Developments
The types of matura that were formerly in place have been dispensed with by the 1995 Swiss Federal Council Ordinance on the Recognition of Matura Certificates and the identical regulations of the Swiss Conference of Cantonal Ministers of Education. Instead, an optional subject system with core subjects, an in-depth subject and a supplementary subject, including the completion and presentation of a larger, self-contained assignment (matura assignment), and a new framework curriculum have been introduced.
Evaluation of the matura reform
In many cantons, this was accompanied by a shortening of the period of education from enrolment in primary school to attainment of the matura certificate, from 13 to 12 years. The matura reform was evaluated in 2 phases (project EVAMAR: 2002-2004; 2005-2008). The results indicated a need for changes in matura education.
First evaluation phase
The first changes took place in 2007 with a partial revision of the Regulations on the Recognition of Matura Certificates (relevant as of school year 2008 / 2009). This involved, for instance, a strengthening of the natural sciences (biology, physics and chemistry), in that they are no longer assessed as a group of subjects with a single grade, but instead as individual subjects. In addition, the portion of overall tuition accounted for by subjects in the fields of mathematics and the natural sciences was increased. The subjects of history and geography, which were previously combined under humanities and social sciences, are now listed individually and a separate grade is given for each. An introduction to economics and law has been added as a further compulsory subject for all students. As information technology can now also be selected as a supplementary subject, the framework curriculum has been extended to include information technology as a supplementary subject. The importance of the matura assignment was increased, in that its grade counts toward passing the matura examinations.
Second evaluation phase
Additional, more comprehensive changes may occur as a result of the second evaluation phase (topics to be addressed include the duration of matura school education, educational goals, passing norms, bilingual matura certificate). The transfer from the matura schools to the universities raises questions as to whether the matura schools prepare the students sufficiently for study, or as to which competences students must have at the end of their matura education in order to be ready for the demands of university study. The second phase of EVAMAR addressed these questions and examined the students' level of education at the end of matura school.
The discussion concerning educational standards has also been launched in connection with matura education. In addition, language teaching and evaluation thereof at the upper secondary level is to be coordinated and further developed.
Further education
The matura certificate is the main means of access to cantonal universities and Federal Institutes of Technology. Due to the introduction of the vocational baccalaureate and the Passerelle Regulation (regulation on the recognition of vocational baccalaureate certificates for admission to cantonal universities and Federal Institutes of Technology), holders of a federal vocational baccalaureate are also admitted to universities.
Further information
