- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In addition to its function as a representative of the interests of companies, the Austrian Federal Economic Chamber acts as a training provider in many areas. In apprenticeship training, school-based vocational training, academic education and continuing vocational training, the Economic Chamber with its organisations and institutions is one of the most important non-governmental training providers.
At the same time, many companies are facing an increasing shortage of skilled workers.
Against this background, the Economic Chamber intends to further promote its vocational education and training (VET) activities and optimise them, in particular by using digital solutions.
Objectives
The project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
Description
The We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
- virtual learning platforms, for example for virtual company tours or online career information;
- digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
- continuing training, such as new apprenticeship training for adults and competence checks of individual skills;
- a Campus of the economy, to support companies in training abroad, further developing Erasmus for apprentices and skilled workers and expanding and professionalising Skills Austria;
- a Business in schools strand, with companies involved in MINT (mathematics, informatics, natural sciences and technology) subjects in schools and relaunching the Innovation Foundation for Education.
In 2019, the first concrete measures were implemented:
- talent checks for learners in VET schools and higher general education;
- expanding apprenticeship training for adults by providing new offers for graduates of academic secondary schools through the Dual academy model;
- the introduction of an online registration tool for the final apprenticeship examination;
- establishing the online-platform, School meets business, for education offers and events related to business education, financial literacy, entrepreneurship education and career orientation. School meets business brings schools together with companies and entrepreneurs in a targeted manner.
Some other projects are in a pilot phase, such as the development of a web app to present the education offers of the Economic Chamber as continuous education pathways from initial training to further education and higher qualification.
Another goal of the measure, to bring the Euroskills 2020 to Austria, was achieved in 2019, though its implementation had to be postponed to 2021 due to the COVID-19 crisis.
While projects in most areas of the initiative remain in the development stage, in 2020 some further sub-projects were completed and the results implemented. For example, the talent check, a uniform Austria-wide comprehensive test for young people at the end of upper secondary school was fully implemented. The check is used in the career information centres of the Economic Chamber to support young people in their orientation during the transition to further education and training or the labour market.
Increased efforts were made in 2020 on the development of a digital learning platform, which is intended to bring together the existing digital offers of the Austrian Federal Economic Chamber (WKO), but for which new offers are also to be developed. This sub-project is one of the core offerings within the initiative but is currently still in the development stage. A prototype of the above-mentioned web app to present the education offers of the Economic Chamber has been completed. A pilot to implement this project is currently being designed.
In 2021, a first internal prototype of the virtual learning platform 'wîse up' was developed and has since been intensively tested, optimised and filled with or linked to existing content. The focus of these developments was on the identification of a suitable competence model, the screening of learning content and the qualitative or target group-specific evaluation of this content. The work on this has not yet been completed.
At the same time, work began on developing new content for the learning platform.
Another goal of the programme, to bring the EuroSkills to Austria, was achieved in September 2021 when the EuroSkills were held in Graz and around 400 participants from across Europe competed for medals and awards in 48 competition trades. Russia was the most successful nation, ahead of Austria and France.
As a new focus of work within the framework of the initiative We educate the economy, graduate tracking was commissioned in 2021. The aim is to examine the impact of the WKO education measures in terms of career entry, career change and participant satisfaction,
The aim is to carry out regular graduate surveys and secondary statistical analyses ('graduate tracking') to check the impact of the WKO education measures in terms of career entry, career change and participant satisfaction. In 2021, a research project was piloted, together with the ibw (ibw Austria, Research and Development in VET) as a research partner, and the preliminary work was started.
In 2022, the learning platform wise-up was further developed and presented to the public in autumn. As of the beginning of November 2022, around 1 500 users from around 100 companies were registered on the platform. Companies have the opportunity to digitalise their own company-specific learning content via wise-up and make it accessible to their employees. In addition, more than 15 000 online courses are currently available on the platform. The target groups of the learning platform are companies themselves as well as their employees, apprentices, job seekers and generally all kinds of learners who want to develop themselves in different job-related competence areas through online content.
The work on collecting and developing new content for the learning platform continued. A central focus is on the development of digital learning tracks to support the training of apprentices. In a first step, such learning tracks have been developed for 11 apprenticeship occupations since 2022. In this process, specific learning objectives are defined in accordance with the training regulations, digital content for achieving these learning objectives is collected, the quality of the content/offers is checked and ensured, new content is created where necessary (gap analysis) and the content is combined into continuous learning pathways, including learning objective checks, together with subject experts.
The digital learning tracks for apprentices are a central component of the learning platform and form a separate measure in the 2022 developed National Implementation Plan (NIP).
The web app for the presentation of the education offers of the Economic Chamber as continuous education pathways from initial training to further education and higher qualification, which also is part of the NIP, was further developed, the information was expanded and presented in a new way.
For the graduate tracking piloted in 2021, the monitoring of apprenticeship graduates was carried out in 2022 on the one hand and a survey of graduates of the master craftsperson and qualification examinations on the other. The results of this monitoring were not yet available in 2022.
The tracking of apprenticeship graduates and dropouts from 2011 to 2020 was published. As the results show 16.6% of a total number of 383 336 apprentices who finished their apprenticeship in the period of 2011 to 2020 did not complete their apprenticeship period nor did they take an apprenticeship-leave exam by the end of the following year, therefore they are considered apprenticeship dropouts. The share of apprenticeship dropouts increases strongly with their age at the time they take up apprenticeship training. The type of previous qualifications obtained (immediately prior to the start of the apprenticeship) also has a very strong influence on the proportion of apprenticeship dropouts.
In Addition, the tracking of graduates of master craftsperson and proof of competence examinations from 2019 to 2020 was published. The results show that these examinations mostly meet the high expectations in terms of specialist competence and managerial skills put on them, while the social recognition of these qualifications still has room for development and improvement.
In the digital learning platform wise-up a total of ten so called 'professional channels' which summarise the different learning tracks of an apprenticeship profession were published in 2023, for example for apprenticeships in mechatronics, metal technology, electrical engineering, retail and office administration, all of which are among the apprenticeships with the highest numbers of apprentices.
In 2024, a new project called Financial education for apprentices was commissioned. It aims to improve the financial literacy of apprentices, a target group that had never been specifically addressed up to that point. To this end, 10 e-learning courses on everyday situations directly related to the lives of apprentices are being created. The first courses, entitled My first salary and My first home, were published in the autumn 2024 and are available free of charge.
In wise-up another 'professional channel' was published for the apprenticeship Installations and building technology.
Bodies responsible
- Austrian Federal Economic Chamber (WKO)
Target groups
Learners
- Young people (15-29 years old)
- Adult learners
- Persons in employment, including those at risk of unemployment
Education professionals
- Trainers
- Adult educators
- Guidance practitioners
Entities providing VET
- Companies
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to cooperation with other EU countries and beyond in preparing national teams for international competitions such as WorldSkills and EuroSkills and participation in those.
European priorities in VET
VET Recommendation
- Flexibility and progression opportunities at the core of VET
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- European Education and Training Area and international VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). We educate the economy plan: promoting innovative and excellence in VET: Austria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/ga/tools/timeline-vet-policies-europe/search/27971