- 2019Design
- 2020Design
- 2021Legislative process
- 2022Approved/Agreed
- 2023Implementation
- 2024Completed
Background
There is a high drop-out rate at many upper secondary schools (general and vocational). A major influencing factor for this is seen to be that learners who received negative marks in their annual reports had to repeat the entire school year. This led to learners losing valuable learning and life time by repeating classes and partly being torn out of their social structures, which in turn increased the dropout rate. In response to this, the 'new upper secondary school' (NOST, die neue Oberstufe) was introduced, which was semester-based system including a course system. Schools have been able to implement the NOST system on a voluntary basis since the 2013/14 school year.
Objectives
At the programme objective level, the following goals should be achieved: increase in success rates and reduction in class repetitions and dropouts.
The programme itself aims at the implementation of needs-based support measures including individual learning support; semester-by-semester distribution of subject matter into competence modules; and the promotion of the continuous performance of learners.
Description
In 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a 'semester-based upper secondary education' (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship system. In contrast to year-round subjects, in the course system the learning content is grouped into smaller blocks (courses), which learners can choose semester by semester as part of individual focal points in addition to the compulsory subjects. This SOST system leads to a condensation of the learning activity, since (positive) performance must be achieved in all subjects in both the winter and summer semesters. In contrast to the NOST system, advancement to the next semester or school year is possible under certain conditions even in the case of a negative semester evaluation.
The new semester based-system is accompanied by a comprehensive support system. The system of early warning during the semester is optimised. Learners with support needs receive individual learning support. Subject teaching, remedial teaching and individual learning support thus support the learners in a new overall concept. Individual subjects can be brought forward or...
In 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a 'semester-based upper secondary education' (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship system. In contrast to year-round subjects, in the course system the learning content is grouped into smaller blocks (courses), which learners can choose semester by semester as part of individual focal points in addition to the compulsory subjects. This SOST system leads to a condensation of the learning activity, since (positive) performance must be achieved in all subjects in both the winter and summer semesters. In contrast to the NOST system, advancement to the next semester or school year is possible under certain conditions even in the case of a negative semester evaluation.
The new semester based-system is accompanied by a comprehensive support system. The system of early warning during the semester is optimised. Learners with support needs receive individual learning support. Subject teaching, remedial teaching and individual learning support thus support the learners in a new overall concept. Individual subjects can be brought forward or skipped by taking semester exams. This also makes it possible to take the final examination in the respective compulsory subject earlier.
The early warning occurs, if the performance of learners in a compulsory subject would have to be assessed as 'insufficient' at the end of a semester on the basis of the performance achieved three months before the end of the semester: the parents or guardians shall be informed immediately and the learners and the parents or guardians shall be given the opportunity by the head of the class or the teacher to consult and to develop an individual learning support. The aim is to improve the individual learning situation for learners.
However, the implementation of the new organisational form of the semester-based upper secondary education is the responsibility of the individual school location, which can decide within the framework of its school autonomy whether it introduces the new form or remains with the year-round school form.
In 2019, extensive evaluation of the 'new upper secondary school' system NOST was carried out, with the involvement of all stakeholders.
In 2020, the results of the evaluation of the NOST system were published.
In 2021, based on evaluation results, the structure of the existing NOST system was further developed into the SOST system. At the same time, relevant provisions were prepared that would come into effect in the event that a learner switches between a school with SOST and one with the year-round system, which continues for the time being.
In 2022, the reform of the upper secondary school to SOST was introduced through an amendment of the relevant school laws by resolution in parliament in June 2022. Since 1 September 2022, schools can switch to the semestral upper cycle within the framework of their school autonomy.
The Semestral Upper Secondary School (SOST) was introduced in September 2023. Schools that previously operated under the predecessor model, the NOST, and did not transition to the year-round system were moved to the SOST model starting from the 10th grade when the new framework was implemented.
In 2024, the policy is fully implemented and runs on a regular basis.
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)
Education professionals
- Teachers
- School leaders
Entities providing VET
- 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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Introduction of semester-based upper secondary education system: 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/44426