Hybrid Qualification - an Austrian success story facing new opportunities and challenges in a united...

Hybrid Qualification - an Austrian success story facing new opportunities and challenges in a united Europe

Leonardo Project –Meeting in London

Josef Aff

Elisabeth Paschinger

Structure of the presentation

1. The Austrian education system today – with focus on

IVET

2. The central vocational pathways at secondary level II

– dual system, vocational schools and colleges

3. The hybrid dimension of VET in Austria

4. Empirical findings concerning VET

5. Challenges and opportunities for IVET in Austria

The Austrian education system

GRAMMAR SCHOOL(LOWER CYCLE)

(SECONDARY ACADEMIC SCHOOL)

GRAMMAR SCHOOL(HIGHER CYCLE)


UNIVERSITY OF APPLIED SCIENCE

(FACHHOCH-SCHULE)

Source: Institut für Bildungsforschung (ibw)

APPRENTICESHIP WITH A-LEVELS

Technical and Vocational Training

Dual SystemVocational Full-time schools(comparable to education in school

in Germany after BBiG/HWO)

+)

+) without agricultural schools and teacher‘s training schools

Source: Statistisches Taschenbuch 2004, own calculations

Vocational Colleges (BHS)

ISCED 3A/4Aca. 33 %

Vocational Schools (BMS)

ISCED 3Bca. 10 %

General Education

Grammar Schools(AHS, Gymnasien)

ISCED 3A

20 %

Prevocational Schools (9th year)ca. 5 %

Vocational Schools for Apprentices

ISCED 3Bca. 32 %

80 %

Austrian Education System at Secondary Level II (14 – 19 years)

Participants in (pre-)VET and GE



IVET












(FACHHOCH-SCHULE)



1994 / 2009

1990 / 2005

1980 / 1995

1970 / 1985

1960 / 1975

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

42.3%

42.7%

41.1%

47.0%

44.6%

57.7%

57.3%

58.9%

53.0%

55.4%

dual trainingall other educational pathways

Development of students starting a dual training

year of birth

end of compulsory schooling

Different strategies to obtain access to higher education

criteria“Berufsreifeprüfung”

“Studienberechtigungs-prüfung”„Apprenticeship with A-

levels“Other educational

pathways

durationapprenticeship period + max. 18 months

~ 2 years ~ 1 year

costs free of charge

examination fee + voluntary preparation courses (max. € 4.000)

examination fee + voluntary preparation courses (max. € 1.500)

examination subjects

German, mathematics, modern foreign language, occupational area

German, mathematics, modern foreign language, occupational area

5 single exams depending on the respective field of study

access to higher education general access general access limited access







(FACHHOCH-SCHULE)



VET schools and colleges in Austria at a glance

45 % of VET college

students

27.049

Source: Statistisches Jahrbuch 2006

strong differentiation of all technical disciplines

of the crafts/industrial economy

crafts, technical and arts schools 60.040

schools of management and

serviceindustries

schools of tourism

businessorientation

55 % of VET college students

schools and colleges for

businessadministration

43.777

1923/24

1950/51

1960/61

1970/71

1980/81

1990/91

1995/96

2000/01

2006/07

2007/08

0

20

40

60

80

100

120

140

technical crafts colleges colleges of business administrationcolleges of service industries agricultural and silvicultural colleges

colleges

The development of the different types of VET colleges

Graduates of grammar schools and vocational colleges

1960

1970

1980

1990

2000

2001

2002

2003

2004

2005

2006

2007

0

5,000

10,000

15,000

20,000

25,000

grammar schools vocational colleges

num

ber

of

gra

duate

s

yeargraduates of

grammar schools

graduates of vocational

colleges1960 7.322 3.5101970 12.384 3.6851980 17.484 9.2651990 15.1442000 17.197 20.3902001 16.410 20.8452002 14.880 21.1302003 14.632 22.0932004 15.485 22.1232005 15.387 22.4032006 16.096 22.9392007 17.095 23.393

17.655

general-education subjects

training within occupation-

related theory

occupation-related training and simulation

enterprise-based work experience

The curricular hybrid architecture of the

vocational colleges in Austria

49 % 32 % 19 % 0-32 weeks

class room

enterprise-based experience

lecture

trainingfirm

projectwork

work shop

different locations and ways to gain occupation-related experiences

laboratoryrole playingpresentations

case studiesbusiness games

project-related studies

projekt weeks

The spectrum of occupation-related training in vocational education in full-time schools and colleges



IVET






general education (GE)

vocational education(VET, employability)

practice

no higher education access

school

general higher education access

HAS

GrammarHAK HTL

HLT

HLW

HAS … school of business administrationFachschule … vocational schoolHAK … college of business administrationHLW … college of management and service industriesHLT … college of tourismHTL … college of engineering

School

SystemDual Fachschule

The hybrid cube

The hybrid dimension of the Austrian educational structure at secondary level II

types of schools and colleges ranking of

hybrid intensity

vocational colleges 1dual system with access to HE (“Apprenticeship with A-Levels”) 1vocational evening school 1

vocational add-on course 1grammar school with economic or technical specialisation 2

vocational schools 3

dual system 3

„hybrid qualifications“ = vocational education (valueable on labour market) +

general access to higher education



IVET






Strengths of the Austrian VET system

The fact, that it runs

Dual system as attractive alternative to full-time education

Entrepreneurship

Flexibility of the graduates

Apprenticeship with A-Levels

Manual skills in the technical area

Practical relevance of the dual system

Full-time school as alternative to double transition

Dual system per se

Permeability

Uniqueness

Young qualified graduates

Acceptance by economy

Low youth-unemployment rate

High quality of education

Qualified teachers

Variety of educational supply

Direct entrance into qualified labourmarket possible

Practical experience within full-time education

Hybrid qualifications

11111111

2222

333

44

57

10

Weaknesses of the Austrian VET system

Drop-outs because of a lack of information

Uniqueness

Lack of general education at vocational colleges

Young trainees

Apprenticeship with A-levels

Lack of creativity

Lack of leisure time

Lack of practical aspects at vocational colleges

Lack of crosslinking of theory and practical experience

Resistance of educational system concerning changes

Lack of attractive apprenticeship positions

Lack of general education within dual system

Last year of compulsory education as double transition

Lack of permeability

First transition too early

Reduction of lessons (student relief act 2003)

Lack of objective information for students at transitions

Too high furcation of the educational supply

11111111111

2333

444

OECD criticismBroad rejection of criticism, because…

• Lacking comparability • Other economic and educational structure• Artificial construct of measurement• Very low rate of youth unemployment

Bachelor degree (Bologna structure)seen as big hazard from all interviewees apart from policy makers

“Apprenticeship with A-levels” not seen as immediate danger for voc. college apart from policy makers

“The three big topics”



IVET






• criticism of OECD about too low rate of tertiary graduations in Austria

• Bologna-structure has had massive impact on vocational colleges in the long run

• differentiation at secondary level I – lower cycle of grammar schools and lower secondary schools

• introduction of knock-out tests before entering HE reduces importance of hybrid qualification

Challenges and risks of the Austrian IVET

• profound vocational qualification is generated, what imparts real chances on the labour market

• both concepts “dual system” and “full-time vocational education” are highly accepted on labour market and in society

• realisation of “new understanding of occupation”– graduation is generally recognised– hybrid dimension (GE + VET)– standardised state-proved curricula

• economic point of view -> VET at secondary level II cheaper than tertiary education

• full-time vocational education -> important socio-political role

• central strength: equal chances on labour market and at tertiary sector

Opportunities and strengths of the Austrian IVET

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