The European Qualifications Framework and Tourism Studies

Transcription

1 The European Qualifications Framework and Tourism Studies A Comparative Analysis of Tourism Systems of Qualification Austria, Greece, Italy, Malta, Slovenia and Spain EQF FR AME (Flexible References and Methods of Evaluation) An EQF Leonardo da Vinci project supported by the Directorate for Education and Culture of the European Commission

2 Front cover: Leonardo da Vinci Self-portrait c. 1512

3 The European Qualifications Framework and Tourism Studies A Comparative Analysis of Tourism Systems of Qualification Austria, Greece, Italy, Malta, Slovenia and Spain EQF FRAME (Flexible References and Methods of Evaluation) An EQF Leonardo da Vinci project supported by the Directorate for Education and Culture of the European Commission

4 Malta Qualifications Council (MQC) 2008 This publication is the result of research undertaken by six partners forming part of the EQF-FRAME project which is partly funded by the Directorate-General for Education and Culture Lifelong Learning: Education and Training Policies LE2-707EQF. The project is led by the Malta Qualifications Council of the Ministry of Education and Culture (Malta). The five partners involved in the project are (in alphabetical order): 3s Research Laboratory, Vienna AUSTRIA Europa Lavoro Servizi e Formazione ELSFORM, Chieti ITALY The Organisation for Vocational Education and Training, Ministry of National Education and Religious Affairs, Athens GREECE The National Institute for Vocational Education and Training, Ljubljana SLOVENIA and, The Directorate-General for Vocational Education and Training of the Ministry of Education and Science, Madrid SPAIN The officers involved in the research are: Karin Luomi-Messerer and Sonja Lengauer (Austria), Luciano Tusé and Marianna Caratelli (Italy), Vassilis Karavitis and Dimitrios Raftopoulos (Greece), Charles Mizzi, Claire Briffa Said and James Calleja (Malta), Bostjan Kosorok (Slovenia) and Soledad Iglesias, Rosario Esteban, Gema Cavada (Spain). Special thanks go to Ms Claire Briffa Said, Research Analyst who has prepared, for the EQF-FRAME partners, the comparative analysis of the data and Ms Valerie Attard who had proof read the document. The text is also available on the Malta Qualifications Council website and on the project website The contents of this publication may be reproduced in part, except for commercial purposes, provided that the extract is preceded by a complete reference to the EQF-FRAME Project followed by the date of publication of this document. Text completed on the 7 th of April Published by the Malta Qualifications Council. Design, layout and printing Salesian Press, Malta.

5 CONTENTS Introduction iv Tourism Programmes of Study and Qualifications in Partner Countries 1 Austria 3 1 The Tourism Labour Market in Austria 4 2 The Austrian Education System 5 3 Vocational Education and Training in Tourism Professions 5 4 Quality Assurance in VET 12 5 Accreditation 13 6 Learning Outcomes 16 7 Tourism Programmes of Study in Austria 17 Greece 27 1 Tourism in Greece 28 2 The Greek Education and Training System 28 Italy 57 1 Tourism in Italy 58 2 The Structure of Education in Italy 59 3 Tourism Education and Training in Italy 63 4 Training Credits 64 5 Tourism Programmes of Study in Italy 64 6 Summary of Tourism Qualifications in Italy 74 Malta 79 1 Tourism in Malta 80 2 The Maltese Education System 81 3 Malta s Qualifications Framework 87

6 ii 4 Vocation Educational Training 88 5 Tourism Programmes of Study Aligned to the EQF 88 6 Summarising Malta s Tourism Qualifications Aligned to the EQF 104 Slovenia Tourism in Slovenia The Structure of Education in Slovenia The National Qualifications Framework in Slovenia Summary of Tourism Programmes of Study and Qualifications in Slovenia 129 Spain Tourism Employment in Spain The Structure of Education in Spain Vocational Education and Training in Spain Tourism Programmes at Vocational Level Tourism Programmes of Study at Tertiary Level Summary of Tourism Programmes of Study in Spain 143 Conclusion 145

7 List of Tables iii Austria 7.1 Tourism Training in Austria ISCED and EQF Classification Tourism Qualifications in Austria Tentative Alignment to the EQF Detailed Classification of Tourism Qualifications in Austria 19 Greece 2.1A The Structure of the Greek Education System B The Structure of the Greek Education System (in detail) Courses Operated by O.T.E.K Tourism Programmes Aligned to ISCED Tourism Qualifications in Greece Aligned to the EQF 54 Italy 2.1 The Structure of the Educational System in Italy Tourism Qualifications in Italy Aligned to the EQF 75 Malta 2.1 The Maltese Mainstream Education System Malta s Qualifications Framework for Lifelong Learning Alignment of Existing Qualifications to Malta s NQF Tourism Programmes of Study Aligned to the EQF 103 Slovenia 2.1 The Structure of Education in Slovenia Tourism Qualifications in Slovenia Aligned to ISCED Tourism Qualifications in Slovenia Aligned to the EQF 128 Spain 3.1 The Structure of Education in Spain Tourism Qualifications in Spain Aligned to the EQF 144

8 iv Introduction James Calleja and Claire Briffa Said Tourism is one of the most important international economic activities internationally, and the main industry in many countries. According to UNWTO, tourism is the fastest growing economic sector in terms of foreign exchange earnings and job creation. The sector is an important driver of growth and prosperity and, within developing countries, for poverty reduction. In fact, according to the World Travel & Tourism Council (WTTC), most new jobs in developing countries are created by tourism industries. The year 2007 exceeded the expectations for international tourism with arrivals reaching new record figures close to 900 million. The results confirm both the sustained growth path of the past years and the resilience of the sector regarding external factors. This development has been supported by a strong world economy, which has experienced its longest period of sustained growth for more than two decades. In 2007, international tourism arrivals in fact expanded by 6%, to 898 million, as compared to This implies an additional 52 million than the year Of these, Europe received some 19 million and Asia and the Pacific 17 million. The Americas was up by around six million, Africa by three million and the Middle East by five million. The world s largest destination region, with a share of over 50% of all international tourist arrivals, Europe, is growing above average and totalled 480 million tourists in Destinations like Turkey (+18%), Greece (+12%), Portugal (+10%), Italy and Switzerland (both at +7%) are proof of the positive impact of the continued economic pick-up of the region in One of the leading contributors of this worldwide tourism growth in 2007 was the expansion and spread of low-cost/low-fare carriers which has led to the continuing trend towards shorter and more frequent trips. Other important factors included a healthy global economy, significant increases in outbound travel especially by less traditional European source markets, favourable demographics, rising incomes, stronger consumer confidence, increased trade and priority accorded by governments towards economic development. The outlook for 2008 is also positive though growth is expected at a slower rate closer to 5% rather than 6%. The growth in both inbound and outbound travel is a result of the fact that travelling is becoming a very important part of people s lives. Travellers increasingly look for an enriching travel experience; therefore, hospitality, authenticity, tradition, together with individuality, sustainability and quality are all considered important. This necessitates the need to have properly qualified, knowledgeable and professional people working in the industry. This publication is one of the main products of the EQF-FRAME (Flexible Reference and Methods of Evaluation) Leonardo da Vinci Community Vocational Training Action Programme Second Phase (Call for Proposals DG EAC/22/06) supported by DG EAC. The aim of this project is to apply the European Qualifications Framework to the sector of Tourism in order to study how the Framework can be applied to vocational education and training thus creating a process of rapprochement between existing qualifications in tourism studies and the EQF. The EQF is one of the principle landmarks in the history of the European Union and of European Education. Following the Bologna (1999), Lisbon (2000) and Copenhagen (2002) processes of the European Union, this project aims at furthering the Lisbon strategy to make the EU the most dynamic and competitive knowledge-based economy in the world capable

9 of sustainable economic growth with more and better jobs and greater social cohesion, and respect for the environment. Taking Tourism Studies as a case study, the project embarked on the task of investigating the state-of-play in six EU Member States and of proposing a possible alignment of Tourism Studies qualifications to the EQF through set criteria based on specific knowledge-based competence matrices. v This report comprises a comparative analysis of tourism programmes of study in Austria, Greece, Italy, Malta, Slovenia and Spain. The aim of this analysis is to align existing qualifications in Tourism Studies with the European Qualifications Framework (EQF). As highlighted in both the Copenhagen and Bologna Process, this alignment will facilitate the transparency, comparability and transferability of tourism qualifications through Europe. This comparative analysis follows in-depth research into the tourism qualifications systems of each partner country. A Template was created acting as a Survey highlighting tourism programmes of study and qualifications in each country, together with the training providers, duration of training, course description, learning outcomes, associated job positions and accreditation. The results that emerged out of this analysis are three-fold: 1. The EQF is an excellent meta-framework of qualifications which assists policy-makers in pegging qualifications across different systems of education, culture and work practices; 2. Tourism Studies are as diverse as the cultures they represent yet a common base for quality in the service provision within the industry could be seen across the various examples of curricula and programmes of studies at the various levels of qualifications; 3. Aligning Tourism Studies qualifications to the EQF on the basis of occupational standards, level of academic and practical difficulty as well as the expected competence required in the industry were seen as flexible but appropriate tools to reach consensus over the level rating of qualifications. These results were achieved through close collaboration between partner countries through electronic-mail and during the two Partners meetings held during 2007 in Malta (March) and in Barcelona (November). Special thanks go to all Partners who have greatly collaborated in compiling the information requested and who have shown special interest in transforming the available data into flexible instruments of verification in order to align Tourism Studies from six different EU Member States to the European Qualifications Framework. We would also like to thank Valerie Attard who has painstakingly edited and proofread the final text and the Salesian Press for designing and printing this product. We hope that this publication will serve to help other training providers in aligning their qualifications to the European Qualifications Framework so that the processes which started in Bologna, Lisbon and Copenhagen will reach the classrooms and lecture halls in all vocational and higher education institutions in Member States across the European Union. Dr James Calleja is the EQF-FRAME Project Director while Ms Claire Briffa Said is the Research Analyst of this project.

10 Opposite page: Leonardo da Vinci Vitruvian man 1492

11 Tourism Programmes of Study and Qualifications in Partner Countries

12 Opposite page: Leonardo da Vinci Rearing horse

13 Tourism Education and Training in AUSTRIA

14 AUSTRIA Tourists (overnight visitors) 20.3 mn (in 2006) Percentage Change +1.5% (06/05) Population 8,316,487 (2007 estimate) People employed in tourism 750,000 (direct & indirect) Earnings from tourism 15.7 billion Per capita income in foreign currency from tourism 1,900 Tourism expenditure in the country US$ 19,310 mn (in 2005) Share of tourism in GDP 16.4% Sources: UNWTO World Tourism Barometer, June 2007 WKO Tourismus Freizeit, May 2007 Austria s tourism and leisure industry plays a vital role in the Austrian economy. In 2005, the total foreign currency earnings from tourism amounted to approximately 15.7 billion. Thus, tourism accounts for approximately 16.4% of the GDP, according to the direct and indirect aggregate value added, generated in 2006 (Tourism Satellite Account TSA) and employs some 750,000 people. In terms of the per capita income in foreign currency from tourism, Austria is on second place worldwide with 1,900 in 2005, only surpassed by Cyprus with 2,800 and for the second time followed by Croatia with 1,400. In 2006, Austria received 20.3 million tourists, an increase of 1.5% over the previous year, making it the 9 th most popular tourist destination in the world. 1 The Tourism Labour Market in Austria Demand for highly qualified personnel in tourism is very high. Taking labour market statistics as an indicator for the demand for specialised qualified personnel in this field, it appears that there is still an above-average demand for jobs in tourism. Nonetheless there is still a high number of employees with an apprenticeship leaving certificate (38.6%) or with only compulsory schooling (37.4%) and only a rather low number of employees possess a degree of higher education. Furthermore, a rather high percentage of employees employed within accommodation and restaurants do not have a tourism-related qualification (source: Statistik Austria, Volkszählung 2001, own calculations 3s). Between 1999 and 2006, the number of employees increased by approximately 11.5%, from 167,268 to 186,551. On average, 34,589 foreign workers with a work permit were employed in 2005, about 21.1% of the total work-force in tourism. A characteristic of the tourism labour market is high mobility. Seasonal workers tend to change their employers regularly. Professions in tourism are particularly attractive for young adults: among the ten most popular apprenticeship trades with young females, four are to be found in the tourist sector (double apprenticeship restaurant specialist - service/cook, and the single apprenticeships restaurant specialist - service, cook, hotel and restaurant trade commercial assistant ). Austria

15 Among young males, the occupation of cook counts among the most popular qualification - this is all the more significant as 80% of female and 55% of male apprentices decide for a total of only ten apprenticeship trades. During and after apprenticeship training, there is a wide variety of vocational and further education and training opportunities open to them - technical schools, higher technical and vocational schools (BHS), special programmes, post-secondary courses, special academies, study courses at Fachhochschule (i.e. non-university institutions in 3 rd level education), university study programmes and courses all of which fulfil the needs of modern, high quality tourism and, at the same time, make it possible for the participants in the training process to obtain almost any formal qualification and any conceivable position on the career ladder due to the high degree of transparency in the educational system. 2 The Austrian Education System Austria s educational system is made up of the following areas: Pre-school education (kindergarten), School-based education (general as well as vocational), Apprenticeship training (dual system), Courses at Fachhochschule (i.e. non-university institutions in third level education), University and academy study, and Adult education (lifelong learning). Austria s school system has a coherent structure. Distinctions can be made according to educational content (between general and vocational schools, intermediate schools, higher schools and colleges, and teacher training colleges); and according to educational levels (between compulsory schools, intermediate schools, higher schools and colleges, and academies). Compulsory education is of a nine-year duration (from 6 to 15 years of age). 3 Vocational Education and Training for Tourism Professions Tourism education starts at the secondary level from the age of 15 onwards and takes place in several parts of the educational system in Austria: Vocational Education & Training in Tourism Secondary Level Post-Secondary Level/ Tertiary Level Post-Graduate Level Apprenticeship training (dual system) School-based VET Medium/Intermediate Technical and Vocational Schools Higher Schools for Tourism Universities of Applied Sciences (Fachhochschulen) Universities Other training possibilities (post-secondary courses/ colleges) Special courses Austria

16 3.1 Apprenticeship Training Apprenticeship training (Lehrlingsausbildung) is based on the principle of the dual system. It combines educational and employment systems and is called dual because vocational training is carried out on two parallel levels - by their employer and at vocational school. In-company on-the-job training and theoretical school-based instruction at vocational compulsory school complement each other. Apprentices receive their practical training mainly at work, while being taught the theoretical aspects of their occupation as well as general-interest subjects at vocational school. Apprenticeship training, as opposed to mere school-based education, is characterised by three distinguishing features: 1. learning does not take place at school but at the production centres or service enterprises. 2. Learners - or apprentices - are employed at a craftsman s enterprise, another type of trade or commercial business, an industrial enterprise, a trading enterprise, a practice of a liberal profession, or in Civil Service. Partly they get release from work in order to be able to attend vocational school. 3. Thus they are trainees, i.e. employed according to their apprenticeship training agreement - and hence also protected by Labour and Social Security Laws - while, at the same time, being students of part-time vocational schools. There are six typical apprenticeship trades established in the tourism and leisure industry in Austria: Cook Restaurant Specialist-Service (former waiter) Hotel and Restaurant Trade Commercial Assistant Travel Agency Assistant System Gastronomy Expert Fitness Coach In Austria, apprentices are entitled to be trained in two apprenticeship trades at the same time. The apprenticeship takes three years training, the double apprenticeship cook/waiter takes four years. In 2006 the Austrian Tourism Trade employed 14,756 apprentices. The Tourism Sector accounts for over 11.7 % of the total number of apprentices. 3.2 School-Based VET Medium/Intermediate Vocational Schools Intermediate technical and vocational schools (BMS or Berufsbildende Mittlere Schulen) include schools for the various trades e.g. tourism, commercial schools, schools for home economics. They have the task of providing students with the basic job-specific knowledge and skills they will need when exercising their future occupations in their respective fields. At the same time, general knowledge acquired beforehand is consolidated. BMS schools are attended after the eighth year of schooling and the course of study comprises three years Intermediate School for the Hotel Industry and the Catering Occupations (Hotelfachschule) Austria The educational goal of the three-year intermediate school for the hotel industry and the catering occupations is to provide students with the branch-specific, basic knowledge and skills enabling them immediately to exercise a profession in the field of the catering industry, with special emphasis on hotel businesses. For this reason, focus is placed on practice-

17 oriented instruction as well as on trying out the learning contents in the framework of accompanying practical seminars. Training ends with a final examination. Students can change over from an intermediate school for the hotel industry and the catering occupations to a higher technical and vocational school (BHS) after successful completion in all subjects that were taught at the respective school type. Under certain preconditions, examinations will be also held to reach this aim. During the three-year training the following compulsory subjects are taught: German English (including commercial correspondence) French (including commercial correspondence) History Geography Civics Law Tourism Food Science Meals and Cooking Beverage and Bar Management Service and Restaurant (Serving Techniques) Industrial Training (practical work experience) Hotel Management (incl. commercial correspondence, occupational hygiene) Operational Accounting Shorthand P.E. Two compulsory work experience periods each lasting twelve weeks is provided for between grades 1 and 2 and between grades 2 and 3. On the intermediate level various special programmes exist one of which is the Adults Programme for the Hotel and Restaurant Industry (Hotel- und Gastgewerbefachlehrgang für Erwachsene) in Bischofshofen. The minimum age of admission is 18 and the length of training is two years Ski Hotel School, Salzburg The Ski hotel school (Schihotelfachschule) lasts for four years, focuses on ski racing and is designed as a specific model within the Austrian education system. Instructions are based on the syllabus of the ordinary three-years hotel school but training for ski racing is added. Therefore this particular school is extended to four years. Terms of admittance are successful completion of the eight grade of compulsory school (general secondary school or lower grades of advanced general secondary school) and a proof of aptitude for ski racing by having a medical check, a sport-motoric test and a performance test in skiing Gastronomy School Gastronomy school, Vienna This Gastronomy school (Gastgewerbefachschule) lasts for three years and after the first year leaves the choice of opting for kitchen or for service. Instructions are divided into theory and practical work covering each 50% of school time. With the final examination and an additional two years practice in the tourism industry, graduates are fulfilling the prerequisites to exercise gastronomy as a self-employed. Terms of admittance are completion of the Austria

18 age of 14, completion of the eight grade of compulsory school and a positive entrance examination. Gastronomy school, St. Pölten This particular Gastronomy school (Gastgewerbefachschule) lasts for three years and differs to the hotel school in particular by providing stronger emphasis to practical training in a school restaurant (25% additional practical training) and to intensive training in foreign languages specific for waiting. Terms of admittance are completion of the age of 14, completion of the eight grade of compulsory school and a positive entrance examination Tourism school, Bad Leonfelden, Zell am Ziller The Tourism school (Tourismusfachschule) lasts for three years and qualifies for immediate exercise of medium-level expert professions in the tourism and leisure industry, particularly in administration and in travel agencies. After having acquired professional practice, graduates may perform duties of middle management in companies or may run small and medium sized enterprises in the tourism industry. Education and training include two compulsory work placements in industry during school holidays between the first and second class and the second and third class. Terms of admittance are completion of the eight grade of compulsory schooling Agricultural hospitality school Skills and knowledge relevant for tourism and hospitality business are also taught in particular medium agricultural schools run by the provinces: Agricultural school specialising in housekeeping business (Ländliche Hauswirtschaft) Agricultural school specialising in gastronomy and tourism (Gastronomie und Fremdenverkehrswirtschaft) Agricultural school specialising in hospitality, direct marketing and tourism in agriculture (Bäuerliche Gästebetreuung, Direktvermarktung und Tourismus im ländlichen Raum) Agricultural school specialising in direct marketing and holidays on a farm (Direktvermarktung und Urlaub am Bauernhof ) Higher Schools for Tourism (Höhere Lehranstalt für Tourismus) Higher technical and vocational schools (BHS or Berufsbildende Höhere Schulen) include advanced-level schools for the various crafts and trades, industrial and commercial schools, as well as tourism schools. They serve to impart a higher general and technical education and make it possible for their graduates to enter working life directly. Graduates may study at university, registering for the same or a related branch in which they specialized at schoollevel; or enrol at Fachhochschule study courses. The five-year training at the higher school for tourism or at the higher school for occupations in tourism is intended to provide students with the theoretical and practical knowledge and skills necessary for starting practical professional life. Upon successful completion, students have Reifeprüfung entitling them to study at University. An essential part of the educational goal in this school type is to obtain a high qualification for advancing into leading positions in hotel, restaurant or travel enterprises as well as in institutions of tourism administration. During the five-year training the following compulsory subjects have to be attended: Austria

19 German English Second living foreign language History and Culture Biology and Ecology Mathematics and Applied Mathematics Geography for Tourism Tourism and Marketing Transport, Traffic and Travel Agency Business Administration and Management Economics and Management of Restaurants Accounting and Controlling Economic Informatics Word Processing Political Education and Law Diet and Nutrition Kitchen Economics and Organisation Menus and Beverages Restaurant Industrial Training (practical work experience) P.E. and Sports Animation Furthermore, the following subjects will be covered, depending on the focus of instruction: A third living foreign language Foreign Languages and the Economy Hotel Management Tourist Management or Cultural Animation Compulsory practical training is provided for before entering the fifth year. 3.3 Post-Secondary/Tertiary Vocational Education and Training Attending academies, post-secondary TVE courses and colleges and accessing to universities or universities of applied sciences is possible after successfully graduating at Academic Secondary School or at Advanced-Level Secondary Vocational School and acquiring the Reifeprüfung-Certificate. There are also other options for example, passing the matriculation examination for working people (Berufsreifeprüfung) or sitting a specific university entrance qualification exam (Studienberechtigungsprüfung) Study Courses at Fachhochschule (i.e. Universities of Applied Sciences) (FH) Since the academic year 1994/95, Austria has a new educational path: study courses at Fachhochschule (i.e. non-university institutions in higher education). Because of the short duration of studies and their job-oriented learning content they represent both a supplement and an alternative to studies at University. Apart from the Federal Government, the regional provinces, communities, lobbies and private persons are providers of the Fachhochschulen ( FH ). Every FH study course is completed with a diploma and an oral examination in front of a commission. Successful completion of an FH study course entitles graduates to hold the academic degree of Magister/Master (Mag.), FH or Diplomingenieur/Graduate Engineer Austria

20 10 (Dipl.-Ing.), FH, with an additional specification characterising their respective field of work. Graduates from Fachhochschule are entitled to continue a course of study leading to the degree of doctor at university, with the duration of the study prolonged by two semesters University Courses University Course Tourism, Innsbruck The aim of this course is to provide and deepen the students knowledge of the most modern, state-of-the-art management tools for professional activities in the hotel business, in tourism associations as well as in other companies and organisations related to tourism. Apart from conveying knowledge purely connected to business administration and management, knowledge of the economy as well as the social and ecological framework of tourism, is integrated into the curriculum, thus imparting extensive qualifications for a modern tourism management. University Course Tourism Industry, Vienna This course lasts for four semesters and is mainly addressed to people with professional practice in the tourism industry but also to students of other study courses and graduates from advanced secondary general and vocational schools and colleges with professional experience in tourism. This short study provides for competent education and training of persons working in tourism and leisure industry enterprises, in tourism organisations and similar establishments. University Course Tourism Management, Klagenfurt This course on Tourism Management aims to convey management know-how necessary for successfully running high-quality hotels and restaurants. Furthermore, management issues concerning local and regional tourism institutions and supra-regional tourism establishments are dealt with. In addition, students receive broad-based knowledge on business administration and management techniques to understand existing international co-operations in the tourism business and also practical skills in the major foreign languages. University Course Tourism Management, Linz This course addresses managers in tourism and provides the necessary knowledge to meet the steady changes in tourism and to help to be active in developing a high-level quality tourism culture in particular by designing and introducing new tourism products. Generally, interrelations to tourism issues can be found in nearly all the different university study programmes in the field of Social Science and Economics. In fact, the following university studies emcompass tourism aspects: Austria Study Business Administration Practical Business Administration Commerce International Business Administration International Economics Sociology Social Economy Political Economy University Vienna, Graz, Innsbruck, Linz Klagenfurt Vienna, Linz Vienna Innsbruck Vienna, Linz Linz Vienna

21 3.3.3 Special Advanced-Level Courses 11 Other special advanced-level courses are available The Bridge Course for Tourism (Aufbaulehrgang für Tourismus) lasts for three years and finishes with the graduation of the Advanced tourism college and therefore entitles also for university studies. The Special Course for Animation and Recreation coaching (Lehrgang für Animation und Freizeitbetreuung) lasts ten months (March to December) and covers business administration, accounting, law, recreation pedagogy, animation, first aid, foreign languages and includes a two week work-placement for gaining experience. Advanced add-on courses for tourism and leisure industry (Kolleg für Tourismus und Freizeitwirtschaft) last for two years and provide the same knowledge and skills as a Higher/Advanced School for tourism. These add-on courses provide different focuses such as a third foreign language, tourism management, information technology in economics, city tourism and events management, hotel management, diet and nutrition, kitchen organisation and economics, business administration and management of restaurants. The Institute of Tourism and Hotel Management in Kleßheim provides two addon courses: one on tourism management (Tourist Management) another on hotel management (Hotel Management). These courses are held in English and last for eight months. In particular, these courses are addressed to international students with a professional practice. 3.4 Post-Graduate Education Post-graduate education in Austria has only recently started to expand, thus it is still lacking some kind of organisational structure. Regulations as to providers, admission requirements, fields of study and degrees differ widely. Special courses comprise Universitätslehrgänge and Hochschullehrgänge which are provided on an independent basis by art colleges and universities. These courses, which are careerrelated and financed by means of fees, usually last two to four semesters. Universitätslehrgänge which are organised on a post-graduate basis and which provide for at least 70 hours per semester may confer a Master s degree (Master of Advanced Studies, Master of Business Administration). Other Universitätslehrgänge which provide for at least 40 hours per semester may confer the title Academic (followed by a term referring to the relevant course). Upon authorisation by the Federal Ministry of Education, Science and Culture, non-university institutions of education which also provide for study programmes may for a stipulated period of time refer to these programmes as university-like courses. 3.5 Further Education and Training Further education and training (Lifelong Learning) deals with a wide range of subjects and topics of general education and relevant for professional life, for self-development and adaptation to the changing world of work. Vocational and technical further education and training in particular serves to provide further and advanced job-related training in all professions and for all career levels. One particular important segment of further education and training in Austria are courses leading to mastership and mastership examinations or to professional ability examinations, thus giving access to run one s own business as a self-employed in regulated trades. Austria

22 12 Apprentices can obtain additional credentials after accumulating some experience in their chosen trade. Additional training and exams may lead to the Master Craftsman Credential (Meister) or an equivalent qualification, which allows the degree holder to train apprentices and is often the prerequisite for self-employment in a certain profession. Courses for Master Craftsmen (Meisterschulen) aim at enhancing technical knowledge and at preparing students for their Master Craftsman Examination. Master Craftsmen Courses are established at secondary technical and vocational schools and do not collect fees. Training of Master Craftsmen Courses usually lasts for two years and ends with a final exam. After two years of work experience, graduates may start self-employment. 4 Quality Assurance in VET 4.1 Apprenticeship Training / Dual System As far as apprenticeship training is concerned, quality is mainly assured through input control. The training profiles with a set of occupational descriptors for each trade are tailored to the needs of industry; the system is demand led with a strong involvement of social partners. Before being entitled to train apprentices, enterprises must apply for approval by the competent apprentice office. The necessary technical equipment and training facilities to teach the skills and knowledge required in a certain trade has to be available as well as a sufficient number of qualified trainers. The final apprenticeship exam also plays an important part to assure quality of the training. This exam tests whether the apprentice has acquired relevant practical know-how and job-related skills and is capable of performing, independently and in a professional manner, the tasks required for the practice of the relevant occupation. 4.2 School-Based VET The Austrian VET Initiative to assure and further develop quality in the school-based VET system is called QIBB. The initiative was initiated by the Austrian Federal Ministry for Education, the Arts and Culture. QIBB is aligned with nationally and internationally recognised quality-management systems for educational establishments. In particular, QIBB takes account of the common qualityassurance framework (CQAF) for VET, which was developed at the European level as part of the Copenhagen Process. 1 The initiative aims at assuring quality in the school-based educational VET system. It covers the entire Austrian school-based VET sector and is intended to form the joint basis for assurance and further development of quality. QIBB consists of several parts, which are systematic planning and agreement on objectives, regular evaluations, and outcome-based and objective-oriented reviews among management levels. 2 Furthermore QIBB uses the ideas of the CQAF (Common Quality Assurance Framework) and transfers them to national levels. For example, the steps of the annual chosen working themes are planned according to the four phases of the CQAF. This means, that the different phases of creating and using new tools and themes follow the way of planning, implementing, evaluating and reviewing/ improving. The implementation of QIBB started in fall 2005 via a pilot project in technical schools. Since then all kinds of schools have taken part, but their state of implementation is quite different. Some schools have already started with quality assurance strategies before QIBB was created. Those schools had made up their own system of quality management (which is very often an accumulation of different tools), or they were certified, e.g. through ISO Austria 1 Archan/Mayr 2006, 16p. 2 bm:bwk, QIBB, Qualitätsinitiative Berufsbildung, VET Quality Initiative, Wien, 2006, 47p. ( qibb.at/fileadmin/content/downloads/dg_de-en.pdf (Read )

23 9001. Even those schools decided to participate in QIBB, when it started. This means, that some VET schools in Austria combine several systems. A couple of schools use older quality management systems or certificates of quality (like ISO), nevertheless they are represented in QIBB and orientate themselves on the CQAF. One of the key processes in QIBB is the school program at the system level school. Every school has to create an annual school program containing all themes, the respective school is going to work on. The school program is a key process as well as an instrument for planning. The school program contains a dossier on the structure of the respective school including head master, teachers and other staff members as well as general information about the school Higher Education Public universities have to establish an internal quality management system to assure quality autonomously. Moreover internal and external evaluations have to take place concerning performances of professors, lectures and other research, art and teaching staff. 3 The autonomous responsibility to quality assurance involves the entire program at universities including continuing education courses. The FH Council is responsible for the external quality assurance (accreditation and evaluation) as far as universities of applied sciences are concerned. The FH Council is an autonomous organ whose responsibilities are accrediting and evaluating FH degree programmes and FH institutions as well as supervising their quality. Further responsibilities are promoting the quality of teaching and learning as well as innovations in FH degree programmes through research activities, awarding academic degrees for FH degree programmes and recognising foreign degrees, ensuring education standards by monitoring the degree programmes, in particular the final examinations, further education and other measures, advising the competent federal minister in issues regarding the FH system and the use of federal funds as well as recommending locations for FH degree programmes. 4 Organisations wishing to run a private university in Austria with the right to offer educational programmes leading to an academic degree must be awarded state recognition. This can be obtained through accreditation, which is offered through the Accreditation Council. This council assesses the quality of private universities through accreditation. Its tasks are accrediting private universities and academic programmes of already accredited private universities, re-accreditation and supervising of accredited private universities. 5 Coordination for quality assurance in higher education is offered by AQA (Austrian Agency for Quality Assurance 6 ), an independent institution. AQA has no juristic functions and considers itself a service provider in the field of quality assurance and evaluation. AQA assist public and private universities and universities of applied sciences with their processes of quality assurance and organisational development and help them and their programmes to attain prominence. 5 Accreditation 5.1 Apprenticeship On a national level, the responsibilities are divided between: 3 (Read ) 4 (Read ) 5 (Read ) 6 (Read ) Austria

24 14 (a) Federal Ministry of Economics and Labour company-based training drafting the Vocational Training Act (Berufsausbildungsgesetz) drawing up the official list of apprenticeship trades enacting the training and examination regulations for each apprenticeship trade. (b) Federal Ministry of Education, the Arts and Culture the school element of apprentice training drafting legislative bills drawing up framework curricula sharing the cost of teachers pay with the provinces. (c) The Federal Advisory Board on Apprenticeship (Bundes-Berufsausbildungsbeirat) The Federal Advisory Board on Apprenticeship comprises representatives of employers and employees organisations and of part-time schools for apprentices and was established by the Vocational Training Act. The board presents the Ministry of Economics and Labour with proposals in the form of expert reports on matters such as the introduction of new apprenticeship trades or the modernisation of existing trades. 7 Regional responsibilities are divided between the following authorities: a) Apprenticeship offices (Lehrlingsstellen) belonging to the chambers of commerce and chambers of agriculture: administration of apprentice training assessing the aptitude of training companies together with representatives of the Federal Chamber of Labour registering apprenticeship contracts organising final apprenticeship examinations. b) Regional Advisory Boards on Apprenticeship (Landes-Berufsausbildungsbeiräte) drawing up proposals making suggestions regarding apprentice training in their respective provinces. c) Regional Education Authority (LSR) supervise the part-time schools for apprentices by the regional school inspectors. d) Provinces establishing and maintaining part-time schools for apprentices meeting half of the expenditure on personnel. e) Apprentice and specialist training centres belonging to the regional chambers of agriculture on-the-job training in agriculture and forestry administration of apprentice training assessing the aptitude of training companies together with representatives of the Federal Chamber of Labour Austria 7 Archan/Mayr 2006, 20p

25 registering apprenticeship contracts organising final apprenticeship examinations School-Based VET In Austria different levels are responsible for the accreditation of vocational schools and colleges. There are national responsibilities, which are executed by the Federal Ministry of Education, the Arts and Culture. It is the highest supervisory authority. The responsibilities of the Ministry are: drafting of important educational legislation provision of schools and the payment and in-service training of teachers. design of framework curricula and college inspections for some engineering colleges (Höhere Technische Lehranstalten HTL) and for the educational aspects of the colleges of agriculture and forestry (Höhere Land- und Forstwirtschaftliche Lehranstalten). The Federal Ministry of Agriculture, Forestry, Environment and Water Management (Bundesministerium für Land- und Forstwirtschaft, Umwelt und Wasserwirtschaft) has responsibilities on national level as well: establishing and maintaining the colleges of agriculture and forestry the selection and payment of teaching staff (Expenditure are partly covered by the provincial governments). On regional level, the Regional Education Authority (Landesschulrat LSR) is responsible for the supervision of the schools within a province, which is performed by the regional school inspectors. Each school inspector is responsible for a particular category of school. Within the Regional Education Authority the Education Board (Kollegium) is the main body. It is required to submit proposals for the appointment of head teachers (Direktoren/Direktorinnen) to the Ministry of Education. The Education Board can also deliver opinions on legislative bills and draft regulations, including proposed amendments to national curricula, and enact regulations applicable to schools within its region. 8 The provinces have responsibilities on regional level as well. They have to accomplish the establishment and maintenance of colleges of agriculture and forestry and meet half of the expenditure on teaching staff (the other half being met by the Federal Ministry of Agriculture, Forestry, Environment and Water Management). 5.3 Higher Education Public universities became fully legal entities with the passing of the Universities Act 2002 (UG 2002). The Conference of Austrian University Presidents is recognised as the highest body of the universities. With the UG 2002 it has become a public organisation under private law. Its purpose is to support Austrian universities with their work and thus advance academic knowledge and research. An Academic Council has been established for the purpose of political consultation, to advise the legislators, the Minister of Education, Science and Culture and the universities. The Academic Council consisting of twelve members from different sections of society observes and assesses the university/academic system in Austria, taking account of European and international developments, and makes suggestions to assist further development. 8 Archan/Mayr 2006, 20p Austria

26 16 The universities can establish or continue degree programmes such as bachelor, master and doctoral (Ph.D.) programmes, but also diploma degree programmes according to the old system, if required. Furthermore, they are entitled to set up non-degree university courses which are designed for continuing education purposes. Universities of Applied Science are accredited by the FH Council. The external quality assurance system in the FH sector is marked by a close connection between initial accreditation, evaluation and re-accreditation. Accreditation and re-accreditation requires particular consideration of the FH students future employability. The education offered has to qualify the graduates for a profession, and the curricula of the courses have to be designed in such a way that the graduates will stand a reasonable chance of finding a job that matches their qualifications. The University Accreditation Act 1999 specifies as private universities any educational facilities which are not recognised as post-secondary facilities by any other Austrian legal provision. The Accreditation Council is responsible for approval and extension of accreditation. 6 Learning Outcomes In Austria the learning outcomes approach is being discussed in the context of the EQF implementation, the NQF development and the ECVET consultation process. The learning outcomes approach was met with positive approval by stakeholders, although descriptions of qualifications are traditionally rather input oriented. Nevertheless, there have already been several innovations, which can be seen as relevant starting points for the further development of learning outcomes descriptions in Austria: Educational standards have been created in general education for the last grades of primary school, lower secondary school and academic secondary school. These standards describe learning outcomes as subject-based and cross-subject-related core competences which pupils and students are expected to have acquired at a certain educational level and which will be checked in national test. 9 (The educational standards have been implemented step by step since 2004 in two pilot phases. In 2008 the second pilot phase will be completed and then an overall and nationwide system of educational standards will be established.) 10 Presently educational and training standards for VET schools are being developed in a project coordinated by a steering group which includes representatives of all departments under the Directorate General for Technical and Vocational Schools (started in 2005). 11 In this project general subjects like German are developed in cooperation with general education, while core vocational elements are developed in close cooperation with neighbouring countries. These standards consist of a competence model for a particular subject or subject area and of standards, specified in model tasks. The educational and training tasks of VET schools are much more encompassing and go beyond these core competences. Therefore not everything will be covered by the educational standards specified for general and vocational core subjects (subject areas). That s why the standards can not be used to assess learning outcomes nor to rank the educational and training performances of individual schools. 12 Competence oriented descriptions are going to be elaborated in several sectors at the moment, e.g. tourism, construction and social care sectors. Those competence oriented descriptions are related to the relevant occupational areas, but only a few results are published so far. 13 Austria 9 Archan/Mayr 2006, 16pp 10 (Read ) 11 Archan/Mayr 2006, 17; Timischl QIBB n.d. (Read ) 13 e.g. Dachtler-Freiler 2006