Advisory Council for Education
The Department Secretariat oversees the management of the Advisory Council for Education.
Transition test
The debate over the right transition process for long-term secondary schools has become a fundamental political issue, overshadowing the arguments for stricter transition regulations. The Advisory Council for Education has given this matter careful consideration. The consultation on this will continue until the end of September.
What’s the problem?
- The problem is that increasing number of students are transferring directly to long-term secondary school after primary school. Until a few years ago, this rate varied around 20%, today it is 25%. If this trend continues, we can expect it to reach between 27% and 30% within the next 5 to 10 years.
- This shifts the balance of educational pathways. As a result, more and more bright students are missing out on secondary education. This not only impacts secondary schools but also vocational training and all schools after the secondary school (vocational Matura, FMS, WMS, short-term secondary school).
- Drop-outs from secondary school: it's not as if no one leaves cantonal school. In the first three years, the dropout rate is around 15%.
- So what? Isn't this shift towards more upper secondary education and fewer apprenticeships a common trend throughout Europe? Nevertheless, Switzerland currently offers the greatest opportunities for social mobility. In Switzerland, a person's financial prospects are least tied to their family background. Social mobility in Switzerland is higher than in all those countries that have already implemented this supposedly progressive change. Switzerland also has a lower youth unemployment rate. This is also primarily a consequence of the harmonious coexistence of all educational pathways. The one-sided focus on long-term secondary schools in the canton of Zug risks undermining the very factors that create opportunities.
Undesirable development from a political perspective
This development is wrong. The government council and the cantonal council agree. The responsible Advisory Council for Education (which is composed according to party strength in the cantonal council) has therefore looked at the management options and, after carefully examining various options, is proposing a new pathway to the long-term secondary school in Zug. This will include the overall grade of the final school year, recommendation and a new exam component.
No tutoring industry
The new entrance test will determine who is eligible for long-term secondary school in Zug. Separate, costly preparatory tuitions are unnecessary for transitioning to long-term secondary school. The reasons are as follows:
- The entrance test, the overall grade of the final school year, and the teacher's recommendation are all factors considered for admission. The teacher's recommendation or the fact that all other transitions in the Zug school system remain exam-free, for example, make a huge difference between the transition system in Zug and the one in Zurich.
- If needed, the lower secondary school provides free after-school preparation sessions. These are adequate for students who qualify for long-term secondary school.
- Taking the entrance exam is not a do-or-die situation.In cases where students are not adequately challenged at the secondary school, the secondary school teacher can disregard the poor test result and place them in long-term secondary school by simply assigning them to it.
An exam-free system is not fair
No transfer procedure can make up for disparities in educational opportunities due to the family backgrounds. The current exam-free process is definitely not equitable. It is very selective. It's evident that today, admission to long-term secondary school is less probable in Baar compared to the city of Zug, even though these municipalities are quite similar. However, a transition process with an additional test component offers an neutral external viewpoint. It adds another dimension.
Further arguments
- Being able to handle pressure: the long-term secondary school is a rigorous school for top-performing students. They must either be able to handle the pressure of an exam, as the school curriculum is assessed, or choose the secondary school route, which does not involve an entrance exam. Even for the short-term secondary school.
- Old statistics: the debate over the entrance exam repeatedly highlights the above-average university and ETH performance of students from Zug compared to the Swiss average. These figures are from a generation of students prior to the rise in admissions to long-term secondary schools. In the future, the result will decline: rates above 20% double the drop-out rate, according to Stefan Wolter from the Swiss Coordination Office for Educational Research.
- Is ending long-term secondary schools an option? By lengthening the "primary school", the performance levels among different educational tracks could actually be evened out. However, the Zug approach is distinct, focusing on individual advancement with tailored educational paths. A long-term secondary school for high-achieving students at this point also fits within this framework. But only if the long-term secondary school maintains this type of performance.
- Teachers are still essential: It is unfair to accuse the Advisory Council for Education of mistrusting the referring teachers. The overall grade of the final school year and teacher recommendations will continue to play an important role alongside the entrance examination.. However, the teacher's internal assessment will be complemented by the external evaluation of the examination. This seems appropriate and fair.
- Performance and performance orientation:We are committed to performance. Subject-specific performance and competence-based teaching are not mutually exclusive. It's also understood that society expects schools to deliver academic success. A reminder: 25% Swiss schoolchildren struggle to understand the most basic texts at the end of their schooling. 20% do not have the minimum understanding of mathematics. Experts advocate for "tests worth teaching to", where tests aid in improving school performance. Only performance-oriented schools can secure Switzerland's and its youngsters' position in international competition. Misplaced pity or skepticism towards performance do not help ensure a life of freedom and self-determination.
Alternatives?
The Advisory Council for Education has chosen a holistic approach which takes into account the overall grade of the final school year, teacher assessment and entrance examination for transitioning to the long-term secondary school. After secondary school, the transition remains examination-free. The Advisory Council for Education also considered and rejected other alternatives.
- Completely eliminating long-term secondary school is not an alternative. In a diverse educational landscape, there is place for a specialized, performance-oriented long-term secondary school. Only if the long-term secondary school remains performance-oriented. In addition, the Cantonal Council has already voiced its disapproval on eliminating long-term secondary school.
- Simply offering incentives is not sufficient to reduce the demand for long-term secondary schools. Parental aspirations often outweigh such measures. This was demonstrated in an experimental study by the Swiss Coordination Office for Educational Research. Even if there was an increase in the number of short-term secondary schools, it wouldn't sustainably reduce the demand for long-term secondary schools, as the decision to attend long-term secondary school is made three years in advance. Nevertheless, if the entrance exam for long-term secondary school successfully attracts more high-achieving students to the secondary school route, the canton can readily adjust and increase the number of short-term secondary schools.
- Communication is also a type of incentive. There is already a lot of communication in various forms regarding transition options and on the fluidity of educational pathways. However, the increasing trend of students opting for the long-term secondary school route cannot be reversed solely through communication, regardless of its extent.
- The Advisory Council for Education opposes stricter selection in the lower classes of the long-term secondary school in order to remove students who are incorrectly assigned. Firstly, approximately 15% of students drop out of secondary school within the first three years. Secondly, students who are incorrectly assigned miss out on career and educational guidance in secondary school. Career and school counseling is provided intensively in secondary school and is a specific responsibility of the secondary school.
- Since the canton already conducts standardized performance assessments in German, Math, and English in the 4th grade of primary school, there has been discussion about whether these performance assessments could also be implemented in the 5th and 6th grades as an alternative to an entrance examination. For the Advisory Council for Education, these performance assessments would effectively become hidden entrance examinations. Some parents would likely perceive them as such and prepare their children accordingly. Although the Advisory Council for Education agrees that there is a need for an assessment component in the transition process, but believes it should be explicitly labeled as an examination for everyone to understand.
- Recently, some have criticized the Advisory Council's proposal that the teacher's internal assessment remains too influential in the transition procedure. However, the Council recognized from the beginning that the teacher's perspective is important and should not be replaced by the external perspective of the transition exam but only supplement it.
Consultation
The Advisory Council for Education will submit its proposals for consideration by September 2024. Click on this link to see all documents. Detailed information is available at (link in German only:) https://zg.ch/vernehmlassungen/vernehmlassung~_2024_Einladungen-zu-Vernehmlassungen_3_totalrevision-des-uebertrittsreglements~.html
Topics
The Advisory Council for Education is in charge of strategic planning for compulsory education.
- It defines the focus of educational objectives and the curricula;
- approves cantonal school development projects;
- establishes frameworks for the quality development concept of municipal schools and monitors compliance with them;
- sets priorities for external evaluation;
- decides whether specific cantonal teacher training programs are needed in addition to the regional ones;
- sets general schedules such as school vacations, block periods, student teaching hours;
- specifies standards for recognition of private schools.
Composition
The Advisory Council for Education consists of seven members and is appointed by the government council for a four-year term. The head of the Department of Education and Culture is the ex officio president. The party-political composition of the Council reflects the party-political composition of the Siebner Commissions of the Cantonal Council.
The Advisory Council for Education is composed as follows:
- Stephan Schleiss, SVP, President (since 2011)
- Urban Bossard, Die Mitte, Vice-President (since 2000)
- René Dubacher, Die Mitte (since 2015)
- Eva Maurenbrecher-Westling, FDP (since 2019)
- Andreas Blättler, Neuheim, FDP (since 2023)
- Daniel Gramm, SVP (since 2022)
- Diana Stadelmann Stünzi, ALG (since 2019)
Strategic development trajectories and implementation table
Strategic development trajectories for Zug's primary schools 2023 to 2026
Implementation table 2023 to 2026
Advisory Council for Education Resolutions BRB 2024
2024-06: Partial revision of the regulations on the school law - BRB 06/26/2024
2024-06: Partial revision of the regulations on the school law - BRB 06/26/2024 - enclosure decree
2024-06: Partial revision of the regulations on the school law - BRB 06/26/2024 - enclosure synopsis ID 2584
2024-04 - Integration class for children from the asylum and refugee sector - concept lower secondary school I - BRB 04/03/2024
2024-04 - Integration class for children from the asylum and refugee sector - BRB 04/03/2024 - enclosure concept lower secondary school I
2024-03 - Curriculum 21 - Implementation subsection swimming at Zug's private and special schools - BRB 03/06/2024
Advisory Council for Education Resolutions BRB 2011-2022
2022-11 - Implementation & utilization of the Menon education assessment tool - BRB 11/20/2022
2022-07 - Kollegium St. Michael - Request for partial fulfillment of the curriculum 21 - subsection movement in water - BRB 07/06/2022
2022-07 - Neuheim school - Request for partial fulfillment of the curriculum 21 - subsection movement in water - BRB 07/06/2022
2022-06 - Ukraine crisis – certificates for refugee children and young people - BRB 06/01/2022
2022-06 - Implementation & utilization of the Menon assessment tool - BRB 06/01/2022 - out of force & replaced by BRB 11/20/2022
2022-06 - Implementation & utilization of the Menon assessment tool - BRB 01.06.2022 - enclosure RRB 06/14/2022
2022-04 - Implementation table 2023-2026 - passed 04/06/2022
2022-04 - Strategic development lines for Zug's elementary schools 2023-2026 - passed 04/06/2022
2022-03 - Observation and assessment documents from the 2022/23 school year - BRB 03/09/2022
2021-12 - Implementation & use: formative & summative instruments of performance measurement in municipal schools - BRB 12/01/2021
2021-12 - Implementation & use: formative & summative instruments of performance measurement - BRB 12/01/2021 - supplement - RRB 01/25/2022
2021-12 - Adjustment concept Sek I plus - BRB 12/01/2021
2021-12 - Adjustment concept Sek I plus - BRB 12/01/2021 - enclosure synopsis amendment promotion regulations
2021-12 - Adjustment concept Sek I plus - BRB 12/01/2021 - enclosure concept Sek I plus regular operation
2021-12 - Adjustment concept Sek I plus - BRB 12/01/2021 - enclosure sypnosis amendment school law regulations
2021-12 - Amendment of the school law regulations concerning special funding - BRB 12/01/2021
2021-12 - Amendment of the school law regulations concerning special funding - BRB 12/01/2021 - enclosure synposis
2021-04 - Criteria to determine school vacation - BRB 04/07/2021
2021-04 - Criteria to determine school vacation - BRB 04/07/2021 - Enclosure synopsis school law regulations
2021-03 - Transferable skills – amendment of regulations and principles - BRB 03/03/2021
2021-03 - Transferable skills – amendment of regulations and principles - BRB 03/03/2021 - enclosure synopsis transition procedure
2021-03 - Transferable skills – amendment of regulations and principles - BRB 03/03/2021 - enclosure synopsis promotion regulations
2021-03 - Transferable skills – amendment of regulations and principles - BRB 03/03/2021 - enclosure synopsis principles B&F
2021-03 - Transferable skills – amendment of regulations and principles - BRB 03/03/2021 - enclosure synopsis curriculum 21
2021-03 - Curriculum 21 - Request for partial fulfillment of the Curriculum 21 - movement in mater - BRB 03/03/2021
2021-03 - Special promotion – amendment of the regulations on the school law / transfer procedure - BRB 03/03/2021
2021-03 - Special promotion – amendment of the regulations on the school law / transfer proced - BRB 03/03/2021 - decision aid
2021-03 - Special promotion – amendment of the regulations on the school law / transfer procedure - BRB 03/03/2021 - synopsis transfer
2021-03 - Special promotion – amendment of regulations on the school law / transfer procedure - BRB 03/03/2021 - synopsis rel. school law
2020-12 - Adjustment of weekly hours table St. Michael Zug - BRB 12/02/2020
2020-05 - Regulations for assessment, promotion and transfer to municipal schools (COVID-19 pandemic) - BRB 05/06/2020
2020-05 - Regulations for assessment, promotion and transfer to municipal schools (COVID-19 pandemic) - BRB 05/06/2020 - enc. regulations
2020-05 - Project: workplace school communication planning - BRB 05/06/2020
2020-04 - Transitional provision for the implementation of Stellwerk 8 - BRB 04/01/2020
2019-12 - Project: workplace school – update on job description and working hours model - BRB 12/04/2019
2019-12 - Project: workplace school – update on job description and working hours model - BRB 12/04/2019 - enclosure final report
2019-06 - Priorities for external school evaluation in the years 2020-2025 - BRB 06/05/2019 2019-06 - Priorities for the external school
2019-06 - Curriculum 21 - Application for partial fulfillment in physical education and sport, subsection movement in wate - BRB 06/05/2019
2019-03 - Reduction curriculum 21 swimming - BRB vom 03/06/2019
2019-03 - Decree on the content of the elective subjects - BRB of 03/06/2019
2019-03 - Decree on the content of the elective subjects - BRB 03/06/2019 - enclosure - amendment protocol WAH
2019-03 - Decree on the content of the elective subjects - BRB 03/06/2019 - enclosure - amendment protocol media and IT
2018-09 - Regulations on promotion at public schools and transfer procedure - BRB 09/05/2018
2018-09 - Regulations on promotion at state schools and transfer procedure - BRB 09/05/2018 - enclosure synopsis
2018-06 - Strategic development lines for Zug primary schools 2018 to 2022 - BRB 06/06/2018
2018-06 - Strategic development lines for Zug primary schools 2018 to 2022 - BRB 06/06/2018 - enclosure implementation table
2018-06 - Strategic development lines for Zug primary schools 2018 to 2022 - BRB 06/06/2018 - enclosure strategy
2018-03 - Decree curriculum 21 canton Zug - BRB 03/07/2018
2018-03 - Decree curriculum 21 canton Zug - BRB 03/07/2018 - enclosure guidelines
2018-03 - Decree curriculum 21 canton Zug - BRB 03/07/2018 - encl. amendment protocol
2017-09 - Further education and training in the fields of media and computer science - BRB 09/04/2017
2017-09 - Further education and training in the fields of media and computer science - BRB 09/04/2017 - enclosure concept
2017-03 - Amendment to the school law regulations “Hour boards / Nomenclature of the canton of Zug for curriculum 21" - BRB 03/22/2017
2017-03 - Amend. to the school law regulations “Hour boards / Nomenclature canton of Zug for curriculum 21" - BRB 03/22/2017 - regulations
2016-12 - Media and ICT recommendations - BRB 12/07/2016
2016-12 - Integration class for children from the asylum and refugee sector - concept for primary level - BRB 12/07/2016
2016-12 - Integrationsklasse für Kinder aus Asyl- und Flüchtlingsbereich - Konzept für die Primarstufe - BRB 12/07/2016 - Beilage Konzept
2016-12 - Integration class for children from the asylum and refugee sector - concept for primary level - BRB 12/07/2016
2016-12 - Decision on the revocation of instructions for the use of standard language in the classroom - BRB 12/07/2016 - enc. directive
2016-12 - Amendment of the regulations on promotion in public schools (assignment to a level) - BRB dated December 7, 2016
2016-12 Amendment of the regulations on promotion in public schools (assignment to a level) - BRB 12/07/2016 - encl. synopsis
2016-09 - Curriculum 21 consultation 1st reading course nomenclature - BRB 09/07/2016
2016-09 - Curriculum 21 consultation 1st reading course nomenclature - BRB 09/07/2016 - enclosure report
2016-09 - Curriculum 21 consultation 1st reading course nomenclature - BRB 09/07/2016 - enclosure ordinance
2016-09 - Curriculum 21 consultation 1st reading course nomenclature - BRB 09/07/2016 - enclosure regulations
2016-09 - Curriculum 21 consultation 1st reading course nomenclature - BRB 09/07/2016 - enclosure synopsis ordinance
2016-09 - Curriculum 21 consultation 1st reading course nomenclature - BRB 09/07/2016 - enclosure synopsis regulations
2016-06 - Adjustment of the timetable for the art and sports class in Cham - BRB 06/01/2016
2016-06 - Adjustment of the timetable for the art and sports class in Cham - BRB 06/01/2016 - enclosure application Cham schools
2016-06 - Adjustment of the timetable for the art and sports - BRB 06/01/2016 - encl. certification 2014-15 Swiss Olympic Partner School
2016-06 - Adjustment of the timetable for the art and sports class in Cham - BRB 06/01/2016 - enclosure Swiss Olympic guidelines
2016-06 - Adjustment of the timetable for the art and sports class in Cham - BRB 01.06.2016 - enclosure action planning 2015-2018
2016-06 - Adjustment of the promotion regulations due to the introduction of English as a specialist subject - BRB 06/01/2016
2016-06 - Adjustment of the promotion regulations due to the introduction of English as a specialist subj - BRB 06/01/2016 - encl. synopsis
2016-04 - Amendments to the regulations due to various changes in legislation - BRB 04/06/2016
2016-04 - Amendments to the regulations due to various changes in legislation - BRB 04/06/2016 - encl. synopsis
2016-02 - Annulment of the resolution of July 9, 2007 concerning the mandatory “European Language Portfolio” - BRB 02/03/2016
2015-12 - Amendment of the regulations on the school law concerning special promotion - BRB 12/02/2015
2015-09 - Implementation of measure 3.16b control/selection in transfer procedures - BRB 09/02/2015
2015-09 - Implementation of measure 3.16b control/selection in transfer procedures - BRB 09/02/2015 - enc. synopsis promotion regulations
2015-09 - Implementation of measure 3.16b control/selection in transfer procedure - BRB 09/02/2015 - enc. synopsis transition regulations
2015-08 - Amendment to the regulations on promotion at public schools - circular resolution 08/01/2015
2015-08 - Amendment to the regulations on promotion at public schools - circular resolution 08/01/2015 - enc. synopsis
2015-07 -Revision of the enactments under Title 3a “Special funding” in the regulations of the shool law - BRB 07/01/2015
2015-04 - Implementation of curriculum 21 in the canton of Zug - BRB 04/01/2015
2015-04 - Introduction of the Swiss German Basic Font as a standard alphabet - BRB 04/01/2015
2014-06 - Post-qualification foreign languages primary school - BRB 06/11/2014
2014-06 - Post-qualification foreign languages primary school in the canton of Zug - in accordance with BRB 06/11/2014
2014-06 - Introduction English as a foreign language - BRB 06/11/2014
2014-06 - Conclusion of the concept phase Sek I plus - Restructuring of the 9th grade - BRB 06/11/2014
2013-12 - Consultation on curriculum 21 21 D-EDK - BRB 12/11/2013
2013-07 - Amendment of the school law regulations - BRB 07/08/2013
2013-07 - Amendment of the school law regulations - explanatory report - BRB 07/08/2013
2013-07 - Amendment of the school law regulations - regulatory text - BRB 07/08/2013
2013-05 - Amendment of the school law regulations - BRB 05/29/2013
2013-04 - Regulations on promotion in public schools - amendment 03/20/2013 / 04/10/2013
2013-04 - Regulations concerning the transfer procedure - amendment 03/20/2013
2013-04 - Report on the consultation procedure for the regulations on promotion and the regulations on the transfer procedure
2013-03 - Project Sek I plus - further procedure partial project restructuring 9th grade - BRB 03/20/2013
2013-03 - Project Sek I plus - further procedure partial project restructuring 9th grade - BRB 03/20/2013 - encl. evaluation consultation
2012-10 - Regulations for the promotion at public schools and transfer regulations - BRB 10/31/2012
2012-10 - Regulations for the promotion at public schools and transfer regulations - BRB 10/31/2012 - consultation promotion regulations
2012-10 - Regulations for the promotion at public schools and transfer regulations - BRB 10/31/2012 - consultation transition regulations
2012-10 - Use of standardized performance tests - BRB 10/31/2012
2012-10 - Use of standardized performance tests - BRB 10/31/2012 - enclosure project order
2012-10 - Use of standardized performance tests - BRB 10/31/2012 - enclosure existing performance tests
2012-06 - Sek I plus - partial concept restructuring 9th grade - BRB 06/14/2012
2012-06 - partial concept restructuring 9th grade - BRB 06/14/2012 -enclosure partial concept
2012-05 - Guidelines for special funding – 1st reading – draft for the consultation process - BRB 05/02/2012
2011-12 - Sek I plus - partial concept restructuring 9th grade - BRB 12/14/2011
2011-12 - Reorganization of participation in the canton of Zug - BRB 12/14/2011
2011-12 - Project assignment: adaptation of transfer procedure Sek I/Sek II and examination of the use of performance tests - BRB 12/14/2011
2011-12 - Basic report Sek I plus - BRB 12/14/2011
2011-11 - Guidelines for safety in/on the water - revised version 2011 - BRB 11/18/2011
2011-11 - Guidelines for safety in/on the water - revised version - circular resolution 11/18/2011
2011-11 - Framework concept: good schools – quality management at municipal schools - BRB 11/09/2011
2011-09 - Oberägeri primary school trial - BRB 09/14/2011
2011-06 School as a workplace – the professional role of teachers - BRB 06/08/2011
2011-02 - Promotion regulations at public schools (amendment) - BRB 02/28/2011
2011-01 - Teacher office - BRB 01/17/2011
Reports on Transition Procedures I
Report to the Advisory Council for Education on transition procedures I 2023
Report to the Advisory Council for Education on transition procedures I 2022
Report to the Advisory Council for Education on transition procedures I 2021
Report to the Advisory Council for Education on transition procedures I 2020
Report to the Advisory Council for Education on transition procedures I 2019
Report to the Advisory Council for Education on transition procedures I 2018
Report to the Advisory Council for Education on transition procedures I 2017
Report to the Advisory Council for Education on transition procedures I 2016
Report to the Advisory Council for Education on transition procedures I 2015
Report to the Advisory Council for Education on transition procedures I 2014
Reports on Transition Procedures II
Report to the Advisory Council for Education on transition procedures II 2024
Report to the Advisory Council for Education on transition procedures II 2023
Report to the Advisory Council for Education on transition procedures II 2022
Report to the Advisory Council for Education on transition procedures II 2021
Report to the Advisory Council for Education on transition procedures II 2020
Report to the Advisory Council for Education on transition procedures II 2019
Report to the Advisory Council for Education on transition procedures II 2018
Report to the Advisory Council for Education on transition procedures II 2017
Report to the Advisory Council for Education on transition procedures II 2016
Report to the Advisory Council for Education on transition procedures II 2015
Report to the Advisory Council for Education on transition procedures II 2014