The Federal Statistical Office (FSO) is responsible for developing statistics and indicators on the information society within the framework of the Federal Coordination Group on the Information Society (ISCC). As there is hardly any representative data on the infrastructure and use of information and communication technologies (ICT) throughout Switzerland in the education sector - especially in primary schools - any gaps in data and information should be closed when developing indicators. The Institute for Interdisciplinary Economic and Social Research (IWS) of the University of Applied Sciences Solothurn Northwestern Switzerland has been commissioned to assess this ICT infrastructure and develop corresponding indicators. The study aims at the following aspects: - Complete overview of previous surveys on the dissemination of information and communication technologies at primary schools in Switzerland - Identification of data and information gaps on ICT infrastructure in primary schools in Switzerland - Identification of key indicators of the ICT infrastructure - If necessary to close existing data and information gaps, a representative nationwide survey on computer density, type, age and location of computers and financial investments, among other things. - A meta-analysis based on the data and information researched and collected - Selection and development of indicators for ICT infrastructure in primary schools in Switzerland
This project investigates the discourse about digitization of higher education and research in Swiss policy debates. In general, the discourse about higher education and research has been fundamentally shaped by digitization in the last decade. Universities, scientific academies, business groups and state actors formulated digital strategies and action plans to cope with the "chances and challenges of digitization for higher education and research", as one report by the SERI stated. The debate goes far beyond the narrower field of the data sciences but marks it in various respects as a "strategic research area" (ETH Board 2016) or a fundamental "enabling technology" (SERI 2017). The discussion about digitization is part of sociotechnical imaginaries: Political, economic, and scientific actors create visions of the future in which social relations of and to digital technologies are described and framed (Jasanoff 2015; Jasanoff & Kim 2015; Meyer 2020). The future scenarios designed in the context of the digitization discourse are analysed as a case study of a collective conception of society based on statements by political, economic, and scientific actors. The formulation of political strategies and goals and the adoption of measures involve both discursive and non-discursive practices: By outlining the future development of societal domains, political actors also value and allocate attention, financial and other resources (Beckert 2016; Jasanoff 2015). The data basis for the study is formed by strategies documents and reports by actors in Swiss higher education and research policy (N=34). The period of the documents investigated ranges from 1998 to 2020, with most of them published after 2014. Since the documents from 2014 onward increasingly address "Big Data" and "Data Science" as well as their legal, economic, and educational aspects in education and research policy, this period forms the focus of the analysis. All documents were coded and analysed using qualitative content analysis to identify the relevant topics and social, i.e. political, economic, or technological dimensions in the corpus.
The research focuses on factors (internal and environmental) and processes that promote or support the aging person's independence, his/her physical and mental integrity, and his/her participation in society. It also analyzes the factors that hinder or undermine these aspects. This objective is pursued by means of a cross-sectional survey of a representative sample of the population aged 63 and over of two typical regions (Canton of Geneva and Central Valais) in 1979. The choice of the two survey regions was explains by the fact that they typologically constitute the two extremes of the range representing the diversity of the situations of the elderly in Switzerland. This cross-sectional survey is repeated in 1994 and completed by a longitudinal survey (1994-1999) on the cohort of 80-84 year-olds living at home at the time of the cross-sectional survey of 1994. This design makes a comparison possible of the evolution and changes of the aged condition over 15 years. The research is part of the theoretical perspective of the life course. A "horizontal" (class) social stratification articulates a "vertical" stratification, a social organization of life time, defining stages and transitions. The hypothesis is that the position occupied in the life course is a better indicator than age both in terms of defining situations and standard problems as in relation to the practices of aging people. The idea is to construct and validate a life course position indicator (LPI) combining the individual position in three dimensions: the health journey, the family trajectory, the professional trajectory. Through the results of the research, we want to contribute to a reflection on the ethical foundations of research in gerontology and a policy of old age, the definition of present and future needs of aging people, and to highlight possible linkages between the support provided by family or self-help networks, and various forms of institutional support.
This database contains primary data from a standardized household survey (n=400) conducted in Northern Kazakhstan (Akmola province) in 2017. It includes information on household demographics, migration history and intentions, remittances received and support given, migration attitudes, and constraints, household income, personality traits, and subjective well-being. The respondents answered questions on their personal situation, on other household members, and on the general household situation. The use of computer assisted personal interviews (CAPI) ensured high quality data.
The database is a product of a German Research Foundation (DFG) financed research project "Internal migration in Kazakhstan – New Institutionalism and Bayesian Networks: Establishing an analytical framework to model migration decision making in rural Kazakhstan" (BU1319/16-1, HE 5272/8-1).
The data set has not yet been fully analysed in many respects, e.g. on subjective well-being of the respondent and his/her migration/staying intentions.
Data are stored in long-form.
Further inquiries can be sent directly to:
Tom Dufhues, dufhues@yahoo.de
For inquiries regarding data organization and on extracting data on particular aspects/variables please contact the data curator Stephan Brosig (brosig@iamo.de)
The survey consists of two parts: 1. Post-election survey within the international comparative study which has been working for several decades under the title Comparative Studies of Electoral Systems (CSES, www.cses.org). In 2016, it was the implementation of Module 4 focused - in addition to standard electoral questions - on issues of redistribution. 2) survey within the frame of the International Social Research Program (ISSP, www.issp.org http://www.issp.org), namely module Role of the Government, implemented in Slovakia for the second time, the first one was in 2008. Both parts have joint socio-demographic identification variables. Post-election survey is focused on broad variety of factors related to electoral decision - the perception of political parties and their leaders, the satisfaction with democracy, evaluation of economic development, and aspects of election campaign. The Role of Government survey is focused on attitudes to government's competences, in general and specifically in relation to other actors - NGOs, private sector, church organizations and alike. Several questions deal with the public views on corruption, responsiveness, tax policies, interest in politics and other. The survey also includes several questions that in the form of "split ballot" experimentally verify the validity of questions frequently used in the surveys, as well as scales and responses´ alternatives. These so-called "methodological experiments" are included in all data collections conducted within the APVV-14-0527 project, their results will be elaborated in a separate study.
The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project: • Socialization contexts (family, school, friends, leisure/media) • Institutionalized (status) transitions in the life course • Individual competence development COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.
The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project: • Socialization contexts (family, school, friends, leisure/media) • Institutionalized (status) transitions in the life course • Individual competence development COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.
The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project: • Socialization contexts (family, school, friends, leisure/media) • Institutionalized (status) transitions in the life course • Individual competence development COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.
The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project: • Socialization contexts (family, school, friends, leisure/media) • Institutionalized (status) transitions in the life course • Individual competence development COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.
The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project: • Socialization contexts (family, school, friends, leisure/media) • Institutionalized (status) transitions in the life course • Individual competence development COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.
In the context of the CH@YOUPART project we are studying the political participation of young adults in Switzerland. We are particularly interested in the forms of political involvement that 18 to 25 year olds prefer and the frequency of these activities. Furthermore, we investigate why young Swiss are political active or why not. The goal of this project is to find out more about the situation in Switzerland as well as to learn if young adults in here differ in this respect from their peers in other European countries. The active participation of the population in the political process is essential, especially for a direct democracy. Through this participation a range of opinions find entrance into the political process and policy decisions thereby obtain their legitimacy. The participation behavior of the young generation is thus crucial for the future of the political system in Switzerland. The aim of this project is therefore to obtain answers to two questions: 1. How do young adults participate politically in Switzerland? 2. How can the political participation of young adults be explained? Thereby, we are equally interested in the politically active and non-active Swiss and the reasons for their respective behavior. The political participation of young Swiss has only been covered comprehensively in very few studies. The existing data, however, is outdated. Moreover, this data does not allow for comparisons of the political activities of 18 to 25 year olds in Switzerland with same age EU citizens. Both aspects have been taken into account in the development of the CH@YOUPART research design. This project is conducted by the Swiss Centre of Competence in the Social Sciences (FORS) with the support of the State Secretariat for Education and Research of the Federal Department of Home Affairs.
The Institute for Social and Preventive Medicine was commissioned by the " Swiss Federal Surveys of Adolescents ch-x" to carry out a survey entitled "Survey on Personal Develoment, Health, Leisure and Sport" (this study will be referred to below as " ch-x 2002/03"). This was the second survey of the institute within this survey series. A first survey was conducted in 1993 on the topic of "Health" (Wydler et al., 1996). This survey is known under the old title of "Pedagogical Recruitment Exams, PRP 93". Part of the requirement of the Swiss Federal Surveys of Adolescents ch-x was the choice of the survey method. It is a questionnaire survey whose instruments could be used as self-explanatory as possible in the context of the interviews as well as in the postal survey of the representative sample. The framework for the design of the survey was a requirements resource model that includes external requirements and resources as well as various internal mental resources. At the same time, a range of health outcomes are identified that can be related to requirements and resources. In designing this survey, the authors were given a lot of leeway. However, the survey had to include the topic of sports. The survey instruments related to sports were transmitted to us by the Federal Office of Sport in Magglingen (chapter "Exercise and Sport"). This section was supplemented by instruments regarding leisure time (chapter "How to spend your free time") and questionnaires on body perception and body concepts (chapter "Body Experiences and Beauty"). Another aspect was to capture time trends of important determinant factors. The survey context of the 1993 survey was largely identical to the present one, allowing for the recording of time trends due to a repeated cross-sectional survey.
During lower secondary education young adults deal more and more with the upcoming career choice. Studies have shown that career choice is not implemented only by adolescents themselves but interacts with persons of reference and further social environment. However, the extent of fit between a person's characteristics (interests, skills) and the job requirements in the apprenticeship generally manifests after the transition to vocational education and training (VET). With that in mind, the key questions focus on two important research topics:
1) To what extent do personal characteristics and contextual factors influence and predict choice actions and corresponding outcomes in lower secondary school as well as educational decisions and the choice of the apprenticeship's professions at the end of lower secondary school?
2) To what extent do characteristics of choice actions, characteristics of persons of reference in school and family and the companies' socialization tactics after transition influence performance indicators at the end of the first year of post-compulsory education?
Primary theoretical starting point is the social-cognitive career model (Lent, Brown and Hackett, 1994). The planned study is based on the Swiss National Science Foundation (SNSF) project "Institutional Determinants of Tracking during the Transition in Lower Secondary Education (Effects of Tracking)". It longitudinally extends the project with two additional waves of measurement. The ninth grade adolescents that have participated in previous waves of measurement are surveyed one more time. The sample is enhanced with supplementary ninth graders. In ninth grade, data on aspects of choice actions, choice attitudes and associated contextual factors are collected. In the first year of post-compulsory education, the experienced socialization tactics employed by the company and the performance indicators are measured. Additionally, teachers are asked about the post-compulsory education of their students at the end of ninth grade in order to validate the adolescents' information. For the first time in the Swiss educational context, this study examines, on a longitudinal basis and starting from the end of primary school, how educational and career decision-making processes interact with one another resulting in more or less successful performances after transition to post-compulsory education. In a theoretical perspective, this project enables further development of models on career choice and on transition to post-compulsory education. In practical term (valorization), this project provides schools, career counseling and teacher education administrations helpful basics to support adolescents in the process of career decision-making (optimization of school-to-work transition). Finally, this project provides insights on how companies may introduce and support newcomers.
The project implements the project "Institutional conditions of selection in the transition to lower secondary education". (Effects of selection WiSel I, No. 11063). The two datasets can be linked: https://forsbase.unil.ch/dataset/dataset-detail/16266/1473/
The period from the outbreak of the first Covid19 diseases in China to the epidemic in Italy and currently also the drastically increasing number of reports of infected people in Switzerland lasted only 8 weeks. As a consequence, public life was drastically reduced, schools were closed and employees were recommended or ordered to work in their home office. One basis for these preventive measures was a high degree of flexibility of each individual and alternative forms of work and also alternate forms of care in society. Nevertheless, there are institutions that are reaching their limits and are neither able to maintain physical distance nor couldn't work without their employees. These are institutions with a governmental mandate, whose clients are in a total system, the coercive context in mandated settings. In particular, these are institutions of the prison system, therapy facilities, as well as care facilities for children and young people. Here, on the one hand, the possibilities of living in a distance are drastically restricted, the employees must already be on site due to the security aspect, and the possibilities for information and communication are also classically handled restrictively. In addition, these are per se vulnerable groups because of infectious diseases such as hepatitis and HIV occur 9 times more frequently than in the overall population (Getaz 2019). In order to stop the epidemic, actually work opportunities have to be stopped for the inmates/clients, visits are forbidden and educational and leisure activities are nearly restricted. Furthermore, in particular, holidays and releases are suspended and pandemic containment plans are applied if necessary. However, it is not clear what these plans are (Amt für Justizvollzug 2020). Therapy talks and preparations for release are also restricted, which hinders the new admission of new persons due to capacity reasons. Nevertheless, the institutions of the justice system and of care in the area of children and young people have a duty of care and the statutory mandate to adapt life in a coercive context to the conditions in freedom, including the health care. (StGB Art. 75). The questions that arise are as follows: • How can prevention measures be implemented in closed coercive contexts? • How can health care be guaranteed with regard to Covid19 in coercive contexts? and: Which particular challenges arise from the specific clients who are described as a high risk group of persons with pre-ilnesses and psychological problems? • How is the right to information and the right to contact clients/residents implemented during the phase of exclusion and additional preventive restrictions? In order to answer these questions, several institutions of mandatory context, will be examined in more detail by means of qualitative interviews with employees from: prisons, youth housing and therapy facilities as well as residential and work externalities. In addition, leaders of the Concordats and the offices of correctional services will be included. The aim of the study is to find out which strategies and measures have proven to be helpful in dealing with pandemics and crisis situations, so they can be managed better in the future and the repertoire of action can be expanded by identifying problem areas from a scientific perspective across institutions and cantons in order to recommend best practice. The questions relate to three sub-areas of the call for proposals: - Management of Covid19 Desease – (in coercive contexts) - Infection prevention, including protection of the employees (and the clients) - Impact of the (social) media communication
