fifth and sixth chapters were originally one whole. But, on account of its very extensive character, for clarity it has been divided in two parts.

Fifth chapter concerns the organization, division of competences, function and financing of the educational system in Switzerland in comparison with international standards.

Sixth chapter is the detailed analysis of the entire educational system in Switzerland with the division in all the levels occurring in its structure as follows: preschool education, primary education, secondary education of first degree, secondary education of second degree (with the division in: gymnasia, specialist secondary schools, vocational schools) as well as higher education institutions (divided in: universities and federal technical colleges, specialist higher education institutions, pedagogic higher education institutions as well as vocational higher education institutions). Each of the levels was discussed in detail. Apart from the historical context of establishing of each of the levels, it also takes into account its essential tasks, typologies, organization, program assumptions, financing, effectiveness and current statistical data, considering demographical forecasts, existing problems and proposals of solutions.

Last chapter of the book, concerning the place and role of private education in Switzerland, closes the repertoire of the issues discussed in the work. Signal information, mainly statistical one, concerning the number of pupils attending various levels of private education was presented in the sixth chapter. Nevertheless, considering the issue put in the dissertation, that is the question of autonomy, I decided to devote a separate chapter to private education in Switzerland, for at least two reasons. Firstly, private education is the second essential, apart from public education, sector of the educational structure in Switzerland, secondly, private schools are perceived out of assumption as those favoured with greater freedom (in terms of program, organization, methodology etc.), so that they should have potentially a greater range of autonomy (both internal and external one). The undertaking to write this chapter turned out to be one of more difficult tasks and challenges at the same time, because of the fact that the Swiss Private Schools Association does not perform investigations concerning various aspects of the functioning of this sector. As an example, the question of subsidies being granted the parents that send their children to private schools by cantonal authorities is not recorded. And in turn, about that, which of the cantons support in such a way, and which do not do so, one can learn through analysing press articles, documents, statements of expenditures etc. published within each canton individually. Also in this aspect, decision-making, information one, we have to deal with a large range of autonomy. Federal authorities do not interfere in this sphere. Additionally, the number of private schools in Switzerland, which is given in principle (approximately) by the Swiss Private Schools Association, is fluid in terms of statistics. The Swiss Educational Research Institute gives in turn only the number of pupils attending private schools in Switzerland, as divided in the successive levels of educational structure. The task of this chapter is systematizing the status of private education in Switzerland, considering the most important planes of it, among other things legal guarantees and financial regulations in comparison with the neighbouring countries. A separate thread is the activity of the Swiss Private Schools Association and the participation of private education in the individual levels of educational structure as well as the comparison of the private education in Switzerland with the situation of private schools in the neighbouring countries: Austria and Germany, France and Italy, taking into account the existing similarities and differences.

Both in case of the sector of public education and the sector of private schools, the fact that the autonomy exists has its good and bad sides and concerns different matters. In the event of public educational system a plus of the extensive cantons’ autonomy and the existence of separate educational systems within each of the cantons is that the management can be more effective and the supervision over each of the cantonal educational structures individually can be better. Expenditures can be planned and disposed certainly easier. To have the control of the functioning, program, the realization of it and methods is easier, too. Owing to this fact the educational system is not a monster the control of which is difficult. Unfortunately, there are bad sides of the so extensive autonomy as well. I already mentioned the most important one – there are not any regulation of qualifications of the cantonal educational systems, interschool cooperation, the teaching staff’s skill-sharing, not only between cantons, but also other countries.

In the recent decade the activities to liquidate systematically the existing state of affairs can be observed, and namely many spontaneous and deliberate (legislative) initiatives aimed at unifying and harmonizing the too much disintegrated educational structure as well as increasing the competences of the Federation are undertaken. You can see here the distinct influence of globalization tendencies parallel to lasting fragmentation tendencies characteristic of Switzerland as well as successive (grass-roots) working out a compromise.

In case of private education in turn the lack of formal regulations of the financing of private schools in Switzerland causes that admittedly they are independent of the cantonal authorities, Federation or districts, which results in large autonomy (both internal and external one) in the scope of establishing schools, the selection of the staff, programs and methods of teaching on the one hand, and on the other hand they contend with big financial problems, as they are left in principle to their own resources. The longer the time of activity and reputation of a school is, the more stable the situation of the school is. The situation of the schools that start its activity and have to work hard for their reputation is the most difficult.

Fast tempo of changes, modernization, the development of technologies pose new challenges for contemporary visions of society, economy, politics and education. The access to knowledge becomes a measure of social position and determines the range and force of the influence on reality. The question of education acquires thus more and more significance. Therefore its current form should shape also the abilities to think reflectively, apart from transmitting expert knowledge, because the ability to analyse, make diagnosis, prognosis as well as criticism are essential aspects of the competence of contemporary societies.

The educational system in the developed Western societies fulfil two functions. On the one hand, it reproduces the found social order, adapting it to function in the existing reality, on the other hand in turn, it makes the knowledge constituting a critical potential in relation to the found order accessible, independent of the fact if this knowledge is based on tradition, law or authority. It is certainly desired the situation when any of the functions is not subject to the pathology of excess or deficiency. Unfortunately, in social reality we do not deal with model situations, and therefore we deal only with the situation of coming nearer to or further from the expected state of balance within each of the educational systems. This leads to two kinds of threats, namely the instrumentalization, or an excess of critical function causing anarchy and triggering the logic of self-annihilation. In case of the educational system in Switzerland, despite of structural weak points, both the functions are fulfilled by the educational system, it is not threatened with pathological instrumentalization, cohesion by force, much less by anarchy. Problems, with which it contend, and reforms, which are undertaken in Switzerland in the recent time, serve rather the liquidation of deficiencies of technical nature and the improvement of intercantonal cooperation on different planes. Problems relating to the education of foreigners’ children, which are one of the basic points of the program of harmonizing of the educational structure in Switzerland because of a large proportion of migrants, are a separate issue. However, all that, as usually in Switzerland, is reformed without unnecessary shocks, at grass-roots level, with the interested parties’ consent, not top-down against their will, expectations and needs. I hope that the effects of the activities undertaken recently will bring the expected results and help with harmonizing the educational system in Switzerland.

The title of the original book: Autonomia edukacji a ład społeczny.

Struktura szkolnictwa w Szwajcarii wobec zdecentralizowanej koncepcji społeczeństwa i państwa. Kwestie porównawcze ze strukturami państw ościennych”, Wydawnictwo Naukowe SEMPER, Warszawa 2009, 431 S.

The enclosures:

1.The list of content in English

2.The list of content in German

BARBARA WIŚNIEWSKA-PAŹ

AUTONOMY OF EDUCATION AND SOCIAL ORDER.

STUCTURE OF EDUCATION SYSTEM IN SWITZERLAND

IN VIEW OF DECENTRALIZED ORGANIZATION OF SOCIETY AND THE STATE

COMPARATIVE ISSUES WITH THE STRUCTURES OF NEIGHBOURING COUNTRIES, Warszawa 2009 , 431 s.

Contents

INTRODUCTION

1. Introductory notes

2. Current state of knowledge in scope of the topic undertaken to be analyzed

2.1. Literature concerning the question of autonomy on the plane of the state organization and the structure of educational system and the contributing school-run institutions

1. 1. Positions relating to the Swiss state structure and organization, and also to the question of language, tradition and religion diversities

2.3. Literature concerning the structure of education system in Switzerland

2.4. Literature concerning the sector of private education system in Switzerland

3. Methodological assumptions

CHAPTER I

THE QUESTION OF AUTONOMY, FREEDOM AND PRIVATIZATION IN THE CONTEXT OF HUMAN PHILOSOPHY, ORGANIZATION OF THE STATE AND EDUCATION

1.Conotations and fields of the term „autonomy”

2.Autonomy and the question of freedom

3.Models of freedom from the point of view of human philosophy, organization of the society and the concept of the state

4.Dimensions of freedom in education

5.Privatization processes in the area of education in Europe and the problem of autonomy of private schools

CHAPTER II

SOCIAL AND EDUCATIONAL CONTEXTS OF AUTONOMY

1. Contemporary civilization tendencies and trends versus education

2. Concept of social order versus education

3.System of education and the state – planes of relationship

4.Centralized and decentralized system of education and the question of autonomy

5. Economy and education versus autonomy

6. Dimensions and qualities of autonomy within the system of education

6.1. Dimensions of quality and determinants of autonomy

6.2. Extent and forms of autonomy

6.3. Planes of autonomy

CHAPTER III

ORGANIZATION OF SOCIETY AND STATE OF SWITZERLAND AND OF NEIGHBOURING COUNTRIES AND THE PROBLEM OF AUTONOMY

1.  Switzerland – curiosities of the federal state

1.1. Situation, historical context of coming into existence and administrative diversification of contemporary Switzerland

1.2. Social structure and population forecasts

1.3. Diversity of languages

1.4. The question of religion

1.5. Economy

2. Swiss federalism and its opposing tendencies

2.1. From confederacy to federation

2.2. Federalism and democracy

2.3. The importance of neutrality

3.  Structure of Swiss Federation

3.1. Structure of authority

3.2. Direct or representative direct democracy?

3.3. Autonomy of communes

3.4. Autonomy of cantons

3.5. Role of Federation

4. Comparison of Swiss federalism with the system structures of neighboring countries

4.1. Diversified systems of the states and types of authority execution versus autonomy

4.2. Centralism, regionalism and federalism of neighboring states versus the question

of autonomy

CHAPTER IV

SYSTEM OF EDUCATION IN SWITZERLAND IN RELATION TO THE ORGANIZATIONAL STRUCTURE OF THE STATE

1. Historical development of education in Switzerland

2. Management and educational policy

3. Legal and political competencies

3.1. on the level of Federation

3.2. on the level of cantons and communes

4. Main bodies of educational policy in Switzerland

4.1. Education management on the level of Federation

4.2. Educational administration on the level of cantons and communes

5. Institutions and tools of the education system consolidation in Switzerland

5.1. Swiss Conference of Cantonal Departments of Education

5.2. Regional Conferences and their importance

5.3. Educational monitoring

CHAPTER V

ORGANIZATION OF EDUCATION IN SWITZERLAND AND THE QUESTION OF AUTONOMY

1. International standards and the structure of education in Switzerland

2. Distribution of competences within the individual levels of the education structure

2.1. Pre-school and compulsory education levels

2.2. The second non-compulsory level of secondary education

2.3. Higher education system

2.4. Sector of additional training

2.5. Scientific researches

2.6. Sector of special education

2.7. The question of sport activities

3. Financing of education

CHAPTER VI

STRUCTURE OF EDUCATION SYSTEM IN SWITZERLAND

1. PRE-SCHOOL EDUCATION

1.1. Forms of pre-school education

1.2. Historical context of pre-school institutions coming into existence and intra-regional

differences

1.3. Number of children attending nursery schools

1.4. Average period of the nursery school attendance and the planned pre-school

obligation

1.5. Teaching programmes and the teacher training

1.6. Effectiveness of pre-school institutions and the problem of compensatory classes

1.7. Financing of pre-school institutions

2. Primary education

2.1. Historical context of primary education coming into existence

2.2. Key objectives of the primary education

2.3. Conditions of admission and choosing a primary school

2.4. Social and population changes and the primary education

2.5.Age to start school education, its duration, question of vacations and the number of

pupils in a class

2.6. Organization of activities and the out-of-school care

2.7. The question of the pupils achievements assessment

2.8. Reasons and the effectiveness of repeating classes and attending compensatory

classes

2.9. Regulations concerning teaching foreign languages

2.10. Financing primary education

3. Lower secondary education (secondary I) (compulsory)

3.1. Historical context of the lower secondary education foundations coming into

existence

3.2. Types of the lower secondary schools

3.3. Three types of the “Secondary I” schools and conditions of the pupils admission

3.3.1. Type of school with basic programme

3.3.2. Type of school with extended programme

3.3.3. Type of “high-demand” school

3.4. Educational models realized in frame of the “Secondary I”  schools according to the

cantons

3.5. Plans for teaching, subjects, weekly and daily number of classes

3.6. The question of selection, leaving certificates and education consultancy to enable

selection of further way of education

3.7. Number of pupils attending The “Secondary I” schools and number of teachers

3.8. Percentage share of foreigners in the lower secondary schools

3.9. Effectiveness of education

3.10. Costs of education in the lower secondary schools

4. Higher secondary education (Secondary II)

4.1. Matura secondary schools

4.1.1. Historical process of shaping and reforming of the contemporary institution

of secondary schools in Switzerland

4.1.2. Number of secondary-school graduates according to cantons and the forecast

concerning tendencies of growth

4.1.3. Models of education and the question of secondary schools duration period

depending on the canton

4.1.4. Plan for teaching, subjects and matura exam

4.1.5. The question of graduating from matura secondary schools and  the

university studies

4.1.6. Expenses for matura secondary schools

4.2.  Profiled secondary schools (Fachmittelschulen)

4.2.1. Historical context profiled secondary schools coming into existence

4.2.2. Basic objectives, concept of teaching and its duration

4.2.3. Number of schools and their distribution

4.2.4. Educational fates of pupils before and after graduation from the profiled

secondary schools

4.2.5. Number of pupils attending the profiled secondary schools according to sex

and background

4.3.  Vocational schools

4.3.1. Context of vocational schools coming into existence and process of their

reforming

4.3.2. Competences of the Federation, cantons and professional organizations in

relation to the vocational education

4.3.3. Concept of teaching, conditions to start education in the vocational schools

and number of graduates

4.3.4.Types of vocational schools according to the certificate obtained and their

duration

4.3.5 Duration of the education, number of weekly school classes, programme,

subjects and didactic means

4.3.6. Costs of vocational education

5. Higher education

5.1. Major bodies of the higher education in Switzerland

5.2. Type of secondary school and type of matura passed versus the higher school

5.3. Marks and final certificates and the particular types of higher schools

5.4. Universities and Federal Technical Higher Schools

5.4.1. Management and financing of academic sector

5.4.2. Distribution of higher schools, number of students and amount of tuition

5.4.3. Fields of studies and their duration and mobility of students

5.5. Profiled Higher Schools

5.5.1. Process of coming into existence of Profiled Higher Schools

5.5.2. Present number of schools, profile of education, number of students

5.5.3. Costs of education, tuition

5.6. Higher Pedagogical Schools

5.6.1. Coming into existence and reforming

5.6.2. Prestige of the profession, age of teaching staff, demand and wages

5.6.3. Present number of schools, their distribution and number of students

5.6.4. Question of accessibility and duration of the studies

5.6.5. Number of students, profile of education and qualifications of the personnel

5.6.6. Costs of education

5.6.7. Degree of the teacher profession feminization and percentage of students from

abroad

5.7. Higher Vocational Schools

5.7.1. History of coming into existence

5.7.1. Status and profile of Higher Vocational Schools

5.7.2. Graduates and obtained diploma

5.7.3. Number of schools and fields of education

5.7.4. Costs of education and tuition

5. Sector of special education

6. Sector of permanent education

CHAPTER VII

PLACE AND ROLE OF PRIVATE EDUCATION SYSTEM IN SWITZERLAND AND THE PROBLEM AUTONOMY

1. Private education system, its status and dimensions

2. Legal and financial guarantees relating to the private education system

3. Financing of education in private schools from public resources –  comparative

questions with the neighboring countries and the OECD and UE

4. Swiss Federation of Private Schools, its activity and actual number of private schools in

Switzerland and their current situation

5. Private School Register in Switzerland

6. The Share of private education system in Switzerland within the individual levels of the

education structure according to the number of pupils and students

7. The question of autonomy within the structures of private education system in

neighboring countries

7.1. Private education system in Austria and Germany

7.2. Private education system in France

7.3. Private education system in Italy

1. Private education system in Switzerland and private education systems in selected neighboring countries – similarities and differences

Conclusion

Bibliography

BARBARA WIŚNIEWSKA-PAŹ

BILDUNGSAUTONOMIE UND GESELLSCHAFTSORDNUNG .

SCHULWESENSTRUKTUR IN DER SCHWEIZ GEGEN DEZENTRALISIERTE ORGANISATION DER GESELLSCHAFT UND DES STAATES

FRAGEN IM VERGLEICH ZU STRUKTUREN DER NACHBARSTAATEN

Inhaltsverzeichnis

EINFÜHRUNG

1. Vorwort

2. Aktueller Wissensstand im Bereich des übernommenen Themas der Analysen

2.1. Literatur zu Fragen der Autonomie im Bereich der Organisation des Staates sowie der Struktur des Schulsystems und der das System mitbildenden Schulinstitutionen

2.2. Positionen, die die Struktur und Organisation des schweizerischen Staates betreffen, sowie auch Fragen der Sprach-, Sitten- und Religionsdifferenzierungen

2.3. Literatur zur Struktur des Schulsystems in der Schweiz

2.4. Literatur zum Thema des Sachgebietes der Privatschulen in der Schweiz

3. Methodologische Voraussetzungen

KAPITEL I

FRAGE DER AUTONOMIE, FREIHEIT UND PRIVATISIERUNG IM SINNE DER PHILOSOPHIE DES MENSCHEN, ORGANISATION DES STAATES UND DER BILDUNG

1. Konotationen und Bereich des Begriffes „Autonomie”

2. Autonomie und Frage der Freiheit

3. Freiheitsmodelle von der Sicht der Philosophie des Menschen, Organisation der Gesellschaft und Konzeption des Staates

4. Freiheitsausmaß  in der Bildung

5. Privatisierungsprozesse im Bereich der Bildung in Europa und die Frage der Autonomie der Privatschulen

KAPITEL II

GESELLSCHAFTS- UND BILDUNGSZUSAMMENHÄNGE DER AUTONOMIE

1. Zeitgenössische Tendenzen, Zivilisationstrends und die Bildung

2. Konzeption der Gesellschaftsordnung und die Bildung

3. Bildungssystem und der Staat – Beziehungsebenen

4. Zentralisiertes und dezentraliertes Bildungssystem und die Frage der Autonomie

5. Ökonomie, Bildung und Autonomie

6. Ausmaß  und Qualität der Autonomie im Rahmen des Bildungssystems

6.1. Qualitativer Ausmaß und Determinanten der Autonomie

6.2. Bereich und Formen der Autonomie

6.3. Ebenen der Autonomie

KAPITEL III

ORGANISATION DER SCHWEIZERISCHEN GESELLSCHAFT UND DES SCHWEIZERISCHEN STAATES SOWIE DER NACHBARSTAATEN UND PROBLEM DER AUTONOMIE

1. Die Schweiz – Sonderbarkeiten des Bundesstaates

1.1.Lage, historischer Zusammenhang der Entstehung sowie Verwaltungsverschiedenheiten

der gegenwärtigen Schweiz

1.2. Gesellschaftliche Struktur und demographische Prognosen

1.3. Sprachdifferenzierungen

1.4. Frage der Religion

1.5. Wirtschaft

2. Schweizerischer Föderalismus und seine gegensätzlichen Tendenzen

2.1. Von der Konföderation bis zur Föderation

2.2. Föderalismus und Demokratie

2.3. Bedeutung der Neutralität

3. Struktur der Schweizer Eidgenossenschaft

3.1. Struktur der Behörde

3.2. Direkte oder mitdirekte Demokratie

3.3. Autonomie der Gemeiden

3.4. Autonomie der Kantonen

3.5. Rolle der Föderation

4.Aufstellung des schweizerischen Föderalismus mit Regierungsstrukturen der

Nachbarstaaten

4.1. Differenzierte Regierungen der Staaten, Typen der Ausübung der Behörde und

Autonomie

4.2. Zentralismus, Regionalismus und Föderalismus der Nachbarstaaten und Frage der

Autonomie

KAPITEL IV

SCHULSYSTEM IN DER SCHWEIZ IN BEZIEHUNG ZUR ORGANISATIONSSTRUKTUR DES STAATES

1. Historische Entwicklung des Schulwesens in der Schweiz

2. Verwalten und Bildungspolitik

3. Gesetzliche und politische Kompetenzen

3.1. Auf der Ebene des Bundes

3.2. Auf der Ebene der Kantonen und Gemeinden

4. Hauptorgane der Bildungspolitik in der Schweiz

4.1. Verwalten der Bildung auf der Ebene der Föderation

4.2. Bildungsverwaltung auf der Ebene der Kantonen und Gemeinden

5. Institutionen und Konsolidierungsinstrumente des Schulsystems in der Schweiz

5.1. Schweizerische Konferenz der Kantonalen Bildungsdepartements

5.2. Regionale Konferenzen und ihre Bedeutung

5.3. Bildungsüberwachung

KAPITEL V

ORGANISATION DES SCHULWESENS IN DER SCHWEIZ UND FRAGE DER AUTONOMIE

1. Internationale Standards und Struktur des Bildungswesens in der Schweiz

2. Aufteilung der Kompetenzen im Rahmen der einzelnen Strukturstufen des Schulwesens

2.1. Vorschulstufe und Stufe der Pflichtbildung

2.2. Zweite fakultative Stufe der mittleren Bildung

2.3. Hochschulwesen

2.4. Weiterbildungsbereich

2.5. Wissenschaftliche Forschungen

2.6. Bereich der Sonderbildung

2.7. Frage des Sportunterrichtes

3. Finanzierung des Schulwesens

KAPITEL VI

STRUKTUR DES SCHULWESENS IN DER SCHWEIZ

1. VORSCHULSTUFE

1.1.  Formen der Vorschulstufe

1.2. Historischer Zusammenhang der Entstehung der Vorschulinstitutionen und

zwischenregionale Unterschiede

1.3. Zahl der Kinder, die die Kindergärten besuchen

1.4. Durchschnittliche Dauer des Kindergartenbesuches und die geplante Vorschulpflicht

1.5. Lehrpläne und Bildung der Lehrkräfte

1.6. Effektivität der Vorschulinstitutionen und Frage der Ausgleichsklassen

1.7. Finanzierung der Vorschulinstitutionen

2. PRIMARSTUFE

2.1. Historischer Zusammenhang der Entstehung der Primarstufe

2.2. Schlüsselaufgaben der Primarstufe

2.3. Aufnahmebedingungen sowie Auswahl einer Primarschule

2.4. Gesellschaftlich-demographische Änderungen und die Primarstufe

2.5. Alter des Schuleintrittes, Schuldauer, Frage der Ferien und der Klassengröße

2.6. Organisation des Unterrichtes und der außerunterrichtlichen Betreuung

2.7. Frage der Beurteilung der Schülerleistungen

2.8.Ursachen und Effektivität der Repetition einer Klasse sowie

Ausgleichsklassenbesuchen

2.9. Regelung der Fremdsprachenlehre

2.10. Finanzierung der Primarstufe

3. SEKUNDARSTUFE I (OBLIGATORISCHE SCHULE)

3.1. Historischer Zusammenhang der Entstehung der Grundlagen der Sekundarstufe I

3.2. Schultypen der Sekundarstufe I

3.3. Drei Schultypen der Sekundarstufe I sowie Aufnahmebedingungen für die Schüler

3.3.1. Schule mit Grundansprüchen

3.3.2. Schule mit erweiterten Ansprüchen

3.3.3. Schule ohne Selektion

3.4. Bildungsmodelle, die im Rahmen der Sekundarstufe I in Hinblick auf  Kantonen

realisiert werden

3.5. Lehrpläne, Lehrfächer, die Zahl der Unterrichtsstunden pro Woche und pro Tag

3.6. Frage der Auswahl, der Abschlusszeugnisse und der Schulberatung, die die Auswahl weiterer Ausbildung ermöglicht

3.7. Zahl der Schüler, die die Sekundarstufe I besuchen sowie Zahl der Lehrkräfte

3.8. Prozentueller Anteil der ausländischen Schüler in den Schulen der Sekundarstufe I

3.9. Effektivität der Bildung

3.10. Kosten der Bildung in den Schulen der Sekundarstufe I

4. SEKUNDARSTUFE II

4.1. (MATURA MITTELSCHULEN) GYMNASIUM

4.1.1. Historischer Prozess der Bildung und des Reformierens der zeitgenössischen

Institution des Gymnasiums in der Schweiz

4.1.2. Zahl der Maturanten in Hinblick auf die Kantonen sowie Prognosen, was ihre

Anstiegstendenzen betrifft

4.1.3. Bildungsmodelle und Frage der Unterrichtszeit im Gymnasium, die vom Kanton

abhängig ist

4.1.4. Bildungsplan, Lehrfächer sowie die Matura

4.1.5. Frage des Abschlusses des Gymnasiums und das Universitätsstudium

4.1.6. Auslagen für die Gymnasien

4.2. FACHMITTELSCHULEN

4.2.1.Historischer Zusammenhang der Entstehung der Fachmittelschulen

4.2.2. Grundziele, Konzeption und Dauer der Bildung

4.2.3. Zahl der Schulen sowie ihre Anordnung

4.2.4. Bildungsschicksale der Schüler vor und nach dem Abschluss der

Fachmittelschulen

4.2.5. Zahl der Schüler, die die Fachmittelschulen besuchen, in Hinblick auf Geschlecht

und Abstammung

4.3. BERUFSFACHSCHULEN

4.3.1. Zusammenhang der Entstehung der Berufsfachschulen und der Prozess ihres

Reformierens

4.3.2. Kompetenzen des Bundes, der Kantonen sowie der Berufsorganisationen in bezug

auf die Berufsbildung

4.3.3. Konzeption der Bildung, Bedingungen zur Aufnahme der Lehre in den

Berufsfachschulen  sowie Zahl der Absolventen

4.3.4. Typen der Berufsfachschulen in Hinsicht auf das erlangte Zeugnis sowie die

Unterrichtszeit

4.3.5. Dauer der Bildung, Zahl der Unterrichtsstunden pro Woche, Programm,

Lehrfächer und didaktische Hilfsmittel

4.3.6. Kosten der Berufsbildung

5. HOCHSCHULEN

5.1. Hauptorgane der Hochschulen in der Schweiz

5.2. Typen der Mittelschule sowie der abgelegten Matura und die Hochschule

5.3. Noten, Abschlusszeugnisse und einzelne Typen der Hochschulen

5.4. UNIVERSITÄTEN UND FACHHOCHSCHULEN

5.4.1. Verwalten und Finanzieren des akademischen Sektors

5.4.2. Anordnung der Hochschulen, Zahl der Studierenden sowie Höhe des

Studiengeldes

5.4.3. Studienrichtungen und ihre Dauer und Studentenmobiliät

5.5. FACHHOCHSCHULEN

5.5.1. Entstehungsprozeß der Fachhochschulen

5.5.2. Schulenzahl zurzeit, Bildungsangebot, Zahl der Studierenden

5.5.3. Bildungskosten, Studiengeld

5.6. PÄDAGOGISCHE HOCHSCHULEN

5.6.1. Entstehung und Reformieren

5.6.2. Berufsansehen, Alter der Lehrkräfte, Nachfrage sowie Löhne

5.6.3. Aktuelle Schulenzahl und ihre Anordnung sowie Zahl der Studierenden

5.6.4. Frage der Zugänglichkeit sowie Unterrichtszeit

5.6.5. Zahl der Studierenden, Bildungsangebot sowie Befähigungen der Lehrkräfte

5.6.6. Bildungskosten

5.6.7. Frauenanteil am Lehrerberuf sowie prozentueller Anteil der ausländischen

Studierenden

5.7. HÖHERE FACHSCHULEN

5.7.1. Entstehungsgeschichte

5.7.2. Status und Bildungsangebot der Höheren Fachschulen

5.7.3. Absolventen und erlangte Diplome

5.7.4. Schulenzahl und Bildungsrichtungen

5.7.5. Bildungskosten sowie Studiengeld

6. SEKTOR DER SONDERSCHULEN

7. SEKTOR DER WEITERBILDUNG

KAPITEL VII

STELLE UND ROLLE DER PRIVATSCHULEN IN DER SCHWEIZ UND PROBLEM DER AUTONOMIE

1. Privatschulen, ihr Status und Ausmaß

2. Gesetzliche und finanzielle Garantien in bezug auf Privatschulen

3. Finanzierung der Bildung in Privatschulen mit öffentlichen Mitteln – Vergleichsfragen mit Nachbarländern sowie OECD und EU

4. Schweizerischer Privatschulenverband, seine Tätigkeit und tatsächliche Zahl der Privatschulen in der Schweiz und ihre aktuelle Lage

5. Privatschulenregister in der Schweiz

6. Anteil der Privatschulen in der Schweiz im Rahmen einzelner Ebenen der Schulstruktur in Bezug auf die Zahl der Schüler und Studierenden

7. Problem der Autonomie im Rahmen der Strukturen der Privatschulen in den Nachbarländern

7.1. Privatschulen in Österreich und Deutschland

7.2. Privatschulen in Frankreich

7.3. Privatschulen in Italien

8. Privatschulen in der Schweiz und Privatschulen in den Nachbarländern – Ähnlichkeiten und Unterschiede

ABSCHLUSS

BIBLIOGRAPHIE