Approaches for the anticipation of skill needs in the Transitional Labour Market perspecitve: The Austrian experience

A synthesis of studies regarding anticipation practices in Austria is provided. The theoretical approach combines concepts from transitional labour market theory, the foresight paradigm, institutional approaches to the coordination of education and employment, and the concept of an anticipation system as a social system of knowledge generation and management. The Analysis focuses on four main aspects: (1) the communication structure, (2) the current state of forecasting, (3) anticipation practices at the regional and sector level, and (4) the measurement and matching instruments. The Austrian system is an informal system which emphasises a professionalpolitical approach. It relies mainly on practitioner task forces which work at an informal level. The system also reflects the segmented structure of the education and training system. New developments at the regional level are related to the establishment of the Fachhochschule sector a decade ago. Another strand of development has been regional innovation policy. The regional level serves as a catalyst in setting up more elaborate systems for anticipating skill needs. The criteria for anticipation in a TLM perspective are not fulfilled. In sum, the foresight and transitional labour market approaches could provide several pathways for development. -- Das Paper enthält eine Synthese von Studien über das österreichische Antizipationssystem. Der theoretische Ansatz kombiniert Konzepte der Übergangsarbeitsmärkte, des Vorauschau-Paradigmas, der Koppelung von Bildung und Beschäftigung, und sozialer Wissensproduktion. Vier Aspekte stehen in Vordergrund: (1) die Kommunikationsstruktur, (2) formale Prognosen, (3) Praktiken auf regionaler und sektoraler Ebene, und (4) Mess- und Matching-Instrumente. Das österreichische Antizipationssystem ist ein informelles System auf Basis eines professionell-politischen Ansatzes. Es baut wesentlich auf informellen PraktikerInnen- Arbeitsgruppen auf und reflektiert die segmentierte Struktur des Bildungswesens. Wesentliche Entwicklungsimpulse gehen von der regionalen Ebene aus. Die Kriterien des Ansatzes der Übergangsarbeitsmärkte sind nicht erfüllt und können wichtige Impulse für die Weiterentwicklung geben.

Pilot Evaluation of the Mexican Model of Dual TVET in the State of Mexico

Since the first public announcement of the Mexican Model of Dual TVET (MMFD) in June 2013, more than 5,000 apprentices have enrolled in the programme and around 2,000 already graduated. The Ministry of Education (SEP and CONALEP), the Chambers of Commerce (i.e. COPARMEX) and the German Cooperation Agencies (i.e. CAMEXA) have been collaborating with state authorities, families, schools and companies to turn this initial idea into a significant and sustainable initiative. Although the numbers are still small, it seemed necessary to undertake a pilot evaluation study of the implementation and impact of this program on its participants to inform those responsible for this policy. We decided to focus our study on the State of Mexico because of the higher number of apprentices in this state and because of the access that the CONALEP authorities gave us to the informants. The report that you are about to read is structured in four main sections. In the first one we reviewed the international evidence on the experiences of policy transfer of Dual TVET. Transferring international good practice sin TVET is always a complex process that requires careful attention to the experiences and lessons from those that tried to do it before. In the second section, we present the main characteristics of the Mexican Model of Dual TVET and the specificities of its implementation in the State of Mexico. In a federal country like Mexico, it is important to understand that national policies may largely vary across states in terms of design and implementation. The third section outlines the methodology of the study, which is inspired by the realist evaluation principles. Realist evaluation, not only tries to measure the impact of interventions on beneficiaries, but also to understand the causal mechanisms that explain why this policy is more effective in certain contexts and with certain beneficiary populations than in others. In the final section, the results of the interviews and the survey with 25 apprentices that completed their studies under the MMFD in the State of Mexico are presented. Obviously, the reduced sample of the study limits the representativeness of our findings but it will offer some expected and unexpected results that should not be ignored by those involved in this policy in the State of Mexico and nationally

Definition and selection of key competencies in Austria: country report on the BFS-OECD project DeSeCo

'Den Vorgaben des von der OECD und dem Schweizerischen Bundesamtes für Statistik im Rahmen des Projektes Definition and Selection of Competencies (DeSeCo) folgend besteht die Aufgabe des vorliegenden Papiers in einer Zusammenschau und Analyse wesentlicher nationaler Diskurse, Strategien und Maßnahmen zur Definition von Grundkompetenzen als angestrebte Ergebnisse des Bildungssystems oder als Basis für die Überprüfung. Der zur Verfolgung dieser Aufgabenstellungen entwickelte methodische Rahmen beruht auf der Analyse von Literatur und ausgewählten Dokumenten aus der österreichischen Debatte und Politik zur Definition und Auswahl von Kompetenzen, sowie auf einer kleinen Zahl von gezielten Expertlnneninterviews aus den Bereichen der Interessenvertretungen und der Administration des Schulwesens. Als hervorstechende Aktivitäten im Bereich des Schulwesens sind vor allem zwei längerfristige Aktivitäten zu nennen: Die Entwicklung eines neuen Lehrplanes im Bereich der unteren Sekundarstufe (Lehrplan'99), in dem ein neuer Begriff von Kompetenzen im Sinne der Ergänzung der Sachkompetenz durch Selbstkompetenz und Sozialkompetenz für diese Phase der Schulpflicht verbindlich gemacht wurde. Auch aus dem Bereich der Industrie sind weitreichende Vorschläge im Hinblick auf die Definition von erforderlichen Kompetenzen vorgetragen worden, die sich auf die Ergänzung der Fachkompetenz durch Methoden- und Sozialkompetenz beziehen.' (Autorenreferat)'Corresponding to the requirements launched by OECD and the Swiss Federal Statistical Office in the project Definition and Selection of Competencies (DeSeCo) the paper provides an analysis of salient discourses, strategies and steps found at the national level for the definition of key competencies as the desired outputs of the educational system or as a basis for assessment. The methodological framework of the report is based on an analysis of literature and selected documents covering the debate held and the policy adopted in Austria regarding the definition and selection of competencies, and on a small number of specific interviews with experts representing interest groups and the school administration. The most noteworthy activities found in Austria were two long-term measures: The development of a new curriculum for the secondary lower level (1999 curriculum), which introduced a new mandatory competency notion in the sense of a complementarity between subject-matter competence and self-competence/ social competence for this phase of compulsory schooling. Industry as well launched a process of several years that was designed to define the challenges and new requirements facing the system of education and submitted extensive suggestions for the definition of competencies needed, which are aimed at complementing subject-matter competence by methodological and social competence.' (author's abstract)

Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities

This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries

The Many Faces of Lifelong Learning: Recent Education Policy Trends in Europe

This article examines the rise of the discourse on lifelong learning across Europe and the variety of national policy trends which its rhetoric occludes. The ubiquitous presence of this meta-discourse in education and training policy-in-theory is seen as a singular event which can be ascribed to the impact of the variety of global forces on the education arena. It serves specific political functions in addition to signalling real changes in education and training systems. The duality of convergent rhetoric and divergent policy- in- practise is seen as a challenge to education policy analysis which requires multi-layered interpretation

Delphi Austria - An Example of Tailoring Foresight to the Needs of a Small Country

The world-wide diffusion and recognition of Technology Foresight suggests that it is of value for quite diverse types of economies and societies. Its merit as an important tool of strategic intelligence for policy-making also in small countries and transition economies depends on a careful tailoring to specific needs. Practice of Foresight is rather diverse also among small countries, but approaches tend to be more selective in scope, have more specific goals, and put greater emphasis on demand aspects than in bigger countries. Austria’s first systematic Foresight programme (completed in 1998) is an example of an innovative approach adapted to the needs of a small country. This contribution shows how Delphi Austria was tailored to a small economy which had undergone a successful catch-up process and how the Foresight process as well as its results have been utilised.Technology Foresight, Delphi method, small country, Austria, innovation, technology policy, implementation

Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education

The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence