2010-09-06 YURA_SWOT- PP4 - EU-Regionalmanagement ...

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28 What are strengths of the current system and how can they be affected or expanded? o There are several highly motivated teachers who trying to initiate cooperation between their schools and local enterprises. These efforts often worked well in the past but unfortunately in some schools these highly motivated teachers are missing. o Pupils of the school types HAK and HTL have to write their thesis in cooperation with a local enterprise and have a chance to get in touch with real economy. This is easy to manage in schools where pupils have got a completed professional education after graduation besides their A-levels. It is very difficult to initiate this system in the school type AHS. o In several schools of the type HTL, HLW and Fachschulen pupils have to do compulsory internships. This is a strength of the system and should be extended over all schools of this type. o The existence of several small sized and specialized schools (e.g. HLW Köflach, some Fachschulen) guarantees a more personalized and individual teaching. o Pupils of the school type AHS have a good grounding in general knowledge and therefore are more flexible in their career. o The so called “dual system” is a strength of the Austrian training system. Pupils start their apprenticeship which last for 2-4 years in an enterprise. Additionally they have to attend professional/vocational school. o Collateral apprenticeship (TRIALITY, Lehre mit Matura, Berufsreifeprüfung) should be supported more by local enterprises. Therefore a better flow of information and flexibility is needed between trainees, enterprises and educational institutions.
7 Identification of weaknesses 29 What are the weaknesses of the current system? What kind of improvement is needed? Doing an internship is not compulsory for pupils of all higher educational schools. Quality or existence of interactions or cooperation between schools and economy strongly depends on motivated teachers and headmasters. The low reputation of vocational training leads to less qualified applicants. Because of this low reputation in society, most youngsters decide to attend higher schools regardless of what might be the best option for them from a professional point of view. In some cases the quality standards of schools are about to sink. Because of declining birth rates schools are forced to accept all applicants regardless of their qualifications. The Austrian school system is rather fixed and offers only few options for schools or pupils to develop their strengths and interests individually. A better and wider career counselling would stop many pupils from studying one of the three mostly frequented study paths in their third educational way. Career counselling should start in a very early stage of life. Regional stakeholders would appreciate a playfully first counselling in the first compulsory nine years of school. At the moment this is happening in isolated cases only. One general weakness in Austria is the motivation of young women joining technically apprenticeships as a consequence of social barriers. A regional weakness is the lack of public relation from local enterprises. Graduates often don’t think of possibilities in their home region because of this missing presentation in public. There is also a lack of cooperation between local enterprises in the region. Nowadays the flow of information from parents is often missing. This causes a problem for schools, economy and society to fill this hole and raise the awareness of pupils. Collateral apprenticeships (TRIALITY, Lehre mit Matura, Berufsreifeprüfung) are well proved concepts but most enterprises are afraid of loosing talented employees because of their higher qualification after doing their A-levels.
Page 1 and 2: 1 Central Europe Project PP4: Regio
Page 3 and 4: Abbreviations AHS Allgemeine höher
Page 5 and 6: Demographic development 5 1991 2001
Page 7 and 8: Migration Concerning migration patt
Page 9 and 10: Unemployment rates in South-West-St
Page 11 and 12: Map 4 represents the development of
Page 13 and 14: 13 Representative of the chamber of
Page 15 and 16: 15 - Other educational institutions
Page 17 and 18: Split into different school types t
Page 19 and 20: 19 - Kolleg A Kolleg is sometimes o
Page 21 and 22: 21 - School - University cooperatio
Page 23 and 24: 23 Faszination-Technik-Challenge 6
Page 25 and 26: 25 Several schools organize days wi
Page 27: 6 Identification of strengths 27 Wh
Page 31 and 32: 8 Identification of opportunities a
Page 33 and 34: 33 What are the trends from which o
Page 35 and 36: 35 How to deal with school- and tra
Page 37 and 38: 11 Literature sources and reference
Page 39: Index of tables and figures Diagram

2010-09-06 YURA_SWOT- PP4 - EU-Regionalmanagement ...

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