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This article examines Swiss educational information and communication technology (ICT) coordinators ('Pädagogischer ICT-Support'; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school's teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit.

The educational outcomes of the descendants of migrants are important indicators of migrants' incorporation into host societies and an indicator of intergenerational social im/mobility. This paper examines this relationship using data from a survey that follows a cohort of young adults, born between 1988 and 1997, who grew up in Switzerland. It looks at the relationship between the educational output of respondents and their parental migratory background, with the theoretical consideration that the family's social capital is a starting point in the descendants' trajectories. The paper is based on secondary data and exploratory cross-sectional quantitative analyses. The results highlight first a correspondence between migrant parents' national origins and their socio-economic status—in other words, an 'ethno-class'. Second, they show differences in educational outcomes between migrants' descendants and native Swiss as well as between the migrants' descendants themselves—which indicates a segmented incorporation process for both the first and the second generation, in confirmation of previous research. Third, results show that parental background and language region of residence are statistically significant in determining the level of education achieved by the migrants' descendants, especially those with a low socio-economic status. Their social mobility is 'limited', and they remain mostly in vocational education. The paper concludes that the Swiss school system still fails to include the most unprivileged and that a glass ceiling remains for them. [ABSTRACT FROM AUTHOR]

This article examines Swiss educational information and communication technology (ICT) coordinators ('Pädagogischer ICT-Support'; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school's teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit. [ABSTRACT FROM AUTHOR]

This paper investigates the complications experienced by Switzerland and Spain in administering the European Charter for Regional or Minority Languages (ECRML). The Charter is a vital legislative instrument for defending the varied languages across Europe. The paper digs into the problems encountered, including concerns with ratification, sociolinguistic obstacles, resource limits, and linguistic variety. The research highlights the need to maintain language rights while encouraging multilingualism. [ABSTRACT FROM AUTHOR]

This survey analyzes the quality of the portable document format (PDF) documents in online repositories in Switzerland, examining their accessibility for people with visual impairments. Two minimal accessibility features were analysed: the PDFs had to have tags and a hierarchical heading structure. The survey also includes interviews with the managers or heads of multiple Swiss universities' repositories to assess the general opinion and knowledge of PDF accessibility. An analysis of interviewee responses indicates an overall lack of awareness of PDF accessibility, and shows that online repositories currently have no concrete plans to address the issue. This paper concludes by presenting a set of recommendations for online repositories to improve the accessibility of their PDF documents. [ABSTRACT FROM AUTHOR]

Over the last two decades, research in children's geographies and governmentality studies have contributed significantly to the study of children's experiences in neoliberal educational contexts. This paper furthers this debate by examining the ways children govern and are governed within the neoliberal governmentality at the educational transition to Gymnasium: the only school that offers a direct path to university education within the state-funded school system in Switzerland. Drawing on an ethnography with eight students aged 13-15 during their preparation for the selective entrance examination to Gymnasium in Zurich, this article makes two points: Firstly, it demonstrates how Zurich's education system thrusts students into taking individual responsibility for their educational success at this transition. Secondly, the article draws on Foucault's later work to explore the particular 'technologies of the self' that children adopt coping with this individualized responsibility. This paper argues that these technologies reveal insights into the neoliberal governmentality of this educational transition. Finally, the article argues to critically examine children's technologies of the self to understand their relationships with the education systems they navigate. This line of inquiry serves as a pathway to answer and expand earlier calls to grant children an active voice in research on education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This paper aims to provide an overview of the history, current status and future challenges for intellectual disability (ID) policy and practice in Switzerland. Design/methodology/approach: Following a review of the literature, academics in the field of ID in Switzerland reflect on critical issues. Findings: The implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) has resulted in the move from institutions to more flexible and individualised, community-based support services. Originality/value: This paper describes a Western-European country facing the challenges of deinstitutionalisation to become an inclusive society due to directions given by the CRPD. [ABSTRACT FROM AUTHOR]

A large literature shows that families with more resources are able to provide better learning environments and make more ambitious educational choices for their children. At the end of compulsory education, the result is a social-origin gap in school-track attendance and learning outcomes. Our paper analyses whether this gap further widens thereafter for children with comparable school achievement, and whether the gap varies by gender and migrant status. We examine graduation rates from higher education by combining a cohort study from Switzerland with a reweighting method to match students on their school track, grades, reading literacy and place of residence at the end of compulsory school. The one observed feature that sets them apart is their parents' socio-economic status. When analysing their graduation rates 14 years later at the age of 30, we find a large social-origin gap. The rate of university completion at age 30 is 20 percentage points higher among students from the highest socio-economic status quartile than among students from the lowest quartile, even though their school abilities were comparable at age 16. This gap appears to be somewhat smaller among women than men, and among natives than migrants, but differences are not statistically significant. For men and women, migrants and natives alike, abundant parental resources strongly increase the likelihood of university graduation in Switzerland. [ABSTRACT FROM AUTHOR]

Collective skill formation builds on a long tradition of cooperation between state actors, unions, and employer associations. As such, it can be considered strongly path‐dependent, which also refers to deeply institutionalized arrangements reconciling economic and social objectives across public and private actors. Yet, given structural changes in the economy and crises on the training market, dual apprenticeship training has been increasingly challenged to maintain its balance between economic and social objectives. In this context, I analyse the expansion of short‐track dual apprenticeship training, which represents a lower‐cost, lower‐qualification variant of traditional dual apprenticeships in Germany and Switzerland. In these countries—both of which are core examples of collective skill formation systems—such short‐tracks were expanded starting in the early 2000s. However, German unions have heavily opposed this expansion, while Swiss unions have actively supported it. I carry out a comparative historical‐institutional analysis to address this puzzle and unpack the respective change processes. Focussing on the dominant governance modes, I find that in Switzerland, the expansion of short‐tracks is linked to path reinforcement in terms of a liberal corporatist system characterized by polite employer domination. In contrast, in Germany I observe that the developments around short‐tracks are associated with a path switch from a social to a more liberal collective skill formation arrangement but one that is linked to rather 'hostile' employer domination. [ABSTRACT FROM AUTHOR]

Digital technologies promise to transform practices of health, medicine and health care and 'power' economies. In expectation of their presumed future benefits, governments in recent years have invested heavily in new technology initiatives and have sought to engender 'digital literacy' among citizens. This article introduces papers and expands on themes arising from a special issue that explores the socio-ethical and regulatory implications of citizens' use of digital media to connect with health care. We set the scene by examining the promissory discourse that attaches to digital technologies as applied to health care, and its role in shaping actions, and then consider the longer term prospects and implications of digitalisation for conceptions of citizenship and established categories and distinctions. As we argue, given the history of new technologies, the longer term implications of digitalisation are likely to differ significantly from those envisaged. Digital technologies promise radical positive disruption. Yet many uncertainties accompany their development and future applications and likely implications. Making reference to papers in the special issue and the wider literature, the article considers the prospects of digitalisation in medicine and health care in light of the colonisation of the Internet by powerful technology companies, the shift in capitalist economies from processes of production to technologies of prediction, evidence of inequalities in access to the Internet and related devices, and the growing number of data breaches involving personal health information. We draw attention to the failure of governments to engage citizens in substantive deliberations about digitalisation and its future potential implications and the ultimate democratic deficit that this represents. We ask, what does it mean to 'regulate' digital media in a context in which data are widely viewed as the 'new oil'? While we have no straightforward answers, we suggest that recent legislative efforts (e.g. General Data Protection Regulation in Europe) and growing calls for 'algorithmic accountability' have the potential to temper the more harmful aspects of digitalisation.

Background: Knowledge and attitude towards organ donation are critical factors influencing organ donation rate. We aimed to assess the knowledge and attitude towards organ donation in adolescents in Austria and Switzerland.Methods: A paper-based survey was performed in two secondary schools (age range 11-20 years) in Austria and Switzerland. 354/400 surveys were sufficiently answered and analyzed.Results: Our study found that knowledge on organ donation is scarce in adolescents. Less than 60% of those surveyed thinks that a person is dead when declared brain dead. 84.6% would authorize organ donation after brain death for themselves, but only 69% would authorize organ donation after brain death for a close relative. 93.7% would accept a donor organ if they needed one. Family discussions, rather than school discussions, influenced knowledge on organ donation, the percentage of respondents who have a firm opinion on organ donation and the rate of declaration of this opinion. Age, gender, nationality and religion also influenced knowledge and attitude towards organ donation. Nearly one third of adolescents are of the opinion that selling non-vital organs should be legalized.Conclusion: Since having had family discussions, a potentially modifiable factor, was positively associated with knowledge and attitude towards organ donation, we postulate that educational programs stimulating family discussions on organ donation may be a promising strategy to increase knowledge. [ABSTRACT FROM AUTHOR]

The Parental Investment in Children's Education (PICE) study focuses on Switzerland and investigates parental strategies, resources, and aspirations and how they shape their children's educational pathways. It contrasts families with a migration background to those without. PICE is a mixed-methods add-on-study of TREE (Transitions from Education to Employment). Within PICE one interview with young adults (N = 73, around age 20) and two interviews with one of their parents (N = 50) were conducted. The data are available for scientific analyses via SWISSUbase. They have reuse potential for analyses on parental investments, migration biographies as well as for methodological research on mixed methods. [ABSTRACT FROM AUTHOR]

Copyright of Revista d'Estudis Autonòmics i Federals is the property of Revista d'Estudis Autonomics i Federals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the past two decades, there is a global growing interest in the field of extended education. Countries in both the East and the West alike have been investing in developing systems to support student learning after the traditional school hours. This paper examines the similarities and differences in this trend of development in Taiwan and Switzerland. Cultural influences, the beliefs and values of these countries, and the importance of contextualization in comparative education are discussed. [ABSTRACT FROM AUTHOR]

There are a variety of data sources that can be used for educational research as well as for educational monitoring in Switzerland. Nevertheless, the landscape is fragmented. Individual existing sources are sometimes hard to find and their research potential is difficult to assess. Integrating data sources could add value to research and education monitoring. This paper presents a panel discussion on this topic and goes further by presenting three approaches to improve the potential of data for the Swiss education space. [ABSTRACT FROM AUTHOR]

The use of digital technologies in agriculture offers various benefits, such as site-specific application, better monitoring, and physical relief. The handling of these technologies requires a specific skill set. Therefore, the question arises of when and how farm managers learn about digital technologies. Aiming to analyse the current situation, the present research investigated the role that digital technologies play in vocational training for future farm managers. Taking the example of farm management information systems (FMIS), the present study also analysed various predictors of adoption, including the effect of training. To investigate these research questions, an online survey among teachers and students of the farm management vocational programme across Switzerland was conducted in the spring of 2021. In total, 150 individuals participated, 41 of whom were teachers. Participants answered questions about the learning content in the farm management programme and their perception of digital technologies in general. Students further reported whether they already had a farm they would be managing in the future and how they perceived FMIS. The results indicate that both teachers and students are convinced that digital technologies play an important role in agriculture and will gain more importance in the future. A substantial part of 43% of the students who participated indicated that they had learned neither about digital technologies during their basic agricultural training nor the subsequent farm management programme. In terms of FMIS, 51% of the student sample indicated that they had never heard about FMIS during their agricultural training. While having learned about FMIS was not a significant predictor for adoption, gender, perceived ease of use, and intention to use more digital technologies in the future significantly predicted the adoption of FMIS. The paper concludes that, to support the adoption of digital technologies and FMIS specifically, training for future farm managers should focus on how to operate an FMIS to increase the perceived ease of use of this technology. [Display omitted] • 57% of the students learned about digital technologies during vocational school. • 49% of the students learned about FMIS during vocational school. • Intention to use digital technologies is an important predictor for the TTMA. • Perceived ease of use of FMIS is an important predictor for the TTMA. [ABSTRACT FROM AUTHOR]

How established is the horizontal permeability between modes of vocational education and training (VET) in Switzerland? Formally encouraged by the Swiss law on VET, horizontal permeability refers to transitions across VET modes, i.e. between dual and school-based VET. This paper first discusses why horizontal permeability is indeed relevant and then empirically examines the horizontal permeability of the Swiss VET system for a given occupation – commercial VET. The latter is the largest VET domain in Switzerland and, importantly, a domain in which school-based VET is well established. The empirical analysis uses panel data following a cohort for over 10 years in the Canton of Geneva. Results show that going from school-based to dual VET within commercial VET increases chances to earn a qualification, however students changing modes lose half a year in the process. These findings suggest that, at least in commercial VET, horizontal permeability is only partial. [ABSTRACT FROM AUTHOR]

Willingness to compete has been found to predict individual and gender differences in educational choices and labor market outcomes. We provide further evidence for this relationship by linking Swiss students' Baccalaureate school (high school) specialization choices to an experimental measure of willingness to compete. Boys are more likely to specialize in math in Baccalaureate school. In line with previous findings, competitive students are more likely to choose a math specialization. Boys are more likely to opt for competition than girls and this gender difference in competitiveness could partially explain why girls are less likely to choose a math-intensive specialization. [ABSTRACT FROM AUTHOR]

By the end of the nineteenth century, the relationship between the state, language and schooling had become extremely close: a state was supposed to be “national”, and a real nation was supposed to be monolingual. Following the literature on nation-building, it is because schooling was charged with the task of forming such nations that curricula intended for the great majority of pupils included only one language. The theory of a direct effect of national identity on curricula was elaborated by focusing on the typical monolingual nation-state. This paper discusses the theory from the perspective of a multilingual state: Switzerland. The study’s analysis shows that in the 1914–1945 period the Swiss state’s multilingualism became part of the Swiss national identity and learning another national language became a matter of patriotic education. However, this new conception did not affect all curricula in the same manner. The economic and pedagogical rationales given voice by actors other than the state seem to be equally important factors in explaining the decisions made regarding language curricula as a state’s national identity. Therefore, warning is given against the assumption that a school’s language policy automatically aligns with a state’s national identity. [ABSTRACT FROM PUBLISHER]

This paper analyses the formation and development of educational research institutions within the educational administration using the example of four research institutions in the French-speaking part of Switzerland. The analysis gives insight into the institutionalisation process of education research outside the university with special focus on the formation process, actors involved and goals defined. Since the end of the 1950s cantonal parliaments and later the Swiss Science Council requested educational research to remain competitive in a changing post-industrial world. The study strengthens the assumption that educational research conquered a place in the world of relevance as scientific approaches became a necessary precondition for legitimising political and administrative processes. The transnational scientific discourse was of indirect and direct importance although the modus of influence often remains covert. The empirical material shows that certain collective and individual actors played an important role during the years of institutionalisation. [ABSTRACT FROM PUBLISHER]

Springs are an important hydrological concept because springs form an interface between underground and surface sub-systems of the hydrological cycle. Furthermore, springs are important suppliers of drinking water but are at risk today due to numerous anthropogenic interferences. The general knowledge of springs and their formation is usually rudimental and characterised by personal conceptions, which view springs as the release of water from large subsurface cavities. These conceptions are based on intuitive knowledge, and are tenacious and difficult to change. Based on the model of educational reconstruction (MER), a constructivist approach for the design of teaching–learning sequences aimed at changing the students’ intuitive conceptions, a learning environment about springs in mountain areas was developed. This paper describes the design process of the learning environment and the analysis of its efficacy with regard to persistent knowledge gains of 73 12-year-old students from lower secondary schools in Central Switzerland. Data gained from questionnaires, student drawings and texts were analyzed quantitatively in a repeated measure design using a pre-, post- and follow-up test. The gain in knowledge proved to be significant and remained stable on a high level during a period of two months. [ABSTRACT FROM PUBLISHER]

On the basis of written data from Swiss university students of Danish as a foreign language, this paper illustrates how self-positioning takes place through beginners' foreign language. The participants write about their experiences with foreign language learning during the first three semesters of the language course, where they are more preoccupied with formal linguistic aspects than with identity or social functions of language. Although they do not feel secure about using Danish, they are able to perform self-positioning as high expectancy students, language experts, and hard-working students through their new foreign language. Identity work related to foreign language acquisition is usually investigated in more proficient learners, but this paper demonstrates that self-positioning can take place at the early stages of foreign language acquisition. [ABSTRACT FROM AUTHOR]

This paper analyses the moderating effect of direct democracy on the relationship between socioeconomic status and electoral participation. A sceptical position holds that direct democracy increases social bias in the electorate as issues are too complex and demanding. Participatory democrats in contrast invoke an educative effect of direct democratic institutions, thus decreasing social bias within the electorate. To test both arguments we use data from the Swiss cantons and estimate cross-level interactions of socioeconomic and direct democracy variables on electoral participation. First differences between effects in the least and most direct democratic cantons are not statistically significant. This result may be seen as relief for sceptics as well as dampener for proponents of direct democracy. [ABSTRACT FROM AUTHOR]

Background: Little is known about the long-term social and professional outcomes in adults after pediatric kidney replacement therapy (KRT). In this study, we described social and professional outcomes of adults after kidney failure during childhood and compared these outcomes with the general population. Methods: We sent a questionnaire to 143 individuals registered in the Swiss Pediatric Renal Registry (SPRR) with KRT starting before the age of 18 years. In the questionnaire, we assessed social (partner relationship, living situation, having children) and professional (education, employment) outcomes. Logistic regression models adjusted for age at study and sex were used to compare outcomes with a representative sample of the Swiss general population and to identify socio-demographic and clinical characteristics associated with adverse outcomes. Results: Our study included 80 patients (response rate 56%) with a mean age of 39 years (range 19–63). Compared to the general population, study participants were more likely to not have a partner (OR = 3.7, 95%CI 2.3–5.9), live alone (OR = 2.5, 95%CI 1.5–4.1), not have children (OR = 6.8, 95%CI 3.3–14.0), and be unemployed (OR = 3.9, 95%CI 1.8–8.6). No differences were found for educational achievement (p = 0.876). Participants on dialysis at time of study were more often unemployed compared to transplanted participants (OR = 5.0, 95%CI 1.2–21.4) and participants with > 1 kidney transplantation more often had a lower education (OR = 3.2, 95%CI 1.0–10.2). Conclusions: Adults after pediatric kidney failure are at risk to experience adverse social and professional outcomes. Increased awareness among healthcare professionals and additional psycho-social support could contribute to mitigate those risks. [ABSTRACT FROM AUTHOR]

Background: The diagnostic workup and treatment decisions for vertigo or dizziness in primary care can be challenging due to the broad range of possible causes and limited time and expertise of physicians. This can lead to delays in treatment and unnecessary tests. We aimed to identify the unmet needs of primary care physicians (PCPs) and strategies to improve care for dizzy patients. Materials and methods: An online survey was conducted among board-certified PCPs in Switzerland to explore needs in caring for dizzy patients and potential educational approaches. Results: Based on responses from 152 participating PCPs, satisfaction and confidence were higher in diagnosing (82%) and treating (76%) acute dizziness compared to episodic/chronic cases (63 and 59%, respectively). Younger PCPs had lower diagnostic yield and confidence. Areas for improvement in specialist interactions included communication between physicians (23%/36%; always/often true), shorter waiting times for consultations (19%/40%), more detailed feedback (36%/35%), and consistent patient back referrals (31%/30%). PCPs expressed interest in hands-on courses, workshops, practical guidelines, webbased algorithms, and digital tools such as printed dizzy diaries and apps for follow-up. Conclusion: Enhanced dialog between PCPs and specialists is crucial to address the most common unmet needs. Reducing waiting times for referrals and providing clear instructions to specialists for triage are essential. The findings from this survey will guide the development of tools to improve the diagnosis and treatment of dizzy patients. Younger PCPs, who face higher diagnostic uncertainty, should be prioritized for educational approaches such as hands-on courses, workshops, and practical recommendations. [ABSTRACT FROM AUTHOR]

The aim of this article is to present a case study in the field of ESD for in-service teachers training conducted in a Swiss primary school. A Discursive Community of Interdisciplinary Practices (DCIP) has been created including researchers, teachers, and a pedagogical advisor in the context of ESD, focusing on the topic of chocolate. In this article, we discuss how the DCIP helped teachers to develop competencies in the field of ESD. Furthermore, we see how teacher training could lead to a transformation of teachers' practices, moving from a normative education to a more reflexive one. We present the collaborative research and its theoretical context. The analysis of focus group discussions evidenced an evolution of ESD teachers' points of view. The analysis of the teachers' comments highlights the potential of the methods implemented to help teachers to enter into the process of conceptualizing knowledge in terms of ESD. [ABSTRACT FROM AUTHOR]

Objectives Recent trends, such as changes in pension systems or cohort differences in individual resources, have altered the face of retirement transitions. Little is known about how these trends have affected older people's life satisfaction around retirement age in the past decades. In this study, we investigated how levels and changes in life satisfaction before and after retirement changed over historical time in Germany and Switzerland. Methods We used longitudinal data from the German Socioeconomic Panel Study and the Swiss Household Panel (SHP) from 2000 to 2019. Level, preretirement change, and short- and long-term change in life satisfaction (0–10) after retirement were predicted by year of retirement (2001–2019) in a multigroup piecewise growth curve model. Results We found improvements in levels of life satisfaction and preretirement changes in life satisfaction with historical time in both countries. Furthermore, we found that unlike in Switzerland, short-time changes in life satisfaction across retirement improved over historical time in Germany. Discussion Our findings imply that life satisfaction trajectories around retirement age have improved over the last 20 years. These findings may be explained by general improvements in the health and psychosocial functioning of older people. More research is needed to show for whom these improvements are stronger or weaker and if they will be maintained in a changing retirement landscape. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to examine the healthcare professionals' perceptions after implementing the "PACE Steps to Success" program in the French‐speaking part of Switzerland. Design: A qualitative descriptive study. Methods: Thematic analysis of semi‐structured face‐to‐face and group interviews with health professionals, PACE coordinators, and managers purposely invited in the four long‐term home facilities that had previously participated in the PACE cluster randomized clinical trial intervention group. Results: The PACE program implementation has improved communication with residents regarding end‐of‐life issues and helped identify patients' needs. The introduction of codified tools can complete internal tools and support decision‐making. In addition, the training has promoted inter‐professional collaboration, particularly in the case of care assistants, by defining each profession's specific responsibilities in providing care for older adults. [ABSTRACT FROM AUTHOR]

Aim: To assess the feasibility using the Control of Compression Bandaging (CCB) score to measure skills development on short-stretch compression therapy during a second-year nursing students' workshop. Design: A quasi-experimental pilot study with one group. Method: All students followed a blended learning unit comprising an e-learning unit on leg ulcers and compression therapy including videos, followed by hands-on workshops where they could exercise how to apply short-stretch compression bandages. Clinical nurse specialists in wound care collected pre- and post-workshop measures. Data collection included feasibility, absolute pressure under compression bandages and the CCB score. Results: Six clinical nurse specialists (CNSs) collected data and 16 students participated in this pilot study. The mean application time was 8.02 minutes (min=2, max=20) pre and 9.25 minutes (min=5, max=17) post workshop. Pressure under compression bandages increased at the forefoot (P=0.01) and the calf muscle base (P=0.03) post workshop. One extreme outlier was observed. In addition, the CCB score increased from 3.57 to 4.47 (P=0.16). Using pressure measuring devices was described as essential by all the CNSs and the CCB score was easy to use. Conclusion: Using the CCB score and pressure measuring devices were feasible during an undergraduate education session. Recruitment procedure and modality of data collection were satisfactory. This score may be a valuable way to assess students' skills in short-stretch compression therapy. If used for formal assessment, a passing score should be defined. [ABSTRACT FROM AUTHOR]

Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where – in contrast to many other countries – vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system – and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure. [ABSTRACT FROM AUTHOR]

Empirical research on type of education shows that vocational education is advantageous early in the career but that general education may be of benefit later on. To what degree this is shaped by employers' preference, however, has not received much attention in the literature. This paper seeks to delve into how employers perceive vocational education as opposed to general, and how this perception may vary based on the gender and age of a job candidate. We use a factorial survey experiment of employers and HR managers in Switzerland, where respondents assigned a likelihood of inviting candidates to a job interview who, among other dimensions, varied randomly on their age, gender, and type of education. We find an overall preference for vocational over general education at the tertiary level, but not at the upper-secondary. This is stronger for female candidates than male at the tertiary level. Preferences for vocational education over general do not vary systematically by age. [ABSTRACT FROM AUTHOR]

Online education finds its practical and adapted space in Switzerland, known for its innovative, high-performance, and quality education. Since 1992, it has been proposing distance education formulas, mainly university and post-graduate, recognized by the Swiss state, which allow the acquisition of targeted competencies, balancing the balance between private and professional life, a personalized educational path in a virtual setting, convivial, with pecuniary and formative facilities. In a global and informational world, distance learning is increasingly sought after because of professional development and a mobile and active lifestyle. Online training is managed and supervised in terms of quality and development by the competent Swiss authorities, including the federal administration. Universities are actively involved in improving online education and assigning a value set to increase quality and feasibility and to determine an evolutionary path, as well as the future acquisition of a constant status in the education of Switzerland. [ABSTRACT FROM AUTHOR]

This paper addresses the rarely studied relationship between job vacancies and inter-firm upward, lateral, and downward status mobility in an occupationally segmented labor market, taking Switzerland as the example. To conceptualize mobility mechanisms in this type of labor market, we introduce the concept of “occupational mobility chains” and test its validity. This concept provides the backdrop for developing time-dependent measures of individual job opportunities based on Swiss Job Monitor data. We link these measures with career data taken from the Swiss Life History Study and employ event history analysis to test different propositions of the ways in which status mobility is contingent on the number and the status of vacant positions. Results support our assumption that in occupationally segmented labor markets vacant positions affect status mobility only to the degree that they are located within workers’ occupational mobility chains. [ABSTRACT FROM AUTHOR]

In the post-war era, millions of Southern European workers migrated north for employment. This economically driven labour-migration had strong socio-political consequences - especially in the field of education. The compulsory education for the children of the migrated workers proved to be a challenge for the authorities of the sending and receiving countries as well as for the immigrants themselves. This paper focuses on the educational policies of Italian associations in Switzerland in the 1960s and 1970s, which corresponded to the immigrants' uncertain situation between temporary sojourn and permanent residence in Switzerland. In the view of the Italian organizations, the education of their children had to be aligned for a possible school career either in Switzerland or in Italy. They agreed that educational disadvantages in Switzerland had to be avoided as much as possible, as the chance of reintegration into schools back in Italy had to be guaranteed. Thus, they were in search of the best schooling for two possiblefutures. However, in the long run it was not only their struggle for an adequate education for migrants' children, but also a new law in Italy that succeeded in transforming elements of compulsory schooling in Switzerland towards a more transnational education. [ABSTRACT FROM AUTHOR]

Background: Blended learning, defined as the combination of traditional face‐to‐face instructor‐led learning and e‐learning course, has never been validated as a teaching method for the effective use of manual defibrillators in cardiopulmonary resuscitation. Aim: To evaluate whether paediatric emergency and critical care providers exposed to a blended learning session performed better and recalled more defibrillator skills than those exposed to face‐to‐face learning only. Study design: A two‐period prospective, stratified, single‐centre, simulation‐based, randomized, controlled trial. Methods: Registered nurses and postgraduate residents from either a paediatric emergency department or an intensive care unit were randomly assigned to a blended learning or face‐to‐face learning sessions on the recommended use of a manual defibrillator. Participants' adherence to recommendations was assessed by testing defibrillator skills in three consecutive paediatric cardiopulmonary scenarios performed on the day of the training and once again 2 months later. The primary endpoint was the number of errors observed during defibrillation, cardioversion, and transcutaneous pacing at the time of the initial intervention. Results: Fifty participants were randomized to receive the intervention and 51 to the control group. When pooling all three procedures, the median total errors per participant was lower (2 [IQR: 1‐4]) in providers exposed to blended learning than in those exposed to face‐to‐face learning only (3 [IQR: 2‐5]; P =.06). The median of total errors per procedure was also lower. However, both training methods appeared insufficient to maintain appropriate skill retention over time as a repetition of procedures 2 months later without any refresher learning session yielded more errors in both groups. Conclusions: Learners exposed to blended learning showed a reduced number in the total amount of errors compared with those exposed to face‐to‐face learning alone, with waning of skills over time. Relevance to clinical practice: Proficiently teaching the use of a manual defibrillator can be performed through blended learning. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to explore if employees with turnover intentions report more minor and serious deviant behaviors depending on whether they can easily find alternative employment. We combined survey data from a representative sample of employees in Switzerland (N = 1179) with industry unemployment rates from the Swiss Federal Statistical Office. Employees with higher turnover intentions engaged in more minor and serious deviance. We found the highest levels of serious deviance among employees with high turnover intentions and many job opportunities (i.e., high education in industries with lower unemployment). Surprisingly, the relationship between turnover intentions and serious deviance was also positive for individuals with the fewest job opportunities (i.e., low education in industries with higher unemployment). For individuals with moderate job opportunities (low education and low industry unemployment as well as high education and high industry unemployment), this relationship was insignificant. This study extends the research on the antecedents of different types of deviant behaviors. We theorize and examine how individual (i.e., education) and contextual (i.e., the unemployment rate) factors shape different types of deviance (i.e., minor and serious deviance). Moreover, we add to the turnover literature by investigating harmful behaviors that employees engage in before leaving an organization. [ABSTRACT FROM AUTHOR]

Aims and objectives: To examine the association between registered nurses' (referred to as "nurses" for brevity) shifts of 12 hr or more and presence of continuing educational programmes; ability to discuss patient care with other nurses; assignments that foster continuity of care; and patient care information being lost during handovers. Background: The introduction of long shifts (i.e., shifts of 12 hr or more) remains controversial. While there are claims of efficiency, studies have shown long shifts to be associated with adverse effects on quality of care. Efficiency claims are predicated on the assumption that long shifts reduce overlaps between shifts; these overlaps are believed to be unproductive and dangerous. However, there are potentially valuable educational and communication activities that occur during these overlaps. Design: Cross‐sectional survey of 31,627 nurses within 487 hospitals in 12 European countries. Methods: The associations were measured through generalised linear mixed models. The study methods were compliant with the STROBE checklist. Results: When nurses worked shifts of 12 hr or more, they were less likely to report having continuing educational programmes; and time to discuss patient care with other nurses, compared to nurses working 8 hr or less. Nurses working shifts of 12 hr or more were less likely to report assignments that foster continuity of care, albeit the association was not significant. Similarly, working long shifts was associated with reports of patient care information being lost during handovers, although association was not significant. Conclusion: Working shifts of 12 hr or more is associated with reduced educational activities and fewer opportunities to discuss patient care, with potential negative consequences for safe and effective care. Relevance to clinical practice: Implementation of long shifts should be questioned, as reduced opportunity to discuss care or participate in educational activities may jeopardise the quality and safety of care for patients. [ABSTRACT FROM AUTHOR]

The aim of the article is to summarise the development of the teaching and training programme for occupational therapy in the German part of Switzerland over the years 2006-2019. As the responsible program director and project manager in the transition from higher education to an academic level, the author of this article was strongly involved in changing the professional identity of occupational therapists in Switzerland. The following text presents her personal overview of this transition. The main focus lies on education, the change process and how academisation has gradually changed the curriculum in Switzerland. [ABSTRACT FROM AUTHOR]

The authors believe there is a need for novel ways of enhancing professional judgment and discretion in the contemporary healthcare environment. The objective is to provide a framework to guide a discursive analysis of an ongoing clinical scenario by a small group of healthcare professionals (4-12) to achieve consensual understanding in the decision-making necessary to resolve specific healthcare inadequacies and promote organisational learning. REPVAD is an acronym for the framework's five decision-making dimensions of reasoning, evidence, procedures, values, attitudes and defences. The design is set out in terms of well-defined definitions of the dimensions, a rationale for using REPVAD, and explications of dimensions one at a time. Furthermore, the REPVAD process of application to a scenario is set out, and a didactic scenario is given to show how REPVAD works together with a sample case. A discussion is fleshed out in four real life student cases, and a conclusion indicates strengths and weaknesses and the possibility of further development and transferability. In terms of findings, the model has been tried, tested and refined over a number of years in the development of advanced practitioners at university healthcare faculties in two European countries. Consent was obtained from the four participating students. [ABSTRACT FROM AUTHOR]

Background: Food intake is a complex behaviour which can be assessed using dietary patterns. Our aim was to characterize dietary patterns and associated factors in French-speaking Switzerland.Methods: Cross-sectional study conducted between 2009 and 2012 in the city of Lausanne, Switzerland, including 4372 participants (54% women, 57.3 ± 10.3 years). Food consumption was assessed using a validated food frequency questionnaire. Dietary patterns were assessed by principal components analysis.Results: Three patterns were identified: "Meat & fries"; "Fruits & Vegetables" and "Fatty & sugary". The "Meat & fries" pattern showed the strongest correlations with total and animal protein and cholesterol carbohydrates, dietary fibre and calcium. The "Fruits & Vegetables" pattern showed the strongest correlations with dietary fibre, carotene and vitamin D. The "Fatty & sugary" pattern showed the strongest correlations with total energy and saturated fat. On multivariate analysis, male gender, low educational level and sedentary status were positively associated with the "Meat & fries" and the "Fatty & sugary" patterns, and negatively associated with the "Fruits & Vegetables" pattern. Increasing age was inversely associated with the "Meat & fries" pattern; smoking status was inversely associated with the "Fruits & Vegetables" pattern. Being born in Portugal or Spain was positively associated with the "Meat & fries" and the "Fruits & Vegetables" patterns. Increasing body mass index was positively associated with the "Meat & fries" pattern and inversely associated with the "Fatty & sugary" pattern.Conclusions: Three dietary patterns, one healthy and two unhealthy, were identified in the Swiss population. Several associated modifiable behaviours were identified; the information on socio- demographic determinants allows targeting of the most vulnerable groups in the context of public health interventions. [ABSTRACT FROM AUTHOR]

Background: Switzerland, like many other countries, has a shortage of General Practitioners (GPs). Optional GP training modules in GP practices were offered during the at least 5-year GP training program to increase student and trainee interest in becoming a GP. The training modules had not yet been evaluated. We determined how many Swiss GP trainees became practicing GPs after they completed optional training modules, and if longer modules were associated with higher rates of GP specialization. Methods: In this population-based cohort study, we included GP trainees who chose an optional GP training module in GP practice, provided by the Foundation to Promote Training in General Practice (WHM) between 2006 and 2015. GP trainees were invited to complete an online survey to assess the primary outcome (becoming a practicing GP by 2016). Data on non-responders was collected via an internet search. We calculated univariate time- to-event curves to become a practicing GP, stratified by trainee's gender, length, part-time training, and number of years after graduation until training modules were completed. We used a multivariate model to adjust for characteristics of participants, training, and satisfaction with training modules. Results: We assessed primary outcome for 351 (92.1%) of 381 former GP trainees who participated in a WHM program between 2006 and 2015. Of these 218 (57%) were practicing GPs by 2016. When focusing on the trainees who had completed training between 2006 and 2010, the rate of practicing GPs was even 73%. Longer (p = 0.018) and part-time training modules (p = 0.003) were associated with higher rates of being a practicing GP. Most (81%) practicing GPs thought their optional GP training module was (very) important in their choice of specialty. Conclusion: GP trainees who spent more time training in a GP practice, or who trained part-time were more likely to become practicing GPs. Most (80%) rated their training module as (very) important in their choice of career, highlighting that these modules effectively encourage the interests of those already inclined towards the GP specialty. Longer GP training modules and more opportunities for part-time training may attract and retain more interested trainees, and possibly increase the number of practicing GPs. [ABSTRACT FROM AUTHOR]

Introduction Play is viewed as an important occupation in childhood and consequently in children's occupational therapy. However, few studies have explored the place of play in therapy practice. This study aimed to contribute to this knowledge gap by exploring play in occupational therapy in three European countries. Method A cross-sectional survey of occupational therapists in Ireland, Sweden and Switzerland was conducted to examine the use of play with children under 12 years old. A web-based survey was distributed to 935 occupational therapists, resulting in 338 returned surveys (36%). Responses were analysed using descriptive statistics and content analysis. Results Results were organised into three themes: (1) demographics and practice context; (2) play education and (3) use of play in practice. Respondents reported that although they valued play as an occupation, their primary focus was on play as a means to achieving other goals. Lack of education on play (research, theory and interventions) and pressures in the workplace were identified as barriers to play-centred practice. Conclusion Findings indicate that there is a mismatch between therapists valuing play as an occupation and how play is utilised in therapy practice. There is a need to strengthen education and research on play occupation to strengthen play-centred practice. [ABSTRACT FROM AUTHOR]

This article addresses unaccompanied minor asylum seekers' (UAMs) educational experiences in Switzerland. Drawing on ethnographic research we explore what it means for UAMs to get an education and how having access or not having access to particular forms and spaces of education plays a part in the process of their subject formations. We get insights into such processes in diverse spaces of education and in phases of transition between them. We point out how educational arrangements can produce feelings of belonging and non-belonging and highlight that these feelings are entangled with life experiences and the responsibilities of UAMs in their daily lives in Switzerland. We argue that although at first glance the category "unaccompanied minor asylum seeker" seems to dominate and determine the formation of a possible educational subject and feelings of belonging for UAMs, the subject formation and feelings of belonging in the highly regulated field of UAMs' education are far more complex and fluid. To capture this complexity, we draw on geographies of education and understand spaces of education as connected to other spaces as UAMs' learning and educational processes are entangled with the demands of their everyday lives. [ABSTRACT FROM AUTHOR]

The author discusses the success of the Swiss system of apprenticeships. The famous German apprenticeship system requires that firms make an investment in their students, he writes, but the interesting Swiss system makes it possible to recoup such investments by the end of the training period without substantial state aid. High training standards contribute to a significant return on their education for apprentices. [ABSTRACT FROM AUTHOR]

Background: There is limited knowledge on practice patterns in procedural sedation and analgesia (PSA), the use of propofol, and monitoring during flexible bronchoscopy (FB). The purpose of this study was to assess the current practice patterns of FBs and to focus on the use of propofol, the education of the proceduralist, and the involvement of anaesthesiologists during FB.Methods: An anonymous questionnaire was sent to 299 pulmonologists. Only respondents who were active physicians in adult respiratory medicine performing FB were subsequently analysed.Results: The response rate was 78 % and 27,149 FB in the previous 12 months were analysed. The overall sedation-related morbidity rate was 0.02 % and mortality was 7/100'000 FB. Sedation was used in 95 % of bronchoscopies. The main drugs used for PSA were propofol (77 %) and midazolam (46 %). In 84 % of PSAs propofol was used without the attendance of an anaesthesiologist. The use of propofol was associated with high volume bronchoscopists (p < 0.010) and career-young pulmonologists (p < 0.001). While monitoring vital parameters has become standard practice, pulmonologists reported a very low rate of systematic basic education and training in the field of PSA (50 %).Conclusions: In Switzerland, PSA during FB is mostly performed with propofol without the attendance of an anaesthesiologist and the use of this drug is expected to increase in the future. While monitoring standards are very high there is need for policies to improve education, systematic training, and support for pulmonologists for PSA during FB. [ABSTRACT FROM AUTHOR]