1. I-VET in Austria: Peculiarities and differences with the German system Presentation at the Kick-off-Meeting “Start-APP-Starting with Apprenticeship” in Berlin, 18 th /19 th November, 2014 Roland Löffler, Martin Mayerl (öibf)

2. Content I-VET in Austria –The Austrian Educational System –Forms of I-VET Apprenticeship: –Governance –Flexibility –Permeability Additional Measures

3. The Austrian Educational System

4. Vocational education and training in Austria Early decision on educational pathways (General higher education, full vocational education in schools, dual training) at the age of 14/15 years Qualification-oriented VET system by combination of full- school and dual forms of training High priority for VET: around 80% of people over 14 years in a form of vocational education or training Fully differentiated system of VET in schools: BMS (without graduation), BHS (with level A-exam) for commercial, technical, agricultural and human occupations (HAK, HTL, HBLA); for health professionals and early childhood education from the age of 16

5. Governance

6. Facts and Figures about 200 professions about 130.000 Lehrlinge = 40% of the peer group (25% BHS, 15% BMS, 20% AHS) 35.000 companies with apprenticeshis Duration of apprenticeship: between 2 und 4 years Differentiation in regard to type of professions: –Unique professions (Einzellehrberuf) : own training regulation (e.g. goldsmith) –Modularized professions (Modullehrberuf): Basic module obligatory for all apprentices of the profession, then several modules for choice, additional modules (e.g. plumberI –Group professions (Schwerpunktberuf): one training regulation with basic module and specialization in the second half of apprenticeship (e.g. professional drivers – specialisation in freight transport or passenger transport)

7. Permeability Advanced training and education  combination with Matura (=„Berufsreifeprüfung“) - allows access to higher education  practical training access to tertiary education routes (eg. Fachhochschule, post- secondary VET colleges)  continuing vocational education and trainig options (cf. master craftsperson qualification)

8. Apprenticeship Training - Strengths keeping up a tradition (culture) of youth employment (low level of youth unemploment) no entry requirements except the age and also a socially recognized way for young people who do not want to attend full time school at upper secondary level Offering a work integrated learning process with a diploma not only recognized in the training company occupational profiles with high acceptance on the labor market smooth transition from VET to employment For the young people: income (apprenticeship remuneration increasing up to 80% of the salary of a skilled workers at the end of training) For companies: Skilled workers tailored for their own needs

9. Apprenticeship Training - Weaknesses very diverse sector and intransparency because of decentral developments (incl. quality assurance) strong gender segregation by occupation weak educational competencies of company trainers and examiners ongoing discussions on mutual crediting of learning outcomes between apprenticeship-training and full-time vocational schools Number of training places is strongly dependent on economic prosperity and regional gaps (High) failure rates and drop outs In good economic times, it is difficult to find or keep good teachers (for vocational schools), as wages in the economy are better then.

10. Additional measures Integrative VET (IBA) ( funded by money from active labor market policy) Target groups: Leavers of special needs schools, youth who did not acquire any qualification at lower secondary level or obtained a negative assessment in the final exam, people with disabilities, people who are not suitable to be placed into a regular apprenticeship approx. 6.000 (4,6%) apprentices Independent training workshops (ÜBA) (funded by money from active labor market policy) leading to the same qualification for those who can not find a training place in a company - “Vocational Placement Guarantee” (i.e. Youth guarantee) provides IVET for all youths up to 18 (“supracompany apprenticeship training”) approx. 10.000 (7,6 %) apprentices

11. Additional measures Integrative VET (IBA) ( funded by money from active labor market policy) Target groups: Leavers of special needs schools, youth who did not acquire any qualification at lower secondary level or obtained a negative assessment in the final exam, people with disabilities, people who are not suitable to be placed into a regular apprenticeship Tailored types: Acquisition of partial qualifications – duration: 1 to 3 years Prolongation of the training programme by 1 or up to 2 years approx. 6.000 (4,6%) apprentices

12. Additional measures Independent training workshops (ÜBA) (funded by money from active labor market policy) leading to the same qualification for those who can not find a training place in a company - “Vocational Placement Guarantee” (i.e. Youth guarantee) provides IVET for all youths up to 18 (“supracompany apprenticeship training”) Two types: whole apprenticeship in an educational institution with additional practical phases in companies or Extended guidance and clarification phase in the beginning, than placement in a company for 3 to 6 months, goal: Conversion of the internship contract in a regular apprenticeship approx. 10.000 (7,6 %) apprentices

13. Main Challenges Demographic trend Fostering attractiveness of apprenticeship Current discussions: Improving quality Introduction of competency-based training regulations

14. 14 Contact Roland Löffler, BAMartin Mayerl, MA Project managerResearcher Email: roland.loeffler@oeibf.atroland.loeffler@oeibf.at, martin.mayerl@oeibf.atmartin.mayerl@oeibf.at Phone: +43 1 310 33 34 – 20+43 1 310 33 34 - 17 Web: www.oeibf.atwww.oeibf.at Austrian Institute for Research on Vocational Training Österreichisches Institut für Berufsbildungsforschung Margaretenstraße 166/2, 1050 Wien