Analysing the continuing education needs of Swiss in-company trainers: An approach based on the latent class analysis

Abstract

 In the Swiss dual vocational education and training (VET) system, access to continuing ‘extra-professional’ education for in-company trainers remains relatively limited, despite their acknowledged pedagogical role. Accordingly, this study examined the continuing education needs of in-company trainers by analysing their postures in relation to different continuing-education offerings. Hence, an online questionnaire was completed by in-company trainers (n = 5 295) across Switzerland. The survey questions focused on a number of varied themes and characteristics of continuing education programmes. Latent class analyses enabled us to identify four classes of in-company trainer, distinguished by their relationship with continuing education (‘thirsty for continuing education’ vs ‘indifferent for continuing education’), on the one hand, and by their relationship with the trainer’s function (‘apprentices’ caretaker’ vs ‘dedicated to the trainer’s function’), on the other. Several differences were highlighted regarding the socio-demographic characteristics and preferences for practical courses between the four classes. Our study provides an insight into this population’s heterogeneity and a finer distinction between attitudes existing among in-company trainers about continuing education. In addition, these findings reflect the challenge of recognising in-company trainers as pedagogical figures for apprentices, and not merely as ‘occupation transmitters’. Based on the results, some practical implications for the field are also raised.