Partly standardised competence-oriented final VET exam

Policy development
Practical measure/Initiative
Austria
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Timeline
  • 2015Pilot
  • 2016Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
27992

Background

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

The final exam (Reife- und Diplomprüfung) at VET colleges consists of a written diploma thesis, a written examination and an oral examination. A successfully completed final exam grants the unrestricted right to study at universities and universities of applied sciences.

In the past, the written examination was prepared by the teachers of the respective schools themselves. Even if the curriculum and the examination regulation of the type of school had to be fulfilled, it could not be excluded that the level of requirements varied from school to school.

Objectives

Goals and objectives of the policy development.

The following objectives are to be achieved with the standardised final exam:

  1. uniform basic competences for all learners;
  2. equal conditions for all learners;
  3. competence orientation;
  4. objectivity through standardised tasks and uniform assessment criteria;
  5. comparability and transparency of school performance and qualifications;
  6. increasing the informative value of final examinations;
  7. ability to study;
  8. European comparison of qualifications (EQF, NQF).

Description

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

Following a pilot phase, Austria introduced partly centralised/standardised competence-oriented final exams at the end of upper secondary education. Key competences are included in the exams. Since 2015/16, competence-oriented final exams have been mainstreamed in VET programmes and in the Berufsreifeprüfung (the exam giving access to higher education for those VET graduates enrolled in programmes which did not automatically lead to it). Guidelines for the different training pathways and subjects, and for the different forms of the exam (oral, written and, if applicable, project-related are published), are accessible to the public on the education ministry's website. Especially for the traditionally critical examination areas of mathematics and applied mathematics, various support structures have been set up for teachers and learners, some of which are also publicly accessible via the education ministry's website. In addition to in-service training for teachers and a help desk to assist with exam corrections, this includes, above all, an exercise pool to support teachers and learners in targeted preparation for the exams. This pool comprises examination examples from previous years and is publicly accessible. This also increases the transparency of the tasks.

2015
Pilot
2016
Implementation
2019
Implementation

Since 2019, the partly standardised competence-oriented final VET exam has been fully implemented in all programmes at upper secondary level and in the scheme of the Berufsreifeprüfung. Adaptations and further developments are possible at any time, but do not fundamentally interfere with the system or the policy.

2020
Implementation

Due to the COVID-19 pandemic, only written examinations were conducted in 2020; oral examinations were omitted. Contrary to the usual practice, the report marks of the half-year report were also included in the overall assessments of the final exams. Learners had the right to take the oral examination voluntarily, for example to rectify a poor or negative result in the written examination or in the half-year report.

2021
Implementation

In 2021, there were several changes to the Matura programme due to the COVID-19 pandemic and the many distance learning phases. The start of the standardised written examinations was postponed by almost 3 weeks to allow the learners more preparation time. The presentation and discussion of the pre-scientific work or diploma theses took place voluntarily. Those learners who presented their work were allowed to do so virtually. The oral examinations were also voluntary and had limited scope. In awarding the Matura grades, the annual grade of the respective subject was also taken into account, as in 2020.

2022
Implementation

In the case of the partially standardised school-leaving examination, Covid-related adjustments were made in 2022, which represent deviations from the regular examination regulations. These include, among other things, additional preparation possibilities, extension of the examination duration, substitute dates in the case of absence due to illness, etc.

2023
Implementation

For the final exam of the school year 2022/23 no COVID-related adjustments were made. The regulations set out in the regular legal provisions applied. In addition, the regulations that were adopted into the regular school system during the pandemic were applicable. For example, the report marks of the half-year report are included in the overall assessments of the final exams.

2024
Implementation

In 2024, the pre-scientific work at academic secondary schools (AHS) has been modified. It can now be carried out in the form of a research, creative, or artistic process (e.g. a multimedia product, a video report, a podcast, or a study) or be replaced with an additional written or oral examination. In the meantime, the diploma thesis at colleges for higher vocational education (BHS) remains unchanged, as it provides the opportunity to demonstrate profession-specific ways of thinking and acquired competences. It has a long and successful tradition and constitutes an important component for the categorisation of BHS qualifications to NQF level 5.

A new regulation came into force in July 2024 that learners at intermediate VET schools (three to four year schools, NQF level 4) will no longer have to write a final paper.

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.
  • Federal Ministry of Education, Science and Research (BMBWF)

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 in upper secondary, including apprentices

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.

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.

Acquiring key competences

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).

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.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Subsystem

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

Country

Austria

Type of development

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

Cedefop, & ReferNet. (2025). Partly standardised competence-oriented final VET exam: Austria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/27992