Reference year 2026
Version 2026
Drafted by Kurt Schmid, Senior researcher at ibw Austria - Member of Cedefop Community of apprenticeship experts for Austria
1Scheme history
The current framework was established in 1969. It however harks back to a tradition of training in the crafts system for centuries.
The dual apprenticeship scheme shows a long tradition harking back to the medieval guild system. It has since then been the main pathway of establishing young people within the crafts occupations and also expert positions within the industries.
2Beneficiaries
Minimum age is 14 years (yet 9 years of compulsory schooling have to be fulfilled). [1]
No maximum age defined.
[1] Minimum age for apprentices is regulated in the Law on Child and Youth Employment Act (Kinder- und Jugendlichen-Beschäftigungsgesetz 1987, version of 28.01.2019) in § 2 (1a)
Almost 60% of beginners are 15 to 16 years old (Dornmayr & Nowak 2022, p. 33).
Source: Dornmayr H. and Nowak S. (2018). Lehrlingsausbildung im Überblick 2022. Strukturdaten, Trends und Perspektiven. ibw-research report No. 212. https://ibw.at/resource/download/2504/ibw-forschungsbericht-212,pdf
2025: 102,878 were enrolled in the apprenticeship scheme by 31.12.2025
[1] Chamber of Commerce: Lehrlinge nach Sparten 2025 https://www.wko.at/oe/statistik/jahrbuch/lehrlinge25.pdf
[accessed 18.07.2026]).
3Qualifications
In the eight-level Austrian National Qualifications Framework (NQF) it is at level 4 [1].
[1] https://www.qualifikationsregister.at [accessed 29.01.2019].
Programme 354 in ISCED 2011 mapping.
There are no other programmes than the apprenticeship scheme which leads to the formal apprenticeship certificate.
However, the Vocational Training Act also opens access to the apprenticeship leave
exam to persons who have not completed any formal training (dual training or school) and thus provides them with the possibility of acquiring a formal vocational qualification (“extraordinary access to apprenticeship leave exam”). In concrete terms, they must meet the following conditions: they must be over 18 years of age; and furnish evidence that they have acquired the knowledge and skills required for the respective apprenticeship occupation, e.g. by exercising a relevant semi-skilled or other practical activity of appropriate length or by attending a relevant course. Also, 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 apprenticeship certificate (Lehrabschluss) is legally regulated.
Direct access to higher education is possible at level (ISCED 2011 level) 55. Direct access is also possible to level 66 for universities of applied science (Fachhochschulen) if the study field corresponds to the apprenticeship programme and the applicant passed positively the entrance procedure at the university of applied science.
Access to HE programmes can be acquired by taking the exam called Berufsreifeprüfung (BRP) during or after the apprenticeship training. In 2008, the 'apprenticeship with the matriculation certificate' scheme (Lehre und Matura) was introduced (https://www.cedefop.europa.eu/en/news/austria-exceptional-apprenticeshi…); this enables apprentices to acquire the Berufsreifeprüfung (BRP) parallel to their apprenticeship training.
Source: Cedefop's VET in Europe Database: https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/austria-u2…;
2-4 years [1]
For each individual apprenticeship occupation, the Ministry of Economy issues a training
regulation, which also regulates the duration of the training. The usual duration of an apprenticeship is between 2 and 4 years. There are scenarios where a prolongation of the pre-defined duration is possible:
In case an apprentice chooses to accomplish the apprenticeship diploma plus certificate of secondary education (Berufsmatura), the apprenticeship can be prolonged by a maximum of 18 months for that purpose. But prolongation of the apprenticeship is not mandatory. The certificate provides general access to higher education.
With the integrative (inclusive) IVET scheme (IBA in German), the legislator has created a flexible model for people at disadvantage in the labour market. There are two possibilities of integrative IVET, from which one is a prolongation of the apprenticeship by one year, in exceptional cases by up to two years and the other is the acquisition of a partial qualification where only a part of an apprenticeship occupation or of several occupations is taught. [2]
[1] Vocational Training Act (Berufsausbildungsgesetz, BAG): § 6
[2] Vocational Training Act (Berufsausbildungsgesetz, BAG): § 8b
The exceptional apprenticeship-leave exam is available for individuals who have not completed a formal apprenticeship but have acquired practical experience and skills through work experience, self-study, or other non-traditional means. It is conducted by the Austrian Economic Chamber and is open to a wide range of trades and occupations. Applicants must demonstrate their work experience and skills in the relevant trade. In 2022, the exceptional apprenticeship-leave exam accounted for around 17% of all successfully completed apprenticeship-leave exams. It therefore constitutes one of the most important instruments for validating skills acquired non-formally, informally or abroad.
https://www.cedefop.europa.eu/en/news/austria-exceptional-apprenticeshi…
4Governance
The Federal Advisory Board on Apprenticeship ((BBAB, Bundes-Berufsausbildungsbeirat) essentially governs apprenticeship training [1] although its role is legally defined as being one of an adviser to the ministries (“of economy” as well as “of education”). BBAB is composed of an equal amount of member from the social partners (Austrian Economic Chambers, Chamber of Labour). By unanimous voting, it defines the basic design and almost all aspects of apprenticeship training (esp. of in-company training).
[1] Vocational Training Act (Berufsausbildungsgesetz, BAG): § 31
Social partners play a particularly important role in the governance of the apprenticeship training system. They are essentially in charge of taking decisions about what in-company curriculum and/or competence profile a qualification for 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 council.
The Federal Advisory Board on Vocational Education and Training (BBAB), which is composed of social partners, advises on new and existing apprenticeship occupations. (Bundesberufsausbildungsbeirat, BABB; Landesberufsausbildungsbeiräte, LABB).
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_CR_AT.pdf
The social partners (and especially the Chamber of Commerce in their regional
apprenticeship offices) have considerable administrative tasks and responsibilities:
• accrediting companies
• monitoring the in-company training
• organising practical part of the final apprenticeship exam
• doing essentially all administrative documentation with respect to training
companies and in-company trainers
• providing information and giving support to companies about apprenticeship training
The Institute for Educational Research of the Economy (ibw), which manages the LAP clearing house (LAP-Clearingstelle) for standardised apprenticeship examinations.
The Quality Management in Apprenticeship (Qualitätsmanagement Lehrlingsausbildung, QML) initiative was launched in 2013 by the social partners.
Courses for in-company trainers are offered by the adult education establishments of the social partners, 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 Economic Chamber funds measures related to the CPD of IVET trainers in their interaction with apprentices, such as pedagogy, didactics, personal development, diversity. (VET in Europe, Austrian fiche)
The Federal Ministry of Economy and Labour is politically responsible for the training
company component of dual VET. It enacts all respective ordinances. Most of its tasks are forwarded to the Chamber of Commerce.
The Federal Ministry of Education is politically responsible for the part-time VET schools (including teacher employment) as well as designing the dual VET school curricula. It enacts all respective ordinances.
The Public employment service (PES) supports apprenticeship training by offering
vocational orientation and guidance as well as matching tools for applicants and training vacancies. PES fosters inclusion of certain target groups into apprenticeship training by offering financial incentives.
By law, part-time VET schools are VET institution at upper secondary level. Attendance is compulsory for apprentices.
VET teachers at part-time VET schools may be distinguished into 3 categories, i.e. subject areas:
• General education and business administration subjects
• Theoretical subjects
• Practical subjects
These teachers complete their initial teacher training at universities of teacher education. During their first years of service, they complete a Bachelor's degree in "Dual Vocational Training as well as Technology and Trade" while teaching at the school.
All teachers at vocational schools – with the exception of those teaching general education subjects - must complete several (usually 3) years of relevant professional experience in industry before entering the teaching profession. This demonstrates that practical experience is a central element of vocational education.
According to the new Service Code (Dienst- und Besoldungsrecht), 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. CPD measures are financed by provincial funds. CPD events are primarily offered by university colleges of teacher education (PHs).
According to the Vocational Training Act (BAG), quality assurance in apprenticeship training (Qualitätssicherung in der Lehre) is a joint effort of the relevant bodies under the leadership of the Federal Ministry of Economy, Energy and Tourism. Key players include the Federal Advisory Board on Vocational Education and Training (BBAB), which is composed of social partners and advises on new and existing apprenticeship occupations, and the Institute for Educational Research of the Economy (ibw), which manages the LAP clearing house (LAP-Clearingstelle) for standardised apprenticeship examinations.
These exams, developed in cooperation with experts, are quality-assured and accessible nationwide, thus ensuring a uniform quality of VET throughout the country.
The Chamber of Commerce (through its regional apprenticeship offices) has considerable administrative tasks and responsibilities including in relation to accrediting companies and monitoring the in-company training.
The Quality Management in Apprenticeship (Qualitätsmanagement Lehrlingsausbildung, QML) initiative was launched in 2013 by the social partners. Its goal is to ensure that even more young people complete an apprenticeship and pass the apprenticeship-leave examination – without lowering the level of the exam.
QML further enhances the quality of apprenticeship training through modernisation, incentives, training tools and the ‘Apprenticeship with Matura’ (Lehre mit Matura) programme as a bridge to higher education. The brochure ‘Quality in Apprenticeship’ (Qualität in der Lehre) describes these initiatives in detail.
QML builds on a set of annually evaluated indicators of apprenticeship dropouts, the number of apprentices who (do not) sit for the final exam as well as the number of apprentices who (do not) acquire the apprenticeship certificate.
Basically, monitoring is focused on facts & figures with respect to attendance (i.e. numbers of apprentices, training companies etc.). Additionally, some ad hoc research like cost-benefit-analyses and studies on various topics with relevance for dual VET are conducted.
The only systematic and regularly information besides attendance figures is the monitoring of education-related employment behaviour (BibEr Bildungsbezogenes Erwerbskarrieremonitoring) for all, and therefore also for dual VET, graduates.
The Federal Ministry of Labour and Economy must submit a report to the National Council every two years on the situation of youth employment and apprenticeship training in Austria (§ 15b of the Vocational Training Act). Reports provide a comprehensive statistical analysis, outlines existing measures, their impact on dual training, and offers recommendations for further developments.
5Training at the workplace
In-company training is a compulsory part of the scheme, as per regulation.
The following organisation forms of teaching at part-time vocational schools exist:
• all year round, i.e. at least on one full school-day or two half school-days a week;
• by block, i.e. for at least eight weeks continuously;
• seasonally, i.e. in block form at a particular time of the year.
The variety of organisation forms is due to consultation between the business sphere and those responsible for school education and takes account of the individual economic and regional sectors’ needs.
There are about 250 different apprenticeship programmes.
All curricula and especially the training regulation (see next question, the training regulation is the “curriculum” for the workplace training to be offered by the training company) are designed to be learning outcome-oriented and competencies based.
The occupational/vocational concept is at the core of apprenticeship training, i.e. the set of learning outcomes that must be achieved depend on the underlying occupational profile.
During the last years a growing focus has been given to green and digital skills.
Adaptation of apprenticeships in relation to the green transition takes place both transversally and in selected programmes. Horizontally, elements related to sustainability are introduced in all apprenticeship programmes at national level. At the same time, new specialised training modules are introduced in specific apprenticeship programmes, which have more explicit links – and therefore content – to the green transition (e.g. electrical engineering, installations and building technology, sun protection technology). The enrichment of apprenticeship programmes with sustainability elements refers both to the curriculum of VET schools (school-based part of the overall training), and the training regulations that steer the in-company training component. https://www.cedefop.europa.eu/en/news/greening-apprenticeships-austria
Between 2020 and 2024, numerous apprenticeship occupations were modernised or created, with a strong focus on green skills and digitalisation.
The amount of training at the workplace, the requirements in terms of equipment and
suitability of the trainers etc. are regulated by law.
An Austrian-wide training regulation (Ausbildungsordnung) exists 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.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_CR_AT.pdf
Companies that want to train apprentices are obliged, before recruiting them, to submit an application for determination of suitability for apprenticeship training (request for declaration) to the respective competent apprenticeship office of the Federal Economic Chamber. Local competence rests with the apprenticeship office of the province where the training company has its seat. The apprenticeship office is obliged by law to examine in collaboration with the Chamber of Labour whether the company meets the prerequisites for apprenticeship training [VTA § 3a] If that is the case, the company will be issued a so-called “declaration”, certifying that the company is entitled to recruit apprentices.
Prerequisites for apprenticeship training:
• Fulfilment of legal conditions: the company must be entitled pursuant to the Trade, Commerce and Industry Regulation Act to carry out the activities in which the apprentice also by members of the liberal professions, such as pharmacists, architects, lawyers, civil engineers, etc., and by associations, administrative offices and other legal entities.
• Fulfilment of corporate conditions: The company needs to be equipped and managed in a way that it is in a position to impart to the apprentice the knowledge and skills included in the occupational profile. Those enterprises that cannot fully impart this knowledge and these skills have the possibility to train apprentices within the framework of a training alliance.
The company size is not decisive for apprenticeship training. Every entrepreneur - also a one-person company - can train apprentices if it is guaranteed that they are assisted appropriately. In addition, a sufficient number of professionally and pedagogically qualified trainers (5 apprentices per part-time trainer or 15 apprentices per full-time trainer) must be available in the company.
There are not learning venues other than the education / training provider and the training company foreseen. In case a company cannot provide the full equipment for an apprenticeship, it is obligatory that an alliance of companies do so [VTA § 2a].
Frequently, the authorised apprenticeship trainer (e.g. the company owner) at the same time acts as the apprentices' trainer. He or she may, however, entrust another competent employee with this task. The success of company-based apprenticeship training is mainly determined by the trainer’s professional competence and pedagogical (teaching) skills.
The majority of trainers train their apprentices on a part-time basis alongside their
regular work. But there are also full-time trainers and full-time training supervisors in many large enterprises.
The work of the IVET trainer not only requires certain previous professional qualifications but also proof of knowledge and skills related to vocational pedagogy and law.
Candidates have to take the IVET trainer examination (see Vocational Training Act BAG § 29a), which is one module of the master craftsperson examination, to assess their knowledge and skills. The IVET trainer examination is waived upon successful completion of a forty-hour IVET trainer course.
Some qualifications or exams (e.g. successful completion of a foreperson course) are treated as equivalent to the IVET trainer examination or IVET trainer course.
IVET trainers are registered at the Chamber of Commerce (I.e. more precisely at the regional apprenticeship offices, Lehrlingsstellen)
A sufficient number of professionally and pedagogically qualified trainers (5 apprentices per part-time trainer or 15 apprentices per full-time trainer) must be available in the company.
Courses for in-company trainers are offered by the adult education establishments of the social partners, 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.
Sanctions exist for those training companies not fulfilling their obligations:
• to register an apprenticeship contract in time
• to grant the apprentice the time required to attend vocational school, or
• to prompt the apprentice to attend school regularly, or
• not to use the apprentice for non-professional activities, or
• to observe the fixed quantitative ratio in accepting apprentices (see Q36),
• to entrust a suitable trainer with training duties, or
• to lodge a complaint in accordance with para. 9 (which defines the responsibilities of the trainer) in time or
• to assure all measures needed to provide supplementary training (e.g. a training
alliance) Committing an administrative offense is fined with up to € 1,090, in the cases of b, d and f; however, they may be fined with at least € 145, and after repeated offenses with a fine of at least € 327 to € 2,180.
Companies who are not allowed to train but nevertheless train apprentices may be fined with up to € 3.270.
6Contract and compensation
Apprentice is a specific status as defined by the law (BAG), i.e. he/she is an employee and a learner as well.
The apprenticeship contract is signed by the apprentice and the training company. In case of underage apprentices, the apprenticeship contract must also be signed by his or her legal representative.
The apprenticeship contract must be concluded in writing. Standardised forms can be obtained from the Apprenticeship Offices of the economic chambers in the individual federal provinces.
The apprenticeship contract must include the following details:
• the name of the occupation in which apprenticeship is conducted;
• the beginning and end of training;
• details regarding the people authorised to train apprentices at the workplace; and
• the trainer related to the apprentice;
• note concerning compulsory attendance of part-time vocational school;
• periods of training held within the framework of a training alliance with other companies or educational institutions;
• amount of the apprenticeship remuneration;
• day on which the apprenticeship contract is concluded
Source: Vocational Training Act (Berufsausbildungsgesetz, BAG): § 12 (3)
Apprenticeship contract is a specific type as it combines employment and qualification/training, which stipulates that the apprentice has to attend compulsory
part-time vocational school.
Entitlements are regulated under labour law: for example, the apprentice is entitled to 5 weeks of vacation per year.
The payment of sick pay is regulated in the Vocational Training Act.
The provisions of the Child and Youth Employment Act must be maintained for
apprentices up to the age of 18 years.
Apprentice protection provision foresee: The obligation to have a written apprenticeship contract (Lehrvertrag), the right to proper training, a regular wage (apprenticeship income – Lehrlingseinkommen, determined by collective agreements of the social partners), holidays and time off to attend vocational school, and full social security coverage (sickness, accidents, pension, unemployment, insolvency, occupation pension scheme, etc.).
The apprenticeship contract must be submitted for recording purposes as fast as possible, at least within three weeks after the beginning of the training, to the Apprenticeship Office “at the Economic Chambers at the province level, which work on behalf of the Ministry of Economy. The Apprenticeship Office will then examine the data of the apprenticeship contract and the training enterprises’ suitability. The recording of the apprenticeship contract is a prerequisite for the apprentice's later admittance to the apprenticeship-leave exam.
Apprentice remunerations are taxable. However, they are usually so low that they do not reach the lower limit of taxation. Social insurance contribution is detracted from the remuneration.
Its amount is specified by collective agreements and ranges between some EUR 420 and some EUR 2,450 gross a month (14 times a year) depending on the apprenticeship occupation and year. The remuneration increases with every apprenticeship year until, in the final year, it totals an approximate average of 70-80% of the corresponding skilled worker's wage. The reason for this is that the apprentices’ share in productive work increases with every year, which means they contribute more to the training company’s productivity every year [1].
[1] IBW Austria, income range based on desktop research [16.02.2023].
The apprenticeship remuneration's amount is laid down for each individual apprenticeship occupation in collective bargaining agreements at national sectoral (or sometimes at company) level.
Where no collective bargaining agreements exist, it is necessary to agree on the apprenticeship remuneration in the apprenticeship contract individually.
7Financing and incentives
Apprentice remuneration covers the time spent in company and in the part-time vocational school. The training enterprise bears the costs of company-based training, whereas the costs of school-based education (part-time vocational school) are financed by public funds.
Additionally, financial subsides for companies are financed by the Austrian insolvency remuneration fund, a fund that is financed entirely by companies themselves.
The training enterprise bears the costs of company-based training, whereas the costs of school-based education (part-time vocational school) are financed by public funds. Since in-company training covers 75-80% of the apprenticeship scheme duration, by far the greatest part of costs of vocational training is borne by enterprises.
Sectoral or regional training funds exist and may provide additional support to training companies.
Since 2016, every training company gets a direct public subsidy for each apprentice. This basic subsidisation is linked to the apprenticeship wage and gradually reduced over the apprenticeship years. More concretely, training companies get back 3 times a monthly apprenticeship wage in the first training year, twice during the second year and one monthly apprenticeship wage for the third (and fourth) training year. The basic rationale behind this design is to compensate training companies for the low productivity of apprentices in their initial years.
Additionally, training companies may get “criteria-based subsidies” in the form of grants
[1]. These incentives are earmarked to…
• foster quality e.g. through coaching, building training alliances, providing extra preparation for the final apprenticeship examination (FAE) or the qualifications of trainers, and/or
• address specific target groups and/or occupations e.g. by employing apprentices from supra-company scheme, by training girls in in occupations typically dominated by boys (ie max. 30% share of girls), or providing training for inclusive/integrative programmes etc.
The 'Digi-Cheque' (Digi-Scheck) initiative (2023-2024) by the Federal Ministry of Labour and Economy fully funds up to €500 per training measure in digitalisation and climate protection areas for eligible apprentices, allowing three such funded measures annually in 2023 and 2024.
Incentives mentioned so far have been financed by the Austrian insolvency remuneration fund, which was financed entirely by companies themselves (0.35% of lump sum of wages; about 0.2% of it are earmarked for direct subsidisation of training companies) up to the year 2022. In essence, this was a compulsory training fund which redistributes the levy of all companies to the ones that train apprentices. Since 2023 the financing regime has changed and is now based on public funds (according to §14 AMPFG Labour Market Policy Financing Act).
Additionally, training companies get indirect financial subsidies by:
• waivers in the area of non-labour costs, i.e. employers do not have to pay their part of social security contributions for apprentices for sickness, unemployment and accident insurance
• tax deduction, i.e. charging the training expenditures lead to a reduction of the companies’ taxable profit).
In some sectors and/or regions additional training funds exist:
• In the construction sector a third supra-company learning site (BAUAkademien) is financed by compulsory levies for all companies in the sector since 1982.
• In western Austria (Bundesland Vorarlberg) a voluntary training fund exists in the electro- and metal industry (VEM). All participating companies voluntarily pay in a levy of 2.4‰ of the lump sum of wages. Training companies get a one-time bonus for each of their apprentices who positively succeed in a skills competition.
- the City of Vienna’s Employee Support Fund (WAFF – Wiener Arbeitnehmer*innen Förderungsfonds) supports companies that train apprentices in environmental professions through the Climate Protection Apprenticeship Bonus, or, for new training companies in the first year of training, covers the costs of the apprentice’s salary through the Grant for New Training Companies, including a flat-rate allowance of 20% for non-wage labour costs.
In Austria, also apprentices themselves may get subsidies. These are financed from funds of the labour market policy budget, i.e. the Public Employment Service (PES). [2]
[1] Companies have to apply for these criteria-based subsidies at the local apprenticeship offices. They have to proof their expenses and get them partly reimbursed up to a certain amount: https://www.wko.at/service/bildunglehre/Gesamtuebersicht_Foerderarten_
[2] For details see https://www.ams.at/unternehmen/service-zurpersonalsuche/foerderungen/f
Source Schmid Kurt (2019): Financial Incentives for Companies to Engage in VET: Options, Pros & Cons. DC dVET Discussion Note
There are a lot of non-financial incentives in place. Basically, these are provided by the regional apprenticeship offices.
National apprenticeship competition for companies: the state-sponsored prize ‘Best teaching companies: Fit for Future’ aims to honour teaching companies for their quality, innovative approaches to, and sustainability of apprenticeship training.; In 2024, the award categories included ‘Training initiatives in teaching companies with up to 50 apprentices,’ which provides an opportunity for SMEs to showcase innovative approaches
Main activities encompass promotion of dual VET, vocational orientation and guidance (by online tools like B.I.C. and talents centres), information about dual VET, offering guidelines for training companies, online tools like assessment test for applicants, experience sharing for in-company trainers, online-platforms for open posts etc.
The government website 'oesterreich.gv.at' provides an overview of the regulations on the working conditions of apprentices (Arbeitsbedingungen von Lehrlingen). Further information on official guidelines for apprenticeship training can be obtained from the Federal Ministry of Labour and Economy (Lehre und Berufsausbildung) and the Chamber of Labour (Lehre)
Lehrbetriebsübersicht includes information on all Austrian enterprises offering apprenticeships
(https://lehrbetriebsuebersicht.wko.at/SearchLehrbetrieb.aspx).
The social partners (and especially the Chamber of Commerce in their regional apprenticeship offices) have considerable administrative tasks and responsibilities including in relation to
• doing essentially all administrative documentation with respect to training companies and in-company trainers
• providing information and giving support to companies about apprenticeship training
Austria has implemented several measures to digitalise the design and administration of dual VET, making processes more efficient for both companies and apprentices. This initiative includes the rollout of digital training guidelines, training documentation and good training practices on the ‘qualitaet-lehre.at’ platform
Courses for in-company trainers are offered by the adult education establishments of the social partners, 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. 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. Most are coordinated by the regional economic chamber. The Economic Chamber funds measures related to the CPD of IVET trainers in their interaction with apprentices, such as pedagogy, didactics, personal development, diversity. The funding covers 75% of the course fees but no more than EUR 2 000 per trainer and calendar year. A prerequisite for support is minimum participation of 8 hours.
Apprenticeship remuneration also covers time spend in part-time vocational school.
Learners may receive financial means according to some “criteria-based subsidies”, e.g. for outperforming success in final exams or for participating in international mobility.
“Older apprentices” (age 18 and older) get some higher remuneration.
AMS supports apprenticeship training for women in male-dominated fields, for disadvantaged jobseekers, for those in extended teacher training programmes, and for people over 18 or early school leavers whose vocational challenges can be met by apprenticeship training .
The Vocational Training Act (BAG) was amended in 2020 to allow part-time apprenticeships for people with childcare responsibilities or health problems. Apprentices and providers can agree to reduce working hours by up to 50%, extending the apprenticeship and training period by up to two years. In 2020, due to the challenges of Covid-19, short-time work was extended to apprentices in order to protect apprenticeship places; this was later extended further.
Graduates from upper secondary who start an apprenticeship enter training in year 2 (with corresponding apprenticeship remuneration).
Other additional financial means are offered by companies on a voluntary basis, e.g. for attracting talented applicants into dual VET.
In addition to the training allowance paid by the training company, apprentices in Austria can apply for various federal and provincial grants to cover expenses such as living costs, travel to the training site, accommodation and further training. These benefits include grants, subsidised training courses and free annual public transport passes. The government website (oesterreich.gv.at) provides detailed information and links to these opportunities.
The government also provides funding for VET preparation and transition management, including basic education and career orientation. This includes counselling services provided by the Public Employment Service (AMS) and the Ministry of Social Affairs, such as 'Youth Coaching' and 'Ausbildungsfit.
Guidance and learner support is offered on a voluntary base by the PES, talent centres of the social partners, NGOs or individual professionals, , including the ‘apprentice exchange’ (Lehrstellenbörse) and the ‘apprenticeship promotion’ (Lehrstellenförderung) of the Public Employment Service (AMS).
Initiated as a pilot in 2020, the training supervisors model provides coaching and guidance to apprentices and companies to prevent early dropouts. These supervisors act as mediators, maintaining regular contact with all stakeholders to identify and resolve vocational or personal problems, such as learning difficulties or health issues. The pilot ran through 2025 and continues to offer regular preparation courses for apprentices ahead of their final apprenticeship examination.
‘Education/training until 18’: It focuses on assistance in the choice of training, the prevention of early school leaving, the preparation of disadvantaged young people for further training and both in-company (betriebliche Lehrausbildung) and inter-company vocational training (überbetriebliche Lehrausbildung). Key services include ‘Youth Coaching’ (Jugendcoaching), ‘TrainingFIT' (AusbildungsFit) and the ‘Apprenticeship instead of Emptiness' (Lehre statt Leere) coaching programme.
BIC is an online-platform for occupational orientation; a range of information: occupation descriptions, formal and non-formal education and training possibilities as well as further training possibilities, data about apprenticeships, tips and tricks related to career choices and job-application, and links to different career resources, job platforms and search engines; users can learn about job tasks and requirements of a specific occupation, working conditions and can use checklists for self-awareness of interests, wishes, abilities and prospects.
The Vocational Training Act also opens access to the apprenticeship leave exam to persons who have not completed any formal training (dual training or school) and thus provides them with the possibility of acquiring a formal vocational qualification (“extraordinary access to apprenticeship leave exam”). In concrete terms, they must meet the following conditions: they must be over 18 years of age; and furnish evidence that they have acquired the knowledge and skills required for the respective apprenticeship occupation, e.g. by exercising a relevant semi-skilled or other practical activity of appropriate length or by attending a relevant course.
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.
With the integrative (inclusive) IVET scheme (IBA in German), the legislator has created a flexible model for people at disadvantage in the labour market. There are two possibilities of integrative IVET, from which one is a prolongation of the apprenticeship by one year, in exceptional cases by up to two years and the other is the acquisition of a partial qualification where only a part of an apprenticeship occupation or of several occupations is taught.
In May 2020, an amendment to the Vocational Training Act established the legal framework for part-time apprenticeship training to support equal opportunities and inclusiveness. This option allows parents with childcare responsibilities and individuals with health restrictions to reduce their daily or weekly training time by up to half, with a corresponding extension of the total training duration by up to two years.