The right to an inclusive apprenticeship

On the basis of a pilot apprenticeship model introduced by a parent association, the Austrian Vocational Training Act of 1969 was amended. In order to make the vocational training system more accessible to many young people and to enhance their labour market integration, prolonged or partial qualification was introduced.

Many young people with disabilities and performance problems do not complete apprenticeships. Recognising this, Austria introduced accommodations to help young people to successfully conclude their vocational education and training and to receive a qualification. HISTORY: In 1998, pre-vocational training already existed in Austria; however, it was not much used by young people. Acknowledging that many young people with disabilities or performance problems needed accommodations in order to receive a qualification, in 1999 a parent association developed a pilot model for young people with special needs in vocational training, which was implemented in the region of Styria. On the basis of this model, Styria developed vocational training leading to partial qualification. In parallel, the provisions on Inclusive Vocational Training were being written and entered in force in September 2003, when §8b-c was introduced into the Vocational Training Act of 1969, a provision which later became permanent, in 2008. Since 2003 accommodations in vocational training provided either for the prolongation of the legally prescribed period of apprenticeship or for a partial qualification, with the help of the vocational training assistance. SUMMARY: Many young people with disabilities and performance problems do not complete apprenticeships. Recognising this, Austria introduced accommodations to help young people to successfully conclude their vocational education and training and to receive a qualification. On the basis of a pilot apprenticeship model introduced by a parent association in 1999 in Styria, the Austrian Vocational Training Act of 1969 was amended in 2003. In order to make the vocational training system more accessible to many young people, including those with disabilities, and to enhance considerably their labour market integration, the possibility of undertaking a prolonged or partial qualification was introduced. Being the first example in German-speaking countries, the Austrian inclusive apprenticeship model is based foremost on company-based vocational training, which is legally indicated to be preferred. In 2011, 7,014 persons were undergoing mostly prolonged Inclusive Vocational Training, of whom about 20% were young people with disabilities. About 61% were trained in companies and almost 70% of graduates with inclusive company-based vocational training were still employed after four years, versus only 44% of dropouts and graduates from vocational training institutions. However, graduates qualifying in vocational training institutions still had, one month after qualification, higher chances of being employed (20%) than those without inclusive training (8%).

Solution, Innovation and Impact

Tailored accommodations The young person chooses between prolonged and partial qualification, and is included in the regular classes of vocational schools, mostly with the help of support teachers. Adequate support If socio-educational, psychological and educational problems arise, the vocational training assistance helps to solve them by meeting representatives of educational establishments, vocational training institutions and vocational schools. In-company training Company-based vocational training is to be preferred. Most of the small and medium sized enterprises that offer inclusive apprenticeships had already trained young adults with disabilities. Positively, even though most rely on the financial support, about 44% would offer these apprenticeships anyway. KEY FEATURES: Under §8b-c of the Austrian Vocational Training Act of 1969, young people with special needs, including those with disabilities, are offered the opportunity to undertake Inclusive Vocational Training (IBA), which can be undertaken in two ways. It can provide for either the prolongation of up to a year (exceptionally up to two years) of the legally prescribed period for an apprenticeship, leading to a regular qualification, or the implementation of a vocational training contract limiting the job description of an apprenticeship with possible supplements from other apprenticeships, leading to a partial qualification. The IBA is arranged, like regular vocational training, in a dual system. It can be offered either by companies (which is given preference) or by vocational training institutions, complemented by vocational schools. In vocational schools apprentices are included in the regular classes. In most regions, support teachers are used, the number of pupils per class is reduced or support classes are offered. A central element of the IBA is the vocational training assistance, i.e. professionals, who have to help solve problems, to define the objectives of IBA and to participate in, and carry out, the examination.

Funding, Outlook and Transferability

Recently incentives for companies have been increased. In addition, a pilot programme addresses early school leavers and the transition from school to work. A further increase of resources for vocational schools is needed in order to ensure that young people with high support needs are not excluded.