Graubünden teachers criticise quality control at school

Staff shortages are a pervasive issue, also for teachers. In order to be able to fill all the teaching posts in the Swiss canton Graubünden, special permits are issued each year. The Graubünden Teachers Association criticises this approach.

Every year, the Department of Primary Education and Sports grants special permits to teachers who lack the necessary qualifications for the grade levels they teach. This includes instances where individuals who have only completed degrees in primary education are teaching at secondary schools, or where kindergarten teachers are instructing at primary schools. The department also provides individual approvals to those who lack any formal pedagogical training.

The canton and municipalities were only able to ensure an adequate number of teachers because of these special permits.

At the moment, these permits are very important for schools, also in order to be able to fill all the posts.

According to the Director of the Department for Primary Education and Sports, there are approximately 2,300 teachers in the canton's school system for the 2023/24 academic year. Out of these, 462 teachers have been granted a school permit despite not having adequate training, and 22 teachers have no pedagogical training at all. These 22 individuals collectively fill seven full-time positions.

Nora Kaiser has expressed concerns about the current approval processes, suggesting that they could potentially compromise the quality of education in schools. She points out that there are numerous individuals who are working at a level they don't have the necessary credentials for. This leads to frustration as these individuals do not receive sufficient rewards for the work they do, simply because they do not hold a degree.

Often, they possess the determination to pursue the necessary degree. However, the demanding workload of teachers leaves them with insufficient time for further training.

Measures taken by the canton to ensure quality

The Head of the Office for Primary Education and Sport, however, is believes that quality can be assured. This assurance is achieved through the support of the school team and its leader, as well as through the oversight provided by the inspectorate and the necessary training programs.

The canton is active on several levels. This includes direct interactions with school principals, collaborations with school boards, and exchanges with school associations. They also maintain an online portal for job vacancies and have introduced new courses at the College of Teacher Education. Quality assurance is another key focus, with authorisations being granted for a period of one to three years only. Furthermore, individuals are required to have comparable pedagogical training and must be capable of attending school.

The system isn't straightforward; we must all lend a hand to one another. Also, the school is a legal obligation of both the canton and the local council.

Nora Kaiser and Chantal Marti-Müller have expressed that the task of recruiting teachers has grown increasingly difficult. This is partly due to the unique linguistic and geographical characteristics of Graubünden. The Office for Schools and Sports recognises the urgency of this issue and is committed to improving the situation. Efforts are being made in collaboration with local councils and relevant parties to address the challenges.

Chantal Marti-Müller suggests that while it's easy to criticise, it would be more beneficial if the EEG led by example to inspire future teachers. The ultimate goal is to provide children and young people with opportunities for learning and development. Nora Kaiser agrees, but she also emphasises the need for greater appreciation of the work done by teachers.

Teachers criticize the quality of education

Swiss Abroad family return for school in Switzerland

The Stankowski family, who had lived in the Philippines since 2018, have returned to Switzerland for their children’s education. The family and the two children’s teachers take stock of a rather unusual start to the new school year.

“Noel and Micha were delighted to return to Switzerland, even if they didn’t know exactly what to expect, having spent a good part of their lives in the Philippines,” says their mother, Barbara.

Since August, Noel (10) and Micha (8) have been attending school in Ittigen, canton Bern.

Barbara and husband Simon have been back in Switzerland with their two children since June, having spent five years in Manila. The family feels very welcome in the parish where Barbara has been a pastor since October.

Simon Stankowski has found a teaching post in in Upper Aargau. For three-and-a-half days a week he teaches unaccompanied minors who are seeing asylum.

But the main reason the Stankowskis are back in Switzerland is their children’s education.

At home the two boys remain fairly discreet about their life at school. “No news is good news,” Barbara smiles. However, the parents agree that their sons enjoy going to school and that it sets the pace for their daily lives, which helps them to reintegrate.

“I was surprised at how quickly Micha integrated. He made friends very quickly,” says Michelle Wittwer, a Year 3 teacher. 

Noel, more reserved, needed more time to find his place. His classmates have been in the same class for a long time, so they know each other well. But he’s got there.

“Noel was no longer used to being in a class of 20 pupils with just one teacher, so he had to learn to be patient,” says his Year 5 teacher Damian Howald. Wittwer adds that Micha used to cover his ears with his hands. “It was too noisy for him and he couldn’t concentrate,” she says.

Barbara and Simon Stankowski are returning to Switzerland for the education of their two sons, Noel and Micha. We will accompany them on this adventure. With the help of the diary the family is keeping, we will share the main stages of their journey with readers and give advice on how to avoid pitfalls when entering children into the Swiss education system.

The Covid-19 pandemic meant the two boys spent most of their schooling at home in the Philippines.

As the Stankowskis are German speakers, Noel and Micha have no trouble with German. Noel, on the other hand, didn’t learn French when he was in the Philippines, which is why he gets one hour’s support a week. In other subjects, the boys have no particular difficulties.

Life on the other side of the world has also given them a number of advantages. Noel and Micha have a lot of general knowledge and a very good knowledge of geography for their age, according to the two teachers. They also have a good level of English.

Their story aroused the curiosity of their classmates, who were impressed by their background. “Micha talked a lot about the Philippines and explained, for example, that not all the children in the world can read or write,” Wittwer says.

Howald is convinced that “living abroad has given them a different perspective on the world, and that’s an undeniable benefit!” This view is shared by Barbara and Simon Stankowski, who believe that an intercultural experience teaches people to adapt to different environments.

Noel’s teacher is also convinced that, for children to integrate as well as possible, the support of their parents is essential. “Parents must accompany their children during the integration process, by asking them regularly how school is going, and by giving them the necessary time, both in class and at home,” he says.

Michelle Wittwer believes it can be useful to explain the Swiss school system to children before they arrive at school, so they have an idea of what to expect.

Howald believes the age at which children return to Switzerland also plays a role in how easy or difficult it is for them to integrate. “The older the children, the more complicated it is.”

A view shared by educationsuisse, as reported in this article:

Now that the main steps of the couple’s return to Switzerland are behind them, Barbara and Simon Stankowski have learnt a few lessons. 

For example, they think it would be a good idea to settle in Switzerland before the summer holidays. “Ideally, I think one should even return in mid-May, so the children can already go to school before the summer break,” says Barbara. Although the family returned in mid-June, it seemed a long time before Noel and Micha went back to school in August.

There are other factors that can make a smooth return easier, such as having the opportunity to get to know the school and classroom before starting. According to Simon Stankowski, “it takes away the fear of the unknown”. Sport also provides an opportunity to meet future classmates.

The Stankowskis are certainly happy to be back in Switzerland, but they still have mixed feelings since leaving the Philippines. “We felt we’d let our friends down over there,” Barbara says. “We’re so privileged here,” Simon adds.

The mother and two boys feel a certain sadness when they look at the photos of their adopted country. For Simon, it’s less difficult. In the same way Barbara has felt bad about enjoying the panoramic view of the Bernese Alps from their flat because it showed her every day “how unfair the world is”.

“Personally, I was delighted,” adds Simon. “In Manila we had a view of a wall!”

Although they have been away for only five years, the couple have “unlearnt” the Swiss way of doing things. Shopping in a supermarket or navigating the many apps on their phones is still a challenge.

“We’re really glad we stored our beds and furniture here before we left, because we’d have been completely overwhelmed if we’d had to buy everything again,” Barbara says. 

The Stankowskis were also surprised by the quantity of items put away. “We found four kitchen whisks and piles and piles of plates. In the Philippines, we only had a few plates and a salad bowl, and that was enough.”

Swiss Abroad family return for school


One school for all - a feasible approach?

The principle of integrating as many children as possible into public schools has been in effect since 2011. The Swiss canton Basel-Stadt is at the forefront of this initiative. Pupils with high learning capabilities interact with those from less privileged educational backgrounds. Specialised programmes are required for children with specific diagnoses. However, teachers are facing challenges with this approach.

Being a primary school teacher has always been Sandra Maître's dream job. She has dedicated over two decades to this profession, but she is now finding herself pushed to her limits. The differences among her 18 students are vast.

The diverse composition of the class, ranging from children with learning difficulties to high-achievers, coupled with the individual needs and specialised programmes, places a significant demand on Sandra Maître.

Almost all of the students in her class require special assistance. The primary school teacher is calling for support from the school administration, as she finds herself unable to manage the daily school routine single-handedly.

"Feeling helpless, powerless, and wondering, 'how is this supposed to work?'"

In 2011, a shift occurred in the Swiss primary education system: the aim became to include as many children as possible in mainstream compulsory education, rather than splitting them into smaller classes or special schools. It was also decided that children with disabilities should, wherever possible, remain in mainstream schools.

Based on the diagnosis or assessment, the children receive additional lessons. This is intended to ease the teaching burden on the class teachers. The programmes encompass special education, speech therapy, psychomotor skills, and education for gifted children.

Simone Fassora

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Inclusive education has been implemented more rigorously in canton Basel-Stadt than anywhere else: the canton is a trailblazer in this regard. Small classes have been entirely phased out there. The debate surrounding the Basel education system has been intensifying for several months now: teachers are advocating for a reform of the inclusive education system and have submitted the "support class initiative".

Inclusive schools have been a topic of considerable debate since their introduction in 2011. The system has not been implemented as extensively in all cantons as it has been in the canton of Basel-Stadt. The effects of this approach are particularly noticeable in the district of Kleinbasel.

The Thomas Platter and Wettstein school buildings serve as a microcosm of society: children of affluent academics, refugee children, and offspring of middle-class families come together here - both educated and less educated children share the same classroom.

Resistance among teachers emerged as early as last year. In August 2022, they handed in the "Support Classes Initiative" with 3,800 signatures. The teachers are advocating for an increase in separate lessons.

The children are less resilient and less independent.

One of the members of the initiative committee is Markus Harzenmoser, a primary school teacher from Kleinbasel. He brings a wealth of experience to the table, having been in the teaching profession for nearly 40 years.

Marco Morell

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The teacher is worried about the trends he's observing at the school: "The children are showing less resilience and independence." He believes that remedial classes are particularly beneficial for children who have been "psychologically scarred."

Harzenmoser therefore proposes that children who are struggling should have the opportunity to recuperate in a smaller class temporarily, before rejoining the regular class. He believes that this approach would alleviate the pressure on both the teachers and the children.

Individual program - administrative effort

Sandra Maître's plea for additional resources has been acknowledged. The school administration has assigned her Paula Pfau, who is currently undergoing her pedagogical training. Together, these two women are making every effort to restore tranquillity to their classroom.

In this setting, each child works towards their own learning objectives and receives individualised support measures as needed. The teachers report that the administrative workload has significantly increased, with extracurricular meetings, discussions, and parental engagement consuming a substantial portion of their time.

Sandra Maître and Paula Pfau are constantly brainstorming ways to better support their students. They rearrange the seating, introduce morning meditation sessions for the children, implement visual and auditory protections, and organise a school week in the forest.

The teachers conclude that lessons conducted in the countryside have a particularly positive impact on the children. The open space allows the children to let off steam, enabling them to achieve more than they could in a confined classroom.

At the Wettstein school, Corina Büsch, a fourth-grade teacher, is grappling with the same challenges as her colleagues. Teachers regularly engage in discussions with each other. Corina Büsch is finding the situation in her class increasingly unbearable.

For instance, the classroom blackboard is often covered in offensive insults directed at the teachers. She also feels a sense of abandonment.

Corina Büsch is advocating for a genuine dialogue concerning the inclusive school model, as she views the system as a contentious issue. Sandra Maître believes the solution lies in allocating more resources and is calling for double staffing for challenging classes. Her efforts have been successful: the school has decided to increase Paula Pfau's workload for the upcoming year.

The cantonal government of Basel-Stadt has also responded to the situation and plans to introduce new measures by the 2024/2025 academic year, such as support islands or support groups. The Department of Education's goal is for all children to be able to return to mainstream classes.

One thing is clear: all parties involved are striving for the best outcome for the children. However, there is a lack of consensus between the authorities and the teaching staff on what this should look like in practice. The ball is now in the court of the politicians.

Does school really prepare children for life?

Dual training: girls increasingly interested

In Ticino, there is a noticeable increase in young women choosing to undertake an apprenticeship in a company.

Girls are increasingly interested in undertaking dual training. This is one of the key data that emerges from the review, shown in Bellinzona, of the latest apprenticeship placement campaign and the choices of young people who completed middle school last June.

As for the consultations - in middle schools, but also later with young adults and adults who intend to change their path, or specialise after initial training - in the last year, 10,596 counseling interviews were undertaken, with an increase of over 500 counseling sessions.

In the perspective of the year 2023/24, no substantial changes are recorded and the destinations can be summarised as follows: 45% are directed to secondary schools, 43% to professional training, 4% to preparatory courses for professional training, 3% to specialised schools. Other choices are made by 3%, while 2% repeat the fourth grade.

Of the 3,854 entrants into professional training, 1,371 have opted for a full-time professional school and 2,483 an internship in the dual school-company form. As for the new dual apprenticeship contracts, 756 out of 2,483 were signed by young people who finished middle school in June.

Despite the substantial stability of the figures, there is a significant increase in girls who have chosen to undertake an apprenticeship in a company: the relative quota has in fact risen from 25% in 2022 to 31% in the current year.

Finally, as far as the economic sectors involved are concerned, the numbers in retail trade, logistics, and polymechanics are in line with those of previous years. In certain sectors, such as commerce employees, kitchen, pharmacy assistants, and social care workers, the number was instead higher than that of 2022.

In the automobile professions, construction, and sanitary facilities, a decrease was instead found. However, these are limited variations that do not allow to establish whether it is a cyclical or structural change in the choices and sectors that offer internships.

Claire Micallef

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RG 12.30 of 14.11.2023 - More girls interested in apprenticeship / RSI

Nov. 14, 2023: Ticino, more and more girls are choosing internships

More girls choose an apprenticeship

In the French-speaking regions of Switzerland, the approach to teaching citizenship in schools differs from one canton to another.

Julien Furrer

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In the lead-up to the federal elections on October 22, 2023, the role of civic debate in schools has ignited controversy in the canton of Vaud. The issue is particularly heated as citizenship education remains ambiguous and inconsistent across French-speaking Switzerland, leading to significant variations between schools. Consequently, teachers' unions have called for a more defined common framework.

An appeal has been filed with the Vaud court challenging the decision to prohibit all political debate in the canton's educational institutions in the lead-up to the federal elections on October 22. The State Councillor in charge of education, Frédéric Borloz (PLR), defended this decision with the aim of preventing any form of "electioneering" during the campaign period.

What some perceive as propaganda is defended by others as a means of fostering critical thinking and citizenship. Beyond partisan divides, the controversy in Vaud raises the question of how well young people in French-speaking Switzerland comprehend political institutions and issues.

"I'm quite keen to learn more about politics, but I'm unsure where to begin. I feel somewhat lost," says a young woman from Valais who has recently reached adulthood. This sentiment is one of the factors that may account for the low electoral participation among young people (aged 18-24).

Citizenship education is a part of the "Plan d'étude romand", the education plan, and is therefore included in the curriculum across all cantons. However, due to federalism, each canton operates its own system, resulting in a lack of uniformity among students.

In canton Jura, for instance, a period of General and Social Education (EGS) is planned for nearly the entire academic year (from 3H to 11H), whereas in canton Valais, citizenship education is fully incorporated into other subjects, with no specific period allocated to it.

All the French-speaking cantons emphasise that citizenship topics are tackled in an interdisciplinary manner through other subjects, primarily history, geography, French, and science. Additionally, extracurricular events centred around political life are organised and encouraged across all cantons.

For instance, the town of Vevey will be organising a "speed dating" event between citizens and local councillors on September 15, 2023, in celebration of Democracy Day.

Isabelle Bannerman

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The current approach is considered satisfactory by the majority of the relevant departments consulted by RTS. However, the Syndicat des enseignants romands (SER) and the national teachers' association (LCH) hold a more critical view. According to SER president David Rey, there is a need for better integration into the timetable.

Consequently, in an international comparison, Swiss students are ranked "rather low" in terms of political knowledge and participation, as per a significant international study conducted in 2009. This is a paradoxical situation considering the prominence of semi-direct democracy in the country. David Rey, the president of SER, suggests that it would be "interesting" for the political authorities to establish "a common framework at the level of French-speaking Switzerland" to ensure a "common foundation" for students.

The unions intend to bring up the issue with the cantonal education ministers, who have already scheduled it for discussion at their upcoming Intercantonal Conference (CIIP) at the end of September.

Criticism of civics lessons

Mindfulness can reduce stress in the classroom

Unruly children and unruly classes: More and more teachers are reaching their limits. How do you bring calm back into the classroom and improve relationships within the class? Mindfulness is one way, as the example of a class in Bern Bümpliz shows.

"I knew I couldn't do this job for the rest of my life. Not like this." Eight years ago, primary school teacher Nathalie Bühler was at a turning point: challenging adolescent boys, mentally stressed children, filling in for colleagues who were absent due to burnout, and the loss of a loved one in her private life. At some point, all of this became too much for her and she didn't want the situation escapes her. That's why she opted for mindfulness back then.

I have noticed that the children's concentration span is getting longer, and at the same time they can also reduce stress.

She completed a so-called "MBSR" course: stress management through mindfulness. The program is based on traditional meditation techniques that have been scientifically tested for their effectiveness. It was there that she realized for the first time how much stress she was under at school. "At the same time, I realized that I had to change something in my relationship with the children: not react out of emotion, but be present and perceive the children's needs with an open mind." In this course, she learned to set herself apart and remain calm even in stressful moments, which had a positive effect on her lessons.

Stay calm in stressful moments: Children should do the same in class. You have to concentrate, even if colleagues on the left and right are talking to each other. Nathalie Bühler now integrates mindfulness into her fifth and sixth grade lessons in Bern Bümpliz.  

The teacher starts each morning with a mindfulness exercise: the children sit quietly in a circle, close their eyes and concentrate on their bodies. They should observe without judging. If they feel something in one part of their body, they can place their hand on that part. Sitting still and observing the body – such exercises also help later in lessons, says the teacher: "I've noticed that the children's concentration span is getting longer, and they can also reduce stress at the same time."

Susanne Stöckl

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After the exercise, each child tells how they are feeling. Only then is the class ready for math. "Such transitions are important," says Nathalie Bühler. A school day is intense for everyone, so moments of calm in which the class does something together for their well-being are important. Awareness of one's own state of mind and that of others is a basic element of mindfulness. This leads to constructive interaction with others and with oneself. 

Nathalie Bühler finds that the class has changed since she integrated mindfulness into her lessons. "The class atmosphere has changed and so has the understanding for each other."

You don't always have the opportunity to talk about feelings at home, so I like it when we do it in class.

Her pupils also confirm this: "At home you don't always have the opportunity to talk about your feelings, so I like it when we do it in class," explains Elsa. Anik says that mindfulness has changed the concentration in the class: "In year five, we were very unfocused, but that's much better now." Alec now finds it easier to calm down: "I like the fact that we do the exercises every morning, then I'm no longer so antsy and restless afterwards."

The teacher works with the MoMento mindfulness program, which was specially developed for school classes. It is one of many programs offered to teachers and families to promote life skills in children.  

Promoting life skills – this is also a declared aim of Curriculum 21. Socio-emotional learning includes self-awareness, self-control, relationship skills and responsible decision-making. These are all skills that can be trained with mindfulness. Such exercises also deepen the relationship with the children. "Children learn better when they feel comfortable in the classroom," explains Matthias Rüst, Managing Director of MoMento Swiss.   

It is crucial that the teacher themselves exemplifies these principles – treating the children with calm and attentiveness, but also with structure and guidance. "Children learn most from role models."  

Another important topic in the classroom is impulse control. The children should practise how they can regulate their emotions.  Using neuroscientist Daniel Siegel's hand model, the pupils learn how their brains work.

A thumb pressed into the palm of the hand illustrates a dangerous situation. The so-called lower level of the brain sounds the alarm and feelings such as anxiety or stress arise. But what can the children do about it? Take a deep breath. Then the brain comes to rest and can think rationally again. MoMento calls this "the strategy of the pause".

When you take a deep breath, your fingers place themselves protectively over your thumb, allowing you to act with deliberation. The fingers symbolize the so-called upper floor, the cerebral cortex, which regulates emotions. Children can use this hand model to remind themselves of this "calming process" again and again.

According to Nathalie Bühler, this has an effect in sport, for example. If a team lost, the children would have thrown things at each other in the past. Today, they would be quicker to say: "Stop, that's too much for me." Nathalie Bühler and the children feel more comfortable in the classroom today. And when asked whether she enjoys teaching, the primary school teacher now answers with conviction: "Yes, very much!"