New Approach for Teacher Training in Austria

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

2. 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. Education System in Austria

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

7. 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. 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. 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. 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. 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. 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 cohesionby Teacher Training NEW