2.1

Secondary Schools and Colleges for Engineering

Secondary technical and vocational schools and colleges offer education and training in the most important technical fields represented in industry like civil engineering, interior design and timber technology, chemistry, chemical engineering, electrical engineering, electronics, electronic data processing and organization, mechanical engineering, materials engineering, business engineering, arts and design.

Quite a number of fields of specialization with a more alternative focus are based on a tree-like structure.

This means that there is a core curriculum for all courses of one field of specialization; to be more precise, in year one and two all courses share the same curriculum and from then onwards they share a core of 50 per cent. This means that definitive specialization only takes place in grade 11.

An example: Within the field of specialization 'civil engineering technology' students may for example further specialize in the following subject areas: structural engineering, civil engineering, restoration and towncentre rehabilitation, environmental technology, building industry.

Irrespective of the field of specialization secondary schools and colleges for engineering focus on the following educational objectives:

  • high-quality theoretical and practical education which provides the basis for smooth entry into the world of work as well as for successful exercise of the respective occupation in various areas like development, manufacturing, sales and maintenance,
  • sound general education including language training which provides the basis for an active participation in business, social and cultural life, and general and practice-oriented skills in the use of new communication technologies which prove to be of quite some importance in today's world of work,
  • independent, responsible and project-oriented thinking and acting which – combined with the ability to work in teams and know-how on the principles of personnel management –form the basis for efficient working,
  • business and legal know-how necessary for the running of a company combined with the conveyance of a socially and environmentally acceptable understanding of performance.

In order to meet the above mentioned educational objectives all courses provide for the following educational contents in accordance with the individual fields of specialization:

  • sound technical know-how,
  • design classes,
  • training in workshops and workshop laboratories and work placements in the building trade,
  • career-related EDP skills,
  • general knowledge and understanding of cultural developments,
  • ecological issues,
  • legal and business know-how,
  • highly practice-oriented and up-to-date teaching.

Secondary Technical and Vocational Schools for Engineering, Arts and Crafts

Secondary technical and vocational schools for engineering, arts and crafts [gewerbliche, technische und kunstgewerbliche Fachschulen] usually run for 4 years. They aim at providing students with the technical knowledge and skills necessary for the respective occupations.

Qualifications

Graduates hold all qualifications necessary for skilled workers (technician level) and are admitted to the Master Craftsman Examination after having worked in their respective fields for a period of 2 years. Since students are also provided with general education, they ought to be more qualified to take over certain responsibilities in their respective jobs than in-company trained workers.

Upon completion of secondary technical and vocational schools, students may take add-on courses in similar fields, which lead to the same qualifications as a college for engineering within a period of two years (for people under employment within three years).

Moreover, it entitles students to take the TVE-Exam or the respective Higher Education Entrance Exam once they are 20 years of age in order to gain access to post-secondary courses, "Fachhochschul"-courses and universities.

Colleges for Engineering

Colleges for engineering last five years and provide for very intensive education (39 hours per week). During the first two years the emphasis is on general education and the imparting of scientific and technical basics. After the second year students may further specialize within the respective area.

Occupational Fields

  • Colleges for engineering qualify graduates for industrial or engineering jobs on the executive level (see above, qualifications). Schools for engineering provide their students with training in one or several trades.
  • After having worked in their respective fields for a period of 2 years, graduates of colleges for engineering qualify for self-employment in various trades.
  • And after having worked in their respective fields for a period of 3 years, they may apply to the Federal Ministry of Economic Affairs for conferment of the occupational title "Ingenieur".
  • Graduates of colleges for engineering have access to university education, and in case of further education at a "Fachhochschule", the period of studies there may be reduced by a crediting of the qualifications acquired in colleges for engineering.

Further special features of schools and colleges for engineering are:

  • intensive and comprehensive education,
  • qualified teachers with work experience in the industry,
  • proximity to applied research and development,
  • institutes offering special testing services which have been established at some schools and colleges for engineering. These institutes draw on the personal resources of the schools and colleges for engineering and receive their orders from the industry. All of this has proved to benefit the quality of education,
  • special courses which are also offered as schools for people under employment with completed training or a "Reifeprüfung"-Certificate.

Changes in European society, politics and economy have lead to new demands on graduates from secondary schools and colleges for occupations in the business sector. Apart from business know-how, much emphasis is being put on the ability to work in teams and to co-operate, on personal initiative, responsibility and independence as well as on the ability to see things in their context and on language skills.

2.2

Secondary Schools and Colleges for Occupations in the Business Sector

In 1994 a new compulsory subject – "practical training in business administration and project management" at colleges for business administration and "practical training in business administration including project work" at secondary schools for business – was integrated in the curriculum in order to provide students with the opportunity to acquire key-qualifications in real-life situations. Centres for Business Administration have been established especially for this purpose. On a learning by doing-basis, students are given the opportunity to apply hitherto acquired knowledge in simulated business situations in training firms.

Educational Contents

Education at secondary schools and colleges for occupations in the business sector comprises business subjects (applied economics, accounting, business computing, word processing, etc.) and general subjects (German, history, biology, mathematics, etc.). Quite some emphasis is also put on foreign languages, to be more precise on English, and in colleges for business administration also on a second modern foreign language which the student may choose out of the range of offered foreign languages. Apart from the necessary basic language training the focus is on business vocabulary, and special attention is being paid to communication skills in the foreign language.

Secondary Schools for Business

Secondary schools for business [Handelsschulen] run for three years (or four semesters for people under employment) and end with a school-leaving exam. Just as colleges for business administration they provide students with an integrated general and business (commercial) education which qualifies them for occupations in commercial and administrative branches.

Colleges for Business Administration

Colleges for business administration [Handelsakademien] run for five years (or eight semesters for people under employment) and end with the "Reifeprüfung"- and TVE-Exam. They provide students with an integrated general and sound business (commercial) education which qualifies them for white-collar jobs on the executive level in commercial and administrative branches and gives access to post-secondary colleges, "Fachhochschul"-course and universities.

Occupational Fields

Graduates of schools and colleges for occupations in the business sector are qualified for white-collar jobs in commercial and administrative branches.

They may also go for an Apprenticeship Leave Exam in another field. In this case and in agreement with a concrete company graduates may ask for training time credits for already acquired vocational training.

Depending on the respective legally protected trade, the requirements necessary to obtain a trade licence may be met by means of

  • successful completion of a college for business administration or a secondary school for business,
  • successful completion of a college for business administration or a secondary school for business and work experience in the respective field for a certain period of time,
  • successful completion of a college for business administration or a secondary school for business, work experience in the respective field for a certain period of time and a qualification test.

In accordance with school autonomy regulations, schools and colleges for occupations in the business sector may offer various courses on languages, general education and business subjects.

Furthermore, schools have been given the opportunity to individually decide upon how many hours a week certain subjects will be taught and/or to introduce new subjects.

By doing so schools may specify in certain areas, thus meeting the needs and requirements of the individual regional areas.

  • Development of specialized foci within the business sector (marketing and international business operations, controlling and balancing, business computing and business management, the setting up and running of a business, etc.).
  • Practice-oriented training in training firms of the Centre for Business Administration and during voluntary work placements in the industry.
  • Compulsory project on a business subject to be carried out either in teams or on an individual basis and including documentation and presentation.

2.3

Secondary Schools and Colleges for Occupations in the Social and Services Sector

Apart from broad general education, education in secondary schools and colleges for occupations in the social and services sector [humanberufliche Schulen] also comprise business studies, theoretical and technical theory in the respective area as well as compulsory work placements, the purpose of which is to prepare students for working life. Much emphasis is also put on career-related language instruction.

The core curriculum, which has to be taught at all school types, represents a well-balanced range of the most important subjects. Further emphasis is being put on developing the ability to solve organizational problems with the aid of modern technology taking into account economical, ecological and social aspects, on the ability to work in teams and to instruct staff members.

The secondary schools and colleges for occupations in the social and services sector comprise courses in the following areas: service industries management, tourism, fashion and clothing and social occupations.

Apart from the courses for social occupations, all courses are offered at both technical and vocational schools and colleges. Courses at secondary technical and vocational schools end with a school-leaving exam, courses at technical and vocational colleges run for 5 years and end with the "Reifeprüfung"- and TVE-Exam. In addition to that, there are 3-year add-on and 4-semester post-secondary courses as well as career-related short study programmes.

2.3.1. Secondary Schools and Colleges for Occupations in the Service Industries Management

Secondary Schools for Occupations in the Service Industries Management

Secondary schools for occupations in the service industries management [Fachschule für wirtschaftliche Berufe] put the main emphasis on a second foreign language, nutrition and business management, business organization and industrial management, human ecology, social services and health care and cultural tourism.

Colleges for Occupations in the Service Industries Management

Colleges for occupations in the service industries management [Höhere Lehranstalten für wirtschaftliche Berufe] offer a third foreign language, foreign languages and business, ecology, nutrition and business management, business organization and industrial management, human ecology, social administration, social services and health care and cultural tourism.

Educational contents: general and business subjects as well as type-specific subjects.

Occupational Fields

Self-employment: in the catering industry, in commerce and as commercial agent; after a certain period of work experience and a qualification test: travel agencies, tourist guide, advertising agencies, insurance, management, investment and real estate counselling, shipping agent.

Salary/wage-earning jobs: occupations in the business sector, in the field of tourism (e.g. restaurant manager, cook, hotel and catering assistant); jobs in large-scale catering establishments, homes, social institutions, tourist offices, as dietician, environmental consultant, catering, food & beverage, restaurant, congress or conference manager.

2.3.2. Secondary Schools and Colleges for Tourism

Secondary Schools for Tourism, Hotel and Catering

Secondary schools for tourism [Schulen für Tourismus] qualify students for jobs in travel agencies as well as in tourism organizations and other services sectors.

Students of secondary schools for hotel and catering [Hotelfachschule] may choose one of the following special foci: second foreign language, catering or sports. These schools qualify for jobs in the hotel and catering industry.

Colleges for Tourism

Colleges for tourism [Höhere Lehranstalten für Tourismus] offer an additional choice in the following areas: third foreign language, languages and business, hotel management, tourism management and cultural entertainment.

The "Reifeprüfung"-Exam which constitutes the final exam taken at these colleges as well as at the end of add-on courses provides graduates with free access to art colleges, universities, post-secondary colleges and "Fachhochschul"-courses.

Occupational Fields

Self-employment: catering industry, commerce, commercial agent; after a certain period of work experience and a qualification test: travel agencies, tourist guide, advertising agencies, insurance, management, investment and real estate counselling, shipping agent.

Salary/wage-earning jobs: occupations in the field of tourism (e.g. restaurant manager, cook, hotel and catering assistant),

occupations in the business sector: catering, food & beverages, restaurant, congress or conference manager, manager of tourism agencies, spa manager.

2.3.3. Secondary Schools and Colleges for Fashion and Clothing

Apart from general subjects, secondary schools and colleges for fashion and clothing [Schulen für Mode und Bekleidungstechnik] also offer type-specific subjects like production planning and operational organization, textile technology, design and fashion drawing, pattern making, grading and modelling with CAD, technology of garment manufacturing machines, workshop and production techniques. The colleges offer the following special foci: clothing industry, fashion design and marketing while secondary schools for fashion and clothing offer tailoring.

Occupational Fields

Self-employment: dressmaking (exemption from the requirement of taking the Master Craftsman Exam); commerce, commercial agent.

After a certain period of work experience and a qualification test: insurance, management, investment and real estate consultant, advertising agencies, shipping agent.

Salary/wage-earning jobs: occupations in the clothing industry (e.g. production manager, fashion designer or directrice, pattern making, fashion purchase, scheduling); jobs in the business sector.

2.3.4. Secondary Schools for Occupations in the Social Services Sector

Secondary schools for occupations in the social services sector [Schulen für Sozialberufe] provide for an intensive and several years lasting vocational education which qualifies graduates for occupations in the social services sector. These schools are also offered for people under employment. Access to the individual occupations after completion of the respective school is regulated by provincial laws.

There are different types of schools for occupations in the social services sector which do meet the various demands of this occupational field, i.e. two- and three-year secondary schools for students of different age, and there are also schools for people under employment, where much use is made of open and distance learning. School-leaving exams are only provided in fields where they are linked to special qualifications, e.g. auxiliary nursing.

Secondary Schools for Social Services and Social Occupations (after grade 8 of compulsory education)

  • Two-year secondary schools for social services [Fachschulen für Sozialdienste] which prepare people for occupations in social work and auxiliary nursing.
  • Three-year secondary schools for social occupations [Fachschulen für Sozialberufe]. The imparting of general, specialized theoretical, practical, vocational and creative skills and knowledge aims at fostering the students' social consciousness and their interest in social work and at finding out about their aptitude for social work.
    Furthermore, secondary schools for occupations in the social services sector provide students with the basic know-how necessary for further vocational training for more specialized occupations such as those providing support to families as well as geriatric care, the care of physically and mentally disadvantaged, social work and auxiliary nursing. Just as the two-year secondary school for social services, it prepares students for the world of work.

Secondary Schools for People under Employment

  • Secondary schools for geriatric care and auxiliary nursing [Fachschule für Altendienste und Pflegehilfe] run for two years. Students starting these schools have to be between 17 and 19 years of age and have to have successfully completed compulsory education. These schools train students to become auxiliary nurses and confers formal vocational qualifications in compliance with the respective legislation.
  • Secondary schools for orthopedagogical occupations [Lehranstalt für heilpädagogische Berufe] run for three years. Students starting these schools have to be between 17 and 19 years of age and will be provided with advanced vocational training.
  • Secondary school for occupations providing support to families [Fachschule für Familienhilfe] run for two-and-a-half to three years and may be attended by students between 17 and 27 years of age. These schools train students to become auxiliary nurses and confer formal vocational qualifications in compliance with the respective legislation.

Colleges for the Training of Nursery School Teachers and for Social Education

Seen from an organizational point of view the colleges for the training of nursery school teachers and colleges for social education [Bildungsanstalten für Kindergartenpädagogik und Sozialpädagogik] are "colleges for the training of teachers and non-teaching supervisory staff" and may be attended upon successful completion of grade 8 of compulsory education.

Applicants, however, have to do an aptitude test, which assesses musicality, creativity, agility and communication skills.

These colleges end with the "Reifeprüfung"- and TVE-Exam which provides students with the qualifications necessary to work as nursery school teachers (including the option of additional training qualifying for work in day care centres for school children) and as supervisory staff.

Apart from providing their students with standard entry qualifications for university, colleges for the training of nursery school teachers [Bildungsanstalt für Kindergartenpädagogik] aim at qualifying their students for

  • jobs in nursery schools (in case of additional training also in day care centres for school children),
  • jobs in children's homes and day homes for children and teenagers and
  • for youth work outside schools.

2.4

Colleges for Agriculture and Forestry

Technical Know-how

Graduates of colleges for agriculture and forestry [höhere land- und forstwirtschaftliche Schulen] are to be provided with the relevant up-to-date scientific and technical know-how and skills which qualify them for managerial positions in the agriculture and forestry sector as well as in related fields.

Social Skills

Graduates are to be open to the concerns of people in rural areas as well as to the global concerns of mankind, they are to welcome the principles of democracy and to have a sound understanding of the historical, cultural, economic and social aspects of the European Union and its Member States.

Methodological Know-how

By means of requiring them to work on large-scale and interdisciplinary projects and by means of using modern teaching methods and aids students are to be provided with the relevant know-how and skills and trained in the practical use thereof. Moreover, students are to develop communication skills and the ability to co-operate and to work in teams. Presently there are 13 colleges for agriculture and forestry in Austria, they are run on a co-educative basis and end with the "Reifeprüfung"- and TVE-Exam.

The five-year courses offer:

  • general agriculture
  • alpine agriculture
  • vinticulture and fruit growing
  • horticulture – landscaping and landscape gardening
  • horticulture – commercial gardening
  • agricultural engineering
  • forestry
  • agriculture and food production
  • dairy farming and food technology.

Special types running for four years offer:

  • alpine agriculture
  • horticulture – landscaping and landscape gardening
  • horticulture – commercial gardening
  • agriculture and food production

Theses four-year courses aim at providing students who have served apprenticeship training in the agriculture and forestry sector for at least two years or who have attended a secondary technical and vocational school for agriculture and forestry for at least two years with the same qualifications as can be acquired within the respective field of specialization at a college for agriculture and forestry.

Special types running for three years offer:

  • general agriculture
  • alpine agriculture

These three-year courses aim at providing students who have successfully completed an at least three years lasting secondary technical and vocational school for agriculture and forestry with the same qualifications as may be acquired within the respective field of specialization at a college for agriculture and forestry.

Educational Contents

Education at these colleges comprises general subjects as well as scientific and more interdisciplinary subjects like project management, organization, communication and quality assurance in the agricultural sector.

Practical classes are held in laboratories especially installed for that purpose, in workshops as well as in school-owned training companies. Apart from practical education, the curriculum also provides for projects in co-operation with companies in the agricultural sector.

In addition to that, the curriculum also provides for compulsory work placement periods, the length of which varies depending on the respective field of specialization from 18 to 22 weeks. These work placement periods have to be served in companies of the respective field during the holidays and may be split up in two or three parts.

Complementary initiatives like crash language courses, school partnerships, projects on environmental and cultural issues, on rural tourism and direct marketing as well as field trips in Austria and abroad and educational visits complement the training.

Qualifications and Occupational Fields

The "Reifeprüfung"-Certificate and TVE-Diploma of a college for agriculture and forestry provides graduates with the following qualifications:

  • access to university studies,
  • entitlement to the occupational title "Ingenieur",
  • qualifications acquired in the course of apprenticeship training and through the Skilled Workers Exam in the relevant fields of agriculture and forestry. Graduates of colleges for agriculture and forestry are exempted from the requirement of having to do a preparatory course for admission to the Master Craftsman Exam,
  • qualifications necessary for the self-employed exercise of a commercial trade, provided they can prove to have worked in the field of commerce for at least two years,
  • upon having worked in the relevant field for at least two years, graduates of the course agriculture and food production qualify for self-employment in the catering industry.

Curricula and Autonomy

In the academic year of 1995/96 colleges for agriculture and forestry were for the first time granted a certain autonomy in the design of their curricula.

With this autonomy granted, schools may opt for a deviation from the standard curriculum of up to 5 per cent of the overall number of lessons per week for general subjects and of up to 33 per cent of the overall number of lessons per week for technical subjects (introduction of new subjects, extension of existing subjects, changes in the number of hours certain subjects are taught).

In addition to that, schools are provided with the opportunity to develop special foci for the second half of the educational programme which lead towards specialization on certain occupational fields or meet the needs and requirements of the individual regional areas.

The implementation of the modified curricula rests with the school community committee (parents, teachers, students).

Diploma Project

Based on pilot projects a new type of "Reifeprüfung"- and TVE-Exam is being tested at colleges for agriculture and forestry.

As part of the "Reifeprüfung"- and TVE-Exam students are required to do a project in the first semester of their final year at colleges for agriculture and forestry.

This project, which has to deal with economic and technical issues of the relevant field, has to be carried out by employing field-specific working methods and if possible by co-operating with companies of the respective field and is designed to prove the student's ability to use the relevant methods and to solve problems by means of interdisciplinary thinking, thereby demonstrating the highly practical orientation of the educational programme.

Geändert am 11.12.2001

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