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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.

Purpose -- The purpose of this paper is to investigate the rates of return and the risks of different types of educational paths -- all leading to a tertiary educational degree. The paper seeks to distinguish a purely academic educational path from a purely vocational path and a mixed path with loops through both systems. Design/methodology/approach -- The paper studies the labor market outcome to compare earnings and calculate net return rates as well as risk measures to investigate whether different educational paths are characterized by different risk-return trade-offs. Entrepreneurs are separated from employees in order to examine whether for the same combination of education the labour market outcomes differ between the two groups. Findings -- The empirical results are based on the Swiss Labor Force Survey (SLFS) and demonstrate that mixed educational paths are well rewarded in the labor market. However, for entrepreneurs a high return is also associated with a high income variance. Research limitations/implications -- The findings provide evidence for the existence of complementarities between vocational and academic education. Further research on mixed educational paths might provide more insight into this presumed relationship. Practical implications -- Since the results indicate that mixed educational paths are a worthwhile strategy, the permeability of a national education system is a very important educational policy issue. Originality/value -- The study is innovative in three ways: first, it focuses on complete educational paths and not just the highest educational degree. Second, an alternative measure, the Baldwin rate of return, is used to assess the profitability attached to different educational paths. Third, the income risk associated with each educational path is calculated. [ABSTRACT FROM AUTHOR]

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.)

Purpose – The purpose of this paper is to investigate the link between human capital depreciation and education level, with an emphasis on potential differences between general and specific education. Design/methodology/approach – A nonlinear wage equation, based on Arrazola and de Hevia's (2004) model, is estimated using data from the Swiss Labor Force Survey (SLFS) over the period 1998-2008, in order to estimate a human capital depreciation rate for several education groups. Findings – Human capital depreciation is significantly related to education type. Academic (“concept-based”) education protects workers more effectively against depreciation than vocational (“skill-specific”) education. Research limitations/implications – The SLFS survey is a rotating panel of five years and no retrospective data on earnings and employment are provided. A study of lifecycle earnings like the one proposed here would clearly benefit from a longer individual observation period. Practical implications – In all educational tracks, even vocational ones, a substantial time share should be devoted to the acquisition of general skills. Moreover, it is necessary to manage lifelong learning carefully in order not to waste initial investments in education. Originality/value – Instead of using a purely quantitative approach to separate workers by years of education, qualitative aspects of educational system are taken into account. Taking advantage of the Swiss educational system characteristics, workers are separated on the basis of their education type. Workers with vocational education (apprenticeships, professional and technical schools and universities of applied sciences) are assumed to possess a relatively specific human capital, compared to those with academic education (high schools and universities). [ABSTRACT FROM AUTHOR]

Copyright of Sozialer Fortschritt is the property of Duncker & Humblot GmbH 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]

This paper analyzes the demand of Swiss families for child care facilities. A choice experiment is used to study the effects of the facilities' characteristics as well as socio-economic factors on the selected child care mode. The experimental data are analyzed using a discrete choice model with multinomial logit specification. The results suggest that the demand for extra-familial day care could be considerably higher than that observed from the actual choices constrained by insufficient provision of affordable day care. The price, access, and the quality of service as well as parents' income and education have important impacts on the choice of the mode of care. [ABSTRACT FROM AUTHOR]

This paper develops a concept of assessment for paramedic education. The aim is to provide an improved learning environment for students as well as to increase the success of the school by providing alternative teaching methods to the current methods used, thus enabling the institution to reach its educational goals (‘learning through assessment’). In order for this concept to be fully successful, a valid and reliable procedure must be implemented for these goals to be achieved. This concept was developed and implemented at a private paramedic school in the German-speaking part of Switzerland. First we must identify the strengths, unused opportunities, faults and threats of the actual procedures, so that a new concept can be established. As there are only a limited number of published papers available concerning Assessment in Emergency Medical Service (EMS), it has been necessary to look into other healthcare publications, especially those on medicine and nursing. The following areas are relevant for assessment: knowledge, communication skills, decision-making, technical skills, professionalism, ability for self-reflection, creativity and enthusiasm. For the assessment, nine methods have been selected and made into a blueprint. For the judgement, the European Credit Transfer System (ECTS) for learning achievements has been adopted. The outcome is essentially determined by a triangulation of methods: orientation towards methods stimulating learning, flexible and continual judgement on learning achievements and arrival at high-quality criteria for assessment. [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]

Private tutoring has become popular throughout the world. However, evidence for the effect of private tutoring on students' academic outcome is inconclusive; therefore, this paper presents an alternative framework: a nonparametric bounds method. The present examination uses, for the first time, a large representative data-set in a European setting to identify the causal effect of self-initiated private tutoring. Under relatively weak assumptions, I find some evidence that private tutoring improves students' outcome in reading. However, the results indicate a heterogeneous and nonlinear effect of private tutoring, e.g. a threshold may exist after which private tutoring becomes ineffective or even detrimental. [ABSTRACT FROM AUTHOR]

During industrialization, Protestants were more literate than Catholics. This paper investigates whether this fact may be led back to the intrinsic motivation of Protestants to read the bible and to what extent other education motives might have been involved as well. We employ a historical data set from Switzerland which allows us to differentiate between different cognitive skills: reading, numeracy, essay writing, and Swiss history. We develop an estimation strategy to examine whether the impact of religious denomination was particularly large with respect to reading capabilities. We find support for this hypothesis. However, we also find evidence which is consistent with the view that Protestants' education motives went beyond acquiring reading skills. ( JEL I20) [ABSTRACT FROM AUTHOR]

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout. [ABSTRACT FROM PUBLISHER]

Background: The aim of this paper is to show for the first time mortality differentials by level of education for Swiss men and women. This work is of interest to public health efforts in Switzerland as well as for co-operative international research into the determinants of socioeconomic differentials in health and mortality., Methods: This study is based on a longitudinal data set from the Swiss National Cohort, currently incorporating a probabilistic record linkage of the 1990 Swiss census, and all subsequent deaths until the end of 1997. The study population covers all Swiss nationals aged >/=25 years living in German speaking Switzerland, with 19.7 million person-years and 296 929 deaths observed. Educational gradients were analysed using standardized mortality ratios, multiple logistic regression, and the Relative Index of Inequality (RII)., Results: There were sizeable gradients in mortality by education for all age groups and both sexes. The mortality odds ratio decreased by 7.2% (95% CI: 7.0-7.5%) per additional year of education for men, and by 6.0% (95% CI: 5.6-6.3%) for women. In men, we found a steady decrease of the gradient from 13.1% (95% CI: 11.9-14.4%) in the age group 25-39 to 4.5% (95% CI: 4.0-5.0%) in the age group >/=75 years. For women in the age groups under 65 the gradients were smaller; over the age of 40 there was no decrease with increasing age. These results were fairly insensitive to variations in the parameters of record linkage., Conclusions: Despite a comparatively low overall mortality, Swiss men in the 1990s show larger relative gradients in mortality by education than men in other European countries in the 1980s, with the possible exception of younger men in Italy. In Switzerland there is a sizeable potential for further increasing overall life expectancy by reducing the mortality of those with a lower educational level. The results presented contribute to a reliable assessment of socioeconomic mortality differentials in Europe.

langewitz w., heydrich l., nübling m., szirt l., weber h. & grossman p. (2010) Swiss Cancer League communication skills training programme for oncology nurses: an evaluation. Journal of Advanced Nursing 66(10), 2266–2277. Aim. This paper is a report of an evaluation of the effectiveness of a communication skills training programme for oncology nurses. Background. Clinical care for patients with cancer is increasingly being divided between nurses and physicians, with nurses being responsible for the continuity of patient care, and oncologists choosing and explaining the basics of anti-cancer therapy. Therefore, oncology nurses will profit from evidence-based communication skills training to allow them to perform in a professional way. Methods. Between 2003 and 2006 pre- and post-intervention videos of interviews with simulated patients were compared using the Roter Interaction Analysis System. Patient centeredness was assessed by counting segments of appropriate mutual responding to cues and by calculating length of uninterrupted patient speech. Findings. Appropriate empathic (1·6% vs. 3·2%), reassuring statements (2·3% vs. 3·4%), questions concerning psychosocial information (2·8% vs. 4·0%) increased statistically significantly; utterances containing medical information decreased on the part of nurses (17·8% vs. 13·3%) and patients (8·1% vs. 6·7%); and patients provided more psychosocial information (3·3% vs. 5·7%). The level of congruence and empathic responses to patients’ emotional cues increased statistically significantly, as did the length of uninterrupted speech (3·7–4·3 utterances; all P < 0·05). Conclusion. The communication skills training of the Swiss Cancer League could be used as a model to achieve substantial improvements in patient-centred communication. Sequence analysis of utterances from patient-provider interaction should be used to assess the amount of patient-centred talk. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate whether trainees' performance on a virtual reality angled laparoscope navigation task correlates with scores obtained on a validated conventional test of spatial ability. 56 participants of a surgery workshop performed an angled laparoscope navigation task on the Xitact LS 500 virtual reality Simulator. Performance parameters were correlated with the score of a validated paper-and-pencil test of spatial ability. Performance at the conventional spatial ability test significantly correlated with performance at the virtual reality task for overall task score (p < 0.001), task completion time (p < 0.001) and economy of movement (p = 0.035), not for endoscope travel speed (p = 0.947). In conclusion, trainees' performance in a standardized virtual reality camera navigation task correlates with their innate spatial ability. This VR session holds potential to serve as an assessment tool for trainees. [ABSTRACT FROM AUTHOR]

This paper investigates comparatively the extent to which Greek and Swiss newspaper firms have established a learning-oriented corporate culture and enacted human resource development policies facilitating lifelong both individual and organizational learning and advancement. The results suggest that although Swiss newspaper firms are closer to their transformation into learning organizations than Greek ones, both industries display organizational learning inhibiting deficiencies that need to be handled by newspaper managers. [ABSTRACT FROM AUTHOR]

This paper focuses on the development and the "state of the art" of masculinity studies in the German-speaking countries (Austria, Germany, Switzerland). It concentrates on social sciences, with further attention to historical and pedagogical studies. First it is described how men's studies (Männerforschung) developed: starting as a mélange of male (therapeutic) self-reflection and scientific analysis before becoming part of "normal science." Second, it discusses two central theoretical frameworks and their interrelation, Connell's concept of hegemonic masculinity and Bourdieu's analysis of male dominance. Third, the paper reports on current focal concerns of German- speaking masculinity studies: fatherhood, changes in males' occupational relationships, migrant masculinities, educational underachieving, and changing military masculinities. The paper shows how these concerns are influenced by societal and political developments in the region. [ABSTRACT FROM AUTHOR]

Linguistic diversity in Switzerland, which is generally regarded as a successful case of language management, is currently being challenged. One of the most significant reasons for this is the growing importance of English. While national languages were traditionally taught as the first foreign language and English as the second foreign language throughout Switzerland, English has gained in importance, leading, in some cantons, to its earlier introduction, or/and more hours of English in the curriculum. This paper reviews these issues, taking the historical roots and institutional aspects of Swiss multilingualism into account. Current developments in language education are analysed not just as pedagogical, put as political and policy responses to the major challenges confronting the longstanding principles of diversity management in Switzerland. [ABSTRACT FROM AUTHOR]

* Reflective practice now appears firmly established in the English speaking world of professional nursing practice and development. Outside this linguistic context, however, the concept seems less well-known. * This paper describes an experience drawn from clinical practice and education in French-speaking Switzerland followed by explicit reflection grounded in questions generated by Johns' model for structured reflection. Thus, a concept well-described in the English-language literature underpins an innovative approach to a French-language clinical teaching situation. * The professional implications of this situation are explored through meaningful reflection providing new insight into familiar circumstances as they relate to the nurse tutor's role. * This exploration is followed by a critical approach to the experience and the subsequent structured reflection in order to address relationships between intuition and expertise and self-awareness through reflection. * A hermeneutic perspective provides additional insight into the nurse-patient relationship where both come to the situation with their own 'pre-understandings'. Individual horizons thus endorse a new understanding going beyond taken-for-granted meanings. [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]

This paper, extracted from the proceedings of the 13th international meeting of the International Association for Experimental Education in the French Language, held in Geneva in April, 1966, gives us an over- view of what some of our European colleagues consider to be the major research needs in dyslexia. [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]