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Overcoming School Failure: Policies That Work

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Overcoming School Failure: Policies That Work OECD Country Report Austria Overcoming School Failure: Policies that Work July 2011 This report was written by the Styrian Association for Education and Economics (www.stvg.at; Director: Peter Härtel) in cooperation with Mario Steiner, Institute for Advanced Studies (www.ihs.ac.at) commissioned and revised by the Federal Ministry for Education, the Arts and Culture Imprint: Federal Ministry for Education, the Arts and Culture (BMUKK) Department for International Multilateral Affairs (Abt. I A/1) Christine Schneider Minoritenplatz 5 1014 Vienna Austria 2 Table of content SECTION I: POLICIES AND PRACTICES TO OVERCOME SCHOOL FAILURE . 5 Chapter 1: Structure and governance . 5 1 . The Austrian Education system . 5 2 . Governance structure . 6. Chapter 2: Fair and inclusive education . 8 3 . Student selection . 8 3 .1 . Access to quality pre-school education and care and relation to socio-economic factors . 8 3 .2 . Relation between general and vocational tracks . 9 3 .3 . Flexibility of the System – change paths underway – multiple pathways . 11 3 .4 . ‘Second chance’ schools to obtain upper secondary qualifications . 12. 4 . Selection at school level . 13 5 . Grouping of students by ability . 14 6 . School choice by parents . 15 7 . Financial instruments and fees . 16 8 . Guidance and counselling policies and practices . 17. Chapter 3: Fair and inclusive practices . 18 9 . Year repetition (common practice? Extent?) . 18 10 . Students with special needs / pedagogical approaches for weaker students . 19 11 . School-parent partnership . 20 Chapter 4: Fair and inclusive resourcing . 21 12 . Allocation of educational resources . 21 13 . Policy to deal with persistently low performing schools . 21 14 . Allocation of educational resources related to the socio-economic intake . 21 15 . Targets for and monitoring of equity in education and school failure . 22 Chapter 5: Challenges in overcoming school failure . 23 16 . Major causes of educational failure, which are seen/discussed . 23 17 . Perception of the most important challenges in overcoming school failure . 23 3 SECTION II: TEN STEPS IMPLEMENTATION QUESTIONNAIRE . 24 Step 1: Limit early tracking and streaming and postpone academic selection . 24 Step 2: Manage school choice so as to contain the risks to equity . 25 Step 3: In upper-secondary education, provide attractive alternatives, remove dead ends and prevent dropout . 26 Step 4 .1: Offer second chances to gain from education . 27 Step 4 .2: Offer second chances to gain from education . 28 Step 5 .1: Identify and provide systematic help to those who fall behind at school and reduce high rates of school-year repetition . .29 . Step 5 .2: Identify and provide systematic help to those who fall behind at school and reduce high rates of school-year repetition . 30 Step 5 .3: Identify and provide systematic help to those who fall behind at school and reduce high rates of school-year repetition . 31 Step 6: Strengthen the links between school and home to help disadvantaged parents help their children to learn . 32 Step 7: Respond to diversity and provide for the successful inclusion of migrants and minorities within mainstream education . 32 Step 8: Provide strong education for all, giving priority to early childhood provision and basic schooling . 33 Step 9: Direct resources to students and regions with the greatest needs . 34 Step 10: Set concrete targets for more equity – particularly related to low school attainment and dropout . 35 Methodology to ensure the involvement of different bodies . 36 List of Abbreviations . 36 Bibliography . 37 4 SECTION I: POLICIES AND PRACTICES TO OVERCOME SCHOOL FAILURE Chapter 1: Structure and governance 1 . The Austrian Education system1 The Austrian education system is described by the OECD itself as “[…] complex pathways that ex- ist through schooling and beyond. An important feature of the school system is that students are streamed into distinctive school types at an early age.” 2 (See chapter 2, section 3.3. Flexibility of the System – change paths underway – multiple pathways) Universities University Colleges of Teacher Dr., PhD Education MSc, MBA … MEd, MSc ... Age . te a 4 sem - . ED 5A) t C adu r os Fachhoch- ourse (IS P g c min Doctoral programme 6 sem. min. (ISCED 6) Postgraduate course university 2 sem. min. (ISCED 5A) schulen Master ..., Mag., Dipl.-Ing. Master ..., Mag. (FH), Dipl.-Ing. (FH) Master programme 4 sem. min. (ISCED 5A) Bac. Master programme 2–4 sem. (ISCED 5A) BEd Bac. (FH) a t a tional a ED 4C/5B) tiary) r C ourse Schools for master-craftsmen, foremen, con- struction trades 2 years (ISCED 5B) Schools for Schools for medical services 2.5–3 years (ISCED 4B) Post-secondary colleges colleges Post-secondary medical services for 6 sem. (ISCED 5B) Post-secondary 4 sem. courses; (ISCED 5B) Diploma programme Diploma programme 8–12 sem. (ISCED 5A) C (te educ institution (IS Bachelor programme Bachelor programme 6–8 sem. (ISCED 5A) Diploma programme 8–10 sem. (ISCED 5A) Bachelor programme Bachelor programme 6 sem. (ISCED 5A) Bachelor programme 6 sem. (ISCED 5A) 18 and older Secondary school leaving certificate (“Matura”), Higher education entrance examination, VET diploma examination Berufsreifeprüfung 19 Vocational school for apprentices Intermediate Academic Higher technical up to 4 years technical and secondary school and vocational (ISCED 3B) vocational school Upper level college up to 4 years 18 (ISCED 3A) (ISCED 3A/4A) Pre-vocational school (ISCED 3B) 14- (ISCED 3C) Academic secondary school New secondary Lower level school Lower secondary school (ISCED 2) (ISCED 2) (ISCED 2) 14 - 10 2) Primary school (ISCED 1) Special (SEN) school (ISCED 1, 10 - 6 6 Kindergarten (ISCED 0) - 1 Source of the figure: http://www.bmukk.gv.at/schulen/bw/ueberblick/grunddaten.xml 2 OECD (2003), OECD Reviews of Career Guidance Policies, Country Note Austria, pg. 2 5 2 . Governance structure Types and numbers of schools (2009/2010)3 Primary school ISCED 1 3197 Lower secondary school ISCED 2 1162 Academic secondary school, lower level (AHS) ISCED 2 271 New secondary school (NMS) ISCED 2 247 Special (SEN) school ISCED 1/2 324 Pre-vocational school ISCED 3C 258 General schools of own statutory right ISCED 2/3 113 Vocational school for apprentices ISCED 3B 160 Intermediate technical and vocational school (BMS) ISCED 3B 427 Higher technical and vocational college (BHS) ISCED 3A/4A 304 Academic secondary school, upper level (AHS) ISCED 3A 338 (270 out of 337 as “long version”Including the lower level) Private schools of own statutory right ISCED 3C 72 Institutions for teacher training ISCED 3A/3B 38 EducationalInstitutions for nurses ISCED 4B Education and training for health professions ISCED 4C/4B Schools in the health sector ISCED 4C 242 CollegesIn the health and care sector ISCED 4B 41 Total number 6223 6223 Out of them Public schools 5562 5562 Private schools 661 661 Governance Responsibilities for legislation and implementation in school education are shared between the fed- eral and provincial levels. The federal government has exclusive responsibility for legislation and implementation: • for the entire field of upper secondary general education (lower and upper secondary), • for intermediate and upper secondary technical and vocational education (secondary), • for Training colleges for social pedagogy (Bildungsanstalten für Sozialpädagogik), and training colle- ges for kindergarten teachers (Bildungsanstalten für Kindergartenpädagogik) The federal level is responsible for the general legislation, while the provinces Länder( ) are respon- sible for issuing and implementing operational legislation and by-laws. This particularly applies to the organisational structure of federal education authorities or the external organisation of public com- pulsory schools. The general legislation has nature of a framework which has to be filled in by imple- menting laws adopted by the respective provincial parliaments (Landtage), the legislative bodies at provincial level. The provinces Länder( ) are responsible for legislation and implementation in the field of kindergar- tens. 3 Statistik Austria (2011): Bildung in Zahlen 2009/10, www.statistik.at 6 School authorities at federal level Various federal bodies have been established where the federal government is responsible for imple- mentation. These are: • District School Boards (Bezirksschulräte) at the level of political districts; • Provincial School Boards (Landesschulräte) at the level of the provinces (Länder); and • the Federal Minister/The Federal Ministry for all of Austria. District and provincial school boards are the federal school authorities in the provinces (Länder). The Austrian system of administration is characterised by a two-tier hierarchy. Provincial school boards have second instance jurisdiction over matters referred to district school boards, while the Federal Ministry for Education, the Arts and Culture (BMUKK), as second instance, deals with matters re- ferred to provincial school boards in the first instance. District School Boards The District Governor Bezirkshauptmann( ) is the head of the respective district school boards. The councils at district level, organised according to the principle of collegiate responsibility, are struc- tured and made up similarly to those at provincial level. Offices of the Provincial Government District and provincial school boards are federal authorities and are not concerned with matters of implementation, since implementation is the responsibility of the respective provinces (Länder), be- ing
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