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DOCUMENT RESUME ED 125 515 HE 008 115 TITLE Educational Policy and Planning. Higher Education and Research in Austria. INSTITUTION Organisation for Economic CooperatiOn and "Development, Paris (France). PUB DATE . 75 NOTE 528p. EDRS PRICE NP-$1.00 'HC- $28.79 Plus Postage. DESCRIPTORS *Educational Development; Educational Ecpnomics; Educational Finance; *Educational Planning; *Educational Policy; *Foreign Countries; *Higher Education.; Information Systems; 1Legal Problems IDENTIFIERS *Austria ABSTRACT This comprehensive description of the overall situation and development of the Austrian institutions of higher learning contains a description of the major legal provisions. It provides the background for a polidy review of Austrian higher education by the Education Committee of the OECS,,meetinq in Paris, in May 1975. It also deals with the position of the institutions of higher learning in the entire educational system, particularly in the field of tertiary education. gmong other things, the use of modern data'systems and the available findingg of sociological investigations into questions pertaining to the development of institutions of higher learning are discussed. (Author/KE) ****************************************4!****************************** Documents acquired by-ERIC include many informal unpublished * * materials not available from other sources. ERIC sakes every effort * * to obtain the best copy available. Nevertheless, items 'of marginal * * reproducibility are often encountered and this affects the quality* * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Serfice (EDRS). BUS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * 4c******!o************************************************************* .7-7 c5555' 5: 5, 5 5 ' . , , ", ' 4%1, t ;1) " , ' r ' , , C 4 ' 1 ri S 1 ,i+r,), ++ 5' 5" ,45 2, 4, .; 4, s , " .51 ,,,,i ,,,,ri x ..&xw.- ..%/..',.' 1 a 04 a ._D ,,- ., ,-,- .woL..x,o.,...7..,wx.0, ., -siieux,_ wutt4,- 70-z0 ..' r.. ow"o4-4 Z 43k4r Xr4Ouw-O f VZ-V -20it-4.7 ZiFilt14 1-"r;'6,8 u° l 4 Z0 : ... I- .... ow . D ,e. OW._04 ... ZD I DOs" Z -45S.W o- u I u - 5.55 \+ , ' Si, 5, , 5, / beego ciC%cse ( 4 i F oreword This report constitutes the first attempt after the University Report 1972 to give a comprehensive description of the overall situation and development of the Austrian institutions of higher learning. It differs from the University Reports sub-' mitted by the Federal Minister to Parliameht in that it also containg a description of the major legal provisions. Such a description need not be included in the Reports toParlia- ment, but ,it isa inclispenst6.ble for a discussion of the problem on an international level. 4 _1 . For, it is to be particularly noted that this report fulfils . a secoi4 major function: namely, to provide the ba\kgrotmd for a policy review of Austrian higher education by the Education Committee of the OECD, meeting in Paris, 13th May; 1975. Preliminary meetings with the OECD Examiners inVienna:. in November, 1974 were followed by the Examiners' Report set- ting out 'the particular ages ati. for the`discussions in this Committee. This is the first report to deal with the position of the institutions of higher learning in the entire educational system, particularly in the field of tertiary education. Among other things, the use of modern data systemsl.which * - has been intensified since 1970, 'add the available findings of sociological investigation7s into questions pertaining to the development of 'institutions of higher learning bear fruit for the first time. Id many instances the description of the situation was .uppleMented by attempts to analysethe respecti'Ve problems. Of course, some aspects had to remain purely hypothetical. O. The description and the analysis served as a basis for a first draft of the fundamental guidelines for the future development in tertiary education. These "fundamental guide - ]4nes" do not constitute a completely elaborated and binding programme; they are a first suggestion for theoverall dis- cussion of the problem. Dr. Hertha Firnberg Federal Minister of Science and ResearCh 4 - 11 TABL E F CONTENTS Page 1. THE POSITION OF INSTITUTIONS OF HIGHERLEARNING' IN POST-SECONDARY EDUCATION 1 1.1 DEVELOPMENT AND STRUCTURE OF POST-SECONDARY EDUCATION 2 1.2 TRAINING AND EDUCATIONAL POSSIBILITIES 7 1.3 ATTENDANCE 10 2. THEANIVERSITIES 23 2.1 EDUCATIONAL INSTITUTIONS 24 2.1.1 Types of studies 24 2.1.2 Study reform 33 2.1.3 Foundation of new universities, Faculties'and study programmes -48 2.1.4 Regional distribution -84 2.2 ATTENDANCE 87 2.2.1 Right to tertiary education 87 2.2.2 Acquisition of the entitlement touniversity studies and transfer to theuniversities 92 2.2.3 Student figures 103 2.2.4 Proportion of individual populationgroups in tertiary education 110 2.2.5 "Berufsretfeprlifune 123 2.2.6, Postgraduate, st dies and adulteducation 128 2.3 CHOICE OF STUD PROGRAMME 135 . 2.3.1 Distribution .s to the individualstudy programmes 135 2.3.2 Academic coun ellig and vocational guidance 151 .. a -iii- Page / ......- 2.4 COMPLETION OF STUDIES 15g 2.4.1 Number and type of graduations 158 . 2..2 Occupational and pcofessio.nal expectations 163 2.5 STUDY CONDITIONS AND STUDY PROCESS 169 2.5.1 Academic success, change of study programme, dropping out t 169 2:1.2 Study patterns and attitudes toward studies 188 2.5.3 UniVersity didactics 192 2.5.4 Student counselling 204 .2.6 PROMOTION OF STUDIES AND SOCIAL EXPENDITURE FOR STUDENTS 208 2.6.1 Total expenditure, 1 208 2.6.2 Promotion of studies -. 213 ... 2.6.3 Subsidies for dormitories, cafeterias and dining halls 221 2.6.4 Other so'cial measures 223 ' 2.7 REPRESENTATION OF INTERESTS 227, 2.7.1 Participation of political institutions' 227 2.72 Public and autonomous spheres of competence 230 2.7.3 Co- determination 234 2.7.4 Austrian Student Union 239 2.7.5 Austrian Conference of University Rectors 244 2.7.6 Associations 246 2.8 FOREIGN STUDENTS 247 . 2.8.1 Attendance' 247 2.8.2 Admission to'studies 252 2.8.3 Scholarships 256 2.9 TRAINING OF FUTURE SCIENTISTS, f'* 258 2.9.1 Doctoral studies 258 2.9.2 Assistants 260 2.9.3 "Habilitatio" 263 o 6, iv Page 2.10 EXPANSION OF THE'UNIVERSITY 269 2.10.1 Personnel 269 2.10.2 Available space 297 2.10.3 Scientific libraries 309 2.10.4 Electronic data processing 322 2.10.5 Administrative reform 332 3. INSIITQTIONS_OE_HIOBEBIEARNING IN THE FIELD 'OF ART LARI ScHOOLS1 336 3.1 ORGANIZATIONAL REFORM 339 3.2 STUDY RULES 347 3.3 STUDENTS 351 3.4 TEACHING STAFF 354 4 3.5 FOUNDATION OF THE LINZ SCHOOL OF'ARTISTIC AND INDUSTRIAL DESIGN' 357 4. RESEARCH 1 X60 4.1 PRESENT SITUATION 361 1.2 OBJECTIVES OF SCIENCE-RELATED RESEARCH 373 4.3 RESEARCH POLICY INSTRUMENTS FOR THE EXECUTION OF THE GOALS OF THE AUSTRIAN RESEARCH PLAN 380 4.4 EXECUTION OF THE GOALS OF THE AUSTRIAN' RESEARCH, PLAN 381 ) . , 5, DEMAND EOB .UNft(ERSITY GRADUAIE5 383 5.1 CRITICAL ASUSSMENT OF THE INCREASE IN THE NUMBER OF STUDENTS 389 5.2 DEMOGRAPHIC SITUATION 394 5.3 DEMAND ESTIMATE 397 6. BUDGET 400 6.1 OVERVIEW 401 6.2 BREAK-DOWN OF EXPENDITURE 403 6.3 DEVELOPMENT OF EXPENDITURE 407 6.4 EXPENDITURE AND COST ACCOUNT 411 7 Page 7. BASIC DEVELOPMENT TENDENCTRS IN TERTIARY EDUCATION 7.1 DEVELOPMENT PROBLEMS IN TERTIARY EDUCATION 415 7.1.1 Science at institutions of higher learning 415 7.1.2 The position of the university in the educational system 422 7.2 PLANNING TASKS 442 7.2.1 Demand for study places up to 1980 442 7.2.2 Expansion and rationalisation of tertiary education 449 7.2.3_ Continuation of the study reform and expansion of the training programmes off erred at institutions of higher learning 460 7.2.4 Second phase of the study reform 465, 7.2.5 Organisational reform 472 7.2.6 Expansion of counselling services 478 7.2.7 Institutionalisation of planning 480 ANNEX of Institutions of Higher Learning 4,91 ANNEX OF TABLES 487 6 1, THE POSITION OF INSTITUTIONS OF HIGHER LEARNING IN POST-SECONDARY EbUCATION 41. 9 - 2 1.1 DEVELOPMENT AND STRUCTURE OF POST-SECONDARYEDUCATION A definition of post-secondary education isproblematic in more than one respect. It includes questionsconcerning the comparability of the various levels of qualification, - i.e., on the one-hand qualificationas a prerequisite for the entry into a school, and the qualificationlevel of the graduates of a school,on the other. Furtherquestions relate to an equal assessment of professionaleducation, general education and professional practice. The access to post-secondary educationor "higher studies" and the problem of equal educational opportunitiesare discussed below. The definition of post-secondary educationas adopted for the purpose of this Report is pragmatic andprovisional. It includes such types of schools where theacquisition of a "full training and education"presupposes the secondary-school leaving certificateas an entry qualifica- tion, or where training, professional experienceor special -talent are recognized by law as equivalententry qualifica- tions. This definition is provisional insofaras plans for Some kind of obligatory education following regularcompulsory education are already under discussion. The difficulties in defining the post-secondary realmshows that although the necessity of reorganizing post-secondary education is increasingly realized,no clear perspectives have been elaborated to date. The definition in this Report is basedmainly on the status quo of the regulations governing theaccess to post-secondary education. Increasingaccess possibilities to training programmes with qualificationrequirements above those of secondary schools would,of course, reduce the importance of the secondary-schoolleaving certificate . let 3 The development of non-university post-secondary education was not initiated until the School Organization Act came into force in 1962.Up to that time post-secondary education was more or less identical with university education.

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