THE AUSTRIAN APPROACH: FOSTERING QUALITY OF COMPANY TRAINING IN APPRENTICESHIP. Kurt Schmid / ibwaustria - Research & Development in VET

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1 THE AUSTRIAN APPROACH: FOSTERING QUALITY OF COMPANY TRAINING IN APPRENTICESHIP Kurt Schmid / ibwaustria - Research & Development in VET VAJENIŠTVO OD MOŽNOSTI DO IZVEDBE Mednarodna konferenca Ljubljana,

2 Fundamentals 2 INSTITUTE FOR RESEARCH ON QUALIFICATIONS AND TRAINING OF THE AUSTRIAN ECONOMY

3 Systems with high share of IVET: rough correspondence between labour market needs & IVET provision is crucial => IVET offers mirror economic structure have updated content apprenticeship training as semi-autonomous sub-system employers crucial role as stakeholders of IVET & as training providers Learning outcome-oriented approach to competence development (embedded in training act)

4 Apprenticeship training: Company training governed by social partners and run by employers (as administrators and training providers) # part-time vocational schools governed by MoE Part-time Voc. Schools: Quality by MoE (like in school based IVET) Training companies: Quality by SP (mainly Chamber of Commerce) Administration of apprenticeship training: local apprenticeship offices of Chamber of Commerce (Lehrlingsstellen) they stay in close contact with training companies, YET there is NO continuous external control / check of the quality of training companies

5 5 dimensions of quality in company training Self-interest of companies: only those should train that are interested in a skilled work force Trust (quality of company training is in the self-interest of companies! No external control of company training / potential limits of self-regulation due to conflict of interest) obligatory procedures at beginning and end : training company accreditation & trainer competences & final appr. exam (FAE) supplementary voluntary instruments in-between : supporting tools, local apprenticeship offices, clearing of FAE, means-tested incentives systemic dimensions: updating of occupations / training profiles, company-based training curriculum, learning outcome-oriented description of competences acquired by apprentices by the end of their training

6 Quality Measures: obligatory at beginning and end training company accreditation trainer competences final apprenticeship exam (FAE)

7 Prerequisites for companies Accreditation (examination of the training company) by: - the apprenticeship offices of AEC in cooperation with - the Chamber of Labour Examination Suitability as training company in legal terms Authorisation to carry out training according to the Trade, Commerce and Industry Regulation Act Suitability as training company in terms of corporate conditions Equipment suited to teach the relevant competences Sufficient number of professionally and pedagogically qualified IVET trainers

8 Training alliances Cooperation of training companies in training alliances Compulsory training alliance: The company cannot teach all the training contents of an apprenticeship. Voluntary training alliance: Teaching of additional competences Examples of training alliances: Tyrol Training Alliance ( FAV Upper Austrian Company Training Alliance (

9 IVET trainer IVET trainers: the companies trainers for apprentices The majority of trainers train their apprentices on a part-time basis alongside their regular work. Larger companies also employ full-time trainers as well as full-time training supervisors. Prerequisite: IVET trainer examination or Completion of a 40-hour IVET trainer course or Recognition of another qualification Requirements: subject-specific qualification know-how of vocational education and legal knowledge

10 Assessment philosophy Part-time Voc. Schools: continuous (grade) summative pupil assessment Training companies: no continuous assessment After successful completion of Part-time Voc. School => apprentice may do final apprenticeship exam (FAE): in front of professional experts (focus on practical skills and abilities)

11 Pathways to the final apprenticeship exam (Who is admitted to the FAE?) Apprenticeship in the learned or a related occupation Candidates with credits for previous school-based qualifications (relevant school certificate or credits for previous school attendance lead to shortening of the apprenticeship period) Final apprenticeship exam (FAE) Exceptional admission At least 18 years of age + knowledge acquired through other pathways or At least half of the apprenticeship period completed and no possibility to conclude an apprenticeship contract for the remaining time or At least 22 years of age + completion of appropriate educational measure

12 Contents of the final apprenticeship exam (FAE) practical exam FAE theoretical exam At least (one part) has to be completed. It is split into several subjects and comprises, depending on the occupation in question: Practical exercises (such as the exam assignment, project work, business case, etc.) and at least one oral section (such as an occupation-specific interview). It can be restricted to individual subjects e.g. additional exams. Is waived, for pupils who have completed the part-time vocational school for apprentices for pupils who have completed an intermediate or upper secondary school for pupils who have passed additional exams Depending on the occupation, it is split into several written exams It is held before the practical section. The duration of the exam, the exam subjects, the topics and assessment criteria are laid down in decrees for the individual apprenticeships.

13 Quality Measures: voluntary in-between supporting tools (ibw) & clearing of FAE local apprenticeship offices means-tested incentives

14 Quality in apprenticeship ibw projects to promote quality in apprenticeship: before the apprenticeship up to the apprenticeship-leave exam Before the apprenticeship Search for apprentices Training Apprenticeshipleave exam Complete development of new apprenticeships Update of existing apprenticeships Marketing of occupations Career guidance Recruitment tools Aids for the selection process Training aids Web platforms: Quality in apprenticeship Training guidelines State prize Fit for Future best training companies Further development Examiner quality Creation and quality assurance of examples of exams Preparation material

15 Search for apprentices Training Web platform: Quality in apprenticeship Overview of all quality factors and also additional information Examples of best practice Training documents and material, e.g. templates and checklists, training guidelines

16 Training Web platform: ausbilder.at Support for designing company-based training Newsletter with info and downloads connected with apprenticeship

17 Training Practice-oriented training aid Translation of the regulation text into a practical language Tips and examples of best practice from training companies Currently available: Office clerk Hairdresser and wigmaker Mason Electrical engineering Chef and restaurant specialist Installations and building technology Motor vehicle engineering Painter and coating technician Metal technology Joinery Training guidelines

18 Training Example of training guidelines for mason: structure of the training contents Structure of the training contents Definition of training objectives Training area Buildings and parts of buildings Your apprentice can create horizontal lines and applied layers. make walls and brickwork. make ceilings. make changes to existing buildings.

19 Training Example of training guidelines for mason: interior and exterior plaster table Competence orientation: What is everything an apprentice must know and be able to do in order to carry out the professional activities autonomously? Every training objective is broken down and illustrated with examples. Training tips and examples of best practice show how the training can be designed.

20 Apprentice ship-leave exam Examiner quality Curriculum for the certification of apprenticeship-leave exam examiners Erfolgreich Prüfen (Examining successfully) manual Erfolgreich Prüfen. Handbuch für das zertifizierte LAP-Training von Prüfern/innen (Examining successfully. Manual for the certified apprenticeship-leave exam training of examiners) Optimal design of apprenticeship-leave exams: Competence as an examiner Process of a successful oral exam Examining correctly Determining and assessing performance Giving feedback Apprenticeship-leave exam checklist Reflection sheet

21 Apprentice ship-leave exam Creation of examples of exams and quality assurance Clearing office for the apprenticeship-leave exam: set up at the Ministry of Economy implementing institution is ibw Core task: quality assurance for examples of exams Assuring the quality of examples of exams with a constantly high standard of quality compliance with the respective examination regulation adherence to didactic principles Certified examples of apprenticeship-leave exams are given the quality seal of the clearing office Transparency apprenticeship-leave exams are provided to the apprenticeship offices throughout the country check and countercheck by experts from different provinces

22 Apprentice ship-leave exam Preparation material for the apprenticeship-leave exam occupation-specific preparation material for examiners scripts for exam preparation for apprentices Scripts for exam preparation for many apprenticeships: From A for archives, library and information assistant to Z for Zahnärztliche Fachassistenz (German for dental medicine assistance ) Examiner manuals help examiners with the oral parts of the practical exam, in particular the expert interview

23 Useful information Links ibw Institute for Research on Qualifications and Training of the Austrian Economy Career guidance system of the economic chambers For trainers: info and material Info on aids for the selection process Quality in apprenticeship: tools and projects Newsletters: Interesting themes and current important dates in the area of career guidance (appears 6 x per year) Info and downloads connected with apprenticeship (appears 4 x per year)

24 Direct public subsidies Basic subsidisation 1. appr. year 2. appr. year 3. appr. year 4. appr. year 3 appr. remunerations 2 appr. remunerations 1 appr. remuneration 1/2 appr. remuneration Coaching of apprentices and companies Training alliance measures Preparation courses for the final apprenticeship exam (FAE) FAE taken with excellent or good results Repeated admission to the FAE free of charge Bonus (of up to EUR 1,000) for companies employing apprentices from supra-company institutions Work placements of apprentices People over the age of 18 years with qualification deficits Equal access of young women/men to different apprenticeships Participants in inclusive/integrative IVET programmes Measures for apprentices with learning difficulties Continuing training measures for IVET trainers Financed from the Austrian insolvency remuneration fund (a fund financed by companies). Quality-oriented subsidisation Subsidies of the PES (public employment service AMS) Young women in occupations with a low share of women Youths who are disadvantaged on the labour market Participants in inclusive/integrative IVET schemes People who are 18 years old at the beginning of the apprenticeship and whose difficulties of employment due to lack of qualifications can be solved by means of an apprenticeship These subsidies are financed from funds of the labour market policy budget.

25 Quality Measures: systemic dimensions employers have a crucial role as stakeholders of IVET & as training providers updating of occupations / training profiles company-based training curriculum learning outcome-oriented description of the competences acquired by apprentices by the end of their training

26 Bliem Wolfgang, Petanovitsch Alexander, Schmid Kurt (2014): Success factors for the Dual VET System. Possibilities for Know-how-transfer. ibw research report No Bliem Wolfgang, Petanovitsch Alexander, Schmid Kurt (2016): Dual Vocational Education and Training in Austria, Germany, Liechtenstein and Switzerland. Comparative Expert Study Additional info about Austria s education system & apprenticeship training: thanx for attention!!! najlepša hvala!!! RESEARCH AND DEVELOPMENT AT THE INTERFACES BETWEEN EDUCATION, BUSINESS AND QUALIFICATIONS.