- 2017Approved/Agreed
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
An analysis of existing validation arrangements in three areas (the low-qualified, VET and higher education) fed into a consultation document for the national validation strategy (including key objectives and measures), published in 2015.
Objectives
- increase the value of competences acquired in non-formal and informal learning contexts;
- make validation arrangements more accessible by providing low-threshold, central information and advisory services;
- improve opportunities for education and work (e.g. by making it easier for adults to obtain qualifications as second chance education);
- improve permeability at the central interfaces of the Austrian education and training system (improving flexibility and efficiency).
Description
Following a national consultation process, the national strategy for validating non-formal and informal learning was finalised and adopted in November 2017. The national strategy is expected to serve as the starting point for defining organisational structures, a catalogue of quality criteria (issued in May 2018) and a detailed implementation plan. The validation strategy provides an overview of existing validation arrangements, serves as a basis for developing new initiatives, assuring their quality, and for training and developing professionals. A future online portal should show all validation and service offers, raise the awareness of them and ease access. Validation can be used for second chance completion of lower secondary education, upper secondary certificates that grant higher education access, professional titles, admission to apprenticeship exam, higher education (Studienberechtigungsprüfung for a specific study programme), or regulated professions. The exam granting higher education access for graduates from apprenticeship or school-based VET that does not lead directly to higher education (Berufsreifeprüfung) also includes validation elements (e.g. work experience and non-formally acquired language qualifications can lead to exemption from exam modules).
In 2019, the national strategy was introduced and the development of a qualification profile for validation experts was started. Although this policy is closely linked to the validation strategy, it is a policy in its own right and is therefore recorded and described as a new entry.
In 2020, there were no further developments to the validation strategy.
In 2021, institutional validation initiatives were set up or projects launched to pilot validation procedures. All these activities are related to the validation strategy, which aims to push validation more strongly in the Austrian qualification landscape.
In 2022, with the Higher Education (HE) legislation package, which came into force in October 2021, the recognition of non-formally and informally acquired competences in the Austrian HE sector was enshrined in law. Since then, all HE institutions are obliged to implement procedures with which already acquired learning outcomes can be identified, documented and assessed for the purpose of recognition as examinations or other study achievements.
Bodies responsible
- Federal Ministry of Education, Science and Research (BMBWF)
Target groups
Entities providing VET
- VET providers (all kinds)
Thematic categories
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
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 providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
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.
European priorities in VET
VET Recommendation
- Flexibility and progression opportunities at the core of VET
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation