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Bank of Good Practices in Social Inclusion through WBL
Integrative Vocational Education (Integrative Berufsausbildung, IBA) – Extended apprenticeship period and Partial qualifications
Overview
Integrative vocational training (IBA) is vocational training for disadvantaged or disabled young people with the aim of gaining a vocational qualification and integration into working life.
Any apprenticeship can be learned, and there are two variants of integrative vocational training:
Variant 1: Extension of the apprenticeship period
At the beginning or during the course of the apprenticeship, a longer apprenticeship period than the normal one can be agreed in the apprenticeship contract. The apprenticeship period can be extended by one year, in exceptional cases by a maximum of two years. An extended apprenticeship period is suitable for young people who can be expected to take longer to complete their apprenticeship training, but who are fundamentally capable of completing an apprenticeship qualification.
Variant 2: Partial qualification
Here, a training contract is concluded for certain parts of the occupational profile of the apprenticeship occupation, whereby the training period can last between one and three year(s). A partial qualification makes sense if it is foreseeable that the person will not be able to pass the final apprenticeship examination even if the apprenticeship period is extended, but is still able to learn parts of an apprenticeship occupation or several apprenticeship occupations.
Any apprenticeship can be learned, and there are two variants of integrative vocational training:
Variant 1: Extension of the apprenticeship period
At the beginning or during the course of the apprenticeship, a longer apprenticeship period than the normal one can be agreed in the apprenticeship contract. The apprenticeship period can be extended by one year, in exceptional cases by a maximum of two years. An extended apprenticeship period is suitable for young people who can be expected to take longer to complete their apprenticeship training, but who are fundamentally capable of completing an apprenticeship qualification.
Variant 2: Partial qualification
Here, a training contract is concluded for certain parts of the occupational profile of the apprenticeship occupation, whereby the training period can last between one and three year(s). A partial qualification makes sense if it is foreseeable that the person will not be able to pass the final apprenticeship examination even if the apprenticeship period is extended, but is still able to learn parts of an apprenticeship occupation or several apprenticeship occupations.
Objectives
The aim of the IBA is to enable disadvantaged people to complete their apprenticeship and thus facilitate their integration into working life. Apprentices are supported through measures such as extending the apprenticeship period or obtaining partial qualifications (explained in detail above), and a vocational training assistant is also available to them. The vocational training assistants accompany and support the young people and the training companies in socio-educational and psychological matters in order to ensure the success of the training. Companies that train young people in integrative vocational training can claim funding from the AMS.
Implementation
Integrative vocational training (IBA) was introduced in Austria in 2003 through an amendment to the Vocational Training Act (BAG). On July 8, 2003, the Austrian National Council passed a resolution to include § 8b in the BAG, thereby enshrining IBA in law.
The IBA was implemented in close cooperation between the Federal Ministry of Economics and Labor (today: Federal Ministry of Labor and Economy), the Public Employment Service Austria (AMS) and the Social Ministry. These institutions are responsible for the coordination, financing and monitoring of integrative vocational training.
The IBA was implemented in close cooperation between the Federal Ministry of Economics and Labor (today: Federal Ministry of Labor and Economy), the Public Employment Service Austria (AMS) and the Social Ministry. These institutions are responsible for the coordination, financing and monitoring of integrative vocational training.
Innovative features
Mentoring programs for marginalized groups, Policy changes to encourage inclusive Work-Based Learning (WBL), Specialized training tailored to different learner needs, Provides financial incentives to encourage participation, Offers flexible learning options for different needs, Includes mentorship and support networks
Success stories
V.: came to Austria from Serbia at the age of 12, lacks knowledge of German and is illiterate, negative secondary school leaving certificate. Came to the Basic Plus program via AMS, where he worked on emotional and academic deficits, then got an apprenticeship in a car repair shop, will complete partial qualification with an exam, then continue working as an assistant in a car repair shop. After a few years of work experience, he can also take the final apprenticeship examination.
E.: Special school and learning disability. Starts an apprenticeship in a hairdressing business, due to learning difficulties she does an integrative apprenticeship. Does good practical work, has problems with theoretical content at vocational school. Vocational school recommendation: partial qualification, but E. wants a full apprenticeship qualification and receives help from the supervising vocational training assistant
E.: Special school and learning disability. Starts an apprenticeship in a hairdressing business, due to learning difficulties she does an integrative apprenticeship. Does good practical work, has problems with theoretical content at vocational school. Vocational school recommendation: partial qualification, but E. wants a full apprenticeship qualification and receives help from the supervising vocational training assistant
Measured outcomes
Evaluation 2012:
• Since the introduction of IBA, there has been a continuous increase in the number of young people in extended apprenticeships or with partial qualifications
• Increase in people in employment (52% after one month compared to 8% for drop-outs)
• 38% of drop-outs have started regular apprenticeship training
• In-company training improves labor market integration
• Since the introduction of IBA, there has been a continuous increase in the number of young people in extended apprenticeships or with partial qualifications
• Increase in people in employment (52% after one month compared to 8% for drop-outs)
• 38% of drop-outs have started regular apprenticeship training
• In-company training improves labor market integration
Challenges and lessons learned
2015: Name change from integrative vocational training to “extended apprenticeship period” and “partial qualifications”
2015: In the previous integrative vocational training, partial qualifications were defined individually. This option is still available if required. What is new is that standardized training programs for partial qualifications can also be set up. These are issued by the Ministry of Economic Affairs in the form of guidelines. This can improve the usability of such qualifications on the labor market. The aim is to give young people who are unable to find opportunities on the regular apprenticeship market more opportunities for a high-quality dual entry-level qualification.
2022: Switch from a regular apprenticeship to a partial qualification is now possible if it is foreseeable that a regular apprenticeship cannot be completed.
2015: In the previous integrative vocational training, partial qualifications were defined individually. This option is still available if required. What is new is that standardized training programs for partial qualifications can also be set up. These are issued by the Ministry of Economic Affairs in the form of guidelines. This can improve the usability of such qualifications on the labor market. The aim is to give young people who are unable to find opportunities on the regular apprenticeship market more opportunities for a high-quality dual entry-level qualification.
2022: Switch from a regular apprenticeship to a partial qualification is now possible if it is foreseeable that a regular apprenticeship cannot be completed.
- CountryAustria
- SectorAgriculture and forestry Construction Energy, water supply and waste management Hospitality and tourism Manufacturing Transportation, storage and packaging Wood processing
- Target groupPeople at risk of poverty or social exclusion People with disabilities
Leading organisation
Federal Ministry of Economics and Labor, Public Employment Service (AMS) and Social Ministry Service
Date
2003, ongoing
Key stakeholders
• VET providers and training centers
• SMEs
• Government agencies and policymakers
• SMEs
• Government agencies and policymakers
Number of beneficiaries
2003: 1.114 apprentices
2004: 1.114 apprentices
2005: 1.940 apprentices
2006: 2.726 apprentices
2007: 3.410 apprentices
2008: 3.920 apprentices
2009: 4.683 apprentices
2010: 5.173 apprentices
2011: 5.507 apprentices
2012: 5.741 apprentices
2004: 1.114 apprentices
2005: 1.940 apprentices
2006: 2.726 apprentices
2007: 3.410 apprentices
2008: 3.920 apprentices
2009: 4.683 apprentices
2010: 5.173 apprentices
2011: 5.507 apprentices
2012: 5.741 apprentices
