- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
VET schools, which have a technical and craft focus (providing courses of 3 to 4 years duration), are experiencing increasing pressure in Austria. They are in competition with apprenticeship training and with VET colleges (which run courses leading to both a vocational qualification and to a university entrance degree). Against the background of the trend towards higher qualification, the market value of their qualifications is losing importance. This is expressed, for example, in a substantial decline in the number of pupils. At the end of the training, only less than half of the graduates enter the labour market directly.
Objectives
- supporting the transition to the labour market;
- developing vocational skills and competence;
- increasing the labour market relevance of the qualification;
- enhancing the attractiveness of the technical VET school.
Description
To achieve these goals, in 2019 an extended work-integrated learning phase was introduced, through a curriculum reform (2016), in the final year of school-based VET in schools with a technical and craft focus (usually at 4th grade). For this phase, instruction usually takes place directly in the company and lasts between 10 and 12 weeks. The learners are supposed to complete practical work tasks at NQF level 4. The new curriculum applies to all school-based programmes for intermediate VET with a technical, craft and arts focus with a few exceptions (especially technical schools for the visually handicapped and blind students).
Until now, before entering the final school year, learners had to prove that they had completed at least a 4-week work placement, which was usually completed during the summer holidays. While this regulation remains in place, the new regulation significantly expands this practical experience to 10 to 12 weeks (depending on the type of school) during their final year of learning.
In 2019, the extended work-integrated learning phase started at VET schools with a technical focus. An evaluation of the measure has also begun.
in 2020, an evaluation of the first implementation phase took place of the first graduating class experienced this curricular innovation in the 2019/20 autumn semester. The aim of the accompanying evaluation was to collect systematically the first experiences of the concrete implementation of the work placement. For this purpose, two partially standardised online surveys were conducted among teachers (n=75) and learners in graduating classes (n=894). One of the results of the evaluation was that the practice phase was rated as a useful addition, but with room for improvement when it came to integrating it into the curriculum. Company practice, however, did facilitate the transition into the labour market.
In 2021 the extended in-company training in full-time schools continued to be offered, without any major changes.
No changes were made compared to 2021.
Bodies responsible
- Federal Ministry of Education, Science and Research (BMBWF)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
Entities providing VET
- Companies
- VET providers (all kinds)
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.
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 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.