Legal Documents

Abstract

In June 1930, the Federal Council enacted the Swiss Federal Act on Vocational Training. [Fig. 43] It replaced the cantonal apprenticeship laws1 and became effective in most cantons through various introductory laws.2 [Fig. 44] The Federal Act—the implementation of which was delegated to the cantons under the supervision of the Federal Council—dealt in general terms with requirements for training in all industrial professions. It laid down rules on job titles and training authorizations, defined the prerequisites for establishing an apprenticeship relationship, and regulated the duties and rights of masters and apprentices. It thereby established the framework for an obligatory apprenticeship contract, defined the relationship between professional teaching and obligatory vocational schooling, and prescribed uniform apprenticeship exams for the whole of Switzerland. On the basis of this Federal Act, the Federal Office—in collaboration with professional associations— compiled regulations for vocational training, apprenticeship exams, and diplomas and master craftsman exams for all professions.3 In the case of Graphiker (graphic designers), these training regulations only came into force after World War II, in 1948. [Fig. 45] The trade schools aimed to classify their school-based vocational training within the scope of this new law— especially the Fachklassen (subject classes) of the arts and crafts departments. The following questions arose: How are the Fachklassen recognized by law? How does the recognition of schoolbased vocational training in the Fachklassen relate to vocational training in practice, and how do final, internal school exams relate to the final apprenticeship exams? How does the curriculum for the Fachklassen comply with the minimum requirements of the newly developed training regulations? With the new Federal Act on Vocational Training, new authorizing bodies emerged.4 These all assumed official responsibility for vocational training, and entered into relationships with the respective schools. The Federal Act also intensified the link between trade schools and professional associations, which were granted important powers with regard to the training programs. Up to this point, arts and crafts schools or trade schools had rarely approached the authorities or professional associations proactively in order to negotiate framework conditions for their training programs or to present them with improved pedagogical concepts.5 We may assume that school directors and department heads for their part were happy if no one from officialdom made representations to them in this regard. However, once the associations were given a voice in the organization of trade schools, training programs, and curricula, the school directors were ultimately compelled to liaise with them and negotiate anew the content of their curricula.