The Austrian Education System

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The Austrian Education System

In Austria, children aged 3 and over can at-tend a kindergarten (Kindergarten) (1) [ISCED 0]. Kindergarten is not part of the school system, however, attendance is therefore voluntary.

Compulsory schooling starts at the age of six and lasts for nine years. There are pri-vate and state schools; the number of pri-vate schools is fairly low in Austria. In state schools, no tuition fees are charged. The Austrian school system provides for a variety of education and training options which are designed to meet the needs and interests of children and their parents.

Primary level Every child‘s education in Austria starts with four years at primary school (Volksschule) (2) [ISCED 1]*. Pre-primary education is fo-reseen for children who have reached com-pulsory school age (i.e. the age of six) but are not yet mature enough for school (e.g. because they have difficulties following in-struction).

Primary schools impart comprehensive general education to all pupils with the ob-jective of fostering their social, emotional, intellectual and physical skills and abilities. Children with special educational needs can attend either a special needs school (Sonder-schule) (3) [ISCED 1] that is tailored to their needs or primary school classes that are run in an integrative (inclusive) scheme.

Secondary level I After primary education, pupils have a choice between two types of school that last for four years each: These are the lower secondary school (Hauptschule (4) and the lower cycle of secondary academic school (allgemein bil-dende höhere Schule or AHS - Unterstufe) (5) [both ISCED 2]. Schoolchildren with special educational needs can continue attending special needs school (3) [ISCED 2] from the fifth to the eighth year. Lower secondary schools provide pupils with basic general education, preparing them for transfer to the upper secondary level and for working life. The lower cycle of AHS aims to impart a broad and advanced secondary general education. In the fifth and sixth years, cur-ricula for lower secondary school and the lower cycle of AHS are identical. As of the seventh year, AHS programmes are divided into three branches with different focuses: Classical secondary academic school (klas-

sisches Gymnasium) with Latin, secondary academic school specialising in mathe-matics and geometry (Realgymnasium mit Schwerpunkt auf Mathematik und Geome-trie), secondary academic school specia-lising in economics (wirtschaftskundliches Realgymnasium).

Secondary level IIThe final year of compulsory schooling corresponds to the first year of the upper secondary level. At this point, the school system‘s differentiation increases. Students have the choice between vocational educati-on and training (VET) programmes and gene-ral education programmes. VET programmes are provided within the framework of app-renticeship training (dual system), at VET schools (BMSs) and VET colleges (BHSs). General education is imparted in the upper cycle of AHS. Some 80% of schoolchildren opt for a VET programme after completing lower secondary level.

VET programmesPupils who want to attend a VET program-me in the dual system after lower secondary level are obliged to complete their ninth year of compulsory schooling first. This is in most cases done at a one-year prevocational school (Polytechnische Schule) (6) [ISCED 3C]. Due to the variety of subjects, compa-ny visits and practical days at training work-shops provided at pre-vocational school, students are offered tailored guidance for their future career decision. Subsequent apprenticeship training (Lehrlingsausbil-dung) is provided both at the training enter-prise (Lehrbetrieb) (practical training, which makes up some 80% of the training period) and parttime vocational school (Berufsschule) (7) [ISCED 3B]. It is the task of these vocati-onal schools to expand the trainees’ general education and complement the specialist knowledge and skills they are taught in the training enterprises. Depending on the app-renticeship, training lasts between two and four years, mostly three years. At the end of the training, every apprentice can take an apprenticeship-leave examination (Lehrab-schlussprüfung). Young people with special educational needs, disabilities or reduced mobility have the possibility to attend an integrative VET programme (integrative Be-rufsausbildung). Due to an extension of the apprenticeship period by one to a maximum of two years or attendance of programmes on partial qualifications agreed on between the trainee and the enterprise it is possible to meet the special needs of young people.

Another VET form of upper secondary level is VET school (berufsbildende mittlere Schu-le or BMS) (8) [ISCED 3B]. VET schools aim to impart to students the subject-specific fundamental skills that enable graduates to exercise their occupation immediately upon completion. In addition, it aims to ex-tend and deepen general education. VET schools mostly last between three and four years, but there are also one-year and two-year forms.

Schools for general healthcare and nursing (Schulen für allgemeine Gesundheits- und Krankenpflege) (9) [ISCED 4B] hold a special position. They cannot be started before suc-cessful completion of the tenth year. Trai-ning is provided within the dual system, with practical training at a hospital and theoreti-cal education at school.

Since 1997, graduates of apprenticeship training, of three- and four-year BMSs and of schools of healthcare and nursing have had the possibility to take the so-called Berufs-reifeprüfung (10) examination. It comprises four partial exams (German, Mathematics, Modern Foreign Language, and Occupati-on-related Specialist Area) and entitles stu-dents to transfer to any postsecondary or tertiary establishment (higher education ent-rance qualification). Another way to obtain the higher education entrance qualification is via the acquisition of the Studienberechti-gungsprüfung certificate. It qualifies holders to study one specific specialist area. Another option of obtaining access requirements for the postsecondary and tertiary sector is the completion of an add-on course (Aufbaulehr-gang) (11) [ISCED 4A]. Particular groups of people have to attend a bridging course (Vorbereitungslehrgang) (12) before entering this educational track. Graduates of add-on courses are awarded a Reifeprüfung or di-ploma certificate.

Apart from apprenticeship training and vo-cational programmes provided by VET schools, students who have completed lo-wer secondary level also have access to a VET college (berufsbildende höhere Schule or BHS) (13) [ISCED 3A/4A], which provides higher vocational qualifications in different specialisations (e.g. tourism, mechanical engineering, electronic engineering, etc.) and well-founded general education. VET colleges last for five years and are com-pleted with the Reifeprüfung and diploma examination. Students thus acquire profes-sional qualifications and the general higher

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education entrance qualification (double qualification).

General education programmesA general education is provided to students by the upper cycle of secondary academic school (allgemein bildende höhere Schule or AHS – Oberstufe) (14) [ISCED 3A]. These schools mainly prepare students for uni-versity-based education programmes. They last for four years and are completed with the Reifeprüfung examination. Graduates acquire the general higher education ent-rance qualification.

Postsecondary and tertiary levelSuccessful completion of AHS or BHS as well as passing the Berufsreifeprüfung or Studienberechtigungsprüfung exams provi-des students with higher education entrance qualifications and hence access to the fol-lowing education routes: Postsecondary VET colleges (Akademien) (15) [ISCED 5B], which qualify graduates to exercise specific acti-vities in the social services and healthcare sector, postsecondary VET courses (Kollegs) (16) [ISCED 5B], which are mainly oriented towards AHS graduates who want to obtain BHS qualifications, and university colleges of education (pädagogische Hochschulen) (17) [ISCED 5A], where compulsory school teachers are trained.

In addition, the tertiary sector also compri-ses the two institutions: Fachhochschulen (18) [ISCED 5A] and universities (19) [ISCED 5A]. For both, the new higher education stu-dies legislation provides for three-year Ba-chelor degree courses, on which basis Mas-ters courses of at least two years may be attended. At both institutions, students may also enrol in diploma studies. Graduates of a Masters course or a diploma study are en-titled to enrol in doctoral studies at universi-ties [ISCED 6].

Both universities and Fachhochschule in-stitutions offer university CVET programmes (Lehrgänge universitären Charakters) and short-term university programmes (Universi-tätslehrgänge) (20) [ISCED 5A] as forms of university-based continuing education sche-mes. The required access qualification is either the general higher education entrance qualification or many years of professional experience. Graduates are awarded the degree „Akademische/r ...“ („Academically qualified…“), „MSc“ or „MBA“.

People over the age of 18 who have suc-cessfully passed the apprenticeship-leave exam as well as BMS graduates can dee-pen their theoretical specialist education at building craftsperson schools (Bauhandwer-kerschulen) and foreperson courses (Werk-

meisterschulen) (21) [ISCED 5B]. They last for one to two years and are completed with a final examination.

Continuing education and training – lifelong learning People who have completed an initial voca-tional training (IVET) pathway at the upper secondary, postsecondary or tertiary level and start another stage in their education are usually in continuing vocational educa-tion and training (CVET) programmes. Par-ticipants of such CVET programmes are usually over the age of twenty. The Austrian CVET landscape is characterised by a high degree of institutional diversity (schools and HE establishments, educational institutions of the social partners, non-profit CVET in-stitutions, private providers, etc.) and an accompanying wide provision spectrum.

* ISCED = International Standard Classification of Education. As the education systems of different countries are often structured differently, information about the ISCED level makes it easier to compare level contents. ISCED promotes the transnational under-standing of education programmes and recognition options. An overview plus a detailed description of all ISCED levels can be found in the OECD document: Classifying Educational Program-mes. Manual for ISCED-97 Implementation in OECD Countries (1999).

BibliographyArchan, Sabine und Mayr, Thomas (2006): Berufsbildung in Österreich. Kurzbeschreibung. Luxem-bourg: Office for Official Publications of the European Communities.

Schneeberger, Arthur (2007): NQR und statistische Bezugsrahmen zur Klassifikation von Qualifikati-onen. Wien: bmukk.

Schneeberger, Arthur und Nowak, Sabine (2007): Lehrlingsausbildung im Überblick. Strukturdaten zu Ausbildung und Beschäftigung. Bildung & Wirtschaft 44. Wien: ibw.

Attractiveness of the VET sector Vocational education and training is extre-mely important in Austria: Around 79 % of young people in their tenth year sign up to a VET programme.

Source: Schneeberger/Nowak 2007

High importance of apprenticeship training Apprenticeship training is highly valued as a VET path: 40% of the Austrian workforce boast an apprenticeship diploma as their highest educational attainment.

Source: Schneeberger/Nowak 2007

High postsecondary and tertiary graduation ratesWith its postsecondary and tertiary graduati-on rates, Austria is clearly above the EU-19 country mean.

Source: Schneeberger 2007

Facts and figures about education

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Imprint© Institut für Bildungsforschung der Wirtschaft, Rainergasse 38, 1050 WienEditorial team: Silvia Weiß, Sabine Tritscher-ArchanArtwork and layout: Andrea GrollTranslation: AHA Translation Office, Lange Gasse 11, A 1080 Vienna3rd edition, June 2008

Tab 1: Distribution of students at grade 10 by school type (2005/06)

Tab. 3: Tertiary and postsecondary graduation rates in a country comparison (2005)

Tab. 2: Formal qualification structure of workforce (2006)

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