- 2018Implementation
- 2019Design
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The speed of change in the economy's demands of future workers - especially against the background of technical developments - poses the challenge for apprenticeship training to react just as quickly by modernising existing training regulations and occupational profiles and creating new ones.
Apprenticeship training has now been assigned to NQF level 4. This binding classification brings new requirements for the development of apprenticeship occupations. It has to be ensured that the corresponding level is met and expressed in appropriately formulated learning outcomes.
In this context, an amendment (2015) to the Vocational Training Act (BAG) introduced new guiding concepts for apprenticeship training, such as occupation competences and key competences. This reflects to the objective of apprenticeship training that graduates are competent to take on responsibility and independence in work and learning situations. These new legal framework conditions require an adaptation of the formal process of apprenticeship development as well as the formulation principles of the training objectives.
Objectives
- regular review and update of the content of apprenticeship programmes;
- transparent and binding structure for the development/revision of a training regulation, including a guideline;
- task description for the actors involved in the development process;
- involvement of relevant professional practitioners such as in-company apprenticeship trainers;
- improved coordination between vocational training and trainers (learning place: workplace) and curriculum development (learning place: part-time vocational schools);
- preliminary occupational profile screening as a basis for the revision of occupational profiles;
- scientific guidance of the development process by a research institute until completion of the expert draft.
Description
In autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection of reliable statistical data for small-sized apprenticeship schemes. In 2018, seven new apprenticeship programmes were established and eight existing ones modernised. Digitalisation became a regular feature of the training content, which improved the attractiveness of apprenticeship training for young people.
In 2019, the Evidence-based development of apprenticeship profiles project, guidelines were initiated as a next step and guidelines were defined, which aimed to present the development of an apprenticeship profile step by step (Leitlinien zur Lehrberufsentwicklung). The intention was to set up a formal procedure for the development of an apprenticeship occupation and to make it transparent and uniform. The guidelines were intended to establish a binding reference for all actors at the steering, planning and implementation levels with a description of the tasks and responsibilities in this process. The duration of this process should be...
In autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection of reliable statistical data for small-sized apprenticeship schemes. In 2018, seven new apprenticeship programmes were established and eight existing ones modernised. Digitalisation became a regular feature of the training content, which improved the attractiveness of apprenticeship training for young people.
In 2019, the Evidence-based development of apprenticeship profiles project, guidelines were initiated as a next step and guidelines were defined, which aimed to present the development of an apprenticeship profile step by step (Leitlinien zur Lehrberufsentwicklung). The intention was to set up a formal procedure for the development of an apprenticeship occupation and to make it transparent and uniform. The guidelines were intended to establish a binding reference for all actors at the steering, planning and implementation levels with a description of the tasks and responsibilities in this process. The duration of this process should be about one year. The following steps were defined for this purpose:
- the need for a new occupational profile or a revision of an existing occupational profile is determined. Such a process may be initiated, for example, by a periodic screening of apprenticeship occupations or by the social partners, companies, ministries, etc. The notification of need must be made to the Ministry of Digital and Economic Affairs (BMDW);
- a decision is made by the BMDW whether to go ahead with the development;
- elaboration of the expert draft (part 1): under the scientific moderation of a research institute, and with the involvement of professional experts who work or train in the profession (in-company apprenticeship trainers), a draft is prepared in workshops;
- elaboration of the expert draft (part 2): further workshops with social partner representatives and vocational school teachers will be held;
- the expert drafts are discussed in social partnership committees;
- the legislative process is carried out by the BMDW (e.g. review processes, regulation of the occupational profile);
- according to the regulation, supplementary documents are created to support the implementation of the training (training guides, examiner guides, guides for the approval of training companies).
The guidelines also define how the individual elements of the training regulations are to be described (competence-oriented formulations, subject-specific and cross-disciplinary competences, gender-neutral formulations). The basis for implementing these guidelines was laid down in an amendment to the Vocational Training Act (BAG) which was agreed with the social partners (Economic Chamber, Chamber of Labour and Trade Union Federation), passed by parliament in January 2020, and will come into force on 1 May 2020.
In 2019, a research project elaborated guidelines for the development of new occupational profiles in apprenticeship training. Eight new apprenticeship occupations were established and 12 modernised.
On the basis of the guidelines developed in 2019, the amendment to the Vocational Training Act (BAG) was passed by parliament in January 2020 and came into force on 1 May 2020. It lays down first basic principles for the development of new occupational profiles. Due to the COVID-19 pandemic, further negotiations with the social partner institutions regarding the implementation details were postponed.
In 2020, around 35 apprenticeship occupations were modernised and four new apprenticeships were created. The modernised apprenticeships included all 30 commercial/administrative apprenticeships. The job descriptions are consistently formulated in a competence-oriented manner.
In 2021, due to the COVID-19 pandemic, further negotiations with the social partner institutions regarding the implementation details of the guidelines were postponed. At the same time, a total of 12 apprenticeship occupations were newly regulated or introduced based on the current standards on training regulations. Two apprenticeship occupations were withdrawn. Two training regulation trials were transferred to regular apprenticeship occupations.
The scientifically assisted updating and development of the apprenticeship professions continued in 2022.
Two new apprenticeship occupation profiles and four new specialisations to exiting profiles were introduced, eight occupation profiles were updated, and one profile was transferred from a training regulation trial to a regular apprenticeship occupations profile.
Two further transversal areas of expertise on 'digitalisation' and 'sustainability/green skills' will be established in all updated and newly developed apprenticeships.
The competence-oriented development of apprenticeships was included in the National implementation plan in 2022, as was the integration of the topic of sustainability in all training regulations and the development of new apprenticeships in green skills/sustainability.
In 2022, the development of a training regulation for two nursing apprenticeships was also started as a supplement to the existing school-based nursing training: this takes into account a long-standing wish of various interest groups. So far, there are no corresponding nursing apprenticeships in the dual training system in Austria. In terms of content, the two training programmes will be closely based on the existing school-based training programmes, but adapted to company training requirements.
The amendment to the Vocational Training Act, which was published in June 2023, introduces apprenticeships in nursing assistant professions. While training for nursing assistant professions was previously only possible in health and nursing schools and regulated within the framework of the Health and Nursing Act (GUKG), it is now possible to acquire the professional qualification also as part of an apprenticeship.
In order to equate vocational training in nursing assistant professions within the framework of apprenticeship training with the regulation of vocational training within the framework of the Health and Nursing Care Act, the provisions of the GUKG were adapted accordingly.
Additionally two apprenticeship packages were issued in 2023. The first ordinance in May 2023 modernised three apprenticeships. The second regulation in December 2023 modernised five apprenticeships, including the apprenticeship 'Electrical Engineering', which was expanded to include extensive 'green' skills, including a separate module on renewable energy and electromobility, which led to the implementation of measures from the Just Transition Action Plan for a green transition in VET.
To improve clarity, the ordinance on the apprenticeship list, which has been continuously expanded since the 1970s, was reissued in 2023, in which the individual apprenticeships are legally established and their mutual relationships (apprenticeship time credits when changing) and the replacement for the apprenticeship final examination are specified.
On 1 July 2024, a new package of apprenticeships came into force, introducing three new apprenticeships and modernising four. The new apprenticeships are 'Fiber composite technology', 'District heating technology' and 'Climate gardener', which shows a strong focus on creating apprenticeships for a green transition.
The new training regulations are competence-oriented, i.e. formulated according to learning outcomes. Interdisciplinary competency like 'quality-oriented, safe and sustainable work' and 'Digital work' are integrated in separate competency areas.
Bodies responsible
- Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
- Austrian Federal Economic Chamber (WKO)
- Chamber of Labour (AK)
- Austrian Trade Union Federation (ÖGB)
- Federal Ministry of Labour and Economy (BMAW)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Trainers
Entities providing VET
- VET providers (all kinds)
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 to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this 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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
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.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Transparent and unified development of apprenticeship profiles: 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/29910