1. Wissen.Können.Persönlichkeit. 1 New Approach for Teacher Training in Austria Peter Härtel / Michaela Marterer Styrian Association for Education and Economics

2. Wissen.Können.Persönlichkeit. Background and Basic Approach VET is a core competence in Austrian education system VET quality and efficiency depends on –Structures, systems and services in VET –Quality of previous education performance –Quality and qualification of teachers in VET VET must be seen as an integrated part of the entire education system

3. Wissen.Können.Persönlichkeit. Education System in Austria

4. Wissen.Können.Persönlichkeit. Special Features of VET in AT Early tracking in the age of 10 years „double transition“– 8th, 9th,10th grade „dual dual“ system in upper secondary –Fulltime school technique, comm., service –Apprentice training companies – school –Add: general education - gymnasium High rate of VET students in upper sec

5. Wissen.Können.Persönlichkeit. Benchmark and Indicators (1/2) Participants in VET courses school and dual upper secondary ISCED 3 – 2009: EU-19: 52 % vs. AT 78 % Quelle: EUROSTAT

6. Wissen.Können.Persönlichkeit. Benchmarks and Indicators (2/2) Youth unemployment 2009: EU-27: 19,6 % vs. AT: 10,0 % Quelle: EUROSTAT

7. Wissen.Können.Persönlichkeit. Rationale and Reasons Strong links of VET with world of work – pre-vocational / dual / school Dual education orientated on needs and demands of economy and companies High percentage of teachers in VET with practice background –Full-time-school – all VET-subject teachers –Part-time school – all teachers (apprentice) –General education - none

8. Wissen.Können.Persönlichkeit. Why „New Approach“ for TT? Deep and fast changes in society, world of work Performance in basic education Fragmentation of areas in education –Elementary –Primary –Secondary –General, VET… –Postsecondary, tertiary Demographic aspect – retirement of teachers 50% in next 15 years Synergy between all TT institutions: „Cluster“

9. Wissen.Können.Persönlichkeit. Common Features TT „New“ Set of competencies for all teachers – „common core“ of Education Specialication regarding needs and demands in special areas, esp VET Competencies of persons with professional background in their disciplin Accredidation and validation of competencies Flexible and open career pathways for teachers – within and outside of the system Improving pedagogic for VET – improving real live for general education – learning from VET Involve all actors in Edu, VET, World of Work

10. Wissen.Können.Persönlichkeit. Special aspects TT VET & App. Comprehensive approach: avoid fragmentation VET - general Specialization – VET, apprenticeship – professionalization Combine both aspects: professionalization, pedagogic in a common process Use of professions outside of pedagogic – technique, ICT, comm. Science.. for education Use of practitioners from handcraft for VET Use of professional competence for pedagogic Use of competence and capacity of all relevant institutions

11. Wissen.Können.Persönlichkeit. Integrated Approach of TT AT 1/2 Competencies of trainers, authentic - basic education in the profession Additional: pedacogical training for teachers - beside the job „duality“ for teachers AND students – theory and practice Cooperation of all relevant institutions in pedagogical education – University, scientific, professional VET education, practice, together with the world of work and the professions (Hangzhou Declaration)

12. Wissen.Können.Persönlichkeit. Integrated Approach of TT AT 2/2 Orientated at the European framework of key competences, and the concept of Lifelong Learning ET 2020 VET approach as an model for general, academic education – combining professional and theoretic qualifications Integration of employability, personal development, career management skills, active citizenship and social cohesion by Teacher Training NEW