Opportunities and challenges for permeability between VET and HE examples from Austria. Karin Luomi-Messerer 3s research laboratory, Austria

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2 Opportunities and challenges for permeability between VET and HE examples from Austria Karin Luomi-Messerer 3s research laboratory, Austria

3 Permeability between VET and HE in Austria - policy context Permeability in education as important objective of Austrian education policy in the context of - the lifelong learning strategy, - the implementation of the Bologna process and - the development of the NQF.

4 Permeability between VET and HE in Austria main possibilities: Access: VET graduates formally eligible to enter a HE programme Exemption: VET graduates allowed to skip certain parts of the HE programme

5 Austrian education system

6 Access VET graduates formally eligible to enter a HE programme

7 VET colleges

8 Access to HE (1) Graduates of VET colleges (five years; ISCED 4A; maybe: EQF 5): double qualification: - professional qualifications access to the labour market and to regulated professions - Reifeprüfung (upper secondary school leaving exam) provides direct access to higher education: 2008: of all VET college graduates - 35% started university study programme - 11% started UAS study programme

9 Apprenticeships and VET schools

10 Access to HE (2) Graduates of apprenticeships (dual system) and VET schools (ISCED 3B; maybe: EQF 4): special exams: Berufsreifeprüfung (special VET diploma): unrestricted access to HE WS 2009/10: - 5.3% (752) of all first-year students started studying at a UAS with a BRP - 2.6% (977) of all freshman students started at a university with a BRP

11 Access to HE (3) Graduates of apprenticeships (dual system) and VET schools (ISCED 3B; maybe: EQF 4): special exams: Studienberechtigungsprüfung (higher education entrance examination): access to specified subjects/subject areas WS 2009/10: % (195) of all first-year students started studying at a UAS with a SBP

12 Access to HE (4) Graduates of apprenticeships and VET schools : additional possibility for access to Universities of Applied Science (UAS) without HE entrance exam based on - their relevant vocational qualification - certain amount of professional experience - in many cases: supplementary examinations 2009/10: of all candidates accepted at UAS: % graduates of apprenticeships and % graduates of VET schools

13 Access to HE some challenges (1) Graduates of apprenticeships and VET schools access to UAS without HE entrance examination: - Rather low number of candidates - lack of interest, attractivity of study programmes for target group, of information and support? - Are only enabled to participate in one specific UAS study programme can lead to a dead end in case of drop-out - Vague formulation in the law, without further specifications, decentralised decision making - Additional support/guidance for learners is needed - Success of learners? no evidence due to lack of data

14 Access to HE some challenges (2) Graduates of apprenticeships and VET schools Berufsreifeprüfung (special VET diploma): - quality of competences acquired: only four subjects (German, mathematics, foreign language, profession-related subject) deficits especially in mathematics and foreign languages - not accepted for access to tertiary education abroad

15 Exemption Universities: Only limited possibilities - credits can only be gained for individual subjects UAS: - Shortening of the duration of a programme through recognition of prior learning (in some cases with supplementary examination) - Credit transfer usually occurs on an individual basis - Special regulations aimed at certain target groups (e.g. graduates from certain VET colleges).

16 Example: Cooperation between UAS Technikum Wien and VET colleges

17 Exemptions at UAS Technikum Wien (1) graduates of certain VET colleges start in the second year of the study programme (app. 11%) Year Students starting a study course Students starting a study course in the 3 rd semester with an exemption Percentage of students with an exemption ,9% ,3% ,5% ,9% ,8%

18 Exemptions at UAS Technikum Wien (2) Based on: - discussions on equivalence of parts of the programmes between UAS and relevant VET colleges - some teachers work in both institutions - accreditation routines for graduates of certain VET colleges - individual exemption: student and lecturer discuss extent and content - counselling and trust - not total congruence, but ability to learn

19 Exemption some challenges (1) Graduates of VET colleges have no formal claim to get an exemption: - exemptions are only provided when study places fall vacant (because other students drop out) - due to the financing system at UAS (study places) - UAS with a lack of applicants are more likely to provide exemptions to increase attractiveness

20 Exemption some challenges (2) Resources are needed: - identification of equivalence (transparent descriptions of LO are often missing!) - support/guidance for applicants and students Learning outcomes acquired in VET and HE: can they really be considered as equivalent? Success of learners? no evidence due to lack of data

21 Thank you for your attention! Contact: Karin Luomi-Messerer