Compulsory year of integration for refugees

Policy development
Regulation/Legislation
Austria
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Timeline
  • 2017Approved/Agreed
  • 2018Implementation
  • 2019Discontinued
ID number
27980

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Those refugees entitled to asylum or to subsidiary protection usually have few chances of getting a first job and usually receive needs-based minimum benefits. At the same time, early integration into the labour market and social life is extremely important for their outlook and to force social integration.

Objectives

Goals and objectives of the policy development.
  1. support participants in integrating into society and work;
  2. raise the employability and integration of refugees into the labour market and society by fostering language skills and labour market orientation.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The compulsory year of integration for refugees was decided in May 2017 by the Austrian parliament. It is mainly targeted at unemployed refugees, for whom it is mandatory. Since 2018, asylum seekers from Syria have also been allowed to participate in the integration year if there is a high probability that they will be recognised as entitled to asylum. The opportunity to register for work training during the integration year was extended until the end of March 2019. The year of integration is operated by the Public Employment Service (AMS), with the support of stakeholder organisations such as the Austrian Integration Fund (ÖIF), the Austrian Economic Chamber, the Chamber of Labour, trade unions and the Federation of Austrian Industry. The mechanism consists of modules offered according to individual needs, such as recognition of existing skills and qualifications, language courses, value courses, vocational guidance, work practice (including community service) and job search training.

2017
Approved/Agreed
2018
Implementation
2019
Discontinued

Since 1 April 2019, no further admissions have been possible into the voluntary integration year or into work training through the Integration Year Act.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Austrian Public Employment Service (AMS)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners with migrant background, including refugees

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

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.

Lifelong guidance

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.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Parliamentary correspondence on refugees
Federal law consolidated

Country

Austria

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2025). Compulsory year of integration for refugees: Austria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/sk/tools/timeline-vet-policies-europe/search/27980