INSTITUTE FOR RESEARCH ON QUALIFICATIONS AND TRAINING OF THE AUSTRIAN ECONOMY

1

IVET & WBLFROM AN AUSTRIAN PERSPECTIVE

CAP4APP – INTERNATIONAL CONFERENCE, ZAGREB 4TH APRIL 2017

Mag. Kurt Schmid

schmid@ibw.at

OUR FOCUSAt the centre of our projects there are application-

oriented research issues and topics with relevance for

the world of business.

evidence-based – practice-oriented – interdisciplinary

founded 1975

by the Austrian Federal Economic Chamber and the Federation of Austrian Industries

ibw's staff: 30 people – scientists in the field of vocational research, including engineers, graduates of sociology, educational sciences, social and commercial sciences and psychologists

IVET from an international perspective

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%U

SA

Ca

na

da

Me

xic

o

Jap

an

Ko

rea

Ne

w Z

ea

lan

d

Gre

ec

e

UK

Icela

nd

Irela

nd

Po

rtu

ga

l

Tu

rke

y

Fra

nc

e

Sp

ain

De

nm

ark

Au

str

alia

Po

lan

d

Ge

rma

ny

No

rwa

y

Sw

ed

en

Ita

ly

Lu

xem

bo

urg

Hu

ng

ary

*

Sw

itze

rla

nd

Ne

the

rla

nd

s

CR

OA

TIA

Fin

lan

d

Slo

va

kia

Be

lgiu

m

Cze

ch

. R

ep

.

Se

rbia

AU

ST

RIA

sh

are

of

up

per

seco

nd

ary

stu

den

ts (

in %

)

Education Systems:

Share of students in Upper Secondary Education by programme type

Source: ibw based on EUROSTAT data; * internet based data (not strictly comparable to Eurostat)

0%

100%

U…

C…

M…

J…

C…

N…

G…

U… I… I… P…

T…

F…

S…

D…

A…

P…

G…

N…

S… I… L…

H…

S…

N…

F…

S…

B…

C…

S…

combination school- and work-based IVET (DUAL system)

fully school-absed IVET

GENERAL education

Greece

UK

Iceland

Ireland

Portugal

Turkey

France

Spain

Denmark

Poland

GermanyNorway

Sweden

Italy

Hungary

SwitzerlandNetherlands

Finland

Slovakia

Belgium

Czech. Rep.

AUSTRIA

Serbia (OECD)

CROATIA

R² = 0,2533

0

10

20

30

40

50

ave

rag

e y

ou

th u

nem

plo

ym

en

t (i

n %

)

mainly

GENERAL

mainly

full-school based IVETmainly

workplace-based IVET

IVET in upper secondary education & YOUTH-unemployment (average of last 5 years)

Source: ibw based on EUROSTAT data; * Internet

Often countries nowadays have

school based IVET,

i.e. vocational qualification is provided in and by schools.

Countries differ mainly according to…… share of IVET … IVET school types… practical learning modes & approaches / WBL

great variety of WBL: from orientation days to …… short-term / mid-term / longer-term internships/alternance to …company training in dual/apprenticeship systems

WBL versus practical courses in VET-schools

WBL/apprenticeship training is training/learning in a …… day-to-day working environment… under real-life working and… involvement of apprentices in the productive work

process of the company

occupation related practise in schools is …… a simulation of real world of work

How to foster WBL?

To foster WBL a paradigmatic shift is needed

From school = learning & learning = school

to workplace as a learning setting

=> shared roles=> shared responsibilities

=> … between schools and companies=> … between ministries and social partners

(employer representatives)

company perspective: main driver for designing & steering IVET

„ownership by companies and social partners“

governance und finance

successful

apprenticeship

„professions are more than jobs“

vocational principle - holistic notion of competence

„business case“

return of investment for companies

„quality as a shared responsibility“

mechanisms for quality assurance

„responsiveness to changing requirements“

mechanisms of adjustments

„apprenticeship as an attractive VET route“

demand by young people

„lean administration and clear and transparent

processes“

administration und implementation

Source: ibw AustriaBliem, Petanovitsch, Schmid (2014) Success factors for the Dual VET System

You cannot copy and paste systems, not even system elements

=> develop new country-specific (institutional) solutions for general challenges => Guiding Principles I / Success Factors

Guiding principles II:

Build upon and adapt the existing …

Fostering WBL (broaden und deepen WBL) in school based IVET

? apprenticeship training (Austrian, German, Swiss way of doing it)as a new / additional system option ?

… & bringing in employers as important IVET-stakeholders

• Employers as active Governance-Stakeholders

=> capacity building: competent institutional stakeholders

(governance & support for training companies)

• Companies as training providers

=> design WBL to allow for companies flexibility needs: at sectorial and occupational level (timing of company training & IVET-schools, duration of

training, occupational profiles, wage level, examination criteria)

& for the individual company level (learning outcome-oriented approach to competence

development; pedagogic freedom, involvement of apprentices in the working process,

options for training co-operations between companies…)

=> supporting training companies on their way to do high quality WBL

What kind of public support?

Adverse effects of high public financial subsidisation to companies: distortion of demand-led link between training provision and qualification demand

BUT: important and meaningful public support for…

… system governance & quality & reponsiveness to change (“institutional capacity”)

… lean administration & „local“ support (apprenticeship offices of the chamber)

… promotion (e.g. apprenticeship scouts, World/Euro Skills) & career guidance

… financing of (comp.) vocational schools

Austria, Germany, Switzerland:

• Core dimension: self-interest of companies to train

• No or only marginal share of public financial subsidies

Public support: in kind instead of in cash!i.e. providing supporting tools and instruments (to foster training quality) &

local support for training companies (“training offices”)

• Complete

development of new

apprenticeships

• Update of existing

apprenticeships

• Marketing of

occupations

• Career guidance

• Recruitment tools

• Aids for the selection

process

• Training aids

• Training guidelines

• Web platforms: Quality

in apprenticeship

• www.ausbilder.at

• State prize Fit for

Future – best training

companies

• Further development

• Examiner quality

• Creation and quality

assurance of

examples of exams

• Preparation material

Before theapprenticeship

Search forapprentices

TrainingApprenticeship-

leave exam

Quality in apprenticeship

ibw projects to promote quality in apprenticeship

INSTITUTE FOR RESEARCH ON QUALIFICATIONS AND TRAINING OF THE AUSTRIAN ECONOMY

14

Bliem Wolfgang, Petanovitsch Alexander, Schmid Kurt (2014):

Success factors for the Dual VET System. Possibilities for Know-how-transfer. ibw research report No. 177.http://www.ibw.at/components/com_redshop/assets/document/product/1404280103_fb177_en.pdf

List of apprenticeship occupations:http://www.ibw.at/components/com_redshop/assets/document/product/1386769885_lehrberufsbezeichnungen_de_en_2

013.pdf

Additional info about Austria‘s education system & apprenticeship training:http://www.ibw.at/en/vocational-education-and-training-in-austria

Bliem Wolfgang, Petanovitsch Alexander, Schmid Kurt (2016):

Dual Vocational Education and Training in Austria, Germany, Liechtenstein and

Switzerland. Comparative Expert Study for DC dVET, Zurich.http://www.ibw.at/de/ibw-studien/1-studien/eb029e/P701-dual-vocational-education-and-training-in-austria-germany-liechtenstein-and-

switzerland-2016

ThanX a lot! Hvala vam na pažnji!