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With CYP on your side, you’re ideally prepared for every professional challenge and can therefore be self-determined and successful.

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CYP, the centre of excellence in the field of modern learning, enables the development of individual potential and promotes sustainable and effective learning - both in the context of qualified banking training for young people and in continuing vocational training for adults.

The CYP educational concept is aimed at all parties involved and interested persons. It serves as a basis for the design of all training programmes and as an orientation for CYP employees, especially for the trainers, who bear the responsibility for meeting the demanding expectations of implementation.

This concept is based on a <span data-tippy-content="Humanistic pedagogy (Quitmann, 1996) is based on the assumption that every person has the need to develop further [and] learn […]. This leads to an attitude of basic self-esteem as well as the perception of and acceptance of others in their differences and in their strive for autonomy and self-realisation. Based on these assumptions, learners’ requirements are respected and personal perceptions, experiences, values and feelings are regarded as part of the learning process. Particular emphasis is put on creating a learning environment which encourages personal development and is perceived by learners as being free from fear and supportive, therefore enabling meaningful learning. This is how each individual's creative potential can be unleashed. [^20]">humanistic approach. It describes how CYP defines education and learning and which background and theories are used to support this view. In terms of implementing the educational concept, the educational courses are based on four didactic teaching principles which are summarised under the term connected learning.

[^20]: Svoboda Ursula and Ute Vogl, «Lernen beraten». In: Pädagogische Horizonte. 2017, p. 125, Linz: Private Pädagogische Hochschule der Diözese Linz Institut für Forschung und Entwicklung. accessed 14 August 2018. [https://paedagogische-horizonte.at/index.php/ph/issue/view/1/P%C3%A4dagogische%20Horizonte%201%281%29%2C%202017](https://paedagogische-horizonte.at/index.php/ph/issue/view/1/P%C3%A4dagogische%20Horizonte%201%281%29%2C%202017)

As part of ongoing development and internal CYP quality assurance, the educational concept and its implementation are regularly reviewed from different perspectives and the lessons learnt are applied. With the aim of ensuring sustained effectiveness and retaining the high quality of the educational concept, it is also subject to periodic external scientific evaluation.

Introduction

Educational institutions enable and promote education. The respective offer of training and further education courses is built on the basis of our understanding of education. However, there is no universal definition of this. The concept of education has - together with the respective zeitgeist and corresponding understanding of the world - changed constantly. In addition, the term comprises several levels of meaning – education is as much of a process as it is about targets and results. It is important not to forget that education is fundamentally never over and is a life-long ongoing process.[^1]

[^1]: Lederer, Bernd, Bildung: Was sie war, ist, sein sollte. p. 12 et seq., Baltmanssweiler: Schneider Verlag Hohengehren GmbH, 2011

Today’s understanding of education is shaped by various factors. The <span data-tippy-content="4.0 stands for the fourth industrial revolution which is leading to more flexible, mobile and integrated working thanks to the mobile Internet and the «Internet of things» as well as web-enabled devices, machines and work tools. [^18]">world of work 4.0 is key to understanding professional education. Rapid technological change, progressive digitalisation and changing professional job profiles and leadership models have led to the emergence of new requirements for expertise. It is important that (future) employees have skills which enable them to be successful in a dynamic, agile and rapidly changing world <span data-tippy-content="The term VUCA comprises the challenges which companies must overcome in an increasing digital world. VUCA is an acronym (made-up word) which stands for volatility, uncertainty, complexity and ambiguity.">VUCA. This means that vocational education should therefore also include general and <span data-tippy-content="Subject orientation means not only focusing on the «subject to be learnt and dealt with», but also on supporting learners in their «life-long reflexive conflict with intentions, reasons, implicit values, possibilities for action and references to norms». [^21]">subject-oriented components in addition to career-specific elements.

[^18]: Genner S., Probst L., Huber R., Werkmann-Karcher B., Gundrum E., Majkovic A.-L. IAP Studie 2017. Der Mensch in der Arbeitswelt 4.0. 2017, p.3, Zurich: IAP Institut für Angewandte Psychologie der ZHAW Zürcher Hochschule für Angewandte Wissenschaften. accessed 14 August 2018. [https://www.zhaw.ch/storage/psychologie/upload/iap/studie/IAP_STUDIE_2017_final.pdf](https://www.zhaw.ch/storage/psychologie/upload/iap/studie/IAP_STUDIE_2017_final.pdf)

[^21]: Douillet, Jacques, «Die Lernortorientierte Qualitätsentwicklung in der Weiterbildung (LQW): Wie organisationales Lernen zur Subjektorientierung beitragen kann.» In: Subjektorientierung, Lehren und Lernen, Hrsg. Michael Görtler, Stefanie Bauer, Heidi Ellner, Kathrin Oeder u. Markus Scheffel, p. 53 et seq., Norderstedt: BoD – Books on Demand, 2017.

Education

Since «the educational philosophy sets the standards for teaching and learning», one of the fundamental tasks of an educational institution is to deal with its own definition of education in depth. [^3]

[^3]: Advanced Studies. Magazin für wissenschaftliche Weiterbildung der Universität Basel, Was bedeutet Bildung? p. 34, Basel: University of Basel

CYP works on the assumption that wanting to develop and educate yourself is a fundamental part of human nature. On the one hand, education is viewed as an ongoing and life-long process while, on the other, CYP sees education as an outcome which is strived towards and which can be achieved – for example, in the form of completed training or further education.

As a competence centre, CYP shapes the educational course of participants by offering diverse training and further education courses which enable them to acquire <span data-tippy-content='«Strategic expertise is an individual’s ability to take responsibility for constructively shaping their professional, social and private life and society. This requires the acquisition of key qualifications in self, social and methodological expertise. Together with professional expertise, these form the basis for a successful professional, social and private life.» [^18]'>strategic expertise.

[^18]: Wottreng, Stephan and Andreas König, Handbuch Handlungskompetenz, p. 8, Mörschwil: KLV Verlag, 2016.

For a comprehensive understanding of strategic expertise, it is important to understand expertise as an appropriate combination of knowledge, skills, talents and behaviour tailored to the specific situation.

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Strategic expertise can be divided into five sub-competencies.

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 <content htmlFor="SoK">Social competence Social competence comprises communicative and cooperative behaviour or skills which enable goals to be achieved during social interactions. Social competence therefore relates to dealing and working with other people.[^4]</content>
 <content htmlFor="Sek">Personal competence Personal competence refers to how a person behaves and how they manage their own resources. Personal competence manifests itself in certain attitudes, values, requirements and reasons and, above all, affects how the person controls their own behaviour in terms of their motivations and emotions. The ability to bring your own qualities into a professional environment, to adequately classify your personal practical knowledge and to be reflective counts just as much as personal competence.[^4]</content>
 <content htmlFor="FaK">Professional competence Professional competence is «the ability to manage professional tasks using professional knowledge and skills independently in a targeted and appropriate way and to assess the results».[^4]</content>
 <content htmlFor="MetKo">Methodological competence Methodological competence relates to cross-situational, flexible skills (e.g. problem-solving or decision-making skills) which are required to independently manage tasks.[^4]</content>
 <content htmlFor="MedKo">Media competence Media competence relates to the knowledge, skill and ability to reflect on media (media critique), recognise production conditions (media studies), and to adequately use media for various requirements (media use) and to create your own messages (media design).[^5]</content>
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[^4]: SwissBanking. Lern- und Leistungsdokumentation Bank – Berufliche Grundbildung Kauffrau/Kaufmann EFZ. 2012, p.8, accessed 5 August 2019.
[https://www.swissbanking.org/de/themen/ausbildung/kaufmaennische-grundbildung/struktur-der-lern-und-leistungsdokumentation-bank-lld-bank/20150201-2600-all-lld_bank_d_web-rts.pdf](https://www.swissbanking.org/de/themen/ausbildung/kaufmaennische-grundbildung/struktur-der-lern-und-leistungsdokumentation-bank-lld-bank/20150201-2600-all-lld_bank_d_web-rts.pdf)

[^5]: Süss , Daniel, «Mediensozialisation und Medienkompetenz.» In: Medienpsychologie, pub, Bernad Batinic and Markus Appel, p. 362, Heidelberg: Springer Medizin Verlag, 2008.

As a general rule, professional expertise is therefore characterised by the fact that it makes a direct reference to a specific sector. Social, personal, methodological and media competence are interdisciplinary and mean you are equipped to overcome a variety of challenges. Methodological and media competence can be defined separately or together. Due to the increasing importance of dealing with digital media in a skilled way, CYP places great emphasis on the education and further training of media competence, which is why learning about and working with digital devices is a key element of all modules. For this reason, a distinction is made between methodological competence and media competence related to digital media.

Specialised banking training for young people as well as professional further education for adults encompass all five sub-competences, which are appropriate, comprehensive and sustainable in the way in which they combine the elements of strategic expertise.

CYP’s educational philosophy

Since a uniform interpretation of the concept of education is not possible, the concept of learning can also not be defined consistently. Educational research has used several approaches in its search for a psychological explanation of learning. Accordingly, there are various learning theories, of which behaviourism, cognitivism and constructivism are particularly well-known today. The learning theories each provide «a framework against which learning can be understood, a framework for the laws according to which learning functions, and a framework against which it can be supported»[^6].

[^6]: Köhler, Thomas, Nina Kahnwald and Martina Reitmaier, «Lehren und Lernen mit Multimedia und Internet.» In: Medienpsychologie, pub. Bernad Batinic and Markus Appel, p. 481, Heidelberg: Springer Medizin Verlag, 2008.

It is constructivism which is mainly used in many learning situations in the Swiss educational landscape. The constructivist learning theory takes the view that the memory is not just a passive vessel and instead claims that knowledge – on the basis of previous knowledge and experience – is constructed actively and independently. Central to this is the realisation that learning processes are individual and that «different people in different situations […] learn differently»[^7].

[^7]: Gräsel, Cornelia and Burkhard Gniewosz, «Überblick Lehr-Lernforschung». In: Empirische Bildungsforschung, pub. Heinz Reinders, Hartmut Ditton, Cornelia Gräsel and Burkhard Gniewosz, p. 17. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011.

The latest brain research findings as well as neurobiological research underpin this understanding of learning. In addition, the current status of research confirms that brain plasticity persists even with increasing age and learning processes can continue and last a lifetime.  Lifelong learning is understood as «all learning over an entire lifetime which improves knowledge, qualifications and skills [...]»[^8]. Elements of lifelong learning include the ability to reflect, self-appropriation strategies and problem-solving skills. Lifelong learning also includes the ability to develop content independently and to develop logic.

[^8]: Kommission der Europäischen Gemeinschaften. Mitteilung der Kommission – Einen europäischen Raum des lebenslangen Lernens schaffen. 21.11.2001, p. 9, accessed 5 August 2019.

Systemic pedagogy is closely linked to constructivist thinking. This is distinguished by viewing people's behaviour and learning in the context of systems. Something which is specifically labelled as a system actually differs depending on its definition. Therefore, both an individual person as well as a group can be viewed as a system, for example.[^9] «A system can be compared to a mobile where each part has its place and its movement affects the other parts of the mobile. If the mobile is in motion, then all components are affected by this»[^10]. With regard to training and further education, this means that people who are studying and training interact with and have an influence on each other and their behaviour is both the cause and the effect.

[^9]: Mosell, Robert, Systemische Pädagogik. Ein Leitfaden für Praktiker, Weinheim Basel: Belz Verlag, 2016.

[^10]: Harkcom, Stefanie, Unterrichtsstörungen meistern. Reframing im Klassenzimmer, p.17, Heidelberg: Carl-Auer-Systeme Verlag und Verlagsbuchhandlung GmbH, 2017.

Originating from systemic pedagogy and constructivism, systemic-constructivist pedagogy combines the following key assumptions:

* Knowledge is an individual construct and originates from previous experiences and knowledge.
* The development of knowledge occurs continually within a dynamic system.

Both the dynamics within a system as well as the active development of knowledge are strongly influenced by motivational factors. The findings from American motivational psychologists Deci and Ryan are especially meaningful in this area. They developed the self-determination theory which says that, in general, people strive towards three basic psychological needs – autonomy, skills and social integration. The individual feeling arising from these needs has a strong influence on motivation. Accordingly, it is necessary to do as much justice as possible to these three stated basic psychological needs when creating a training and further education programme.

* Autonomy is achieved through self-determination whereby the learners are as self-regulated and self-organised as possible. «It is therefore important for learning success that the working processes can be shaped as freely as possible whereby there is a clear correlation between the degree of granted autonomy (i.e. self-regulation) and the degree of existing skills.»[^11]
* The need for expertise will only be satisfied when expertise is experienced. This means when a person feels competent and thus capable when they achieve worthwhile goals and receive positive feedback following a real challenge.
* A feeling of belonging is triggered by integration into learning communities and the recognition of their own achievement by others, and this, in turn, strengthens social integration.[^12]

[^11]: Brohm, Michaela, Motivation lernen. Das Trainingsprogramm für die Schule, p. 17, Weinheim und Basel: Beltz Verlag, 2012.

[^12]: Zierer, Klaus, Hattie für gestresste Lehrer, p. 50 et seq., Baltmannsweiler: Schneider Verlag Hohengehren, 2016.

In order for learning to take place in the best possible way, it is imperative that the aforementioned aspects are taken into account when designing education and further training programmes. This means that teaching principles are determined which are based on systemic-constructivist pedagogy as well as an understanding of the self-determination theory.

Learning

As a competence centre for modern learning, CYP stands for sustainable and effective learning. In this way, learning is understood as an individual, self-organized and holistic knowledge acquisition process. Sustainable learning is characterised by the conscious development of skills. The important thing here is that, on the one hand, the content is transferred from the theoretical plane into practice while existing practical knowledge is combined with the theory on the other. Strong practical relevance increases the meaningfulness of learning which presents a relevant basis for sustainable learning and which is also a positive influence on motivation to learn. In addition, ongoing feedback and reflection supports the learning progress and the achievement of long-term learning results. Effective learning occurs when the learning content is linked with existing previous knowledge and is subsequently deepened and consolidated through practice.

[^13]: Siebert, Horst, Pädagogischer Konstruktivismus, Wertheim und Basel: Beltz Verlag, 2005.

CYP modules are therefore competence-oriented and are designed to complement each other. Classroom training is characterised by a respectful and positive learning environment as well as a strong subject orientation. The participants' various learning strategies and experiences are taken into consideration to a great extent via a broad range of teaching and learning formats. A very active learning time and honest feedback allow the participants to play their part, develop and represent their own ideas, communicate proposed solutions and appreciate mistakes as a natural part of the learning process.

CYP has developed a connected learning approach which implements these beliefs. The learning approach combines four didactic teaching principles. These are based on systemic-constructivist pedagogy, are in line with the self-determination theory developed by Deci and Ryan and are oriented towards a humanist view.

Learning at CYP

All training and further education courses at CYP are based on the idea of connected learning. Depending on the training course and target group, individual principles are implemented to a varying degree.

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 <content htmlFor="D">Digital Work with digital media is the basis of learning at CYP. Some educational courses are completely web-based and are available as e-learning. These courses can be studied anywhere and at any time at a pace chosen by the learner. By contrast, the majority of training courses provide blended learning by including a «logical combination of classroom training and self-study with the use of electronic media»[^14]. This means that course preparation and post course work involves self-study using course documents and teaching materials available online. As part of classroom training, the participants learn and work with digital devices which means that all course documents are accessible and can be edited online. The learning platform provides various opportunities which support learning – be it in the classroom or during self-study.</content>
 <content htmlFor="P">Practical CYP education and further training is extremely relevant to the participants' everyday professional lives. Linking it to current problems and personal experiences makes dealing with the content interesting and has a meaningful effect, as the benefits are clearly visible to the participants (problem-based learning). Therefore, they encounter authentic and practical tasks which promote the transfer of theoretical knowledge through to practical application. In addition, real problems help the participants to acquire practical knowledge and a wide range of problem-solving strategies. The objective is for the participants to act in a competent, flexible and solution-oriented way in their everyday professional lives. 
CYP education and further training is extremely relevant to the participants' everyday professional lives. Linking it to current problems and personal experiences makes dealing with the content interesting and has a meaningful effect (problem-based learning). Real problems and cases help the participants to acquire practical knowledge and a wide range of problem-solving strategies. The objective is for the participants to act in a competent, flexible and solution-oriented way in their everyday professional lives.</content>
 <content htmlFor="K">Cooperative The CYP education and training modules create the basis for learning from and with each other. Using different learning methods, participants work together to develop and expand their professional knowledge and the courses help them develop interdisciplinary skills. Cooperative learning methods allow the participants to develop a common understanding of a situation and to solve a complex problem together. The central element here is that «they not only work together but also learn more together than alone. [Cooperative learning] is an interactive and structured form of learning where all learners contribute and use their expertise when working on a complex task as independently and equally as possible […].»[^15] As opposed to group work where cooperation may or may not occur, in cooperative learning it is crucial that all those involved make a contribution as they are positively interdependent. At first, all participants work on the same assignment as part of a dialogical approach. They are encouraged to develop their own opinion and to prepare their own ideas and propose their own solutions. The tasks must be designed openly to enable free association and reflection and to ensure that participants have access to existing knowledge and skills regardless of their learning requirements. The next step is about presenting and explaining what has been developed. Exchanging and comparing ideas with others allows participants to grapple with their ideas, experiences and knowledge. Based on this, the participants' own solutions, procedures and current abilities and knowledge are reflected. This is supported by personalised feedback from the educators. Participants will then learn more from these insights.</content>
 <content htmlFor="B">Accompanied self-organised learning CYP offers a wide variety of courses and provides a framework which allows participants to create their learning process in accordance with their personal requirements. The main thing is that participants can take responsibility for their own learning process and results. In order for accompanied self-organised learning to be successful, it is important to firstly analyse the participants’ own progress. The procedure can be tailored to the individual as much as possible based on these insights as well as in terms of the availability of the existing range of courses, before the participant's goals are subsequently developed and monitored. Independent thinking and action as well as the participants' ability to reflect are of key importance so that tailored and differentiated learning is possible. Another factor is the participants' self-efficacy and thus their belief in their own abilities. In light of this, CYP attaches great value to the development of these key elements of accompanied self-organised learning.</content>
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[^14]: Schneider, Fredi, Lernen mit neuen Medien, p.70. Bern: hep verlag ag, 2011.

[^15]: Hild, Petra, «Kooperatives Lernen.» In: Didaktisch handeln und denken 2, pub. Hans Berner and Barbara Zumsteg, p.218. Zurich: Verlag Pestalozzianum an der Pädagogischen Hochschule Zürich, 2011.

Implementing connected learning presents various challenges to all the parties involved.

As part of this systemic-constructivist learning approach, the educators take on the role of a coach. They support and promote learning processes, encourage independent thinking and provide the framework and clear structures. In this process, the educators treat the participants with attention and respect and represent a basic humanistic approach in each interaction.

While the work of a teacher used to be largely evaluated in terms of their professional skills, nowadays the New Zealand pedagogist Hattie believes that good teachers have expertise at their disposal. His meta-analysis Visible Learning in which he discusses effective learning factors shows that «an expert teacher […] is not necessarily one who has strong professional skills, but they must also be in a position to enter into a dialogue with the learners and be able to build a relationship with them. They must be in a position to pass on their knowledge in a language which their pupils understand. The interplay of professional expertise, pedagogical, educational and didactic expertise is therefore intended.»[^16] If this succeeds, this benefits the act of learning, which has a positive effect on the learning success. In addition, a love of teaching and for the subject, enthusiasm for learning as well as a fundamental interest in the further development of the participants will have a positive effect on their motivation to learn.

[^16]: Zierer, Klaus, Hattie für gestresste Lehrer, p. 88 et seq., Baltmannsweiler: Schneider Verlag Hohengehren, 2016.

The participants are aware that they are crucially responsible for their own learning success in a learning environment shaped by the systemic-constructivist approach. Accordingly, a willingness to work hard and perseverance are extremely important. The participants play an active role and learn through doing. «From being an often passive consumer of knowledge, they become active masters of their learning process and thus make the leap […] to conscious self-organisation».[^17] Based on existing knowledge, individual experiences and findings, expertise is thus developed and new knowledge is acquired.

[^17]: Herold, Cindy and Martin Herold, Selbstorganisiertes Lernen in Schule und Beruf. Gestaltung wirksamer und nachhaltiger Lernumgebungen, p 154. Weinheim und Basel, 2018.

CYP, the leading competence centre for modern learning, thus takes the approach that «the conditions for learning […] (need) to be shaped in such a way, that the topic, learning environment and the results (knowledge or action) are linked to positive experiences [...]. If learning means moving with the purpose of achieving goals, it is logical that the learning environments are created in such a way that we want to achieve these goals and so these goals can actually be achieved.»[^17]

Based on these considerations, CYP, the leading competence centre for modern learning, aims to design its courses in such a way that the principles mentioned above are implemented in a way that is effective for learning and so learning is successful.

The basis for your success is our educational concept