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General themes

VET in Norway comprises the following main features:

  • VET is mostly provided as combination of school-based and apprenticeships with apprentices having employment contracts and being paid for their work
  • VET starts at upper secondary level through two main models; 2 + 2 model (two years in school and two years of apprenticeship training) leading to a trade or journemans certificate at EQF level 4 and 3-year school-based model leading to professional competence qualification at EQF level 3
  • There are several progression routes
  • VET is part of the formal education and training system
  • Approximately 42 per cent of the learners choose a vocational programme.
  • Most of the learners are in the age group 16-18 years
  • There are more male than female learners in VET both at upper secondary level and post-secondary VET

Distinctive features ([1]Cedefop (2017). Spotlight on vocational education and training in Norway. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8117_en.pdf
):

At upper secondary level, Norway has a long- standing tradition of close national and regional cooperation between education authorities and the social partners. National cooperation is organised in the National Council for VET (Samarbeidsrådet for yrkesopplæring – SRY), nine vocational training councils (Faglige råd), one for each programme area, and national appeal boards (Klagenemnder). Regional cooperation involves county vocational training boards (Yrkesopplærignsnemnder) and examination boards (Prøvenemnder).

Tripartite cooperation aims to ensure training provided to Norwegian VET learners meets labour market and skill needs. It informs changes in the VET structure, curriculum development, regional structure and volume of VET provision, the framework of examinations leading to trade or journeyman’s certificates, and quality control at all levels. At ISCED level 4, the social partners participate in the National Council for Vocational Colleges. In higher education, institutions are requested to set up a consultative council for cooperation with social partners.

Norway has a unified education structure with VET integrated as an equal to general education in upper secondary education. Most education at this level is provided by public schools. Since learners have a right to attend upper secondary education, most choose to do so. Learners are entitled to upper secondary education and have the right to enrol in one of the learners top three choice.

More than half of trade and journeyman’s certificates are awarded to people over 23.

The main policy measures in Norwegian upper secondary VET concern:

  • increasing the number of apprenticeship placements and increase the competence of vocational teachers;
  • increase the attactiveness of VET;
  • improving post-secondary vocational colleges and the position of their learners.

Skilled workers with VET qualifications will play an important role in the reorganisation of the Norwegian economy. Figures from the Confederation of Norwegian Enterprise (NHO) show that many enterprises lack these employees and consequently lose assignments.

Statistics Norway (SSB) estimates a shortage of almost 100 000 skilled workers in 2035.

The government and the social partners are collaborating closely to increase the number of apprenticeship places and so enable more learners to complete their education. In 2015 the government launched a vocational teacher promotion initiative strategy supporting increased vocational teacher competence. The work continues in 2017.

To make VET more attractive, a new white paper Skilled workers for the future (Fagfolk for fremtiden) was adopted in May 2017. It has close to 50 measures aiming at making post- secondary VET a fully equivalent profession- oriented alternative to university and university college education.

Since 2016 a yearly apprenticeship award has been given to the best public apprenticeships placement.

2018 was declared a VET year in Norway with information and reputation campaigns online and in social media to increase the interest in VET.

Important legislative changes took place in 2018:

  • A regulation was changed so completing the two years of vocational college programme give admission to higher education.
  • A committee was assigned to analyse upper secondary education and to make suggestions on how to change for a better school. A new law for higher vocational education was adopted ([2]https://lovdata.no/dokument/NL/lov/2018-06-08-28).
  • The Government implemented the possibility for learners to change from general education to VET after the first year of upper secondary education.
  • A new programme structure for upper secondary VET was adopted and will be implemented in 2020.

Adopted from VET in Norway Spotlight 2017 ([3]Cedefop (2017). Spotlight on vocational education and training in Norway. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8117_en.pdf
).

Population in 2019: 5 334 762 (1st Quarter) ([4]https://www.ssb.no/befolkning/faktaside/befolkningen)

It increased since 2013 by 4.8% ([5]NB: Data for population as of 1 January 2018. Eurostat table tps00001 [extracted 16.5.2019].) due to the positive growth and migration.

Age group 67+ constitutes 14.8%, an increase of 0.8 pp from 2017, and is expected to increase to 15% by 2020, 20% by 2040, 22% by 2060, and 21% by 2060 ([6]Statistics Norway:
https://www.ssb.no/utdanning/statistikker/voppl
).

An old-age dependency ratio is expected to increase from 25 in 2015 to 44 in 2060 ([7]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).)

 

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

The demographic has an impact on VET. More people move in to the cities. In the cities it is more common to choose general education whereas in rural areas VET is often prefered ([8]Source:
www.ssb.no and
www.udir.no
).

In Aksershus 37,6% of the learners attend VET. In Finnmark 59 % of the learners in upper secondary school attend VET ([9]https://www.ssb.no/utdanning/statistikker/vgu/aar).

In 2018, immigrants and those born in Norway to immigrant parents increased with 1% from 2016, representing 17.3% of the total population. 48.7% (370 000) of this segment of the population originates in other European countries ([10]Statistics Norway, h). The immigrant population is spread all over the country: 55% live in Oslo and the five surrounding counties, constituting 22.5% of the population in the area ([11]Statistics Norway, i).

Information about impact on VET is not available.

Small and medium-sized enterprises (SMEs), defined as enterprises with less than 250 employees, constitute more than 99% of all enterprises. 17% of SMEs have fewer than five employees, mainly because 65.3% of enterprises have no registered employees. Only 0.6% of the total number of enterprises has 100 or more employees ([12]Statistics Norway, b). These numbers indicate that apprenticeship training in Norwegian upper secondary VET often takes place in SMEs.

Most people in the production sector are employed in non-marketed services, business and transport and domestic trade.

 

Employment by production sector 2017

Source: Statistics Norway, c

 

Exports constitute an important part of the economy thanks to a large oil and gas sector, fishing and fish farming, shipping, and power-intensive manufacturing sectors such as metals production, industrial chemicals and paper.

Some trades are regulated and certificates or recognition of qualifications are compulsary to get a job (www.nokut.no).

There is an increasing number of job vacancies ads which require formal education and often a minimum of a bachelor. However, in trades where there is lack of employees and the trade is not regulated job seekers will get an employment also without formal education documentation.

Total unemployment ([13]Percentage of active population, 25 to 74 years old.) (2018): 3% (6% in EU28); it increased by 1.2 percentage points since 2008 ([14]Eurostat table une_rt_a [extracted 20.5.2019].).

Due to an oil crisis, Norway’s unemployment rate peaked in 2016, with slow recovery trend since then.

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24.
ISCED 0-2 = less than primary, primary and lower secondary education. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 16.5.2019].

 

Unemployment rates of people aged 15-24 are in general higher than among people aged 25-64 for each education level, with low qualified (ISCED levels 0-2) people scoring the highest unemployment rates.

Among 25-64 year olds, the economic crisis has hit more low-qualified than people with high-level (ISCED levels 5-8) and medium-level qualifications, including most VET graduates (ISCED levels 3 and 4).

Employment rate of 20 to 34-year-old VET graduates increased from 78.7% in 2014 to 91.7% in 2018 ([15]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

 

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 16.5.2019].

 

The increase (+13 pp) in employment of 20-34 year-old VET graduates in 2014-18, was highter compared to the increase in employment of all 20-34 year-old graduates ( 1.8 pp) in the same period in Norway ([16]NB: breaks in time series. Eurostat table edat_lfse_24 [extracted 16.5.2019].).

For more information about the external drivers influencing VET developments in Norway please see the case study from Cedefop's changing nature and role of VET in Europe project [16a]Cedefop (2018). The changing nature and role of vocational education and training in Europe. Volume 3: the responsiveness of European VET systems to external change (1995-2015). Case study focusing in Norway. Cedefop research paper; No 67. https://www.cedefop.europa.eu/files/norway_cedefop_changing_nature_of_vet_-_case_study.pdf

In 2018, the share of the population aged up to 64 with higher education (43.7%) was higher in Norway than EU-28 average (32.2%). Also, the share of the population with only ISCED levels 0-2 achieved was lower (17.0%) than EU28 average (21.8%).

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011; low reliability or ‘No response’ in Czech Republic, Iceland, Latvia and Poland.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].

For more information about VET in higher education in Norway please see the case study from Cedefop's changing nature and role of VET in Europe project [16b]Cedefop (2019). The changing nature and role of vocational education and training in Europe. Volume 6: vocationally oriented education and training at higher education level. Expansion and diversification in European countries. Case study focusing on Norway. Cedefop research paper; No 70. https://www.cedefop.europa.eu/files/norway_cedefop_changing_nature_of_vet_-_case_study_0.pdf

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

Not applicable

49.7%

100%

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

 

Share of initial VET learners from total learners at upper-secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

 

In VET at upper secondary level there are more male than female learners; in 2019, 62% males and 38 % females. In post-secondary VET the number of female students is slightly higher (42 %) ([17]www.ssb.no).

Males prefer technical and industrial production (most popular option), followed by electrical trades and building and construction. Females choose healthcare, childhood and early youth development followed by design, arts and crafts and service trades.

It is a national target to increase the number of underrepresented sexes in all vocational educations.

The share of early leavers from education and training has decreased from 17.6% in 2009 to 9.9% in 2018. It is below 10.6%, the EU28 average.

In Norway it is a target to reduce the number of school leavers, and the Norwegian Government`s goal is that 9 out of 10 complete upper secondary education. Several measures have beein implemented and several have been initiated. It is a goal for the Norwegian government to keep up the work also in the future ([18]www.regjeringen.no).

 

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].

 

In Norway, drop-out is defined as non-completion of upper secondary level within a five-year period after starting upper secondary level 1. More than half of those who do not complete upper secondary education complete by the age of 40.

Drop-out issue has been widely discussed in recent years, and measures to tackle it are developed and implemented. Studies have identified factors that influence study progression, success rates, and drop-out rates. Two such factors are social background and learning achievements in primary and lower secondary education. Another factor is the lack of apprenticeship placements for VET learners in the transition from school-based training to apprenticeship training. In 2017, 28 900 learners applied for an apprenticeship contract, and about 20 800 (72 per cent) received an apprenticeship placement. Most of those who receive apprenticeship placements complete their VET training with a trade or journeyman’s certificate. Nine out of 10 passed their final exam in 2015-16 ([19]Education Mirror 2017).

Statistics show significant variations in drop-out rates between education programmes. For instance, in the restaurant and food processing around 40% dropped out before completing the programme, compared to only 3.6% in sport and physical education programmes (one of the general study programmes) the same year ([20]udir.no). The differences in learners’ grades at lower secondary level are seen as a key factor; learners admitted to general study programmes generally have higher marks than learners admitted to vocational programmes.

Measures to reduce drop-out rates range from early interventions encouraging young people to learn, guidance and counselling, financial incentives, promoting VET and practice-based learning, common core subjects in VET, etc.

For more information, please read the VET in Europe report Norway 2018 ([21]Haukås, M.; Skjervheim, K. (2018). Vocational education and training in Europe – Norway. Cedefop ReferNet VET in Europe reports.
http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Norway_2018_Cedefop_ReferNet.pdf
).

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

Participation in lifelong learning in Norway has been stable in the last years with 20.1% in 2018, significantly above the EU-28 average of 10.8%.

In Norway most learners at upper secondary level, both VET and general education, are young people in the age group 16-18.

Age group

VET Learners

% of total VET learners

16-18

16 6183

83.40

19-24

20 172

10.10

25-29

4 892

2.50

30-34

3 406

1.70

35+

4 539

2.30

The share of adults (aged 25 and above) in upper secondary education (general and VET), has been increasing with more than 58 % since 2013 ([22]www.ssb.no).

The education and training system comprises:

  • First education level is divided into two levels:
  1. primary education (from 6 years to 13 years)
  2. lower secondary education (EQF 2, ISCED 2)
  • Upper secondary education (EQF 3 and 4 and ISCED 3. VET is available from upper secondary level.
  • Post- secondary, non- tertiary VET education (EQF 5, ISCED 453 and 554)
  • Higher education (EQF 6, 7 and 8, ISCED 6, 7 and 8)

Education is compulsory for 6-16 year olds. It comprise primary education (years 1-7) where learners get no grades, and lower secondary education (years 8-10) where learners are given grades that are also counted for entering upper secondary level.

It is under municipality responsibility and free of charge.

Upper secondary education is offered as general education and VET. The regional county authorities are responsible for general education and VET provision. All young people completing compulsory education have a statutory right to three years of upper secondary education and most of them use it. Public upper secondary schools are free of charge.

Post-secondary non-tertiary education builds on upper secondary education and an upper secondary certificate or an equivalent qualification is a requirement to enrol. The education can often be combined with work. There are public and private providers.

Norway has seven universities, 27 university colleges and five specialised, state-owned university institutions. In addition, Norway has a variety of private institutions for higher education.

Students must pay a small fee each semester. The semester fee is paid to the student welfare organisation at the educational institution. The purpose of the fee is to cover expenses relating to the students’ welfare needs at their place of learning. The amount varies, but it rarely exceeds NOK 500.

In Norway it is possible to attend formal, non-formal, initial and countinuing VET. Depending on the programme the learners may attend school-based or work-based learning or a combination of both. It is also possible to take an exam as an external candidate.

To complete a VET programme at upper secondary level, learners need to pass a final craft- or journeyman exam, which is both theoretical and practical. With one exception; it is possible to do a three year run, which leads to a qualification at EQF level 3.

Initial and countinuing VET are part of the formal educaiton system. In order to progress to CVET, the initial VET has to be completed. Initial VET starts at upper secondary school and most pathways leads to a EQF level 4 qualification. CVET is at EQF level 5.

The apprenticeship is offered at upper secondary level leading to EQF level 4 qualificaiton.

At upper secondary level, VET is conducted both in school and in public and private enterprises. The standard two-plus-two model normally includes two years in school, where students also participate in practical training in workshops and enterprises, followed by two years of formalised apprenticeship (training and productive work) in enterprises. The first year of training consists of an introduction to the vocational area. During the second year, VET students choose specialisations and courses are more trade- specific but core subjects are also included. Some crafts follow varying models with three years in school or one year in school followed by three years of formalised apprenticeship.

Upper secondary VET is completed with a practical-theoretical trade or journeyman’s examination (Fag- eller svenneprøve) leading to an EQF level 4 qualification: a trade certificate (Fagbrev) for industrial and service trades or a journeyman’s certificate (Svennebrev) for traditional crafts. The eight programme areas offer about 190 different certificates.

There are many possible routes to higher education via upper secondary VET.

From Spotlight on VET – 2018 compilation (2019) ([23]Cedefop (2019). Spotlight on VET – 2018 compilation: vocational education and training systems in Europe, p. 54. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/4168
)

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

Central to the Norwegian education and training system is the Education Act of 17 July 1998 no. 61 (Opplæringsloven), most recently amended on 1 August 2018. It covers primary, lower and upper secondary general education and VET, including apprenticeship training, for young people and adults, delivered by both public and private institutions. It states that the Ministry of Education and Research (Kunnskapsdepartementet) has overall responsibility for national policy development and administration of all levels of education and training. The counties (fylkeskommuner) and municipalities (kommuner) are responsible for developing comprehensive plans and for organising and financing within their jurisdiction.

Pursuant to the Education Act, the social partners have (most often majority) representation in all important advisory bodies for upper secondary VET at national and county level:

  • the National Council for Vocational Education and Training (Samarbeidsrådet for yrkesopplæring (SRY)) gives advice on an overarching level;
  • eight Vocational Training Councils (Faglige råd) give advice on training in specific groups of trades, one for each VET programme (see Table 3, section 2.2.1);
  • the County Vocational Training Board (Yrkesopplæringsnemnda) for each county gives advice on quality, career guidance, regional development and the provision in the county to meet local labour market needs;
  • the trade-specific Examination Boards (Prøvenemnder) are situated in each county;
  • National Appeals Boards (Klagenemnder) cater for candidates who fail the trade or journeyman’s final test at county level.

For post-secondary vocational education (nationally referred as tertiary; fagskoleutdanning), the social partners are consulted through the National Council for Tertiary Vocational Education (Nasjonalt fagskoleråd) established by the Ministry of Education and Research in 2010. This council has less of a formal function than the vocational training councils have at upper secondary level, as the education and training providers at this level design their own programmes. Skills Norway hosts the secretariat. In addition, two advisory bodies with social partner representatives consult tertiary vocational education, one for technical and maritime education and one for health and social education.

Tertiary vocational colleges (fagskoler) represent a significant alternative to higher education. The colleges are important for developing competence and specialisation in VET. The objective of the National Council for Vocational Education and Training is to improve cooperation between the colleges, the rest of the education structure, working life, and society in general. The council acts as a coordinating body for the sector and is the advisory body to the Ministry of Education and Research. It comprises representatives from the education sector, employee and employer organisations and learners.

The regional county authorities are responsible for general education and VET provision, distributing VET financing provided by the State budget and ensuring apprenticeship placement and supervision ([24]Cedefop (2019). Spotlight on VET – 2018 compilation: vocational education and training systems in Europe. Luxembourg: Publications Office. http://www.cedefop.europa.eu/en/publications-and-resources/publications/4168). Enterprises with training contracts, according to the Education act, receive a grant (Basistilskudd I), approximately EUR 640 per month for two years (24 months) per apprentice. There are some grant variations depending on type of apprenticeship contract (main model (2+2) or 2, 3 or 4 years of training in enterprise). In addition, the enterprise receives a yearly funding of approximately EUR 6 000 per contract.

The grant given to training enterprises accepting adult apprentices (basistilskudd II) is about EUR 6 000 per year per apprentice.

Extra funding is also provided for enterprises signing contracts with apprentices in rare and protected crafts.

A EUR 2 million grant to encourage new enterprises to take on apprentices was introduced in 2014. From 2015, the county municipality could define regional criteria for the grant and from 2016 the grant may also be used to decrease unemployment amongst NEETs or ensure a high quality school based training as an alternative for those without an apprenticeships contract.

There are three main groups of VET training staff at upper secondary level:

  • VET teachers who provide formal school-based education and training;
  • training supervisors (faglige ledere); and,
  • trainers (instruktører) who provide training in enterprises.

VET teachers

The formal qualification requirements for VET teachers in schools are specified in national regulations. In principle, there is no difference between VET teachers and other teachers. Both groups must have two sets of formal qualifications: qualifications in the relevant subject and in education (pedagogics and didactics). VET teacher education programmes follow the general degree system, with a three-year bachelor’s degree and a two-year master’s degree. To become a qualified VET teacher, candidates must complete either vocational practical-pedagogical education or vocational teacher education.

Vocational practical-pedagogical education (consecutive model) is a one-year programme (or two years part-time) for learners who already hold a vocational/professional degree or other qualification (see below). The main fields of study are pedagogical theory, vocational didactics and supervised teaching and training practice. The admission requirements are:

  • a professionally oriented bachelor’s or master’s degree +;
  • a minimum of two years of professional experience,

or:

  • qualification as a skilled craftsperson/worker +;
  • general university and college admission certification +;
  • four years of relevant occupational experience +;
  • two years of further studies (technical, professional, managerial).

Vocational teacher education is a comprehensive three-year bachelor programme covering both vocational training and pedagogy. It is also available as a part-time course of study and through work-based provision. The admission requirements are:

  • general university and college admission certification +;
  • mark requirements in mathematics and Norwegian +;
  • trade or journeyman’s certificate; and,
  • minimum two years of relevant work experience.

All teacher education programmes for the lower and upper secondary levels (grades 8–13), including those for VET teachers, were revised in the Norwegian National Qualifications Framework of December 2011, following up both the European Qualifications Framework for Higher Education in the Bologna Process (QF-EHEA) and the European Qualifications Framework for Lifelong Learning (EQF). The new regulation on the relevant framework curricula came into force in March 2013 and was last amended in 2016.

Already employed teachers may apply for grants to do a one-year undergraduate teacher training programme for vocations (60 ECTS) or a vocational teacher education (180 ECTS). The size of the grant size is from EUR 11 000 to 22 000.

Another option for teachers is to do continuing education in common core subjects. While studying, the teacher may be released with up to 37.5% of the employment.

Several new continuing education courses are available from the school year 2018/19, all 15 ECTS. The target group is vocational teachers who teach programme subjects.

Secondment as a visiting trainee for VET teachers, trainers and qualified training supervisors has been introduced to facilitate a better cooperation between schools and enterprises. The teacher will become familiar with the enterprises and the trainers and qualified training supervisors will get an insight in how training in schools is organised for future apprentices.

Training supervisor and trainers

A training enterprise with an apprentice must appoint a qualified training supervisor and one or more trainers. How training is conducted varies between enterprises, but other employees in the enterprise are often involved in the training. The training enterprise must be able to document how the training is planned, organised and assessed in order to ensure that apprentices can develop the necessary skills and competencies. These skills are not assessed by testing and grading, but rather through continuous evaluation by the enterprise and at two meetings a year between the trainer (instruktør) and the apprentice.

Training supervisors (faglige ledere) in enterprises or other workplaces with apprentices must ensure that the training meets the requirements stipulated in the Education Act. They must have one of the following qualifications:

  • a trade or journeyman’s certificate in the relevant trade or craft;
  • master craftsman’s certificate in the relevant craft;

relevant higher education in the trade or craft;

  • adequate educational background in the parts of the trade which, according to the curriculum, will be taught in the enterprise, or;
  • six years of experience in the trade or craft.

Trainers (instruktører) in training enterprises are vocationally skilled, often with a formal vocational qualification. They are not required to hold a teaching certificate. Some trainers do not hold formal qualifications in their vocational skills, but have instead developed them through work experience. Formal regulations simply state that the management of the training enterprise must ensure that trainers have “the necessary qualifications” (Education Act).

Initiatives for VET competence development

Norway will need more vocational education teachers in the years to come to help provide skilled trades-people for the national workforce. The Government gives priority to increased recruitment and qualification of VET teachers in the national competence development initiative from 2015. The Norwegian Directorate for Education and training is responsible for several VET competence development initiatives. Since 2015 there has been a mapping of skills development among VET teachers, for the best possible adapted schemes to this target group. Course material for trainers (instruktør), qualified training supervisor (faglig leder) and examination board member is made easy accessible online, together with tips and guidance to apprentices preparing for the qualifying exam.

It is not complusary to attend CPD for teachers in trainers.

There are, however, many possibilities for those who are interested and fundig is available. The funding covers temporary employment, scholarships and are ment to be incentives for continuing education.

www.udir.no

The courses are selected by the individuals and approved by the school leader. The courses takes place during the school year.

Demands for new skills and changes in the labour market call for continuous adjustment and revision of the upper secondary VET programmes, their content and their modes of delivery. The Ministry, parents, learners, employers, trade unions and others may initiate a need for adjustments or changes.

At upper secondary VET level

All eight upper secondary VET programmes are closely monitored. Changes are made continuously based on input and applications from social partners, counties or the Vocational Training Councils (Faglige råd) that give advice on training in specific groups of trades ([25]One for each VET programme.).

The Directorate for Education and Training (Directorate) hosts the secretariats of both the National Council for Vocational Education (Samarbeidsrådet for yrkesopplæring (SRY)) that gives advice on an overarching level, and the Vocational Training Councils. Vocational Training Councils must report on the situation to the national authorities once in the 4 years nomination period. The report also covers the potential need for changes in their respective VET programmes. The Directorate, in cooperation with Vocational Training Councils, vocational committees (faglig utvalg), county municipalities and social partners, reviewed VET programmes available in 2016. The result is a new structure for vocational subjects in upper secondary schools from 2020, which will be the biggest change in vocational education since 2006. The new structure will strengthen the quality and relevance of the education.

One element that may limit the social partners’ impact on upper secondary VET provision is the emphasis placed on the individual choices of learners. According to legislation ([26]Section 3-1 of the Education Act.), learners are entitled to admission to one out of three preferred upper secondary programmes. In the school year 2017/18, 82% of first-year learners were admitted to their first choice of upper secondary education ([27]Norwegian Directorate for Education and Training:
https://www.udir.no/tall-og-forskning/finn-forskning/tema/soker--og-inntakstall/forsteinntak-til-vgs-2017/
). County authorities must provide programmes and subjects that correspond to these preferences. Thus, in order to balance the VET provision with labour market needs, social partners give advice concerning a wide range of topics related to upper secondary VET, such as: training programme structure, curriculum development, regional structure, volume of VET provision, examinations framework for trade and journeyman’s certificates, and quality control at national, county and local level.

At post-secondary VET level

In post-secondary vocational education, and in higher education, study programmes are designed by the provider. Each post-secondary vocational education programme must be recognised by Norwegian Agency for Quality Assurance in Education (NOKUT). In higher education, all accredited institutions can establish programmes at bachelor level, within the scope of their accreditation. Universities are free to establish programmes at all levels, including master and PhD programmes. All tertiary education institutions have external board members, and consultation with relevant labour market players on the design of programmes is common. In some fields there are national framework curricula to ensure some degree of similarity in training for all graduates (in teacher education, nursing, engineering, auditing, etc.). For other fields of training, the respective industries have national boards which offer advice to higher education providers. All higher education institutions are required to have a strategy and a consultative council for cooperation with working life (Råd for samarbeid med arbeidslivet).

In April 2016, the Government adopted a new white paper ([28]Meld.St. 28 (2015-16) Fag – Fordypning – Forståelse — En fornyelse av Kunnskapsløftet [Report No 28 to the Storting, 2015-16, on in-depth learning and better understanding; a renewal of the Knowledge promotion reform].https://www.regjeringen.no/contentassets/e8e1f41732ca4a64b003fca213ae663b/no/pdfs/stm201520160028000dddpdfs.pdf) that will lead to a renewal of the curricular reform (Kunnskapsløftet) from 2006. The renewal of the school subjects in primary and lower- and upper secondary education, including VET, will give learners more in-depth training and a better subject understanding, more relevant content and links between subjects and the learning process progression will be made clearer. The new curricular will be ready autumn 2020.

The national curriculum

The National Curriculum for Knowledge Promotion (Kunnskapsløftet 2006) covers compulsory primary and lower secondary education and upper secondary education and training as a whole.

The curriculum consists of:

  • the Core Curriculum – values and principles in education;
  • subject curricula;
  • a framework regulating the distribution of teaching hours per subject.

The Core Curriculum deepens appreciation of basic values such as moral outlook, creative abilities, preparation for working life and society, general education, cooperation, and ecological understanding. This part of the curriculum underlies all education in Norway from primary to adult education and constitutes the binding foundation and values for primary and upper secondary education and training.

The quality framework consists of the principles that clarify the school owners’ (municipalities and county authorities’) responsibilities. Key competencies are integrated into the quality framework, such as learning strategies, social competencies, cultural competencies, motivation to learn, and learner participation.

The subject curricula consist of outcome-based learning targets, the main subject areas and basic skills. The main subject areas describe what the learner and apprentice should be able to do. The basic skills are: the ability to express oneself orally and in writing, the ability to read, fluency in numeracy, and the ability to use digital tools. The subject curricula also describe which final assessment will be given on completion.

The distribution of teaching hours per subject is set at national level. This is an overview of how the total teaching hours should be distributed per subject per year for the 10-year compulsory education as well as for the upper secondary level, VET included.

The National Curriculum encompasses 10-year compulsory education and upper secondary education and training as a whole. The competence objectives state what the learner/apprentice should be able to master at each level after grades 2, 4, 7 and 10, as well as after every stage of upper secondary education and training. Basic skills are decisive for acquiring subject-related knowledge and for communicating and cooperating with others in a wide range of situations. Their aims are integrated with, and adapted to each subject according to level. The subject curricula also describe the principles for assessment. However, decisions regarding teaching methods are left to the education and training institutions. Curricular activities at local levels are essential in order to implement the National Curriculum, particularly the outcome-based competence aims in the subject curricula. The school owners must have a system in place for following up the quality of local curricular activities. The Norwegian Directorate for Education and Training develops web-based guidelines to support local curricular activities as well as other measures to raise competence among school owners and school managements.

Developing VET curricula

The Directorate has responsibility for continuous curricular development. For this purpose it makes extensive use of expert groups from both schools and enterprises providing upper secondary education. When the need for a new qualification is identified, a tripartite group is set up to design vocational profiles. These form the basis for developing the subject curricula. The Directorate appoints teams for curricular development consisting of professionals (most often proposed by the employer and employee organisations) and VET teachers.

Within three months, the team submits a draft version of the curricula to the Directorate. The draft is distributed to the sector for a three-month consultation process. Relevant feedback is incorporated into the draft curricula. With support from external representatives from the sector, the quality of the curricula is assured by the Directorate. Depending on the subject, the curricula are finally set by the Ministry or the Directorate.

The identified labour market needs will have no direct influence on teachers’ training or assessment, but the training of teachers and the assessment of learners and apprentices will be dependent on the subject curricula.

In addition, the Directorate has a follow-up system for curricula (System for oppfølging av læreplan (SOL)). The purpose of the system is to obtain a more holistic and systematic overview of the situation for the curricula. SOL entails reviewing, compiling and analysing different sources that inform the situation for the curricula and how they function. These sources include studies, enquiries, evaluation reports and statistics. The intention is that SOL should contribute to making administration of the curricula more systematic, knowledge-based and predictable. The knowledge gained gives the Directorate a basis for initiating the necessary and adequate measures for strengthening implementation of the curricula. These measures can support and inform VET providers when adjusting the curricula.

Norway is in the process of renewing all subjects at all levels of education. The renewed subjects and a new core curriculum will be implemented in 2020.

The tripartite cooperation represents a crucial quality assurance mechanism for upper secondary VET. The Education Act requires the county authority (fylkeskommunen) to consult the County Vocational Training Board (Yrkesopplæringsnemda) on quality issues related to school-based and work-based VET. A main task for the Board is thus to give advice, especially related to accreditation of apprenticeship training enterprises. The County Vocational Training Board should also present proposals for quality development, including the enhancement of partnerships between schools and enterprises, and skills and competence development for teachers and trainers.

As quality assurance is embedded in the legal framework, the state is responsible for inspecting all activities stipulated in the Education Act. Furthermore, the state has the authority to issue legally binding orders to rectify unsatisfactory conditions. The Ministry of Education and Research (Kunnskapsdepartementet) has delegated this responsibility as the inspectorate at national level to the Norwegian Directorate for Education and Training (Utdanningsdirektoratet). The Directorate is responsible for developing and supporting inspections, to facilitate a unified inspection throughout the country, and to provide guidance on legislation. The county governors (fylkesmenn) serve as the operational inspection authority for basic training, and have responsibility for activities at county level. They also serve as the appeal body for individual decisions regarding learners in primary and lower secondary school. However, the Ministry still has the authority to exercise supervision, and can instruct the Directorate for Education and Training and the county governors on how inspections should be performed.

Quality standards for VET providers are set out in the Education Act and relevant regulations. The legislation sets standards for examinations, trade- and journeyman's certification, approval of apprenticeship training enterprises, and teacher competence. The Education Act also regulates the county governors’ responsibility to provide guidance to school owners. This applies to guidance not only on academic matters but also on other matters related to the Education Act. This includes guidance on administrative rules, and is intended to provide the best possible cooperation between the state and the school owners.

In addition to the county governors’ more general inspections, joint national inspections may also be implemented. These inspections are incident-based, and are based on regional risk assessments made in cooperation with the county governors. Situations may arise that invoke immediate attention by the authorities, and give county governors the authority to perform inspections at their own initiative.

The Norwegian Agency for Quality Assurance in Education (Nasjonalt organ for kvalitet i utdanningen (NOKUT)) is responsible for recognition, accreditation and quality assurance in post-secondary vocational education and higher education. The frameworks for these activities are laid down in the respective laws and regulations on quality assurance in higher education and post-secondary vocational education, as well as in supplementary regulations, rules and procedures laid down by NOKUT.

Validation of non-formal and informal learning is possible in all levels of education and training in Norway and can be used to acquire modules and/or full qualifications. There are laws and regulations in place relating to each level of education and training, providing a general framework for validation of prior learning. The Norwegian system of validation is based on shared principles across all sectors. One of these principles is that the validation process should be voluntary and of benefit to the individual.

Differences in funding and governance mechanisms found in primary, upper secondary, post-secondary vocational and higher education affect the preconditions for setting up validation procedures. The sectors of education have developed schemes for validation of non-formal and informal learning according to their specific needs and preconditions. Higher education institutions exercise the greatest freedom in the design and delivery of validation, because responsibilities are devolved to each institution. This also concerns post-secondary VET. The national government and its underlying administrations provide guidelines for all educational sectors.

During the autumn of 2013, the Norwegian Directorate for Education and Training, in cooperation with stakeholders from the sectors, developed national guidelines relating to adults who claim the right to have their formal, non-formal and informal learning validated compared to lower or upper secondary level. The guidelines focus mainly on how to interpret the regulations relating to validation and how to implement the different points described in the regulations. The purpose of the national guidelines for validation is to ensure that sound validation procedures are carried out, leading to similar practices in all Norwegian counties and municipalities. By providing a national basis for local practice, the guidelines could spur confidence and legitimacy of the validation practices.

  • It is possible to acquire a full qualification on the basis of validation in the Programme for General Studies in upper secondary education (university-preparatory).
  • In upper secondary VET, it is necessary to take the relevant final (trade) examination to achieve a trade or journeyman's certificate as a skilled worker.
  • In higher education, individuals can gain exemptions for parts of study programmes. On the diploma as well as on the Diploma Supplement, the relevant courses and credits will be identified as having been obtained through validation. In post-secondary VET, the possibility to give exemption from courses and modules on the basis of validation was introduced through regulations of 1 August 2013.

In terms of awarding credits or partial qualifications after validation in primary and upper secondary education and training, the Education Act permits candidates to achieve a partial certificate qualification, called 'certificate of competence' (kompetansebevis) at any level through validation. Candidates then have the right to access further education and training, in order to achieve a full trade or journeyman’s certificate. The certificate of competence is awarded to recognise that an individual has achieved certain objectives (learning outcomes) within an upper secondary curriculum. The certificates can serve as a stand-alone evidence of competences and can be used, for example, to support a job application or participation in further education courses.

These partial certificates of competence are recognised on the labour market, as a documentation of parts of the demands in the trade. It is also possible to access education through validation – the individual must be able to show (through documentation or other means) that s/he has the required skills and competences to enter a certain level of education and training.

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([29]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-database-on-validation-of-non-formal-and-informal-learning).

Salary during apprenticeship training

The apprenticeship scheme is a critical component of the upper secondary VET 2+2 model. The regulated salary during the apprenticeship training period is a financial incentive to promote learner participation in VET. The salary for apprentices constitutes a given percentage of the initial salary of a worker with a craft certificate in the relevant vocation. The salary is increasing throughout the apprenticeship.

For apprentices following the main model (2+2) the salary will be calculated as follows:

1st half of the years in an approved training company: 30 percent of the initial salary;

2nd half: 40 percent of the initial salary;

3rd half: 50 percent of the initial salary;

4th half: 80 percent of the initial salary.

Grants and loans for learners

The main purposes of the Act relating to Learner Grants (Lov om utdanningsstøtte) of 1985, most recently amended in 2015, are to:

  • improve equity in access to education and training regardless of geography, gender, age and social background;
  • improve learning environments and enable learners to study more effectively;
  • ensure a qualified workforce for society at large.

Learner loans carry no interest charges during the period of study. All registered learners participating in formally recognised study programmes at both public and private institutions of higher education may receive grants and subsidised loans from the Norwegian State Educational Loan Fund (Statens lånekasse for utdanning) for subsistence expenses. Support is also provided to Norwegian learners abroad, who may receive additional support for travel, admission and tuition fees.

Learners in upper secondary school-based VET (learners and apprentices alike) may qualify for grants and subsidised loans from the Norwegian State Educational Loan Fund subject to a needs-based assessment. They may receive:

  • relocation grants if they have to move away from home to attend school or enterprise-based training, and are also entitled to support from the Norwegian State Educational Loan Fund.

The following grants are also available to adult learners;

  • additional subsistence grant to cover expenses if they live away from home;
  • grants for purchasing compulsory equipment, according to study programme.

Support to learners at upper secondary level is mainly provided in the form of grants.

The apprenticeship scheme is a critical component of the upper secondary VET 2+2 model. After two years of school-based education, most VET programmes involve a two-year apprenticeship in a training enterprise. This period is equivalent to one year of practice-based training and one year of productive work for the training enterprise. During the first year as an apprentice with practice-based training the enterprise focus on teaching. There is no expectation to profit-making. The second year with productive work is expected to be profit-making for the company. After two years in school, the apprentice signs a legally binding apprenticeship contract with the training enterprise and a representative from the county authorities. By law, apprentices are employees of the enterprise, with the rights and obligations that follow. They are entitled to a salary that increases with the apprentice's productivity during the two-year apprenticeship period. Salary increases normally start at 30% and increase to 80% of a skilled worker’s salary. For the school year 2017/18, 66 562 vocational learners are registered in upper secondary education in Norway and there are 41 480 apprentices with apprenticeship contracts.

In 2017, all training enterprises received a state grant of approximately EUR 15 000 per apprentice for a 12-months training period. The grant covers the training period only, not the productive component. The grant is distributed evenly throughout the apprenticeship period in the company. The grant is supposed to cover costs related to training the apprentice. Additional grants are given to enterprises either for offering apprenticeships in rare and protected crafts (små og verneverdige fag) or for accepting apprentices or training candidates with special needs.

Legislation ([30]Under the Education Act (Opplæringsloven); came into effect 1.1.2009.) guarantees the right of every learner to receive both guidance regarding educational and vocational matters as well as for social or personal character.

Guidance and guidance services are provided by different institutions according to level of education and relation to the labour market. The main guidance services are organised within the school system. Learners in primary and secondary education have the right to “necessary guidance on education, vocational opportunities, vocational choices and social matters”. The provision is organised by the individual schools. All learners are entitled to guidance according to their needs.

A whole-school approach to guidance has been adopted, meaning that individual teachers, and all other personnel in schools, have a responsibility to provide guidance to learners. Moreover, one subject in the curriculum for lower secondary schools, Study Elective Programme Subject (Utdanningsvalg), is specifically aimed at providing learners with the competencies they need to make informed educational and vocational choices. A similar subject is offered in VET programmes in upper secondary schools. In addition to this, and with a different responsibility for guidance, guidance counsellors in lower and upper secondary education provide guidance to learners in school. Guidance counsellors in the Follow-up Service (Oppfølgingstjenesten) provide guidance to youth aged between 16 and 24 who are neither in education nor in employment.

All counties have allocated funding from the state budget to establish partnerships for career guidance, and most counties have established such partnerships or other forms of regional cooperation. Local and regional school authorities, the Norwegian Labour and Welfare Administration (NAV), the business sector, and social partners are often partners in these initiatives. Several counties have established career centres to provide guidance for everyone, primarily adults aged above 19. The career centres also play a role in helping improve the competence of guidance counsellors in schools, in local Labour and Welfare offices (NAV) and other institutions offering career guidance. The National Unit for Lifelong guidance in Competence Norway is in charge of managing and monitoring partnerships in career guidance.

In 2014 a master’s degree in career guidance was established in Norway. Career guidance strengthens the individual’s ability and competence to make informed education and vocational choices.

Although all learners in upper secondary education have the right to guidance under the Education Act, apprentices do not have this right. An official Norwegian report ([31]NOU 2016:7 Norge I omstilling – karriereveiledning for individ og samfunn [NOU 2016:7 Career guidance for individuals and society].https://www.regjeringen.no/en/topics/education/voksnes-laring-og-kompetanse/artikler/sammendrag-av-nou-20167-karriereveiledning-for-individ-og-samfunn/id2485528/) recommends a right to guidance also for apprentices. It additionally recommends an online guidance platform to increase the quality of guidance in both lower and upper secondary schools. Universities and some university colleges have established career centres to provide guidance to learners. Adults who need guidance may use the local offices of the Norwegian Labour and Welfare Administration (NAV) or visit regional career centres established by partnerships in career guidance. A small number of private agencies also provide career guidance on a commercial basis.

Please see also:

Vocational education and training system chart

Tertiary

Programme Types
Not available

Post-secondary

Click on a programme type to see more info
Programme Types

Master craftsperson

programme

Master craftsperson programme (Mesterbrevordningen)
EQF level
Not applicable
ISCED-P 2011 level

Not applicable

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

Not applicable

Usual completion age

Not applicable

Length of a programme (years)

1,5 - 2 (part-time)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

N

The craftsman education is still not linked to NKF/EQF

Is it initial VET?

N

Is it continuing VET?

Y

A trade or journeyman certificate is requred, as well as several years of relevant work experience.

Is it offered free of charge?

N

Is it available for adults?

Y

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)

Master craftsperson programme covers general administrative subjects, e.g. organisation and management, marketing and financial control, as well as craft theory.

Common subjects are delivered part-time over the course of two years (the training is typically combined with full-time work as an employee or owner of an SME). ICT is integrated throughout the course. Both common subjects and craft theory are offered as evening and part-time courses. Distance education courses are also available.

Main providers

Three institutions provide master craftsman education: Folkeuniversitetet (FU), Norges grønne fagskole – Vea, Blimester ([38]www.blimester.com)

Share of work-based learning provided by schools and companies

This education targets people that are already in work, and the education is organised to allow for full time work besides studies.

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • Theory studies in e.g. administration, economics and leadership.
  • Both classroom teaching and web based education supplemented by study gatherings are offered.
Main target groups

Master craftsman education is for holders of a trade or journeyman’s certificate who also have several years of relevant work experience and wish to set up their own business or hold a managerial position in a craft enterprise.

Entry requirements for learners (qualification/education level, age)

Trade or journeyman’s certificate and several years of relevant work experience.

Assessment of learning outcomes

Courses in common subjects conclude with a written examination. In craft theory, a written examination is held for each master craftsman subject. Learners may also take the examination as private candidates.

Master craftsmen programme is administered by the publicly appointed Master Craftsman Certificate Committee (Mesterbrevnemnda (MCC)), which determines training standards and practice requirements and awards the certificate.

In recent years, MCC has further extended the education system for master crafts persons. As a result, learning output-based degrees from other providers can also be recognised.

Diplomas/certificates provided

Successful candidates obtain the title “Master Craftsperson”.

The master craftsman certificate is awarded in 73 different crafts covering all traditional trades in which journeyman’s examinations are held and journeyman’s certificates issued, as well as some (newer) trades with craft examinations and certificates.

Examples of qualifications

Example of qualifications (out of more than 70):

  • Masonry
  • Goldsmith
  • Wodcarving
Progression opportunities for learners after graduation

Mater craftsman education does not qualify for further education.

The education qualifies for:

  • setting up own business
  • taking a managerial position in a craft enterprise
Destination of graduates

The education is primarily for people already in work, and they take the education part time.

Awards through validation of prior learning

Y

Validation of prior learning in order to achieve the mastercraftsman tribunal (Mesterbrevnemnda) is possible.

General education subjects

Master craftsperson education combines general administrative subjects such as business organisation and management, marketing, financial control, and vocational theory.

Key competences

N

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

Not applicable

EQF 5

Post-secondary

VET colleges,

0.5-2 years

ISCED 453, 554

Post-secondary vocation education (nationally referred as tertiary) leading to EQF level 5, ISCED 453 and 554 (fagskoleutdanning)
EQF level
5
ISCED-P 2011 level

453 and 554

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

Not applicable

Share of learners in a range of age groups is as following:

  • 30% 21-25 y.o.
  • 20% 26-30 y.o.
  • 14% 31-35 y.o.
  • 11% 36-40 y.o.
  • 7% 41-45 y.o.
  • 7% 46-50 y.o.
  • 5% 51+ y.o.

Data from 2018 ([39]https://www.ssb.no/fagskoler).

Usual completion age

6 months up to 2 years after study entry.

Length of a programme (years)

From 0.5 year to 2 years (up to 3 years in special cases)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

Depending on the study, some are free of charge and some are with tuition fee.

Is it available for adults?

Y

ECVET or other credits

From 30 – 120 higher vocational eductaions credits.

In special cases 180 credits

Learning forms (e.g. dual, part-time, distance)

Education at this level is available as:

  • part time studies to be combined with work
  • online studies

Training is available at school and within an enterprise.

Main providers

Post-secondary (nationally referred as tertiary) vocational colleges (fagskoler), private and public

Share of work-based learning provided by schools and companies

The share of work-based learning depends on the study and varies.

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Work-based learning may be:

  • practical training at school
  • in-company practice
Main target groups

Programmes are available both for young people and for working adults.

The educations especially target working adults and the study is often adapted to fit a combination of work and study.

Entry requirements for learners (qualification/education level, age)

Access is based on an upper secondary general or vocational qualification, depending on the branch of study, or validated prior learning (VPL).

No practical work experience is required. However, many programmes, particularly those aimed at the health and social service sector, are designed as part-time courses, where learners are required to work part-time and undertake project assignments at a workplace, often their own.

No age restrictions apply.

Assessment of learning outcomes

The education is based on learning outcomes and the students have to pass a final examination.

Diplomas/certificates provided

VET students at this level may receive three qualifications:

  • Higher professional degree (120-180 credits)
  • Professional degree (60 -90 credits)
  • Certificate without a degree
Examples of qualifications

Mechanical engineer, electro technician, fashion designer and pattern maker.

Progression opportunities for learners after graduation

Candidates who have completed a two-year post-secondary VET programme qualify for some engineer educations and some technical educations at tertiary level. The framework curricula for the bachelor programmes in engineering allow for the recognition of relevant two-year technical post-secondary vocational education as one year of the engineering programme.

Some vocational education colleges have agreements with higher education institutions whereby their graduates are directly admitted to the second year of engineering programmes in the relevant field of study. However, such agreements often set conditions for technical vocational college learners. For instance, engineering at tertiary education level requires college candidates to spend 3½ or 4 years on completing their bachelor's degree.

Destination of graduates

Information not available

Awards through validation of prior learning

Y

Recognition of prior learning (RPL): Access based on individual assessment of formal, informal and non-formal qualifications is open to applicants aged 25 or above. Applications for admission on the basis of RPL are processed locally at each institution.

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

Information for this type of programmes is not available.

In general, there are 16 000 students at post-secondary level compared to 293 287 students at universities and university colleges.

Data from 2019 ([40]https://www.ssb.no/fagskoler).

Secondary

Click on a programme type to see more info
Programme Types

EQF 3

School-based

programmes,

no WBL, 3 years

ISCED 353

The three-year upper secondary school-based pathway leading to EQF level 3, ISCED 353 (Yrkeskompetanse)
EQF level
3
ISCED-P 2011 level

353

Usual entry grade

11

Usual completion grade

13

Usual entry age

16

Usual completion age

18

Length of a programme (years)

3

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

Credits are not available at upper secondary level.

Learning forms (e.g. dual, part-time, distance)

School-based learning consisting of 981 hours of teaching the first year of which 477 hours in the programme subject.

Second year:

982 hours of teaching, 477 hours in the programme subject

Third year:

981 hours, 926 hours in the programme subject.

Main providers

Upper secondary schools

Share of work-based learning provided by schools and companies

=0%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school
Main target groups

This scheme is available both for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

Completed lower secondary education is required.

The level of the grades to enter may vary, depending on the demand (the number of applicants) and the grades of the applicants.

Assessment of learning outcomes

The learners need to pass a compulsory final exam, which is based on learning outcomes and usually includes a practical part.

At upper secondary level the learners have the right to a new final exam if the first attempt fails. The school is obliged to offer the opportunity to write the exam next time this is scheduled at the school. If a learner fail to do so, the exam has to be completed as an external candidate for a public examination

Diplomas/certificates provided

Professional competence qualification at EQF level 3

Examples of qualifications

Interior designer, piano repair, space technology, pharmacy technician, medical secretary and gardening.

Progression opportunities for learners after graduation

Those who complete VET may enter the labour market. The learners may also do a craft or journeyman`s certificate exam after five years of working in the trade.

Destination of graduates

Information for this programme is not available.

In Norway the graduates are tracked three years after completing a vocational education. In total, 80.8 % of all the 2016-17 graduates are employed, 12 % are in education and 7.2 % are neither in education nor job ([33]www.udir.no).

Awards through validation of prior learning

Achieving qualifications through validation of prior learning is possible.

General education subjects

Y

The common core subjects (fellesfag) (Norwegian, English, mathematics, physical education, natural sciences and social sciences) are the same for all VET programmes.

Key competences

Y

Key competences are integrated in the competence aims for the subject.

Application of learning outcomes approach

Y

The programme is based on learning outcomes.

Share of learners in this programme type compared with the total number of VET learners

In 2018/19 there were 121 390 learners in general education at upper secondary level. 35.59 % of the learners at upper secondary level were in vocatonal education and training (67 092). Only 2 465 learners attended the third year at upper secondary school and 58 % of them attended this programme. The others progress to apprenticeship or to a bridge year to access higher education.

EQF 4

Apprenticeship training,

WBL -100%

2+2 year

School-based programmes,

WBL 20-35%

ISCED level 353

The 2+2 apprenticeship pathway leading to EQF level 4, ISCED level 353 (2+2 modellen)
EQF level
4
ISCED-P 2011 level

353

Usual entry grade

11

Usual completion grade

14

Usual entry age

16

Usual completion age

19

Length of a programme (years)

4

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Upper secondary school is free of charge.

Is it available for adults?

Y

ECVET or other credits

Credits are not available at this level of education.

Learning forms (e.g. dual, part-time, distance)

The model entails two years of education in school followed by two years of formal apprenticeship training in company.

Main providers
  • VET schools in the first two years
  • Training companies in the second two years
Share of work-based learning provided by schools and companies

=20-35% in the first two years

=100 % in the second two years

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school in the first two years
  • apprenticeship in company in the second two years
Main target groups

Mainly young people, 16-18 year olds (85%).

The age group 19-24 represent 9.6%, 25-29 = 2.1%, 30-34 = 1.4% and 35+ represents 1.8% ([34]Statistics Norway:
https://www.ssb.no/vgu
).

Entry requirements for learners (qualification/education level, age)

Completed lower secondary education is required.

Assessment of learning outcomes

Upper secondary VET is completed with a practical-theoretical trade or journeyman’s examination (Fag- eller svenneprøve). In the test, candidates demonstrate their vocational skills, and explain and justify the methods chosen to solve the test assignments.

A county-appointed, trade-specific examination board prepares and assesses the examination. The minimum requirement for being a board member is a formal vocational education. The county authorities award the certificate.

In 2017, 82.6% of candidates who entered a VET programme in 2012 passed the exam, 5.8% completed their apprenticeship but failed the exam, 10.8% failed to complete their apprenticeship and 0.8% are still undertaking their apprenticeship ([35]Norwegian Directorate for Education and Training:
https://skoleporten.udir.no
).

Learners' competencies are assessed continuously throughout the four years of education and training, in school by the teacher and in apprenticeship by the training supervisor. In addition, they have to take exams in individual subjects developed at local and county level. Learners may also be randomly selected to take nationally organised examinations in common core subjects. Most learners have passed exams in vocational subjects after two and four years of training. After two years in school, learners take an interdisciplinary local practical exam which covers all the vocational subjects.

Diplomas/certificates provided

Upper secondary VET practical-theoretical trade or journeyman’s examination lead to an EQF level 4 qualification: a trade certificate (Fagbrev) for industrial and service trades or a journeyman’s certificate (Svennebrev) for traditional crafts.

The two certificates have equal status based on similar sets of theoretical knowledge and practical skills.

Examples of qualifications

Goldsmith, winder, painter, roofer.

Progression opportunities for learners after graduation

There are many progression opportunities to post-secondary and tertiary education from upper secondary VET.

With a trade or journeyman’s certificate, the options are:

  • Higher vocational education (EQF level 5), 6 to 24 months specialisation/further education
  • via a one-year bridging course in core subjects (påbyggingsår); direct admission to certain specially designed bachelor programmes (Y-veien).

Options without a trade or journeyman’s certificate are:

  • five years’ experience gained in work and/or education and passing a course in core subjects (for those aged 23 or older);
  • recognition of relevant formal, informal and non- formal learning for people aged 25 or older who do not meet general entrance requirements;
  • successfully completed two years in vocational college;
  • completing the bridge course (Påbygging til generell studiekompetanse) after completing the first two years of a VET programme. This option is a choice made by more than a quarter of upper secondary VET learners. In 2017, 8 200 learners (27.8% of the VET learners) selected this option after their second year in a VET programme ([36]Statistikk-portalen:
    https://skoleporten.udir.no/
    ). Already after two years in a VET programme, learners may transfer to a third year of supplementary studies that qualify them to enter higher education. This year leads to a qualification at NQF level 4B and EQF level 4. This pathway replaces the two-year apprenticeship period, and the learners will thus not receive a trade or journeyman’s certificate. The third year is a 'package' course in the six key academic subjects of Norwegian, English, mathematics, natural sciences, social sciences, and history, and successful candidates satisfy the general admission requirements to higher education (on par with those taking general study programmes). Apprentices also have a statutory right to a year of supplementary studies after passing the trade- or journeyman’s test, a fifth year of training. The fifth year is supplementary studies which qualify for higher education.
Destination of graduates

Information for this programme is not available.

In Norway the graduates are tracked three years after completing a vocational education. 80.8 % of all 2016-17 graduates are employed, 12 % are in education and 7.2 % are neither in education nor job ([37]www.udir.no).

Awards through validation of prior learning

Y

Validation of prior learning is always an option.

The Directorate of Education and training has developed national guidelines for the assessment of prior learning in lower and upper secondary school for adults.

General education subjects

Y

 

The 2+2 pathway (apprenticeship model) with structure of subjects

Source: ReferNet Norway.

 

The common core subjects (fellesfag) (Norwegian, English, mathematics, physical education, natural sciences and social sciences) are the same for all VET programmes.

Key competences

Y

The key competences are integrated in the competence aims for the subject.

Application of learning outcomes approach

Y

The programme is based on learning outcomes.

Share of learners in this programme type compared with the total number of VET learners

No information available on the share of learners.

At upper secondary level, 72% of the vocational programmes are structured according to the two main models (2+2 apprenticeships and 3+0 school based).

74.2% of all the learners applying for an apprenticeship signed a contract in 2018.

VET available to adults (formal and non-formal)

Programme Types
Not available

General themes

VET in Austria has the following main features:

  • VET ranks high; about 70% of each age cohort opt for a VET path at the end of compulsory education ([1]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    ).
  • early leaving is comparatively low at 7.3% in 2018 and a ‘safety net’ for young people has been in place for many years. In 2017, the training obligation until age 18 was introduced: all young people who are not in education and training, or in a job, must participate in mainstream school-based programmes, apprenticeships or other recognised training;
  • school-based VET and apprenticeships (dual track training) coexist. They cover nearly all economic sectors and lead to different qualification levels (either EQF 4 or 5).
  • there is a variety of VET programmes at tertiary level and for adults.

Distinctive features ([2]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8127_en.pdf
):

  • the broad range of available VET programmes is not only reflected in the various types of training and qualification levels but also in the fields of study, which include business, engineering, tourism, fashion, design, arts, and agriculture. Programmes can be adapted to regional economic contexts and skill needs, and allow learners to develop their strengths and talents in the best possible way.
  • all programmes at upper secondary level, whether school-based or dual-track, combine VET with general education and theory with practice. Work-based learning is central to VET, particularly in apprenticeships where learners spend 80% of their training time in a company. School-based VET is also practice-oriented, including learning in workshops, labs, training restaurants and practice firms, complemented by mandatory work placements in companies. Project and diploma assignments as part of the final exam of the five-year VET programme (EQF 5) are often set by companies or carried out with their collaboration. Many teachers have experience in business and industry, which, for certain areas, is also an admission requirement;
  • much attention is paid to the acquisition of key competences (e.g. team work, digital and entrepreneurial skills). At least one foreign language is mandatory − in some study fields (such as tourism) up to three − and is also used as a working language at several schools. Competence-orientation is a key principle in VET;
  • the number of apprentices (within the dual VET-track) being trained is driven by company demand. On completion of compulsory education, young people apply for apprenticeship places in companies and conclude a training contract with them. Apprentices are also assigned to the respective school-based programme, which is mandatory;
  • many VET programmes are offered outside the formal education system. A diverse range of institutions offers continuing training and progression opportunities to complement or upgrade people’s initial qualifications.

Despite its wide recognition, VET faces several challenges:

  • basic skills: OECD-PISA results in recent years suggest that the share of learners with low achievement in reading literacy and maths is comparatively high. Companies tend to point to young apprentices’ basic skills gaps. This drives the current government’s goal that no young person should leave compulsory education without having achieved basic competence levels in reading, writing and maths. 
  • early leaving from education and training: early leaving rates from education and training have been comparatively low and a ’safety net’ for young people has been in place for many years. What used to be an offer became a training obligation until age 18 in 2017: all young people who are not in post-compulsory education and training, or in a job, must participate in mainstream school-based programmes, apprenticeships or other recognised training until the age of 18.
  • value of non-formal training: Austria has a relatively segmented education system; permeability is limited, particularly between non-formal and formal programmes at higher levels. Public perception of formal and non-formal qualifications is not the same. The national qualifications framework (NQR) is expected to provide a new perspective on them, as assignment to NQF levels is based on learning outcomes, irrespective of the institutional context in which they were acquired.

Data from VET in Austria Spotlight 2017 ([3]Cedefop (2017). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8114_en.pdf
).

Population in 2018: 8 822 267 ([4]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].)

The continuous increase in the size of the population since the mid-1980s is mainly due to the growing influx of foreign nationals, rising particularly sharply in recent years. Overall, roughly 16% of the Austrian population are foreign nationals ([5]Cedefop (forthcoming). Vocational education and training in Austria: short description. Luxembourg: Publications Office.).

It increased since 2013 by 4.4% mainly due to migration ([6]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019]). According to the projection of Statistics Austria, based on assumptions on fertility, mortality and migration, the population will continue to grow to nine million people by 2022, to over 9.3 million by the year 2030 and to 9.53 million people by 2040 (+8% compared to 2018) ([7]Statistics Austria (2018). The Austrian population will grow to 10 million inhabitants by 2080; labour force increases by 5%. Press release 11.903-214/18 published on 22.11.2018.
http://www.statistik.at/web_en/statistics/PeopleSociety/population/119618.html .
).

The demographic development reveals that the population is ageing, as in many other EU countries. In 2015 only 18.5% of the Austrian population were aged 65 years or older; the share of this population segment in the population overall is expected to increase to over 29% by 2060.

The old-age dependency ratio ([8]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).) will also continue to rise. In 2016 the number of people aged 65 and above, in relation to the 15 to 64 year-olds, was still slightly more than one to four (27.4%); projections show this ratio reaching about one to two by 2060. This means there will be less than two people in employment for every pensioner ([9]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

 

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

The demographic structure and dynamics in Austria – mainly driven by migration and an aging society – will have an impact on available resources as well as on the demand for education ([10]Oberwimmer, K. et al. (2019). Nationaler Bildungsbericht Österreich 2018, Band 1 [National education report, Volume 1]; Das Schulsystem im Spiegel von Daten und Indikatoren [Education in facts and figures], p. 25.
https://www.bifie.at/wp-content/uploads/2019/04/NBB_2018_Band1_v3_final.pdf
).

Because of migration, support structures (such as classes in German) have been created for the acquisition of German as a foreign language (language of instruction) and measures have been taken to make it possible for migrants to complete VET programmes: these include transition courses, the ‘b.mobile’ programme ([11]See
https://www.wko.at/site/fachkraeftepotenzial/b_mobile.html
) of the Austrian economic chambers.

The demographic development towards an ’aging society’ will have an impact on the education sector. In order to keep pace with the (future) requirements of the economy, lifelong learning (LLL) will become imperative. Therefore it is/will be necessary to encourage participation of older employees in further and higher qualification (VET) programmes ([12]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

Small and medium-sized enterprises (SMEs) are the backbone of the Austrian Economy: 99.6% of all enterprises are SMEs. Around 330 000 such enterprises employ nearly two million people (2016) ([13]Austrian Institute for SME Research (2019). KMU-Daten 2016 [Key figures on SMEs, 2016].
https://www.kmuforschung.ac.at/zahlen-fakten/kmu-daten/
).

87% of them are micro-enterprises with fewer than ten employees. 11% are small enterprises employing between ten and 49 people, around 2% are medium-sized enterprises with 50 to 249 employees. Overall more than 1.9 million people are self-employed or work in dependent employment in Austrian SMEs. This means that SMEs provide work to around two thirds of the entire workforce. The share of large enterprises in the total number of Austrian companies is only 0.4%. But they employ roughly one third of all employees. Especially for SMEs – and particularly for micro and small enterprises – vocational education and training (VET) that is properly differentiated and adjusted to current and future requirements is very important because these companies, as a rule, do not have their own in-house HR (development) and research departments ([14]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

Since the 1960s, the Austrian economy has undergone fundamental changes. In 1960, agriculture and forestry still boasted an 11% share in the gross value added. The services sector, at around 42%, was behind the manufacturing sector (47%). In the 1970s, structural change started and continues today; it has led to a shrinking of the primary and secondary sectors to the benefit of the tertiary sector. Today more than 70% of the value added is created in this sector, which also employs around 70% of the workforce. In response, new specialisations and qualifications have been introduced in the education sector (mainly in wholesale and retail trade, tourism, healthcare) to meet the requirements of the economy. In addition, increasing attention is being paid to teaching key competences, which play a major role in the services-oriented economy ([15]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

The most important manufacturing sectors (by turnover 2017) and export sectors of the Austrian economy with the dominance of SMEs are ([16]WKÖ- Austrian Economic Chamber (2018). Statistical Yearbook 2018.
http://wko.at/statistik/jahrbuch/2018_Englisch.pdf.
):

  • energy supply;
  • machinery and motor vehicles;
  • metals and metal products;
  • electrical and electronic equipment;
  • food and feed;
  • petroleum, chemical and pharmaceutical products;
  • plastic, glass, wood, paper products.

In terms of foreign trade, tourism, environmental technology, construction and infrastructure, creative industries, training and the service sector are strong sectors ([17]WKÖ-Austrian Economic Chamber (2019). Österreichische Exportwirtschaft 2019/2020 [Austrian foreign trade 2019-20], S. 12f.
https://www.wko.at/service/aussenwirtschaft/oesterreichische-exportwirtschaft.pdf [accessed 23.5.2019].
).

In Austria around 200 professions are regulated ([18]See
http://ec.europa.eu/growth/tools-databases/regprof/index.cfm
); they require a specific professional qualification when accessing or exercising them. Certificates/diplomas are generally very important, although for most jobs they are not a formal requirement.

Total unemployment (2018): 4.3% (6 % in EU-28); it increased by 0.9 % percentage points compared to 2008 ([19]Source: Eurostat, une_rt_a [extracted 20.5.2019].).

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: Data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 16.5.2019].

 

Unemployment differs strongly for persons with low-, medium- and high-level formal education.

In 2018 the unemployment rate of persons (aged 25-64) without an upper secondary qualification was 10.9%, almost three times higher than of persons with at least upper secondary education (3.8%) and even higher than of people with tertiary education background (3%).

Younger people (aged 15-24) with no or lower formal qualifications are especially affected by significantly higher unemployment risks and rates. However, in 2018, Austria had the sixth lowest unemployment rate (13.9%) in an EU-28 comparison (21.9%) among young people (15 to 24 year-olds). This is particularly due to the varied VET programmes offered at the upper secondary level ([20]Cedefop (forthcoming). Vocational education and training in Austria: short description. Luxembourg: Publications Office).

The employment rate of 20 to 34 year-old VET graduates increased from 86.3% in 2014 to 88.6% in 2018; it is 8.1 percentage points above the EU 28-average (80.5%) ([21]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

 

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 16.5.2019].

 

The employment of 20-34 year-old VET graduates of ISCED levels 3 and 4 increased to 88.6% (+2.3 pp) between 2014 and 2018 ([22]NB: Beaks in time series. Eurostat table edat_lfse_24 [extracted 16.5.2019].).

This is due to the wide range of vocational programmes at upper secondary level, which make it possible for graduates to enter the labour market directly ([23]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

The employment rate and the change between 2014 and 2018 in the employment rate of 20-34 year-old VET graduates at ISCED levels 3 and 4 is higher compared to that for all 20-34 year-old graduates (2014: 83.5%, 2018 84.5%) ([24]NB: Breaks in time series. Eurostat table edat_lfse_24 [extracted 16.5.2019].).

In 2018 more than half of 25 to 64 year-olds (52.6%) acquired a qualification in an education programme at ISCED Level 3 or 4, i.e. an apprenticeship diploma or a qualification from a school for intermediate vocational education or a general secondary school. This also reflects the importance of the upper secondary sector within the Austrian education system.

About one third of the population (32.7%) between the ages of 25 and 64 years completed a tertiary education programme, also including ‘short programmes’ (ISCED 5) below the bachelor degree, such as the qualification obtained at a five-year school-based VET programme or at an industrial master college.

But many programmes aiming at vocational further and higher qualifications (such as the engineer qualification, the financial accountant qualification, qualifications obtained in the police force) are offered outside the formal education system and are not included in ISCED ([25]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

The share of the population with no or low-level qualifications (ISCED 0-2) is significantly lower (14.7%) compared to the EU-28 average (21.8%), and the share of the medium-qualified (52.6 % at levels 3-4) significantly higher (EU-28: 45.7%). The shares of the high-qualified (ISCED 5-8) are almost balanced (AT: 32.7%, EU-28: 32.2%).

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011. Low reliability for ‘No response’ in Czechia, Iceland, Latvia, and Poland.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].
 

For more information about VET in higher education in Austria please see the case study from Cedefop's changing nature and role of VET in Europe project [25a]Cedefop (2019). The changing nature and role of vocational education and training in Europe. Volume 6: vocationally oriented education and training at higher education level. Expansion and diversification in European countries. Case study focusing on Austria. Cedefop research paper; No 70. https://www.cedefop.europa.eu/files/austria_cedefop_changing_nature_of_vet_-_case_study.pdf

In Austria nearly 70% of all upper secondary education VET learners (ISCED level 3) are enrolled in vocational programmes compared to 47.2% in the EU-28 average (2017) ([26]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8127_en.pdf
).

This is primarily due to the high attractiveness and inflow of approximately 40 % – a relative constant rate since the mid- 1990s – of an age cohort to the apprenticeship training in Austria.

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

not applicable

68.6%

100%

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

 

Share of initial VET learners from total learners at upper secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

 

Around 70% of each age cohort opts for a VET programme at the end of compulsory education ([27]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8127_en.pdf
). There are more male learners in these programmes (80% choose a VET programme) than female ones (70%) ([28]Dornmayr, H.; Nowak, S. (2018). Lehrlingsausbildung im Überblick 2018 - Strukturdaten, Trends und Perspektiven [Apprenticeship overview 2018: structural data, trends and perspectives]. Vienna: ibw research report; No 193.
https://ibw.at/bibliothek/id/481/.
).

Education choices of females and males in IVET differ:

  • young males are traditionally overrepresented in apprenticeship training (77 %) with the main focus on technical trades and crafts. They also favour technical branches in school-based VET;
  • young females generally prefer school-based VET with commercial, economic, social, healthcare and pedagogical programme orientation.

In Austria the share of early leavers from education and training – 18 to 24 year-olds, who have not graduated from upper secondary level and are currently not in education and training – has further decreased from 8.8% in 2009 to 7.3% in 2018. The national target of 9.5% in 2020 has already been passed and is clearly below the EU-28 average (10.6%) with the European benchmark of less than 10% for 2020.

This relatively favourable figure in comparison to the EU-28 is attributed to the wide and differentiated range of education and training programmes after compulsory schooling, especially apprenticeship training and the VET school sector.

 

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].

 

Austria has already achieved, even exceeded, the EU benchmark for lifelong learning of 15%, reaching 15.1% in 2018. The Austrian government in 2011 upgraded the national target for adults aged 25 to 64 years to take part in lifelong learning to 20% by 2020 ([29]https://www.qualifikationsregister.at/wp-content/uploads/2018/11/Strategie1.pdf).

LLL participation is generally higher among women than men and is clearly above the EU-28 average (11.1%) ([30]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

Especially in an aging society, lifelong learning (LLL) will become imperative to keeping pace with the (future) requirements of the economy. Encouraging participation of older employees in further and higher qualification programmes is essential ([31]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
).

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

 

Adults in education and training by age group

Source: National data (Statistics Austria, Micro Census – Labour force survey).

 

According to the labour force survey, around 400 000 people between 15 and 19 were in education and training (IVET) in 2016. Just below 430 000 people aged 20 to 29 were in IVET or CVET; more than 590 000 people at the age of 30 and above participated in an education and training programme.

Structure of the Austrian education system:

  • kindergarten or preschool education (ISCED 0);
  • primary level (ISCED 1);
  • lower secondary level (ISCED 2);
  • upper secondary level (ISCED 3-4);
  • post-secondary non-tertiary level (ISCED 5);
  • tertiary level (ISCED 5-8).

General compulsory schooling starts at the age of six and lasts nine years. To promote equality of opportunity and employability, a training obligation up to the age of 18 has been established after completion of compulsory schooling; this means that young people are obliged to take part in a training programme or attend an educational measure up to the age of 18.

  • primary level (four years, learners aged 6 to 10): before entering the four-year primary school, half-day attendance at nursery school/kindergarten is obligatory. For children with special educational needs (SEN) integrative classes are set up at primary school or there are specific special needs schools which are geared towards the education requirements of individual types of disability;
  • lower secondary level (four years, learners aged 10 to 14): at this education level learners can choose to follow general secondary education offered at the academic secondary school (AHS) or at the new secondary school (NMS). In these school types, the learners with SEN can either attend integrative classes or the fifth to eight grade of a special needs school. To switch from primary school to NMS or the lower cycle of AHS, learners need a positive final certificate of the fourth class of primary school; for entering the lower cycle of AHS, additional performance requirements (such as specific marks in the main subjects) and possibly an entrance examination are foreseen;
  • upper secondary level (one to five years, learners aged 15 to 19): the first school year of upper secondary education is, at the same time, the final year of compulsory education. Compulsory education ends after attendance of nine school years; there is no separate compulsory school certificate. At the upper secondary level, learners can choose between general and (pre-)vocational education programmes. Many of these programmes support direct entry to the labour market, provide access to post-secondary programmes and/or lead to the tertiary sector either directly or upon acquisition of higher education entrance qualifications;
  • post-secondary and tertiary level (different durations; learners aged 19+): higher VET programmes (which aim to provide further and higher qualifications, especially for holders of initial VET qualifications), many of which are organised in cooperation with work-based learning in companies, are offered in the formal education context (schools and universities) but also the non-formal context (outside schools in adult education institutions). Higher education programmes, which lead to Bologna qualifications and are primarily academically oriented and designed as pre-professional, are offered at universities, universities of applied sciences and university colleges of teacher education;
  • education outside the formal education system: many adult education establishments provide programmes for personal and professional continuing education. There are also programmes which make it possible for adults to acquire qualifications in the formal education sector. For the unemployed and those threatened by unemployment, programmes are offered as part of active labour market policy.

At secondary level, learners can choose from various pre-VET and VET options in different occupations/ sectors:

  • different types of one- or two-year pre-VET (Polytechnische Schule, PTS, ISCED 341; berufsbildende mittlere Schule, BMS, ISCED 351): learners acquire general education, key competences and basic vocational skills preparing them for further school-based VET, apprenticeships and simple jobs on the labour market;
  • three- to four-year school-based VET (berufsbildende mittlere Schule, BMS, ISCED 354, EQF 4): learners strengthen their general education and acquire the respective occupational competences and qualifications to perform medium-level jobs. Those who complete an add-on programme or take the Berufsreifeprüfung (exam for people whose initial VET does not automatically qualify them for entry into higher education) also obtain general access to higher education studies;
  • five-year school-based VET (berufsbildende höhere Schule, BHS, ISCED 354-554, EQF 5): combining theory and practice, these programmes offer high-quality occupation-related training while strengthening learners’ general education. They lead to double qualifications for senior positions in business and general access to higher education at the same time (Reife- und Diplomprüfung);
  • apprenticeships (dual track training) (ISCED 354, EQF 4) in some 200 occupations and trades for learners from age 15 onwards, after compulsory education. They lead to qualifications at medium level. Graduates can progress to qualify, for instance, as master craftsperson or, following additional exams, access tertiary level training in a related field. By completing the Berufsreifeprüfung or an add-on programme they can also obtain general access to higher education;
  • training for occupations in the health sector: access to programmes preparing for care and medical assistant professions (ISCED 351 and 353) and other occupations in the health sector (ISCED 351) requires completed compulsory education, being of minimum age, and/or a specific qualification. Training to become a specialist and general care nurse (ISCED 454) is being upgraded to bachelor level. This process will be completed by 2023.

VET at post-secondary level

The introduction of ISCED-2011 has had the result that a series of VET programmes which had formerly been classified as ‘post-secondary, non-tertiary’ are now considered as ‘tertiary’. Due to this change in classification, the number of post-secondary programmes is now reduced while the number of tertiary programmes has risen. ISCED Category 4 basically only comprises schools for healthcare and nursing (ISCED 454). However, the programme to become a specialist and general care nurse offered in this school is being upgraded to a bachelor programme at universities of applied sciences. This process will be completed by 2023, so no VET programmes at ISCED level 4 will be provided in the future.

VET at tertiary level

At tertiary level (ISCED 5 to 8) a wide range of VET programmes are offered. These are provided at higher education institutions, in particular by universities of applied sciences and university colleges of teacher education.

  • Bachelor and master programmes provided at the universities of applied sciences (FH, ISCED 665 / 767) are offered both as full-time and also as part-time in the evening (with extended overall programme duration). A period of work placement is a mandatory part of the bachelor programme curriculum. The programmes are completed with an academic thesis followed by a final exam. Successful completion of an FH master’s programme entitles graduates to access subject-related PhD courses at university.
  • Teacher education programmes offered by university colleges (PH, ISCED 665) aim to train compulsory school teachers for the type of education selected in a four-year bachelor programme. These PH programmes focus on imparting knowledge and skills related to teaching and didactics as well as their application in school life. There are practical teacher training phases within the bachelor programme as well as an induction period, a one-year phase in which graduates teach at a school under the supervision of a mentor.

Tertiary VET is also provided in special schools or in adult learning centres. This includes add-on courses (Aufbaulehrgänge) and post-secondary VET programmes (Kollegs), which both lead to the same qualification as offered by the five-year school-based VET programme at secondary level. There are also special schools offering the industrial master programme (Werkmeisterschule) and the building craftsperson programme (Bauhandwerkerschule). Preparation for the master craftsperson examination (Meisterprüfung) is offered by master craftsperson schools (Meisterschulen) within the formal education system or by adult learning centres, which are not considered to be part of the formal system.

Learners can acquire qualifications in one of the 200 legally recognised apprenticeship programmes with different area specialisations (construction, electro, information technology, wholesale and retail) offered at ISCED 354 level (EQF 4). Apprenticeship training takes place at two places of learning: in the training company and at vocational school. A prerequisite for taking part in an apprenticeship is the successful completion of nine years of compulsory education. Learners need to find themselves an apprenticeship place in a company to be able to access this programme. Once a training company is found, leaners need to sign an apprenticeship agreement with the authorised apprenticeship trainer, which is recorded by the apprenticeship offices (Lehrlingsstellen).

There is an Austrian-wide training regulation (Ausbildungsordnung) for every apprenticeship. It includes the job profile (Berufsbild), a type of curriculum for the company-based part of training, which lays down the minimum knowledge and skills to be taught to apprentices by companies. The competence profile (Berufsprofil), which is also part of the training regulation, formulates in a learning- outcome-oriented manner the competences apprentices acquire by the end of their training in both learning sites. The social partners are essentially in charge of taking decisions about what in-company curriculum and/or competence profile an apprenticeship occupation is based on and they exert a decisive impact on the structure and content of apprenticeship training via their work in relevant advisory councils.

At the end of the apprenticeship period, every apprentice can take the apprenticeship-leaving examination (LAP), comprising practical and theoretical parts. The apprenticeship qualification can also be acquired via a so-called exceptional admission. For this purpose, relevant periods of professional practice and attendance of relevant course events are credited as a substitute for formal apprenticeship training.

Following successful completion of the LAP, graduates have various progression options, such as taking the master craftsperson exam for a skilled craft. Access to HE programmes can be acquired by taking the exam called Berufsreifeprüfung (BRP) during or after the apprenticeship training. For many, an apprenticeship also forms the basis for a self-employed career. Almost 40% of managers in the business sphere have completed an apprenticeship.

The increasing tendency for young people to want to acquire a professional qualification, preferably in apprenticeship training, combined with the fact that the willingness of companies to train apprentices has decreased, has led to the expansion of supra-company training (ÜBA, Überbetriebliche Berufsausbildung). Originally conceived as a temporary education offer until entry to a regular, company-based apprenticeship, ÜBA was incorporated as an equivalent part of dual VET in 2008. Now it is possible for young people who do not find a company-based apprenticeship post or have not been accepted by a VET school to spend the entire duration of the training in an ÜBA, which is funded publicly through Public Employment Service Austria. The school-based part of apprenticeship training is provided at the regular vocational school.

The heterogeneity of people interested in dual VET has also resulted in the establishment of inclusive VET in 2003. Inclusive VET is mainly intended for young people who, at the end of compulsory schooling, have special educational needs and have not graduated from lower secondary level. It can be implemented in two variants, either the training period can be extended by one or two years, or only selected competences of an apprenticeship are taught (partial qualifications). Partial qualifications are supported by vocational training assistance (Berufsausbildungsassistenz). This advises and supports the training companies and young people before and during the training.

A relevant apprenticeship training scheme has also been set up for especially talented young people who find learning easy: in 2008 the ‘apprenticeship with the matriculation certificate’ scheme (Lehre und Matura) was introduced; this enables apprentices to acquire the Berufsreifeprüfung (BRP) parallel to their apprenticeship training and to attend preparatory courses and complete partial exams free of charge. Since 1997 they have also had the option to complete the entire BRP after obtaining their apprenticeship diploma ([32]Tritscher-Archan, S. (2016). Vocational education and training in Europe – Austria. Cedefop ReferNet VET in Europe reports. http://libserver.cedefop.europa.eu/vetelib/2016/2016_CR_AT.pdf).

Learn more about apprenticeships in the national context from Cedefop’s European database on apprenticeship schemes: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

The responsibilities for VET at the upper secondary level are widespread: pre-vocational schools and most of the mainly school-based VET programmes are under the responsibility of the education ministry. This ministry is responsible for tasks such as preparing important school legislation, elaborating framework curricula, selecting, paying and providing further training for teaching staff, and maintaining schools.

The Ministry of Agriculture is responsible for building and maintaining five-year school-based VET programmes in agriculture and forestry and for selecting and paying teachers at these schools. The costs for teachers at three- to four-year VET schools of agriculture and forestry are shared equally by the Ministry of Agriculture and the provinces.

The education directorates in the provinces are responsible for enforcing school legislation, including quality assurance, school supervision and education control.

The competences for dual VET are within the spheres of the Ministry of Economy, which is responsible for the legal bases and content of the company-based part, and the Ministry of Education, which is responsible for the complementary school-based training (curricula, selection of staff).

The social partners are also involved significantly in the governance structure of apprenticeship training (designing the training regulations, carrying out the assessment procedures).

The funding of the company-based part of apprenticeship training is taken on by the training companies; State subsidies are also available. The school-based part is funded by the Ministry of Education. The costs of paying teachers are shared with the provinces. The Ministry of Agriculture and the provinces are responsible for dual VET in agriculture and forestry.

The health ministry is responsible for the legal basis of programmes in the healthcare sector. The provinces pay the teachers who are employed in these training establishments. Their construction and maintenance is also largely taken on by the provinces on behalf of the Federation.

For VET ([33]Cedefop (2018). Vocational education and training in Austria: short description [unpublished working paper].
) at the upper secondary level, the education ministry is responsible for paying teachers and providing further training for teaching staff, and maintaining schools.

The Ministry of Agriculture is responsible for building and maintaining five-year school-based VET programmes in agriculture and forestry and for selecting and paying teachers at these schools. The costs for teachers at schools of agriculture and forestry are shared equally by the Ministry of Agriculture and the provinces.

The funding of the company-based part of apprenticeship training is taken on by the training companies; State subsidies are also available. The school-based part is funded by the Ministry of Education. The costs of the paying teachers are shared with the provinces. The Ministry of Agriculture and the provinces are responsible for dual VET in agriculture and forestry.

Teachers in programmes in the healthcare sector are payed by the provinces. The construction and maintenance of the training establishments is also largely taken on by the provinces on behalf of the Federation.

The funding of CVET depends on what type of training is attended. In most cases, the costs of CET are borne by the participants and/or companies. There are, however, a number of measures (such as educational leave) and financial subsidies (in the form of grants and tax relief) in order to (partially) cover expenses. All these initiatives aim to serve as incentives to take part in CET in order to improve the companies’ economic situation and strengthen the CET participants’ position in the labour market.

Model calculation: Comparison of the public expenditure for IVET, per learner/apprentice for one year (2016)

Programme

Costs per person/apprenticeship place and year (in EUR)

Total public expenses per person/ apprenticeship place and year (in EUR)

Dual VET (company and VET school)

VET school: 4 927

State subsidies: 1 548

6 475

Supra-company training (training in a state-funded workshop and at VET school)

VET school: 4 927

PES: 12 018

Province: 1 148

18 092

School-based VET programmes

10 660

10 660

Source: Dornmayr/Nowak 2018 ([34]Dornmayr, H.; Nowak, S. (2018). Lehrlingsausbildung im Überblick 2018 - Strukturdaten, Trends und Perspektiven [Apprenticeship overview 2018: structural data, trends and perspectives]. Vienna: ibw research report; No 193.
https://ibw.at/bibliothek/id/481/. For more information on the model calculation, see p. 95ff.
).

VET has the following types of teacher:

  • general subject teachers (in school-based VET programmes, including VET schools of apprenticeship training);
  • VET-subject teachers (in school-based VET programmes, including VET schools of apprenticeship training;
  • IVET trainers (in-company trainer in apprenticeship training);
  • trainers (in adult learning centres).

Teachers

The training of teachers ([35]For detailed information about the training of teachers and trainers in Austria, see Eurypedia:
https://eacea.ec.europa.eu/national-policies/eurydice/content/teachers-and-education-staff-1_en and
http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers
) changed when the Federal Act on the New Teacher Training Scheme came into force in July 2013. Since then, all teachers have been trained as part of tertiary bachelor and master programmes (ISCED 6 and 7) at universities and university colleges of teacher education.

The study offer for teachers at secondary level comprises the following two programmes:

  • teacher training programme for secondary general education programmes (ISCED 2 to 5): this programme qualifies graduates to teach learners aged between 10 and 19 years old in the general education subjects offered at a secondary level programme;
  • teacher training programme for secondary VET (ISCED 2 to 5): this programme qualifies graduates to teach learners aged between 14 and 19 years old in the VET subjects or packages of subjects of secondary VET chosen in the study programme.

 

All teacher training programmes require a one-semester introductory and orientation period (Studieneingangs- und Orientierungsphase or StEOP).

The master programme can be completed immediately after the bachelor programme. In any case, new teachers are accompanied by a mentor in their first year of service (one-year induction year). From 2029 it will no longer be possible to complete the master programme on a part-time basis.

IVET trainers:

As well as having a minimum age of 18 years, an IVET trainer needs to furnish proof of certain qualifications. This proof can take the form of the IVET trainer exam, the IVET trainer course, or a substitute for exam or course attendance (such as the master craftsperson exam, or completion of the industrial master college). Most IVET trainers carry out their training as part of their main work but larger companies often have full-time trainers.

IVET trainer courses are offered by the adult education establishments of the social partners. In 40 periods of instruction completed with an expert interview, they aim to impart the necessary pedagogical, psychological, training plan-related and training method-specific as well as legal knowledge and skills required for the training of apprentices. The course contents are the same as those of the IVET trainer exam.

CVET trainers:

There are no regulations on the required qualifications of trainers in adult learning centres/CVET provider institutions, though relevant know-how in the subject they teach is essential. In many cases these are individuals who practise a profession and impart relevant specialisations. Commercial and technological courses, for example, are taught by practitioners from business, and language classes by native speakers. Didactic skills are not required, but people with teaching practice are preferred. Trainers mainly exercise their profession in a self-employed capacity.

CPD for teachers:

According to the new Service Code (Dienst- und Besoldungsrecht) ([36]See
https://www.ris.bka.gv.at/Dokument.wxe?Abfrage=BgblAuth&Dokumentnummer=BGBLA_2013_I_211
), all teachers – irrespective of the school at which they teach and which subject they teach – are obliged to undergo further development measures to improve their profession-oriented competences. By order they are required to attend in-service training events for up to 15 hours per school year while there are no lessons. In-service training programmes may be connected with absence from teaching only if in the significant interest of the service.

CPD events are primarily offered by university colleges of teacher education (PHs). Teachers can register for these events via the system ‘PH-Online’ in order (depending on the duration of the event) to be granted leave by the school management or the school supervision to attend this event.

CPD measures are financed by provincial funds. These funds are provided directly to the provider establishment so that participation is free of charge for the teachers.

CPD for trainers:

There is no CPD obligation for IVET trainers. However, CPD programmes are offered at adult education establishments; in some cases, in-house CET programmes are also available. In recent years so-called IVET trainer colleges (Ausbilderakademien) and IVET trainer forums have been set up in most Austrian provinces with the aim of providing CPD specifically for IVET trainers. For the most part they are coordinated by the regional economic chambers in cooperation with the respective chamber’s CET institution. Most of them offer certification in various stages. They also promote experience exchange and networking between IVET trainers. The latter is also the goal of regional and sector-specific get-togethers for IVET trainers.

The Economic Chamber funds measures related to the CPD of IVET trainers in their interaction with apprentices, such as pedagogy, didactics, personal development, diversity. A prerequisite for support is minimum participation of eight hours. The funding covers 75% of the course fees but no more than € 1 000 per trainer and calendar year.

Existing VET programmes are regularly developed, updated and adjusted to guarantee that VET is business- and labour-market-oriented. One major goal of this adjustment process is to achieve congruency between VET and employment as well as between qualification supply and demand, attempting to appraise future developments at an early stage and respond to them. In Austrian VET there are different anticipation processes that lead to curriculum adjustments. Major stakeholders in this process include the social partners, which can frequently support coordination between educational provision and qualification requirements and/or make statements on curriculum drafts. The outcomes of various analyses of qualification requirements are also considered in this process.

Mechanisms and processes to anticipate qualification requirements

The most important include:

  • skill needs studies: these are mostly conducted for specific sectors and industries (e.g. timber, IT), but also for regions (such as federal provinces) and education programmes (certain specialisations of colleges for higher vocational education, dual VET, etc.). The main beneficiaries of these studies are stakeholders in these sectoral/regional areas as well as staff responsible for the curriculum and other areas in the VET pathways that are of relevance for the specialisations;
  • skills barometer of PES Austria (AMS-QB) ([37]See
    http://www.ams.at/qualifikationsbarometer
    ): this online system, which was set up in 2002, summarises current and foreseeable labour market trends and qualification requirements and makes them accessible to the general public in a structured format via the internet. The AMS-QB uses existing written data (e.g. from skill needs studies) and information gathered in interviews with experts from the various occupational areas. Contents refer to the whole of Austria, and they are complemented by summary information presented for every province and analyses of job ads;
  • ’New skills’ activities: in 2009 a standing committee on news skills was founded at PES Austria. This committee, in which relevant ministries, the social partners and their CET provider establishments are represented, functions as advisory board for PES Austria in questions concerning the design of education offers within active labour market policy and the activities to be undertaken to identify future skills needs. Since the committee’s foundation, roundtable discussions have been held in which company experts from various vocational areas (such as HR) and education experts (e.g. representatives of providers) have discussed and exchanged information about current and future skills needs/trends. This should give providers a first-hand picture on skills requirements of the economy to be able to design or adjust their offers adequately. Besides these roundtable (group) discussions, one-to-one/in-depth expert interviews (mainly with key companies of a vocational area) have also been conducted. Other New skills activities have included presentations and information events, to inform learners, employers and CET interested people about skills requirements and trends. Since 2018 the New skills activities have focussed on the subjects ’digitalisation’ and ’Industry 4.0’.

See also Cedefop’s skills forecast ([38]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European skills index ([39]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index).

In the following, the processes during the development of curricula are presented for various VET programmes.

School-based VET

The educational objectives and content of VET schools at the upper secondary level are laid down in framework curricula. They are issued by the education ministry. Although the acquisition of professional competences has always been a key goal of VET, competences have been defined explicitly in the curricula since 2012 as a result of the development of the national qualifications framework and its orientation towards learning outcomes. The competence-oriented curricula specify the knowledge and skills that learners have acquired by the end of their training and which qualify them to act appropriately in different situations at work. As well as subject-related competences, interdisciplinary competences are also listed as they are considered of major importance in Austrian VET.

Initiatives towards curriculum reforms and/or the introduction of new subjects/area specialisations are launched by the education establishments themselves or by the Ministry of Education. In so-called curriculum steering groups and working groups, teachers and experts of the Ministry of Education, in collaboration with representatives of the economy, prepare draft curricula for the respective subjects. As well as a number of other institutions, the social partners also receive the drafts to issue their statements. In the implementation of the framework curricula, schools are entitled to change the number of lessons of individual sub-jects autonomously within a given framework or develop their own focuses, taking account of (regional) economic requirements.

Special curricula can be established for individual school locations as school pilot projects to be able to respond swiftly and flexibly to current developments such as in technology, society or on the labour market.

Dual VET (apprenticeship)

The training content for every apprenticeship occupation is laid down in training regulations (for the company-based part) and curricula (for the school-based part). The Ministry of Economy issues the in-company curriculum and the competence profile (the activity description formulating the competences which apprentices need to have acquired by the end of their training at the company and vocational school) as part of the training regulation. The initiative to modernise existing and develop new in-company curricula/competence profiles (new apprenticeship occupations) is usually launched by companies or the social partners. The Federal Advisory Board on Apprenticeship (BABB) – which comprises social partner representatives and advises the Ministry of Economy in dual VET issues – also introduces proposals or prepares expert opinions about possible reforms. The specific designing of in-company curricula/competence profiles, and the orientation towards current and future qualification requirements, is generally conducted by BBAB subcommittees or the education research institutes of the social partners, mainly ibw Austria – Research & Development in VET. Framework curricula for vocational schools within the framework of apprenticeship training are designed in a similar way to those for school-based VET. Framework curricula are laid down in analogy to company-based training.

Programmes at universities of applied sciences (UAS)

The initiative to modify existing or introduce new fields of study at UAS frequently comes from the business sphere. For the curriculum, which is prepared by a development team, an application for accreditation needs to be submitted to the Agency for Quality Assurance and Accreditation Austria (AQ Austria). An important part of this application is proof that the economy has a demand for graduates and the planned degree programme can expect demand from potential participants. This proof can be furnished, for example, in the form of needs and acceptance analyses. The accreditation of a degree programme is granted for a maximum of six years by the Ministry of Education following a decision by AQ Austria. During that time it is possible to make necessary adaptations by submitting change applications. Upon expiry of this period, it is necessary to submit an application for reaccreditation, which follows the same rules as the initial accreditation.

Continuing vocational education and training (CVET)

CVET finds it easiest to adjust programmes to skills requirements and to respond to the economy’s needs most quickly. Providers often cooperate with professional organisations and companies to tailor their offers to needs. They also use the information from skills needs analyses and the results of the New skills activities.

Quality assurance in VET is a highly differentiated and permanent process.

The regular updating of curricula and training plans is a major part of quality assurance and many other measures are taken to maintain the attractiveness of VET among learners and companies and to safeguard the recognition of the qualifications.

The VET Quality Initiative (QIBB) for school-based VET ([40]See
http://www.qibb.at
) was introduced in 2004, setting up the framework conditions in a way that successful teaching and learning is guaranteed. For this purpose, processes have been defined and instruments introduced which enable systematic planning, observation, documentation, evaluation of and reflection on the quality of procedures and results ([41]With the Education Reform Act (Federal Law Gazette, I No 138/2017
https://www.ris.bka.gv.at/Dokumente/BgblAuth/BGBLA_2017_I_138/BGBLA_2017_I_138.pdfsig), in force since autumn 2017, new regulations regarding quality assurance at schools have been introduced. This act foresees the establishment of a monitoring system which comprises quality management and resource controlling. QIBB is to be merged with SQA, the quality management system of general education schools, and further developed. First results of this extensive reform are to be expected for 2020.
).

Another major element of quality assurance at five-year school-based VET programmes is the partly standardised final examination, which was introduced in the school year 2015/16. It consists of standardised exams in the language of instruction (most often German, but also Slovene, Croatian and Hungarian), in applied mathematics and in a foreign language (English, French, Italian or Spanish). The assignments for these exams, as well as the duration and time of their implementation, are laid down centrally for the whole of Austria. The uniformly defined exam assignments and assessment criteria mainly aim to ensure the objectivity and reliability of the exam results and promote the transparency and comparability of the final exam.

In dual VET, many quality-assuring measures are carried out in addition to the regular adjustment of apprenticeship occupations to economic and technological developments. These measures include the accreditation of training companies: every company that wants to train apprentices is obliged to undergo an accreditation process. This consists of an examination by the apprenticeship office with the cooperation of the Chamber of Labour to check if the company meets the legal and corporate prerequisites for apprenticeship training to teach the knowledge and skills foreseen in the competence profile.

In 2013 the Ministry of Economy set up a clearing office for apprenticeship-leaving examinations at ibw Austria – Research and Development in VET ([42]See
http://www.ibw.at [accessed 23.4.2019].
). This office’s main task is to safeguard a uniform quality standard by examining the assignments of the apprenticeship-leaving examination, the evaluation guidelines and proposed solutions for compliance with the respective examination regulation, subject-related correctness, practical relevance and didactic quality. The apprenticeship-leaving examination is organised by the apprenticeship offices and is taken before a board of examiners. This ensures that training and validation are separated, which significantly contributes to objectivity and quality assurance.

Also in 2013 the quality management in apprenticeship training initiative (QML) was launched by the social partners with the objective of reducing the number of apprenticeship dropouts and increasing the success rate in apprenticeship-leaving examinations. The QML builds on annually evaluated indicators of apprenticeship dropouts, the number of those who (do not) attempt to take the apprenticeship-leaving examination as well as (un)successful apprenticeship-leaving exams. In the case of apprenticeship occupations where the dropout rate or the failure rate in the apprenticeship-leaving examination are relatively high, more in-depth analyses are carried out jointly with the competent sectoral representations to find the reasons as far as possible and take related measures (such as adapting the in-company curricula, improving career guidance, and measures to support apprentices including private tutoring or coaching, IVET trainer courses, and supporting materials for training companies).

Quality-assurance measures are also taken in the post-secondary and tertiary sectors, as in the definition and implementation of master craftsperson and proof of competence examinations. The main basis for this is formed by the European guidelines on quality assurance in higher VET ([43]UEAPME (ed.) (2018). European guidelines on quality assurance in higher VET.
https://www.ibw.at/bibliothek/id/356/
), which have been developed in analogy to the Standards and guidelines for quality assurance in the European higher education area (ESG) with substantial involvement of Austria.

Validation of non-formal and informal (prior) learning is a topic gaining international importance. In Austria, major importance is traditionally attached to formal education qualifications from the school-based, dual and higher education sectors. However, learning also increasingly takes place outside formal education in adult learning institutions, on the job, and within the framework of voluntary activities. Rapid changes on the labour market – due to technology and globalisation – require a formal pathway to be followed by the need to learn, brush up and deepen existing knowledge. To promote competence acquisition outside the formal education context and encourage lifelong learning, the Ministry of Education and the Ministry of Science, published a strategy to validate non-formal and informal learning in 2017 ([44]See
https://bildung.bmbwf.gv.at/euint/eubildung/vnfil.PDF [accessed 20.4.2019].
). This strategy introduces a framework for the further development, coordination and network formation of existing validation approaches. The goal is to promote quality and foster trust as well as enhance visibility and access to validation offers.

There are various incentives for VET learners (or their families) irrespective of the type of education and training they have chosen ([45]For more information about funding in education, see Eurypedia:
https://eacea.ec.europa.eu/national-policies/eurydice/content/funding-education-1_en
):

  • for learners who have reached full legal age and attend a school or HE institution, family allowance is prolonged and still granted until their 24th birthday; in certain cases this entitlement can be further prolonged;
  • learners for whom family allowance is received may apply to a public transport authority for free transport on the route between their home and school/training company (Schülerfreifahrt); in this case, they need to pay a flat-rate contribution of EUR 19.60 a year. Where no public means of transport is available, they may apply for a school or home commuting grant;
  • required school textbooks are provided to learners free of charge;
  • the Schooling Allowances Act (Schülerbeihilfengesetz) ([46]See
    https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10009531
    ) provides for the following three types of allowance:
  • school allowance is granted to learners from grade 10 onwards who attend an upper secondary programme and are in need of financial support;
  • boarding school and travel allowance (Heim- und Fahrtenbeihilfe) are offered to learners from grade 9 onwards, in case that they cannot stay in their parents’ house because the school location is too far away. Financial need must also be proven. The basic amounts of school allowance and boarding school allowance are EUR 1130 and EUR 1380 per year; they can be increased or reduced depending on financial needs. Travel allowance is EUR 105 per year. A further extraordinary allowance may be granted in cases of ‘social hardship’;
  • special allowance is granted to learners, who have been working for at least one year and for the last six months before their final exam, where they stop working to prepare for the exam.

In IVET, the following financial incentives are available for apprentices ([47]See
https://www.wko.at/service/bildung-lehre/Lehrlinge.html
):

  • apprentices can apply for state funding for attending a preparatory course for the apprenticeship-leaving examination (up to 100 % of the course fees);
  • the second or third attempt to sit the apprenticeship-leaving examination is free of charge (no examination fees or material costs);
  • language courses and foreign work placements organised within the Erasmus+ programme are part-funded by the state (EUR 15 per day).

Attending CVET programmes is financially supported (directly and indirectly) by the state, the provinces or municipalities. The social partners provide the following funding as do individual companies:

  • provinces and municipalities, as well as social partners, provide funding for course fees in various forms (education cheques, educational accounts, education vouchers). Preferred funding target groups are employees, young people, and those at a disadvantage on their respective regional labour markets;
  • companies often partly fund the CVET activities of their employers by providing direct funding or allowing their employers to attend courses during paid working hours;
  • PES Austria finances skills training and retraining measures within the framework of active labour market policies;
  • PES Austria is also responsible for the education leave scheme. Any employee who has been employed within the last twelve months for a minimum period of six months may take educational leave. During this, IVET or CVET as well as language courses may be attended, resumed or completed both in Austria and abroad. Written proof must be furnished that education measures of at least 16 to 20 weekly hours have been taken. During the leave period, subsidies are granted to the level of the unemployment benefit that the employee would get in the event of unemployment. There is a minimum and a maximum daily rate, depending on prior earnings;
  • employees have the possibility to write off costs as expenses for occupationally relevant CVET measures when filing their tax returns at the end of each year.

In 2008 a new funding scheme was introduced for training companies offering apprenticeship posts. This scheme is not only intended to increase the number of apprenticeship posts offered but also improve the quality of training. Within this funding scheme, there are various types of support ([48]See
https://www.wko.at/service/bildung-lehre/Gesamtuebersicht_Foerderarten_lehre.html
):

  • basic support (Basisförderung): every training company is entitled to basic support. This comprises three gross apprenticeship remunerations in line with the collective agreement in the first apprenticeship year, two in the second year, and one each in the third and fourth years. The training company can apply for basic support at the end of the respective apprenticeship year;
  • training alliances and additional VET courses: subsidies also cover inter-company and supra-company VET measures and the acquisition of competences which go beyond the in-company curriculum. Attending a preparatory course for the apprenticeship-leaving exam can also be funded;
  • apprenticeship for adults: the training of adults (18+) is funded if they are paid as unskilled workers, i.e. more than apprenticeship remuneration.
  • companies where apprentices pass the apprenticeship-leaving exam with good results or distinction can also apply for grants;
  • subsidies are also available for CET measures for IVET trainers;
  • financial means are also available for measures taken for apprentices with learning difficulties (such as tutoring courses).

Other benefits cover non-wage labour costs:

  • there are reduced rates for the company’s health insurance contribution for apprentices (3.35 % instead of 7.65 %) and for the unemployment insurance contribution (2.4 % instead of 6 %);
  • the contribution to accident insurance for apprentices is waived throughout the entire apprenticeship.

Public Employment Service Austria (AMS) also runs apprenticeship post support schemes designed to integrate problem groups into the labour market. Companies receive a flat-rate grant towards the costs of an apprenticeship. The grant includes the following categories of apprentice:

  • young women in apprenticeships with a low proportion of women (below 40%)
  • disadvantaged apprenticeship post seekers (young people who have mental or physical disabilities or emotional problems, learning deficits, or who are socially maladjusted)
  • adult apprentices (18+) with qualification/employment problems (e.g. dropouts)

In CVET, training providers can also receive subsidies in order to be able to offer courses free of charge. Two initiatives are relevant in connection to vocational training:

  • adult learning initiative ([49]See
    https://www.initiative-erwachsenenbildung.at/initiative-erwachsenenbildung/was-ist-das/
    ): financed by national and ESF means, the aim is to enable young people and adults to acquire basic skills (reading skills, basic skills in German or in another language, mathematical and digital skills) and the compulsory schooling qualification free of charge.
  • apprenticeship training and HE entrance exam ([50]See
    https://bildung.bmbwf.gv.at/schulen/bw/bm/index.html
    ): from autumn 2008 apprentices can attend preparatory courses for the Berufsreifeprüfung (HE entrance examination for graduates of NQF level 4 VET qualifications) and take the four partial exams free of charge.

There is considerable diversity of institutions, providers and initiatives in the field of information, counselling and guidance on learning and occupations. The main providers are the education institutions, the public employment service and the social partners. Counselling and guidance is offered at the following levels in education institutions:

(a) all schools of lower and upper secondary level offer counselling and guidance from the fifth school grade through counsellors and career guidance officers. They are available for schoolchildren and parents and provide information about possible education paths, access requirements, as well as the qualifications and entitlements to be acquired. They also give young people a basic overview of continuing education and training options. Guidance is conducted by teachers who have the relevant qualifications and who are termed, depending on the school type, school counsellor (Schülerberater/in) or education counsellor (Bildungsberater/in) and provide their counselling services in addition to their teaching activity. In the final two years of lower secondary level, career guidance is a compulsory subject totalling 32 hours a year. The aim of these lessons includes improving the learners’ decision-making competence, social skills, determination and perseverance. Short periods of work placement at companies and personal contacts with people from different occupations aim to help learners examine their career aspirations and take independent decisions;

(b) career guidance plays a particularly important role at prevocational schools as this school type is at the interface between obligatory and further schooling. Career guidance aims to inform learners and parents about regional possibilities in apprenticeship training and, in vocational guidance classes, prepares them for so-called real-life encounters (such as days of practical work experience) as well as important information events and job information fairs;

(c) in school-based VET programmes at upper secondary level (BMS and BHS) ([51]BMS (Berufsbildende mittlere Schule): school for intermediate vocational education; BHS (Berufsbildende höhere Schule): college for higher vocational education.) teachers with specialist qualifications also work as career guidance officers. Learners at BMS and BHS have already taken their first decision about their professional career. But, thanks to the good level of general education provided at schools, the entire range of professional development options is also open to them;

(d) most universities offer both psychological counselling offices and career planning centres, bodies which are within the sphere of responsibility of the science ministry. The psychological student counselling services at universities and university of applied sciences (Fachhochschule) offer general course guidance, psychological counselling, psychotherapy, aptitude diagnostics, coaching, and supervision, etc. to holders of the upper secondary school-leaving certificate and HE students. Career planning centres at universities support students on their entry into the world of work by offering one-to-one counselling, information events on topics such as job applications and CVs, as well as individualised career planning. The centres also organise seminars on areas such as presentation techniques, rhetoric and IT, as well as events such as careers fairs and company presentations;

(e) in the CET sector education counselling and career guidance is becoming increasingly important. This is particularly evident in the establishment of comprehensive education databases ([52]http://www.erwachsenenbildung.at ;
http://www.eduvista.com
), an Austria-wide platform for education counselling, and the merger of institutions to guarantee independent and supra-institutional information and guidance services. Major adult learning establishments, such as the institutions run by the social partners frequently offer their own guidance services. More than 60 career guidance centres (BIZ) of AMS offer comprehensive information about occupations, their contents and requirements, about initial education and training, CET paths, the labour market and employment options across Austria. Apart from information material in the form of brochures, information leaflets and videos, The Public Employment Service Austria (AMS) also develops information databases on occupations and on initial and continuing education and training programmes for different target groups ([53]Accessible online at
http://www.ams.at/berufsinfo
). For apprenticeship post seekers, AMS operates the online apprenticeship post platform http://www.ams.at/lehrstellen jointly with the Austrian Federal Economic Chamber.

EURES (European job mobility portal) advisors who are employed at AMS provide information about job offers and working conditions in other countries of the European Economic Area. Anyone who is interested can use the information and service offers provided by BIZ free of charge. Print media, videos and online databases are available for customers to obtain information themselves. For young people in need of career guidance there is a selection of tools (e.g. the compass for apprenticeship occupations, interest test). The advisors working at BIZ provide support in information search and are available for one-on-one counselling talks to assist in career and education decisions. BIZ also provides services for specific target groups (learners, teachers, parents) and on specific topics (career guidance, presentations of occupations, job applications, days of technology for girls). AMS offers one-on-one counselling talks for people registered as unemployed. These talks aim to match the jobseekers’ personal requirements, strengths and intentions with the situation on the labour market. There is also the possibility to take part in training programmes and courses (vocational guidance courses, training for job applications, job trials, skills training and qualification courses). In special cases, (young) women can take advantage of assistance in career choice, skills training and qualification. AMS also supports school-based information activities by means of a large number of brochures, career guidance films, occupational information and CET databases on the internet, and by organising events and trade fairs.

The different chambers offer education counselling and career guidance. The chambers of labour and trade unions provide these services mainly via their joint adult learning institutions: the vocational training institutes (bfi). They publish information material and organise information events. The counselling services of the economic chambers and their adult education institutions, the institutes for economic promotion (WIFIs), focus on IVET and CVET. These services are offered across Austria at several locations in the BIZ. With the career guidance tool ([54]http://www.bic.at) the economic chambers have their own web portal where job descriptions, VET and CVET options, tips on career choice and job applications, as well as a large variety of service materials, are offered, in some cases in several languages. The career guidance centres of the Economic Chambers provide comprehensive information material on a self-service basis and organise events geared towards the world of work, such as sector presentations, school and information events, as well as training for job applications. As well as information for groups (such as school classes), one-on-one counselling talks are also offered. The institutes for economic promotion’s career guidance officers offer individualised counselling services on the basis of comprehensive psychological testing procedures ([55]Tritscher-Archan, S. (2016). Vocational education and training in Europe – Austria. Cedefop ReferNet VET in Europe reports.
http://libserver.cedefop.europa.eu/vetelib/2016/2016_CR_AT.pdf
).

Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

Add-on VET programmes

2-3 years

ISCED 554

Add-on VET programmes leading to EQF level 5, ISCED 554 (Aufbaulehrgänge) Add-on VET programmes provide in-depth general education and high-quality specialist training in different specialist areas including in technology, the business sphere, fashion and design, arts and crafts, tourism, agriculture and forestry as well as elementary pedagogy.
EQF level
5
ISCED-P 2011 level

554

Usual entry grade

12

Usual completion grade

13

Usual entry age

18

Usual completion age

20 to 21

Length of a programme (years)

From 2 to (mostly) 3 years

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

To access this programme, learners need to have an IVET qualification.

Is it continuing VET?

Y

The programme is accessible to adults with relevant IVET or professional experience.

Is it offered free of charge?

Y School programmes are financed by the public, school attendance is free of charge for the learners.

For schools of private provider organisations tuition fees need to be paid.

Is it available for adults?

Y

Add-on programmes lead graduates of intermediate (EQF 4) VET programmes (school-based and dual VET programmes) to the same qualification as obtained in five-year school-based VET programmes (berufsbildende höhere Schulen, BHS)

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)
  • practice-oriented
  • learning in workshops and labs, training restaurants, and practice firms
  • mandatory work placements (except for programmes for people in employment)
  • project and diploma assignments as part of the final exam (often set by companies or carried out with their collaboration)([121]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    )
Main providers

Most schools offering these post-secondary programmes are public schools, some are private schools with public status.

Share of work-based learning provided by schools and companies

30%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs, training restaurants, and practice firms
  • mandatory work placements of several weeks during the summer months
  • project and diploma assignments as part of final exams that are often set by companies or carried out with their collaboration([122]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    )
Main target groups

These programmes are mainly targeted at adults.

Entry requirements for learners (qualification/education level, age)

The entry requirements are:

  • successful completion of initial VET (school-based or dual VET programme in the respective field);
  • VET graduates with a non-field related qualification have to attend a bridge course prior to entering an add-on course.
Assessment of learning outcomes
  • regular assessments (written, oral exams) during the school year in each subject
  • mid-term and end-of-term reports
  • HE entrance examination

If learners fail a subject (e.g. after the first year), they can take an exam at the beginning of the following year. If they fail more than three subjects, they have to repeat the entire class. If learners fail the Matura exam, they can re-do (parts of) it.

Diplomas/certificates provided

Reife- und Diplomprüfungszeugnis, i.e. HE entrance qualification and higher VET qualification (= double qualification)

The qualification is fully recognised by VET and labour authorities and highly appreciated by labour market and economy.

Examples of qualifications

After successfully completing an add-on programme, graduates can carry out higher-level tasks in the vocational field which the programme was about (i.e. in engineering, in management and service industries, in agriculture and forestry, in administration, etc.). Add-on programmes do not lead to specific professions. The qualification (Abschlusszeugnis) opens up a broad range of activities in a specific vocational field.

Progression opportunities for learners after graduation

Graduates:

  • obtain general access to tertiary education (studies at universities, universities of applied science and universities of teacher training);
  • can enter a range of CVET options;
  • can directly enter the labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

Y

General education subjects

Y

Key competences

Y

Key competences play a crucial role in all school types of the VET sector in Austria ([123]See Tritscher-Archan, S., Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
).

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all schools in the VET sector.

Share of learners in this programme type compared with the total number of VET learners

Information not available

Post-secVET

2-3 years

ISCED 554

Post-secondary VET school programmes leading to EQF level 5, ISCED 554 (Kollegs). Post-secondary school programmes provide high-quality specialist training in different specialist areas including in technology, the business sphere, fashion and design, arts and crafts, tourism, agriculture and forestry as well as elementary pedagogy.
EQF level
5
ISCED-P 2011 level

554

Usual entry grade

12

Usual completion grade

13

Usual entry age

18

Usual completion age

20 to 21

Length of a programme (years)

From 2 (mostly) to 3 years

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

Y

The programmes are accessible to adults with a higher education entrance qualification.

Is it offered free of charge?

Y

Kolleg programmes are financed by the public, attendance is free of charge for learners.

For programmes of private provider organisations tuition fees need to be paid.

Is it available for adults?

Y

Post-secondary VET school programmes lead graduates of general education programmes to the same qualification as obtained in five-year school-based VET programmes (berufsbildende höhere Schulen, BHS)

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)
  • practice-oriented
  • learning in workshops and labs, training restaurants, and practice firms
  • mandatory work placements (except for programmes for people in employment)
  • project and diploma assignments as part of the final exam (often set by companies or carried out with their collaboration)([124]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    )
Main providers

Most schools offering these tertiary programmes are public schools, some are private schools with public status.

Share of work-based learning provided by schools and companies

30%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs, training restaurants, and practice firms
  • mandatory work placements of several weeks during the summer months
  • project and diploma assignments as part of final exams that are often set by companies or carried out with their collaboration([125]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    )
Main target groups

These programmes are mainly targeted at adults.

Entry requirements for learners (qualification/education level, age)

Higher education entrance qualification

Assessment of learning outcomes
  • regular assessments (written, oral exams) during the school year in each subject
  • mid-term and end-of-term reports
  • diploma examination (Diplomprüfung)

If learners fail a subject (e.g. after the first year), they can take an exam at the beginning of the following year. If they fail more than three subjects, they have to repeat the entire class. If learners fail the Matura exam, they can re-do (parts of) it.

Diplomas/certificates provided

Diplomprüfungszeugnis

In combination with the higher education entrance qualification (Reifeprüfung), graduates of the post-secondary VET school programmes have the same qualification as graduates from five-year school-based VET programmes at upper secondary level (berufsbildende höhere Schule, BHS).

The qualification is fully recognised by VET and labour authorities and highly appreciated by labour market and economy.

Examples of qualifications

After successfully completing a post-secondary VET school programme, graduates can carry out higher-level tasks in the vocational field which the programme was about (i.e. in engineering, in management and service industries, in agriculture and forestry, in administration, etc.). Post-secondary VET school programmes do not lead to specific professions. The qualification (Abschlusszeugnis) opens up a broad range of activities in a specific vocational field.

Progression opportunities for learners after graduation

Graduates of post-secondary VET school programmes

  • obtain general access to tertiary education (studies at university, universities of applied science, universities of teacher training);
  • can enter a range of CVET options and
  • can directly enter the labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

Y

General education subjects

Y

Key competences

Y

Key competences play a crucial role in all school types of the VET sector in Austria. ([126]See Tritscher-Archan, S.; Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
)

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all schools in the VET sector.

Share of learners in this programme type compared with the total number of VET learners

Information not available

Master craftsperson et al.

programmes

and qualifications

ISCED 554

Master craftsperson et al. programmes and qualifications offered at ISCED level 554. There are various programmes subsumed under this category: master craftsperson programme (Meisterschule); industrial master programme (Werkmeisterschule, WMS); building craftsperson programme (Bauhandwerkerschule).
EQF level
EQF: 6 (master craftsperson qualification); the other qualification in this VET programme category are not yet classified
ISCED-P 2011 level

554

Usual entry grade

12

Usual completion grade

13 to 14

Usual entry age

18

Usual completion age

19 to 20

Length of a programme (years)

From 1 to 2 years

Duration varies among the different specific programmes:

  • master craftsperson programmes: 1 to 2 years
  • industrial master programme: mostly 2 years
  • building craftsperson programme: mostly 2 years
  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

N

Is it available for adults?

Y

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)
  • special tuition in theory and practice
  • instruction by experts from the specific professions/fields
  • some programmes are full-time, some are part-time
Main providers
  • CET providers of the social partners (e.g. WIFI, bfi)
  • public schools (offering also school-based VET programmes at upper secondary level)
Share of work-based learning provided by schools and companies

60%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs
  • focus on learning from real-work situations
Main target groups

These programmes target adults with relevant IVET qualifications plus professional practise and the intention of acquiring intrapreneurship and entrepreneurship competences.

Entry requirements for learners (qualification/education level, age)
  • minimum age of 18 years
  • successful completion of an initial VET path at upper secondary level
Assessment of learning outcomes
  • in industrial and building craftsperson programmes: final examination
  • graduates of master craftsperson programmes can sit the master craftsperson examination offered by Master Craftsperson Authorities
Diplomas/certificates provided

Final certificate (Abschlusszeugnis)

The qualifications are fully recognised by VET and labour authorities and highly appreciated by labour market and economy.

Examples of qualifications
  • industrial master
  • building craftsperson
Progression opportunities for learners after graduation

Graduates can

  • directly enter the labour market (asset for improving in-company career options or changing companies);
  • set up one’s own company or take over a business;
  • can enter a range of CVET options;
  • on certain conditions can obtain access to a bachelor degree programmes at a University of Applied Science;
  • have access to the Berufsreifeprüfung (BRP) which grants access to higher education institutions.
Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

N

Key competences

Y

Key competences play a crucial role in all school types of the VET sector in Austria ([127]See Tritscher-Archan, S.; Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
).

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all schools in the VET sector.

Share of learners in this programme type compared with the total number of VET learners

Information not available

Bachelor programmes

(FH)

3-4 years

ISCED 665

Bachelor programmes at Universities of Applied Sciences (Fachhochschulen, FH) leading to EQF level 6, ISCED 665
EQF level
6
ISCED-P 2011 level

665

Usual entry grade

12+

Usual completion grade

15+

Usual entry age

18+

Usual completion age

20+

Length of a programme (years)

From 3 to 4 years

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Yes and no

depending on the qualification obtained before entering a bachelor programme

Is it continuing VET?

Yes and no

depending on the qualification obtained before entering a bachelor programme

Is it offered free of charge?

Y

In general, bachelor programmes offered at Universities of Applied Sciences are financed by the public, so attendance is free of charge for the learners.

Providers of study programmes are, however, entitled by law to charge tuition fees (2019: 363.36 EUR per semester) ([130]https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/10009895/FHStG%2c%20Fassung%20vom%2006.04.2017.pdf).

Is it available for adults?

Y

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • Bachelor programmes are research- and practice-oriented
  • a period of work placement is a mandatory part of the curriculum.
  • some are based on the dual principle, where theory and practice in enterprises alternate ([131]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    )
Main providers

Universities of Applied Sciences

Share of work-based learning provided by schools and companies

40 %

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs
  • mandatory work placements
  • bachelor thesis is often set by companies or carried out with their collaboration
Main target groups

Bachelor programmes target adults with a higher entrance qualification (Matura). However, also graduates of intermediate VET programmes, which do not end with a HE entrance examination, can – under certain conditions (work experience, entrance examination) – enter bachelor programmes at UAS.

Entry requirements for learners (qualification/education level, age)
  • HE entrance qualification
  • work experience, if required
  • entrance examination, if required
Assessment of learning outcomes

A failed course or bachelor exam can be repeated twice. A single repetition of a study year is possible ([133]https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/10009895/FHStG%2c%20Fassung%20vom%2006.04.2017.pdf [accessed 15.5.2019].).

Diplomas/certificates provided

A bachelor degree is given to learners who successfully completed their bachelor thesis and passed the bachelor examination.

The bachelor qualification is fully recognised by VET and labour authorities so graduates can follow further studies or enter the labour market.

Examples of qualifications

Qualifications in accordance to the specific study field.

Progression opportunities for learners after graduation

Graduates can further progress to a master programme offered at ISCED level 767.

Destination of graduates

Information not available.

Awards through validation of prior learning

Y

General education subjects

N

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

Information not available

Master programmes

(FH)

1-2 years

ISCED 767

Master programmes at Universities of Applied Sciences (Master-Studiengänge an Fachhochschulen) leading to EQF level 7, ISCED 767
EQF level
7
ISCED-P 2011 level

767

Usual entry grade

16+

Usual completion grade

17+

Usual entry age

21+

Usual completion age

22+

Length of a programme (years)

From 1 to 2 years:

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

Y

In general, master programmes offered at Universities of Applied Sciences are financed by the public, so attendance is free of charge for the learners.

Providers of study programmes are, however, entitled by law to charge tuition fees (2019: 363.36 EUR per semester) ([136]https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/10009895/FHStG%2c%20Fassung%20vom%2006.04.2017.pdf).

Is it available for adults?

Y

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • Master programmes are research-oriented.
  • some programmes are based on the dual principle, where theory and practice in enterprises alternate ([137]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    )
Main providers

Universities of Applied Sciences

Share of work-based learning provided by schools and companies

20 %

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs
  • master thesis is often set by companies or carried out with their collaboration
Assessment of learning outcomes

A failed course or master exam can be repeated twice. A single repetition of a study year is possible ([139]https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/10009895/FHStG%2c%20Fassung%20vom%2006.04.2017.pdf).

Diplomas/certificates provided

Master thesis followed by a master examination before an exam commission/diploma

The Master qualification is fully recognised by VET and labour authorities and highly appreciated by labour market and economy.

Examples of qualifications

Qualifications in accordance to the specific study field ([140]https://www.abc.berufsbildendeschulen.at/vet-schools-and-higher-colleges-in-austria/)

Progression opportunities for learners after graduation

Graduates can further progress to doctoral programmes.

Destination of graduates

Information not available

Awards through validation of prior learning

Y

General education subjects

N

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

Information not available

Post-secondary

Programme Types
Not available

Secondary

Click on a programme type to see more info
Programme Types

Apprenticeships

WBL 80%

2-4 years

ISCED 354

Apprenticeship training leading to EQF level 4, ISCED 354 (Lehrlingsausbildung)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

10

Usual completion grade

11 to 13

Usual entry age

15

Usual completion age

17 to 19

Length of a programme (years)

From two to four years, usually three years (two thirds of apprenticeship professions)

  
Is it part of compulsory education and training?

N

Apprenticeship starts after compulsory education. A prerequisite for taking up apprenticeship training is completion of nine years of compulsory schooling. About one third of apprentices complete this period by attending a one-year prevocational school.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Attendance at a vocational school for apprentices is free of charge. The training company is obliged to grant leave of absence to the apprentice for attending the programme offered at the vocational school while continuing to pay the apprenticeship remuneration. As compensation the company has the possibility to apply for public subsidies (‘basic funding’).

The training at the company is funded by the companies themselves. The young people are paid an apprenticeship remuneration by their employer; this is usually regulated in the (sectoral or company) collective agreement. As support for training companies, however, a number of public subsidies are available.

Is it available for adults?

Y

Around 23% start an apprenticeship at age 18 and above ([69]See statistics on page 23 of Dornmayr, H.; Nowak, S. (2018). Lehrlingsausbildung im Überblick 2018 [Apprenticeship overview, 2018]. Vienna: ibw. Research report; No 193.
https://ibw.at/bibliothek/id/481/
).

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)
  • dual programmes consist of 80% workplace training in a company, 20% training in a vocational school
Main providers

Training companies (enterprises, free professions such as lawyers, and supra-company training providers on behalf of Public Employment Service Austria)

Share of work-based learning provided by schools and companies

> 80%

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Apprenticeships as dual track training combine:

  • company-based training (80%);
  • attendance of VET school for apprentices (20%).
Main target groups

Apprenticeship training is accessible to young people and adults.

Apprenticeship training is also available for learners with special educational needs either by:

  • prolongation of the apprenticeship period by one or at maximum two years;
  • acquisition of a partial qualification.

Young people who are trained in a prolonged apprenticeship period are also obliged to attend a vocational school. The training is completed with the apprenticeship-leaving examination.

The acquisition of partial qualifications is restricted to selected competences of an in-company curriculum. There is also an obligation to follow a programme offered at a vocational school, the extent being adjusted to the individual situation of the apprentice. The final examination covers the previously determined competences. The level achieved is determined by professional experts and one member of the vocational training assistance. The partial qualification is accompanied by vocational training assistance; this aims to advise and support the training companies as well as the young people before and during the training.

Both forms of training are offered by training companies. (Young) people who do not find an apprenticeship post in a company, can complete apprenticeship training at supra-company training providers (überbetriebliche Berufsausbildung, ÜBA), which offer company-like conditions in workshops on behalf of the Public Employment Service Austria as part of active labour market policy. As for the school part, ÜBA-apprentices attend the regular VET school for apprentices.

People with migrant background made up less than 11% of all apprentices in 2017 ([70]Dornmayr, H.; Nowak, S. (2018). Lehrlingsausbildung im Überblick 2018, Strukturdaten, Trends und Perspektiven [Apprenticeship overview 2018: structural data, trends and perspectives]. Vienna: ibw. Research report; No 193
https://ibw.at/bibliothek/id/481/
).

Entry requirements for learners (qualification/education level, age)

The only entry requirement to enrol in apprenticeship training is the fulfilment of compulsory schooling (nine school years).

Assessment of learning outcomes

After fulfilling the apprenticeship period, apprentices normally register for the apprenticeship-leaving examination (Lehrabschlussprüfung / LAP).

This exam aims to establish whether the candidate has acquired the skills and competences required for the respective apprenticeship occupation and is able to carry out the activities specific to the occupation himself or herself in an appropriate manner.

The exam consists of a practical and a theoretical examination. Provided that the apprentice has met the education objectives of the last year of the programme offered at the vocational school, he is only required to do the practical part of the exam.

The subjects the exam covers are laid down in the national exam regulation (Prüfungsordnung) for each apprenticeship occupation ([71]See
https://www.bmdw.gv.at/Nationale%20Marktstrategien/LehrberufeInOesterreich/ListeDerLehrberufe/Seiten/liste.aspx [accessed 20.4.2019].
). If the candidate fails parts of his exam, he can retake these parts.

Diplomas/certificates provided

After passing the apprenticeship-leaving examination (Lehrabschlussprüfung / LAP) the graduate receives the apprenticeship diploma (Lehrabschlussprüfungszeugnis / LAP-Zeugnis).

It certifies that the holder has the skills and competences required for the respective apprenticeship occupation and is able to carry out the activities particular to the occupation himself or herself in an appropriate manner ([72]BMWFW (2014). Apprenticeship: dual vocational education and training in Austria: modern training with a future.
https://www.bmdw.gv.at/Nationale%20Marktstrategien/LehrlingsUndBerufsausbildung/Documents/HP_Die%20Lehre%20Englisch_2014_27%208.pdf
).

Apprenticeship diplomas are fully recognised by VET and labour authorities and highly appreciated in the labour market and economy.

All apprenticeship-leaving exams are assigned to EQF level 4 ([73]For more details, see the Austrian qualifications register:
https://www.qualifikationsregister.at/nqr-register/nqr-zuordnungen/
).

Examples of qualifications

In 2018, there were 218 state-recognised apprenticeship occupations ([74]Including 15 agricultural and forestry apprenticeships occupations. See: BMDW; WKO (2018). Lehrberufe in Österreich – Ausbildungen mit Zukunft. [Apprenticeship in Austria: training with a future ].
https://www.bic.at/downloads/de/broschueren/lehrberufe_in_oesterreich_2018.pdf
See also: ibw (2019). Lehrberufsbezeichnungen Deutsch-Englisch [Dual VET qualifications German-English].
https://ibw.at/bibliothek/id/278/
), such as brick layer, bank clerk, hotel and catering assistant or dental technician.

Progression opportunities for learners after graduation

After passing the apprenticeship-leaving examination, graduates can either remain in the labour market or acquire further qualifications:

  • master craftsperson or aptitude examination;
  • add-on courses (ISCED 554) (Aufbaulehrgänge) with a duration of three years that lead to the qualification of a five-year school-based VET programme (BHS);
  • higher entrance exam (Berufsreifeprüfung, BRP), which grants access to higher education programmes.
Destination of graduates

Apprenticeship training focusing on different specialist areas (construction, electronic engineering, information technology, wholesale and retail trade, etc.) aims at the acquisition of a vocational qualification at intermediate level.

For many, apprenticeship training is also the basis for a career as an entrepreneur. Around 35% of executives in business have completed apprenticeship training.

The education-related employment career monitoring (Erwerbskarrierenmonitoring, BibEr) of Statistics Austria done for the graduation year 2013/14([75]The aim of this project is to render the employment career statistically evaluable of all persons living in Austria after their leaving a formal educational institution. Especially the transition from education to the labour market represents an important chapter in the employment biography. The variety of attributes allows for analyses of various aspects of those careers at the start as well as during their further development on the labour market.
http://www.statistik.at/web_en/statistics/PeopleSociety/education_culture/monitoring_education_related_employment_behaviour/index.html
), analysed labour market status 18 months after graduation. Results show that graduates are primarily orientated to the labour market entry (compared to other education pathways):

  • 73% of the apprenticeship graduates were employed and only 5% continued in (formal) education;
  • approximately 12% were registered as jobseekers at the public employment service (AMS) ([76]For the remaining 10% no data are available. Dornmayr, H.; Nowak, S. (2018). Lehrlingsausbildung im Überblick 2018: Strukturdaten, Trends und Perspektiven [Apprenticeship overview 2018: structural data, trends and perspectives]. Vienna: ibw. Research report; No 193.
    https://ibw.at/bibliothek/id/481/See also http://www.statistik.at/web_de/statistiken/menschen_und_gesellschaft/bil...
    ).

This can be considered as positive indication of the job mobility of apprenticeship graduates due to a high labour demand for skilled workers and qualified specialists.

Awards through validation of prior learning

Y

The Vocational Training Act (Berufsausbildungsgesetz, BAG) ([77]https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&Gesetzesnummer=10006276) also opens access to the apprenticeship-leaving exam to those who have not completed any formal training (apprenticeship or school), providing them with the possibility of acquiring a formal professional qualification. In concrete terms, they must meet the following conditions:

  • be above 18 years old;
  • furnish evidence that they have acquired the knowledge and skills required for the respective apprenticeship occupation, such as by exercising a relevant semi-skilled or other practical activity of appropriate length or by attending a relevant course event;
  • completion of at least half of the period stipulated for the respective apprenticeship occupation is accepted as evidence if there is no other possibility of entering into an apprenticeship contract for the remaining apprenticeship period.

The 2011 amendment to the Vocational Training Act has extended access to the apprenticeship-leaving exam. The new regulation specifies that apprenticeship offices can arrange for the practical apprenticeship-leaving examination to be taken in two parts. The first part comprises identification of the exam candidate’s existing qualifications while in the second part he/she is required to prove the remaining skills. This provision applies if exam candidates

General education subjects

Y

The focus of education at vocational schools is on occupation-oriented specialist instruction (with about 65%), which also includes practical training in workshops and/or laboratories. The rest covers general subjects (such as German, mathematics) ([79]https://www.bmdw.gv.at/Nationale%20Marktstrategien/LehrlingsUndBerufsausbildung/Documents/HP_Die%20Lehre%20Englisch_2014_27%208.pdf).

Key competences

Y

The competence-oriented curricula specify the knowledge and skills that learners need to have acquired by the end of their training and which qualify them to act appropriately in different situations at work. As well as subject-related competences, related key competences are also listed which vary according to the specific apprenticeship training (e.g. team work, digital and entrepreneurial sills). At least one foreign language is mandatory in all programmes. Key competences are considered of major importance in the VET sector.

Application of learning outcomes approach

Y

The competence profile (Berufsprofil), which is also part of the training regulation, formulates in a learning outcome-oriented manner the competences apprentices acquire by the end of their training in both learning sites. Although the acquisition of professional competences has always been a key goal of VET, competences have been defined explicitly in the curricula since 2012; this is a result of the development of the national qualifications framework and its orientation towards learning outcomes ([80]Tritscher-Archan, S. (2016). Vocational education and training in Europe – Austria. Cedefop ReferNet VET in Europe reports.
http://libserver.cedefop.europa.eu/vetelib/2016/2016_CR_AT.pdf
).

Share of learners in this programme type compared with the total number of VET learners

Allocation of learners at upper secondary level / 10th school grade (2016/17) ([81]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
):

36%: apprenticeship programmes;

13%: one to four-year school-based VET programmes (intermediate level);

27%: five-year school-based VET programmes (higher level);

24%: general education programme.

School-based VET programmes

1-2 years

ISCED 351

School-based VET programmes (berufsbildende mittlere Schulen, BMS), leading to ISCED 351. These programmes are offered as one- to two-year programmes, which primarily aim to provide pre-professional qualifications rather than a full VET qualification. These programmes focus on areas such as hospitality services, agriculture, nutrition, social activities, etc. They serve as preparation for certain apprenticeship trades or as bridge courses to VET programmes which require a certain entry age (e.g. health programmes which can only be accessed at the age of 17).
EQF level
Not yet assigned to the NQF
ISCED-P 2011 level

351

Usual entry grade

9

Usual completion grade

9 to 10

Usual entry age

14

Usual completion age

15-16

Length of a programme (years)

From 1 to 2 years

  
Is it part of compulsory education and training?

Y

The compulsory E & T age is 15. Obligatory schooling covers a period of nine years (i.e. from 6 years until 15 years). One- to two-year school-based pre-VET programmes are usually attended by 14 to 16-year old learners.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

These programmes include general education, basic vocational competences and key competences which prepare learners for more specific VET pathways (at upper secondary schools or in dual training) and for simple tasks on the labour market.

Is it continuing VET?

N

Is it offered free of charge?

Y

These programmes are financed by the public, school attendance is free of charge for learners.

Is it available for adults?

Y

These programmes can also be attended by adults. However, most of the learners are between 14 and 16 when they attend these schools ([65]Statistics Austria:
https://www.statistik.at/web_de/statistiken/menschen_und_gesellschaft/bildung_und_kultur/formales_bildungswesen/schulen_schulbesuch/index.html [accessed 7.5.2019].
).

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)

One- to two-year pre-VET programmes are

  • full-time and
  • practice-oriented.
Main providers

Public schools (and a few private schools)

Share of work-based learning provided by schools and companies

20%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practice-oriented tuition (e.g. in workshops at school, in school kitchens etc.)
  • practical experiences (e.g. work shadowing, company tours, company-based practical days)
Main target groups

Most learners enter these programmes at the age of 14. However, they are also open for adults.

People with migrant background (non-German first language) made up 27% of all school-based VET programmes learners (one to two-year programmes plus three to four-year programmes) in the school year 2016/17. ([66]BMBWF (2018). Statistical guide 2017: key facts and figures about schools and adult education in Austria. Vienna: BMBWF.
https://bildung.bmbwf.gv.at/schulen/bw/ueberblick/zahlenspiegel_2017.pdf?6mfso8
)

Entry requirements for learners (qualification/education level, age)

The entry requirements are

  • positive completion of the eight grade,
  • a minimum age of 14 years.
Assessment of learning outcomes
  • regular assessments (written, oral exams) during the school year in each subject
  • mid-term and end-of-term reports
Diplomas/certificates provided

School leaving certificate (Abschlusszeugnis)

The certificates of the one- to two-year pre-VET programmes are recognised by VET and labour authorities, i.e. graduates can enter further education programmes or the labour market for carrying out simple tasks.

Examples of qualifications

These one- and two-year school-based VET programmes prepare learners for carrying out simple tasks on the labour market in different areas such as hospitality services, agriculture, nutrition, social activities, etc. The programmes take place in respective schools such as Schools of Social Care Professions (Schulen für Sozialbetreuungsberufe) ([67]https://www.abc.berufsbildendeschulen.at/vet-schools-and-higher-colleges-in-austria/).

Progression opportunities for learners after graduation

Graduates may progress to

  • dual VET programmes;
  • school-based VET programmes (three- to four-year programmes and five-year programmes);
  • postsecondary/tertiary VET programmes (e.g. healthcare);
  • CVET programmes;
  • training programmes within the ‘training obligation until 18’;
  • labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

These programmes include both general-education and subject-specific classes in different specialist areas.

Key competences

Y

One of the key aims of these programmes is to develop and foster key competences in all subjects and through various teaching methods (project work, open forms of teaching, etc.).

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all VET programmes.

Share of learners in this programme type compared with the total number of VET learners

Allocation of learners at upper secondary level / 10th school grade (2016/17): ([68]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
)

36%: dual VET programmes

13%: one to four-year school-based VET programmes (intermediate level)

27%: five-year school-based VET programmes (higher level)

24%: general education

Pre-VET (PTS)

1 year

ISCED 341

Pre-VET programme (Polytechnische Schule, PTS), leading to ISCED 341
EQF level
Not yet assigned to the NQF
ISCED-P 2011 level

341

Usual entry grade

9

Usual completion grade

9

Usual entry age

14

Usual completion age

15

Length of a programme (years)

1 year

  
Is it part of compulsory education and training?

Y

The compulsory E & T age is 15. Obligatory schooling covers a period of nine years (i.e. from 6 years until 15 years). The pre-VET programme is accessible to learners from age 14.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

The pre-VET programme offers both general-education and subject-specific classes in different specialist areas. Every learner is obliged to choose one specialist area from all areas offered at the respective school location. In principle, there are six specialist areas (metal, electronic engineering, construction, wood, wholesale and retail trade/office, services/tourism), with every school being entitled to offer other specialist areas autonomously while taking the needs of the local economy into account (e.g. mechatronics, healthcare and social affairs). A mix of theoretical information and practical experiences (e.g. as part of company tours and days of company-based practice in training workshops or companies, or as part of practical work experiences in classes) aims to help learners to become familiar with the world of work and additionally provide them with targeted orientation and preparation for their future profession, which they still need to choose.

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

However, 96 % (2017) are 14 when they start the pre-VET programme ([58]Statistics Austria:
https://www.statistik.at/web_de/statistiken/menschen_und_gesellschaft/bildung_und_kultur/formales_bildungswesen/schulen_schulbesuch/index.html [accessed 7.5.2019].
).

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)
  • one-year full-time school-based programme
  • covers theoretical teaching and practical experiences (e.g. as part of company tours and days of company-based practice in training workshops or companies, or as part of practical work experiences in classes);
  • career guidance plays a particularly important role be-cause this school type is at the interface between obligatory and further schooling
Main providers

Public schools

Share of work-based learning provided by schools and companies

20%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • a mix of theoretical teaching and
  • practical experiences (e.g. as part of company tours and days of company-based practice in training workshops or companies, or as part of practical work experiences in classes)
Main target groups

Programme is accessible to young people and adults. People with migrant background (non-German first language) made up 33% of all learners who followed this pre-VET programme in the school year 2016/17 ([59]BMBWF (2018). Statistical guide 2017: key facts and figures about schools and adult education in Austria. Vienna: BMBWF.
https://bildung.bmbwf.gv.at/schulen/bw/ueberblick/zahlenspiegel_2017.pdf?6mfso8
).

Entry requirements for learners (qualification/education level, age)

For entering this programme learners need to have completed eight school years.

Assessment of learning outcomes
  • regular assessments (written, oral exams) during the school year in each subject
  • mid-term and end-of-term reports
  • if a learner fails a subject (i.e. receives a ‘not sufficient’ in the end-of-term report, i.e. performance does not meet minimum pass level) he can (voluntarily) repeat the school year to get a positive certificate. In case the learner does not repeat the school year, he has to attend another training programme until the age of 18 (training obligation until 18)
Diplomas/certificates provided

School leaving certificate (Abschlusszeugnis)

On successful completion of this programme, learners receive the certificate, which is recognised by VET and labour market authorities as graduates can enter further education programmes or the labour market for carrying out simple tasks.

Examples of qualifications

With a certificate of this pre-VET programme holders can enter the labour market to carry out simple tasks.

Progression opportunities for learners after graduation

Graduates can progress to

  • further education programmes at upper secondary level (general education and VET);
  • CVET programmes;
  • training programmes within the ‘training obligation until 18;
  • labour market (for carrying out unskilled work).
Destination of graduates

According to Statistics Austria (2016/17) ([60]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
), graduates choose the following options:

Awards through validation of prior learning

N

General education subjects

Y

It offers both general-education and subject-specific classes in different specialist areas.

Key competences

Y

One of the key aims of the programme is to develop and foster key competences in all subjects and through teaching methods (project work, open forms of teaching, etc.) ([63]See curriculum of PTS:
https://pts.schule.at/fileadmin/Polytechnische_Schule/Lehrplan_Fachbereichsinfos/PTS_Lehrplan-2012_Auflage_2018.pdf
).

Application of learning outcomes approach

N

The curriculum is currently under revision. One aim of this curriculum reform is to introduce learning outcomes. However, also the present curriculum foresees competences which learners should acquire. Nevertheless, as a result of the development of the National Qualifications Framework (NQF), which was formally introduced in 2016, competences/learning outcomes have to be defined explicitly in all new curricula.

Share of learners in this programme type compared with the total number of VET learners

Allocation of learners at upper secondary level / 9th school grade (2016/17) ([64]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
):

17%: pre VET programme 16%: one to four-year school-based VET programmes at intermediate level

37%: five-year school-based VET programmes (higher level)

28%: general education

2%: special needs school/inclusive education

School-based VET (BMS)

WBL 40%

3-4 years

ISCED 354

School-based VET programmes offered at intermediate vocational schools (berufsbildende mittlere Schulen, BMS) leading to EQF level 4, ISCED 354. The three- to four-year VET programmes offered at intermediate vocational schools aim to impart full VET qualifications that entitle graduates to immediately exercise professional activities at intermediate qualification level/skilled worker’s level. These programmes are offered in different specialist areas, including in technology, the business sphere, fashion, tourism, agriculture and forestry and in the social sphere.
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

9

Usual completion grade

11 to 12

Usual entry age

14

Usual completion age

17 to 18

Length of a programme (years)

From 3 to 4 years

  
Is it part of compulsory education and training?

Y

The compulsory E & T age is 15. Obligatory education covers a period of nine years (i.e. from 6 years until 15 years). Learners can start the three- to four-year BMS programmes at age 14, so in this case it still covers compulsory education.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

These programmes are financed by the public, school attendance is free of charge for the learners.

Is it available for adults?

Y

These programmes can also be attended by adults. However, most of the learners are between 14 and 17 when they enter these programmes. ([82]Statistics Austria: https://www.statistik.at/web_de/statistiken/menschen_und_gesellschaft/bildung_und_kultur/formales_bildungswesen/schulen_schulbesuch/index.html [accessed 7.5.2019].
)

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)

Three- to four-year VET programmes at intermediate level are:

  • offered full-time at VET schools;
  • practice-oriented tuition (e.g. learning in workshops and labs) in some fields;
  • obligatory work placements during the summer months,
  • in technical three and a half-year programmes; (Fachschulen mit Betriebspraktikum): obligatory work placement in the last semester ([83]BMBWF - The educational offer of technical, commerce, arts and crafts schools:
    https://bildung.bmbwf.gv.at/schulen/bw/bbs/tgkg.html
    ).
Main providers

Most of these intermediate vocational schools are public schools, some are private schools with public status.

Share of work-based learning provided by schools and companies

40%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs
  • work placements during the summer months and in some fields also during the tuition period
Main target groups

These school-based VET programmes are accessible to young people and adults. For people in employment programmes are organised in the evening.

People with migrant background (non-German first language) made up 27% of all BMS learners (one to two years programme plus three- to four-year programmes) in school year 2016/17 ([84]BMBWF (2018). Statistical guide 2017: key facts and figures about schools and adult education in Austria. Vienna: BMBWF.
https://bildung.bmbwf.gv.at/schulen/bw/ueberblick/zahlenspiegel_2017.pdf?6mfso8
).

Entry requirements for learners (qualification/education level, age)

The entry requirements are

  • positive completion of the eight grade;
  • depending on previous qualifications (e.g. obtained at new secondary school or the lower cycle of academic secondary school), the desired programme type and places on offer, previous educational performance (i.e. the marks achieved in the main subjects) or an entrance examination are additional selection criteria;
  • minimum age of 14 years.
Assessment of learning outcomes
  • regular assessments (written, oral exams) during the school year in each subject
  • mid-term and end-of-term reports
  • qualification exam
  • if learners fail a subject (e.g. after the first year), they can take an exam at the beginning of the following year. If they fail more than three subjects, they have to repeat the entire class. If learners fail the qualification exam, they can re-do it.
Diplomas/certificates provided

School leaving certificate (Abschlusszeugnis)

The school leaving certificates are fully recognised by VET and labour authorities and highly appreciated by labour market and economy.

Examples of qualifications

Three- and four-year programmes for intermediate vocational education providing professional education in different specialist areas (business, technology, agriculture, social affairs, tourism, etc.) lead to professional qualifications at the intermediate level. Programmes can be offered, e.g.at :

  • Schools of Engineering, Arts and Crafts (Technische, gewerbliche und kunstgewerbliche Fachschulen)
  • Schools of Agriculture and Forestry (Land- und forstwirtschaftliche Fachschulen)
  • Schools of Business Administration (Handelsschule)
  • Schools of Management and Services Industries (Fachschule für wirtschaftliche Berufe)
  • Schools of Tourism (Fachschulen für Tourismus) ([85]https://www.abc.berufsbildendeschulen.at/vet-schools-and-higher-colleges-in-austria/
    )
Progression opportunities for learners after graduation

Graduates have the following progression possibilities:

  • add-on programmes
  • post-secondary VET courses
  • Berufsreifeprüfung: exam for people whose initial VET does not automatically qualify them for entry into higher education
  • dual VET programmes
  • subject specific CVET options (e.g. master craftsperson examination, aptitude examination, industrial master school etc.)
Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

The curricula and training contents focus on deepening of general education and VET at intermediate qualification level.

Key competences

Y

Key competences play a crucial role in all programme types of the VET sector in Austria ([86]See Tritscher-Archan, S., Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series. https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
).

Application of learning outcomes approach

Y

Although the acquisition of professional competences has always been a key goal of VET in Austria, competences have been defined explicitly in the curricula since 2012 – which is a result of the development of the National Qualifications Framework and its orientation towards learning outcomes.

Share of learners in this programme type compared with the total number of VET learners

Allocation of learners at upper secondary level / 10th school grade (2016/17) ([87]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
):

36%: apprenticeships

13%: one to four-year school-based VET programmes (intermediate level)

27%: five-year school-based VET programmes (higher level)

24%: general education

School based (BHS)

WBL 30%

5 years

ISCED 354/554

School based VET programmes offered at colleges for higher vocational education (berufsbildende höhere Schulen / BHS), leading to EQF level 5, ISCED 354/554. Programmes provide in-depth general education and high-quality specialist training in different specialist areas including in technology, the business sphere, fashion and design, arts and crafts, tourism, agriculture and forestry as well as elementary pedagogy. This programme type belongs to the upper secondary level. In ISCED, however, it is divided between two levels: the first three years are classified as ISCED 354 (no interim qualification is offered at this level), year four and five are classified as ISCED 554.
EQF level
5
ISCED-P 2011 level

ISCED 354 (programme duration 1-3 years)

ISCED 554 (programme duration 4-5 years)

Usual entry grade

9

Usual completion grade

13

Usual entry age

14

Usual completion age

19

Length of a programme (years)

5 years

  
Is it part of compulsory education and training?

Y

The compulsory E & T age is 15. Obligatory education covers a period of nine years (i.e. from 6 years until 15 years). These school-based VET programmes are usually attended by learners between 14 and 19.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

These five-year VET programmes leading to higher VET and HE entrance qualification are financed by the public, school attendance is free of charge for learners.

Is it available for adults?

Y

The degree obtained at a college for higher vocational education (berufsbildende höhere Schulen / BHS) can, as an alternative to the five-year day form, also be acquired by way of three other education programmes:

  • add-on courses (ISCED 554, Aufbaulehrgang): these modular courses usually cover three years and lead graduates of intermediate VET tracks (from schools and dual VET) to the BHS qualification. Learners with non-subject-specific VET qualifications have to attend a one- to two-semester bridge course (Vorbereitungslehrgang) before entering an add-on course;
  • post-secondary VET courses (ISCED 554, Kollegs): Kollegs mainly target graduates of general education schools, i.e. people who have not completed an initial VET pathway. A prerequisite for admission to Kollegs is successful completion of the HE entrance examination. Kollegs are provided in a modular two-year day form or a three-year evening form and are completed with a qualification examination;
  • courses offered at colleges for higher vocational education for people in employment (ISCED 554, BHS for professionals): this programme type, which is organised in the evening, leads to a BHS-qualification. Access requirements are a minimum age of 17 years and active employment.
ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)

Five-year VET programmes leading to higher VET and HE entrance qualification:

  • are full-time and practice-oriented,
  • include learning in workshops and labs, training restaurants, and practice firms,
  • are complemented by mandatory work placements of several weeks during the summer months,
  • comprise project and diploma assignments as part of the final exam that are often set by companies or carried out with their collaboration([88]Cedefop (2018). Spotlight on vocational education and training in Austria. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/files/8127_en.pdf
    ).
Main providers

Most colleges for higher vocational education (berufsbildende höhere Schulen / BHS) are public schools, some are private school with public status.

Share of work-based learning provided by schools and companies

30%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • learning in workshops and labs, training restaurants, and practice firms
  • mandatory work placements of several weeks during the summer months
  • project and diploma assignments as part of final exams that are often set by companies or carried out with their collaboration
Main target groups

Five-year VET programmes leading to higher VET and HE entrance qualification are accessible to young people and adults (e.g. for people in employment organised in the evening.

People with migrant background (non-German first language) made up nearly 19% of all school-based higher VET programmes learners in school year 2016/17 ([89]BMBWF (2018). Statistical guide 2017: key facts and figures about schools and adult education in Austria. Vienna: BMBWF.
https://bildung.bmbwf.gv.at/schulen/bw/ueberblick/zahlenspiegel_2017.pdf?6mfso8
).

Entry requirements for learners (qualification/education level, age)

The entry requirements are:

  • positive completion of the eight grade;
  • depending on previous qualifications (e.g. programmes offered at new secondary school or at the lower cycle of academic secondary school), the desired programme type and places on offer, previous educational performance (i.e. the marks achieved in the main subjects) or an entrance examination are additional selection criteria;
  • a minimum age of 14 years.
Assessment of learning outcomes
  • regular assessments (written, oral exams) during the school year in each subject
  • mid-term and end-of-term reports
  • higher education entrance examination ([90]See https://www.refernet.at/images/02_News_AT_RDP_neu_05_2016_EN.pdf [accessed 8.5.2019].
    )
  • if learners fail a subject (e.g. after the first year), they can take an exam at the beginning of the following year. If they fail more than three subjects, they have to repeat the entire class. If learners fail the Matura exam, they can re-do (parts of) it
Diplomas/certificates provided

Graduation with a Reife- und Diplomprüfungszeugnis, i.e. HE entrance qualification and higher VET qualification (= double qualification).

The qualification is fully recognised by VET and labour authorities and highly appreciated by labour market and economy.

Examples of qualifications

Five-year VET programmes leading to higher VET and HE entrance qualification are available in different areas which are offered by different providers, e.g.:

  • Colleges of Engineering, Arts and Crafts (Höhere technische, kunstgewerbliche und gewerbliche Lehranstalten)
  • Colleges of Business Administration (Handelsakademien)
  • Colleges of Management and Service Industries (Höhere Lehranstalten für wirtschaftliche Berufe)
  • Colleges of Agriculture and Forestry (Höhere Land- und Forstwirtschaftliche Schulen)
  • Colleges for Elementary Pedagogy (Bildungsanstalten für Elementarpädagogik) ([91]https://www.abc.berufsbildendeschulen.at/vet-schools-and-higher-colleges-in-austria/
    )
Progression opportunities for learners after graduation
  • graduates obtain general access to postsecondary and tertiary education (studies at university, UAS, universities of teacher training).
  • they can also enter a range of CVET options.
  • they can also directly enter the labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

Y

General education subjects

Y

Programmes provide in-depth general education and high-quality specialist training in different specialist areas

Key competences

Y

Key competences play a crucial role in all programme types of the VET sector in Austria ([92]See Tritscher-Archan, S., Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series. https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
).

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all VET programmes.

Share of learners in this programme type compared with the total number of VET learners

Allocation of learners at upper secondary level / 10th school grade (2016/17) ([93]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
):

36%: apprenticeship

13%: one to four-year school-based VET programmes (intermediate level)

27%: five-year school-based VET programmes (higher level)

24%: general education

Healthcare

1-3 years

ISCED 351, 353

Healthcare programmes leading to ISCED 351, 353. Following specific programmes are offered in the field of healthcare: Care assistance programmes: care assistance programme, level 1 (Pflegeassistenz); care assistance programme, level 2 (Pflegefachassistenz). Medical assistance programmes: disinfection assistance (Desinfektionsassistenz); plastering assistance (Gipsassistenz); laboratory assistance (Laborassistenz); mortuary assistance (Obduktionsassistenz); operating theatre assistance (Operationsassistenz); surgery assistance (Ordinationsassistenz); radiology assistance (Röntgenassistenz); medical assistance (Medizinische Fachassistenz)
EQF level
Not yet assigned to the NQF
ISCED-P 2011 level

Care assistance programmes: 351

Medical assistance programmes: 353

Usual entry grade

10 to 11

Care assistance programmes:

  • care assistance programme, level 1: 10
  • care assistance programme, level 2: 11

Medical assistance programmes: 10

Usual completion grade

10 to12

Care assistance programmes:

  • care assistance programme, level 1: 10
  • care assistance programme, level 2: 12

Medical assistance programmes: 10-12

Usual entry age

16 to 17

Care assistance programme, level 1: 16

Care assistance programme, level 2: 17

Medical assistance programmes: 16

Usual completion age

18 to 19

Length of a programme (years)

From 1 to 3 years

Care assistance programmes:

Medical assistance programmes:

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

concerning the care assistance programme, level 1

Yes and no, concerning the care assistance programme, level 2 and the medical assistance programme.

Is it continuing VET?

Yes and no, concerning the care assistance programme, level 2 and the medical assistance programmes.

Is it offered free of charge?
  • programmes offered in public schools are financed by the public, attendance is free of charge for the learners
  • training courses for adults offered by different providers are fee-based with different funding opportunities
Is it available for adults?

Y

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)

Theoretical instruction in schools/training courses and work placements in hospitals etc. alternate during the entire training.

Main providers

Care assistance programmes:

  • public schools for healthcare (mostly at hospitals);
  • public schools for social professions;
  • different providers offering training courses for adults (also upskilling programmes).

Medical assistance programmes:

  • public schools for medical assistant professions;
  • different providers offering training courses for adults.
Share of work-based learning provided by schools and companies
Work-based learning type (workshops at schools, in-company training / apprenticeships)

Theoretical instruction in schools/training courses and work placements in hospitals etc. alternate during the entire training.

Main target groups

Programmes are open to young people, adults and unemployed (training courses financed by the Public Employment Service).

Entry requirements for learners (qualification/education level, age)

Entry requirements differ among the specific programmes:

Care assistance, level 1:

Care assistance, level 2:

Medical assistance programmes:

Assessment of learning outcomes

Ongoing und regular assessment during the programme.

Diplomas/certificates provided

Care assistance, level 1:

  • final exam before an examination commission / certificate

Care assistance, level 2:

  • final exam before an examination commission / certificate

Medical assistance programmes:

  • final exam before an examination commission / certificate

The qualifications are fully recognised by VET and labour authorities and highly appreciated by labour market.

Examples of qualifications

Care assistance programmes:

  • care assistant (Pflegeassistent/in)
  • (special) care assistant (Pflegefachassistent/in)

Medical assistance programmes:

  • disinfection assistance (Desinfektionsassistenz)
  • plastering assistance (Gipsassistenz)
  • laboratory assistance (Laborassistenz)
  • mortuary assistance (Obduktionsassistenz)
  • operating theatre assistance (Operationsassistenz)
  • surgery assistance (Ordinationsassistenz)
  • radiology assistance (Röntgenassistenz)
  • medical assistance (Medizinische Fachassistenz)
Progression opportunities for learners after graduation

Graduates of care and medical assistance programmes can progress to:

Graduates of level 2 of the care assistance programme can additionally take the:

Destination of graduates

information not available

Awards through validation of prior learning

Y

Competences acquired non-formally or informally must be validated by the principle of the school or the head of the training provider offering care/medical assistance programmes by way of procedures accepted by the health ministry ([106]https://www.ris.bka.gv.at/GeltendeFassung and https://www.sozialministerium.at/cms/site/attachments/0/8/1/CH4043/CMS1538051085664/gesundheitsberufe_2019.pdf/Bundesnormen/20009672/PA-PFA-AV%2c%20Fassung%20vom%2009.05.2019.pdf).

For care assistance programmes, level 1: the duration of the training course is reduced for persons who successfully completed studies of human medicine or dental medicine: 680 hours ([107]https://www.sozialministerium.at/cms/siteEN/attachments/9/0/5/CH4138/CMS1411979671365/healthcareprofessions_in_austria_2017.pdf).

General education subjects

N

Key competences

Y

Key competences play a crucial role in all school types of the VET sector in Austria ([108]See Tritscher-Archan, S., Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
).

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all schools in the VET sector.

Share of learners in this programme type compared with the total number of VET learners

Information not available

Nursing

3 years

ISCED level 454

Nursing programme leading to ISCED level 454 (Diplomierte/r Gesundheits- und Krankenpfleger/in, GuK)
EQF level
Not yet assigned to the NQF
ISCED-P 2011 level

454

This programme is being upgraded at the moment. Until the end of 2023 this secondary-level programme will be transferred into a tertiary bachelor’s programme offered at universities of applied sciences ([109]https://www.sozialministerium.at/cms/siteEN/attachments/9/0/5/CH4138/CMS1411979671365/healthcareprofessions_in_austria_2017.pdf)

Usual entry grade

11

Usual completion grade

13

Usual entry age

17

Usual completion age

20

Length of a programme (years)

3 years (4 600 hours)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

(for adults with relevant IVET or professional experience)

Is it offered free of charge?

School programmes are financed by the public, school attendance is free of charge for the learners.

Is it available for adults?

Y

ECVET or other credits

Not applicable

Learning forms (e.g. dual, part-time, distance)

Theoretical instruction in schools and work placements in hospitals etc. alternate during the entire training.

Main providers
  • public schools for nurses ([110]As from 1.1.2014 it is foreseen that this programme will be provided only by universities of applied sciences (UAS) and not any longer by public schools for nurses.)
Share of work-based learning provided by schools and companies
Work-based learning type (workshops at schools, in-company training / apprenticeships)

Theoretical instruction in schools and work placements in hospitals etc. alternate during the entire training.

Main target groups

Programmes are accessible to young people and adults.

Entry requirements for learners (qualification/education level, age)

Schools for nurses (until 31.12.2023):

UAS bachelor programmes:

  • general university entrance qualifications or relevant professional qualifications;
  • professional aptitude and medical fitness.
Assessment of learning outcomes

Ongoing und regular assessment during the programme.

Diplomas/certificates provided

Schools for nurses (until 31.12.2019):

  • written thesis, diploma examination before an examination commission/diploma

UAS bachelor programmes:

  • bachelor examination

The qualification is fully recognised by VET and labour authorities and highly appreciated by labour market.

Examples of qualifications

Qualified nurse

Progression opportunities for learners after graduation

Graduates can progress to

Destination of graduates

information not available

Awards through validation of prior learning

Y

  • short training course for care assistants, level 2: 2 years
General education subjects

N

Key competences

Y

Key competences play a crucial role in all school types of the VET sector in Austria ([118]See Tritscher-Archan, S.; Petanovitsch, A. (2016). Key competences in vocational education and training – Austria. Cedefop ReferNet thematic perspectives series.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_AT_KC.pdf
).

Application of learning outcomes approach

Y

With the development of the National Qualifications Framework learning outcomes have been made more explicit in the curricula of all schools in the VET sector.

Share of learners in this programme type compared with the total number of VET learners

In 2016/17 19 598 learners were registered in healthcare schools. Data on the allocation of learners to different programmes are not available ([119]Statistics Austria (2018). Bildung in Zahlen 2016/17, Tabellenband [Education in numbers: 2016/17]. Vienna: Statistics Austria.
https://www.statistik.at/web_de/services/publikationen/5/index.html?includePage=detailedView&sectionName=Bildung&pubId=509
).

At the UAS in the study year 2018 2 767 learners were registered in bachelor nursing programmes ([120]https://suasprod.noc-science.at/XLCubedWeb/WebForm/ShowReport.aspx?rep=004+studierende%2f002a+fachhochschulen%2f010+ordentliche+studierende+an+fhs+-+zeitreihe+wintersemester.xml&toolbar=true).

VET available to adults (formal and non-formal)

Programme Types
Not available