In Austria general compulsory schooling applies to all children permanently resident in this country, irrespective of their nationality, and lasts for nine years. There are private and state schools; in state schools, no tuition fees are charged. The Austrian school system provides for a variety of education and training options which are designed to meet the needs and interests of children and their parents.

 

Primary level

Compulsory education starts with a four-year primary school (Volksschule) (or special needs school) on the first of September following a child‘s sixth birthday. Already after her or his fifth birthday, a child may attend pre-school education. Primary schools are designed to provide all pupils with the same elementary education. Their task is to impart a comprehensive and well-balanced general education, thus fostering the children's social, emotional, intellectual and physical skills and abilities. Special needs schools (Sonderschulen) promote and educate mentally or physically disadvantaged children who are not able to follow lessons in primary or lower secondary schools and prepare them for integration into the world of work.

 

Secondary level

After primary education, pupils have the choice between two types of school, both covering a period of four years: They may attend lower secondary school (Hauptschule) or the lower level of an academic secondary school (allgemeinbildende höhere Schule or AHS). Lower secondary schools provide pupils with a basic general education, prepare them for working life and, at the same time, impart to them the knowledge and skills required for transfer to schools at the upper secondary level. The lower level of academic secondary schools aims to impart a broad and advanced secondary general education. Upon successful completion of either of these school types, pupils are free to choose from among a wide variety of education and training pathways: They may attend a school or college with the focus on either general or technical and vocational education.

The main aim of schools offering general education is to provide pupils with standard

entry qualifications for university-level education and a solid basis for more specialised education and training careers. They are attended for another four years and concluded with a final examination; graduates obtain the Certificate of

Secondary Education called Reifeprüfung-Certificate or Matura. The various forms of the advanced (upper) level of academic secondary schools offer students a range of options (the classical Gymnasium, which places particular emphasis on foreign languages; the Realgymnasium, which emphasises mathematics, the sciences and/or technical subjects; and the Wirtschaftskundliches Realgymnasium, which places emphasis on economics and social studies). Within the framework of school autonomy and pilot projects, the individual schools may modify their curricula and develop their own specific profiles. In order to safeguard the provision of a broad and advanced general education, there is a core curriculum which is taught in all schools. In addition to these compulsory subjects, the individual school types allow further specialisation in certain areas depending on their special focus. The focus can be on classical languages, mathematics and the sciences, economics and business, instrumental music, or on art and handicraft. This means that students can specialise in certain areas with a view to their desired professional career. Apart from these schools providing general education, there is a great variety of schools and colleges offering technical and vocational education and training (TVE). In principle, two institutional paths may be distinguished between. Students who have completed their compulsory schooling period may either opt for an apprenticeship in the framework of the dual training system or continue their education at a secondary TVE school (berufsbildende mittlere Schule or BMS), which provides medium secondary vocational training, or at an advanced-level secondary vocational school (berufsbildende höhere Schule or BHS). About twenty percent of all students complete their ninth year of compulsory schooling at a one-year pre-vocational school (Polytechnische Schule), which qualifies them for transition to an apprenticeship training within the dual system. Training for an apprenticeship occupation is provided partly in a company and partly through parttime attendance of a vocational school for apprentices (Berufsschule). It is the task of these vocational schools to impart general education contents and to complement the occupation-specific knowledge and skills the trainees have been taught in the companies providing the training. Apprenticeship occupations may be broken down by economic sectors as follows (figures from 2001): 53.1% of young people start a training in the crafts and trades, followed by those trained in commercial occupations (15.8%), in industry (12%), and in the tourism and leisure industry (10.5%). These four sectors boast the largest shares of trainees and cover a total of 91.4% of apprentices. In addition, 1.9% of all apprentices work in the transport sector and 0.7% in the finance, credit and insurance industry. There are a total of 40,152 training enterprises in Austria. Over the past four years, more than one hundred of the current 273 apprenticeship occupations have been introduced or modernised, seven of which in the field of the information and communication technologies (ICT) with 2,522 apprentices (as of 2001). In 1997, an additional possibility of access to university-level education (universities and Fachhochschule courses) for skilled workers has been established: the so-called Berufsreifeprüfung.

 

The Secondary TVE schools start after the eighth year of schooling and last for between one and four years. Also the advanced-level secondary vocational schools start after the eighth year of schooling; after five years and a school-leaving examination, successful graduates obtain the Certificate of Secondary Education and TVE-Diploma (called Reifeprüfung-Certificate or Matura). Types of TVE schools and colleges include: secondary business schools (Handelsschulen), secondary colleges for business administration (Handelsakademien), secondary schools for occupations in the social services sector (Schulen für Sozialberufe), secondary schools and colleges for agriculture and forestry (landund forstwirtschaftliche Schulen) and a wide range of schools and colleges for occupations in the technological, business and artistic fields. Successful completion of one of these schools qualifies graduates to practise the occupations concerned. Tertiary level Graduates of an academic secondary school or an advanced-level secondary vocational school who boast the Reifeprüfung-Certificate as well as those who have passed the Berufsreifeprüfung are entitled to study at academies (Akademien) and post-secon-dary TVE colleges (Kollegs) and are granted access to universities, the universities of arts and to polytechnical institutes (i.e. the universities of applied sciences, Fachhochschulen).

Since the autumn of 2001, students at Fachhochschulen and universities have had to pay tuition fees. The new higher education studies' acts have introduced novelties for Fachhochschule institutions and universities: They provide for three-year Bachelor degree courses, on whose basis one-to-two year Master courses may be attended. At Fachhochschule institutions, students may now also enrol in diploma studies. Graduates of a Master course or a diploma study are entitled to enrol in doctoral studies at universities.

 

 

Introduction

 

The education and school system is one of the most important and sensitive parts of cooperation between state and religious communities. As seen from the point of view of religious communities the main aspect is to keep their goal in education in society and in schools. 

It is the task of the state to provide a lawful frame, foremost because – as Böckenförde has expressed in his famous statement – the liberal democratic constitutioned state lives on requirements which the state itself can neither create nor guarantee. Therefore the religious interests of the citizens are important, which have to be promoted by the state because of the religious interests of these citizens. At the moment 13 different religious communities are legalized by the Austrian state. Among them are for instance Catholic and Protestant as well as Muslim and Buddhist religious communities.

 

Austria belongs – with growing differentiation in religious denominations – to the above average religious countries and stable believing cultures in Europe. In 1999 almost 75% called themselves religious persons. In 2000 even 78% said that. Within a trend of an increasing privatization of religion which can be found all over Europe, a high percentage of people (86%) agree that religious belief is something private in a sense of common cultural basis. Although the large majority of Austrians see there country and its culture rooted in Christian religion the agreement to specifically Christian belief contents is decreasing. The great majority of the population regards these facts with concern.

One of the main reasons for the decreasing of Christian belief contents are migration movements which brought a wide range of other religious denominations to Austria.

 

 

General legal bases

 

Taking the institutional segregation of state and Church as a basis the lawful frame for the work of religious communities has to be provided in a sense of “a system of a pluralistic concept of religion and life philosophies.”

Connected to the concept of freedom of religion and the religious neutrality of the state are the requirements on religious communities. They have to represent the way they see themselves at the level of a civilian society in a public discussion, if they want to be heard in a process of forming opinions in the society. Thus say, in true, have to accept the liberal democratic state, pluralism and tolerance.

The basis for law registrations in education consist on the freedom of religion and philosophies of life on one hand and the constitutionally given right of religious communities of self-determination on the other hand. For the individual the freedom of religion finds an addition in amendment 2 to the European Human Rights Convention, which is part of the constitution in Austria. Therefore the state has to respect the right of parents to guarantee instruction and education according to their own religious and philosophy of life convictions.

 

Legal basis of private schools

 

According to article 17 paragraph 2 of the Austrian constitution each citizen is guaranteed the right to found schools and educational institutions and to teach, if they can prove the ability according to the law. In a pluralistic system there has to be room for pedagogical alternatives and for the educational needs of religious and ethnic groups including minorities. Private schools being given the right to establish a school get almost identical position as state schools. Students at private schools are accepted by a civil law contract signed by the institution and the student or his parents and not by an administration act of the state authority like in state schools. Schools of religious communities may select students according to their religious denomination or language. Schools that are legally accepted as private schools are entitled to subvention of teaching staff by the state. The denominational profile of such a school depends on the nearness or distance of teachers to their religion community. Therefore the respective rules for the assignment of teachers and the cancellation of assignments are important cornerstones.

Education in responsibility of the Catholic Church in Austria

 

Within the Catholic Church the topic of education and school has become more important within the last years. The discussion must be seen in the light of a big tradition, rooted in the 18^th century of Church responsibility for the whole school system.

A symposium of the Austrian Conference of Bishops in 1997 stressed the following: “Education is one area that will gain importance for Churches in the future.”

Educational work is not only the basic dimension of preaching in the sense of its order, but it also adds its contribution to a successful life which guaranties humanity to the individual and society. Thus Church education work strengthens and supports pedagogical activities and concepts, suitable from the way to see man and to promote being human in all aspects of life. The Church tries to lay stress in the area of education where opposition is needed. It tries to argue in an educational discussion. Moreover it tries to do some lobbying for its position. The most important trend which the Church has to oppose to is the increasing influence of economy and economic thinking in education.

 

Roman Catholic Church schools in Austria

 

The most important partner of the state in the area of education in Austria is the Roman Catholic Church. This is due to the historical situation as well as to a demographic majority of Roman Catholics. The Church’s educational work comprises kindergartens as well as secondary school. Moreover the Church is involved in institutions of teacher training and in universities.

40.000 children in 1.849 groups are cared for in 721 kindergartens and day-houses, which are often connected to schools. Parents enthrust 67.000 children and youths to 314 Catholic Church schools all over Austria. These are 6.1 percent of all Austrian students. These schools are distributed over whole Austria; however there is clear concentration in the archdiocese of Vienna.

In the training and in-service training of teachers the Catholic Church in Austria takes an unique position within Europe. More than 40 % of all teachers in all subjects, not only those for religious instruction are trained in Catholic institutions. Of course, there is a wide range of offers for the training and in-service training for teachers of religious instruction.

State universities in Austria contain 4 Catholic-theological faculties which are safeguarded by the concordat. In adult education the Catholic Church is the leading supplier in Austria.

 

Pedagogy in Roman Catholic Church schools

 

Catholic Church schools have no problems attracting students due to a traditionally high quality. From the school year 2002/03 to the next numbers of students increased by 4 % in Catholic Church schools although more often the standards in the building substance and equipment cannot be compared to those in state schools, because of limited financial means.

Over the last years Catholic Church schools have opened their doors to youths of different denominations and even to those without any religious denomination. This must be seen as an active support of handling immigration, especially in Austria’s capitol Vienna. 2.2% of all students in Catholic Church schools do not confess to any religious denomination, in Vienna this number is as high as 4.4%. These students are obliged to attend lessons in a Christian religion of their choice as an extra curricular subject.

7.7% of students at Catholic schools belong to other religious denominations. Again the number is higher in Vienna – it is 11.4%. These students must attend lessons in their denomination, if it is provided.

These developments have opened up new chances, but also new problems for Catholic Church schools. These schools now depict society in a more realistic way. In this way religious and ideological tolerance can be practiced, the dialogue among different religious denominations can be paid attention at school and contacts between those are possible. On the other hand drawing up a boarder brings about problems in Catholic exercises and Church services. There may arise the dangers of a generalized religious feeling to lose or give up the own identity in favour to a general and common religious identity. 

 

Therefore, it is necessary to live a pedagogical idea of a Christian society which sticks to the religious dimension of man and confides in the attachment to fides et ratio as a principle in teaching. All this can guarantee the identity which makes up the power of Catholic Church schools and which can form them to a missionary place. For those schools which belong to a specific order and a specific spirit it means that they should keep the masters of the Christian pedagogy. Moreover they should bring out long forgotten aspects in a constructive but critical way in order to develop new emphasis for today’s demands or in the words of Paulus: “Prove all things; hold fast that which is good!” (1 Thess 5,21)

 

Thank you for your attention.