Primary level: what is new?
On the Swiss-wide and cantonal levels alike, compulsory education is about to face reforms and challenges which also have implications for the primary level, such as:
 | For the member cantons, the inter-cantonal agreement on the harmonisation of compulsory education (HarmoS Concordat; in effect since 1 August 2009; implementation by school year 2015 / 2016 at the latest) will lead to a harmonisation of objectives and structures in compulsory education, e.g. the extension of compulsory education (compulsory pre-school attendance, standardised pre-school enrolment age of 4, increased flexibility in school enrolment), standardisation of the cantonal school structures, introduction of nationally binding educational standards, teaching in 2 foreign languages already beginning on the primary level, curricula and teaching material specific to each linguistic region, block teaching, the promotion of all-day structures to meet requirements. |
| The introduction of block teaching and all-day structures: in about half of the cantons, over 50% of schools have comprehensive block teaching (taking all schools on the primary level into account). In most cases, less than 50% of schools have supervised midday catering. Only a few all-day schools are available in each canton (with the exception of the canton Ticino, where a significant number of all-day schools and schools with midday catering are available). |
| Increased flexibility in the school entry level (see compulsory education). |
| Increased heterogeneity of school classes (see compulsory education), |
| In accordance with the Federal Law on Overcoming the Inequalities Affecting Disabled Persons and in keeping with the inter-cantonal agreement on cooperation in special needs education (Special Needs Education Concordat), children with special needs are to be integrated into ordinary schools. Projects for the integration of pupils with special needs are underway in cantons and municipalities. On the other hand, the proportion of children in special classes and special schools, and thus the demand for separative courses, has continually increased since 1980.
In 2008, special needs education of children and adolescents became the responsibility of the cantons, which is leading to changes in compulsory education and requires coordination between the cantons (see special needs education). |
| The schools are increasingly being granted more room to manoeuvre and are participating in quality development and quality assurance. |
 Further information |
