1. BFI Upper Austria 1 www-bfi-ooe.at UDINE 11/13.11.2015

2. The Dual System in AUSTRIA 2 www.bfi-ooe.at

3. 1.Job profiles are determined for the pilot Yes. The figures are defined at a national level. Their legal bases are laid down in the Vocational Training Act (Berufsausbildungsgesetz or BAG). For each individual apprenticeship occupation, the Minister of Economy issues a training regulation, which is binding for the training provided in training companies. 3 www.bfi-ooe.at

4. 2.An institution is determined for developing the competence standards required for the labour market Yes - Every training regulation lays down the specific job profile (or in-company curriculum) and the competence profile (or activity description) of the respective apprenticeship occupation. In most cases, individual companies are not directly involved in the design of training regulations and the curricula of part-time vocational schools. The representation of interest of employers (Austrian Federal Economic Chamber, Wirtschaftskammer Österreich, WKO) can however draw on relevant expert knowledge and is structurally integrated in BBAB. 4 www.bfi-ooe.at

5. 3.The competence standards are agreed by all relevant stakeholders Yes - Company-based training is regulated by the Federal Ministry of Economic Affairs and Labour while pedagogical matters fall into the province of the Federal Ministry of Education, Science and Culture. 5 www.bfi-ooe.at

6. 4.Training regulations and framework curricula are available for the determined profiles Apprenticeship training agreements are subject to the regulations of the industrial and social law and to protective labour legislation for teenage employees. Furthermore, the apprentice is entitled to a remuneration, which is fixed in collective labour agreements and varies according to the different apprenticeship trades. Their legal bases are laid down in the Vocational Training Act (Berufsausbildungsgesetz or BAG). For each individual apprenticeship occupation, the Minister of Economy issues a training regulation, which is binding for the training provided in training companies. Separate regulations have been issued for the apprenticeships in agriculture and forestry: The principles of training in these occupations are laid down in the Vocational Training Act for agriculture and forestry (Land- und forstwirtschaftliches Berufsausbildungsgesetz or 6 www.bfi-ooe.at

7. 5.There is a curriculum for VET schools aligned with the apprenticeship training The training content for every apprenticeship occupation is laid down in training regulations (for the company-based part) and curricula (for the school-based part). 7 www.bfi-ooe.at

8. 6.There are regulations concerning instruments for dual collaboration The in-company curriculum (Berufsbild, a type of curriculum for the company-based part) is adopted within the framework of the training regulation by the Federal Ministry of Economy, Family and Youth (BMWFJ). 8 www.bfi-ooe.at

9. 7.Training allowance is regulated in a way The apprenticeship remuneration constitutes the major part of the costs for apprenticeship training. Its amount is laid down for each individual apprenticeship occupation in collective bargaining agreements. Where no collective bargaining agreements exist, it is necessary to agree on the apprenticeship remuneration in the apprenticeship contract individually. The remuneration increases with every apprenticeship year until, in the final year, it totals an approximate average of 80% of the corresponding skilled worker's wage. 9 www.bfi-ooe.at

10. 8.An institution is determined for recording apprenticeship contracts For the administration of the different aspects of apprenticeship training, (for example maintaining a log of apprenticeship contract, ascertainment procedures for authorization to undergo training, conducting the apprenticeship completion exams, etc.), it is necessary to have a executing authority (in Austria these are the apprenticeship offices of the Economic Chambers of the individual states). 10 www.bfi-ooe.at

11. 9.Standards for the aptitude of in-company training are set The in-company curriculum (Berufsbild, a type of curriculum for the company-based part) is adopted within the framework of the training regulation by the Federal Ministry of Economy, Family and Youth (BMWFJ). 11 www.bfi-ooe.at

12. 10.An institution is determined to carry out counselling to companies and assessing of companies The Apprenticeship Office provides and counsells to apprenticeships and training enterprises. 12 www.bfi-ooe.at

13. 11.An institution is determined for developing exams For the administration of the different aspects of apprenticeship training, (for example maintaining a log of apprenticeship contract, ascertainment procedures for authorization to undergo training, conducting the apprenticeship completion exams, etc.), it is necessary to have a executing authority (in Austria these are the apprenticeship offices of the Economic Chambers of the individual states). 13 www.bfi-ooe.at

14. 12.An institution is determined for organizing exams Yes, the apprenticeship offices of the Economic Chambers of the individual states 14 www.bfi-ooe.at

15. 13.There are regulations for the organization of exams and the constitution of examination boards The apprenticeship-leaving exam consists of a practical and a theoretical examination. The theoretical exam is waived under certain conditions, e.g. if the exam candidate can prove successful completion of part-time vocational school. All this regulation is determined by the apprenticeship offices of the Economic Chambers of the individual states. 15 www.bfi-ooe.at

16. 14.There are standards available for the aptitude of trainers for in-company training The authorised apprenticeship trainers (for example proprietors) can either train the apprentices themselves or entrust the training to appropriate employees of the company. The success of the in- company training is determined by the professional competence as well as the educational qualifications of the trainer. For the job of a trainer, one requires preparatory technical/professional training corresponding to the respective apprenticeship on the one hand and on the other hand one has to produce the proof of knowledge and skills related to vocational pedagogy and law. These skills are assessed by the trainer examination. An alternative to the exam can be the completion of the forty-hour IVET trainer course. A series of training courses or examinations (for example a master craftsman examination, or an industrial master college qualification) are regarded as equivalent to the trainer examination. 16 www.bfi-ooe.at

17. 15.Marketing materials are developed concerning all details of the new approach It should be useful 17 www.bfi-ooe.at

18. 16.Kick-off meetings with all stakeholders are hold It should be useful too 18 www.bfi-ooe.at

19. 17.One or two companies are prepared to take in apprentices Without the support auf companies we can’t implement (a part) of the system. 19 www.bfi-ooe.at

20. 18.A model of alternance is agreed by the dual partners It should be useful 20 www.bfi-ooe.at

21. 19.The company has a vision including the quality and aims of apprenticeship training This would be great 21 www.bfi-ooe.at

22. the other Questions…. 20. All employees are committed to apprenticeship training 21. The company has a certified trainer 22. The company is proved concerning all prerequisites of apprenticeship training 23. There are support materials for companies to break down training regulations into syllabuses and individual training plans 24. Teachers are committed to teaching activity orientated to meet the requirements of the company and of competence development 25. There are committees or boards dedicated to collaboration within dual VET 22 www.bfi-ooe.at

23. more Questions…. 23 www.bfi-ooe.at 1.What is the aim of your pilot project? To support the partners and inform about the different models in Austria. 2.What is the concrete challenge you want to solve or to contribute to? Implementing a part of the Dual System at the partner´s regions and organize interesting practice in Austria. 3.How many companies do you want to involve in your pilot project? 3 or 4 and the hole BBRZ-Group 4.How many apprentices/students will participate in your pilot project? May be 3 groups with 4 or 5 students 5.What duration do you plan for practical training? 2 study visits – to learn, to live and to learn again 6.Your pilot project aims at what level of qualification? EQF level 2 ore 3 7.With a look at all questions above what obstacles and problems do you think are associated with your pilot project? To find the right partners in Austria for the practical training.

24. Highlights from regional report: The main principle of vocational training and experiences in every kind of school-work alternance 24 the end of compulsory schooling The regular way to the apprenticeship 3, 3,5 or 4 years educational, vocational and personal guidance school of production vocational guidance and counselling apprenticeship examination The VET way only for adults – 18 month The VET way only for adults – 18 month Integrative VET Training VET Training „Du kannst was“ www.bfi-ooe.at

25. Wilhelm Hinterberger, MBA VET Training for young peoples Career Guidane Vocational Training 1st year of apprenticeship Vocational Training 2nd year of apprenticeship Vocational Training 3rd year of apprenticeship Vocational Training 4rd year of apprenticeship Final apprenticeship examination Vocational school Vocational training real-life working 25 www.bfi-ooe.at