Mutual Learning Programme 2012 Autumn Peer Reviews

MUTUAL LEARNING PROGRAMME:

PEER COUNTRY COMMENTS PAPER – AUSTRIA

FACILITATING ACCESS TO APPRENTICESHIP AND INTEGRATION INTO LABOUR MARKET: TRAINING GUARANTEE AND YOUTH COACHING

Peer Review on ‘The dual training system – Integration of young people into the labour market’ Germany, 24 – 25 September 2012

A paper submitted by Sigrid Nindl in consortium with GHK Consulting Ltd and CERGE-EI Date: 10/09/2012

Mutual Learning Programme 2012 Autumn Peer Reviews

This publication is supported for under the European Community Programme for Employment and Social Solidarity (2007-2013). This programme is managed by the Directorate-General for Employment, Social Affairs and Inclusion of the European Commission. It was established to financially support the implementation of the objectives of the European Union in the employment and social affairs area, as set out in the Social Agenda, and thereby contribute to the achievement of the Lisbon Strategy goals in these fields. The seven-year Programme targets all stakeholders who can help shape the development of appropriate and effective employment and social legislation and policies, across the EU-27, EFTA- EEA and EU candidate and pre-candidate countries. PROGRESS mission is to strengthen the EU contribution in support of Member States' commitments and efforts to create more and better jobs and to build a more cohesive society. To that effect, PROGRESS will be instrumental in:  providing analysis and policy advice on PROGRESS policy areas;  monitoring and reporting on the implementation of EU legislation and policies in PROGRESS policy areas;  promoting policy transfer, learning and support among Member States on EU objectives and priorities; and  relaying the views of the stakeholders and society at large

For more information see: http://ec.europa.eu/social/main.jsp?langId=en&catId=987

The information contained in this publication does not necessarily reflect the position or opinion of the European Commission.

Mutual Learning Programme 2012 Autumn Peer Reviews

CONTENTS

1 LABOUR MARKET SITUATION IN THE PEER COUNTRY ...... 4 2 ASSESSMENT OF THE POLICY MEASURE ...... 5 3 ASSESSMENT OF THE SUCCESS FACTORS AND TRANSFERABILITY ...... 8 4 QUESTIONS ...... 9 ANNEX 1: SUMMARY TABLE ...... 10 ANNEX 2: FIGURES AND TABLES ...... 11 ANNEX 3: REFERENCES ...... 13

Mutual Learning Programme 2012 Autumn Peer Reviews

1 LABOUR MARKET SITUATION IN THE PEER COUNTRY

This paper has been prepared for a Peer Review within the framework of the Mutual Learning Programme. It provides information on Austria’s comments on the policy example of the Host Country for the Peer Review.1 For information on the policy example, please refer to the Host Country Discussion Paper. Economic and labour market situation and the impact of the crisis Austria, as a highly developed industrialised country, has an important and still growing service sector, whose significant elements include tourism and the public service. The overriding characteristic of the Austrian economy is the predominance of small and medium-sized enterprises (SMEs), while large multinationals headquartered in Austria are rare.2 Austria’s economy has been marked by a structural move towards the tertiary sector since the late 1990s. From 2006 to 2011, the number of persons in gainful employment within the tertiary sector increased by 2.3 %3. The percentage of the working-age population (20-64 years) that has successfully completed upper stage of secondary education (ISCED 3-4) is very high in Austria (77 %).4 The reason for this lies in the structure of the education system with its numerous options for vocational education and training (VET). This can take the form of participation in full- time VET in schools and colleges or within the dual system (apprenticeship). The banking, financial and economic crisis has had severe global impacts on the economy and labour market. Young people have been particularly affected by rising levels of unemployment associated with the recession in 2009. In Austria, the youth unemployment rate (see Annex, Figure A1) peaked in 2009 at 10 % and receded to 8.3 % in 2011 (8.5 % in Germany). After the economic downturn in 2009 and a recovery in 2010, economic experts are projecting economic growth of 0.9 % for 2012 in Austria. Also growth in employment of about 56 700 persons is expected for 2012 and will continue in 2013 and 2014. The unemployment rate decreased in 2011 to 4.2 % and was the lowest in the Eurozone5. In the group of the 15-to-24-year-olds, Austria has a lower unemployment rate than the EU- 27 average in this category. Also, the general unemployment rate in Austria in 2011 was 5.5% lower than the EU-27 average. The reasons for the relatively low youth unemployment can be found in the wide range of programs provided by the Austrian (vocational) education and training system, and primarily in apprenticeship training.6 Although the unemployment rates declined in 2010 and 2011, recent statistics show a slight increase within the last year. In addition, the medium- and long-term consequences of the crisis for individual economic sectors, training systems and the various groups represented on the labour market cannot yet be properly appraised. The field of dual training (apprenticeship) has had a slight drop in apprenticeship entrants’ figures from 2008 to 2009 but a minor increase from 2009 to 20107.

1 Thanks to Eva Proinger for her assistance with this report. 2 Cedefop, Country Report Austria, Vienna, 2012. 3 Statistik Austria, Labour market statistics, Vienna, 2011. 4 Eurostat, EU Labour Force Survey. Internet: http://epp.eurostat.ec.europa.eu (8.8.2012). 5 Central Bank of Austria (OeNB). Internet: http://www.oenb.at (8.8.2012). 6 ReferNet Austria, VET in Europe, Country Report Austria, 2011, p. 6. 7 ReferNet Austria, 2011, p. 20 (2008: 40 265; 2009: 39 605; 2010: 39 761). 4

Mutual Learning Programme 2012 Autumn Peer Reviews

Labour market situation and general policy framework for young people In Austria, around 40 % of young people at the age of 15 years begin apprenticeship training (dual training at a company and part-time vocational school) in one of about 240 legally recognised apprenticeship trades. Company closures due to the economic crisis have led to a slight decline in the number of training companies (by 5.1 %)8. However, the number of those that started apprenticeship training dropped less in the same period (by 1.3 %). Public authorities in cooperation with the social partners introduced measures within the formal and the non-formal VET segments to cushion the effects caused by the crisis. One measure for the formal education system is the so-called ‘training guarantee’ until the age of 18 years. The 'training guarantee' states that all compulsory education graduates who do not have a place at an upper secondary school or cannot find a company-based apprenticeship place are given the opportunity to learn an apprenticeship trade at a supra- company training institution financed by the Public Employment Service9. In 2011, 12.9 % of the population aged 15 to 24 years in the EU-27 were neither in employment, education or training (the so-called NEET group), which corresponds approximately to 7.5 million young people. In Austria, the rate of NEET is significantly lower than the EU-27 average (2011: 6.9 %) and has been declining since 2009 (see Annex, Figure A2).

2 ASSESSMENT OF THE POLICY MEASURE

In Austria around 80 % of each cohort10 enter a VET pathway after finishing compulsory education, about 40 % take up an apprenticeship. The number of apprenticeship seekers (recorded at the PES) exceeded the number of apprenticeship places in 2011 by 896 training places and during the crisis in 2009 by 1,485 places (see Annex, Table A1).11 To further enhance the attractiveness of VET in Austria, a high importance is placed on different possible pathways of vocational training. Therefore, policy measures are more goal-oriented than global;12 for example, reducing the gender-specific segregation in VET (share of female apprentices of 34%, focusing on three occupations) or recognizing informally acquired competencies. The policy measures of Germany, such as EinstiegsQualifizierung Jugendlicher (EQJ- Programm) and Berufseinstiegsbegleitung, are reflected in similar policy measures in Austria. On the one hand, there is the so-called ‘Training guarantee for young people up to the age of 18’, which has been introduced in June 2008. On the other hand, the Jugendcoaching (Youth Coaching) program offers a range of consultancy and support services for pupils within the ninth grade.13 Training guarantee The Jugendausbildungs-Sicherungsgesetz (JASG, Youth Training Guarantee Act), also called ‘safety net’, was enacted in 1998 and provided course places and foundation places for youths who could not find a training place (partially due to a higher number of apprenticeship seekers than number of available apprenticeships; see Table A1). The objectives of the JASG measures were to obtain partial qualifications in the area of VET, to

8 There were 39 606 training companies in 2008, 37 564 in 2010. 9 ReferNet Austria, 2011, p. 20f. 10 In 2011, there were about 94 000 persons at the age of 15 years. 11 Institut für Bildungsforschung der Wirtschaft (ibw) (Schneeberger, A., Nowak, S.), Lehrlingsausbildung im Überblick, Vienna, 2008. 12 Institut für Bildungsforschung der Wirtschaft (ibw), Policy Reporting 2012, Progress towards the short term deliverables of the Bruges Communiqué, Austrian national report, 2012, p. 5. 13 In Austria, education is compulsory for nine years and the school system is divided into general-education schools and vocational schools in the ninth grade. 5

Mutual Learning Programme 2012 Autumn Peer Reviews

prepare for dual VET and to change to a regular apprenticeship. These measures were limited to 10-12 months and had a transitional character. Therefore, in 2008, the ‘safety net’ was expanded into a ‘training guarantee’, which intends to assure that all school graduates who cannot find a company-based apprenticeship are given the opportunity to learn an apprenticeship trade in the context of Überbetriebliche Ausbildung (ÜBA; at a supra- company training centre). Participants within the training guarantee program have the opportunity to gain an apprenticeship diploma after completing the training at a supra- company training centre (ÜBA 1), usually with a duration of three apprenticeship years. Those supra-company apprenticeship trainings have been set up as an equivalent part of dual VET alongside the regular company-based variant and are financed by Arbeitsmarktservice (AMS; Public Employment Service).14 The selection of apprenticeship trades offered at a supra-company training centre is the result of a planning and management process from different actors: Public Employment Service Austria, social partners and supporting institutions. However, the young people’s career aspirations also have an impact on the offered apprenticeship trainings at the ÜBA. Career guidance and coaching is a part of ÜBA: young people are informed about existing in-company curricula and apprenticeship posts. Along with the apprenticeship training program at a supra-company training centre, an apprenticeship training program provides training in cooperation with companies (Praxisbetriebe), but (with a maximum of 12 months) it does not cover the whole period of apprenticeship training (ÜBA 2). The main goal for the participants is to find employment or a company-based apprenticeship training. Another alternative VET measure within the training guarantee/ÜBA program (as well as in the context of company-based apprenticeship) is Integrative Berufsausbildung (IBA; Integrative iVET). This measure is available to young people who are disadvantaged because of their ethnic background, talents or physical handicaps and was anchored in 2003 in the Berufsausbildungsgesetz (BAG; Vocational Training Act). The goal is to provide a VET qualification to disadvantaged young people and integrate them into working life. The options are an ‘extended apprenticeship’ that allows a possible extension of apprenticeship by a maximum of one year (in exceptional cases by two years) or a ‘partial qualification’ within a training period of one to three years that allows the candidate to acquire partial qualification for one or several apprenticeship occupations.15 The program’s aim and target group have similarities to the scheme described by Germany; it offers a training option to every young person interested in vocational training. Contrary to Germany, where the program covers pre-training episodes within firms, in Austria, the apprenticeship training at supra-company training centres is equivalent to the regular company-based variant. Thus, participants can finish their vocational training at supra- company training centres or enter an apprenticeship training at a company within the apprenticeship period. In both countries, the public employment service finances the measure. The training salary in Germany of about EUR 216 per month is similar to the EUR 240 monthly apprenticeship remuneration in Austria in the first year of apprenticeship (in the second year, Austria increases this stipend to EUR 555 per month). The vocational training financed by the public employment service at supra-company training centres efficiently integrates young people into the labour market, but requires more public funding (EUR 16425 annually per person in Vienna) than the company-based apprenticeship training (EUR 6,392) or vocational secondary schools and general education high schools (EUR 10 282).16 In September 2009, Austria had settled on about 1,000 apprenticeship training places at supra-company training centres for 40 different trades, of

14 Refernet Austria, 2011, p. 21. 15 BMSK, Austrian Report on Strategies for Social Protection and Social Inclusion, 2008-2010, Vienna, 2008. 16 Lenger, B., Löffler, R., Dornmayr, H., Jugendliche in der überbetrieblichen Berufsausbildung. Eine begleitende Evaluierung, Vienna, 2010. 6

Mutual Learning Programme 2012 Autumn Peer Reviews

which around 30 percent were in the trade of metal technology and engineering (see Annex, Table A2). Evaluations indicate that 7 to 8 % of all apprentices attend the supra-company training.17 In 2009, about 9 000 young people attended supra-company apprenticeship training (ÜBA 1, ÜBA 2 or IBA); in 2010/11, more than 100 apprenticeship subjects were offered within the framework of supra-company apprenticeship training and 10 278 young people have attended a supra-company apprenticeship scheme.18 According to information of the Federal Ministry of Labour, Social Affairs and Consumer Protection (BMASK) roughly 60 % of youths from supra-company apprenticeship training were able to be placed into a company-based apprenticeship or employment relationship in their last training year.19 Produktionsschulen focus on dropouts from education or apprenticeship or disadvantaged young people (15 to 25 years) with special educational needs. They seek to support the reintegration into education or training or integration in the labour market through the combination of practical work, creativity methods and social work. The goal is to provide young people with key skills, social skills and a positive attitude towards work and/or training.20 Youth Coaching In January 2012, the project Jugendcoaching (Youth Coaching) was implemented in two Austrian provinces, Vienna and Styria, and will be extended to all of Austria in 2013. Youth Coaching is a programme of the Federal Ministry of Labour, Social Affairs and Consumer Protection in cooperation with BMUKK. It is a form of support offered to disadvantaged young adults to keep them in the education and training system as long as possible or to reintegrate them.21 It shall help young people to decide on a personally suitable training and/or career path. This preventive measure seeks to reduce the number of early school leavers and to guide needy young people towards supporting measures. The main target group is young people in the last year of obligatory education, who did not finish school with a positive degree or for whom secondary school remains the highest level of education. Therefore, they risk falling into the status of not in education, employment or training (NEET) or are already in this category. The age limit is extended to the age of 25 if the participants have special education needs. The voluntary participants in Youth Coaching have the possibility of attending an initial no- obligation discussion. The Youth Coaches base their approaches around the strengths of the participants and offer personalized and confidential information and advice. After an introductory consultation, the participants receive assistance for three months with the main goal of re-entrance into the education system or VET. In a ‘case management setting’, which lasts up to 12 months, the participants and their family environment are assisted in the process of deciding on their further education and employment. From January to July 2012, about 4,000 young people participated in Youth Coaching at schools. Currently, around 2 500 young people receive support through the program. The Federal Social Welfare Office plans to spend around EUR 5 million to develop the program in 2012. This measure is partly similar to Germany’s program for intensified vocational guidance, especially regarding the target groups and core aims such as supporting disadvantaged

17 L&R Sozialforschung, Evaluierung der überbetrieblichen Lehrausbildung (ÜBA) in Österreich, Vienna, 2011. 18 Refernet Austria, 2011, p. 21ff. 19 Refernet Austria, 2011, p. 41f. 20 L&R Sozialforschung, Bestandsaufnahme der österreichischen Produktionsschulen, 2011, and http://www.bmask.gv.at/site/Arbeit/Arbeitsmarkt/Arbeitsmarktpolitik_in_Oesterreich/Schwerpunkt_Jugendbeschae ftigung (4.9.2012). 21 Refernet Austria, 2012, Policy Reporting 2012, Progress towards the short term deliverables of the Bruges Communiqué, Austrian national report, p. 15. 7

Mutual Learning Programme 2012 Autumn Peer Reviews

students to obtain at least a basic school-leaving qualification, to develop an appropriate vocational choice, and personal stabilisation. No evaluations are available so far.

3 ASSESSMENT OF THE SUCCESS FACTORS AND TRANSFERABILITY

The well-structured apprenticeship system in Germany as well as in Austria plays an important role for successful integration into the labour market. In Austria, 40 % of an age cohort takes up an apprenticeship. Youth unemployment rates are low in comparison to EU-27; young people make the transition from training to work relatively smoothly. The VET system offers different progress routes and links to tertiary education. In comparison with international standards, the completion rates are high. Challenges include such issues as quality assurance of apprenticeship training, high costs of programs such as Überbetriebliche Ausbildung, limited provision of basic literacy and numeracy skills to VET students in the dual systems and low availability of high-quality, career guidance.22 The Austrian policy measure of the training guarantee targets (disadvantaged) school graduates who cannot find a company-based apprenticeship; all of the participants shall be given the opportunity to learn an apprenticeship trade. Whereas evaluations of the Einstiegsqualifizierung in Germany show that there are no significant differences in the target-group attainment of EQ and apprentices, this is different in Austria: Due to the small and medium sized company structure, the search for and assignment of apprenticeships normally takes place without necessarily involving official bodies such as the PES. Rural tourism regions such as Salzburg and Tirol have more apprenticeships available than applicants; this differs from cities such as Vienna with a lack of apprenticeships. If young people face difficulties in finding an appropriate apprenticeship, they alternatively might decide to follow another possible pathway in the Austrian VET system in order to attend a vocational school. Measures such as ÜBA and integrative iVET successfully target people who have problems to find an apprenticeship without support from the PES and who do not fulfil the pre-conditions for further school education as an alternative. Applicants need to be registered at the PES as a person seeking an apprenticeship, after intense but unsuccessful search for an apprenticeship, after completing compulsory education or after dropping out from a company-based apprenticeship. In Germany, the EQ companies are relevant actors who provide training to the participants of the program. In Austria, the training-guarantee measures are independent from company support. These measures are provided by supra-company training centres. Companies are cooperation partners in providing traineeships for participants of these measures, which is important for smooth transitions from these measures into work. Participants are provided with coaching and learning support during their traineeship and in case of psychosocial/private problems. Such programs are expensive and bear the risk of reducing companies’ willingness to provide apprenticeships. Therefore, it is important that such courses focus on the transition of young people into regular apprenticeships or employment contracts. Evaluations of supra-company apprenticeship trainings show good transition possibilities to the labour market for the young people who conclude the programs. However, dropouts from the programs frequently fall into precarious situations – around two thirds are unemployed or out of the labour force; these target groups need further support systems. Pre-training schemes as well as guidance systems become more and more relevant to help young people make well-informed decisions and to provide them with adequate skills for

22 OECD / Hoeckel, K., Learning for Jobs, OECD Reviews of Vocational Education and Training, Austria, 2010, p. 5f. 8

Mutual Learning Programme 2012 Autumn Peer Reviews

regular apprenticeships. In Austria, one-year prevocational schools (Polytechnische Schulen, 9th year) offer preparation for the world of work and employment with focus on dual training, including career guidance and periods of work placement. Due to the different possible pathways in the Austrian VET system, only a few selected pupils attend this type of school (approximately more than one third of apprentices). Outside this school-specific form of guidance, there is a need for cohort-specific career guidance. Especially with reference to career advise, the German example of an intensified vocational guidance like the Berufseinstiegsbegleitung could also provide useful input for the further development of career guidance in Austria. There is a lack of measures to expand career guidance and general educational counselling which should provide children and youth with the best possible education and training, independent of their family, social and regional background and gender.23 Youth coaching is a recent and important Austrian program in this context with similarities to Berufseinstiegsbegleitung, therefore German experiences/evaluations of the guidance program – in the context of relevance of the dual system and apprenticeship in both countries – are of value for the further development of the Austrian program.

4 QUESTIONS

In general, Austria would be interested in further information about EQ and Berufseinstiegsbegleitung, especially regarding the following questions:  Evaluations show that EQ has difficulty supporting low performers, people with language problems or other disadvantaged persons; these groups show lower success rates. Are there any plans to change or adapt the program or to offer specific accompanying measures in order to enable a better coverage of these target groups?  Is detailed information available about the composition of participants of EQ and Berufseinstiegsbegleitung?  Is detailed information available about Berufsvorbereitende Bildungsmaßnahmen (BvB- schemes) (e.g. forms of BvB-schemes, participants)?  Is information about drop-out rates in EQ and Berufseinstiegsbegleitung available? Within these measures, which measures/strategies are implemented to address the issue of dropouts, but also dropout from apprenticeships in general?

23 ibw, 2012, p. 2. 9

Mutual Learning Programme 2012 Autumn Peer Reviews

ANNEX 1: SUMMARY TABLE

Labour market situation in the Peer Country

 In Austria, the general unemployment rate decreased in 2011 to 4.2 % and was the lowest in the Eurozone.  The youth unemployment rate was at 8.3 % in 2011.  The rate of NEETs is significantly lower than the EU-27 average (Austria 2011: 6.9 %).  40 % of young people at the age of 15 begin apprenticeship training.

Assessment of the policy measure

 Two kinds of programs are similar to the policy examples from Germany: programs in the context of the ‘training guarantee for young people up to the age of 18’ and ‘Youth Coaching’.  Participants in the ‘Training guarantee’ program receive the opportunity to learn and complete an apprenticeship trade at a supra-company training centre.  Supra-company training, financed by the Public Employment Service, efficiently integrates young people into the labour market, but it requires more public funding than regular apprenticeships (EUR 16,425 per person and year in Vienna).  Youth Coaching is a preventive measure to reduce the number of early school leavers.

Assessment of success factors and transferability

 Austria has a well-structured apprenticeship system similar to Germany, with high relevance for successful integration into the labour market. Challenges include quality assurance of apprenticeship training, high costs of programs such as Überbetriebliche Ausbildung or low availability of quality career guidance.  Whereas evaluations of EQ in Germany show no significant differences in the target-group attainment of EQ and apprentices, this is different in Austria, where measures such as ÜBA and integrative iVET successfully target disadvantaged young people. Furthermore they are independent from support from enterprises.  Pre-training schemes as well as guidance systems become more and more relevant to help young people to make well-informed decisions and to provide them with adequate skills for regular apprenticeships.  There is a lack of cohort-specific career guidance for young people in Austria. Youth coaching is a recent and important program in this context with similarities to Berufseinstiegsbegleitung.

Questions

 Are changes/adaptations of EQ and Berufseinstiegsbegleitung planned to enable a better reach of disadvantaged young people?  Is detailed information about the composition of participants of the policy measures available?  Is information about dropout rates in these policy measures available?  Which measures/strategies are implemented to face dropout within these measures, but also dropout from apprenticeships in general?

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Mutual Learning Programme 2012 Autumn Peer Reviews

ANNEX 2: FIGURES AND TABLES

Figure A1: Youth unemployment rate and unemployment rate in Austria and EU27, 2000–2011, in %

Source: Eurostat

Figure A2: Young people neither in employment, education or training (NEET), EU-27 and Austria, in percent of the population in the age group of 15 to 24 years, 2000–2011

Source: Eurostat

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Mutual Learning Programme 2012 Autumn Peer Reviews

Table A1: Trends in the proportion of apprenticeship seekers and vacant apprenticeship places at the PES, June 2000 – 2011

apprenticeship vacant apprenticeship per balance Year seekers apprenticeships applicant

2000 1,912 2,461 +549 1.3

2001 2,223 2,727 +504 1.2

2002 2,822 2,620 -202 0.9

2003 3,537 2,524 -1.013 0.7

2004 3,460 2,272 -1.188 0.7

2005 4,282 2,230 -2.052 0.5

2006 4,150 3,529 -621 0.9

2007 3,939 3,529 -410 0.9

2008 3,979 3,191 -788 0.8

2009 4,269 2,783 -1.486 0.7

2010 4,185 2,912 -1.273 0.7

2011 3,959 3,063 -896 0.8 Source: Schneeberger, A., Nowak, S. (ibw), Lehrlingsausbildung im Überblick, Vienna, 2011.

Table A2: Number of trades in apprenticeship training places at supra-company training

centres, 2009

on

d d

an

municati

metal technology and and metal technology engineering sector trading industry building gastronomy and office administration engineering electrical and information com technology gardening printing sector paper and carpentry logistics warehouse 294 171 130 96 95 72 45 40 35 30

29.2% 17.0% 12.9% 9.5% 9.4% 7.1% 4.5% 4.0% 3.5% 3.0% Source: Lenger, Löffler, Dornmayr, Jugendliche in der überbetrieblichen Berufsausbildung, Vienna, 2010.

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Mutual Learning Programme 2012 Autumn Peer Reviews

ANNEX 3: REFERENCES

BMASK, Schwerpunkt Jugendbeschäftigung, Internet: http://www.bmask.gv.at/site/Arbeit/ Arbeitsmarkt/Arbeitsmarktpolitik_in_Oesterreich/Schwerpunkt_Jugendbeschaeftigung BMASK, Austrian Report on Strategies for Social Protection and Social Inclusion, 2008- 2010, Vienna, 2008. Cedefop, Country Report Austria, Vienna, 2012. Central Bank of Austria (OeNB). Internet: http://www.oenb.at (8.8.2012) . Eurostat, EU Labour Force Survey. Internet: http://epp.eurostat.ec.europa.eu (8.8.2012). Hauer, Michaela, Hinsch, Sonja, Rittberger, Michael, Vana, Irina, arbeitslos – aussichtslos? Probleme und (fehlende) Perspektiven arbeitsloser Jugendlicher, Schulheft 138/2010, StudienVerlag, Innsbruck, Vienna, Bozen, 2010. Institut für Bildungsforschung der Wirtschaft (ibw) (Schneeberger, Arthur; Nowak, Sabine), Lehrlingsausbildung im Überblick, Vienna, 2008. Institut für Bildungsforschung der Wirtschaft (ibw) (Dornmayr, Helmut; Nowak, Sabine), Lehrlingsausbildung im Überblick 2011, Strukturdaten, Trends und Perspektiven, ibw- Forschungsbericht Nr. 163, Vienna, 2011. Institut für Bildungsforschung der Wirtschaft (ibw), Policy Reporting 2012, Progress towards the short term deliverables of the Bruges Communiqué, Austrian national report, 2012. Lenger, Birgit / Löffler, Roland / Dornmayr, Helmut, Jugendliche in der überbetrieblichen Berufsausbildung. Eine begleitende Evaluierung, Vienna, 2010. L&R Sozialforschung (Bergmann, Nadja; Schelepa, Susanne), Bestandsaufnahme der österreichischen Produktionsschulen, 2011, Vienna. L&R Sozialforschung (Bergmann, Nadja; Lechner, Ferdinand; Matt, Ina; Riesenfelder, Andreas; Schelepa, Susanne; Willsberger, Barbara), Evaluierung der überbetrieblichen Lehrausbildung (ÜBA) in Österreich, Vienna, 2011. OECD / Hockel, Kathrin, Learning for Jobs, OECD Reviews of Vocational Education and Training, Austria, 2010. ReferNet Austria / Tritscher-Archan, Sabine, Nowak, Sabine (eds.), VET in Europe. Country Report Austria. Report within the Framework of ReferNet Austria. Vienna, 2011. ReferNet Austria / Institut für Bildungsforschung der Wirtschaft ibw (ed.), Policy Reporting 2012, Progress towards the short term deliverables of the Bruges Communiqué, Austrian national report, 2012. Statistik Austria, Arbeitsmarktstatistik, Jahresergebnisse 2011, Vienna, 2011.

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