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Secondary Technical and Vocational Schools- Austria
Source: Federal Ministry of Education, Scince and Culture
Technical and vocational schools and colleges pave the way for the transition from compulsory education to the world of work.
Part-time Vocational Schools for Apprentices
The flexible and highly practice-oriented Austrian apprenticeship training system is permanently adapted to the needs and requirements of the industry. Apprentices are to be trained for skilled workers, they have certain rights and duties, enjoy full social security and are entitled to a remuneration: Apprentices are taken seriously and are in turn required to take their job seriously.
Education in part-time vocational schools for apprentices provides for the theoretical background necessary for company-based work while at the same time making up for educational deficits of smaller or highly specialized companies.
Moreover, part-time vocational schools for apprentices are required to provide apprentices with general education in order to pave the way for acquiring further qualifications.
Reforms of the dual system are leading to an increased integration of economic and technological innovations. Moreover, they aim at motivating companies to invest in existing and to create new vacancies for apprentices. And last but not least they also want to foster the young people's willingness to develop new concepts of studying and working.
The development of new apprenticed trades has been stepped up to respond to current trends in the labour market. In 1999, the following 24 apprenticed trades were newly established and/or regulated:
Secondary Schools and Colleges for Engineering
Secondary technical and vocational schools and colleges offer education and training in the most important technical fields represented in industry like civil engineering, interior design and timber technology, chemistry, chemical engineering, electrical engineering, electronics, electronic data processing and organization, mechanical engineering, materials engineering, business engineering, arts and design.
Secondary Technical and Vocational Schools for Engineering, Arts and Crafts
Secondary technical and vocational schools for engineering, arts and crafts (gewerbliche, technische und kunstgewerbliche Fachschulen) usually run for 4 years. They aim at providing students with the technical knowledge and skills necessary for the respective occupations.
Graduates hold all qualifications necessary for skilled workers (technician level) and are admitted to the Master Craftsman Examination after having worked in their respective fields for a period of 2 years. Since students are also provided with general education, they ought to be more qualified to take over certain responsibilities in their respective jobs than in-company trained workers.
Upon completion of secondary technical and vocational schools, students may take add-on courses in similar fields, which lead to the same qualifications as a college for engineering within a period of two years (for people under employment within three years).
Moreover, it entitles students to take the TVE-Exam or the respective Higher Education Entrance Exam once they are 20 years of age in order to gain access to post-secondary courses, "Fachhochschul"-courses and universities.
Colleges for engineering last five years and provide for very intensive education (39 hours per week). During the first two years the emphasis is on general education and the imparting of scientific and technical basics. After the second year students may further specialize within the respective area.
Irrespective of the field of specialization secondary schools and colleges for engineering focus on the following educational objectives:
Quite a number of fields of specialization with a more alternative focus are based on a tree-like structure.
This means that there is a core curriculum for all courses of one field of specialization; to be more precise, in year one and two all courses share the same curriculum and from then onwards they share a core of 50 per cent. This means that definitive specialization only takes place in grade 11.
An example: Within the field of specialization 'civil engineering technology' students may for example further specialize in the following subject areas: structural engineering, civil engineering, restoration and towncentre rehabilitation, environmental technology, building industry.
All courses provide for the following educational contents in accordance with the individual fields of specialization:
Further special features of schools and colleges for engineering are:
Changes in European society, politics and economy have lead to new demands on graduates from secondary schools and colleges for occupations in the business sector. Apart from business know-how, much emphasis is being put on the ability to work in teams and to co-operate, on personal initiative, responsibility and independence as well as on the ability to see things in their context and on language skills.
Secondary Schools and Colleges for Occupations in the Business Sector
In 1994 a new compulsory subject – "practical training in business administration and project management" at colleges for business administration and "practical training in business administration including project work" at secondary schools for business – was integrated in the curriculum in order to provide students with the opportunity to acquire key-qualifications in real-life situations. Centres for Business Administration have been established especially for this purpose. On a learning by doing-basis, students are given the opportunity to apply hitherto acquired knowledge in simulated business situations in training firms.
Education at secondary schools and colleges for occupations in the business sector comprises business subjects (applied economics, accounting, business computing, word processing, etc.) and general subjects (German, history, biology, mathematics, etc.). Quite some emphasis is also put on foreign languages, to be more precise on English, and in colleges for business administration also on a second modern foreign language which the student may choose out of the range of offered foreign languages. Apart from the necessary basic language training the focus is on business vocabulary, and special attention is being paid to communication skills in the foreign language.
Secondary Schools for Business
Secondary schools for business (Handelsschulen) run for three years (or four semesters for people under employment) and end with a school-leaving exam. Just as colleges for business administration they provide students with an integrated general and business (commercial) education which qualifies them for occupations in commercial and administrative branches.
Colleges for Business Administration
Colleges for business administration (Handelsakademien) run for five years (or eight semesters for people under employment) and end with the "Reifeprüfung"- and TVE-Exam. They provide students with an integrated general and sound business (commercial) education which qualifies them for white-collar jobs on the executive level in commercial and administrative branches and gives access to post-secondary colleges, "Fachhochschul"-course and universities.
Graduates of schools and colleges for occupations in the business sector are qualified for white-collar jobs in commercial and administrative branches.
They may also go for an Apprenticeship Leave Exam in another field. In this case and in agreement with a concrete company graduates may ask for training time credits for already acquired vocational training.
Depending on the respective legally protected trade, the requirements necessary to obtain a trade licence may be met by means of
In accordance with school autonomy regulations, schools and colleges for occupations in the business sector may offer various courses on languages, general education and business subjects.
Furthermore, schools have been given the opportunity to individually decide upon how many hours a week certain subjects will be taught and/or to introduce new subjects.
By doing so schools may specify in certain areas, thus meeting the needs and requirements of the individual regional areas.
Secondary Schools and Colleges for Occupations in the Social and Services Sector
Apart from broad general education, education in secondary schools and colleges for occupations in the social and services sector (humanberufliche Schulen) also comprise business studies, theoretical and technical theory in the respective area as well as compulsory work placements, the purpose of which is to prepare students for working life. Much emphasis is also put on career-related language instruction.
The core curriculum, which has to be taught at all school types, represents a well-balanced range of the most important subjects. Further emphasis is being put on developing the ability to solve organizational problems with the aid of modern technology taking into account economical, ecological and social aspects, on the ability to work in teams and to instruct staff members.
The secondary schools and colleges for occupations in the social and services sector comprise courses in the following areas: service industries management, tourism, fashion and clothing and social occupations.
Apart from the courses for social occupations, all courses are offered at both technical and vocational schools and colleges. Courses at secondary technical and vocational schools end with a school-leaving exam, courses at technical and vocational colleges run for 5 years and end with the "Reifeprüfung"- and TVE-Exam. In addition to that, there are 3-year add-on and 4-semester post-secondary courses as well as career-related short study programmes.
Secondary Schools for Occupations in the Service Industries Management
Secondary schools for occupations in the service industries management (Fachschule für wirtschaftliche Berufe) put the main emphasis on a second foreign language, nutrition and business management, business organization and industrial management, human ecology, social services and health care and cultural tourism.
Colleges for Occupations in the Service Industries Management
Colleges for occupations in the service industries management (Höhere Lehranstalten für wirtschaftliche Berufe) offer a third foreign language, foreign languages and business, ecology, nutrition and business management, business organization and industrial management, human ecology, social administration, social services and health care and cultural tourism.
Educational contents: general and business subjects as well as type-specific subjects.
Self-employment: in the catering industry, in commerce and as commercial agent; after a certain period of work experience and a qualification test: travel agencies, tourist guide, advertising agencies, insurance, management, investment and real estate counselling, shipping agent.
Salary/wage-earning jobs: occupations in the business sector, in the field of tourism (e.g. restaurant manager, cook, hotel and catering assistant); jobs in large-scale catering establishments, homes, social institutions, tourist offices, as dietician, environmental consultant, catering, food & beverage, restaurant, congress or conference manager.
Secondary Schools and Colleges for Tourism
Secondary Schools for Tourism, Hotel and Catering
Secondary schools for tourism (Schulen für Tourismus) qualify students for jobs in travel agencies as well as in tourism organizations and other services sectors.
Students of secondary schools for hotel and catering (Hotelfachschule) may choose one of the following special foci: second foreign language, catering or sports. These schools qualify for jobs in the hotel and catering industry.
Colleges for Tourism
Colleges for tourism (Höhere Lehranstalten für Tourismus) offer an additional choice in the following areas: third foreign language, languages and business, hotel management, tourism management and cultural entertainment.
The "Reifeprüfung"-Exam which constitutes the final exam taken at these colleges as well as at the end of add-on courses provides graduates with free access to art colleges, universities, post-secondary colleges and "Fachhochschul"-courses.
Self-employment: catering industry, commerce, commercial agent; after a certain period of work experience and a qualification test: travel agencies, tourist guide, advertising agencies, insurance, management, investment and real estate counselling, shipping agent.
Salary/wage-earning jobs: occupations in the field of tourism (e.g. restaurant manager, cook, hotel and catering assistant), occupations in the business sector: catering, food & beverages, restaurant, congress or conference manager, manager of tourism agencies, spa manager.
Secondary Schools and Colleges for Fashion and Clothing
Apart from general subjects, secondary schools and colleges for fashion and clothing (Schulen für Mode und Bekleidungstechnik) also offer type-specific subjects like production planning and operational organization, textile technology, design and fashion drawing, pattern making, grading and modelling with CAD, technology of garment manufacturing machines, workshop and production techniques. The colleges offer the following special foci: clothing industry, fashion design and marketing while secondary schools for fashion and clothing offer tailoring.
Self-employment: dressmaking (exemption from the requirement of taking the Master Craftsman Exam); commerce, commercial agent.
After a certain period of work experience and a qualification test: insurance, management, investment and real estate consultant, advertising agencies, shipping agent.
Salary/wage-earning jobs: occupations in the clothing industry (e.g. production manager, fashion designer or directrice, pattern making, fashion purchase, scheduling); jobs in the business sector.
Secondary Schools for Occupations in the Social Services Sector
Secondary schools for occupations in the social services sector (Schulen für Sozialberufe) provide for an intensive and several years lasting vocational education which qualifies graduates for occupations in the social services sector. These schools are also offered for people under employment. Access to the individual occupations after completion of the respective school is regulated by provincial laws.
There are different types of schools for occupations in the social services sector which do meet the various demands of this occupational field, i.e. two- and three-year secondary schools for students of different age, and there are also schools for people under employment, where much use is made of open and distance learning. School-leaving exams are only provided in fields where they are linked to special qualifications, e.g. auxiliary nursing.
Secondary Schools for Social Services and Social Occupations (after grade 8 of compulsory education)
Secondary Schools for People under Employment
Colleges for the Training of Nursery School Teachers and for Social Education
Seen from an organizational point of view the colleges for the training of nursery school teachers and colleges for social education (Bildungsanstalten für Kindergartenpädagogik und Sozialpädagogik) are "colleges for the training of teachers and non-teaching supervisory staff" and may be attended upon successful completion of grade 8 of compulsory education.
Applicants, however, have to do an aptitude test, which assesses musicality, creativity, agility and communication skills.
These colleges end with the "Reifeprüfung"- and TVE-Exam which provides students with the qualifications necessary to work as nursery school teachers (including the option of additional training qualifying for work in day care centres for school children) and as supervisory staff.
Apart from providing their students with standard entry qualifications for university, colleges for the training of nursery school teachers (Bildungsanstalt für Kindergartenpädagogik) aim at qualifying their students for
Colleges for Agriculture and Forestry
Graduates of colleges for agriculture and forestry (höhere land- und forstwirtschaftliche Schulen) are to be provided with the relevant up-to-date scientific and technical know-how and skills which qualify them for managerial positions in the agriculture and forestry sector as well as in related fields.
Graduates are to be open to the concerns of people in rural areas as well as to the global concerns of mankind, they are to welcome the principles of democracy and to have a sound understanding of the historical, cultural, economic and social aspects of the European Union and its Member States.
By means of requiring them to work on large-scale and interdisciplinary projects and by means of using modern teaching methods and aids students are to be provided with the relevant know-how and skills and trained in the practical use thereof. Moreover, students are to develop communication skills and the ability to co-operate and to work in teams. Presently there are 13 colleges for agriculture and forestry in Austria, they are run on a co-educative basis and end with the "Reifeprüfung"- and TVE-Exam.
The five-year courses offer:
Special types running for four years offer:
Theses four-year courses aim at providing students who have served apprenticeship training in the agriculture and forestry sector for at least two years or who have attended a secondary technical and vocational school for agriculture and forestry for at least two years with the same qualifications as can be acquired within the respective field of specialization at a college for agriculture and forestry.
Special types running for three years offer:
These three-year courses aim at providing students who have successfully completed an at least three years lasting secondary technical and vocational school for agriculture and forestry with the same qualifications as may be acquired within the respective field of specialization at a college for agriculture and forestry.
Education at these colleges comprises general subjects as well as scientific and more interdisciplinary subjects like project management, organization, communication and quality assurance in the agricultural sector.
Practical classes are held in laboratories especially installed for that purpose, in workshops as well as in school-owned training companies. Apart from practical education, the curriculum also provides for projects in co-operation with companies in the agricultural sector.
In addition to that, the curriculum also provides for compulsory work placement periods, the length of which varies depending on the respective field of specialization from 18 to 22 weeks. These work placement periods have to be served in companies of the respective field during the holidays and may be split up in two or three parts.
Complementary initiatives like crash language courses, school partnerships, projects on environmental and cultural issues, on rural tourism and direct marketing as well as field trips in Austria and abroad and educational visits complement the training.
In the academic year of 1995/96 colleges for agriculture and forestry were for the first time granted a certain autonomy in the design of their curricula.
With this autonomy granted, schools may opt for a deviation from the standard curriculum of up to 5 per cent of the overall number of lessons per week for general subjects and of up to 33 per cent of the overall number of lessons per week for technical subjects (introduction of new subjects, extension of existing subjects, changes in the number of hours certain subjects are taught).
In addition to that, schools are provided with the opportunity to develop special foci for the second half of the educational programme which lead towards specialization on certain occupational fields or meet the needs and requirements of the individual regional areas.
The implementation of the modified curricula rests with the school community committee (parents, teachers, students).
Based on pilot projects a new type of "Reifeprüfung"- and TVE-Exam is being tested at colleges for agriculture and forestry.
As part of the "Reifeprüfung"- and TVE-Exam students are required to do a project in the first semester of their final year at colleges for agriculture and forestry.
This project, which has to deal with economic and technical issues of the relevant field, has to be carried out by employing field-specific working methods and if possible by co-operating with companies of the respective field and is designed to prove the student's ability to use the relevant methods and to solve problems by means of interdisciplinary thinking, thereby demonstrating the highly practical orientation of the educational programme.
Qualifications and Occupational Fields
The "Reifeprüfung"-Certificate and TVE-Diploma of a college for agriculture and forestry provides graduates with the following qualifications:
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