- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Digitalisation poses a variety of challenges for all employees and companies. Often, employees and jobseekers are observed to lack competence in the use of digital tools and applications. At the same time, it can be observed that digital transformation does not only require technical skills to cope with the changes, but that a set of methodological skills, social skills and personal attitudes is becoming just as important.
Although there are many national and international studies on this subject, many results remain superficial. Above all, a concrete view of the daily challenges in companies is sometimes missing.
Objectives
Updating initial and continuing education programmes and curricula to meet the needs of digitalisation.
Description
In 2019 the Austrian Public Employment Service (AMS) organised a total of 10 company workshops within the framework of the New digital skills initiative, which is a new development of the AMS New skills project, which has been running since 2009. High-ranking representatives of leading Austrian companies participated in five different clusters (manufacturing industries, trade, tourism, construction and office/administration/IT). The aim of the workshops was to identify the new demands placed on employees and jobseekers against the background of the increasing digitalisation of the world of work. The results of the workshops will inform the updating of initial and continuing education programmes and curricula. Guidelines are to be developed for companies to adapt the skills of their employees. The results are also to be incorporated in an appropriate way into measures to develop the skills of jobseekers. The Austrian Economic Chamber and the Austrian Chamber of Labour are involved in the project.
In November 2019, a first report was presented at a major New digital skills event, based on the workshop results (see description) and accompanying projects, such as expert interviews (New skills talks). This report is explicitly addressed to companies and is intended to help them develop strategies and identify topics for the training and further education of their own employees.
A final report on the first project phase with a detailed presentation of results and recommendations for various stakeholders is underway.
The full report on the 2019 workshop results was published in July 2020.
The project places great emphasis on face-to-face workshops but these were temporarily suspended in 2020 due to the restrictions imposed by the COVID-19 pandemic. Workshops with companies are to be resumed in 2021 as soon as the situation permits. Virtualisation of the workshop work is still not planned. However, the New skills talks (interviews with experts from a wide range of fields on the topic of digitalisation and its impact on the world of work and the need for skills) were continued in 2020 and the results published on a continuing basis as short reports.
In 2021, the Digital Skills Initiative of AMS was continued with another 12 expert interviews (New skills talks). These were published intermittently as short reports and contributed to deepening the understanding of the digital transformation and its practical impact on skills needs and occupational changes in various economic sectors.
The results from the Digital Skills Initiative are also continuously presented at events (usually online due to the COVID-19 situation) and made accessible in this way to companies, education and training institutions, career guidance practitioners and learners of all age groups. to raise awareness of the importance of developing digital skills.
In the online occupational information system of the AMS, a classification was made for all occupations with short descriptions of which level of digital competences is required according to the Austrian Digital Competence Framework (based on the European framework).
In 2022 the project was continued with another 14 expert interviews (New skills talks) with an additional focus on the topic of green transition. The interviews will be published as short reports in the first half of 2023.
In addition, a synopsis of all interviews conducted in 2020 to early 2022 was published as a separate report in 2022. The interviews form an overview of the developments, changes and challenges, that representatives of companies, research and educational institutions, public authorities, etc. see in the context of digitalisation and the need for competences.
In 2023, the project was continued with another 14 expert interviews (New skills talks) keeping the additional focus on green transition. The interviews will be published as short reports in the first half of 2024.
In 2024, a synopsis of all interviews conducted from mid-2022 to mid-2024 was published in a separate report.
The project was continued with another 14 expert interviews (New skills talks). The focus of this next round of interviews will be on artificial intelligence. The interviews will be published as short reports in the first half of 2025.
Bodies responsible
- Austrian Public Employment Service (AMS)
- Chamber of Labour (AK)
- Austrian Federal Economic Chamber (WKO)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
Entities providing VET
- Companies
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Digital skills initiative: Austria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/27978