Sistemul de instruire profesional ă în intreprinderi şi … de instruire...Sistemul de instruire...

Sistemul de instruire profesională în intreprinderi şi în şcoli în Austria

Lorenz Lassnigg (lassnigg@ihs.ac.at; www.equi.at)

Österreichisch -Rumänische Kooperation, Seminar “Berufsausbildung in Rumänien und Österreich, Ausbildungssysteme und Anforderungen des Arbeitsmarktes “, 16.-17. 10. 08, Wien

Agenda

�� Strutura sistemului austriac de instruire„Anticipation systems“

lassnigg@ihs.ac.at

„Anticipation systems“

�� Caracteristici si probleme ale instruirii ucenicilor Matching-concepts, indicators, country practices, Austrian case

�� Rezultatele diferitelor cäi de instruire- Rezultate

- Venit- Ocuparea locurilor de muncä de cätre tineret

no clear measure, missing aspects, no clear effects, complexity

�� Politicä si viitor

Agenda

�� Strutura sistemului austriac de instruire„Anticipation systems“

lassnigg@ihs.ac.at

�� Merkmale und Probleme der LehrlingsausbildungMatching-concepts, indicators, country practices, Austrian case

�� Ergebnisse der verschiedenen Bildungsgänge- Leistungen

- Einkommen- Jugendbeschäftigung

�� Politik und Zukunft

Caracteristici ale structurii generale

�� Separare din timp în scoli “înalte” si “mainstream” 10 ani

�� Instruire profesionalä puternicä în ciclul secundar II (15-19 ani)- Instruirea de ucenici si instruire scolarä completä

- diferentiat dupä 3 nivele (meserie, scoala medie si înaltä)

lassnigg@ihs.ac.at

- diferentiat dupä 3 nivele (meserie, scoala medie si înaltä)- ucenicii relativ tineri (16 ani)

�� Instruire scolarä înaltä slabä, 2-3 tracks

Agenda

�� Struktur des österreichischen Bildungssystems„Anticipation systems“

lassnigg@ihs.ac.at

�� Caracteristici si probleme ale instruirii ucenicilor Matching-concepts, indicators, country practices, Austrian case

Caracteristici ale instruirii ucenicilor

�� apprenticeship lowest level of a tracked and layered system

�� problems to provide enough training places for young people seeking an apprenticeship

lassnigg@ihs.ac.at

�� profile compared to German and Swiss systems:- early age;

- individualised training or small groups of apprentices;- mainly plain on-the-job-training /seldom training infrastructure

�� small net costs; returns lower than from other tracks; drop-outs not clear and not comparable; signs for decreasing outcomes

�� demand increasingly concentrating on traditional trades, new trades not very expanding

�� policy: much subsidisation; very little emphasis on pedagogy

Problema: nivelul cel mai de jos

Produces many problems with incentives for the involved actors

Schools: too little incentives for better competences, as there have

lassnigg@ihs.ac.at

Schools: too little incentives for better competences, as there have been no formal requirements for the access to apprenticeship

Potential apprentices: too little incentives to choose an apprenticeship, as full-time schools produce better opportunities

to proceed

Enterprises: too little incentives, as trainability of applicants is expected low, and cost-benefit relation might be lower for

employyes from school, and might decrease for apprentices

… demand/supply training places

�� Longer-term decrease of proportion of apprentices and increase of unemployment

�� Signs for a qualitative turn in enterprise behaviour around 2000

lassnigg@ihs.ac.at

�� Signs for structural problems on apprenticeship market: Beveridge Curve moved outward 1970-96; since 1976 only

movement at the seekers’ side

�� Only small effects of policy measures

5 0 0 %

6 0 0 %

7 0 0 %

8 0 0 %

Index of students, classes, teachers in different areas of education, 1970/01=100

Participation in education ‘70-’05

lassnigg@ihs.ac.at

1 0 0 %

2 0 0 %

3 0 0 %

4 0 0 %

S c h u lty p e nin s g e s a m t

A llg e m e in b ild e n d ePf lic h ts c h u le n

A llg e m e in b ild e n d eh ö h e r e S c h u le n

B e r u f s s c h u le n B M H S B e r u f s b ild e n d em it t le r e S c h u le n

B e r u f s b ild e n d eh ö h e r e S c h u le n

S c h u le n K la s s e n S c h ü le r In n e n L e h r e r In n e n w S w L

Total CompulsoryS AcademTr Apprent. Full-timeVET lower

nSimulation of participation at upper secondary level ‘95-’30

lassnigg@ihs.ac.at

Apprenticeship market (monthly figures)

Le hrling s ma rkt 1 /19 9 3 -1 2 /2 0 02

12.000

lassnigg@ihs.ac.at

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

Le hrs te lle ns uc he nd e m o na tlic h 1 9 9 3 -2 0 0 2 O ffe ne Le hrs te lle n m o na tlic h 1 9 9 3 -2 0 0 2

Applicants Training places

Le hrlings markt 1/1993-12/2002

lassnigg@ihs.ac.at

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

Le hrs te lle ns uc he nd e mo na tlic h 1993-2002 Offe ne Le hrs te lle n mo na tlic h 1993-2002

Le hrlings markt 1/1993-12/2002

12.000

lassnigg@ihs.ac.at

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

Le hrs te lle ns uc he nd e mo na tlic h 1993-2002 Offe ne Le hrs te lle n mo na tlic h 1993-2002

nBeveridge Curve for apprenticeship market 1970-2005

lassnigg@ihs.ac.at

Beginners Austria, Germany

lassnigg@ihs.ac.at

Austria GermanySource: Schneeberger & Novak 2007; German report 2007

Training enterprises

lassnigg@ihs.ac.at

No. of Training enterprisesSource: Schneeberger & Novak 2007

Beginners and enterprises

lassnigg@ihs.ac.at

Beginners Train.Enterpr. Av. Beginner/train.entpr. (ri.Sc.)

Agenda

lassnigg@ihs.ac.at

�� Rezultatele diferitelor căi de instruire- Rezultate

- Venit- Ocuparea locurilor de muncă de către tineret

Kompetenţe - PISA 2000Reading Math

lassnigg@ihs.ac.at

ScienceLowest levels by considerable proportion ofapprentices: in PISA 2000 reading below level 2:about 32% of male and 27% of female appr.(as compared to about 15% of lower levelVET full-time school)

PISA 2000 - Cititul după nivele

-50% -40% -30% -20% -10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

lassnigg@ihs.ac.at

PISA 5 1812200109

PISA 4 3936137510425

PISA 3 3136352424231730

PISA 2 1014353939393722

PISA <1 00-2-7-8-5-14-4

PISA 1 -2-2-13-23-24-22-28-10

AHSBHSBMSAPPRAP-mAP-fCOMPTotal

Instruirea profesională în diferente la citit

D3 Internat.

Vergleich

lassnigg@ihs.ac.at

R2 = 0,1979

0 10 20 30 40 50 60 70 80

Leistungsunterschiede Lesen PISA 2003 zwischen Schulen

Proportionof VETat ISCED 3

Proportion of achievement differences betweenschools (PISA reading 2003)

Rezultate: Referinţa şcoala obligatorie

Private returns by educational tracks and gender ‘81-’05 (estimated additional income to comp.ed.)

Male Female

lassnigg@ihs.ac.at

LowAPPR

UppAcadLow

Rezultate după sex

VET upper level

Tertiary

lassnigg@ihs.ac.at

0% 10% 20% 30% 40% 50% 60% 70% 80%

APPRENTICESHIP

VET lower level

Academic upp.sec.

male femaleSource: Steiner, Schuster & Vogtenhuber 2007

Rezultate: EU-14 comparaţie

Returns: clear hierarchy between educational tracks

EU-14 Comparison only for medium level employees (upper secondary education) possible

lassnigg@ihs.ac.at

(upper secondary education) possible- average employment

- moderate higher income (+10%)- markedly lower unemployment (-40%)

Lower educated compared to medium level employees relative higher unemployment than in EU14 (similar relations income

and employment)

Higher educated compared to med. level employees - smaller income bonus (similar relations employment, unemployment)

Instru

irea pro

fesion

alăşi sexu

70%female/male ST graduates per 1.000 of 20-

29yrs population

70%female/male ST graduates per 1.000 of 20-

29yrs population

lassnigg@ihs.ac.at

= 0,4717

% in V

program

s at IS

female/male ST graduates per 1.000 of 2029yrs population

= 0,4717

% in V

program

s at IS

female/male ST graduates per 1.000 of 2029yrs population

Ocuparea forţei de muncă �omajul

ActivityYouth activity rate in A ~20% above EU-average (D ~5%), FIN

below A, above D

lassnigg@ihs.ac.at

Unemployment rateYouth unemployment rate in A below EU-average, but rise from

below 30% to above 50% (D from 70% to 90%), FIN improvement from 140% to 110%

Unemployment ratioYouth ue ratio a bit less favourable, in A from above 30% to

70% (from above 40% to 90%), FIN above 120%

Overall: Finland improved its relative position to EU as compared to A and D markedly

Ocuparea locurilor de muncă de către tineri, AL (EU-15 = 100)

lassnigg@ihs.ac.at

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

17. Activity rate (% of population aged 15-24) 22. Youth unemployment rate (% labour force 15-24)

24. Youth unemployment ratio (% population aged 15-24) Source: EIE 2007

Comparaţie: Austria, Germ, Fin /EU-15

AT/EU15 17. Activity rate (% of populationaged 15-24)

AT/EU15 22. Youth unemployment rate (%labour force 15-24)

AT/EU15 24. Youth unemployment ratio (%population aged 15-24)

lassnigg@ihs.ac.at0%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

population aged 15-24)

DE/EU15 17. Activity rate (% of populationaged 15-24)

DE/EU15 22. Youth unemployment rate (%labour force 15-24)

DE/EU15 24. Youth unemployment ratio (%population aged 15-24)

FI/EU15 17. Activity rate (% of population aged15-24)

FI/EU15 22. Youth unemployment rate (%labour force 15-24)

FI/EU15 24. Youth unemployment ratio (%population aged 15-24)

Source: Employment in Europe 2007

Comparaţie: Fin/EU - [Austria,Germ]/EU

FI/EU-A/EU 17. Activity rate (% of populationaged 15-24)

FIN: AL

lassnigg@ihs.ac.atSource: Employment in Europe 2007

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

FI/EU-A/EU 22. Youth unemployment rate (%labour force 15-24)

FI/EU-A/EU 24. Youth unemployment ratio (%population aged 15-24)

FI/EU-D/EU 17. Activity rate (% of populationaged 15-24)

FI/EU-D/EU 22. Youth unemployment rate (%labour force 15-24)

FI/EU-D/EU 24. Youth unemployment ratio (%population aged 15-24)

FIN: BESCH

Agenda

lassnigg@ihs.ac.at

�� Politica si viitorul

Politica

The main Austrian policies have been- firstly to develop new trades,

- secondly to subsidize apprenticeships,- thirdly to lower the demands on both sides, young people (by

lassnigg@ihs.ac.at

- thirdly to lower the demands on both sides, young people (by creating less demanding profiles) and enterprises (by reducing

some criteria and by releasing social security payments.

Very little has been made at the level of the basic pedagogic profile of training provision.

Overall a high rate of subsidies has been created, with an average stock of about 5.000 training places (more than 5% compared to enterprise training places) in a safety net, and

about 13% of apprenticeships subsidised.

Probleme

�� Innovation and upgrading via upper level VET colleges, littlepressure for innovation in apprenticeship, shift of costs from

the private to the public sector

�� Policy challenges:

lassnigg@ihs.ac.at

�� Policy challenges:- first, reduction of the hierarchy of tracks;

- second, monitoring of quality/performance at enterprise level;- third, integration of apprenticeship and full-time VET schooling

Alternative: increase of selectivity of competing tracks?

�� Specific issues:- training in individualised settings with only 1-2 apprentices

- reduction of employment protection of apprentices right way?- basic rationale of costs-benefits vs. moral commitment

- attention to quality issues, namely at enterprise level

Soluţii/Propuneri

- Quality assurance, e.g., social partners charge subsidisation due the quality criteria (completion, learning difficulties, Trainers,

additional training supply, regional demand, etc.)

- Differentiation and upgrading, linkage to higher education (e.g.,

lassnigg@ihs.ac.at

- Differentiation and upgrading, linkage to higher education (e.g., via NQF, EQF), maturity examination for apprentices

- Reform of transition mechanism from compulsory school to VET, marked increase of counselling and orientation

- development of cooperation between enterprises and with training centers (long time no consensus)

- Modularisation: new structure of occupations

- no consensus: time flexibility between enterprise and school

The End

lassnigg@ihs.ac.at

Thank you !

Material

lassnigg@ihs.ac.at

www.equi.at

Sistemul de instruire profesional ă în intreprinderi şi … de instruire...Sistemul de instruire...

Documents

Protecţia radiologică în medicină5 Editorial FUNDAMENT ĂRI ȘI PRINCIPII DE BAZ Ă Acest spa țiu este folosit, desigur, pentru a comenta fiecare nou raport la data apari ției

Direcţii în Educaţie

Inhaltsverzeichnis - European Parliament · Web viewavând în vedere definiția gestiunii integrate a zonelor de coastă și rolul jucat de turism în realizarea acestui obiectiv;

NORMATIV ÎN CONSTRUCŢII .02

S7300A catalog ROMANIAN · 2018. 7. 9. · Coasere curată cu sistemul de ungere minimă Puteţi alege sistemul de ungere minimă sau tipul semi uscat. Scurgerea uleiului din zona

Octavian Bejan EXPLICAŢIE CRIMINOLOGICĂ A ......dispoziţie, ea ar putea fi „aplicată” în mare măsură în acelaşi mod în care un inginer „aplică” teoriile ştiinţifice

Continental Anvelope Timiș - GovNet...Public Continental Company Presentation Continental în România În cifre › Opt unități de producție în șase locuri › Trei centre R&D

Full page photo - negresti-oas.ro · în§eläciune, 1 delapidare, 11 fals în înscrisuri, iar la legi speciale ies în evidentä infractiunile preväzute de legea CEC-ului - 4 infractiuni

Catergorii de instante in sistemul de drept german powerpoint (1)

Sistemul Solar

Der Mensch in der Natur 4. Phase Rhythmen Schule “Șt. Bârs ă nescu“ Iaşi - Rumänien

Piccillo, Giuseppe -Sul valore del grafema O per Ă

teatrulstelapopescu.ro · 2018-07-20 · *2) La "Titular" se mentioneazä, în cazul bunurilor proprii, numele proprietarului (titularul, sotul/sotia, copilul), iar în cazul bunurilor

DISERTAŢIE - performer.ispef.bizperformer.ispef.biz/english/index_htm_files/cristea alina cornelia... · gr ădini ţă-familie realizat şi desf ăşurat în grupa noastr ă. Acest

Sololift2 C-3 · 2012. 5. 22. · Staţia de ridicare a presiunii nu necesit ă o între ţinere special ă, dar v recomand m s verificaţi func ţionarea şi conexiunile de conducte

VALORIFICAREA APEI UZATE ȘI A NUTRIENȚILOR ÎN CADRUL

Sprachensituation in Rumänien - doctorat2010.usv.rodoctorat2010.usv.ro/art_doctoranzi/129/Prezentare SPRACHENSITUATIO… · român care reu şise s ă îşi creeze o solid ă reputa

Friedrich Wilhelm Joseph Schelling - Sistemul Idealismului Transcedental

arhiva.barcanesti.ro M. Alina_2019.pdf · producçie. *2) La "Titular" se mentioneazä. în cazul bunurilor proprii, numele proprietarului (titularul. so!ul/sotias copilul), iar în

Die Rechte des Kindes - muenchen.de934e2de0-77cf-45cd-a2dc-17df... · Dreptul la protecţie în război în căutare de refugiu Copiii au dreptul la protecţie în special în timp