Upper-secondary vocational education and training (VET) is a first choice in Austria and is selected by the majority of students after compulsory education. VET curricula are centrally regulated, competency-based, and developed with social partners to align with occupational profiles. Just under half of upper-secondary VET in Austria is apprenticeships, and even in school-based programmes work-based learning is mandatory and diverse. Vocational schools and colleges, as well as recognised companies provide VET in Austria. Teachers and in-company trainers follow distinct, practice-oriented training routes and must meet pedagogical and professional standards. Governance involves co‑operation between federal ministries, provincial authorities, education providers and social partners. The system is jointly funded by federal, provincial and employer contributions.
Vocational Education and Training Systems in Nine Countries
Abstract
Vocational education and training (VET) plays a prominent role in Austria’s upper-secondary system. After completing nine years of compulsory education (usually at age 15), students choose between general academic pathways or one of several vocational options. These include over 230 apprenticeship occupations and dozens of school-based programmes spanning fields such as engineering, business, tourism, agriculture, and social care. The three main types are: (1) dual apprenticeships (Lehrlingsausbildung) (2) three- to four-year Intermediate Vocational Schools (Berufsbildende Mittlere Schulen, BMS), and (3) five-year Higher Vocational Colleges (Berufsbildende Höhere Schulen, BHS). The system is strongly oriented towards vocational education and training (VET). In 2021, 68% of 15-19 year-old upper-secondary students were enrolled in VET programmes in Austria (OECD, 2023[1]). In many cases, students begin a VET programme in Grade 9, which also counts as the final year of compulsory schooling (Cedefop & ibw Austria, 2023[2]).
Apprenticeships are the most common form of upper-secondary VET, taken by around 45% of VET students (OECD, 2023[1]). These programmes typically last three years and are classified at ISCED level 3. Apprenticeships combine company-based training (three to four days per week, or in intensive blocks) with part-time attendance at a public vocational school (one to two days per week). They are offered in over 230 occupations, ranging from traditional crafts to retail, administration and IT (Cedefop & ibw Austria, 2023[2]). Entry requires completion of compulsory schooling, but not specific academic qualifications. Students must secure an apprenticeship contract with a certified training company. Apprentices receive a modest wage, determined by collective agreements, which increases with each year of training. At school, apprentices receive instruction in both general and occupation-specific subjects. Training concludes with the Lehrabschlussprüfung (apprenticeship-leaving examination), after which successful candidates are certified as skilled workers (journeypersons) (Eurydice, 2025[3]).
The school-based BHS programmes are five-year programmes (Grades 9‑13), with the first three years classified as ISCED level 3 and the final two as ISCED level 5, reflecting their status as higher technical education. They enrol approximately 25% of upper-secondary students, making them a major pillar of the VET system. BHS combine general education with specialised vocational training in fields such as engineering, business, tourism, fashion, agriculture or social care. Students enter after completing compulsory schooling and are admitted based on academic performance. All BHS programmes conclude with the Reife- und Diplomprüfung (matriculation and diploma examination), which grants both the Matura (general university entrance qualification) and a higher vocational diploma. This enables graduates to directly access tertiary education and qualifies them for employment in skilled and regulated professions.
The second type of school-based VET programmes, BMS, are typically three-year programmes at ISCED level 3 (EQF level 4), attended by around 15% of upper-secondary students (OECD, 2024[4]). They combine general education with vocational skills training for administrative, technical or service occupations requiring upper-secondary qualifications (Cedefop & ibw Austria, 2023[2]). Students typically enter BMS after Grade 8 (age 14‑15), with the first year also fulfilling the final year of compulsory education. Three- and four-year programmes culminate in a final examination and a state-recognised vocational certificate (Abschlusszeugnis der Berufsschule) (Eurydice, 2025[5]). By contrast, one- and two-year BMS programmes are pre-vocational and do not confer a full qualification. While there is some overlap between BMS and apprenticeship programmes in terms of occupational coverage – particularly in fields like business administration, retail, or tourism – many occupations are specific to one track or the other (Cedefop & ibw Austria, 2023[2]). In general, BMS offers school-based preparation for more clerical, commercial and service roles (Eurydice, 2025[6]). Students’ choice of programme may reflect preferences for school- vs. work-based learning, in addition to the specific occupation they wish to pursue.
The distribution of students in each form of upper-secondary VET programme has remained fairly stable in past years (Statistics Austria, 2024[7]). Austria’s VET system includes several targeted measures to promote inclusion and support disadvantaged learners (Box 2.1).
Austria has several initiatives for promoting inclusion and supporting disadvantaged learners in VET.
Supra-company training for those without apprenticeships:
The Überbetriebliche Lehrausbildung (ÜBA) provides apprenticeship-style training for young people who have completed compulsory schooling but are unable to secure a company-based apprenticeship. While open to all eligible candidates, it includes specific provisions for disadvantaged and vulnerable groups—such as early school leavers, individuals with learning difficulties, and those lacking parental support. These learners benefit from extended training durations and tailored support services to improve labour market integration.
The AusbildungsFit preparatory programme
The AusbildungsFit programme serves as a preparatory initiative for youths who are not yet ready to enter formal vocational training. It focuses on enhancing basic skills, social competencies, and work readiness through individualised coaching and practical experiences. This programme acts as a bridge, enabling participants to transition smoothly into apprenticeships or other educational pathways.
Targeted financial support
Participation in public BMS, BHS and part-time vocational schools is tuition-free for all age groups. Additional targeted subsidies are available: employers can receive bonuses of EUR 400 to EUR 900 per month for training apprentices from under-represented groups (e.g. women in technical fields, youth with disabilities, disadvantaged youth, and adult apprentices). Students in school-based VET may receive support through the Schooling Allowances Act, including annual school allowances (EUR 1 608), travel and boarding grants (up to EUR 150 and EUR 1 964, respectively), and special allowances for learners in hardship or those preparing for final exams after leaving employment.
Source: Cedefop (2019[8]), VET in Europe database – detailed VET system descriptions. Austria, www.cedefop.europa.eu/en/tools/vet-in-europe/systems/austria-2019; Cedefop (2019[9]), Supra-Company Training, Überbetriebliche Lehrausbildung (ÜBA), www.cedefop.europa.eu/en/tools/vet-toolkit-tackling-early-leaving/resources/supra-company-training-uberbetriebliche; Federal Ministry of Labour of Austria (2020[10]), Youth and Work in Austria https://portal.ibobb.at/fileadmin/Berufsorientierung_und_Bildung/Final_Youth_and_Work_in_Austria__2019_2020_barr_.pdf; Cedefop (2023[11]), VET in Europe database – detailed VET system descriptions. Austria, www.cedefop.europa.eu/en/tools/vet-in-europe/systems/austria-u3#:~:text=,partial%20exams%20free%20of%20charge.
Since 2017, the Ausbildung bis 18 policy has required all young people to remain in education or training until age 18, reinforcing participation in VET and contributing to Austria’s relatively low early school leaving rate (8.4% in 2022) (Cedefop & ibw Austria, 2023[2]).
Austria’s VET system is frequently described as offering a ‘double opportunity’, combining early labour market entry with the possibility of progressing to higher education. Graduates of all VET pathways have opportunities to progress to further education or training. BHS graduates receive the Matura, giving them full access to university and higher vocational programmes. BMS and apprenticeship graduates can obtain tertiary access by completing the Berufsreifeprüfung (vocational matriculation exam), and many apprentices prepare for this alongside their training through the “Lehre mit Matura” scheme (Cedefop & ibw Austria, 2023[2]). BMS graduates also have the option to enter an add-on course, typically lasting 2‑3 years (Aufbaulehrgang) (AMS Training Compass, n.d.[12]) to obtain the Matura. Apprentices may progress to higher vocational qualifications, such as the Meisterprüfung (Master Craftsperson examination), which permits them to run an independent business and train apprentices (Musset et al., 2013[13]). The National Qualifications Framework (NQF) also clarifies how VET credentials compare to academic ones in terms of learning outcomes (Cedefop & ibw Austria, 2023[2]).
Figure 2.1 shows educational pathways into and after ISCED 3 VET in Austria.
Note: The reference year is 2023 (school year 2022/2023 in the northern hemisphere). Theoretical starting ages refer to the ages as established by law and regulation for the entry to a programme; actual starting ages may vary depending on the programme.
Source: Adapted from OECD (2023[14]), “Diagram of the education system: Austria”, OECD Education GPS, http://gpseducation.oecd.org/CountryProfile?primaryCountry=AUT.
The curricula of Austrian ISCED 3 vocational education and training (VET) programmes are centrally regulated and explicitly competency-based. The Federal Ministry of Education, Science and Research is responsible for curriculum development in school-based VET, while the Federal Ministry of Labour and Economy oversees training regulations for apprenticeships. In both cases, social partners are closely involved through formal consultation mechanisms, such as curriculum committees for school-based VET and advisory boards for apprenticeship (see Section 2.6), ensuring alignment with over 230 occupation-specific training profiles that define the skills and competences expected in each trade (Cedefop & ibw Austria, 2023[2]).
All VET curricula are structured around clearly defined learning outcomes and competences, consistent with the Austrian National Qualifications Framework (NQF). Curricula for each qualification are formalised through national framework documents and specify the knowledge, skills, and application contexts expected upon programme completion (Cedefop & ibw Austria, 2023[2]). They also define the allocation of instructional time across general education, vocational theory, and practical training/work-based learning. In full-time school-based programmes (BMS, BHS), approximately one-third of the curriculum is typically dedicated to practical and work-related learning, including workshops, labs, and internships, although this varies by type and field of study.
In school-based VET, the curriculum combines general education, vocational theory and practical components. Programmes at ISCED level 3 (such BMS) typically include German, English, mathematics, civics and economics, alongside applied vocational subjects such as office administration, accounting, and information and communications technology. Curriculum documents specify learning outcomes and weekly instructional hours by subject, with approximately 32‑36 hours of instruction per week across all domains. Practical learning is embedded through a combination of practical school-based exercises (e.g. practice firms, workshops) and mandatory short-term internships in companies, ensuring that students gain hands-on experience aligned with their field of study (see Section 2.3). While the national curricula define learning outcomes and amount of mandatory work placement in weeks, the exact volume and structure can vary by programme type and institution (Eurydice, 2025[15]).
Higher-level programmes (e.g. in BHS engineering colleges, which include ISCED 3 and up to ISCED 5) offer more advanced technical subjects, such as electronics or mechanics, as well as intensive laboratory or workshop-based training. In all cases, at least one foreign language is compulsory, with more offered in fields such as tourism (Cedefop & ibw Austria, 2023[2]).
In the apprenticeship track, the curriculum is divided between workplace and school settings. The in-company training of apprentices is based on a structured framework defined at the national level. For each apprenticeship occupation, the Ministry of Labour and Economy issues a training regulation (Ausbildungsordnung), developed in consultation with the Federal Advisory Board on Apprenticeship, which includes representatives of employers and employees (Cedefop & ibw Austria, 2023[2]). Each regulation includes an occupational profile (Berufsbild), which sets out the full range of practical skills and professional knowledge to be acquired during the company-based part of an apprenticeship. These competencies are organised by year of training to ensure progressive learning. Based on this national standard, each company prepares a company training plan (Betrieblicher Ausbildungsplan), detailing how the required competencies will be delivered within the workplace context. A certified in-company trainer (Ausbilder) is responsible for implementing this plan and ensuring that the apprentice gains experience across all mandated areas.
The school-based part of apprenticeships is delivered through part-time vocational schools (Berufsschulen), whose curricula are defined by the Ministry of Education, Science and Research. These curricula cover trade theory, related technologies, and general subjects (e.g. German, English, applied mathematics and civics) (Cedefop & ibw Austria, 2023[2]). Instruction typically follows either a weekly pattern (one to two days per week) or block release (e.g. 8‑10 weeks per year), depending on the region and occupation. Teaching is modularised and outcome-oriented, ensuring coherence with workplace learning and providing apprentices with key transversal competences such as communication and digital literacy (Cedefop & ibw Austria, 2023[2]).
Curriculum and assessment alignment across the two learning venues is ensured through national-level co‑ordination between the Ministry of Education, Science and Research and the Ministry of Labour and Economy, supported by formal input from social partners. School curricula are explicitly designed to complement the competences defined in the occupational profiles (Berufsbild), and curriculum updates are often conducted in parallel with revisions to training regulations. This joint development process ensures that apprentices progress coherently through both practical and theoretical content. The apprenticeship-leaving examination (Lehrabschlussprüfung), administered by the Economic Chambers, serves as a shared endpoint, assessing knowledge and skills acquired across both settings (see Section 2.6).
To help apprentices prepare for this exam, several providers offer preparatory courses (Vorbereitungskurse zur Lehrabschlussprüfung). Major providers include WIFI (the training arm of the Economic Chamber), bfi (Labour-Chamber network) and several regional adult-learning centres. Courses are offered in evening, weekend or intensive block formats – often with a blended online component – and focus on revising trade theory, calculations and the practical tasks specified in the Berufsbild (WIFI Austria, 2024[16]). Under the federal Lehrlingsförderung scheme, apprentices can apply for a reimbursement of up to 100% of course fees (WIFI Austria, 2025[17]; Wiener Arbeitnehmerinnen Förderungsfonds (Vienna Employee Promotion Fund), n.d.[18]; Institute for Advanced Studies Vienna, 2025[19]).
Responsibility for ensuring alignment between the workplace and school-based elements lies primarily with the two federal ministries (the Ministry of Labour and Economy for in-company training and the Ministry of Education, Science and Research for school curricula), which co‑ordinate through formal consultation with the social partners and advisory bodies such as the Federal Advisory Board on Apprenticeship. Curriculum development processes for Berufsschulen are designed to align with the occupational profiles (Berufsbild) and learning outcomes of each apprenticeship trade, thereby ensuring that school instruction complements workplace learning. Regional apprenticeship offices (Lehrlingsstellen) also play a role in monitoring training quality and coherence.
Assessment in Austrian VET combines continuous evaluation with final certification examinations. In all settings, teachers assess students through written, oral and practical tasks. Pupils receive semester and annual report cards. If performance in a subject is insufficient, students may sit repeat exams or – under specific conditions – progress conditionally, as regulated by the School Education Act. Apprentices’ workplace learning is monitored by their certified trainers, who may conduct internal assessments or organise training workshops to evaluate progress and ensure all required competencies are covered. In school-based VET programmes, students are also assessed during their internships, often through activity reports or supervisor feedback, which are reviewed by the school and may contribute to final project work or evaluations (see further details in Annex 2.A). However, official grades are issued by vocational schools, which also certify school completion (Eurydice, 2025[5]).
Each VET track concludes with a formal examination process:
Final Exam at BMS (Abschlussprüfung): This exam, is conducted by a school examination board but follows national legal frameworks and guidelines defined in the School Education Act and relevant ordinances (Eurydice, 2025[5]). While individual schools have some flexibility in how the exam is implemented (e.g. choosing tasks or adapting content to the field of study), the general structure, subjects covered, and certification outcomes are standardised across the country. Exams typically include written and oral components and may integrate practical elements, depending on the subject area. The resulting certificate is state-recognised under the Vocational Training Act and may confer rights similar to those of an apprenticeship certificate in relevant trades. One- or two-year pre-vocational schools do not have a final board exam; they end with a school certificate only (Eurydice, 2025[3]).
Reife- und Diplomprüfung (maturity and diploma certificate) at BHS: The five-year colleges culminate in the comprehensive matriculation and diploma exam. Since 2015/16, the format of this exam has been standardised nation-wide in line with the general education Matura, with some adaptations for vocational context. Students typically undertake a diploma project or thesis in their final year which is submitted and later defended (presented) as part of the exam. The exam itself has written and oral components: candidates choose either three written and three oral exams, or four written and two oral exams. Written exams include standard subjects (German, a foreign language, Mathematics) and a vocational subject and are administered simultaneously nationwide. The oral exams cover specialised vocational topics and/or general subjects (standardised nationally), with specific questions determined by the respective subject teachers of a school, and include the defence of the diploma project before an examination board that includes external commissioners. The certificate grants both general university access and a vocational qualification at EQF level 5. Students who fail one or more parts of the exam, can retake those parts in subsequent sessions (Eurydice, 2025[3]).
Apprenticeship-Leaving Exam (Lehrabschlussprüfung): The final examination for apprentices is administered by the regional Apprenticeship Offices within the Economic Chambers and governed by federal law (Berufsausbildungsgesetz). The content and structure of the exam are based on national training regulations (Ausbildungsordnungen), ensuring comparability across Austria. The exam is conducted by a board of industry experts and is only permitted once the apprentice has received the final certificate from the vocational school confirming completion of the school-based component. Successful candidates receive the Lehrabschlusszeugnis (certificate of apprenticeship), which confers nationwide recognition as a qualified skilled worker (Eurydice, 2025[3]). Retakes are permitted, with no fees for second or third attempts (Cedefop & ibw Austria, 2023[2]).
Work-based learning is a central element not only of apprenticeships but also of Austria’s school-based VET programmes. Although BMS and BHS students are in full-time schooling, their curricula are deliberately “practice-oriented”, integrating real and simulated work experiences to complement classroom learning (Cedefop & ibw Austria, 2023[2]). Many VET teachers themselves have industry experience (see Section 2.5), allowing students to encounter a real-world perspective. Additionally, there are several mechanisms through which practical learning is incorporated in school-based VET:
Mandatory work placements (internships): Most school-based VET programmes also include mandatory work placements in companies. These internships, typically completed during summer breaks, are an official component of the curriculum and are required for graduation. BHS programmes include the most extensive internships – usually totalling 8‑12 weeks across the five years – although the required duration can vary by field. For instance, a student at a tourism college may complete up to eight months of internship time, often distributed across seasonal periods (Cedefop & ibw Austria, 2023[2]). Engineering students at Colleges of Engineering and Crafts (Höhere Technische Lehranstalten, HTL) might undertake placements in industrial settings for four weeks each after the third and fourth years. BMS programmes generally require shorter placements, such as a four-week internship between the second and third years. Students arrange placements with support from schools, and they must document their activities, which may be assessed jointly by employers and teachers. These internships also allow companies to get to know students, which can serve as a recruitment pipeline.
Company projects and partnerships: Many VET schools maintain close relationships with local companies that contribute to curriculum delivery and assessment. These partnerships often result in co-developed learning projects, particularly in the final year. For example, business students may develop marketing strategies for local firms, or IT students might code a functional prototype for a client. These assignments are frequently counted as part of the diploma project in BHS programmes and must meet both academic and industry standards. Final assignments in school-based VET are frequently developed in collaboration with companies, providing students with opportunities to engage with real-world workplace challenges (Cedefop & ibw Austria, 2023[2]).
Austrian ISCED 3 vocational education and training (VET) is delivered by different types of providers operating under a nationally standardised framework. The main provider types are i) full-time vocational schools and colleges, and ii) part-time vocational schools. The schools and colleges are typically specialised by field, e.g. healthcare VET schools and business colleges.
While the focus of this subsection is on institutional providers (“school”-type providers), it should be noted that companies are an integral part of VET provision in Austria. In the dual system, companies are official training providers. Around 27 000 firms, from small workshops to large enterprises, are authorised to provide apprenticeships (Wirtschaftskammer Österreich – Abteilung für Statistik (Austrian Federal Economic Chamber - Department of Statistics), 2023[20]) and are formally recognised as part of the VET system’s provider network. To train apprentices, companies must meet certain criteria (adequate facilities, qualified trainers, coverage of the main aspects of a profession) and are subject to approval and periodic checks by the Economic Chamber and apprenticeship authorities. Some large companies run in-house training centres to deliver parts of the curriculum, acting similarly to schools. Supra-company training centres (ÜBA) offer apprenticeship training for young people who cannot find a regular company placement, especially those from disadvantaged backgrounds (Cedefop & ibw Austria, 2023[2]).
2.4.1. Vocational schools and colleges (Schulische VET)
These full-time institutions include Intermediate Vocational Schools (BMS) and Higher Vocational Colleges (BHS). Both follow national curricula developed by the Federal Ministry of Education, Science and Research, with the exception of agriculture BHS under the Ministry of Agriculture, and some healthcare programmes historically under Health (Cedefop & ibw Austria, 2023[2]). There are over 500 BMS and BHS schools combined, serving around 40% of upper-secondary students (OECD, 2017[21]).
Common types of BMS schools include:
Technical and Trade Schools (e.g. electrical engineering, carpentry, metallurgy), preparing mid-level technicians and skilled craft workers.
Schools of Business and Administration (Handelsschulen), focused on office administration, accounting and business skills.
Schools for Social and Service Professions, including tourism and design at intermediate level.
Healthcare VET Schools, offering nursing assistant programmes.
Higher Vocational Colleges provide the five-year programmes BHS programmes. Key sub-types of these institutions include:
Colleges of Engineering and Crafts (Höhere Technische Lehranstalten, HTL), specialising in areas such as civil and mechanical engineering, IT, and electronics.
Business Colleges (Handelsakademien, HAK), focused on economics, marketing, finance and general education.
Colleges for Management and Services (HLW), offering programmes in hospitality, tourism, nutrition and design.
Colleges for Agriculture and Forestry, operated under the Ministry of Agriculture.
Colleges for Early Childhood Education, training preschool teachers with a teaching qualification and Matura.
The provinces (Länder) may be involved in administering these schools (e.g. providing facilities through provincial school boards), but curricular control and teacher employment are largely federal (see Section 2.6).
Most vocational schools and colleges are under the responsibility of the Ministry of Education, Science and Research, but there are some exceptions. For example, the Agricultural and Forestry Schools (Land- und forstwirtschaftliche Schulen), are overseen by the Federal Ministry of Agriculture, Forestry, Regions and Water Management in collaboration with provincial authorities. They offer vocational education programmes that typically culminate in diplomas and school-leaving examinations, providing qualifications equivalent to those from other vocational schools. These schools primarily serve students from rural areas or those interested in green and land-based sectors, and often integrate practical training in school-owned farms or forestry sites (Cedefop & ibw Austria, 2023[2]; Federal Ministry of Agriculture and Forestry, Climate and Environmental Protection, Regions and Water Management, n.d.[22]).
The VET institutions are mostly public or publicly funded private institutions (see Section 2.7). In the case of private institutions, these are often run by religious organisations, charitable foundations, or sectoral associations. Many of these schools hold public-law status (Öffentlichkeitsrecht), which grants them official recognition equivalent to public schools. This status allows them to deliver state-approved curricula and enables students to sit for national examinations, such as the Matura. Programmes offered mirror those of public BMS or BHS tracks and lead to the same qualifications. While technically private, most of these schools receive public subsidies and do not charge significant tuition fees. Other schoolssuch as Montessori or Waldorf education- are completely private and cannot issue school certificates such as Matura and also do not receive state funds (Berka and Wieser, 2018[23]).
2.4.2. Part-time vocational schools (Berufsschulen)
The part-time vocational schools deliver the off-the-job component of apprenticeship training. They are public schools organised by province and vocational field. Depending on regional demand, a province may have multiple Berufsschulen offering the same or different specialisations. For example, there may be several vocational schools for metal trades across different cities within a province, as well as multiple schools for retail, particularly in urban areas with higher concentrations of learners. Attendance follows a weekly or block-release model. Apprentices typically attend the Berufsschule nearest to their training company or in their province, sometimes boarding there during block release. These schools are supervised by the Education Ministry (Cedefop & ibw Austria, 2023[2]). There are over 100 part-time VET schools across Austria, collectively training tens of thousands of apprentices each year (Cedefop & ibw Austria, 2023[2]).
Institutions like WIFI (Institute for Economic Promotion, run by the Economic Chamber) or bfi (run by the Labour Chamber) provide preparatory and compensatory training for apprentices and supplement company-based learning where needed. While primarily considered adult or continuing education providers, they intersect with initial VET in supporting the dual system for those who need an alternative path.
Austria’s vocational education and training (VET) system relies on well-qualified teaching and training personnel. Teachers in VET schools fall into three broad categories: general subject teachers, teachers of theoretical vocational subjects, and teachers of practical vocational subjects. Additionally, in-company trainers (Lehrlingsausbilder) are responsible for workplace training in apprenticeships.
For teachers in VET schools, training routes and entry requirements differ based on the subject area and school type, though in all cases, teacher training in covers both general education subjects and theoretical and practical vocational subjects.
Teachers of general education subjects – such as mathematics, languages, or sciences – in full-time vocational schools (BMS/BHS) follow a standardised academic teacher education programme, identical to that of their counterparts in other school types introduced in the 2013 reform. They typically complete a combined Bachelor’s and Master’s degree through a co‑operation between universities and University Colleges of Teacher Education (Pädagogische Hochschulen), often with a combination of two subjects. A one-year induction phase is required upon entry into the profession, during which they are mentored by an experienced teacher and evaluated at the end of the year (Cedefop & ibw Austria, 2023[2]).
Teachers of theoretical vocational subject in BMS/BHS are responsible for delivering subject-specific vocational theory – such as business administration, engineering principles, or IT systems – in a classroom setting. They must demonstrate both pedagogical competence and substantial industry experience prior to or alongside their entry into teaching. They usually enter the profession after several years in their occupational field. In the fields of Nutrition, Information and Communication (Applied Digitalisation), or Fashion and Design, vocational theory subject teachers complete a dedicated vocational teacher education programme at a University College of Teacher Education. This programme prepares future teachers to instruct students aged approximately 14‑19 in their vocational specialisations, combining subject knowledge, didactics, and practical school placements. For other fields, candidates typically hold a subject-specific master’s degree from a university as well as several years of relevant professional experience. While teaching, they complete a pedagogical Bachelor’s degree (240 ECTS credits) at a University College of Teacher Education, with the option of a Master’s degree (60 ECTS).
Teachers of practical vocational subjects in BMS/BHS are responsible for instructing hands-on vocational skills – such as machining, welding, or culinary techniques – typically in workshops or labs. For Nutrition, Information and Communication, or Fashion and Design, practical vocational subject teachers follow similar dedicated training routes as those of theoretical vocational subject teachers. In all other fields, these teachers are typically qualified through a vocational diploma (e.g. Reife- und Diplomprüfung from a BHS) or a master craftsperson exam and must have several years of professional experience. They then complete a Bachelor’s programme in “Dual Vocational Education and Technology and Trades” on a part-time basis alongside their teaching duties.
Similarly, teachers at part-time vocational schools complete their teacher training at universities of teacher education for the following subject areas: (1) General education and business-related subjects (2) theoretical vocational subjects, and (3) Practical vocational subjects. During their first years of teaching at school, they also complete the Bachelor’s degree programme “Dual Vocational Education as well as Technology and Trades” alongside their teaching responsibilities.
Teacher recruitment in Austria’s vocational education and training (VET) system is a shared responsibility between the regional Boards of Education (Bildungsdirektionen) and school leadership. The Bildungsdirektionen oversee the formal recruitment process, including advertising vacancies, evaluating applications and making appointments for public VET schools. However, school heads play an influential role in candidate selection. Under Austria’s federal contract staff legislation, headteachers may comment on applicants and propose preferred candidates to the education boards (Education Profiles, 2023[24]). Following the 2017 education reform, school leaders in VET institutions also gained broader responsibilities over staff management and quality assurance, which has strengthened their role in shaping the teaching workforce (European Training Foundation (ETF), 2023[25]; OECD, 2021[26]). While appointments remain subject to formal approval by the Bildungsdirektionen, this collaborative approach ensures that hiring decisions are both administratively sound and responsive to school-specific educational needs.
Continuous professional development (CDP) is mandatory for teachers. All teachers – regardless of school type and whether they teach general or vocational subjects – must undertake up to 15 hours of CPD per year under the Public Service Code. Activities include pedagogical seminars, curriculum training and technology updates, and are delivered mainly by University Colleges of Teacher Education. While the core CPD requirements are the same across teaching types, vocational teachers often pursue additional industry-specific training to stay current with sector developments (e.g. new equipment, regulatory changes, or evolving workplace practices) (Cedefop & ibw Austria, 2023[2]).
Trainers in companies supervising apprentices must also meet defined requirements. Under the Vocational Training Act, every company providing apprenticeships must designate at least one authorised trainer. By law, each apprentice must be supervised by an assigned trainer. Trainers must be at least 18 years old and demonstrate both technical and pedagogical competence. These competencies can be recognised through a trainer exam (Ausbilderprüfung), a certified 40-hour trainer course (often offered by the Economic Chamber), or by holding an equivalent qualification such as the Master Craftsperson diploma. Most trainers are skilled employees who supervise apprentices alongside their primary role, although some larger companies employ dedicated training staff (Cedefop & ibw Austria, 2023[2]).
For in-company trainers, CPD is voluntary but encouraged. The Economic Chamber and regional authorities offer modular courses and trainer forums on topics such as instructional methods, digital tools and diversity management. Many provinces operate Ausbilderakademien (trainer academies), and the Chamber subsidises up to EUR 2 000 per year per trainer, provided they attend at least eight hours of training annually. This support has led many in-company trainers to undertake pedagogical refreshers or specialised courses to better coach their apprentices (Cedefop & ibw Austria, 2023[2]). Additionally, some companies provide internal trainings for their trainers or allow them to attend external workshops on work time.
The governance of vocational education and training (VET) at ISCED 3 in Austria involves close co‑operation between federal ministries, provincial authorities, education providers, and social partners. This multi-level structure ensures that VET remains aligned with labour market needs while maintaining consistent educational standards across the country.
At the federal level, the Ministry of Education, Science and Research (BMBWF) oversees school-based VET provision, including curriculum design, teacher training and employment, and quality assurance for the schools and colleges that deliver BMS and BHS programmes and the Berufsschulen. It is responsible for the legal framework for schooling through acts such as the School Organisation Act and School Education Act. Within the Ministry of Education, Science and Research, the Directorate for General and Vocational Education is specifically tasked with pedagogical and vocational aspects of VET, including curriculum development, school improvement, and national and international co‑operation (Cedefop & ibw Austria, 2023[2]). The Ministry of Labour and Economy (BMAW) oversees the company-based aspect of dual training. It issues training regulations for each recognised apprenticeship trade, supervises the implementation of the Vocational Training Act (Berufsausbildungsgesetz), and manages apprenticeship-related promotion and quality assurance in collaboration with the Economic Chamber. The BMBWF is also responsible for monitoring educational outcomes through indicators such as graduation and dropout rates, while apprenticeship data are collected by BMAW and WKO (Federal Ministry of Science, 2014[27]). Other ministries are also involved in VET governance. The Ministry of Agriculture, Forestry, Regions and Water Management oversees agricultural and forestry colleges, while the Ministry of Health previously administered health-related VET. However, since 2016, most nursing and health professions training has been gradually transferred to tertiary-level institutions under the oversight of the Ministry of Education, Science and Research, with existing sub-tertiary programmes set to be phased out by the end of 2025 (Federal Law Gazette for the Republic of Austria (Bundesgesetzblatt für die Republik Österreich), 2016[28]; Cedefop & ibw Austria, 2023[2]).
Austria’s VET governance is characterised by strong involvement of the social partners. Employer and employee organisations – particularly the Austrian Economic Chamber (WKO), the Chamber of Labour (AK), and relevant trade unions – are formally involved in developing VET content and structures. Curriculum committees (“Lehrplan-Kommissionen”) for school-based programmes include social partner nominees who help shape curricula and occupational standards (Cedefop & ibw Austria, 2023[2]). For apprenticeships, the Federal Advisory Board on Apprenticeship (Bundes-Berufsausbildungsbeirat) advises the Ministry of Labour and Economy on new apprenticeship profiles, revisions, and broader reforms (Federal Ministry of Science, 2014[27]). Composed of employer and employee representatives and government officials, this board assesses proposals developed with the help of expert institutions such as Institute for Research on Qualifications (ibw) and ensures that training content reflects evolving occupational needs. Studies on skill needs inform this process at sectoral and regional levels, ensuring that new content (such as in digitalisation or green technologies) is embedded in a timely manner. In recent years, for instance, new apprenticeships in IT and updates to technical college curricula have been introduced to reflect demand from employers.
While education is primarily a federal competence, provinces (Länder) contribute by owning and maintaining school infrastructure, providing equipment (especially for part-time vocational schools and some BMS/BHS), and co-financing teachers’ salaries. In some cases, provinces fully finance teacher salaries (e.g. in certain provincial schools), while in others – such as agricultural and forestry colleges – they share costs with the responsible federal ministry. For example, salaries at agricultural colleges are typically split 50/50 between the province and the Ministry of Agriculture (BML). Each province hosts a Board of Education (Bildungsdirektion), which functions as a decentralised branch of the Ministry of Education, Science and Research. These boards supervise school operations, oversee teacher recruitment and deployment (see Section 2.5), ensure national curricula are implemented, and adapt delivery to local conditions such as adding regionally relevant elective modules or adjusting school timetables (Cedefop & ibw Austria, 2023[2]).
In apprenticeship training, sub-national autonomy is reflected in the operation of the Apprenticeship Offices (Lehrlingsstellen), located in the provincial Economic Chambers. These offices register apprenticeship contracts, monitor company training quality, organise the final examination (Lehrabschlussprüfung), and issue certificates (Eurydice, 2025[6]). Although these functions are governed by federal law, they are administered regionally, allowing alignment with local labour market conditions. Some provinces also implement their own apprenticeship promotion schemes, offering additional subsidies or incentives for firms to train apprentices in strategically important sectors – often supplementing federal-level funding incentives (see Section 2.7).
Since 2017, Austria has introduced a principle of school autonomy across the education system, including in VET. Schools and colleges have increased flexibility to deviate from established pedagogical and organisational practices, including adapting the way in which they deliver the nationally-set curricula, forming cross-class groupings, and managing lesson length and teaching time (Linz, 2024[29]). They also have greater leeway in contextualising curricula to reflect student interests, teacher strengths, and regional characteristics. This approach aims to support inclusive, learner-centred teaching by giving schools tools to better respond to local and student needs (Eurydice, 2025[6]).
To support system-wide co‑ordination, Austria has established formal and informal mechanisms. At the national level, inter-ministerial working groups and regular co‑ordination meetings between the Ministry of Education, Science and Research, the Ministry of Labour and Economy and social partners help align policies across education and employment domains. These platforms facilitate dialogue on curriculum development, training regulations, and systemic reforms.
Austria’s vocational education and training (VET) system is publicly prioritised and jointly funded by federal, provincial and employer contributions. While funding structures differ between school-based and dual apprenticeship pathways, both are designed to minimise financial barriers for learners and ensure the system is adequately resourced.
Upper‑secondary VET schools (both full-time and part-time) are fully integrated into the public education system. This is also the case for supra-company training institutions (Überbetriebliche Lehrausbildung, ÜBA), which provide apprenticeship training for learners who are unable to secure a company placement. These institutions are fully publicly funded, primarily by the Public Employment Service (AMS) with additional provincial support in some cases. Public funding covers core costs, including teacher salaries, curriculum development, facilities, and operational expenditures. In 2020, about 19% of Austria’s education budget (4.9% of GDP) was spent on upper‑secondary education of which VET programmes are predominant. Per-student public spending in upper-secondary vocational institutions (12% of education budget) is typically higher than for general upper-secondary institutions (7%) due to smaller class sizes in workshops and the cost of technical equipment (OECD, 2023[14]). Each year, budgets are allocated for updating technology so that students train on up-to-date equipment. Provincial and municipal authorities co-finance school infrastructure and may also contribute to teacher salaries, particularly in sectors outside the remit of the Education Ministry – such as agricultural and healthcare schools (Cedefop & ibw Austria, 2023[2]). High-cost items (machines, lab equipment) for school workshops are sometimes co-funded through industry partnerships.
Students at public BMS/BHS or part-time vocational schools do not pay tuition. Private VET providers with public-law status receive subsidies allowing them to waive or minimise fees. All upper-secondary learners (regardless of programme type) may be eligible for extended family allowances up to age 24, subsidised school transport for a flat fee of EUR 19.60 per year, and free textbooks. Targeted grants are available through the Schooling Allowances Act, including annual school allowances (EUR 1 608), boarding and travel grants (up to EUR 1 964 and EUR 150, respectively), and special allowances for learners in hardship or preparing for final exams after leaving work. Apprentices benefit from additional supports: the state covers up to 100% of fees for preparatory courses for the apprenticeship-leaving exam, waives exam fees for second and third attempts, and co-funds Erasmus+ mobility opportunities (e.g. EUR 15 per day for foreign placements). Furthermore, the “Digi cheque” scheme provides full funding (up to EUR 500 per course) for up to three supplementary training courses in areas such as digitalisation or sustainability, enabling apprentices to broaden their skillset beyond the core curriculum (Cedefop & ibw Austria, 2023[2]).
In the dual apprenticeship track, employers and the public sector share responsibility for training costs. Public authorities cover the entire cost of part-time vocational schooling, including staffing and infrastructure, and apprentices are not charged tuition or exam fees, including resits. Firms pay apprentices’ wages, which are based on collective agreements, in the last year apprentices receive 80% of a skilled workers salary (Osterreich Wirtschaftskammer; Gewerkschaft gpa Meine, 2024[30]). Salary levels vary a lot according to the professions. Florists are at the lower end with approximately EUR 730 in the first year and EUR 1 050 in the last year. Cooks are more in the average field with EUR 1 050 in the first year and EUR 1 040 in the last year. Construction is at the top end, apprentices earn EUR 1 309 in the first year and EUR 2 617 in the third year. Some firms also pay higher salaries than the minimum wages from the collective agreements (Gehaltskompass, 2023[31]). In addition, firms cover the cost of in-house training, materials, and trainer time (Cedefop & ibw Austria, 2023[2]; Eurydice, 2025[32]).
To incentivise employer training provision, Austria offers a comprehensive subsidy scheme. Since 2008, training companies can apply for a basic subsidy (Basisförderung) equal to three months’ apprentice wages in year one, two months in year two, and one month in each subsequent year (Wirtschaftskammer Österreich – Abteilung für Statistik (Austrian Federal Economic Chamber - Department of Statistics), 2023[20]; Wirtschaftskammer Steiermark (Austrian Economic Chamber), 2025[33]). The grant is paid only after each apprenticeship year has been completed, provided that (i) the apprentice contract was valid for the full year (or ended regularly by the final examination), (ii) the firm is an authorised training company under the Vocational Training Act, and (iii) the apprentice received at least the collectively-agreed minimum wage.
Additional targeted subsidies are available: firms may receive bonuses for training under-represented groups, such as women in technical fields, youth with disabilities, disadvantaged youth, or adult apprentices (EUR 400-900 per month) (Arbeitsmarktservice Österreich (Austria's Public Employment Service), 2024[34]). If an apprentice passes the final exam with distinction, employers receive a performance bonus of EUR 200–250 (Wirtschaftskammer Steiermark (Austrian Economic Chamber), 2025[35]). Further, employers who invest in trainer development may receive up to EUR 2 000 per trainer per year, as discussed above. Companies also benefit from reduced non-wage labour costs: health insurance contributions for apprentices are only 3.35% (vs. 7.65% for regular employees), and accident insurance is fully covered by the Austrian Accident Insurance Agency (AUVA) (Federal Institute for Vocational Education and Training, 2024[36]; Cedefop & ibw Austria, 2023[2]).
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To illustrate how the above elements come together in practice, this annex presents three examples of upper‑secondary VET programmes in Austria:
Example 1: Apprenticeship in Retail Sales
Example 2: Three-year BMS in Business Administration
Example 3: Five-year BHS in Mechanical Engineering (HTL Maschinenbau).
Each example outlines the programme’s structure (subjects, credits, practical training) and key assessment features, as well as pathways after completion.
This three-year apprenticeship leads to the EQF level 4 qualification “Apprenticeship Certificate in Retail Trade.” It is one of Austria’s most common apprenticeships, offering 14 specialisations (e.g. fashion, electronics, food), which companies may choose based on their business model (Federal Ministry of Science, 2014[27]; Wirtschaftskammer Steiermark (Austrian Economic Chamber), 2023[37]).
Apprentices spend about 80% of their time in-company, typically three to four days per week, following a company training plan (Betrieblicher Ausbildungsplan) that operationalises the nationally binding occupational profile (Berufsbild) set out in the Retail Trade Training Regulation (Cedefop & ibw Austria, 2023[2]; The Federal Ministry of Science, 2015[38]). The training plan cannot omit or shorten any competence from the national Berufsbild, but it may add firm-specific tasks or change the exact sequencing provided the yearly core competences are covered.
The Retail Trade Training Regulation outlines the skills requirements in each year: In year 1, apprentices learn basics like stocking shelves, greeting customers, and using the cash register. Year 2 focuses on customer service, complaint handling and inventory, while year 3 introduces advanced skills such as merchandising, store accounting, and specialisation-specific knowledge. A qualified in-company trainer supervises progress, with apprentices maintaining a skills logbook. The company’s qualified trainer mentors the apprentice, demonstrating tasks and gradually increasing the apprentice’s independent work, with apprentices maintaining a skills logbook.
In parallel, apprentices attend part-time vocational school (Berufsschule), typically one day per week – or two days in some regions during the final year – over the course of their apprenticeship. The curriculum is defined nationally by the Ministry of Education and is detailed in the framework curriculum for vocational schools (Bundesministerium Bildung (Federal Ministry of Education, Science and Research of Austria), 2025[39]) It stipulates a total of 1 260 hours of instruction across three years, divided among specific subject areas: 280 hours in Applied Economics, 120 hours in Vocational Foreign Language, 120 hours in Business Project Practice, 100 hours in Sales Promotion and Merchandise Presentation, and 360 hours in Sales Internship, among others.
Instruction is structured to develop both professional and transversal competences and is explicitly competence- and outcome-oriented. For example, one defined learning outcome is: “The apprentice is able to conduct a complete sales conversation with a customer – starting from the initial contact through to closing the sale and handling objections.” The curriculum emphasises active and practical learning methods, including simulations, role-plays, and case studies. Many schools complement this with simulated retail environments (Übungsgeschäfte), where apprentices practice setting up displays, operating point-of-sale systems, or managing inventory under realistic conditions.
Apprentices are continuously assessed in both settings. Trainers provide feedback, while teachers conduct tests in vocational theory, assignments (like a small project to plan a promotional campaign), and oral exams in subjects like communication. Annual report cards are issued by the school. The company confirms training completion through the signed logbook.
The final apprenticeship examination (Lehrabschlussprüfung) is administered by the regional economic chambers (Wirtschaftskammern) and is structured according to the national training and examination regulations (Ausbildungs- und Prüfungsordnungen). These regulations are issued by the Federal Ministry of Labour and Economy (Bundesministerium für Arbeit und Wirtschaft) and define the specific assessment criteria for each apprenticeship occupation (Wirtschaftskammer Steiermark (Austrian Economic Chamber), 2025[40]).
A written test on retail knowledge and calculations (e.g. receipts, discounts, VAT). In some provinces, part of this may be integrated into a project.
A practical/oral exam often based on a role-play sales scenario. Candidates demonstrate product knowledge, communication, and sales technique, and may also complete a logistical task (e.g. checking a delivery).
The exam board (one chair, typically a vocational school teacher or chamber official, and two assessors from the retail industry) evaluates performance in both components according to set criteria. Distinctions (e.g. “good success”) may be awarded to particularly strong apprentices.
Upon passing, the apprentice receives an Apprenticeship Certificate “Einzelhandelskaufmann/-frau” by the chamber (Eurydice, 2025[41]). This qualification allows them to work as a shop assistant, department manager trainee, etc., and with additional experience, they can advance to store management. Many retail apprentices continue working at their training company post-qualification.
A three-year BMS programme for Commercial Clerks at a commercial school (Handelsschule) leads to an EQF level 4 qualification. The programme provides vocational education in business and administration for students aged approximately 15‑18, culminating in a diploma recognised as a “Qualified Commercial Clerk” (Kaufmännischer Assistent). It prepares graduates for entry-level administrative, clerical, and junior accounting roles, and offers progression routes to higher education through bridging options (Eurydice, 2025[41]). The curriculum is set nationally by the Ministry of Education, Science and Research and is delivered in a standardised format across all schools, though schools may include optional modules depending on local needs.
The national curriculum defines the weekly instructional hours for each subject over the three years of the Handelsschule. General education subjects such as German, English, mathematics, and civic education make up approximately 40% of instruction time, while vocational subjects – such as accounting, business administration, and office management – account for about 50%. The curriculum includes a detailed “Stundentafel” specifying lesson hours by subject and school year (Bundesministerium Bildung, 2018[42]) (Bundesgesetzblatt (Federal Law Gazette), 2025[43]). Some schools offer elective modules on topics such as sales and retail; students must take between four and six weekly hours of electives over the three-year programme, chosen from a school-defined list in line with national guidelines. Courses often include simulations, such as preparing balance sheets or drafting business correspondence. Across all curricular activities, there is an emphasis on soft skills like presenting and teamwork.
The final 10% of the curriculum encompasses practical training components. This includes participation in a Übungsfirma (practice firm), where students simulate various company departments to apply their business knowledge in a controlled environment. Additionally, students are required to complete a compulsory internship (Pflichtpraktikum) of 150 working hours, typically undertaken during the summer break between the second and third years (Judenburg, n.d.[44]) (Bundesgesetzblatt (Federal Law Gazette), 2025[43]). This internship provides real-world experience in the commercial sector and is documented through a practical training portfolio. Across all practical components, there is an emphasis on developing soft skills such as presenting and teamwork.
Assessment is ongoing and includes written tests, business simulations, and practical assignments (e.g. preparing financial statements or business documents). Advancement depends on passing yearly assessments, with opportunities for exam resits (Eurydice, 2025[41]).
In the final year, students take the Abschlussprüfung (final exam), consisting of:
Written exams: commonly one in German (or communication skills), one in Accounting and Business Administration (could include creating financial statements and answering theoretical questions), and possibly one in Applied Maths or Foreign Language focusing on business context.
Oral exam: students present and discuss a case study or project (often linked to their Übungsfirma or internship), demonstrating their understanding of business processes and core economic concepts.
All elements are nationally regulated in terms of structure and content, though schools can link the final oral exam to the internship or practice firm experience. Upon passing, students receive a Final Certificate (Abschlusszeugnis der Handelsschule), which confers a recognised professional qualification equivalent to an apprenticeship in related business roles (Eurydice, 2025[5]).
The Höhere Technische Lehranstalt (HTL) for Mechanical Engineering is a five-year full-time BHS programme preparing students (starting from age 14‑15) for careers in engineering or further study. It spans ISCED levels 3 (upper secondary) and 5 (post-secondary non-tertiary), culminating in the Reife- und Diplomprüfungszeugnis, which confers both a Matura and a professional diploma at EQF level 5. Graduates attain EQF level 5 and the title “Ingenieur” and can be awarded the engineering degree equivalent title “Ing.” after three years of work experience and a professional review. This programme prepares students to become mid-level engineers, technicians, or to pursue higher education in engineering.
The curriculum comprises approximately 40 hours of instruction per week, with a clearly prescribed distribution between general education, theoretical engineering subjects, and practical/laboratory-based training, as defined by the Ministry of Education’s national curriculum for higher technical colleges. Weekly instructional hours for each subject area are specified across all five years, ensuring consistency across institutions. General education subjects – such as mathematics (including advanced calculus), German, English (with technical components in later years), physics, chemistry, history, civics, geography, economics, and physical education – typically account for about one-third of total hours. Technical instruction covers core fields such as mechanics, materials science, computer-aided design (CAD), electronics, automation, applied science, and project management. Practical learning involves hands-on work in workshops and laboratories, including tasks like milling, welding, operating CNC machines, and conducting materials testing or fluid mechanics experiments. Project-based learning is introduced in the fourth year and intensifies in the fifth year, culminating in a diploma thesis. While the curriculum is highly prescriptive in terms of subject content and time allocation, schools have some flexibility to tailor elective offerings or implement locally relevant projects within the defined framework (Bundesministerium Bildung (Federal Ministry of Education, Science and Research of Austria), n.d.[45]) (Bundesgesetzblatt (Federal Law Gazette for the Republic of Austria, 2015[46]).
Students must complete eight weeks of industry internship – typically four weeks after years 3 and 4 – in firms or workshops (Eurydice, 2025[6]). During these internships, students may for example assist technicians on a production line, or shadow engineers in a design office. They often submit a reflective report, which is reviewed by the school.
In the final year, students complete a diploma project (Diplomarbeit), often in teams and in collaboration with companies. For mechanical engineering, this might involve designing and prototyping a tool or automating a production process. Projects are documented in a thesis and presented during the final examination (Eurydice, 2025[41]).
Students are continuously assessed in all subjects through exams, lab work, and projects. Promotion requires satisfactory performance, though one marginal grade may be tolerated. The final exam (Reife- und Diplomprüfung, Matura and Diploma) includes:
Written exams in German, mathematics, a foreign language, and a technical subject (e.g. mechanical design), and are administered simultaneously nationwide (Eurydice, 2025[41]).
Oral exams in which students present and defend their diploma project in front of the commission (Eurydice, 2025[41]) and answer oral questions in two or three subject areas. The oral examinations are conducted within a nationally standardised framework that outlines the structure, subject areas, and assessment criteria. Students present and defend their diploma projects before an examination committee. While the specific questions and topics are determined by the school's teachers to reflect the student's coursework and project, they must adhere to the national guidelines ensuring consistency in assessment standards. The exam committee, chaired by an external commissioner appointed by the Ministry (often an experienced HTL teacher from another school), includes the school’s teachers and sometimes an industry expert. They assess both the project and the student’s theoretical understanding (Eurydice, 2025[41]).
The combination of academic (Matura) and professional (Diploma project) elements fulfills the double qualification. Students must pass all parts to receive a qualification and can retake a failed part that in a subsequent session if needed. Upon passing, the student receives the Reife- und Diplomprüfungszeugnis for Mechanical Engineering, which explicitly states their general university eligibility and the engineering diploma.