2.4.1 Arts and cultural education in upper secondary and vocational education

Policy

Schools and colleges at grade 9 - secondary level II:

  • Academic secondary schools [Allgemein bildende höhere Schulen] comprise 4 years and aim at preparing students for university.
  • Pre-vocational schools [Polytechnische Schulen] are used as a 9th school year by those students who want to enter work life immediately after compulsory school.
  • Part-time vocational schools [Berufsschulen - school-based training within the dual system] and medium-level and higher-level technical and vocational schools and colleges [berufsbildende mittlere Schulen - BMS and berufsbildende höhere Schulen - BHS] provide initial vocational education and training (IVET) programmes of differing duration and at various levels in addition to broad general education from the ninth school year. Part-time vocational schools are attended for as many school years as necessary for the apprenticeship training (between 2 and 4, usually 3 years). BMS and BHS can be organised in different forms with courses of differing length (1 - 5 years). BMS provide general education and preparatory and advanced practical vocational training for specific occupations. BHS provide advanced general as well as technical and vocational education that enables graduates to pursue more sophisticated occupations on the one hand, and lead to higher education entrance qualifications on the other (dual qualification).
  • Training colleges for non-teaching supervisory staff [Bildungsanstalten für Sozialpädagogik] and training colleges for kindergarten teachers [Bildungsanstalten für Kindergartenpädagogik] trains staff for afternoon care centres, boarding homes, youth care and kindergarten teachers. The education lasts 5 years and end with a diploma examination which allows students to go to university.

Cultural education and autonomy of schools

Since the establishment of school autonomy [Schulautonomie] in 1993 schools are enabled to create more flexible curricula considering their unique focus and local and regional requirements. This leads to substantial differences between schools, with some schools providing an extraordinary range of cultural and creative activities, and others almost none. Mostly, this depends on the individual engagement of the school management.